Senior high school English teachers` professional development: lived- experience.

xiv ABSTRACT

Dhae, Maria Delfina. (2013). English Teachers’ Professional Development: Lived Experiences. Yogyakarta: Sanata Dharma University.

Nowadays, teachers’ professional development continues to remain high on

the agenda of the government since it has made significant contributions to the field of Education, especially in language studies. In Indonesia, the government has even

formulated some programs related to professional development to improve teachers’

quality in constructing and construing the nature of their work. It requires teachers to take a role as professionals and as humans. Related to that, this thesis aims to investigate how teachers situate themselves in relation to making effective judgments for their development as professionals and humans. To get a meaningful description

of the phenomenon of teachers’ lived experiences regarding their professional

development, the researcher has formulated a question which can help get a clear description. The question is: what is the lived-experience of Senior High School English teachers like in relation to their professional development?

Since the research intends to assess the participants’ lived experience, the phenomenological approach is used. It describes the meaning of the participants’

lived experience. It covers describing and interpreting the essence. The process is done through collecting texts from people who have experienced the phenomenon and developed compositions containing essences from these experiences. The research was based on a triangulation process that was done with in-depth interviews, re-interviews, and member checking. Three High school teachers are the participants of this research. The illuminating participants provide invaluable input for this research. They were selected based on their expertise and school rank where they teach. The experiences were processing by transcribing the text, coding, identifying the elements of theme development, and determining the emergent themes.

The interpretations lead to an understanding of teachers’ lived experiences

regarding professional development. They provide rich descriptions about teachers’

self-control, determination, personal activities, and positioning as living beings and humans and how teachers respond to the existing system. All teachers build high motivation and commitment as teachers to be improved and understand their work well. They try hard to see what they need to do and how to make it optimal. Three main themes are identified as a meaningful construction from their lived experiences: (1) self-construction, (2) professionalism, (3) a facilitator for students. Those are concerned with how teachers construct their “self” to improve their professional development, deal with expanding knowledge and understanding, and examine their belief, principle and value as a facilitator for their students.

Keywords: professional development, lived experience, phenomenology research

xv ABSTRAK

Dhae, Maria Delfina. (2013). English Teachers’ Professional Development: Lived Experience. Yogyakarta: Sanata Dharma University.

Pada saat ini, pengembangan profesi guru menjadi perhatian khusus pemerintah karena berkontribusi penting di dalam bidang pendidikan, khususnya bahasa. Di Indonesia, pemerintah telah membuat program yang berkaitan dengan pengembangan professional untuk meningkatkan kulaitas guru dalam hal membangun dan merekonstruksi karakter pekerjaan mereka. Berkaitan dengan itu, thesis ini dibuat untuk melihat bagaimana guru menempatkan dirinya sebagai seorang professional dan makhluk social. Untuk mendapatkan deskripsi yang berharga dari fenomena pengalaman guru berkaitan dengan pengembangan keprofesian, peneliti telah merangkum sebuah pertanyaan yang akan membantu memberikan deskripsi yang jelas. Pertanyaannya adalah bagaimana gambaran pengalaman dari Guru SMA terkait dengan pengembangan keprofesian mereka.

Dalam rangka mengakses pengalaman narasumber, pendekatan fenomenologi digunakan pada studi ini. Pendekatann ini membantu mengeksplorasi makna berharga dari pengalaman narasumber. Ini mencakup menjelaskan dan menginterpretasikan hal penting. Penelitian ini menggunakan teknik fenomenologu yang digunakan untuk menjelaskan arti dari pengalam hidup individu dari setiap guru pada sebuah konsepatau fenomena. Proses ini dilakukan dengan pengumpulan teks dari narasumber yang memiliki pengalaman tentang fenomena yang berkaitan, kemudian dilanjutkan dengan pengembangan komposisi yang berisi hal-hal penting dari pengalaman tersebut. Penelitian dilakukan berdasarkan proses triangulasi yang terdiri dari interview awal, interview mendalam, dan konfirmasi ulang bersama narasumber. Narasumber dalam penelitian ini adalah tiga guru bahasa inggris SMA. Narasumber yang bersedia memberikan informasi seputar fenomena sangat berguna bagi penelitian ini. Narasumber tersebut diseleksi berdsarkan keahlian. Pengalaman tersubut diproses melalui penerjemahan data, menandai, mengidentifikasi element dari pengembangan tema, dan menentukan tema-tema penting.

Penguraian mengarah pada pemahaman para guru tentang pengalaman hidup yang berkaitan dengan pengembangan profesi. Hal ini berkaitan dengan karakter guru, kekuatan guru, bagaimana mereka merespon sistem dan posisi guru . 3 tema berhasil ditemukan, (1) konstruksi diri, (2) profesionalisme, dan (3) menjadi fasilitator. Hal tersebut berfokus pada bagaimana guru mengkonstruksikan diri mereka untuk meningkatkan pengembangan profesionalisme mereka, bagaimana

xvi

mereka mengembangkan ilmu pengetahuan an pemahaman, menentukan kepercayaan, prinsip, dan nilai sebagai pendamping bagi murid-muridnya.

SENIOR HIGH SCHOOL ENGLISH TEACHERS’

PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree

in English Language Studies

by

Maria Delfina Dhae

126332006

The Graduate Program In English Language Studies

Sanata Dharma University

Yogyakarta

2014

i

SENIOR HIGH SCHOOL ENGLISH TEACHERS’

PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

A THESIS

Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree

in English Language Studies

by

Maria Delfina Dhae

126332006

The Graduate Program In English Language Studies

Sanata Dharma University

Yogyakarta

2014

ii A THESIS

HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

by

Maria Delfina Dhae 126332006

Approved by

Dr. J.Bismoko/

iii

HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

A THESIS by

Maria Delfina Dhae 126332006

Defended before the Thesis Committee And Declared Acceptable

Thesis Committee

Chairperson : Secretary : Members :1.

2.

Yogyakarta, August 21, 2014 The Graduate Program Director Sanata Dharma University

iv

STATEMENT OF ORIGINALITY

This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phases, and sentences of the thesis writer. The writer understands the full consequences including degree cancelation if she took somebody else’ ideas, phrases, or sentences without a paper preference.

Yogyakarta, 08 August 2014

v

LEMBAR PERNYATAAN PERSETUJUAN KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Maria Delfina Dhae

Nomor Mahasiswa : 126332006

Demi Perkembangan Ilmu Pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah yang berjudul:

HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT:

LIVED- EXPERIENCE

Beserta perangkat yang diperlukan. Dengan demiian saya memberikan hak kepada perpustakan Universitas Sanata Dharma untuk menyimpan, mengalihkan dalam media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan empublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan saya sebagai penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di:Yogyakarta.

Pada tanggal: 08 Agustus 2014 Yang menyatakan,

vi

ACKNOWLEDGEMENTS

I would like to thank my Jusus Christ for his great blessing, spirit, and motivation during my thesis writing, I thank him for his leading through the working process thus I could finish my thesis writing. May his blessing always be with me and everyone who need spirit for great determination.

I sincerely thank to my sponsor Dr. J. Bismoko, for his guidance, patience, suggestion and support so that I could finally finish my thesis. He has always been an inspiring figure. I learn a lot of things from him. I would like to express my gratitude for his advice to share ideas. I also thank all KBI lectures, F.X. Mukarto, PhD, Dr. B.B Dwijatmoko, M.A, Dr. Fr. B. Alip., M.A and all KBI lectures for great suggestion and guidance on this thesis. I would like to thank them for the greatest contribution to this thesis.

My sincerely thanks go to my parents, Agustinus Dhae and Paulina Seko, for their loving care and great patience since I started to build my own life until I finally reach each determination in my life such as this thesis. Nothing can replace them. They are the best and inspiring figures who are never tired motivating me to finish my thesis. I am so grateful to have such wonderful parents like them. I also thank my brother, Sebastianus Bay Dhae, for being a good brother to me. I am so thankful for his motivation ad help during my thesis.

My gratitude is also addressed to my beloved Handrianus Fianney Melin Wula for his true love, support, willingness, and patience during my thesis writing. He is always with me whenever I am down. I thank him for his great love for me which rise me up. I am so thankful for his willingness to accompany me through the working process.

