33
Types of Tension How many
time mentioned
Teachers expectation toward students English proficiency 6
Teaching a particular language skill 4
The number of tensions presented on Table 4.1. was taken from the analysis
of 9 PSTs interview results. Based on the data in the table, it could be concluded that a PST could experience more than one tension during the student teaching
experience. It was also concluded that the most occurred tension was conflict between desired and actual support given to students. Meanwhile, the most
mentioned factor which might lead PSTs to tension in their setting as an EFL teacher is teachers perception toward students English proficiency. The
discussion of each tension would be presented from the most occurred tensions as follows.
1. Conflict between Desired and Actual Supports Given to Students
The tension conflict between desired and actual support given to students was indicated by PSTs experience who found that the students had problems.
The students problems might be related to their learning process or their whole educational process. As teachers, PSTs usually wanted to help students in
overcoming the problems. Sometimes, PSTs also knew or was aware of the background of students problems. However, PSTs also have their own limitation
which lessened their capacity to help the students Pillen, Beijaard, Brok, 2013. As the result, PSTs could only offer help which might be limited or even could not
offer help at all. Therefore, this condition could lead PSTs to tension because they PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34 wanted to help the in-problem students by offering limited help or could not do
anything about it. The experiences which led to this tension were mentioned mostly by the
PSTs. Although the number of the experiences being mentioned was as same as the number of PSTs, not all PSTs claimed of having the experiences see Appendix 5
Question Number 5 QN.5. Besides, several PSTs also mentioned more than one experiences. There were 6 out of 9 mentioned experiences which made PSTs
decided to offer their helps for in-problem students although their help could not solve the problem thoroughly. Further, the researcher would like to discuss several
examples related to those experiences. Based on the analysis, PST 2 and PST 4 could be indicated of having similar
experiences which might lead them to this tension. They had to deal with in- problem students and they decided to offer their help to students although the help
could not solve the problem thoroughly. The students in both PSTs experiences were mentioned to be misbehaved because they desired for acknowledgement.
Those students needed others to appreciate their existence.
PST 2:
…I observed students character through learning process QN.2
. Most of my students become delinquent because of broken home or family
factor. I concluded that most of them have less care and affection. So, what I needed was to involve students more in a sense that I am involved here
QN.5
. I helped them to be more wanting to involve in the learning process again. At least, they have desire to learn, especially English
QN.7
.
There were some differences between their similar experiences. PST 2 mentioned that the causes of her students misbehavior was family factor or
problem. She also mentioned of doing observation which resulted in her claim about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35 students misbehavior causes. PST 2 could also be indicated of encountering more
than one misbehaved student who desired for acknowledgement.
PST 4:
First student A,
he always sought attention… He sang and ran in
the classroom and shouted loudly because he might have less attention, even at the monthl
y term… I personally was
unable to handle him even until the last meeting of teaching as a pre-service teacher
QN.5 …However, I tried
to get close to him. I always motivated him… It worked. Actu
ally, he is smart and able to pass the test
QN.7
.
Meanwhile, PST 4 mentioned that she only encountered one misbehaved student who desired for acknowledgement. PST 4 also mentioned that her student
sought attention possibly because he had less attention. Further, PST 4 could be indicated of having difficult times in dealing with the student as she claimed of
being unable to handle the students until her last meeting of teaching. It could be concluded that both PSTs were able to handle and overcome this
tension. PST 2 could analyze the sources of problems, recognize the students need for acknowledgement, and take actions toward problems based on the need.
Meanwhile, PST 4 could motivate the student to pass the test through personal approach although was not able to make the student stop seeking attention. Those
experience, which might lead them to tension, did not disturb their responsibility as teachers in giving support to their students.
PST 3:
One day, my mentor asked me to give an ice-
breaking…I bro
ught
students to the schoolyard for doing some sort of sharing…I found that there
were students who do not like English, also students who do not like English
because do not like the teacher…It turned out that it was not me PST 3.
Who they do not like wa
s my mentor…However, most of the students only
did not like and did not have problem with the teacher. There was only 1 student who had problem with the teacher, and it was a quite difficult
problem
QN.5
.
