A study of teacher professional identity formation on PPG students batch 2016 in ELESP USD

A STUDY OF

TEACHER PROFESSIONAL IDENTITY FORMATION ON

PPG STUDENTS BATCH 2016 IN ELESP USD

A

SARJANA PENDIDIKAN

THESIS

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

in English Language Education

By

Martha Giovani Anggasta Paramita Student Number: 131214037

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2017

TEACHER PROFESSIONAL

II}ENTITY

FORMATION

ON PPG STIJDEI{TS

BATCH

2016

IN

ELESP USD

By

Martha Giovani Angga$a Paramita Shrdenr Number: l3l2l4037

Date L4[rilr,Z}l7

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A STUI}Y OF

TEA C H F',R PROF E SSIOIYAL IDEN

TITY

FORMATI ON ON PPG STUDENTS

BATCII

2E16IN EI"ESP USD

By

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STATEMEI\T

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WORI('S

ORIGINALITY

I honestly declare that this thesis, which I have writterq does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientiflc paper should.

Yogyakart4

ll

July 2017 The Writer

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Martha Giovani Anggasta Paramita 13t214037

LEMBAR

PERSETUJ LIAN PUBLIK.ASI

KARYA

ILMIAH

UNTUK

KEPENTINGAN AICADEMIS

Yang bertandatangan di bawah ini, saya mahasiswi Universitas Sanata Dhmma:

Nama

: Martha Giovani AnggastaParamita NomorMahasiswa :13T214037

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

A

STUDY OF

TEACHER PROFESSIONAL

IDENTITY

FORMATION

ON PPG STUDENTS BATCII2O16

IN

ELESP USD

beserta perangkat yang diperlukan (bila ada). Dengan demikian saya memberikan kepada Perpustakaan Universitas Sana1a Dharma hak untuk menyimpan, mengalihkan dalam bentuk nredia lain, mengelolanya dalam bentuk pangkalan dat4 mendistribusikan secara terbatas, dm rnsmpublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta rjin dari saya atau memberikan royalti kepada saya selama tetap mencantunkan nzlma saya selaku penulis.

Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat diYogyakaaa Pada tanggal: 1 1 Juli 2017

Yang menyatakan

ABSTRACT

Paramita, Martha Giovani Anggasta. (2017). A Study of Teacher Professional Identity Formation on PPG Students Batch 2016 in ELESP USD. Yogyakarta: English Language Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.

By releasing the Na wacita, the Jokowi administration shows its intention to energize the improvement of teacher qualifications. The existing regulations about teachers still become references for better quality of national education. The existence of regulations about teachers and Na wa cita which comes after, seem to have a good synergy. One of the targets in Na wa cita supports the Teacher Profession Education Program [PPG Program].

For the first time in 2016, ELESP USD had the opportunity to establish PPG Program. There were 12 students coming from NTT and one student coming from Kudus. They were bachelor degree graduates who have joined Sarjana Mendidik di Daerah Terdepan, Terluar, Tertinggal [SM-3T]. Since most of them were coming from NTT, a region with a limited access of information and a lack of facility, it led them to encounter some personal and cultural problems in the PPG Program.

In line with the background above, the researcher addressed one reasearch

question. The question was “How did the students of PPG Program batch 2016

form their teacher professional identity?” The aim of this research is to

investigate the professional identity formation undergone by students of PPG Program. Since this research is to get rich description of the participants’ teacher professional identity formation, the qualitative method is used. The researcher chose three participants purposively; i.e., those who have good verbal communication and willingness to share. The researcher employed focus group interviews to gather the data. The data were processed through transcribing the text, coding, identifying the sub-themes, interconnecting themes, determining emergent themes, and interpretation.

The interpretation led to an understanding of the how the participants formed their teacher professional identity. The results of the research showed the text description of each participants and two emerging themes: (1) self-construction and (2) being a professional teacher. In the text description, it is found that the participants have formed their teacher professional identity by having self-reflection, maintaining self-esteem, and having willingness to be a professional teacher.