My special thanks also go to my lovely friend henny, nita, olive, taty and my charming classmates at KBI , Mba ririn, mba rina, mba inderi, boty, Andrew and others for laughter, tears, and willingness to share happiness and sadness. I thank

vii

them for being nice friends who always support me during my thesis writing. I am very lucky to have great friends like them.

My apologies for whom I could not mentioned by names for their prayer and contribution through the working process. I am so thankful for the kindness.

viii

TABLE OF CONTENTS

TITLE PAGE………. ……….. i

APPROVAL PAGES... ii

THESIS DEFENSE APPROVAL PAGE... iii

STATEMENT OF ORIGANILITY……… iv

LEMBAR PERNYATAAN PERSETUJUAN KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS………... v

ACKNOWLEDGEMENTS……… vi

TABLE OF CONTENTS...……… vii

LIST OF TABLES………... xi

LIST OF FIGURES……….. xii

LIST OF ABRREVIATION………. xiii

ABSTRACT………... xiv

ABSTRAK………... xvi

CHAPTER I INTRODUCTION A.BACKGROUND OF STUDY………... ... 1

B. PROBLEM OF IDENTIFICATION………... 7

ix

D.RESEARCH QUESTION…... 11

E. RESEARCH GOAL... ... 11

F. RESEARCH BENEFIT………... 12

CHAPTER II REVIEW OF LITERATURE A.THEORETICAL REVIEW…………... 13

1. Professional Teachers………... 13

2. Teachers’ Lived Experience………... 18

3. The “Self”... 20

4. Teachers’ Professional Development... 24

5. Senior High School... 29

6. Teaching English in non-English speaking countries... 31

B.RELATED RESEARCH REPORTS………... 33

C.FRAMEWORK OF PRE UNDERSTANDING………... 34

CHAPTER III METHODOLOGY A.RESERARCH METHOD... 38

B.NATURE AND SOURCES OF TEXT………... 40

C.INSTRUMENT………... 41

D.TEXT GATHERING... 46

E. TEXT PROCESSING... 49

x

CHAPTER IV TEXT ACQUISITION, TEXT DESCRIPTION, AND INTERPRETATION

A.TEXTACQUISITION... 53

B.TEXT DESCRIPTION... 61

1. Self-construction………... 61

2. Professionalism………... 69

3. A facilitator for students... 80

C.TEXT INTERPRETATION... 85

1. Self-construction………... 86

2. Professionalism………... 89

3. A facilitator for students... 94

CHAPTER V CONCLUSIONS AND SUGGESTIONS A.CONCLUSIONS... 98

B.SUGESSTIONS... 101

BIBLIOGRAPHY... 104

APPENDICES………. 110

Appendix A Interview Transcribes... 110

Appendix B Interconnecting Sub-themes... 155

Appendix C Letter of Consent... 158

Appendix D Certificates ... 164

xi

LIST OF TABLES

Table 3.1 Component and Indicators………..44

Table 4.1 Research Participants………. 54

Table 4.4 Theme Identification……….. 59

Table 4.5 Theme Identification………. 60

Table 4.6 Theme Identification……….. ... 61

xii

LIST OF FIGURES

Figure 2.1 Senior High School English Teachers’ Professional Development: Lived

-Experiences………38

Figure 3.2 Teachers’ Lived Experience Regarding Professional Development...47

Figure 3.3 Text Processing... 51

Figure 4.2 Semi-structured Interview Guidelines...56

xiii

LIST OF ABBREVIATION

PKG : Penilaian Kinerja Guru

(Teacher Performance Assessment)

MGP : Musyawarah Guru Pembimbing

(Deliberation of Teacher Advisor)

PKB : Pengembangan Keprofesian Berkelanjutan (Sustainable professional development) PAN : Pendayagunaan Aparatur Negara

(Administrative Reform)

RB :Reformasi Birokrasi

(Bureaucratic Reform)

KKNI : Kerangka Kualifikasi Nasional

xiv ABSTRACT

Dhae, Maria Delfina. (2013). English Teachers’ Professional Development: Lived Experiences. Yogyakarta: Sanata Dharma University.

Nowadays, teachers’ professional development continues to remain high on the agenda of the government since it has made significant contributions to the field of Education, especially in language studies. In Indonesia, the government has even formulated some programs related to professional development to improve teachers’ quality in constructing and construing the nature of their work. It requires teachers to take a role as professionals and as humans. Related to that, this thesis aims to investigate how teachers situate themselves in relation to making effective judgments for their development as professionals and humans. To get a meaningful description of the phenomenon of teachers’ lived experiences regarding their professional development, the researcher has formulated a question which can help get a clear description. The question is: what is the lived-experience of Senior High School English teachers like in relation to their professional development?

Since the research intends to assess the participants’ lived experience, the phenomenological approach is used. It describes the meaning of the participants’ lived experience. It covers describing and interpreting the essence. The process is done through collecting texts from people who have experienced the phenomenon and developed compositions containing essences from these experiences. The research was based on a triangulation process that was done with in-depth interviews, re-interviews, and member checking. Three High school teachers are the participants of this research. The illuminating participants provide invaluable input for this research. They were selected based on their expertise and school rank where they teach. The experiences were processing by transcribing the text, coding, identifying the elements of theme development, and determining the emergent themes.

The interpretations lead to an understanding of teachers’ lived experiences regarding professional development. They provide rich descriptions about teachers’ self-control, determination, personal activities, and positioning as living beings and humans and how teachers respond to the existing system. All teachers build high motivation and commitment as teachers to be improved and understand their work well. They try hard to see what they need to do and how to make it optimal. Three main themes are identified as a meaningful construction from their lived experiences: (1) self-construction, (2) professionalism, (3) a facilitator for students. Those are concerned with how teachers construct their “self” to improve their professional development, deal with expanding knowledge and understanding, and examine their belief, principle and value as a facilitator for their students.

Keywords: professional development, lived experience, phenomenology research

xv ABSTRAK

Dhae, Maria Delfina. (2013). English Teachers’ Professional Development: Lived Experience. Yogyakarta: Sanata Dharma University.

Pada saat ini, pengembangan profesi guru menjadi perhatian khusus pemerintah karena berkontribusi penting di dalam bidang pendidikan, khususnya bahasa. Di Indonesia, pemerintah telah membuat program yang berkaitan dengan pengembangan professional untuk meningkatkan kulaitas guru dalam hal membangun dan merekonstruksi karakter pekerjaan mereka. Berkaitan dengan itu, thesis ini dibuat untuk melihat bagaimana guru menempatkan dirinya sebagai seorang professional dan makhluk social. Untuk mendapatkan deskripsi yang berharga dari fenomena pengalaman guru berkaitan dengan pengembangan keprofesian, peneliti telah merangkum sebuah pertanyaan yang akan membantu memberikan deskripsi yang jelas. Pertanyaannya adalah bagaimana gambaran pengalaman dari Guru SMA terkait dengan pengembangan keprofesian mereka.

Dalam rangka mengakses pengalaman narasumber, pendekatan fenomenologi digunakan pada studi ini. Pendekatann ini membantu mengeksplorasi makna berharga dari pengalaman narasumber. Ini mencakup menjelaskan dan menginterpretasikan hal penting. Penelitian ini menggunakan teknik fenomenologu yang digunakan untuk menjelaskan arti dari pengalam hidup individu dari setiap guru pada sebuah konsepatau fenomena. Proses ini dilakukan dengan pengumpulan teks dari narasumber yang memiliki pengalaman tentang fenomena yang berkaitan, kemudian dilanjutkan dengan pengembangan komposisi yang berisi hal-hal penting dari pengalaman tersebut. Penelitian dilakukan berdasarkan proses triangulasi yang terdiri dari interview awal, interview mendalam, dan konfirmasi ulang bersama narasumber. Narasumber dalam penelitian ini adalah tiga guru bahasa inggris SMA. Narasumber yang bersedia memberikan informasi seputar fenomena sangat berguna bagi penelitian ini. Narasumber tersebut diseleksi berdsarkan keahlian. Pengalaman tersubut diproses melalui penerjemahan data, menandai, mengidentifikasi element dari pengembangan tema, dan menentukan tema-tema penting.

