47 desired support or behave friendly by decreasing the use of English so that he could
maintain communication with the students. At the end, it seemed that PST 7 chose to maintain his communication with the students.
PST 2: I used English then I repeated it again using Indonesia. I used
English to explain, Indonesia to clarify, and Java to assert in more relax way. If they had been understood by using English, I did not repeat by using
other languages. In percentage, I used English 40, Indonesia 40, and Java 20 QN.12. ...I quite often used English because I wanted to show
that the subject is English. As the result, I had to forcibly give them English whether they wanted or did not want so that they will be accustomed. Each
day, I increased the intensity of using English. Although my students proficiency is only 50-60, I kept using English because I believed that
accustoming will help QN.13.
PST 2 also had similar experience with PST 7. However, it seemed that she chose not to consider her students English proficiency. She believed that learning
English needs habit. This belief might be the factor that influenced her way of English teaching toward the students. As the result, PST 2 kept behaving strictly by
maintaining the use of English and even increasing it. Based on the two examples, it was concluded that each PST had hisher own considerations, situations, and
beliefs related to the use of English in the learning process. Both had shown their positive strategies in dealing with this led-to-tension factor.
5. Teaching a Particular Language Skill
Teaching a particular language skill could be a factor which might lead PSTs to tension. The studies from İpek 2016 and Numrich 1996 mentioned that EFL
teachers can feel anxious when teaching a particular language skill. This anxiety might lead PSTs to tension of changing role from student to teacher which was
related to their content knowledge and tension of being less confident because of being inexperience. Besides, this anxiety was caused by several factors such as;
48 having never teach the certain skill before, being not confident in their language
skill, or perceiving that teaching different skills have different difficulties. Based on the analysis from interview results, it could be found that 3 PSTs
mentioned of having experiences that were related to this led-to-tension factor. All of them mentioned grammar in their experiences. One example came from the
experience of PST 5.
PST 5: I ever felt not knowledgeable enough, especially when I was asked
to teach grammar and structure. I felt not confident. I understand how grammar works and its structure but I was in a mess when I was asked to
explain about those. I felt not sure enough whether students will understand my explanation QN.3.
Based on PST 5s experience, it could be indicated that she might have experienced the tensions related to content knowledge and being less confident.
PST 5 mentioned that she was not confident in imparting or teaching grammar to her students, although she claimed to have good understanding about it. The tension
possibly emerged because she might still have less experiences of teaching grammar in classroom setting. This being less experience could possibly cause PST
5 to be less confident which made her not sure with her explanation. However, it might be claimed that having anxiety in teaching a particular language skill could
also give positive impact for the EFL PSTs. It could help them to reflect and review their knowledge, especially related on how to share the knowledge to other people.
6. Teachers Language Proficiency
