A study of EFL Pre service teachers` identity transformation on the development of their professional identity

A STUDY OF EFL PRE-

SERVICE TEACHERS’ IDENTITY

TRANSFORMATION ON THE DEVELOPMENT OF THEIR

PROFESSIONAL IDENTITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Elizabet Afreilyanti Student Number: 131214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

A STUDY OF EFL PRE-

SERVICE TEACHERS’ IDENTITY

TRANSFORMATION ON THE DEVELOPMENT OF THEIR

PROFESSIONAL IDENTITY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By

Elizabet Afreilyanti Student Number: 131214052

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

vi

ABSTRACT

Afreilyanti, Elizabet. (2017). A Study of EFL Pre-service Teachers’ Identity Transformation on the Development of Their Professional Identity. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

The fact that Indonesia really needs professional teachers is undiniable. It is because professional teachers are one of the important elements in creating high quality of education. In order to draw up professional teacher candidates, teaching practice program which is held by English Language Education Study Program (ELESP) becomes the process to train pre-serice teachers to be professional English teachers. During this program, ELESP pre-service teachers begin to construct their teacher identity with various image of themselves as teachers. Besides, during the process, the ELESP pre-service teachers might also transform their identity. In addition, there are also some factors which contribute to their identity transformation during the teaching practice program.

With regard to this phenomenon, this study addressed two research questions. The first was “What identity transformations do EFL pre-service teachers experience after finishing teaching practice program?” and the second was “What are the factors which contribute to EFL pre-service teachers’ identity transformation after finishing teaching practice program?” Thus, the researcher would like to find out pre-service teachers’ identity transformation and the factors which contributed to the transformation. This research was a qualitative research. It employed interview guidelines to understand the pre-service teachers’ experience during the teaching practice program.

Besides, the data were mainly from the statements or utterances said by the pre-service teachers on the interviews. Besides, the identity transformation was analyzed by considering the previous research’ data conducted by Iswandari (2013). Then, the data were analyzed using Creswell’s (2009) qualitative data method. Afterward, the analyzed data were classified based on the professional imagined identity by Xu (2013) to answer the first research question. Then, the researcher employed Beijaard et al. (2000), Gee (2000), and Lerseth’s (2013) theories to answer the second research question.

The results of this study showed that there were three out of five pre-service teachers who transformed their identity which were from learning facilitator to spiritual guide and from spiritual guide to learning facilitator. In addition, the researcher also found some factors that contributed to the identity transformation. These factors were identity recognition, pre-service teachers’ engagement with students, teaching concept, supervising and mentoring teacher, tensions, previous teaching experience, and content area knowledge. The study showed that identity transformation led the development of pre-service teachers’ professional identity.

vii ABSTRAK

Afreilyanti, Elizabet. (2017). A Study of EFL Pre-service Teachers’ Identity Transformation on the Development of Their Professional Identity. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Universitas Sanata Dharma

Guru yang profesional sangat diperlukan Indonesia sebagai salah satu elemen untuk menciptakan pendidikan yang berkualitas tinggi. Dalam rangka mempersiapkan calon – calon guru yang profesional, praktik program mengajar yang diselenggarakan oleh Program Studi Pendidikan Bahasa Inggris menjadi sarana bagi mahasiswa PPL untuk mempersiapkan dirinya sebagai guru bahasa Inggris yang profesional. Dalam menjalani program tersebut, para mahasiswa PPL Pendidikan Bahasa Inggris mulai membangun identitas diri mereka dengan berbagai gambar tentang diri mereka sebagai seorang guru. Namun, saat menjalani program tersebut, para mahasiswa PPL juga mungkin mengalami perubahan identitas diri mereka sebagai seorang guru. Adanya perubahan identitas tersebut juga dikarenakan adanya beberapa faktor yang mempengaruhi para mahasiswa PPL selama menjalani program praktik mengajar tersebut.

Penelitian ini didasarkan pada fenomena tersebut dan dilakukan untuk menjawab dua rumusan masalah. Pertama, “Perubahan identitas apa yang dialami oleh para mahasiswa PPL setelah menyelesaikan praktik program mengajar?” dan kedua, “Faktor-faktor apa yang mempengaruhi perubahan identitas para mahasiswa PPL setelah menyelesaikan program praktik mengajar?” Berdasarkan dua rumusan masalah tersebut, peneliti ingin meneliti perubahan identitas yang dimiliki oleh para mahasiswa PPL dan faktor-faktor yang mempengaruhi perubahan identitas tersebut. Penelitian ini merupakan penelitian kualitatif. Wawancara digunakan dalam penelitian ini untuk memahami pengalaman para mahasiswa PPL selama menjalani program praktik mengajar.

Data penelitian berasal dari pernyataan atau ungkapan mahasiswa PPL pada saat wawancara. Perubahan identitas pada diri mereka juga dianalisis berdasarkan data pada penelitiannya sebelumnya yang dilakukan oleh Iswandari (2013). Data kemudian dianalisis menggunakan metode penelitian Creswell (2009). Data yang sudah dianalisis kemudian dianalisis berdasarkan katagori imagined identity menurut Xu (2013). Teori-teori menurut Beijaard et al. (2000), Gee (2000), dan Lerseth (2013) digunakan untuk menjawab pertanyaan kedua.

Hasil penelitian menunjukkan bahwa terdapat tiga dari mahasiswa PPL yang mengalami perubahan identitas yaitu dari learning facilitator menjadi spiritual guide dan dari spiritual guide menjadi learning facilitator. Selain itu, peneliti juga menemukan adanya faktor-faktor yang mempengaruhi perubahan identitas tersebut, yaitu pengenalan diri, hubungan dengan para siswa, konsep dan teknik mengajar, dosen pembimbing lapangan dan guru pamong, tekanan, pengalaman mengajar, dan ilmu pengetahuan.

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ACKNOWLEDGEMENTS

First of all, I would like to extent my gratitute to Almighthy God for every single blessing in my life. I am so blessed and loved for He always knows what is best for me. I am so grateful that He arranges me to meet with people who are so helpful and cooperative during the process of writing this thesis.

Secondly, I would like to express my deepest gratitute to my advisor, Yuseva Ariyani Iswandari, S.Pd., M.Ed., for her help, guidance, great patience, and motivation. I thank her for the time in every consultation time in between her busy and tight schedule. Additionally, I thank her for helping me validate my research. Besides, I would like to thank Paulus Kuswandono, Ph.D. and Made Frida Yulia, M.Pd. for their suggestions and feedback related to my thesis. Then, I would especially like to thank my research participants, specially for their time and patience. I am also thankful to Yohanes Maria Restu for being my discussion partner during the research as well as helping me validate my research.

I would also like to thank my beloved parents, Yohanes Suharyanta and Yovita Rita, for their love, prayers, support, and patience. My thankfulness also goes to my beloved sister Cresentia Pertiwi and my beloved boyfriend Fransiscus Firgia I Wayan Sambu Respatia for their support, love, and patience. Besides, I will never forget my best friends, Agnes, Astrid, and Lia and the whole members of Class B for their help, sugesstion, laughter, encouragement, and friendship during my study in ELESP. Then, I also thank mas Thomas, mba Erlyn, and mba Dewi for sharing their experience in writing thesis, thesis defence, being my proofreaders,

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and helping me validate my thesis too. Last but not least, my great gratitude goes to everyone who cannot be mentioned one by one who has helped, guided, supported, and shared his or her time with me, especially during the process of writing this thesis.