Penguraian mengarah pada pemahaman para guru tentang pengalaman hidup yang berkaitan dengan pengembangan profesi. Hal ini berkaitan dengan karakter guru, kekuatan guru, bagaimana mereka merespon sistem dan posisi guru . 3 tema berhasil ditemukan, (1) konstruksi diri, (2) profesionalisme, dan (3) menjadi fasilitator. Hal tersebut berfokus pada bagaimana guru mengkonstruksikan diri mereka untuk meningkatkan pengembangan profesionalisme mereka, bagaimana

xvi

mereka mengembangkan ilmu pengetahuan an pemahaman, menentukan kepercayaan, prinsip, dan nilai sebagai pendamping bagi murid-muridnya.

CHAPTER I INTRODUCTION

This part presents the information of the importance of this research. There are five elements included; they are the background of the study, problem identification, problem limitations, research questions, research questions and goals, and research benefits.

A. Background of the Study

Globalization has made it necessary for all countries to compete at an international level. AFTA is one of the globalization products that are recently experienced by all courtiers in ASIA. Considering the rise, things such as the development of learning English as an international language and the quality of human resources are soon becoming a concern. Education is a key of its development. UNESCO states that an important instrument in education is the teacher. A teacher is an influential component who creates a high educational process and quality. A teacher has a role in the national development especially in education (Mulyasa, 2007). The teacher-education process has always been an important issue to discuss in the educational field, since it derives from a perspective about teacher development. Teachers are known as role managers in determining the effectiveness of the teaching learning process; thus, they are expected to consider how to facilitate that process well. The preparations to adapt with the new developments in the educational field should be an intense process for teachers to be aware of. Along with

the development of science and technology, teachers are demanded to offset and develop themselves beyond this development (Kusnadar, 2009)

As the center of educational activities and who have full sovereignty, teachers should be aware of their main responsibility. Concerning this issue, teachers need to always pay attention to their professional development to be more ready with a changeable situation. Along with the development, lifelong professional teacher development is a phenomenal issue which has been continually discussed by some researchers (Atay, 2008). In the last few decades, many researchers have been working on finding appropriate methods of teachers‟ professional development to help them participate in their own instructional improvements (Hopkins 1975; McDonough and McDonough 1997).

Many methods have been offered to assist teachers in improving their development. The improvement of teachers‟ quality has a specific influence on educational reformation, school development, and students‟ achievement (Murphy, 1992; Brand, 1993; Supriadi, 1998, as in Mulyasa, 2007). Some researchers have investigated how professional development can improve classroom instruction and student achievement (Little, 1993 and Borko, 2004 as in Yoon Yoon, Lee , Scarloss, & Shapley, 2007). Each researcher has different evidence that proves that professional development has a positive impact on students‟ achievements. In addition, some research shows that professional development mediated by teachers‟ knowledge has a positive effect on students‟ achievements (McHill-franzen, Yokoi, & Brooks, 1999; and McCutchen, Abbott, Green, Beretvas, Cox, Potter, Quironga,

Gray, .2002 as in Yoon, et al., 2007). In-service education and training programs are also admitted to be preferred choices in professional development, since they can improve teachers‟ performance (Atay, 2008). Moreover, it also emphasizes how teachers build their own beliefs, positive attitudes, and professional knowledge through various programs, focusing on reflecting what they have already done (Sparks-Langer and Colton (1992). All of this research has proven that professional development is connected with teachers‟ and students‟ current needs these days all over numerous countries. Many concerns about professional development show the importance of this issue that needs to be explored. Basically, it is because the program provides a chance for teachers to achieve good quality in their work, so that they can do their jobs productively. The teachers‟ quality influences their students‟ achievements (Suhardan, 2010). When a teacher is more professional in serving students‟ needs, it has a positive impact on the teaching learning process and high affectivity of students‟ learning, so there will be good improvements in education.

This issue has also arisen in Indonesia. Professionalism is one of the issues emerging in the national education in Indonesia (Weinata, 2003 as quoted by Kunandar, 2009). The problem arises because there is no specific standard and effective supervision for improving the quality (Umar, 2004 as quoted by Kunandar, 2009). In light of this issue, Directorate of secondary education of National Education Department states that professionalism needs to be the main concern in the improvement of education. According to education act No. 14/2005, a professional requires expertise, quality, ability, and development through professional training.

Thus, all educational agents, especially those who have significant roles in the field such as teachers, must improve themselves. Considering the fact that graduates still have difficulties participating in social field jobs, competence standards and teacher certification are highly needed. (Mulyasa, 2007). In a decree of the National Education Minister of the Republic of Indonesia No.15, 2005, a teacher is expected to have particular standards, which they need to fulfill to be considered as professional teachers. In this case, they need to master four competences. The competencies are pedagogic competence, social competence, personal competence, and academic competence. By mastering those competences, it is expected that teachers can do their jobs professionally, which will help them improve their quality.

Teachers also need to master their duty in the teaching and learning process. Teachers are also supposed to be good at operational curriculum such as making the content standard, having competency standards, and making preparation guides. The the Educational Standards for Elementary and Middle Schools (decree of the National Education Minister of the Republic of Indonesia) no.19, 2007 states that in improving students‟ quality, teachers need to consider some important elements such as using innovative and effective methods, having proper facilities, using a curriculum, considering students‟ characteristics and learning backgrounds, doing productive research, and measuring students‟ competence. Specifically, teachers have roles in improving learners‟ curiosity, achieving the learning target, improving knowledge and the ability to find information, cultivating the information, using the information and solving problems, communicating, and developing individuals and learning

groups. In a decree of the National Education Minister of the Republic of Indonesia no. 41, November 23rd, 2007 (the standards of elementary and middle schools) states that teachers have the responsibilities of planning, doing, scoring, guiding, and coaching. They also must be ready for other duties. They have 24 hours for structural learning/week. The implementation of a reinforcement and feedback system for the students‟ responses and achievements in the learning process must be the main concern for teachers. In making a lesson plan, teachers need to pay attention to the requirements, starting from the preliminary activities until post activities. The main activities cover the exploration, elaboration, and confirmation process. Pertinence in measuring students‟ performance is important, because teachers need to report continually on the students‟ achievements and improvements. An evaluation is done consistently, systematically, and manageably using test or non-test methods, observations, attitude measurement, tasks, projects, portfolios, and self-evaluation. It uses educational assessment standard guidance study group. Teachers‟ roles in planning, implementation, and evaluation of the learning process are supervised by the school headmaster or a designated team. Teachers‟ work will be evaluated whether it is in line with the standard process as well as their competence.

Moreover, the concern of the Indonesian government on teachers‟ professional development is also shown when they have a certification program. It even has been stated in the Indonesian Government Decree no. 14, 2005. It includes ten indicators that should be fulfilled by teachers. In the process, teachers will have development training in four significant aspects such as professional, pedagogic,

professional, personality, and social criteria. At the end of the process, teachers need to take written and teaching tests. The requirements include the teaching period, age, level, teaching time, additional jobs, and academic prestige. It covers academic qualifications, training, workshops, teaching experience, teaching programs, official acknowledgement, academic prestige, professional development, scientific meetings, organizational experience in education and social issues, and relevant awards. This educator certification is formulated to motivate teachers to fulfill the indicators to be professionals. Indonesia also has a supervision program. The supervisors have a role to guide teachers to improve their quality. They also identify teachers‟ ability to make them participate in training and workshop programs.

However, in Indonesia, when the professional development has been explored in various ways and modified into a particular desire for teachers‟ improvement, it raises specific issues in teachers‟ preference. Since the improvement has determined some aspects such as standards and careers, it is a particular phenomenon for teachers to decide. Making a decision to determine the preference has always been a difficult thing to work as a teacher. Since a teacher is considered to have a role in determining the quality of educational performance, a teacher needs to fulfill the criteria to have a good career as a teacher. Thus, teachers should adapt with the situation to live as human beings to achieve better learning, better teaching, and a better economy or as humans who need to take into their lives professionalism, which needs better understanding, a better economy, struggle, and sacrifice. The implications of this decision make the nature of true professional development long

forgotten. The preference usually comes in career development. In line with the problem, this research strives to explore more on teachers‟ beliefs, their idealism, their decision-taking, and the implications of their decisions on themselves and the educational field, regarding professional development.

