Pre-Service Teachers Strategy to Overcome Professional Identity

20 whether the teacher will stop using English or keep using English with the help of native language.

f. Teaching a Particular Language Skill

Teaching a particular language skill can also emerge foreign language anxiety. The study from İpek 2016 showed that EFL teachers can feel anxious when they teach particular language skill which covers listening, speaking, reading, writing, and also grammar. This anxiety is caused by several factors such as; teachers have not taught the certain skill before, teachers do not have confident in their language skill, or teachers perceive that teaching different skills have different difficulties. The study from İpek 2016 showed that EFL teachers can have anxiety when they teach any language skills, with grammar as the most anxiety provoking subject to be taught. Further, the study from Numrich 1996 also revealed teaching grammar as the most anxiety provoking.

3. Pre-Service Teachers Strategy to Overcome Professional Identity

Tensions Olsen 2010 states that tensions may open “new kinds of hope and new challenges” for teachers at the early stage or pre-service stage. Tensions can open new kinds of hope and new challenges if the pre-service beginner teachers are able to cope with those tensions. Volkmann Anderson 1998 also said based on their study, that tensions which were caused a dilemma, for example; the fact that the beginning teachers ideas about teaching differed from the reality, are what makes a professional teacher if it can be coped. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 21 The previous studies Pillen et.al, 2013 have found that pre-service beginning teachers can overcome the tensions during the professional identity development by using some coping strategies. Coping is an effort that teachers make to examine and manage their tension Admiraal, Korthagen, Wubbles, 2000. The studies from Lazarus and Folkman 1984 distinguished the coping strategies into two types of behavior; emotion-focused coping behavior and problem-focused coping behavior. Those two behaviors are distinguished by the users way in coping with the tensions. Emotion-focused coping behavior is influenced by personality factors and is likely to occur when the users assume that environmental conditions cannot be modified Lazarus Folkman, 1984. This coping behavior helps the user feel better but does not solve the source of problems or tensions Galor, 2013, for example; a less confident English teacher avoids to use English in teaching. The examples of emotion-focused coping behavior are avoidance tactics, minimization, distancing, or selective attention become selective toward situation. Problem-focused coping behavior is more dependent on the context and related to problem-solving strategies Lazarus Folkman, 1984. The user of this coping behavior usually takes actions to solve the problems. The examples of coping behavior are planning or preventive actions, active coping actions to solve problem, and sharing tensions. Sharing tensions is the most effective problem- focused coping behavior action which is usually done by pre-service teachers. Sharing tensions with others seems important in order to make student teachers aware of the difficult situations they may encounter Ehrich, Kimber, Millwater, 22 2011. By sharing tensions, beginning teachers may define their problem, speak to significant others or search for alternative solutions, then take action Admiraal et.al, 2000, for example; a teacher who has difficulty to deal with his students ask tips and suggestions from his colleague.

B. Theoretical Framework

After discussing the theoretical description, the researcher synthesizes those theories from theoretical description in the theoretical framework. This theoretical framework explains why the researcher chooses the theories, the relation of the theories with the research questions, and how the theories will help the researcher in answering the problem of the research. In the first part of theoretical description, the researcher does not directly discuss the professional identity tensions of pre-service teachers. Instead, the researcher begins the discussion by employing the theories of teachers professional identity from Mockler 2011, Beltman et al. 2015, Beijaard et al. 2004, Beijaard et al. 2000, Chong et al. 2011, and theory of professional identity of ELF teacher based on the study from Xu, 2013, Xiaoyu Xuemei, 2013, Roohani Darvishi 2015, and Farrell 2016. Those theories are implied in order to give the background knowledge of what professional identity of teacher is before discussing what professional identity tension of teacher is. Before talking about teachers professional identity tension, the researcher perceives that knowing how teachers professional identity is shaped and defined is very important as the part of the study. Based on the discussion, it is found that teachers professional identity is developed and shaped since the teachers are pre-service teachers.