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?
A: The most influential was my relationship with students.
It’s because my real students were the partner I had to deal with when teaching. Although I have gotten the knowledge from my
mentoring teacher, supervisor, and past experience, my real partner was only my students. So, our interaction that influenced me so much. They gave me problems and clues to solve the problems
in my teaching practice.
STD 12
Q: What are some examples that you think reflect who you are as a teacher?
SG LF
- 13
106
A: When I joined gathering night, this event became the time for them to get close to each of them. In this event, I became a facilitator. I also tried to get close with them, made safe and
comfortable situation, which made them open to each other about their sorrow and happiness. I believed that when they believed in me, they could follow the learning process.
Moreover, during the learning process, I tried to make fun atmosphere. I asked one of my students who is cute and funny to be intermezzo when they felt bored. Therefore, they felt happy
and comfortable. Q: How do you describe or see yourself as a teacher after doing your teaching practice PPL?
A: Being a teacher was indeed not easy. It dealt with students’ characteristics and mind. I felt that
I had learned how to solv e the problems arose in the classroom. I had learned my real students’
characteristic and it’s so challenging. Actually, I felt afraid that my students considered me as a killer teacher. I just tried to make safe and comfortable atmosphere in the class. So, they
could be open and trust me.
SG 15
107
APPENDIX D Coding of Pre-
service Teachers’ Identity Transformation
Identity Transformation of P1
Imagined Identity: LEARNING FACILITATOR
L i
n e
Utterance Identity Classification
Xu, 2013
LE LF
SG Context
Focusing on content
knowledge and teaching
pedagogy Focusing on
the students’ learning
process and becoming a
facilitator in the teaching
process. Focusing on
aspects related to guiding
students’ minds, spirit,
and pursuits.
1
Although they considered me as their friend, I should be firm with
them. V
2
Then a teacher also should give them fun activities.
V
3
I tried to get their attention by giving them games.
V
4
In my opinion, teaching learning process should be fun.
V
5
I could not force the students to understand all of the materials.
V
6
I had to make them feel interested with the subject.
V
7
I used video as the learning media.
V
8
I considered myself as a fun teacher.
V
9
I considered myself as their friend that facilitated them in
learning. V
10
Learning process should not always be in the class which
listened the to the teacher, and did assignment, but a teacher
could ask the students to go outside the class.
V
108
11
I saw myself as a teacher who liked to facilitate the students and
make fun teaching learning activities.
V Identity Transformation: -
Identity Transformation of P2 Imagined Identity: Learning Facilitator
L i
n e
Utterance Identity Classification
Xu, 2013 LE
LF SG
Context
Focusing on content
knowledge and
teaching pedagogy
Focusing on the students’
learning process and
becoming a facilitator in
the teaching process.
Focusing on aspects related
to guiding students’
minds, spirit, and pursuits.
1 I should think twice to solve
problems and to give my students advice and motivation.
V
2 I didn’t only think about
teaching, but also as a guidance and counseling teacher.
V
3 It was because I faced my real
students directly, so I had to give them affection and care
about them. V
4 I always communicated with
them and created fun teaching learning activities.
V
5 I thought that being a teacher
was not easy but I could do it by loving the students. giving
affection and caring about students
V
6 I also had to motivate the
students so that they could understand
the material,
especially the students who thought that they could not do the
V