Dealing with the problem, it is believed that teachers‟ lived experiences can be good and meaningful discourse to delve into teachers‟ needs regarding their professional development. Teachers‟ lived experiences are considered as a good way to present a meaningful description. It can help teachers formulate their own beliefs about teaching (Zseszay, 2004). It can be a strong foundation to determine teachers‟ motivation to begin their improvement. Teachers‟ lived experiences also provide self -reflection, which can lead to self-actualization as well as a strong foundation to determine preferences and decision making to change. The 2013 Curriculum, the current curriculum implemented in Indonesia, suggests a scientific approach focusing on creativity. The core of the curriculum is not just about the learning, but it also leads society to be more autonomous and develop spiritual competence. These aspects autonomy which uncovers emancipation as it motivates teachers to be more creative in developing themselves and their teaching.

B. Problem Identification

Today, professional development has been recognized as a significant element to develop teachers‟ quality. It embodies improvement in teachers‟ knowledge, dedication, attitudes, and commitment. By having workshops, teacher

support groups, teaching journals, peer observation, teaching portfolios, analyzing critical incidents, case analysis, peer coaching, team coaching, and action research, they are some methods which have been proposed by many researchers these days (Richards and Farrell, 2005).

Furthermore, professional development can also be related to standards, supervision, evaluation, and other performance forms. It also further covers emancipation such as teachers‟ professional and personal identity. It is unavoidable that taking responsibility as a figure which has a role to guide the teaching and learning process needs to have productive improvement. It signals that teachers should be able to find a way in order to improve themselves. Then, professional development essentially can be a productive urge. Hangreaves and Goodson state that it will improve teachers‟ knowledge base, teaching practice, self-efficacy, and commitment (Hargreaves and Goodson, 1996). Moreover, as a motivator, facilitator, and guide for the students‟ learning process, teachers have a chance to improve their students. Thus, teachers‟ professional development and how it takes place will be interesting to further explore and describe.

In Indonesia, professional development has established standards such as certification to supplement academic requirements. In a decree of the National Education Minister of the Republic of Indonesia No.15, 2005, all teachers need to undertake the process of certification. The government has made a valid assessment for professional competence. Basically, it is quite successful in gaining widespread teacher acceptance and recognition of their professional competence. It has forged a

strong ongoing relationship with lifelong learning. While this is very obvious in the long process of certification, professional development is more to the point.

It successfully provides favorable learning which enhances teachers to have a sense of space and energy to learn. Then, it creates a particular condition for their professional learning. Unfortunately, since it leads to variations in teachers‟ professional learning and development, each teacher reacts differently to the same stimulus. The phenomenon which occurs is that it requires teachers to focus more on the development of their careers. Teachers‟ preference to take a role as a living being and as a human person becomes a particular phenomenon. In Indonesia it becomes the core of this research. One‟s career, which offers a high salary and position, is an interesting motive that influences teachers‟ preferences regarding their work.

Moreover, it reduces the time teachers have to connect with their students. Ideally, teachers‟ professional learning should have a positive impact on teaches‟ roles as a living being or as a human. Along with these backgrounds, the framework of this study is to find an appropriation of meaning beyond the phenomenon through discovering teachers‟ experience of their professional development.

C. Problem Limitations

Nowadays, professional development has become more numerous and increased developed in response to changes in technology and society. Indeed, there are many kinds of research that conduct their investigations in different settings and continued in various ways. All government remains high on agenda in developing

this professional development including in Indonesia. The requirement for earning professional development in Indonesia is completion of a specific certification program. It shows that concern about learning is certainly justified. A certification program improves teacher quality.

The problem is then it implicitly encourages teachers to be too focused on the certification program. The condition is that teachers prefer to leave their responsibility as teachers to manage their own career. Drawing on the concern for how teachers commit to their work, this research will explore how teachers perceive their professional development. The construction problem is designed and framed to dig up participants‟ professional development. The discussion relates to teachers‟ lived experiences which are part of a reflective process. Since it tends to give a meaningful description about professional development, this study is made using a qualitative research method.

To be effective, the writer limits the research to emancipation or a liberation perspective, not on performativity. Parallel to this perspective, the researcher will focus on exploring how teachers situate themselves in relation to making effective judgment as a living being and as a human person. Regarding the issue of professional development which happens in Indonesia, the participants‟ story of professional development will lead to a meaningful description to answer the phenomenal issue. The participants are three high school teachers in Yogyakarta with different ages, experiences, and professional achievements which are illuminative.

D. Research Question

To get a meaningful description of the phenomenon of teachers‟ lived experiences regarding their professional development, the researcher has formulated a question which can help get a clear description. The question here helps to frame the construction of interpretation; thus, the narration will be a meaningful one. The question is: What is the lived-experience of Senior High School English teachers like in relation to their professional development?

E. Research Goals

This research describes and interprets teachers‟ professional development to find meanings from teachers‟ lived experiences. It provides a significant understanding of the nature of professional development. It can also enrich the participants to be more reflective and self-actualized, as well as audiences in having an emphatic understanding and equity regarding professional development. Furthermore, it also elucidates significant points beyond the activity regarding professional development. Doing a reflective description has a chance to develop one‟s self-actualization.

Furthermore, a text can provide a productive framework for the participants to consider commitment and dedication toward their own development as professionals and humans. These assumptions will help participants, audiences, as well as the reseacher to determine the best preference and solution for the same phenomenon. It essentially becomes good references for English teachers in high

school to consider their own professional development. The writer draws upon the data from the methods that found that reflective experiences are fundamentals to reformation.

F. Research Benefits

It is expected that this research can provide significant contributions for the educational field, especially in the teacher-education process. The descriptions and ideas will motivate educational practitioners to be autonomous in developing themselves personally and socially. Furthermore, as teachers, professional development can be used as a solution to formulate effective and professional methods in self-determination. If teachers are successful in improving their quality as professionals, it gives a positive impact in the teaching learning process.

Additionally, it supports the development of teachers‟ teaching practice and themselves as teachers. When teachers commit to do real development as professionals, they will adopt the appropriate framework for it. Through their reflections, they will be innovative as teachers for their own improvements and their students. Furthermore, the particular implications of the phenomenon in this study will also help readers, especially teachers, to find an effective way to deal with their roles as teachers and their career development. The stability can lead to higher productivity.

CHAPTER II LITERATURE REVIEW

This chapter covers a priory logical truth of the meaning of teachers‟ lived experiences in their professional development. It covers a theoretical review, which is to clarify concept and their relations. The theoretical descriptions include the theories of a professional teacher, teachers‟ lived experiences, self-construction, teachers‟ professional development, senior high school, and teaching English in non-English speaking countries, particularly, Indonesia.

A. Theoretical Review

In this part, there are descriptions on several theories supporting this study. The discussions below are the explanation of theories of a professional teacher, teachers‟ lived experiences, self-construction, teachers‟ professional development, senior high school, and teaching English in non-English speaking countries. In relation with the trustworthiness of the study, the researchers considered to set aside the pre-understanding (bracketing). The lived-experience text are authentive, not tainted by the reseacher‟s pre-understanding.

1. Professional Teacher

Teachers are believed to be educational practitioners, who play an important role in determining the effectiveness of the teaching learning process. In line with this

responsibility, particular standards to support the quality are strongly needed. This necessary condition, which focuses on almost all the activities that derive from the theory of teaching into practice, needs particular concern.

The new pride in professionalism takes the perspective that teachers are not slaves to rules and routines established in state education departments and textbook publishing houses. Rather, they are reflective decision makers, selecting objectives, and teaching procedures to meet the needs of different learners. They must know their subject matter, learning theory, research on different teaching methodologies, and techniques for curriculum development. This view provides the rationale for transforming teaching into a true profession. (Sadker, 1997).

