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
Besides problem-focused coping, the pre-service teachers PSTs were also indicated of employing emotion-focused coping. However, the number of this
coping strategy being mentioned was lower from problem-focused coping. Emotion-focused coping is a coping strategy influenced by the users who assume
that environmental situation could not be changed Lazarus Folkman, 1984. By employing this strategy, the user can feel better but do or might not solve the
problem Galor, 2013. Based on the analysis of interview results, the experiences which were
indicated as emotion focused coping could be categorized into 4 examples, namely minimization, selective attention, avoidance tactics, and distancing. Since the PSTs
in this research did not really prefer to this coping strategy, the discussion would be limited to the examples which could be considered to be in majority among the
number of emotion-based coping See Table 2.
The first example was minimization. This example mentioned in the same number as selective attention by PSTs among the emotion-focused copings
examples. Minimization is derived from word minimize which means reducing something actions, behaviors, or things. All PSTs who mentioned of doing
minimization had similar experiences which might lead them to tension caused by a factor from their settings as EFL teachers, which was about teachers perceptions
toward students English proficiency. They were PST 7, 8, and 9 See Appendix 8 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55 and 12. They mentioned of encountering students with poor English proficiency
which had difficulty in understanding the lesson when PSTs taught using English. Therefore, they decided to reduce or decrease the use of English as classroom
language. This coping seemed to be able to help them cope with the possible tension. PSTs could be able to at least help their students in understanding the
lesson, although they could not solve the basic problems which was related to students English proficiency.
Another example which was also quite often mentioned was selective attention. Selective attention is an act where someone has to be selective toward the
occurred situation. It means that the users have to choose on how to respond one or several situations which might trouble him. However, his choice of action is not
able to solve the problem.
PST 5:
There was one provocateur. When I was teaching, that student would walk around. He also refused when I asked him to do exercise. He
could not be given instruction or listen to explanation. Although the provocateur was only one, it could affect other students QN.5. If that
provocateur student was not too much, I would let him. However, if he was too much and could not be asked to be quiet, I would be quite and wait him
to be quite. Those method was only effective one or two times. That student did not care anymore after several times QN.6.
One of the example came from PST 5experience. She mentioned of encountering a problematic student in-problem student which she looked like
cannot handle. The situation might trouble her as she had to give attention not only to this student but also other students. She could be indicated of employing selective
attention to cope with her possible tension. She chose to be quiet toward the student whom she could not control during the learning process, or ignore him. It was also
56 possible that PST 5 finally chose to give that respond because she had already tried
several methods to deal with that student. Based on the discussion, it could be concluded that emotion-focused coping
strategy gave less positive effects or influences on how PSTs responded to their indicated tensions. Besides, this strategy could not help the PSTs to cope with the
indicated tensions since it did help to solve the problems which might lead to tensions. Further, it could also be concluded that emotion-focused coping was not
really recommended to be employed because the number of being mentioned by PSTs in this study was lower than problem-focused coping strategy.
57
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and provides some recommendations. In the conclusions part, the researcher presents the conclusion of the research based
on the findings. In recommendation part, the researcher presents some suggestion for the future researchers.
A. Conclusions
Based on the research findings and discussions, the researcher presents and sums up a conclusion. This conclusion aims to answer two research questions.
Therefore, this part will be divided into two. The first conclusion is about the professional identity tensions felt by ELF pre-service teachers during their student
teaching experience. The second conclusion is about EFL pre-service teachers coping strategies to overcome professional identity tensions.
Based on the analysis of the interview results, the researcher found 6 types of professional identity tensions mentioned by the EFL pre-service teachers PSTs.
Further, it was also found that a PST mentioned more than one tension in hisher experience. However, the researcher did not make claim whether the PSTs really
felt or encountered the tensions because of the limitation faced by researcher when conducting the research such as time and instrument. Therefore, the researcher
could only claim that those PSTs were being indicated to feel the tensions andor having the experiences which might lead them to the tensions.
