37 processed. They are an ELESP lecturer who was one of the lecturers of PPG
Program batch 2016 in ELESP USD and an ELESP student who had the same participants with the researcher in conducting the thesis research. Hence, having a
reviewer to look over the process of the study enhanced the overall validity of the qualitative study Creswell, 2009.
38
CHAPTER IV RESEARCH RESULTS AND DISCUSSION
In this chapter, the researcher presents the findings of the study which have been gathered using focus group interview. The findings of this research are
to answer the research question “how did the students of PPG Program batch 2016
form their teacher professional identity ?” There are three parts in this chapter,
namely text acquisition, text description, and interpretation.
A. Text Acquisition
In this part, the researcher explains how the data was acquired. There are two main points to be discussed. First,
participants’ story which discusses the background of the participants. Second, data acquisition which explains how the
researcher obtained the data to be analyzed. The participants of this research were three students of PPG Program batch
2016. In gathering the information, the researcher conducted two focus group interviews.
Table 4.1 Research Participants Participant
Gender Origin
1 male
Atambua, NTT 2
female Alor, NTT
3 female
Kupang, NTT Each participant is called as P1, P2, and P3. The only male is P1. The three
participants are from the same place, NTT. They encountered the same problem PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39 during PPG Program in ELESP USD. The big gap of learning process between
their previous study and their study in PPG Program affected themselves to develop. The feeling of being inferior also happened to them. However, they have
shared the same experiences in which they become motivated and be able to reflect their experience when they studied in NTT, joined SM-3T and PPG
Program. In the process of becoming, they could realize that they should have high motivation in order to be a great teacher.
After finding appropriate participants, the researcher gathered components and indicators from the theories proposed in this research see Table 3.1 which
would help the researcher to code and find the meaning of the interviews result. Further, the researcher constructed the interview questions. This was guidelines
for the researcher to gather the data and the participants were allowed to articulate what was in their mind related to their professional identity, especially how they
learned from experiences which helped them to form their professional identity. Below is the table of interview guidelines:
Interview Guidelines FGI 1
1. The experiences of learning for bachelors degree in NTT
2. The motivation of learning in PPG Program
3. The experiences of teaching in 3T
4. The reasons of joining SM-3T and PPG Program
5. The vision of being English teacher
FGI 2
1. The students’ knowledge about PPG Program
2. The feelings of joining PPG Program in ELESP USD
3. The expectations of joining PPG Program
4. The experiences of learning in PPG Program which affect professionalism as
teachers 5.
The new experiences happened during PPG Program in ELESP USD
Figure 4.1 Interview Guidelines
40 This framework of guidelines helped the researcher to guide the participants to
explore what is in their mind. In gathering the data, the interviews were well-conducted since the
participants kindly cooperated with the researcher. After conducting the focus group interviews, the researcher transcribed the recording data and directly
confirmed the result of the transcription to the participants. Then, the researcher coded the transcription to determine the sub-theme. The sub-theme helped the
researcher to obtain the developed themes.
Figure 4.2 Text Acquisition
In identifying the sub-themes, the researcher focused on understanding participants’ perspectives toward the topic or the essence of what the participants’
talked about. The example of coding process as follows: 1
• transcribing
2 • coding
3 • sub-themes
4 • interconnecting
themes 5
• emergent themes
6 • interpretation
41
Table 4.2 Sub-theme Identification
Codes Description
Line Sub-themes
HSR HC
HSM
Ya, saya sadar bahwa saya Sarjana Pendidikan Bahasa Inggris dan itu berarti bahwa kedepannya itu
ilmu yang sudah saya dapat itu harus saya terapkan, harus saya bagikan dengan peserta didik saya nanti.
Ketika saya mendapat kesempatan untuk belajar di Sanata Dharma, untuk melanjutkan program PPG,
saya menyadari betul bahwa saya sangat kurang dalam kemampuan berbahasa Inggris saya, mungkin
saya bandingkan dengan teman-teman yang disini. Dan
saya merasa
termotivasi untuk
bisa meningkatkan kemampuan saya karena saya ingin
ketika saya
kembali ke
daerah, saya
bisa membagikan ilmu yang saya dapat di Sanata
Dharma. Supaya murid-murid saya disana, ya pengetahuan mereka tidak sama seperti saya. Artinya
wa ktu dulu saya masih SMA, atau SMP, waktu saya masih kuliah, itu pengetahuan saya kurang, tetapi
dengan mendapat kesempatan disini untuk belajar, saya ingin memotivasi diri saya dengan lingkungan
yang ada di Sanata Dharma ini untuk bisa meningkatkan kemampuan berbahasa Inggris saya
agar kembali ke sana saya bisa memberikan sesuatu yang bernilai untuk murid di sana sehingga mereka
bisa berkembang dengan lebih baik.
I realize, I am a bachelor of English Education in which the knowledge I got, should be applied and
shared to my students later on. When I was studying in Sanata Dharma during PPG Program, I realize that
my English skills are not good enough. However, I am motivated to enhance my knowledge because
when I come back to my place, I can give or share what I have got in Sanata Dharma. Hence, my
students will not experience the same thing with me. I did not have sufficient knowledge when I was SMP,
SMA, and studying in university. Yet, my experience of studying here motivates me to enhance my English
knowledge so that I can give something valueable for my students to develop.
P1, FGI-1, p. 68 1
2 3
4 5
6 7
8 9
10 11
12 13
14 15
16 17
18 19
20 21
22 23
24 25
26 27
28 29
30 31
32 33
34 35
36 37
38 39
40 Professional
identities
The researcher determined that the utterance has three codes. The codes obtained are HSR having self-reflection, HC having commitment, and HSM having
self-motivation. The code of HSR is seen from line 26-28. The P1 reflected that PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42 he is English Education graduates so that he should have English knowledge in
order to teach the students. In this view, he has responsibility on his title. The code of HC is seen from 32-34 which stated that P1 wanted to go back to his
place, devoting himself as a teacher. There is a commitment and consistency of what he has studied to the profession which is related to his study. The last code,
HSM is seen from 36-39. In this statement of P1, it is stated that the motivation came from his awareness to his experiences when he studied in NTT. He hoped
the students to experience good learning process. In the process of coding, it was possible to have more than one code since
the code represented what the participants talked about in more detail. Conversely, the sub-themes obtained were from what the participants talked in general, which
represented the code. However, in order to get the sub-theme of the description, the researcher deduced the description. The codes obtained were to help the
researcher to conclude the meaning of the participants’ thought.
As seen in the Table 4.2, the researcher conlcuded that the sub-theme of this description wa
s professional identity. The researcher’s way of thinking was what the representation words of the description which had HSR, HC, and HSM
as the code. Professional identity is what a person has in certain profession. In the description, the P1 said that he is a bachelor of English Education but his English
skills are not good enough. Yet, he still has commitment to teach students in his origin place which has limited access to education. This shows P1 professional
identity as teacher. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