This framework states that teachers need to be concerned more on developing themselves with a positive attitude such as being self-reflective to meet with their own needs and their students‟ improvement. This self-improvement then can be useful to be applied in their concept of teaching. The concept of teaching indeed is about the ways or the sequences techniques can deliver or transfer the knowledge to the learners. Brown states that it is “the ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner” (Brown, 2000:5). It includes the experience in choosing appropriate methods and instructions. Since it derives theories into practices, good consideration is strongly needed.

Along with a necessary condition of an effective teaching learning process, teachers need to expand their paradigm to an improvement or development of their proficiency. It is because teachers are designers of instruction, managers of instruction, guides of instruction, evaluators of student learning, and counselors (Crooks, 2000). The improvement will enrich teachers in doing their responsibility.

Furthermore, the characteristics of teachers also have a specific influence on doing and sustaining their tasks. According to Banner Jr. and Canon, teachers need to be consistent and acknowledged, sociable, mature with an edge, distinct and individual, and also abstract-concrete (Banner Jr. and Cannon, 1997). Being good language teachers can be very helpful to the development of the profession. It essentially motivates teachers to improve and upgrade their proficiency. It will lead teachers “to think about problems, ideas, goals, purposes, beliefs, understandings, and proceeds about their business by doing what comes naturally. They are the expression of his thoughts, hopes, and goals” (Combs, 1965:23). The participation of critical thinking, self-upgrading, self-subordination, and professional citizenship are the characteristics of good teachers (Allen, 1980). A professional teacher is also closely interchanged with change. In relation with change, teachers must maintain their personal qualities which includes honesty, responsibility, tolerance for fallibility, lack of blame, tolerance for ignorance, a sense of responsibility, power, courage, vision, insight, realism, open-self image, self-indulgence, resourcefulness, flexibility, and diplomacy” (Guy, 1989:92-102). Teachers need to develop characteristics which are called base values which cover vision, stability, energy, clarity, coherence, and also the quality of communication and community (Guy, 1989).

In Indonesia, teacher development has become a particular concern. Indeed, it is stated in the national education framework. The government has established the decree of the National Education Minister of the Republic of Indonesia No.15, 2008, which contains specific standard competences to supplement academic requirements

that must be fulfilled by all teachers in all educational levels in order to be professional teachers. Those specific competences are pedagogic competence, personal competence, social competence, and professional competence. Pedagogic competence covers an understanding of the educational foundation, learners‟ characteristics, curriculum/syllabus, lesson plan, education, dialogic implementation, evaluation, and self-actualization. Meanwhile, personal competence focuses on the characteristics that the teacher should develop in being a teacher, which includes spirituality, maturity, stability, and so on. Social competences focus more on using oral and written communication, applying communication technology and information functionally, and having effective relationships with colleagues, parents, students, and society. Moreover, professional competence covers the concepts, structures, methods, and materials stated in a curriculum, the relationship with any subject-matter, the implementation of science concepts in daily life and global competence with the national culture and values (Jejen, 2011). Professional teachers are those who are well-educated and trained and have competencies which cover knowledge, attitudes, and professional skills (Kusnandar, 2009). The consideration is also on personal, social, intellectual, moral, and spiritual responsibilities.

Moreover, professional teachers also need to have professional qualifications, subject matter knowledge, communicative knowledge, creative and productive personalities, high commitment, and continuous improvement (Sidi 2003, as in Kusnandar, 2009). Meanwhile, according to Purwanto, good teachers need to be fair, believe in their students, be well-behaved, be cheerful, build good relationships

with colleagues and society, master the subject-matter, and have extensive knowledge (Purwanto, 2002, as in Kusnandar, 2009). In the Education Act Number 23, 2003, teachers need to be creative, be dynamic, be dialogic, have a commitment to improve the educational quality, and maintain the quality of improvement. In the National Government Act No.19, 2005, it also states that teachers should have sufficient academic qualifications, which are being physically and mentally healthy and also competences in order to achieve the national education purpose. The competences include pedagogic, personal, professional, and social competence (Kusnandar, 2009). It is supported by the teacher certification program.

Teacher certification is the process of certifying teachers in order to fulfill the qualifications and competence standards (Kusnandar, 2009). The National Education Ministry Act states that professional teachers will create high quality education as well as intellectual and competitive humans. Glickman (1991) states that to be a professional, teachers need to have high competence and commitment (as in Mulyasa, 2007). Teachers need to be aware of their responsibilities. As educators and teachers, they need to master subject-matter aspects and curriculum and have good personalities. They also need to have communicating and collaborating abilities. As leaders, teachers must have leadership abilities. Meanwhile, as administrators, teachers should understand the educational management as well as understand learning strategies and their students‟ abilities (Mulyasa, 2007). Act No.14, 2005, about teachers and lectures, also states that teachers should have talent, passion, idealism, commitment to improve the education quality, religiosity, specific academic

qualifications and educational level, required competencies, responsibilities, proper income, continuous professional development, law protection toward their profession, and professional organization (Mulyasa, 2007). Professional teachers need to have abilities to create a conducive teaching and learning environment, develop learning strategies and management, give feedback and reinforcement, and maintain self-improvement (Mulyasa, 2007).

2. Teachers’ Lived Experiences

The phenomenon happens in Indonesia today as teachers need to work hard to conduct their responsibility regarding their profession. Teachers need to build a commitment as living beings which focus on attaining better learning, better teaching, better economy, and as humans who need to take professionalism into their lives, which covers a better understanding, higher economy, struggle, and sacrifice. Considering this phenomenon, in making self-determination and preferences regarding the teaching profession, teachers‟ reflective awareness is strongly needed. The deep understanding of meaning as the reflective result of life can cause teachers to find a worthwhile preference that can maximize the positive impacts of the choices regarding the discourse. „Lived experiences gather hermeneutic significance as we (reflectively) gather them by giving memory to them. Through meditation, conversation, day dreams, inspirations, and other interpretive acts, we assign meaning to the phenomena of life‟ (Mannen, 1990:37). In aiming to see the meaning of life, self-awareness is needed. Dilthey (1985) in Mannen (1990) states that:

A lived experience does not comfort me as something perceived or represented; it is not given to me, but the reality of lived experience is there for me because I have a reflective awareness of it because I possess it immediately as belonging to me in some sense. Only in thought does it become objective (Dilthey, 1985:223).

It is not a matter of perception or representation, but the action, thought, imagination which we are reflected, these all are what really happen and are not pre-planned. At this point, a lived experience exists because we reflect and being reflective means our lived experience.

A lived experience is not about an object but it is about a phenomenon; it is something which appears to us, which is also active. It is a phenomenon which we reflect as a meaningful experience that helps us to think about the appropriate developments and improvements that we need. Additionally, since a lived experience is the „breathing of meaning‟ (Mannen 1990), it has a chance to lead teachers to think back about the actions that they have already done and try to find a certain essence, a “quality” (Mannen, 1990) from that experience. According to Dithley (1980), the most basic point considered in a lived experience is self-given awareness or pre-reflective consciousness of life. Self-awareness is one of the teacher development methods that can help teachers to find an appropriate determination in managing their profession. Teachers‟ interpretation which they reflect as self-awareness leads them to be more self-actualized. Thus, the development of the essences in the description is not just explanations or analyses (Moustakas (1994), as stated in Cresswell (2007)).

A reflective process can also improve the outcome. “We believe even more strongly that the reflective-interpretive approach can improve the outcome, in the

shape of research which succeeds in saying something qualified and original” (Alvesson and Skodberg, 2009:3). Representational consciousness can be produced from reflection (Lyotard, 1988). “A reflective interpretation of the text is needed to achieve a fuller, more meaningful understanding” (Moustakas, 1994:11). Furthermore, from a developmental perspective, individual learning needs to be shaped by factors such as length of experience (Bolam & McMohan, 2004). To simply uncover teachers‟ lived experiences regarding their professional development, the researcher formulated which are teachers‟ understandings, teachers‟ beliefs, teachers‟ feelings, teachers‟ intentions, and teachers‟ actions. These segments are used to make it easier for the researcher to reveal the participants‟ experiences and guide them to come to a reflective process. Understanding means how one changes a representative object to become his or her own version (Dufrene, 1973). Meanwhile, belief relates with the value combined with the psychological construct to teacher education (Pinrich, 1990). Feeling refers to adjectives expressed such as happy, anxious, afraid, and so on (Patton, 2002). Meanwhile, intention is linked to the result of thinking (Willis, 2001), and action is usually taken with an intention (Wilson, 2007). Through the use of those segments, the participants‟ accounts will be explored completely.