Keywords: teacher professional identity, professional teacher, “self”, PPG

ABSTRAK

Paramita, Martha Giovani Anggasta. (2017). A Study of Teacher Professional Identity Formation on PPG Students Batch 2016 in ELESP USD. Yogyakarta: Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.

Dengan adanya Nawacita, pemerintahan Jokowi bermaksud untuk menggiatkan peningkatan kualifikasi guru. Peraturan-peraturan tentang guru yang sudah ada masih menjadi acuan untuk kualitas pendidikan nasional yang lebih baik. Eksistensi dari peraturan tentang guru dan Nawacita yang dibentuk setelahnya, memperlihatkan hubungan sinergi yang baik. Salah satu target Nawacita adalah mendukung Program Pendidikan Profesi Guru.

Tahun 2016, untuk pertama kalinya, PBI USD berkesempatan untuk menyelenggarakan Program PPG. Ada 12 mahasiswa-mahasiswi dari NTT dan seorang mahasiswi dari Kudus. Mereka merupakan lulusan S1 yang mengikuti Program SM-3T. Oleh karena sebagian besar dari mereka berasal dari NTT, daerah dengan keterbatasan informasi dan kurangnya fasilitas, hal itu membuat mereka menghadapi beberapa persoalan personal dan budaya selama mengikuti Program PPG.

Sehubungan dengan latar belakang di atas, peneliti merumuskan sebuah masalah, “Bagaimana mahasiswa-mahasiswi Program PPG angkatan 2016 membentuk identitas guru yang profesional?” Tujuan dari penelitian ini untuk meneliti pembentukan identitas guru yang profesional dari mahasiswa-mahasiswi Program PPG. Karena penelitian ini bertujuan untuk mendapatkan deskripsi rinci terhadap pembentukan identitas guru yang profesional dari responden penelitian, maka peneliti menggunakan metode kualitatif. Peneliti memilih tiga responden dengan maksud tertentu, yakni memilih responden yang memiliki komunikasi verbal yang baik dan berkeinginan untuk berbagi pengalaman. Dalam pengumpulan data, peneliti menggunakan focus group interview yang diadakan dua kali. Data diproses dengan menranskrip teks, mengode, mengidentifikasi sub-tema, menghubungkan tema, menentukan tema yang muncul, dan menginterpretasi.

Interpretasi mengarah pada pemahaman terhadap bagaimana responden membentuk identitas guru yang profesional. Hasil penelitian ini menunjukkan teks deskripsi dari setiap responden dan terdapat dua tema yang muncul: (1) pembentukan pribadi dan (2) menjadi guru profesional. Dalam teks deskripsi ditemukan bahwa responden telah membentuk identitas guru yang profesional dengan memiliki sel-reflection terhadap pengalaman yang mereka lalui, mempertahankan self-esteem dalam diri, dan memiliki keinginan untuk menjadi guru yang profesional.

Kata kunci: teacher professional identity, professional teacher, “self”, PPG Program, SM-3T

ACKNOWLEDGEMENTS

Above all, I praise the Almighty God, Jesus Christ, Holy Spirit, and Mother Mary for the blessings in my life. I thank them for leading through the process of my thesis. I dedicate this thesis as my biggest thank to my life guardian, Antonia Dwi Aryati and Petrus Triyana, and my beloved brother Yosafat Sasmito Condro Sujito for the unstoppable love, prayers, and support. They are my life inspiration and motivation to finish this thesis. My special gratitude also goes to the one I give my heart to, Stanislaus Kris Bangkit Tri Putra. I thank him for his love, presence, and lots of motivation. I am so thankful to have them in my life.

I sincerely thank my advisor, Markus Budiraharjo, M.Ed., Ed.D., for his guidance, patience, suggestion, and support so that I could finish my thesis. He has always been a motivating figure. I would like to express my deepest gratitute for his advice for my thesis progress. I am also thankful to Drs. Y. B. Gunawan, M.A., as my academic advisor for his patience to guide me during these four years. My gratitude is also addressed to all lecturers of PBI USD for the guidance and PBI secretariat: Mbak Daniek and Mas Yudho for facilitating me during my study in USD. I would also like to address my thankfulness to my research participants for the priceless contribution in my thesis.