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TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION ... 1

A. Research Background... 1

B. Research Questions ... 4

C. Research Significance ... 5

D. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE ... 8

A. Review of Previous Study ... 8

B. Theoretical Description ... .9

1. Identity ... 9

2. Pre-service Teachers’ Indentity Transformation ... .11

3. Pre-service Teachers’ Profesional Identity Development ... .22

xi

CHAPTER III. RESEARCH METHODOLOGY ... 26

A. Research Method ... 26

B. Research Setting ... .27

C. Research Participants ... .27

D. Instrument and Data Gathering Technique ... .29

1. Human Instrument ... 29

2. Interview Guideline ... .30

E. Data Analysis Technique ... .30

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION ... 35

A. Previous Findings on Imagined Identity ... 35

B. Pre-service Teachers’ Identity Transformation after Teaching Practice Program ... .38

1. From a Learning Facilitator to a Spiritual Guide ... 39

2. From a Spiritual Guide to a Learning Facilitator ... .46

C. Factors of Pre-service Teachers’ Identity Transformation... .51

1. Major Factor of Pre-service Teachers’ Indentity Transformation ... 51

2. Minor Factors of Pre-service Teachers’ Identity Transformation... 59

D. Another Finding on Pre-service Teachers’ Identity Transformation ... .67

CHAPTER V. CONCLUSIONS AND RECOMENDATIONS ... 71

A. Conclusions ... 71

B. Recomendations ... .75

1. For ELESP Lecturers and English Teachers ... 75

2. Future Researchers ... .75

REFERENCES ... 77

xii

LIST OF TABLES

Tabel 2.1. Classification of Social Cognition ... 13

Tabel 3.1. The Participants’ Data ... 28

Tabel 3.2. Coding for Identity Transformation ... 32

Tabel 3.3. Coding for Factors of Identity Transformation ... 34

Tabel 4.1.Participants’ Imagined Identity of Iswandari (2016) ... 38

Tabel 4.2. Pre-service Teachers’ Identity Transformation ... 39

Tabel 4.3. Characteristic of Spiritual Guide Mentioned by P2 and P5... 40

xiii

LIST OF FIGURES

xiv

LIST OF APPENDICES

APPENDIX A ... 81

APPENDIX B ... 82

APPENDIX C ... 84

APPENDIX D ... 106

APPENDIX E ... 114

APPENDIX F ... 125

APPENDIX F ... 126

1

CHAPTER I

INTRODUCTION

This chapter consists of four parts. The first is the research background which includes the description of the topic and the reason why the topic is chosen. The second is research questions which present the formulation of problem to be discussed in a form of questions. The third is research significance which identifies the contribution of the study to the parties and the development of knowledge. The last part is the definition of terms which explains the key words of the study.

A. Research Background

Education is widely seen as one of the most important parts of social policy around the world. It is viewed as one of the key areas for increasing a nation building such as in competitiveness and social justice. Indonesia is no exception. Indonesia is currently in the middle of a period of convulsive reform supposedly aimed at achieving better education outcomes for human resources (Jalal, Samani, Chang, Stevenson, Ragatz, and Negara, 2009).

Quality of education is one of the factors of nation building. More importantly, improving the quality of education is the main factor that establishes success of a nation building. It is because the quality of education has an intent on creating good human resources. In accordance to this, the quality of education is determined by teaching learning processes in which teachers have the main important role to this issue.

Professional teachers are one of the country pillars in realizing good quality of education. Ministry of Education and Culture (2008) states that a teacher is the main element in education system as one of the ways to create good quality of education. It is because a teacher has some important roles. One of them is to become the main element who helps students learn during the learning process. Therefore, it is clear that a teacher is the central of renewal and development of education quality.

In accordance to this, English Language Education Study Program (ELESP) is one of study programs in Sanata Dharma University which educates the students to become professional English teachers. According to Rohandi, Puji, Catur, Saverinus, Agustinus, and Christina (2012), in order to become English teacher candidates, the pre-service teachers need a training course that can teach basic skills and learn the material deeply in the form of simulation. There are two training courses that must be accomplished by all of ELESP students.

The first training course is Micro Teaching course which was taken in the sixth semester. Micro teaching is a course in which the pre-service teachers learn to manage the learning process for the first time (Rohandi et al., 2012). Micro teaching is a real teaching practice but it is not in a real situation at school. This course is aimed to train the pre-service teachers before they are going to the real situation and doing their teaching practice program at school.

After the pre-service teachers accomplish the Micro Teaching course, they are assigned to teach real students and face real situation at school. Asril (2013) states that teaching practice program which is known as Program Pengalaman

Lapangan (PPL) is a program for the pre-service teachers to practice teaching, under the supervision of school teachers (Guru Pamong) to get the skills in giving the material. The pre-service teachers, in this case, do not only learn how to make a lesson plan, but they also get first hand experiences of how to teach the students in the real situation. Therefore, this is the basis of all the education courses as a pre-teacher profession. According to Rohandi (2012), the purpose of the teaching practice program is to know the social environment well in the school where the pre-service teachers do their teaching practice and to prepare them to be professional teachers.

Furthermore, most of professional teachers begin their initial teacher education programs with various image of teaching and themselves as teachers. These initial images, which largely develop during their schooling experiences, are crucial in determining their attitudes towards teaching, their understanding of teaching, their professional belief and their classroom practice (Chong, Low, & Goh, 2011). While they are doing teaching practice which prepares them to become professional teachers, however, pre-service teachers are always in a state of becoming (Danielewicz, 2001). In relation to this, becoming a teacher means transforming an identity, adapting personal understandings to institutional realities, and deciding how to express themselves in classroom activity (Rodgers & Scott, 2008). As consequence, English Language Education Study Program (ELESP) pre-service teachers might experience identity transformation and adapt their understanding while they are doing Micro Teaching course and teaching practice program in real school setting as a process to develop their professional identity.

Although the development of professional identity is most evident when teachers start working, their professional identity development begins during their pre-service education (Flores & Day, 2006; Walkington, 2005). Specifically, this study is related to the previous study which was conducted by Iswandari (2016). The study investigated pre-service teachers’ imagined identity in the Micro Teaching course. Pre-service teachers’ professional imagined identity refers to three categories namely a language expert, a language facilitator, and a spiritual guide. Therefore, the researcher would like to find out identity transformation that these pre-service teachers have after doing their teaching practice in real school setting. Finally, this study also aimed to find out the factors which influence their identity transformation on the development of professional identity.

Considering the phenomenon of identity transformation of ELESP pre-service teachers, the researcher proposed to study the pre-pre-service teachers’ identity and analyze the factors which contribute to the transformation. This study is also expected to provide some benefits, specially for pre-service teachers in order to help them become more aware of their identity transformation which develops their sense of professional identity.

B. Research Questions

Based on the research background above, the problems are formulated as follows:

1. What identity transformations do EFL pre-service teachers experience after finishing teaching practice program?

2. What are the factors which contribute to EFL pre-service teachers’ identity transformations after finishing teaching practice program?

C. Research Significance

By considering this research, the researcher expects this research to provide benefits for:

1. EFL Pre-service Teachers

The findings of this research will become good reflection for pre-service teachers’ professional identity development. The pre-service teachers are expected to be aware of their identity transformation and the factors that contribute to their identity transformation in order to develop their professional identity in the learning process of becoming an English teacher.

2. English Language Education Study Program

The main goal of teaching practice is to train the pre-service teachers to be ready for becoming professional teachers. By considering this main goal, the findings of this research could become reflection and evaluation for English Language Education Study Program to be better in educating the students as future teachers.

3. For Future Researcher

The findings of this research are expected to encourage future researchers in conducting deeper research on pre-service teachers’ identity transformation.

Hence, future researchers will have an early description about identity transformation and the factors that contribute to the development of teacher’s professional identity.

