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.