The last but not least, I would like to deliver my thanks to my cousin, Agatha Piscesia Paskalin for giving some meaningful suggestions for my thesis; my thesis partner since we had the same research participants for our research,

Nindya Primandita Kristianingrum for giving support and suggestions; my proofreaders, Mbak Eli, Mas Danu, and Ryan for giving advice and reading my thesis; and my companions, my classmates for our togetherness during these four years.

May God always bless them all.

Sincerely,

TABLE OF CONTENTS

TITLE PAGE ... i

APPROVAL PAGES ... ii

STATEMENT OF WORK’S ORIGINALITY ... iv

PERNYATAAN PERSETUJUAN PUBLIKASI ... v

ABSTRACT ... vi

ABSTRAK ... vii

ACKNOWLEDGEMENTS ... viii

TABLE OF CONTENTS ... x

LIST OF TABLES ... xii

LIST OF FIGURES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I. INTRODUCTION A. Research Background ... 1

B. Research Question ... 5

C. Research Significance ... 5

D. Definition of Terms ... 6

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10

1. Teacher Professional Identity ... 10

2. Professional Teacher ... 16

3. “Self” ... 20

4. Focus Group Interview ... 23

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ... 28

B. Research Setting ... 29

C. Research Participants ... 29

D. Instruments and Data Gathering Technique ... 32

E. Data Analysis Technique ... 33

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. Text Acquisition ... 38

B. Text Description ... 43

1. Self-construction ... 43

2. Being a Professional Teacher ... 53

C. Text Interpretation ... 59

1. Self-construction ... 59

2. Being a Professional Teacher ... 61

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 63

B. Recommendations ... 65

REFERENCES ... 67

LIST OF TABLES

Table 2.1 Four Ways to View Identity ... 11

Table 3.1 Table of Coding... 35

Table 3.2 Component and Indicators ... 35

Table 3.3 Table of Interconnecting Sub-theme ... 36

Table 4.1 Research Participants... 38

LIST OF FIGURES

Figure 3.1 Analysis Techniques ... 34 Figure 4.1 Interview Guidelines ... 39 Figure 4.2 Text Aquisition ... 40

LIST OF APPENDICES

APPENDIX A ... 72 APPENDIX B ... 84 APPENDIX C ... 95

CHAPTER I

INTRODUCTION

This chapter is a prologue chapter which provides the background information of this research. There are four parts, namely research background, research question, research significance, and definition of terms. The first part presents the reason of choosing the topic. The second part addresses a research question. The third part explains the gained benefit of this research. The last part explains the terms which are used in this research.

A. Research Background

Referring to the Nawacita—the 9 priority agendas of Jokowi-JK which was applied by Joko Widodo presidency in 2014 for the government programs, Ministry of Education and Culture endeavors to develop the educational and cultural reformation by issuing the policy direction of educational and cultural development. There are six targets of that policy direction. Thus, the intention of the policy direction is to determine its six targets. One of the targets is the improvement of teacher qualification.

By acknowledging one of the targets of Ministry of Education and Culture which is about teacher qualification, it shows that teachers still become one of the factors which affect the improvement of the quality of national education. On the other hand, teachers also become one of the factors which affect learner’s

achievement in learning. Hence, the role of teachers is significant for improving the quality of national education.

Since the government gives a clear idea of its intention to create better human resources in educational and cultural fields, teachers should have certain qualifications. The existing regulation about teachers still becomes the reference for good quality of national education. Based on Undang-undang Republik Indonesia No. 14 Year 2005 about Teachers and Lecturers, a teacher is a professional educator that carries some primary tasks of educating, teaching, guiding, coaching, assessing, and evaluating learners (article 1). Teacher is an agent of learning who has the function to improve the quality of national education (article 4). Teacher is to accomplish the national education system in order to actualize the target of national education (article 6). Teacher should have qualifications of four competences such as pedagogy, personality, social, and academic competence (article 10).