3. The “self”

Not all teachers understand the crucial motivators that affect them in making the preference for their own „self‟. The „Self‟ as an individual has become the „Self‟

of „Representation‟. The phenomenon that teachers should be, whether as living beings in gaining better learning, better teaching, and better economy or as humans who need a better understanding, higher economy, struggle, and sacrifice, derives particular problematic issues in their professional work. Specifically, it deals with how teachers maintain a positive sense of their professional competence, especially in positioning themselves. A sense of professional competence refers to a “feeling teachers have about the quality of their work” (Ashton and Webb, 1986:66).

Indeed, teachers need to construct their “self” to determine an appropriate decision regarding their professional development. A positive sense of developing “self” like maintaining professional self-esteem can lead to motivation to do something worthwhile. However, many teachers these days are still confused about professional self-esteem which is in line with self-respect; thus, the preference occasionally falls into the development of just an individual as a living being which leads to a career. Basically, if teachers can maintain this well, it can lead to a positive effect.

The central social psychological problem facing teaching teachers today is how they can maintain a sense of satisfaction and accomplishment in a profession that offers no support for, and myriad threats to, their sense of professional self-respect. (Ashton and Webb, 1986:66).

Self-esteem is also strongly in line with how one can take an appropriate evaluation dimension. Hargreaves states “high self-esteem arises when the attitudes taken to the self are positive, low self-esteem when they are negative” (Hargraves, 1972:27). Great maintenance of self-esteem guides one to stand on what he believes.

In addition, this self-esteem also includes maintaining the stability of the “self”. It is very important in determining good preference.

Furthermore, besides maintaining self-esteem, self-construction can also be connected with the development of self-efficacy. Self-efficacy is a part of self-esteem in which it includes an individual hold toward themselves in relation to become the person they are capable of (Brown, 1994). Self-efficacy also has its own role to help, particularly in building self-determination dealing with professional work. Self-efficacy is people‟s judgment of their own self in determining their motivation or behavior. According to Wortman and Lotfus (1985:377), self-efficacy means “a person‟s belief that he or she is capable of dealing effectively with a situation”.

Self-efficacy also includes how one evaluates himself toward the ability to reach a particular goal (Baron and Byne, 1997). In teacher development, some factors are identified as the internal background that affects their behavior. This internal motivation sufficiently affects the decision. It is important to maintain self-efficacy thorough the development of awareness. “Awareness is the capacity to recognize and monitor the attention one is giving or has given to something. Thus, one acts on or responds to the aspects of a situation of which one is aware” (Freeman, 1989:33).

Through awareness, teachers will easily be able to monitor their acts, especially in improving their quality, as it helps to maintain their responsibility. Self-awareness also drives teachers to focus on the specific goal that he or she has already determined. It is a kind of transitive consciousness to manage the attention well (Leo Van Lier, 1998). Furthermore, self-observation also plays an important role in

determining an appropriate construction of decision to improve oneself. Self-observation helps one to choose the aspects that need to be improved, narrow the choice, develop an action plan and decide a time frame to achieve the goal (Richards, 1990). Ideally, professional learning involves both intellectual and emotional processes. Thus, it will enhance their commitment to the quality of service. The commitment is essential for teacher effectiveness. Teachers‟ commitment and teachers‟ motivation can improve themselves (Mulyasa, 2007). Motivation is also a core element in helping teachers to improve themselves. Motivation refers to a physical or mental activity which entails effort, persistence, planning, rehearsing, organizing, monitoring, making decisions, solving problems, and assessing progress. A motivational process helps one to face difficulties and sustain action, obtaining a good job (Schunk, 2008). In order to improve themselves, teachers are expected to develop their intrinsic motivation. “Most achievement motivation theorists consider intrinsically motivated achievement behavior more desirable than externally motivated behavior primarily because external reinforcement is not available” (Stipek, 1988:81). A teacher needs to consider that a circumstance that creates interest and enjoyment (i.e., that fosters intrinsic motivation) facilitates conceptual learning (82). Dornyei states that it is “performing a behavior for its own sake in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying one‟s curiosity.” (Dornyei, 2001:47). Then “motivational control skills refer to self-regulatory efficacy in sustaining attention effort”. Thus, it encourages teachers to determine their priority well with motivated effort.

How teachers act or construct their actions regarding their responsibility as teachers or the desire of improvement can be derived from their needs as individuals. Relevant to this point, according to Moslow, as quoted in Schultz (1977), there are levels of needs that humans require to be fulfilled. There are psychological needs (water, air, food, etc.), safety needs (to be secured and out of danger), love or belonging needs (friendship, sexual intimacy, support, and a communicative family), esteem needs (achievement, strength, confidence, independence, and freedom), and self-actualization (becoming the most of their abilities and the best they can). It is included in the hierarchy of needs in which if the lowest level of needs is fulfilled, it moves to a higher level.

Self-actualization is one of the needs that humans require to strive for. It includes the need to reach the fullest potential related to the utilization of potential and development.

4. Teachers’ Professional Development

Professionalism is a significant element in supporting the credibility of one in their working circumstances. The concept of professionalism which includes „knowledge, autonomy, and responsibility” (Scales, P., Pickerin, J., Senior, L., Headley, K., Garner, P., and Boulton, H, 2011) are productive elements that one needs to have in relation to build good individual characteristics which can support their professional work. Being a professional is usually in line with gaining a deep understanding about particular knowledge. According to Scales, “Professionalism

involves extended periods of study, for example, studying for a degree or higher qualification. The person gains substantial specialist knowledge and understanding” (Scale et al., 2001).

Professionalism involves the learning process in achieving a profound understanding. Professionalism will benefit one‟s wealth, educational quality, and self-improvement (Kusnandar, 2009). Furthermore, professionalism is also in line with the development of characteristics, since it makes it closely related to improvements. Thus, these days, professional development is developed in almost professional works. Lange states that, “Professional development is continued growth before and throughout a career” (Lange, 1990 as in Brown 2000:25). Thus, some literature states that professional development has a strong relationship with the development of a career. It also results in the examination of the development of professional standards, which is believed to help in increasing the working quality. “Professional standards help to define professionalism. It also covers professional values, professional knowledge and understanding, and professional practice” (Scales, et al., 2011). Some research shows that it gives a positive impact when it is implemented in professional work including in the educational field. Hence, “in reality the professional development of most language teachers occurs in a variety of informal ways” (Senior, 2006). The improvement of teachers‟ quality covers the enhancement of professionalism and commitment as well as the supervision of administrative aspects (Mulyasa, 2007).

Professionalism is closely related with teachers‟ self-development. In Indonesia it is stated in Guidline for Management of Sustainable Professional Develpment that is published by the Ministry of Education. It is mentioned that teacher self-development refers to professionalism activities in improving the competence. Thus, teachers are able to do their main responsibilities as well as additional ones. The National ministry regulation of PAN and RB no.16, 2009, states that PKB continuing professional development is the improvement of teachers‟

professionalism according to the needs gradually and continuously. Self-development activities cover functional training, teacher collective activities, scientific publication, self-project covering efficient technology, learning instruments, and so on. It covers planning, implementing, evaluating, and reflecting to improve the characteristics, knowledge, understanding, and skills. Thus, teachers can have good careers. This is as quoted by Priatna and Sukanto (2013). Moreover, teachers also need to consider the morale aspects. In relation with teachers‟ professionalism, it covers the professional community, professional experts, professional responsibilities, and professional services. In this case, it is not only about the standard measurements (Sockcet, as in Reagan and Charles (2009: 129)).

