45 missing at school times QN.8. My mentor decided everything, even the
theme and topics QN.9. Unlike previous PSTs, PST 3 had different views of teaching concept with
her mentor in term of teaching planning rather than teaching method. Smagorinsky et al. 2004 mentioned that mentors in school and university often did not have the
same belief. University might expect that the student teachers would practice their teaching from planning phase up to executing phase which was sometimes possibly
in contrary with the mentors perspective about student teachers field practice. It could be indicated that PST 3s experience led her to tension because her teaching
concept was not accepted even before she had chance to execute it. Her mentor could also be categorized as directive because she decided everything related to the
learning process. Further, it was also possible that less-communication between PST 5 and the mentor See Appendix 6 also influenced the tension because she
would have less chance to discuss about related to teaching concept with the mentor. After discussing three major types of tension, the following discussion
would be about three factors which might lead the PSTs to tensions in their setting as an EFL teacher. The discussion of each factor would be presented as follows.
4. Teachers Expectations toward Students English Proficiency
This EFL setting factor was related to previous tensions of conflict between desired and actual support given to students and sub tension of changing role from
student to teacher being confused on how to behave on student. Pre-service teachers had possibility of encountering students with poor English proficiency
which caused them to hesitate in using English as classroom language Klanrit PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 Sroinam, 2012. They would be confused whether to be tough toward students by
always using English, which was actually part of support that they should give. Based the interview results, it was found that most pre-service teachers
perceived that their students had problems in English proficiency. There were 6 PSTs who mentioned the experiences which could be indicated of claiming this
perception. This perception apparently led them to tension whether to use English as classroom language or not. Two examples would be discussed as follows.
PST 7: Between the points of 1 until 10, I was 3 in using English as
classroom language QN.12. Students conditions made me rarely used English as classroom language. In the school where I did my PPL, an SMK,
almost students came from remote or left-behind area of West Indonesia. Their level of English was as same as elementary school students. Therefore,
if I had to teach them using full-English, they might sleeping. They even slept when I taught them using Indonesia. I ever tried using full-English at the
first two weeks of teaching in PPL. However, I found that the result was not appropriate after I gave them quiz. The students who understood got 70-80,
while those who did not understand got 10-20. It made me sad QN.13.
PST 7 perceived that his students had poor English proficiency after he saw the result of the quiz given to his students. This perception made him rarely use
English as classroom language as well as led him to tension because his desire in using English as
classroom language might conflict with the students’ condition. It could be seen that PST 7 wanted to maintain the good learning environment in
English lesson by using English first. However, the result of his method seemed disappoint him. Besides, the perception, that the students with poor English
proficiency will be disorganized if English is used as classroom language Klanrit Sroinam, 2012, might also become PST 7s consideration when he found out his
students behavior during the learning process. As a result, he had to decide whether to behave strictly and keep maintaining the way he used English as part of his
47 desired support or behave friendly by decreasing the use of English so that he could
maintain communication with the students. At the end, it seemed that PST 7 chose to maintain his communication with the students.
PST 2: I used English then I repeated it again using Indonesia. I used
English to explain, Indonesia to clarify, and Java to assert in more relax way. If they had been understood by using English, I did not repeat by using
other languages. In percentage, I used English 40, Indonesia 40, and Java 20 QN.12. ...I quite often used English because I wanted to show
that the subject is English. As the result, I had to forcibly give them English whether they wanted or did not want so that they will be accustomed. Each
day, I increased the intensity of using English. Although my students proficiency is only 50-60, I kept using English because I believed that
accustoming will help QN.13.
PST 2 also had similar experience with PST 7. However, it seemed that she chose not to consider her students English proficiency. She believed that learning
English needs habit. This belief might be the factor that influenced her way of English teaching toward the students. As the result, PST 2 kept behaving strictly by
maintaining the use of English and even increasing it. Based on the two examples, it was concluded that each PST had hisher own considerations, situations, and
beliefs related to the use of English in the learning process. Both had shown their positive strategies in dealing with this led-to-tension factor.
5. Teaching a Particular Language Skill
