Not really. I thought that teacher was a students’ friend. When the students loved and felt I think as a teacher, I should be loved by my students. Although for me, being the students’

97 Q: How do you describe or see yourself as a teacher after doing your teaching practice PPL? A: I considered myself as their friend. Javanese proverb said “guru digugu lan ditiru”, but I could not put myself as a teacher who had to give right example and should become a role model. I liked laughing with them, facilitating and helping them to learn. LF 15 Table A4 Transcript of P4 Interview Identity Classification Factors Line Q: What did you feel when you experienced displacement from being a teacher in MT class to becoming a teacher in real school? A: I felt some disappointed during the displacement in school. It was because I expected more on the regulation, such as we should be discipline, and have good behavior. However, my school’s environment did not support me to be a discipline teacher. For example, it’s ok if we PPL students went home before the time, even we did not ask permission to the teachers in the school. That was my disappointment. Then, MT and PPL were different, because in MT everything was set up. - - 1 Q: Did your perception of who a teacher is change during your teaching practice at school? If so, how did it change? A: Not really. For me, teacher was someone who facilitated the students during the teaching and learning activities. I thought that it was best for the students to do many exercises rather than listening to the teacher. Hence, as a teacher I gave my students more exercises to help them achieve great understanding. LF - 2 Q: Did your perception of what a teacher should do change during your teaching at school? If so, LF 3 98 how did it change? what examples can you provide to show this transformation? A: In my experience, I found out that a teacher should have more ability in managing the classroom rather than expert the material. It was different with my teaching experience in the real school. In the campus, we learned many materials, however, we were lack of teaching experience, such as how to manage the class and transfer the knowledge to the students. I found that designing the material was easy, but transferring the knowledge to the students was hard for me. Then, in my school, I found that managing the classroom was more important than being expert to the material. Sometimes, I can be confused on how to make my class conducive. What I did was preparing many assignments based on what they liked to do. Q: How did you get along with your mentoring teacher Guru Pamong? How did he or she affect your teaching practice? A: Yes, he affected me. My mentor considered me as a learning friend. I was given many chances and opportunities to explore teaching methods and materials. He also did several supervisions to me although not regularly. It was because he was so busy. However, he gave me freedom to teach. 4 Q: How did you get along with your supervisor Dosen Pembimbing Lapangan? How he or she affect your teaching practice? A: Yes I could get along with my supervisor, although he rarely observed my teaching performance in the school. I also consulted for my lesson plan for several times. One day, he said to me “ngopo e bro dateng terus?” then I said “Gapapa pak, saya cuma mau konsultasi RPP saja. But his suggestion was usefull for me. - SUP 5 Q:What kind of tensions did you feel during your teaching practice? How did you deal with them? A: Yes, there are two kind of tensions that I faced. First, I was afraid not being able to transfer my knowledge and English skills to my students, because I was not expressive enough LE TEN 6