D. Definition of Terms

This study concerns with some variables. Therefore, it is significant to define some variables to make the concern clearer and to avoid misunderstanding. The terms that are needed to be defined in this research are as the following:

1. EFL Pre-service Teachers

Before becoming real teachers, university students should pass some programs which train them to teach. In this case, they are usually called as pre-service teachers. Virginia Wesleyan College defines a pre-pre-service teacher as a college student who is involved in a school-based field experience. Moreover, pre-service teachers are under the supervision of a cooperating teacher. Besides, since English is not a primary language in Indonesia, these pre-service teachers are considered as pre-service foreign language teachers. According to Jackson (2015) EFL students are students who are studying English in a country where English is not the primary language. Hence, it can be defined that EFL pre-service teachers are college students of English department, who involved in school-based field experience to train them in teaching English as foreign language. Hence, in this research, the pre-service teachers are focused on seventh semester students of ELESP batch 2013 who have finished doing their teaching practice in odd semester

2016/2017 Accademic Year.

2. EFL Pre-service Teachers’ Identity Transformation

Since pre-service teachers are still in the state of becoming a teacher, they are still in the process to construct their teacher identity. Rodger and Scott (2008) state that “becoming a teacher means transforming an identity, adapting personal understandings and ideals to institutional realities, and deciding how to express themselves in classroom activity” (as cited in Caruana, 2011, p. 1). Hence, during the process, pre-service teachers’ identity is always in formation process in which they might transform their identity and adapt their understanding to the new realities. In this study, identity transformation refers to change of pre-service teachers’ identity after doing teaching practice in the real school setting. In addition, the transformation is indicated by some characteristics mentioned by the pre-service teachers.

3. Pre-service Teachers’ Professional Identity

The work of teachers demands a continuous negotiation of professional identity that brings herself or himself as professional person. Gee (2000) argues that all people have multiple identities connected to what kind of person he or she is. From this perspective, Gee (2000) defines professional identity as how a teacher identifies himself or herself in the field of teaching. In this study, professional identity refers to how pre-service teachers describe themselves as English teachers after doing teaching practice.

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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews theories which are relevant to this research. There are three main parts in this chapter, namely review of previous study, theoretical description and theoretical framework. The review of previous study provides brief explanation of previous research. Then, the theoretical description provides explanation of underlying theories related to pre-service teachers’ identity transformation and the factors which contribute to the transformation. Then, theoretical framework discusses the theories which are set as the framework of this study to answer the formulated research questions.

A. Review of Previous Study

Since this study examined five pre-service teachers’ identity transformation, the researcher followed the same research participants in the previous study. The previous study discussed EFL pre-service teachers’ imagined identity. In her study, Iswandari (2016) analyzed types of imagined identity that these pre-service foreign language teachers constructed during their preparation of becoming teachers in a service course named Micro Teaching. This course specifically facilitates pre-service teachers to implement some theories of teaching in the previous semesters into practice. This study was conducted in the even semester of 2015/2016 Academic Year.

Iswandari (2016) examined 19 EFL pre-service teachers in her class namely Micro Teaching. Furthermore, she used reflective journals to find out their imagined professional identity by employing categories of professional identity by Xu (2013), namely language expert, language facilitator, and spiritual guide. The result showed that the three categories appeared in her study in which she found that there were 12 language facilitators, 5 language experts, and 2 spiritual guides.

B. Theoretical Description

In this section, the study elaborates the theories of identity. The researcher employs definition of identity by experts in order to examine the identity transformation of EFL pre-service teachers and the factors which contribute to the transformation.

1. Identity

Identity is related to a person’s uniqueness or personal characteristics which make himself or herself different from others. Besides, identity is also related to how someone acts. In this section, the definition of identity and EFL pre-service teacher’s identity will be discussed.

a. Definition of Identity

Identity deals with self-understanding and self-portrait. According to Beijaard (1995), identity has been defined as “who or what someone is, the various meanings people can attach to themselves, or the meanings attributed by others” (as cited in Nykvist & Mukherjee, 2016, p. 2). Besides, Lasky (2005) also defines

identity as how someone describes himself or herself to himself or herself and to other people. Additionally, identity involves an ongoing process. In relation to this, Lasky (2005) also states that identity is gradually formed and shaped over the process. In brief, it can be concluded that identity is self-understanding that defines who someone is. Further, identity also involves an ongoing process of incorporating someone with his or her profession.

b. EFL Pre-service Teachers’ Identity

Learning and teaching a language to students at the same time is not easy. This is what EFL pre-service teachers should do while they are doing their job as a teacher. In relation to this, Hamerness, Darling-Hammond, Grossman, Rust, and Shulman (2005) state that becoming a EFL teacher is complex. In addition, it is because English is considered as a foreign language in Indonesia. Consequently, in order to be an English teacher, pre-service teachers should learn the language and know how to teach the language as English is not the first language in Indonesia.

After learning the theories of the language, the pre-service teachers need time to practice their knowledge in the real school setting. According to Luebbers (2010), the teaching practice program is believed to provide pre-service teachers with new and different ways of teaching a foreign language. Moreover, this program also makes them as prospective foreign language teachers. Besides, pre-service teachers view themselves as professionals determine how they feel about themselves as teachers in the classroom (Hong, 2010; Mahan, 2010). From this perspective, it is clear that teaching practice program plays an important role in constructing pre-service teachers’ professional identity.

While they are in the learning process which prepares them as future teachers, however, pre-service teachers are always in a state of becoming a teacher (Danielewicz, 2001). In this process of becoming a teacher, the pre-service teacher may construct new identity or transform her or his identity, adapt personal understandings to realities, and decide how to express herself or himself in classroom activity (Rodgers & Scott, 2008). Besides, in defining pre-service teachers’ identity, Gee (2000) emphasizes that identity is related to what pre-service teachers believe about who a teacher is. Furthermore, Gee clearly states that what pre-service teachers believe about who a teacher is is connected with how a teacher acts. In relation to this, Beijaard et al. (2000) also define that analyzing what pre-service teachers believe about what a teacher does is lens in observing pre-pre-service teachers’ identity. Hence, from this perspective, it can be concluded that EFL pre-service teachers need time to practice the knowledge or the theory they have gotten during the courses. Furthermore, this teaching practice program helps them develop their professional identity as teachers, although they are still in the state of becoming a teacher.

2. Pre-service Teachers’ Identity Transformation

While the pre-service teachers are in the process which prepares them as future teachers, they are always in a state of becoming a teacher (Danielewicz, 2001). As mentioned previously, Rodger & Scoot (2008) argues that pre-service teacher may construct new identity or transform her or his identity, adapt personal understandings to realities, and decide how to express herself or himself in classroom activity during this teaching practice program. Thus, this section will

discuss the pre-service teachers’ identity transformation and the factors that contribute to the transformation.

a. Pre-service Teachers’ Identity Transformation on Imagined Identity

While doing their teaching practice, many pre-service teachers still experience a reality shock during the transition from the first to the next teaching practice due to unpredictable educational contexts (Xu, 2012). In this case, pre-service teachers start their first teaching practice with their imagined identities. Specifically, the imagined identity is individual’s imagination, as described by Wenger (1998):

... a process of expanding our self by transcending our time and space and creating new images of the world and ourselves. Imagination in this sense is looking at an apple seed and seeing a tree. It is playing scales on a piano, and envisioning a concert hall (as cited in Xu, 2013, p. 20).

Imagination, in this case, is the way people may create unlimited images of themselves based on their unlimited experiences. Besides, Xu (2013) argues that social cognition theories are used to analyze imagined identity features. Moscovici (2000) mentions that “social cognitions, of which professional is one kind, can be classified as based on rules, cues, exemplars, or schema” (as cited in Iswandari, 2016, p. 3). The detailed explanation on the classification of social cognitions is shown on Table 2.1 in the next page.