As cited in Budiyati (2012, p. 2) regarding to Peraturan Pemerintah Republik Indonesia No. 74 Year 2008 about Teachers, it is stated that there are 10 components to be completed by teachers for their certification program: 1) academic qualification, 2) trainings and workshops, 3) teaching experience, 4) teaching program, 5) official judgment, 6) academic prestige, 7) professional development, 8) scientific meeting, 9) organizational experience on education and social, and 10) relevant award. In accordance with this, a teacher is demanded to be professional. Yet, teacher professionalism always becomes a highlighted issue in our education field. Teacher professionalism concerns on mastering knowledge

and curriculum, managing the learning teaching processes (lesson plan, syllabus, teaching implementation in classroom), having good personality towards students, colleagues, parents, and society, succeeding the Teacher Competency Test [Ujian Kompetensi Guru], getting certificate, and other stuffs which are related to the standard measurement of professional teacher. On the contrary, Henkel (2005) suggests that professionalism develops in the orientation of the study and future profession, and is sustained upon individual and collective values, sense of meaning, and self-esteem in the profession education. Therefore, how to define the meaning of professional teacher is elucidating their own understanding toward their identity, motivation, perceived growth, emotion, and experiences that they have gone through during their process of becoming.

In response to the issue, in 2013, the government planned out the certification program through Teacher Profession Education Program [Progra m Pendidikan Profesi Guru/PPG Program]. This program is to create professional teachers (Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 87 Year 2013). Therefore, this program is for those who have taken their bachelors degree (S1). It is held by selected universities which have standards of educational institution and determined by Ministry of Education and Culture.

Universitas Sanata Dharma [USD] is one of the universities selected by the government to conduct this PPG Program since 2016. For the first batch, USD established this program for 12 English Language Education Study Program [ELESP] graduates from Nusa Tenggara Timur [NTT] and one ELESP graduate from Kudus. They were graduates who had joined one-year program of Graduates

assigned to teach at Frontier, Outermost, and Underdeveloped Areas [Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal/SM-3T] held by the government.

According to Budiraharjo and Lasar (2016), in the ongoing program, it was found that there were some major problems that happened to them. The students of PPG Program encountered personal and cultural matters because there was big gap between their learning experiences in NTT and Yogyakarta.

Pertama, para mahasiswa dengan latar belakang sosio-kultural NTT ditemukan mengalami kesulitan komunikasi pada a wal-a wal pelatihan di USD. Ini karena diksi (pilihan kata), kerangka berpikir kultural yang berbeda, kebiasaan dan pola relasi antar dosen-mahasiswa yang sangat berseberangan dengan pengalaman di NTT. Kedua, secara linguistik, ada perbedaan mencolok dalam struktur kalimat. Para mahasiswa da ri NTT ditemukan memiliki kebiasaan untuk menggunakan double negatives dengan tingkat frekuensi yang tinggi. Ini menjadi sumber persoalan yang tidak mudah dipecahkan tanpa ada kesediaan untuk saling membangun pemahaman satu sama lain (p. 24).

(First, the students with NTT socio-culture background found that they experienced on difficulty of communication in the beginning of the training in USD. This is because the dictions, cultural thinking framework, habits, and relation between lecturers and students are different with their experience in NTT. Second, linguistically, it is found that they have a habit of using double negatives frequently. This becomes the main problem which is not easy to be solved without any willingness to built understanding to each other.)

The ELESP USD acknowledged that students of PPG Program have insufficient knowledge in English although they are English teacher candidates. One-year training was not enough for the lecturers to assist the students of PPG Program in order to gain sufficient knowledge of English. However, some of shared stories from students of PPG Program revealed that they experienced totally new different things in ELESP USD. As the result, it encouraged them to be more

Therefore, with the insufficiency they have, the researcher is going to study how they form their identity of a professional teacher through their experiences that they had gone through during their process of becoming which influenced their professional identity to be an English teacher. Moreover, according to Dahlgren and Chiriac (2009), “professionalization processes and developments are important to study in order to understand the transition from teacher education to professional work as part and parcel of the construction of a professional identity as a teacher” (p. 3). Moreover, teacher education program is considered to be the important stage in relation to students’ professional identity because in the program, students will gain the understanding of becoming professional teachers (Izadinia, 2013).

B. Research Question

In this research, the researcher formulates a question drawn from the research background. The question here helps to frame a description so as to make meaningful narration. The question is: How did students of PPG Program batch 2016 form their teacher professional identity?