Since teachers are the key players that determine the surge of a successful process in the educational field, professional development is strongly needed. Professional development will help teachers in improving their quality. Through professional development, teachers can develop their abilities continually. Furthermore, the emergence of new trends is one of the strong reasons of why

teachers need to be aware of improvements. The strategy to move along with the developments is very important in order to find a productive framework in doing their tasks. There are some strategies that the teachers can do. It “usually covers a reflective analysis of teaching practices, studying beliefs, principles, values, conversations with peers, and collaborating with peers” (Richards and Farrell, 2005:4). These strategies can be used by teachers as instruments that can assist them to make improvements. However, teachers also need to consider some aspects regarding professional development. Richards and Farrell state that “Personal development should go beyond personal and individual reflection. Teachers need to explore new trends in language teaching, enrich the subject-matter knowledge, and pay attention to the institutional programs” (Richards and Farrell, 2005:4). Furthermore, Richards and Farrell specifically state that teacher development has a purpose on:

a. Understanding how the process of second language development occurs.

b. Understanding how our roles change according to the kinds of learners we are teaching.

c. Understanding the kinds of decision making that occur during lessons. d. Reviewing our own theories and principles of language teaching. e. Developing an understanding of different styles of teaching.

f. Determining learners‟ perceptions of classroom activities (Richards and Farrell, 2005:4).

Moreover, teachers essentially should be able to commit to their development. The commitment will help to accommodate their learning process; thus, it can give good contributions to the teaching practice. Additionally, teachers also need to consider the specific framework of their learning process to administer their focus in enriching their professional development. The learning process is usually

concerned with teacher learning as a skill learned, as a cognitive process, as a personal construction, and as a reflective practice (Richards and Farrell, 2005). Teachers‟ reflections on their experiences are needed to determine the particular cycle that they need to develop more. This phenomenon then can be explored in order to make a change. “When teachers are also learners (as in any instance of teacher development), they have the responsibility of turning their experience of learning to use in reflecting on their teaching” (Richards, 2003:17). The change will accommodate the development process as well as learning process, which can drive teachers to have inter as well as intrapersonal characteristics (Richards 2003). This change can also facilitate the self-construction.

Additionally, some aspects are identified as the models of professional growth, as proposed by Calderhead and Shorrock. They are the enculturation, the technical aspects, or knowledge and skills, moral endeavor, the close relationship between the personal and professional aspects in teachers‟ work, and reflection (Calderhead and Shorrock, 1997). These models lead teachers to understand more about themselves as teachers and their responsibility psychologically and socially. By understanding these circumstances, teachers learn more about the significant points that can support their self-efficiency, so that they can apply them appropriately in doing their responsibility.

Furthermore, in implementing their professional development, teachers need to prepare well. Teachers should be aware of the suitable circumstances that they must be dealt with. Appropriate decisions, strategies, discussions, and evaluations can

be productive frames to determine and explore the development (Richards and Farrell, 2005). Besides that, they also need to be concerned with categories which frame the construction. Those three categories are professional values, professional knowledge and understanding, and professional practice.

5. Senior High School

Senior high school is a continuation development from the point of leaving junior high school. The students need to get more support and guidance because they start to have different developments and interests. Wiggins states that to face this condition teachers need to be resourceful. As teachers of advanced specialized courses, their extensiveness and deepness of knowledge must be significant (Wiggins, 1958). The teaching strategies also change. Teachers need to encourage students to be creative. The 2013 Curriculum has emphasized this point as one of the concerns. Teachers also need to be aware that in other courses at the senior high school level, some of which are optional and tentative. Thus, it is very important for teachers to develop their creativity in order to stimulate interest. Wiggins emphasizes that teachers need to orient their thinking to upgrading because the curriculum has the potential to change with new demands according to changing societies. Teachers must be aware of cultivating critical thinking, social responsibility, and personal or professional stuff (Wiggins, 1958).

In Indonesia, there are some educational levels; one of them is senior high school or SMA which stands for Sekolah Menengah Atas. The students at this level

are between the ages of 15-17 years old. In the curriculum, the educational system in Indonesia for SMA is an integrated system which has been collaborated to specific competences. The main concern is on developing interpersonal and transactional communication. The educational purpose integrated in curriculum focuses on individual, social, personal, and attitude traits; it is also stated in the decree of the National Education Ministry of the Republic of Indonesia Number 17, 2010. Furthermore, the decree of the National Education Ministry of the Republic of Indonesia No.16, 2007, on teacher competence and Academic Qualification Standards section 81 states that high school teachers should master various aspects of language in English (linguistics, discourses, sociolinguistics, and strategies).

Indonesia has conducted Kerangka Kualifikasi Nasional Indonesia (KKNI)

or the National Qualification Framework of Indonesia (NQFI) as the evidence of promoting quality life for human beings. NQFI as a representation of the educational system contains an integration of various factors to achieve a productive outcome. According to DIKTI, there are six generic qualifications that should be met or integrated in the system; they are religiosity, having good morals, ethics, and personality, patriotism, compassion, appreciating diversity, and civil awareness. It can be categorized in three specific qualifications, which are work, knowledge, and management. It aims to improve the quality of education. Furthermore, the national education system itself cannot be separated from the term “curriculum”.

Curriculum is a set of plans, objectives, contents, and learning materials which are conducted to be implemented in learning activities to achieve specific

goals. Through the history of Indonesia‟s educational system, there are many kinds of curriculum implemented in Indonesia. All teachers at all education levels then make syllabi, which are drawn from the curriculum. Moreover, there are standard competencies, basic competencies, indicators, and other elements which are integrated in the syllabi in order to make it productive. Specifically, it aims to improve communicative competence, both in written and in spoken skills, to expand students‟ quality to adapt with social problems and to develop students‟ understanding in language and culture. The integrated skills, which are speaking, listening, reading, and writing are also formulated in the syllabi, which is then conducted by each school in Indonesia (Dikti, 2011).

6. Teaching English in non-English Speaking Countries

Recently, globalization has created a dominance of English. English has become the universal language (Light, 2007). This situation forges the assumptions that people need to master English language in order to inhabit a globalized world. Responding to this issue, many countries over the world, especially non-English speaking countries, have started to learn English and even have put it in their national education system. “Outer Circle English-using societies mean that English is used as a second language. Expanding circle one means that English has the statute of a foreign or international language” (Bolton, 2012:18). In relation with students‟ achievement in mastering English, it has occurred with various results in Asia. “While there are Asian students who have difficulty with English and do not satisfy

their educational aspirations, there are also Asian students who are academically highly successful” (Marks, Fleming, Long & McMillan, 2000; see, for example, in the United States context Huang & Waxman, 1996; Siu, 1996; Trueba, Cheng & Ima, 1993 as in Mclnerney, 2007:171). Difficulties often happen since they „come from a cultural background that may make learning in Western-oriented schools problematic‟ (ERIC Development Team 1993; Siu, 1996 as in Mclnerney, 2007:171). Besides that, they also have different curriculums.

In Indonesia, the achievement is not really optimal. Seeing the fact, teaching methods in acquiring English in non-English speaking countries also need to become a concern. Teachers as practitioners need to know well how to find appropriate methods. Pearson states that, “Approaches and methods in teaching English can be seen as a historical sequence of revolutions and evolutions, and also as a growing range of teaching options” (David and Pearse, 2000:187). The success is not just in how students communicate but also how they use it in their learning process. Thus, a teacher needs to find more effective ways in teaching as well as to adopt new methods. Therefore, it is important for them get initial training and a recognized teaching qualification (David and Pearse, 2000). Development options can be grouped into three broad categories: self development (constant reflection, diary writing, recording lesson, and reading), cooperative development (sharing with colleagues and peer observation), and formal development (in service training programs, conferences, seminars and short courses).

B. Review of Related Research Reports

The teacher-educational process, specifically on professional development, has been investigated by many researchers these days. Since it focuses on improving the educational process, some explorations are being made including some programs that investigate teacher understanding on encountering their theoretical knowledge and their belief system in the implementation. Moreover, this study specifically focuses on the lived experiences of English teachers regarding their professional development, which is still infrequently discussed by many researchers. This study focuses on uncovering teachers‟ meaning construction on their lived experiences in relation with how they develop their profession. Day is one of the researchers who admit that “it is important that it is the teachers‟ voice that is heard to speak through the construction of story” (Day, 1995).