Table 2.1 Classification of Social Cognition

Social cognition

classification Characteristics

Rule-based The identities are designated according to the professional rules and regulations that have to be fulfilled by the teachers.

Cue-based The identities are formed by considering some demonstrated cues that lead the teachers to this classification.

Exemplar-based The identities are adjusted with the examples that the teachers see and consider as good examples.

Schema-based The identities are formed by required norms in a certain cultural context.

Furthermore, Xu (2013) also categorizes the imagined professional identity into three categories. They are language expert, learning facilitator, and spiritual guide. The following section discusses these categories.

1) Language Expert

According to Xu (2013), a language expert is one of the identity categories that focuses on teachers’ content knowledge and teaching pedagogy. In this particular context, Xu notes that a language expert’s goal is focused on the teaching specific content to students by considering himself or herself as the main source of knowledge. Specifically, a language expert solely determines the goals, outcomes, methods of instruction, and evaluation of the class with little or no input from the students. In other words, the teacher is the only authority in the classroom.

Furthermore, Xu (2013) also mentions the other characteristics of a language expert. As a language expert, the pre-service teacher can teach with good English

(grammar) and fluent in speaking. Moreover, they are able to speak English well and fluently. In brief, it can be concluded that a language expert focuses more on students’ great understanding of the material by considering herself or himself as the main source of knowledge.

2) Learning Facilitator

The next category is learning facilitator. Xu (2013) states that this category refers to the pre-service teacher who focuses on the students’ learning process and becoming a facilitator in the teaching learning process. In this case, a learning facilitator believes that teaching is more on giving students opportunity to undergo the process and get full assistance from the teacher. In a addition, as a learning facilitator, Xu emphasizes that a teacher can create a two-way learning condition because learning is not only from a teacher as the main source of knowledge. Specifically, a teacher as a learning facilitator commonly applies learner center practice. In accordance to this, Iswandari (2016) also argues that a learning facilitator is often considered as a students’ friend. Furthermore, McCombs, Daniels and Perry (2008) also state that a teacher as a learning facilitator includes students in educational decision making, respects and encourages their diverse perspectives, and treat students as partners in the teaching and learning process.

Additionally, Clapper (2009) states that being a learning facilitator means that strategies and activities brings the students to accomplish the learning objectives. Similar with Clapper (2009), Harden (2000) also argues that a teacher as a learning facilitator facilitates the learning process rather than acts simply as an information provider. In relation to this, a teacher as a learning facilitator will surely

allow the students to become actively engaged.

Besides, the next characteristic of learning facilitators is they tend to make best use of media in order to help the students achieve great understanding rather than explaining the material in the long time (Xu, 2013). This is in line with Naz and Akbar (2005), who clearly states that teaching learning media is a medium that a teacher uses to present lesson effectively. Hence, it leads a learning facilitator consider himself or herself as someone who facilitates the students in the teaching learning process.

In brief, a learning facilitator, in this particular context, refers to the pre-service teacher who is friendly and can build good relation with the students. Further, as a learning facilitator, they can create fun teaching learning activities by considering teaching learning media as the medium that can promote students’ understanding. Besides, a learning facilitator also emphasizes more on facilitating the students learning process rather than explaining the materials in front of the class.

3) Spiritual Guide

Another identity category is spiritual guide, which focuses on aspect related to the “guiding students’ minds, spirit, and pursuits” (Xu, 2013, p. 82). In relation to this, a spiritual guide considers himself or herself as a good teacher with a good attitude and an ability to guide the students to become a good human being. Furthermore, as a spiritual guide, she or he also realizes that a teacher has great influence towards the students. This is in line with Bashir, Bajwa, and Sulmaz Rana (2014) who state that teachers have long-lasting impacts on the students’ lives.

Hence, as a spiritual guide, the pre-service teacher does not only focus on students’ knowledge and great understanding of the material, but also focus more on becoming a good model for the students.

Besides, a spiritual guide cares about students’ personality (Xu, 2013). In this case, a pre-service teacher who perceives his or her identity as a spiritual guide tends to act as a good listener inside and outside classroom. This is in line with Rubio (2009) who states that teachers must care about their students. In this case, caring about the students includes listening to the students about their particular life and or their personal problems. Furthermore, Stronge et al. (2004) also mention that a teacher who becomes a good listener, pays attention to, and shows understanding to the students through tenderness and patience, leads the students perceive effectiveness. It is because the teachers show their kindness, gentleness and encouragement. Hence, a spiritual guide cares about the students and tends to create comfortable atmosphere in order to make the students consider them as a safe and comfortable figure.

In conclusion, identity involves an ongoing process in which pre-service teachers might change their identity during the process. It is because pre-service teachers are always in the state of becoming a teacher. However, the identity transformation can be seen as a process in which pre-service teachers conform themselves during the process in order to develop their sense of professional identity.

b. Factors of Identity Transformation

Identity is an ongoing process which leads the pre-service teachers to adapt their understanding and transform their identity as a process in developing their professional identity. Beijaard, Verloop, & Vermunt (2000) argue that the pre-service teachers deal with some factors that contribute to their identity transformation during this ongoing process. In relation to this, one of the factors might be external factor which refers to the people who are in contact with the pre-service teachers. Lerseth (2013) argues that mentoring and supervising teachers become the factors that influence their identity specially during their teaching practice in the real school setting.

Besides, Gee (2000) also argues that identity recognition and tensions become the factors which contribute to their identity transformation. Specifically, these factors influence what pre-service teachers believe about who a teacher is. In addition, Gee (2000) also states that what pre-service teachers believe about who a teacher is is connected with how a teacher acts. In accordance to this, Beijaard et al. (2000) mention that past experience, content area knowledge, pedadagogy, and relationship with students influence pre-service teacher’s belief in what a teacher should do, which become the other factors that contribute to the transformation. Thus, this study will use factors of identity transformation porposed by Lerseth (2013), Gee (2000), and Beijaard, Verloop, & Vermunt (2000). Those factors would be discussed in the following sections.

1) Mentoring and Supervising Teachers

During the teaching practice in the school, pre-service teachers typically have some people observing them. According to Lerseth (2013), the observers can be from either the college where they have done preparation or the school where they are completing their teaching practice program. In this case, the observers do not only observe the pre-service teachers, but they also provide feedback to improve pre-service teachers’ teaching performance. Specifically, Lerseth (2013) describes mentoring teachers provide their classrooms and personal teaching experience to the service teachers. Moreover, they are also in constant contact with pre-service teachers during the teaching practice program.

Meanwhile, supervising teachers refer to the lecturers who are provided by the college to observe them weekly or depend on the need of each pre-service teacher. Due to the fact that both of these roles are pivotal and consistently present during each pre-service teachers’ teaching practice, it makes tied relation to one or both of these people (Lerseth, 2013). Thus, mentoring and supervising hold an influential factor towards pre-service teachers’ identity transformation.

2) Tensions

Teaching practice program is described by Gee (2000) as a time when pre-service teachers are asked to take their concept of knowledge and apply it into practice. During this time, Phlean (2005) argues that it is important to have these pre-service teachers experience heightened anxiety, so they can experience strong emotions and shape their identity. Furthermore, this is in line with Gee (2000) who argues that tension becomes the factor which influence pre-service teacher’s

identity. Additionally, Franzak (2002) mentions that the teaching practice program is often stressful for pre-service teachers because they encounter dissonance between their previous views of a teacher and what they observe in the field. Therefore, teaching English is considered more complex in which the pre-service teachers do not only have to learn the language but also learn how to teach the language to the students. This fact is claimed to be the main cause of pre-service foreign language teachers’ tension (Hammond, Rust, & Shulman, 2005). Through these moments, identity is shaped and shifted to help pre-service teachers grow into his or her own craft (Gee, 2000). Therefore, tension also becomes one of the factors that contributes to the pre-service teachers’ identity transformation.

