What were some specific events that helped you to shape your identity?

96 A: I got along with them well. Some of them were very close to me and felt comfortable. By getting along with them, I had many opportunities to help them learn the materials and therefore they could improve their performance. Then, I also motivated to use or create useful learning media which could help them improve their understanding. Q: Which factors was the most influential factor of your identity transformation? Was it your mentoring and supervising teacher, tension, previous teaching experience, content area knowledge, your identity recognition, or your relationship with the students? Why do you think so? A: The most influential factors were my relationship with students and my identity recognition. It was because I believed that the key to make the students felt interested with the subject was to make them like their teacher first. More importantly, I would not be able to teach well if I did not feel comfortable with my role. Thus, I did not considered myself as their teacher but a mere friend. LF 12 Q: What are some examples that you think of what you did as a teacher reflected who you are? A: Handling my students. I can be very friendly and motivational most of the time. However, I also should be firm with them. Hence, I put myself as their friend who would help them to understand the material. LF - 13 Q: What are some specific events that helped you to shape your identity? A: The moment that I remember the most is when I yelled at a student because he couldn’t keep quite. He sang many songs very loudly. I always tried to keep calm, but at the moment I felt and thought that he disturbed his friends and the activities. In my opinion, I couldn’t just let his behaviors slip. 14 97 Q: How do you describe or see yourself as a teacher after doing your teaching practice PPL? A: I considered myself as their friend. Javanese proverb said “guru digugu lan ditiru”, but I could not put myself as a teacher who had to give right example and should become a role model. I liked laughing with them, facilitating and helping them to learn. LF 15 Table A4 Transcript of P4 Interview Identity Classification Factors Line Q: What did you feel when you experienced displacement from being a teacher in MT class to becoming a teacher in real school? A: I felt some disappointed during the displacement in school. It was because I expected more on the regulation, such as we should be discipline, and have good behavior. However, my school’s environment did not support me to be a discipline teacher. For example, it’s ok if we PPL students went home before the time, even we did not ask permission to the teachers in the school. That was my disappointment. Then, MT and PPL were different, because in MT everything was set up. - - 1 Q: Did your perception of who a teacher is change during your teaching practice at school? If so, how did it change? A: Not really. For me, teacher was someone who facilitated the students during the teaching and learning activities. I thought that it was best 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. LF - 2 Q: Did your perception of what a teacher should do change during your teaching at school? If so, LF 3