Conflict between Desired and Actual Supports Given to Students Conflicting Conceptions of Learning to Teach

17

b. Conflict between Desired and Actual Supports Given to Students

Conflict between desired and actual support given to students is related to the want of taking care students which is encountered by professional restrictions. This conflict occurs when the pre-service teachers encounter troubled students which actually need support. The trouble from students can come from students studies or home environment. The pre- service teacher might understand the sources of problem, the causes of student behavior, or even know the students background environment. However, the pre-service teacher might unable to offer a help as it is not hisher field and main task professional limitation, or might be able to only offer helps which might not solve the problem thoroughly such as listening to the students problem or story, motivating students, etc.. Therefore, that situation can frustrate the pre-service teachers as they want to help but cannot do anything because of their limitation as a teacher, which result in having tension.

c. Conflicting Conceptions of Learning to Teach

Conflicting conceptions of learning to teach is described as the conflict between pre-service teachers perceptions, beliefs, and conceptions of teaching and those owned by their mentors. This conflict is related to the process of integrating personal concept of teaching while also meeting the schools demand, in this case the mentor. Pre-service teachers may find that his concept in teaching and his mentor are different Pillen et.al, 2013. They may also find the feeling that their mentors are directive because some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 18 mentors might not accept pre-service teachers teaching concepts and ask pre-service teachers to follow the mentors concepts Pillen et.al, 2013. This conflict can cause two possible outcomes; whether the pre-service teachers will adapt or try to make the best of it, or whether the pre-service teachers will quit and find another school which might accept hisher concepts of teaching. EFL pre-service teachers face professional identity tensions similar to pre- service teachers in general. However, there are several tensions which are only faced by EFL pre-service teachers. Those tensions are related with the use of foreign language, in this case the use of English, in teaching practices as a classroom language. Those related tensions refer to the term called foreign language anxiety. According to Young 1999, foreign language anxiety is worry and negative emotional reaction aroused when learning or utilizing a second language as cited in Hismanoglu, 2013, p. 930. This foreign language anxiety emerged when the teachers have stress in using the target foreign language, whereas the use of target language is essential in foreign language classroom as it can help students acquire the language Klanrit Sroinam, 2012. There are several factors or sources of language anxiety which can lead EFL pre-service teachers in having tension. Based on studies from Klanrit Sroinam 2012 and İpek 2016, there are three factors or sources of ELF teachers language anxiety. Those factors can influence whether teachers will use English as classroom language. They are teachers language proficiency, students language proficiency, and the taught-to-studen ts’ language skill. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 19

d. Teachers Language Proficiency