3) Identity Recognition

One of the important things in teacher preparation is pre-service teachers’ understanding of themselves. Since identity is related to what kind a person is, it is important to understand how a person and others identify herself or himself (Gee, 2000). Thus, identity recognition refers to how the pre-service teachers and other people acknowledge them as a teacher during the teaching practice. Furthermore, this identity recognition leads the pre-service teachers to understand themselves which affects how they act during the teaching practice (Gee, 2000 & Lerseth, 2013). From this perspective, it can be concluded that how pre-service teachers and people around them help them acknowledge themselves as teachers which contribute to their identity transformation.

4) Previous Teaching Experience

Identity is ongoing process in which the pre-service teachers deal with their past experience (Beijaard et al. 2000). In accordance to this, it means that pre-service teachers’ past experiences are deeply involved in the formation and development of this dynamic process. It is because identity is a continuum in which what they know about themselves now and what they have learned, help them to form or shape themselves in future activities (Beijaard et al., 2000). In this case, the teaching experience refers to the pre-service teachers’ experience in the Micro Teaching class. Specifically, Micro Teaching class gives the pre-service teachers initial experience as English teachers. Furthermore, pre-service teachers’ past experience helps them to be better in the teaching practice program in the real school setting. Thus, Beijaard et al. (2000) argue that it becomes the factor which contribute to the pre-service teachers’ identity transformation.

5) Pedagogy

Teaching and learning activities in the classroom are often correlated with what the teachers believe in order to create effective activities (Beijaard et al., 2000). In other words, it refers to teacher’s pedagogy. Similarly, Voss, Kunter, and Baumert (2011) define pedagogy as a teacher’s principle and strategy of classroom management and organization. Additionally, Coe, Aloisi, Higgins, and Major (2014) argue that teachers as well as pre-service teachers’ pedagogy helps them to achieve the learning objective by creating effective teaching and learning activity. In accordance to this, Beijaard et al. (2000) state that a teacher’s pedagogy affects the pre-service teachers’ identity transformation.

6) Content Area Knowledge

Becoming EFL teachers means pre-service teachers have to learn some theories that lead them to understand the material of the subject and to be able to teach the subject. In relation to this, Beijaard et al., (2000) argue that the content knowledge of teachers plays a significant role in determining teacher effectiveness. According to Coe et al. (2014), the most effective teachers should have deep knowledge of the subjects they teach. Furthermore, they also argue if teacher’s knowledge falls below a certain level, it will be a significant obstacle of students’ learning. Furthermore, teachers should not only have strong understanding of the material being taught, but teachers must also understand the ways students think about the content, be able to identify students’ common misconceptions. Further, Rohandi et al. (2013) emphasize that as a teacher, pre-service teachers need to give correct example to the students and correct their mistakes. Hence, Beijaard et al. (2000) state that teacher’s content knowledge affects the pre-service teachers’ identity transformation.

7) Relationship with Students

Teacher’s relationship with students becomes an important thing during the teaching learning process. In accordance to this, the teachers as well as pre-service teachers who have close, positive and supportive relationship with their students will be able to understand their students more and lead them to achieve higher levels of achievement. In the same line, Beijaard et al. (2000) state that when the pre-service teachers develop productive relationship with their students, they know them more and take particular interest of their learning progress. Furthermore,

Beijaard et al. (2000) state that this relationship also affects the techniques that the pre-service teachers use in order to help their students achieve their personal best. Moreover, McCombs, Daniels and Perry (2008) argue that teachers who show sensitivity to students’ differences, include students in the decision-making, and acknowledge students' development give greater motivation to their students. Besides, teachers who convey emotional warmth and acceptance, as well as make themselves available regularly for personal communication with students foster the positive relationship with the students (Hamre & Pianta, 2006). Hence, the relationship between pre-service teachers and students also leads them to transform their identity as it affects their teaching practice.

3. Pre-service Teachers’ Professional Identity Development

Most qualified teachers begin their teacher education programs with various images of teaching and themselves as teachers. According to Flores (2001) “these initial images largely developed during their schooling experiences, which influence the pre-service teachers in determining their attitudes towards teaching, their understanding of teaching, their professional belief and their classroom practices” (as cited in Chong, Long, & Goh, 2011, p. 50). In this case, these initial images also affect their development of professional identity. In relation to this, professional identity development refers to how pre-service teachers describe themselves as teachers based on their interpretation of their teaching experience (Kelchtermans, 2009).

identity when they are in pre-service teacher's stage rather than the teacher's stage. Beltman et al. (2015), in their study, show that pre-service teaching program are able to provide supports and opportunities for pre-service teachers in creating strong professional identity as future teachers. Specifically, it is because they encounter problems, demands, and various practices in their placements at school. In accordance to this, Beijaard, Verloop, & Vermunt (2000) also argue that this identity development process happens during the process of integrating personal knowledge, beliefs, attitudes, and values on professional demands of teaching standard from teacher program and schools.

While the pre-service teachers are doing learning process to prepare them as future teachers, however, pre-service teachers are always in a state of becoming (Danielewicz, 2001). Becoming a teacher means transforming an identity, adapting personal understandings, and deciding how to express themselves in classroom activity (Rodgers & Scott, 2008). Hence, from this perspective, it can be concluded that EFL pre-service teachers need time to practice the knowledge or the theory they already got. Moreover, the time to practice helps them construct and develop their professional identity as English teachers.

In conclusion, identity is an ongoing process. During the process of becoming a teacher, the pre-service teacher may construct new identity or transform her or his identity, adapt personal understandings to realities, and decide how to express herself or himself in classroom activity. Specifically, the identity transformation refers to a language expert, a learning facilitator, and a spiritual guide. Furthermore, there are also some factors which contribute to the pre-service

teachers’ identity transformation. These factors are mentoring and supervising teachers, identity recognition, tensions, past experience, content area knowledge, pedadagogy, and relationship with students. In addition, the identity transformation becomes the process which pre-service teachers’ develop their professional identity.

C. Theoretical Framework

The researcher employs the definition of identity stated by Beijaard (1995), who defines identity as “who or what someone is, the various meanings people can attach to themselves, or the meanings attributed by others. In addition, reshaping identity involves an ongoing process” (as cited in Nykvist & Mukherjee, 2016, p. 2). In this case, reshaping identity is a continuous process of incorporating oneself with his or her profession. Furthermore, during the process of becoming a teacher, the pre-service teacher may construct a new identity, transform an identity, or adapt their personal understandings and ideals to institutional realities, and decide how to express herself or himself in classroom activity (Rodgers & Scott, 2008).

In order to answer the first research question, the researcher studies pre-service teachers’ identity transformation by analyzing what pre-service teachers believe about who a teacher is based on Gee’s framework (2000) and what a teacher should do based on Beijaard, Verloop, and Vermunt’s framework (2000). Furthermore, the researcher employs pre-service teachers’ imagined identity theory which proposed by Xu (2013) as the main theory to analyze pre-service teachers’ identity transformation, which refers to three categories, namely (1) language

expert, (2) learning facilitator, and (3) spiritual guide.

In order to answer the second research question, namely, what factors contribute to pre-service teachers’ identity transformation are, the researcher employs factors of pre-service teachers’ identity transformation theory which proposed by Lerseth (2013), and Beijaard, Verloop, and Vermunt (2000). Specifically, Gee (2000) states that the factors affect the pre-service teachers’ belief in who a teacher is. Besides, Beijaard, Verloop, and Vermunt (2000) state that the factors influence pre-service teachers’ belief about what a teacher does. Besides, the researcher also employs factors of pre-service teachers’ identity transformation which is proposed by Lerseth (2013) as pre-service teachers also deal with some people who observe them. Hence, there are seven factors which contribute to the pre-service teachers’ identity transformation. These factors are (1) previous teaching experience, (2) content area knowledge, (3) pedagogy, (4) relationship with students (5) identity recognition, (6) tension, and (7) supervising and mentoring teachers.

