51 PSTs preferred to employ problem-focused coping to overcome their tensions. It
could also be concluded that PSTs employed more than one coping strategy depending on the tensions. There was also possibility that one coping strategy
which was employed by a PST was considered to be able to help him overcome several tensions See Appendix 10 13. The discussion of each coping strategy
would be presented as follows starting from the most employed strategy.
1. Problem-Focused Coping
Problem-focused coping appeared to be the most preferred strategies for the PSTs in this research. It is a coping strategy which focuses on solving the problem
and is more dependent on the context Lazarus Folkman, 1984. The result of employing this coping strategy is that the user will be able to solve the problem
partially or even thoroughly. The analysis of interview results found that the problem-focused coping from PSTs could be categorized into 3 examples. Those
were active coping, preventive actions, and sharing tension. Further, each example would be discussed as follows by describing one representative from the several
similar experiences. The first was active coping or actions to solve problems. PSTs had
possibility to actively manage their tensions by giving actions in response to the tension. After they were able to manage the tensions, it was also possible that they
could overcome those tensions by partially or thoroughly solving the problems which might lead them to tensions. Among the examples of problem-focused
coping, active coping was mentioned mostly.
PST 8: When I taught at the first meeting, I used methods which I had from
micro teaching. After I finished teaching he said, Please do not use that
52
method in the next meeting. Just use the method which is similar to me.
QN.9. …When I did practice in classroom at first meetings 1-5, I still
used the methods from micro teaching because I had not been able to adopt my mentors methods. Until my mentor said at the 4th or 5th meeting, Thats
good. Keep continue with that method. In short, I gradually changed my
methods QN.10. One example of active coping came from PST 8. He could be indicated of
having tension of conflicting conception of learning to teach. He mentioned that his teaching method was rejected by his mentor. However, it looked like that PST
8 was be able to overcome the tension by employing the active coping method. He took actions to solve the problem by gradually changing his teaching method until
it suited his mentors demand. The other example of problem focused coping which was employed by PSTs
was preventive action. This strategy was meant to avoid the problems or tensions which would possibly occur in the future. Among PSTs, several of them were
indicated of employing this strategy to overcome the tensions.
PST 7: I ever felt not knowledgeable, especially related to grammar,
because there are many anticipations which need to be prepared in dealing with grammar QN.3. For me, preparation is an important thing because I
had already known the topic and syllabus before teaching. The anticipation way is studying before teaching. For example: I would teach present tense.
I had to know what the rules are, the examples, and the problems or cases in present tense QN.4.
Based on PST 7s experience, he could be indicated of having tension about teaching particular language skill which was teaching grammar. However, PST 7
was seen to also be able to deal with his possible tension by employing a preventive action. He prevented the possible tension to emerge by making preparations before
teaching. Besides, he also mentioned that preparation was an important thing for a teacher since he claimed that he had known the topic and owned a syllabus prior.
53 Besides active coping and preventive actions, there was also sharing
tensions. Sharing tension is an activity where PSTs share their tensions or problems to their colleagues in order to find alternative solution Admiraal, Korthagen,
Wubbles, 2000. Although this strategy was only mentioned in a few number, this strategy was worth to be discussed because it also gave positive impacts like the
other examples of problem-based coping.
PST 6: Honestly, I was still not really confident in facing students. I still
confused and was nervous, especially related to way of teac hing… I still had
less confident for teaching and dealing with students, when they misbehaved QN.1. I often talked to my colleagues, especially with colleagues from the
same major. We usually talked about lesson plan and teaching method… QN 14.
From that, I could built confidence and become more prepared… QN 15.
The experience of PST 6, for example, had shown that sharing tension could help him overcome the tension. His tension was being confused on how to behave
toward students which made him less confident to deal with students. By doing a sharing to his colleagues, PST 6 claimed of being able to build confidence and be
more prepared. PST 6s experience of employing sharing tension could also be a proof that support from his colleagues had impacts and influences toward his
performance in doing the pre-service teaching program. Based on the discussion of the examples from several representative
experiences, it could be concluded that employing problem-focused coping strategy gave positive effects or influences for PSTs in responding to their indicated
tensions. This coping strategy had proofed to be able to help PSTs overcame the experiences which might lead them to tension or the indicated tensions. PSTs could
take actions to solve the problems or indicated tensions, prevent the tensions from PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54 being emerged by doing preparations or preventive actions, or do some sharing with
their colleagues to find supports and solutions.
2. Emotion-Focused Coping
