67 corrected their mistake Rohandi et al., 2013. Furthermore, it was because P3 and
P5 also had to understand the ways students think about the material, be able to evaluate the thinking behind
students’ own methods, and identify students’ common misconceptions Coe et al., 2014. Hence, having great content area
knowledge affects learning and teaching that pre-service teachers create during the practice and
contributes to students’ achievement Lerseth, 2013. However, the participants, in this particular context, considered that their content area knowledge
only helped them master the material. Hence, it did not give influential effect toward their identity transformation.
C. Another Finding of Pre-Service Teachers’ Identity Transformation
This section discusses another finding of pre- service teachers’ identity
transformation. This section discusses two pre-service teachers, namely P1 and P4, who did not tend to transform or have not transfomed their identity yet. Pre-service
teachers are always in the state of becoming. In this case, becoming a teacher means that they may transform their identity. However, Alsup 2006 argues that pre-
service teachers’ identity is difficult to change unless their belief is repeatedly challenged through the creation of cognitive dissonance as part of the teacher
education program. Generally, both P1 and P4 found similar experience with their previous
teaching practice. There were some characteristics that they mentioned in the previous study. In their reflective journal, P1 and P4 indicated that they focused
more on facilitating the students and giving the students opportunity to undergo the
68 learning process Xu, 2013. After finishing their teaching practice program, P1 and
P4 through interview mentioned the characteristics that indicated them have the same identity as a learning facilitator. Pre-service teachers are always in the state
of becoming. In this case, it means that becoming a teacher they adapt their personal understanding to realities and decide how to express themselves in classroom
activities Rodger Scott, 2008. In other words, although P1 and P4 did not show or have not showed characteristics that indicated them transform their identity yet,
they still proceed in order to develop their professioanl identity. There were some characteristics which indicated them adapt their personal understanding about
themselves in a process to be professional. Through the interview, P1 and P4 emphasized that teacher was someone who
should act as students’ friend. In relation to this, they always managed themselves to give fun activities to the students so they could feel interested and comfortable.
This is in line with Harden 2000 who argues that effective teacher is the teacher who facilitates the learning process rather than to act simply as an information
provider. Moreover, P1 also emphasized that teacher should give the students fun activities
and put herself as students’ friend as she mentioned below:
.... The teacher is also someone who has to give fun activities to students. ....
the students will feel more comfortable when the teacher is on the same level with them or acted as their friend. [2.P1]
P1 emphasized that creating fun teaching learning activity was important in order to make the students enjoy the learning process. In further question, P1
clarified that during the teaching practice program, she always provided game and teaching media in order to help the students enjoy the learning activities more.
69 Besides, P4 mentioned that during his teaching practice, he focused more on
assisting the students as he mentioned below: .... For me, teacher is someone who facilitates the students during the
teaching and learning activities. I think that it is better for the students to do many exercises rather than listening to the teacher. Hence, as a teacher
I gave my students more exercises to help them achieve great understanding.
P4 stated that he preferred to give the students exercises as the media to facilitate his students rather that explaining the material in a long time. This idea is supported
by Hons 2005 in his study about teaching learning media, who states that media is a medium which the teacher uses to present lesson effectively.
In the interview result, P1 and P4 also mentioned that their previous teaching experience influenced their teaching during a teaching practice program in the real
situation as she described below: The most influential factor is my teaching experience. It is because MT class
affected me during my teaching practice. I got many new things in teaching. I learned how to a be a fun teacher, made the students comfortable, and felt
happy. I also gave my students interesting game to get their attention. [12.P1]
In the Micro Teaching class, P1 mentioned that she learned how to be fun teacher and made the students feel comfortable and happy. Besides, P4 also
considered his previous teaching experience helped him to be better especially in becoming a teacher see appendix C. In relation to this, both P1 and P4 emphasized
that being a teacher who facilitated the students was in accord with their belief in teaching. As a result, they tended to apply these teaching method during the
teaching practice program. Although P1 and P4 did not show or have not showed specific identity
transformation yet, it did not mean that they did not proceed to develop their