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CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology used in conducting the research. This chapter consists of five parts namely research method, research setting, research participants, instruments and data gathering technique, and data analysis technique.

A. Research Method

The researcher conducted this research to analyze identity transformation phenomenon which occurs in pre-service teachers after finishing their teaching practice program by implementing a qualitative approach. According to Ary, Jacob, Sorensen and Razavieh (2010), qualitative research seeks to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. Furthermore, qualitative research also aims to describe “the complex pattern of what is being studied in suffecient depth and detail, so that someone who does not experience can understand the phenomenon” (Ary et al., 2010, p. 29). Hence, the researcher employed the qualitative research to understand and interpret the pre-service teachers’ phenomena of identity transformation after finishing teaching practice program.

Specifically, this research belongs to a basic interpretative study. Ary et al. (2010) state that the central purpose of the basic interpretative study is to understand the world or the experience of another. This study attempted to understand the phenomenon of pre-service teachers’ identity transformation and the factors that

contribute to the transformation. Moreover, this study provided narative accounts aimed to understand a phenomenon using data collected. Thus, the interpretation which is guided by some existing theories led to the generation of the theories.

B. Research Setting

The research was conducted in English Language Education Study Program of Sanata Dharma University. This study focused on studying the ELESP pre-service teachers who took teaching practice program (PPL) in the odd semester of 2016/2017 Academic Year. Hence, the researcher conducted interviews with five chosen pre-service teachers from December 8th, 2016 – January 12th, 2017, when the ELESP pre-service teachers have finished their teaching practice program.

C. Research Participants

The researcher applied a particular sampling technique to select the research participants out of the whole population. Since the research was qualitative research and thus the sample needed was purposive sample. Fraenkel, Wallen, and Hyun (2012) define purposive sample as a research sample selected on personal judgment of the researcher. In this case, the researcher assumed to know whether or not the selected sample will be the representative of the study.

In this research, the researcher chose pre-service teachers of English Language Education Study Program batch 2013 as the research participants. Specifically, the researcher only investigated five out of nineteen ELESP

pre-service teachers who belonged to Micro Teaching class C and have finished doing their teaching practice in the odd semester of 2016/2017 Academic Year. The participants were chosen because they also became the participants in the previous research conducted by Iswandari (2016), which investigated their imagined identity through reflective journal. In other words, the research participants have already constructed their identity. The previous research was conducted after the participant finished doing their Micro Teaching course. By considering this reason, the researcher selected five pre-service teachers to find out their identity transformation after teaching practice program. In addition, the researcher coded each participant with P1, P2, P3, P4, and P5. Table 3.1 provides the participants’ data.

Table 3.1 The Participants’ Data

Participant Sex School (Teaching Practice Place) P1 Female SMP Joannes Bosco P2 Female SMP Maria Immaculata P3 Female SMK N 2 Depok Sleman P4 Male SMK N 1 Cangkringan P5 Female SMA Kolose De Brito

Then, the researcher interviewed the five participants in order to get sufficient information “to provide maximum insight and understanding” (Ary, Jacobs, Sorensen, & Razavieh, 2010, p. 156) about identity transformation which they experience and factors contributed to the transformation after finishing teaching practice program.

D. Instruments and Data Gathering Technique

In order to collect the data, the researcher employed two instruments. The instruments used in this research were a human instrument and an interview guideline.

1. Human Instrument

According to Ary, Jacobs, Sorensen and Razavieh (2010), qualitative study needs the researcher to take a role in the research as the primary instrument for collecting and analyzing data. In this case, human instrument can talk with the participants in the setting, observes participant’s activities, and record the information in the field notes and journals. Hence, in this research, the researcher acted as the human instrument who interviewed the ELESP pre-service teachers to collect data. The researcher examined the information gathered from five ELESP pre-service teachers’ interview, then analyzed the data into type of identity and factors which contributed to the transformation.

2. Interview Guideline

Ary et al. (2010) state that an interview is an instrument to gather the data from people about their opinion, belief, and feeling about situation in their own words. Specifically, this study employed personal interview. The researcher, as the human instrument, interviewed the research participants in face to face setting and recorded the answer. In accordance to this, personal contact in the personal interview increases the likelihood that individual will participate and provide the desire information (Ary et al., 2010).

This study employed an interview guideline to identify identity transformation among pre-service teachers and the factors which contribute to the transformation after finishing teaching practice program. Furthermore, the researcher employed in-depth and conversational type of the personal interview in which there might arise another questions based on the situation (Ary et al., 2010). The researcher asked questions related to the topic as the opportunity arose and then listened carefully and used subject responses to decide the following questions. Spesifically, the researcher divided two catagories of questions, which were to identify identity transformation and factors that contribute to the transformation as described in the Blueprint Interview Questions (see Appendix A).

Furthermore, the researcher applied this method in order to get richer information about identity transformation. Moreover, interview also allowed the researcher to do immediate follow-up and clarification of participants’ responses in order to clarify the information given by the participants (Ary et al., 2010).

The data in this research were gathered by conducting interview to the five chosen pre-service teachers from December 2016 until January 2017. The interview was conducted in order to collect the pre-service teachers’ utterances which described their identity transformation. Furthermore, the interview aimed to know the factors which contributed to their identity transformation.

E. Data Analysis Technique

In this study, the researcher employed Creswell’s (2009) qualitative data analysis, which consists of six steps in analyzing the data. They are organizing and

preparing the data for analysis, reading all the data, coding, representing the data in qualitative narrations, using the coding to generate categories or theme for the analysis, and interpret the data. Those six steps are discussed in the following parts. First, the researcher organized and prepared the data for analysis by transcribing the data and typing notes from the interviews. Second, the researcher read all the data in order to obtain a general sense of the information and to reflect on the overall meaning. In this step, the writer read all of the transcripts. By reading all of the transcripts, the researcher tried to find the meaning of each utterance that related to this study. Then, the researcher marked the data that supported this study. Third, the writer did detailed analysis by coding the data. The coding involved taking the gathered data, segmenting the sentences, and labeling those categories with a term. Fourth, the researcher employed the coding process to generate categories or themes for the analysis. In this research, the theme refers to the identity transformation namely language expert, language facilitator, and spiritual guide, and the factors that contribute to the transformation. Table 3.2 in the next page shows the data coding for identity transformation in this study.

Table 3.2 Coding for Identity Transformation

Identity Transformation of P1 Imagined Identity: 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 Teacher created two-way learning. V

Identity Transformation:

Note: LE: Langauge Expert LF: Learning Facilitator SG: Spiritual Guide Then, the researcher combined the data into one table based on the factors which contributed to the pre-service teachers’ identity transformation. Table 3.3 shows the coding for the factors which contributed to the pre-service teachers’ identity transformation.

Table 3.3CodingforFactor of Identity Transformation

Factor Contributes to Transformation: Mentoring Teacher (MT)

Gee (2000), Beijaard, Verloop & Vermunt (2000), Lerseth (2013)

L i n e

Utterance Participant Context

1.

She gave me the examples of lesson plan

which is used in the school. _P1

The participant got influence on disigning teaching administration. Fifth, the researcher represented the themes into a qualitative narration. The qualitative narration discussed the detailed description of several themes. Thus, in this study, the researcher presented some examples of theme in the form of

quotation then discussed it through the qualitative narration. The qualitative narration was used to convey the findings of the analysis. Finally, the sixth process was interpreting the data and compared findings with information obtained from the theories. Shortly, the data analysis technique is illustrated in the Figure 3.1.