Relevant reserach on professional development focuses on identifying how professional development can impact classroom instruction and students achievement (Little, 1993 and Borko, 2004). Others are concerned with the personal views of teachers‟ commitment or teachers‟ self-esteem (Day, 2004; Day and Gru, 2007). For Indonesia‟s circumstances, English study students do research using interviews on teachers‟ personal voice in professional development or teachers‟ perceptions of professional development through in-service training, but the results are more on how teachers deal with programs and systems. This study explores teachers‟ lived experiences more on not only how teachers deal with the system or institution, but how they look at themselves, their determination, their personal activities, their

positioning as living beings, and as humans. It is expected to encompass any related articles to fully understand teachers‟ professional development.

C. Framework of Pre-Understanding

As managers, evaluators, and guides for their students, teachers need to be concerned more on their development (Crooks, 2000). Teachers as educational practitioners need to understand their roles either as living beings in reaching better learning, better teaching, and better economy, or as humans who need better understanding, higher economy, struggle, and sacrifice. However, the essential thing that teachers should be aware of is their preference in positioning themselves as teachers. Considering this issue, teachers need to always develop and improve themselves to embody their determination better, which of course not only develops themselves but also their students. Professional development is one of the innovative ways leading to self-actualization.

To be a professional, teachers need to better understand their roles as teachers. Teachers need to focus on the core of what they are doing for their professional work. Being professional means trying to find a better way to improve quality and commit to it. Indeed, teachers should consider not only their development but also their responsibility to their students, which is why teachers need to involve themselves in ongoing developments, which includes self-improvement, reflective practitioning, and ongoing commitment to change (Senior, 2006). This professionalism should also include commitment and self-control. These elements are

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kan sudah lama mba, jadi berdirinya tahun 1540, bisa bertaan samapai 5 abad itu kanm kalo mereka tidak punya spiritualitas yang ga mungkin, kalo kita masuk ke sana kan ya itu, saya kan kemarin saya studi lho, lho ini kan, ini kana pa yang diungkapkan, hasil studi itu kana pa yang sudah dibicarakan, apapun mba, jadi entah dari sisi spiritualitas, maupun dari sisi kognitif dari sisi apapun lah, nyambung, nyambung mba ee, jadi menurut saya, dan itu ga akan saya dapat dari tempat lain menurut saya, saya juga kagum mba, jadi sudah mereka pikirkan lima abad yang lalu baru, hehe, visinya luar biasa menurut saya.

R: Kegiatan sehari hari pak wid?

P: kegiatan sehari hari ya, ya itu tadi mba, misalnya ada waktu luang, saya nonton film mba, nonton film itu ruang yang menyenangkan, saya ga tahu mba, saya tu seru sekali nonton fim, ada juga inspirasi-insirasi yang muncul, saya juga nonton tv yang chanel chanel apa kayak history lalu geographical, pengetahuan yang aduh luar biasa mba itu saya senang nonton seperti itu mba R: jadi upgrade nya dari sana ya pak?

P: ya, mba secara tidak disadari upgrade ya mba dengan cara yang menyenangkan, tidak harus membaca buku.

R: refleksi, evaluasi itu berarti dari menulis buku pa?

P: ia betul mba, persis mba persis, menulis itu memang ya itu tadi dasarnya disitu, semua aspect masuk ke situ

R: Kegiatan penegmbangan diri yang lain mngkin pak

P: kalo untuk yang lain ya itu mba seperti yang saya katakana tadi kolese kan punya banyak kegiatan ya mba, biasanya kita ikut disana, insititusi ya, kita disana, dan itukan bersama-sama dengan sekolah sekolah yang lain to, lalu bertukar gagasan, apa yang kita ga punya o mereka punya, apa gitu, bagus mba,kita sebenernya punya ini, tapi mandek ya, sekali lagi menyangkut konsisten, kadang-kadang susah kalo untuk guru dengan jam mengajar 30 jam macam itu jadu susah gitu lho

Having critical thinking

Collaborating with colleagues

RMA

mba, jadi engajar 24 atau 30jam itu ga ideal aja mba, jadi kita punya forum guru, jadi kalo ada buku baru gitu ya, kita diskusika, kita pernah punya semacam itu, tapi akhir akhir ini tidak lagi, ya ya, teratas mba, tidak semua guru ikut semua, yang tertarik, bisa kumpul 10 orang itu bisa juga, tapi mandeg mba, yak arena itu mba, aduh memang memaintain itu susah mba, jadi guru di Indonesia itu susah mba, urusannya macem macem itu lho mba, dan jam pelajaranya, 24, 30 jam, susah mba, kita mau bicara tentang apa itu susah mba, ya energy mereka habis disitu mba, ya manusia mba, kita itu kan manusia, ya ada keterbatasan keterbatasan, kalo tidak diterpa motivasi didi yang sangat tinggi, orang susuah mba

R: strategi menjadi guru bahasa inngris di sma, enaaknya gimana pak?

P: ya kalo kita berbicara tentang susah kan kita sudah tidak bisa keluar dari situ ya mba ya, kita mau cara apapun yang memang susah, memang lalu, harus kembali ke diri sendiri sih, mengsiasati, mengisiasati system Karen akita ga bisa keluar kok, kita ga bisa keluar dari system, termasuk kita 24 jam itu juga kan system ya, tuntutannya seperti itu kalo ga seperi itu ga ada sertifikasi, ya sudah, it yang menjadi prioritas dulu kalo menurut saya ya ya, baru yang lain lain, harus idiri sendiri mba, aduh, harus diri sendiri yang bisa mba, yang lain menurut saya, mungkin yang lain itu sekedar apa, member sentuhan-sentuhan saja, tetapi, tetap diri sendiri mba, yang lain itu hanya sekedar untuk tek memicu saja, tapi yang memelihara motivasi, memaintain kita sendiri mba, tetap dengan diri kita sendiri mba, ya itulah memang yang terjadi seperti itu, sekarang sederhana saja misalkan ya, dulu kan pernah ada penelitian di yogya, tidak ada satu guru di gogya yang punya mba, mungkin sedikit yang punya lesson plan macam itu sedikit sekali, yang lain copy paste, punya tapi itu hasil dari yang lain, ya itu aja, itu kan kelihatan to, bahwa sekola punya kewajiban untuk menyediakan waktu untuk membuta gitu ya, tetaipi ketika itu diberikanpun belum tentu jadi, itu

MSEF

pengaaman begitu, jadi itu berpulang dari sendiri

P:buku pak wid apa judulnya pak?

R: Teacers as instructional leadersmdi kanisius ada, tulisannya sederhana sekali, ada 30 tulisan

Appendix B

INTERCONNECTING SUB-THEMES

1. Ibu Tri’s personal acount

Sub-theme theme

1. Responsibility

2. Building professional identities

3. Having critical-thinking 4. Mastering pedagogic

competence

5. Professional identities 6. Self-efficacy

7. Maintaining sense of satisfaction and accomplishment 8. Self-satisfaction 9. Self-subordination

10.Become reflective decision maker

11.Expanding special knowledge and understanding

12.Collaborating with colleagues

13.Being designer

14.Examining beliefs, values, and principles

15.Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds.

Self-construction

Professionalism

2. Pak Widi’s personal acount

Sub-theme theme

1. Recognizing and monitoring the attention

2. Self-efficacy 3. Consistency 4. Critical thinking 5. Building professional

identities

6. Self-subordination 7. Self-satisfaction 8. Maintaining a sense of

satisfaction and accomplishment 9. Having priority

10.Mastering pedagogic competence, personal competence, social

competence, and professional competence

11.Expanding knowledge and understanding

12.Collaborating with colleagues

13.Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds 14.Examining schools and

language programs

Self-construction

Professionalism

3. Pak Kus’ personal account

Sub-theme theme

1. Critical thinking 2. Self-awareness

3. Professional competence 4. Self-efficacy

5. Self-renewal

6. Learning from experience 7. Managing time

8. Good habit

9. Self-subordination 10.Active in organization

11.Covering professional value, knowledge and understanding, and practice

12.Expanding knowledge 13.Upgrading

14.Examining beliefs, values, and principles

15.Good instructor

Self-construction

Professionalism