C. Research Significance

This research is expected to give three benefits to the students of PPG Program, the English Language Education Study Program, and the future researchers.

1. The Students of PPG Program batch 2016

Every student of PPG Program will be aware of experiences that they were going through during the process of becoming. The findings of this research will become their reflection on development of their teacher professional identity. This research hopefully can lead the students of PPG Program to develop their identity as teachers.

2. The PPG Program Lecturers

This research is expected to give better understanding to the lecturers of PPG Program held in ELESP USD about the students batch 2016 toward their teacher professional identity formation. It is expected that the service for student in PPG Program still gives positive value and good experiences for them when the result of this research show that the process of becoming, especially in PPG Program really contributes to their teacher professional identity formation.

3. The Future Researchers

This research contributes some benefits for the future researchers. This research is about PPG Program in ELESP USD; moreover, this is about teacher professional identity formation, which are considerably new as the scope and topic of the research. Thus, the researcher believes that this research will give the future researchers inspiration and additional references for their research.

D. Definition of Terms

There are four terms to be defined in this research, namely SM-3T Program, Pendidikan Profesi Guru Program, students of Pendidikan Profesi Guru

Program, and Teacher Professional Identity. The researcher elaborates the description of each term in order to avoid misunderstanding, as follows:

1. SM-3T Program

SM-3T is a special program held by government in order to provide education in remote areas. This is a chance for bachelor graduates who want to teach in remote areas. There are many privileges for the bachelor graduates who are accepted to this one-year program. The government will give priority for the bachelors graduates who are accepted to SM-3T Program in admission of becoming civil servants. After one-year service in a certain remote area in Indonesia, the bachelors graduates have scholarship to study PPG, get certificate of professional educator, have chances to join Guru Garis Depan [GGD] and

Sekolah Indonesia Luar Negeri [SILN] which offers high salary for the teachers. 2. Pendidikan Profesi Guru Program

PPG, a program formed by the government, is qualified as a higher education after obtaining bachelors degree which prepares the teacher candidates to build career by having specialty and competency as required by national education standard. This program held in the selected universities which have standards of educational institution and determined by Ministry of Education and Culture.

PPG Program is closely related to professional education which focuses on giving experiences in developing comprehensive learning process apparatus, syllabus, lesson plans, learning media, designing materials, evaluation, and

assessment. However, the participant also gets the enrichment study in order to master the integrated material of certain major.

The curriculum of PPG Program is in the form of workshops which cover the developing learning process apparatus, micro-teaching, peer-learning, Internship Program Course [Program Pengalaman Lapangan/PPL], and enrichment study or pedagogy. Generally, the PPG Program is expected to give the participant experiences and enrich the knowledge in order to construct their professional identity to be a teacher.

3. Students of Penddikan Profesi Guru Program

The students who joined PPG Program in ELESP USD were the 12 ELESP graduates from NTT and an ELESP graduate from Kudus. In prior to joining PPG Program in ELESP USD, they joined one-year program of SM-3T. There were relocated to Kalimantan and Papua. After finishing their program, they came home and prepared themselves to join PPG Program, the continuation program. They are selected to get the training in ELESP USD.

4. Teacher Professional Identity

Bullough (1997) suggests that teacher identity “is of vital concern to teacher education; it is the basis of meaning making and decision making”, consequently, “teacher education must begin, then, by exploring the teaching self” (p. 21). In 2004, Beijaard et al. state that “the concept of professional identity was related to teachers’ concept or images of self” (p. 108). It means that professional identity is the way for teachers to understand or make sense of themselves as a teacher, such as being aware of self-belief in teaching, their role in education

field, and how they identify themselves as a professional. Moreover, Goodson and Cole (1994) consider that teacher as a person and professional. In addition, professional identity is defined from self and happens in an ongoing process of forming personal and professional sides of becoming a teacher (Beijaard et al., 2004).

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter provides theories related to the research topic and it is divided into two parts, namely theoretical description and theoretical framework. The first part discusses the theories that support this research and the second part summarizes and synthesizes the major relevant theories which help the researcher to conduct the research.