Figure 3.1 Creswell’s Data Analysis Employed in this Study

While analyzing the data, the researcher also validated the data by using internal member and external reviewers checking strategy. The member checking strategy is to determine the accuracy of the qualitative findings through taking the final report or specific description or themes back to the participants (Creswell, 2009). Further, Creswell also adds that the researcher is able to determine whether the participants felt that they were accurate or not. The researcher conducted

follow-Reading Through All Data Validating

Accuracy of Information

Interrelating Themes

Organizing and Preparing Data for Analiysis Coding the Data

Theme Interpreting the Meaning of Themes

Types Identity: LE, LF, SG Factors: MT, SUP, TEN,

TE, TP, CAK, IR, REL

Raw Data ( Transcripts and Notes)

Analyzing all chatagories of identity

and the factors of identity transformation Displaying the data from

the result of interpreting data

Data reduction for finding relevant utterances for this study

up interview with the participants in the study and provided an opportunity for the participants to comment on the findings.

Besides, the researcher also asked three external reviewers to review and validate the data. The first was a ELESP lecturer who was the researcher in the previous study, which studied about pre-service teachers’ imagined identity. The second one was an ELESP student who also conducted a study in the same field which was about pre-service teacher’s identity tensions. The last reviewer was a student of Education Master’s Program who is studying teacher’s identity. Hence, the auditors were considered to have great understanding of this study so that it led to an objective assesment of the project throughout the process of research or at the conclusion of the study. This is in line with Creswell (2009) who states that having a reviewer to look over many aspects of the project such as accuracy of transcription, the relationship between the research questions and the data, the level of data analysis from the raw data through interpretation enhance the overall validity of qualitative study.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the writer would like to provide findings and discuss the data to answer the research questions. The first is what identity transformation that pre-service teachers have after doing their teaching practice program. Then, the second one is what factors that contributed to pre-service teachers’ identity transformation.

A. Previous Results of Imagined Identity

In this section, the researcher would like to discuss pre-service teachers’ view of displacement from being a teacher in a class-based teaching practice to real school. It aimed to show the gap which was experienced by the pre-service teacher. Furthermore, the researcher also would like to present pre-service teachers’ imagined identity after finishing Micro Teaching class in order to show clear findings of the previous study which was conducted by Iswandari (2016). Since becoming a teacher needs time to practice, the English Language Education Study Program (ELESP) pre-service teachers should accomplish two training courses. The first training course is Micro teaching, where pre-service teachers learn to teach for the first time (Rohandi et al, 2012). This course is aimed to train the pre-service teachers in a class-based teaching practice before they go to the real situation. Next, the pre-service teachers should take teaching practice program (PPL) in the real school setting as the next teaching practice. In accordance to this, five pre-service teachers as research participants shared the same view of

their displacement. All of the participants found differences in students’ characteristic and classroom setting, which caused shock in the several first meetings.

According to participant 1 (P1), Micro Teaching (MT) and teaching practice program in the real school (PPL) were different. P1 felt shocked since the situation was different with Micro Teaching course as she stated below:

I felt shocked in the first time. In MT, my friends acted as my students, however, my junior high school students were so different. They were more active, noisy, and creative. .... When I taught in the real school, I found some differences. One of them is the students’ characteristic. It is not easy to handle the real students because the habit is different with MT class. [1.P1] Similarly, P2 also shared the same point of view between Micro Teaching and teaching practice program. In the first time of teaching practice, P2 thought that she confused what she should do as a teacher in the real school since the situation was different as she mentioned below:

.... Actually, I did not really understand what a teacher should do in the real class after MT class, because the situation is so different. .... [1.P2] Besides, P3 thought that she had to deal with her nervourness as she faced different situation with MT course as follows:

In my first time of teaching, I felt very nervous and a bit afraid. .... In MT class, pre-service teachers only teach in a situated setting, but in a real school I have to be a real teacher. [1.P3]

Moreover, P4 and P5 also shared the same view of their displacement. P4 found that the condition of the place where he did his teaching practice was different with Micro teaching in which everything was set up. Then, P5 felt challenged and

needed to adapt since the atmosphere she found was so different with Micro Teaching.

I felt challenged. It was because the atmosphere was so different with Micro Teaching. From semester one until six, I never faced real students. ... I had to adapt to the new situation that I faced, which all of the students are male. .... The characteristics of the students I faced in MT and in real school were so different. [1.P5]

Since their teaching practice in the real situation was all research participants’ first experience, they felt shocked and challenged. They faced different situation from Micro Teaching course in which everything was set up and their friends pretended to be their students. However, in the real school, they found some differences such as students’ characteristic, and they had to act like a real teacher. This is in line with Nutriansi (2015) who states that in micro teaching, the students, setting and many other factors can be manipulated. Meanwhile, the setting and condition during the teaching practices at a real school setting have less or even do not have possibility of being manipulated. Specifically, it is because it takes place at real school where the pre-service teachers taught real students whom they exactly have not met.

Since identity is ongoing process, pre-service teachers, in this case, begin to create their own identity as a teacher. In first teaching practice program namely Micro Teaching, the pre-service teachers started to imagine their identity. Iswandari (2016) studied the pre-service teachers’ imagined identity through reflective journal. These imagined identities refer to learning facilitator, language expert, and spiritual guide. Table 4.1 in the next page presents research participants’ imagined identity of Iswandari (2016).

Table 4.1 Participants’ Imagined Identity of Iswandari (2016)

Participants Imagined Identity in Micro Teaching P1 Learning Facilitator

P2 Learning Facilitator

P3 Spiritual Guide

P4 Learning Facilitator P5 Learning Facilitator

In the previous study conducted by Iswandari (2016), four of participants drew their identity as learning facilitators and one participant drew her identity as a spiritual guide. Hence, the researcher would like to conduct this research in order to find out research participants’ identity transformation.

B. Pre-service Teachers’ Identity Transformation after Teaching Practice Program

This section discusses the findings related to the first research question which is about what identity transformations which pre-service teachers have after finishing teaching practice program are. Danielewicz (2001) states that pre-service teachers are always in a state of becoming. Similarly, Rodgers and Scott (2008) also state that becoming a teacher means transforming an identity, adapting personal understandings and ideals to realities, and deciding how to express himself or herself in classroom activity. In relation to this, identity involves an ongoing process of incorporating oneself into a profession. This ongoing process led three

out of five research participants to transform their imagined professional identity after finishing teaching practice program. Table 4.2 presents the pre-service teachers’ identity transformation after finishing teaching practice program.

Table 4.2 Pre-service Teachers’ Identity Transformation

Participants Pre-service Teachers’ Imagined Identity in Micro Teaching

Pre-service Teachers’ Identity Transformation after Teaching

Practice Program P2 Learning Facilitator Spiritual Guide P3 Spiritual Guide Learning Facilitator P5 Learning Facilitator Spiritual Guide

By interviewing the research participants, the data showed that there were two types of identity transformation, which were the transformation from a learning facilitator to a spiritual guide and a spiritual guide to a learning facilitator. These transformations would be discussed in the following sections.

1. From a Learning Facilitator to a Spiritual Guide

Spiritual guide is one of the pre-service teacher’s identities that focuses on aspect related to “guiding students’ minds, spirit, and pursuits” (Xu, 2013, p. 82). In accordance to this, pre-service teachers considered themselves as a role model in which their attitude affected the students’ mind and behavior. In the previous study by Iswandari (2016), P2 and P5 described what kind of teachers that they wanted to become. Through the reflective journal, P2 stated that she wanted to be students’ friend who could be close with the students and made them feel comfortable with her. In this case, she wanted to be a teacher who was friendly with the students.

