How did your previous teaching experience affect you during your teaching practice?

98 how did it change? what examples can you provide to show this transformation? A: In my experience, I found out that a teacher should have more ability in managing the classroom rather than expert the material. It was different with my teaching experience in the real school. In the campus, we learned many materials, however, we were lack of teaching experience, such as how to manage the class and transfer the knowledge to the students. I found that designing the material was easy, but transferring the knowledge to the students was hard for me. Then, in my school, I found that managing the classroom was more important than being expert to the material. Sometimes, I can be confused on how to make my class conducive. What I did was preparing many assignments based on what they liked to do. Q: How did you get along with your mentoring teacher Guru Pamong? How did he or she affect your teaching practice? A: Yes, he affected me. My mentor considered me as a learning friend. I was given many chances and opportunities to explore teaching methods and materials. He also did several supervisions to me although not regularly. It was because he was so busy. However, he gave me freedom to teach. 4 Q: How did you get along with your supervisor Dosen Pembimbing Lapangan? How he or she affect your teaching practice? A: Yes I could get along with my supervisor, although he rarely observed my teaching performance in the school. I also consulted for my lesson plan for several times. One day, he said to me “ngopo e bro dateng terus?” then I said “Gapapa pak, saya cuma mau konsultasi RPP saja. But his suggestion was usefull for me. - SUP 5 Q:What kind of tensions did you feel during your teaching practice? How did you deal with them? A: Yes, there are two kind of tensions that I faced. First, I was afraid not being able to transfer my knowledge and English skills to my students, because I was not expressive enough LE TEN 6 99 which I had to teach first grade of vocational school who were still like junior high school students. So, I was afraid that I was not able to transfer the knowledge. However, when I faced this problem I tried to think, which I tried to give them the exercise. I also asked them what they liked to learn. Then, I was also afraid of using English because my students really had poor Englis h proficiency. When I said “give applause” they did not know the meaning, although I practiced it in front of the class. After three meetings, they already under stood what “give applause” meant. Q: How did your previous teaching practice in Micro Teaching class affect you during your teaching practice? A: It affect me little bit. It was because my previous teaching in MT class only gave me pre- knowledge of teaching preparation. The situation was very different between MT and PPL. In MT, everything has been set up. So, I needed to do a lot of adaptation. TE 7 Q: How did your pedagogy or teaching philosophy your concept of teaching and learning process impact your teaching practice? A: In my teaching concept, the students must be active in the class. Therefore, what i did was only facilitating the students. Although, it was little bit difficult. In each meeting, I would always give assignments, from the easiest until most difficult exercises. Therefore, I did not need to explain that made them feel bored. After doing the assignment, I also gave them chance to come in front. The students’ response was positive that they wanted to come in front and answered the questions, and after that we corrected the assignment together. Moreover, I believed that explaining the material did not need much time so that the students have more time to practice. LF PED 8 Q: How did your content area knowledge as an English teacher your knowledge that you got during the courses affect you during your teaching practice? 9 100 A: I believed that learning English was about vocabularies, translation, and grammar. It affected my teaching practice. During my teaching practices, I never forget to supply my students those three elements. Q: How did your identity recognition of yourself affect you during your teaching practice? A: In my PPL school, pre-service teachers were called “masmbak” or “teman-teman PPL”. This recognition kept me higher than students but lower than teachers. Sometimes, it made me confused on how to behave. It was because I thought that I did not have the authority as real a teacher. For example, when I wanted to be strict with my students, I did not have the authority as I was only a PPL student. Moreover, I tried to be a teacher who could help my students. When they were doing their assignment, I walked around and helped them. It was because I did not apply teacher center approach in my teaching practice. I tried to walked around as their friend. LF IR 10 Q:How did you get along with your students? And how did your relationship with the students impact your teaching practice? A: I considered my students as my juniors. So, I could get close to them, as well as gain some respect. I thought that it worked during my teaching practice. Then, PPL students were not called us Pak or Bu liked a teacher, but the students called us mbak or mas PPL. The effect was that they tended to be cooperative when I taught them. One day, I had an experience. I always taught in Friday. When I went home, there was a student who asked me. “mas besok ngajar kan?” It made me very happy. LF STD 11 Q: Which factors was the most influential factor of your identity transformation? Was it your mentoring and supervising teacher, tension, previous teaching experience, content area knowledge, your identity recognition, or your relationship with the students? Why do you think so? A: The most influential was my past experience. I have an idealist thought to be a perfect teacher. I pictured my experiences during I was a student. I found that I wanted to be like this 12