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
Another mentioned factor from EFL setting which led to tension was about language proficiency. This factor was related to content knowledge sub-tension
from the tension changing role from student to teacher. The pre-service teachers PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49 who thought that his language proficiency was lacking would face disturbance in
performing as EFL teachers. Besides, it could lead them to the tension because they had to decide whether using English and facing difficulty or doing the opposite.
Based on the interview result, the interviewed PSTs rarely experienced this kind of tension. There were two PSTs who mentioned the experiences related to this
tension. One of those would be the example and discussed as followed.
PST 6: I used English rarely. I usually used it in opening. My supervisor-
lecturer also ever said that I need to increase the using of English QN.12. I still confused between whether my students English skill are poor or
whether because of myself. However, it was possibly because I felt not proficient enough if I spoke English. So I preferred using mother language
instead of having difficulty. My students English skill did not affect my English using but it was more on me personally who was still not confident
so that rarely used English QN.13.
The experience of PST 6 could be categorized as experience which led to this tension. PST 6 claimed that he rarely used English as classroom language.
Although he confused whether himself or students were the causes, he mentioned honestly that his English proficiency had not yet been good enough. As PST 6
mentioned, he chose to use his first language to teach instead of having difficulty. This experience-led-to-tension was possibly caused by being less confident as he
mentioned that he did not proficient enough to speak English, whereas, being confident in language proficiency is important. Teachers who do not have confident
in their English proficiency might use their first language in teaching more often Klanrit Sroinam, 2012.
PST 6s experience might look negative from some perspective such as; teacher must be professionally trained in knowledge and skills also attitude of
subject matter Okoro, 2011, in this case proficiency, and etc. However, his PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50 experience could also reflect him as a teacher who acknowledge mistakes because
he could admit and realize his own weaknesses as a teacher. Besides, acknowledging mistakes is one of teachers professional attribute Okoro, 2011. It
was also a common sense that acknowledging mistakes could help a parson to be better in his profession.
B. EFL Pre-Service Teachers Coping Strategies to Overcome