Similarly, P5 clearly stated that she wanted to be a teacher who could create two-way learning condition which belongs to one of the characteristics of a teacher as a learning facilitator (Xu, 2013). Teaching, in her concept, was more on giving students opportunity to undergo the process and get full assistance from the teacher. Hence, she did not consider herself as the main source of knowledge. This characteritics is in the same line with Xu (2013) who states that a teacher as a learning facilitator includes students in educational decision making and treats students as partners in the teaching and learning process.

After finishing their teaching practice program, P2 and P5 indicated that they experienced identity transsformation from a learning facilitator to a spiritual guide. Some characteristics which indicated P2 and P5 tend to transform their identity from learning facilitators to spiritual guides are shown in Table 4.3.

Table 4.3 Characteristic of Spiritual Guide Mentioned by P2 and P5

Spiritual Guide

Identity Characteristic

Teacher should think twice to solve problems, to give the students advice and motivation inside and outside the class.

Teacher had to give students affection and care about them.

Teacher should have good attitude and become a role model to lead them become a good human being. Teacher had to deal with students’ personal emotion and characteristic.

Teacher should create comfortable and safe classroom athmosphere.

Generally, P2 and P5 considered that as teachers they had to be good teachers with good attitude and could guide the students to become a good human being. Besides,

teacher, in their concept, should be able to create comfortable and safe atmosphere by loving and caring them.

More specifically, P2 focused more on what she should do as a teacher which focused more on giving her students affection and motivation which was stated below:

.... It was because I faced my real students directly, so I had to give them affection and care about them. During my PPL, I always gave my students attention and I knew them very well. .... I think that being a teacher is not easy but I can do it by loving the students. [3.P2]

P2 considered that caring and giving her students affection were important. She emphasized that loving the students meant that she had to give all her mind to the students. Through further question which was conducted by the researcher, P2 mentioned that she needed to really care of the students. For example, she always made sure that the students were healthy while they were in school. Besides, she also tried to ask the students who kept silent during the class in order to make sure that they were fine.

Besides, P2 also mentioned that as a teacher she needed to motivate the students as she described below:

During my teaching practice, 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 exercise. [8.P2]

She also tried to motivate her students personally, especially the students who considered themselves as students who could not understand the material or doing the exercise, as well as the naughty students. She emphasized that she always gave positive reinforcement to students in order to motivate them. More specifically, this

122

Therefore, I believed that when the students felt being involved, they were proud of themselves.

Factor Contributes to Transformation: CONTENT AREA KNOWLEDGE (CAK)

Beijaard, Verloop, & Vermunt (2000)

L i n e

Utterance Participant Context

52

I tried to speak English all the time, which I already learned about grammar, pronunciation, and speaking. Specifically, public speaking class that I learned how to speak in front of many people.

P1

Participant’s CAK affected her on getting used to speak in front of

the class

53

I got everything from my courses before, so I could share it to my students, such as tenses and how to make a good writing, which I got from during my study. (mastering the material)

P2

Participant’s CAK affected her knowledge as a teacher

54

I could teach my students if I had mastered the materials. I had to give the correct examples for them and correct their

mistakes after all.

P3

Participant’s CAK affected her knowledge as a teacher

55

I believed that learning English was about vocabularies, translation, and grammar. It affected my teaching practice. During my teaching practices, I never forget to supply my students with those three elements.

P4

Participant’s CAK affected her knowledge as a teacher

56

My knowledge which I have got from courses helped me a lot in mastering the material which I had to deliver to the students. Moreover, the knowledge which is related to teaching practice also helped me a lot.

P5

Participant’s CAK affected her knowledge as a teacher

123

Factor Contributes to Transformation: IDENTITY RECOGNITION (IR)

Gee (2000)

L i n e

Utterance Participant Context

57 I considered myself as a fun teacher. It was because I always

provided games or ice breaker P1

Participant’ IR helped her acknowledge herself as a teacher

which affected what she should do as a teacher.

58 Then, I considered myself as their friend who facilitated them

in learning. P1

Participant’ IR helped her acknowledge herself as a teacher

which affected what she should do as a teacher.

59

When my students or other teacher called me as “miss X” or “Bu X” it meant that I considered myself as a teacher. So, I should have good attitude.

P2

Participant’ IR helped her acknowledge herself as a teacher

which affected what she should do as a teacher.

60

I asked my students write their opinion about myself. They told me that I was a fun teacher. One of the students also told me that I never got angry with the students. Then, as a teacher, I also had to motivate my students to love the subject. So, caring about the students was very important.

P2

Participant’ IR helped her acknowledge herself as a teacher

which affected what she should do as a teacher.

61 I put myself as my students’ friend to make me feel

comfortable with the teaching learning activities. P3

Participant’ IR helped her acknowledge herself as a teacher

which affected what she should do as a teacher.

124

62 I tried to be a teacher who could help my students. When they

were doing their assignment, I walked around and helped them. P4

Participant’ IR helped him acknowledge himself as a teacher which affected what he should do

as a teacher.

63 It was because I did not apply teacher center approach in my

teaching practice. I tried to walked around as their friend. P4

Participant’ IR helped him acknowledge himself as a teacher which affected what he should do

as a teacher.

64

I was afraid that my students considered me as 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.

P5

Participant’ IR helped her acknowledge herself as a teacher

which affected what she should do as a teacher.

Factor Contributes to Transformation: RELATIONSHIP WITH STUDENTS (REL)

Beijaard, Verloop, & Vermunt (2000)

L i n e

Utterance Participant Context

65

My relationship with the students impacted me. It was because I got positive energy from my students. They often helped me manage the class when the class was very noisy.

P1

Particiant’s REL helped her manage the class.

66

They affected my teaching because every student has their own characteristic. So, the way how to treat them were also

different.

P2

Particiant’s REL helped her understand each student’s characteristic which affected what

125

67

By getting along with them, I had many opportunities to motivate them to learn the materials and therefore they could improve their performance. (improving their grade)

P3

Particiant’s REL helped her understand students’ need which affected what she should do as a

teacher.

68

I considered my students as my juniors. So, I could get close to them, as well as gain some respect. I thought that it worked during my teaching practice.

P4

Particiant’s REL helped him know how to put himself which affected what he should do as a

teacher.

69

PPL students were not called as a teacher, but the teacher and the students called us mbak or mas PPL. The effect was that they tended to be cooperative when I taught them.

P4

Particiant’s REL helped him manage the class which affected

what he should do as a teacher.

70 I was motivated to create creative learning media and

activities. P5

Particiant’s REL helped her understand students’ need which affected what she should do as a

teacher.

71

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 in order for them to ask me freely about their difficulty in learning English. It helped me a lot in managing the class in my teaching practice.

P5

Particiant’s REL helped her understand each student’s characteristic which affected what

126

APPENDIX F

CODING OF PARTICIPANTS’ IMAGINED IDENTITY

BY ISWANDARI (2016)

Participant

How do you want others see you as a

teacher?

Catagory of

Identity

Xu (2013)

P1

I want other see me as a teacher who has creativity in teaching and always give

innovation (up to date) to the class.

LF

P2

I want other people see me as friendly and loveable teacher.I want students can be close to me and feel comfortable studying with me.

When students feel comfortable, they feel trust. However, to be an ideal, friendly, and loveable teacher need struggle and effort.

LF

P3

A confident and loving person who is not only a teacher but also a parent because I know how it feels like to be in the dark and be saved by my teacher

SG

P4

I want others see me as a teacher who is patient, serious, discipline, not strict, and

understandable. Knowledge and English ability are the second one because being accepted by students is more important.

LF

P5

teacher who can create two-way learning condition because learning is not only from a teacher as the