…
I gave my advice to students during that ice-bre
aking…I
also gave them several tips, such as; if they did not like the teacher, they must keep study the subject which the teacher taught. I also shared to them
that when someone becoming a teacher, heshe must have many things to be
36
thinking about. I also tried to motivate and change their mindset so that they
will not dislike their teacher
QN.7
.
Different from PST 2 and 4, PST 3 mentioned that she encountered students who did not like English because they did not like the teacher. She might find it
depressing although she claimed to be relieved after finding out who her students did not like was her mentor. However, she found out that only one student who had
problem with her mentor. Meanwhile, other students only did not like her mentor. It was possible that this experience led her to tension related to her responsibility
and support toward students. She might guarantee that they would at least do not hate English lesson because they did not dislike their momentary teacher PST 3
at that time. However, there might be risked possibility which could be occurred after PST 3 finished her teaching. Therefore, she decided to offer her help to
students by trying to change students mindset, give tips related to dealing with lesson and teacher, and also share the difficulties of being a teacher from her point
of view as a PST.
PST 9:
I also had an experience of supervising a mid-term exam. In this class, I was supervising with a teacher. At that time, the teacher who
supervised with me went outside for quite a long time. I was sitting on the back of classroom while watched students movements. There was a student
who wanted to cheat. I warned him politely…However, he mimicked my
words. After that, I moved to the front of classroom. I saw a student whose movements showed that he wanted to cheat. I was infuriated because he
openly gave his answer sheet to his friend in front of me. I yelled at him using English and asked him to give his answer sheet to me
QN.5, QN.6, QN.7
.
Another example came from PST 9. She mentioned several experiences of encountering students who cheated during the mid-term exam. Cheating itself was
usually indicated with dishonesty. Meanwhile, a teacher usually wanted to nurture PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37 honesty to the students as it was influenced by being-honest which is one of
teachers personal attributes Okoro, 2011. Therefore, it could be seen from her experience that PST 9 did not want her students to be dishonest persons by
forbidding them to cheat during the mid-term exam. The action from PST 9 might only help students partially change from being a dishonest person to an honest
person. PST 9 might also be aware that she could not change the students who cheated into completely honest persons. However, she might also hope that those
students would change after their encounter. Those possible thought and hope were things that might provoke her experience and also helped her to overcome the
tension. After discussing several experiences which resulted in PSTs offered their
limited help to students, the further discussion would be about another result from this tension. As it had been mentioned, this tension could lead PSTs to unable to
offer their help. Besides, PSTs also had their own limitation since they were not real teachers and had less authority toward students.
PST 6:
I also encountered that there were 20 students be punished and advised yelled. The story was that there were 2 students fighting but then
other students provoked those two to do more fighting. As the result, they were punished and advised yelled in the hall besides my PPLs room so
that my colleagues and I could hear directly what happened
QN.5
.
…
My PPL colleagues and I only watched them from a far because we were afraid
that we would disturb them or offended the teacher, if we came closer. I was a pre-service teacher who looked for experience. If my past experience was
yelled by teacher, now I saw teacher yelled
QN.6
.
One example came from the experience of PST 6. From PST 6s experience, it could be deduced that he understood the feeling of the students who was being
advised yelled. PST 6 mentioned that he had an experience of being yelled by his PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38 teacher. It was possible that his past experience provoked him to be curious about
what was happening coincidently beside his PPLs room basecamp. He also mentioned the cause of the students got yelled which meant that PST 6 might have
sympathy toward the students who got yelled. This sympathy toward students was possibly a factor which provoked him to find out the cause of students got yelled.
However, he realized and knew that only the real teachers who have right to give advices, yell, or punish their students. His realization might lead him to tension as
he understood those students feeling during being yelled but could only watch because of having limitation and less authority to intervene. Besides, PST 6 might
have different views on how to give advice for students in similar case besideswithout yelling. Further, PST 6 also wanted to respect the teacher who was
doing his role in giving advices yelling to his students.
2. Changing Role from Student to Teacher
