22 2011. By sharing tensions, beginning teachers may define their problem, speak to
significant others or search for alternative solutions, then take action Admiraal et.al, 2000, for example; a teacher who has difficulty to deal with his students ask
tips and suggestions from his colleague.
B. Theoretical Framework
After discussing the theoretical description, the researcher synthesizes those theories from theoretical description in the theoretical framework. This theoretical
framework explains why the researcher chooses the theories, the relation of the theories with the research questions, and how the theories will help the researcher
in answering the problem of the research. In the first part of theoretical description, the researcher does not directly
discuss the professional identity tensions of pre-service teachers. Instead, the researcher begins the discussion by employing the theories of teachers professional
identity from Mockler 2011, Beltman et al. 2015, Beijaard et al. 2004, Beijaard et al. 2000, Chong et al. 2011, and theory of professional identity of ELF teacher
based on the study from Xu, 2013, Xiaoyu Xuemei, 2013, Roohani Darvishi 2015, and Farrell 2016. Those theories are implied in order to give the
background knowledge of what professional identity of teacher is before discussing what professional identity tension of teacher is. Before talking about
teachers professional identity tension, the researcher perceives that knowing how teachers professional identity is shaped and defined is very important as the part of
the study. Based on the discussion, it is found that teachers professional identity is developed and shaped since the teachers are pre-service teachers.
23 It the second part of theoretical description, the researcher begins the
discussion of pre-service teachers professional identity tensions. The researcher employs several theories from Beijaard et al. 2004, Pillen et al. 2013, Friedman
2004, Smagorinsky et al. 2004 to discuss how professional identity tensions emerge at the pre-service teachers. Then, the researcher refers to the three major
types of tensions derived from Pillen et al. 2013 in order to answer the first research questions. Those types of tension will be used as the main framework in
researching the tensions which EFL pre-service teachers of ELESP Sanata Dharma faced during their pre-service teaching program around the period of July to
December 2016. Considering that the research will focus on EFL pre-service teachers, the
researcher also employs several theories related to the professional identity tensions which faced by only EFL pre-service teachers. The tensions are related to the
foreign language anxiety in using English as the classroom language. In order to discuss those EFL-specific tensions, the researcher employs the theories from
Young 1999, Klanrit Sroinam 2012, and İpek 2016 to discuss foreign language anxiety and the factors which cause EFL teachers have foreign language
anxiety during their teaching performances. These theories will also be used to answer the first research question of this research.
In the last part of theoretical description, the researcher employs several theories related to the strategy that might be used by pre-service teachers in
overcoming the professional identity tensions. The researcher refers to the theory from Lazarus Folkman 1984 about coping strategies. These theories will be
24 used to answer the second research question. By referring to the Lazarus Folkman
1984 theories, the researcher wants to see; how the EFL pre-service teachers of ELESP Sanata Dharma overcome their professional identity tensions during pre-
service teaching program, whether their strategies to overcome the tensions are emotion-focused coping or problem-focused coping, and which one is more
occurred and has more impacts. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
CHAPTER III RESEARCH METHODOLOGY
This chapter discusses the method of research and analysis. This chapter consists of five major parts, namely research methods, research setting, research
participants, instrument and data gathering technique, and data analysis technique.
A. Research Methods
In this research, the researcher employs the qualitative inquiry as the method because the researcher seeks to interpret the pre-
service teachers’ PSTs experiences during pre-
service teaching program PPL based on PSTs’ stories. Qualitative inquiry seeks to understand and interpret human and social behavior as
it is lived by participants in a particular social setting Ary, Jacobs, Sorensen, Razavieh, 2010. Therefore, this method is used by the researcher to interpret the
stories from PSTs about PPL, that would be gathered through interview. The researcher also employs a qualitative survey research method in this
research. In a survey research, the researcher can ask about peoples beliefs, opinions, characteristics, and behaviors Ary, Jacobs, Sorensen, Razavieh, 2010.
Further, the survey research in qualitative also aims to determine diversity or meaningful variation within a certain population Jansen, 2010. In this case, the
meaningful variation refers to the PSTs’ professional identity tensions and coping
strategies. Meanwhile, the population refers to the PSTs in pre-service teaching program in schools PPL. Therefore, this method is considered suitable by
researcher since the researcher also wants to determine the types of professional PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
