What are some specific events that helped you to shape your identity?
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A: I believed that learning English was about vocabularies, translation, and grammar. It affected my teaching practice. During my teaching practices, I never forget to supply my
students those three elements. Q: How did your identity recognition of yourself affect you during your teaching practice?
A: In my PPL school, pre-service teachers were called “masmbak” or “teman-teman PPL”. This
recognition kept me higher than students but lower than teachers. Sometimes, it made me confused on how to behave. It was because I thought that I did not have the authority as real a teacher. For
example, when I wanted to be strict with my students, I did not have the authority as I was only a PPL student. Moreover, I tried to be a teacher who could help my students. When they were doing
their assignment, I walked around and helped them. It was because I did not apply teacher center approach in my teaching practice. I tried to walked around as their friend.
LF IR
10
Q:How did you get along with your students? And how did your relationship with the students impact your teaching practice?
A: I considered my students as my juniors. So, I could get close to them, as well as gain some respect. I thought that it worked during my teaching practice. Then, PPL students were not called
us Pak or Bu liked a teacher, but the students called us mbak or mas PPL. The effect was that they tended to be cooperative when I taught them. One day, I had an experience. I always taught in
Friday. When I went home, there was a student who asked me. “mas besok ngajar kan?” It made me very happy.
LF STD
11
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 was my past experience. I have an idealist thought to be a perfect teacher. I pictured my experiences during I was a student. I found that I wanted to be like this
12
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combined with that. But, I realized that a teacher could be perfect if he or she could cope with the situation.
Q: What are some examples that you think of what you did as a teacher reflected who you are?
A: I was a patient teacher; I always patiently guided and assisted my students in learning process. When they asked me for additional time, I gave it. Then, in the last meeting, I gave
them paper and asked them to write everything about me. They told me that I was a patient teacher. Then, I was a good planner; I always planned my teaching process, although it did not
always run smoothly. Besides, I was dedicated teacher; I always came on time at school, classroom, and stopped my teaching process on the time. Then, I never took their break time. It
was because I knew what they would feel.
LF 13
Q: What is specific events which helped you to shape your identity? A: I found myself enjoy more on assisting and facilitating students. I also gave my students
suitable materials. Moreover, I enjoyed more assisting the students. When they could not do the exercise, I helped them. Then,
I also enjoyed analyzing the students’ difficulties. I understood my students’ English proficiency.
LF -
14
Q: How do you describe or see yourself as a teacher after doing your teaching practice PPL? A: I was
a teacher who liked to analyze students’ difficulties and needs and design the suitable material for them. I enjoyed more on assisting them in doing the assignment that I
gave to them rather than lecturing. LF
15
102
Table A5 Transcript of P5 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 challenged. It was because the atmosphere was so different. From semester one until six, I never faced real students. Although I have been working as a tutor, I only faced university
students not junior or high school students. So, it was the difference. I had to adapt to the new situation that I faced, which all of the students were male. I believed that when I could make them
believe in me, they wanted to follow the learning process and my instruction. Moreover, they would respect me as their teacher and friend outside the class. The characteristics of the students
I faced when in MT and when in real school were so different.
- -
1
Q: Did your perception of who a teacher is change during your time at school? If so, how did it change and what examples can you provide to show this transformation?
A: It changed slowly during my teaching experience. I thought that being a teacher meant I had to act as their parent. It was true that being a teacher should be able to transfer the
knowledge and manage the class, but there was
another teacher’s role in which should be able to understand the students and give moral value.
LF SG
- 2
Q: Did your perception of what a teacher should do change during your teaching at school? If so, how did it changed and what examples can you provide to show this transformation?
A: My perception about what should a teacher do baceme stronger. During the time studying in campus, I only thought that a teacher should deliver the knowledge and manage the class well.
However, after finishing teaching practice program, I thought that a teacher also should be able to understand the students. For example, when the students kept silent, it did not mean that they
SG 3
103
had understood the material. So,
I had to deal with students’ personal emotion or characteristics. I experienced that so much.
Q: How did you get along with your mentoring teacher Guru Pamong? How did he or she affect your teaching practice?
A: I think that my mentoring teacher affected my teaching practice. My mentoring teacher was so different with me. Although my mentoring teacher was so perfectionist and had strict
opinion, his suggestion was so meaningful for me. He was very firm when teaching in a classroom. Therefore, the class was quiet enough though the students may still be active. Because
of the students were afraid of my mentoring teacher, while I was teaching the students were also quiet enough. I tried my best to make jokes or intermezzo to make them relaxed but still I respected
how the way my mentoring teacher treated his students. Then, he also taught me that I should
check my students’ attendance, and the reason why they did not come to the class. Therefore, during my teaching practice I always checked my students’ attendance and asked the reason
why they did not come to the class. It showed that I cared about
the students’ physical and mental condition.
SG MT
4
Q: How did you get along with your supervisor Dosen Pembimbing Lapangan? How did he or she affect your teaching practice?
A: My supervisor was very caring. She let me explore my experience in school. Therefore, it boosted my spirit to teach the way I wanted to teach.
- SUP
5
Q:What kind of tensions did you feel during your teaching practice? How did you get along with them?
A: The tension that I found during my teaching practice was my relationship with my mentoring teacher. I had different idea about how to behave in the class as a teacher. He teaches
the students by snapping at them in the class. I thought that it was not good for me. I was shock -
TEN 6
104
and distressed. I tried to consult with other teachers. They said that I could teach with my own style and considered my mentoring teacher as the standard, which I did not have to follow
his style in teaching. Q: How did your previous teaching practice in Micro Teaching class affect you during your
teaching practice? A: My teaching experience in MT helped me to think creatively how to conduct the
teaching and learning process. I also adapted the teaching method, activities and media which had been conducted by my friends in MT. Then, my experience in making lesson
plan which I got from MT helped me a lot.
- TE
7
Q: How did your pedagogy or teaching philosophy your concept of teaching and learning process impact your teaching practice?
A: I believed that a fun learning activity which was meaningful will create successful learning process. Therefore, I tried to be close with my students and created comfortable atmosphere
to let them explore the material. During my teaching practice, I provided media and engaged the students during the learning process. Sometimes, I asked one of my students to come in
front and wrote their answer by using my laptop. After that, they also wrote their name. It made them proud of themselves. Therefore, I believe that when the students feel being
involved, they proud of themselves.
SG PED
8
Q: How did your content area knowledge as an English teacher your knowledge that you got during the courses affect you during your teaching practice?
A: My knowledge which I have got from courses helped me a lot in mastering the material which I had to deliver to the students. Moreover, the knowledge which is related to teaching
practice also helped me a lot.
- CAK
9
Q: How did your identity recognition of yourself affect you during your teaching practice?
SG IR
10
105
A: I was afraid that my students considered me as a killer teacher. I did not want the students were afraid of me and kept away from me. Therefore, I tried to make them feel comfortable
with me, but not spoil. Then, I was a kind of talkative person. Therefore, I talked much when I was teaching. Although I tried to control it, but it’s still difficult for me.
Q: How did you get along with your students? How did your relationship with the students impact your teaching practice?
A: Actually, I was confused at that time. All of my students were male and I thought that they were naughty. I was shocked because they were cooperative enough, although their English
proficiency was different. So, I was motivated to create creative learning media and activities. Moreover, I tried to be close with them. I joined many activities outside of the classroom in
order to understand their characteristics well. I also gave them my personal contact so they could ask me freely about their difficulty in learning English. It helped me a lot in managing the
class in my teaching practice.
LF SG
STD 11
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?