A. Theoretical Description

In this part, the researcher elaborates the three main theories as the backbone of the research, namely teacher professional identity, professional teacher, and “self”.

1. Teacher Professional Identity

Human’s life is always about becoming a certain person (Wenger, 1998). Izadinia (2013, p. 694) suggests, “the dreams we have about the type of person we want to become influence all dimensions of our lives: the job we look for, the place we settle in, the people we interact with and even our subsequent dreams.” In order to become a person that we want, identity will help and show us the route that we should take, adds Izadinia (2013). It seems like without identity, it is difficult to achieve the goal.

According to Gee (2000), identity is “being recognized as a certain ‘kind of

characteristics. Then, for having characteristics as a certain identity, some changes will happen in one’s life. It is because “identity is not something one has, but something that develops during one’s whole life” (Beijaard, Meijer, and Verloop, 2004, p. 107). Therefore, identity is a ‘label’ for someone with certain recognition which develops in a certain process of interpreting self as Gee (2000) mentions about identity.

There are four ways to view identity which contributes to form certain kind of person. Those ways can determine certain identity like teachers professional identity as well.

Table 2.1 Four Ways to View Identity

Category Process Power Source of Power 1. Nature-identity:

a state developed from forces in nature 2. Institution-identity:

a position authorized by authorities within institutions 3. Discourse-identity:

an individual trait recognized in

the discourse/ dialogue

of/with “rational” individuals 4. Affinity-identity:

experiences shared in the practice

of “affinity groups” (Adopted from Gee, 2000, p. 100.)

The first category is nature-identity [N-identity], the way of looking at who I am and the answer may be ‘I am a girl’. This is given characteristics by nature and there is no control of it. N-identity is the “nature of person” and it is recognized by self or others. The second category is institution-identity [I-identity], the way of looking at who I am and the answer may be ‘I am a teacher’. It is not what the nature gives but it is a set of authorities under certain institution. Hence, there are specific duties in being a teacher and responsibilities upon the position. The third category is discourse identity [D-identity], the way of looking

at ‘who is she’ and the answer may be ‘she is charismatic’. This is about individual trait or personality which is recognized by others. Different to I-identity, D-identity can be nurtured to be better. The last category is affinity-identity [A-affinity-identity], the way of looking at who this person is and the answer may

be ‘this is my friends’. This is to say that this identity category comes from a

group or community with different backgrounds or characteristics of each member. It is also provides a sense of belonging.

In accordance with the essence of identity, Murphey (1998); Singh and Richards (2006) suggest identity as “the conceptualization, conscious or not, teachers have of themselves” (as cited in Izadinia, 2013, p. 694). It is to say that a teacher has an identity called teacher identity. However, teacher is

...an expert who is capable of imparting knowledge that will help learners to build, identify and to acquire skills that will be used to encounter the challenges in life. The teacher also provides to the learners knowledge, skills and values that enhance development. An educated person is capable of utilizing the available opportunities in both private and public sectors. The educated person can easily secure employment as well as having life skills that will enable him/her to interact well in the society (Senge, 2000, p. 26).

This framework states that teacher is an expert who has a role to educate students and certain skills to interact with different students and society. In addition, as teachers, it is important to be concerned more on self-development by giving the students knowledge, skill, and value that will give both teachers and students development.

In 2004, Beijaard et al. propose that teacher identity is one type of identities which defined variously. Yet, there is no definite meaning of it.

However, teacher identity considerably exists and it has been argued that teacher identity holds important roles in teaching (Izadinia, 2013).

Since identity keeps developing in a process, teacher identity is also changeable. Thus, teacher identity is not predetermined because teacher identity formation happens during an active process of learning to teach (Trent, 2010).

This “strongly determines the way teachers teach, the way they develop as

teachers and their attitudes toward educational changes” (Beijaard et al., 2004, p.

108).

Bullough (1997) suggests that teacher identity is “of vital concern to teacher education; it is the basis of meaning making and decision making”, consequently, “teacher education must begin, then, by exploring the teaching self” (p. 21). In teacher identity formation, teaching self is strongly needed to develop the identity because it is important to have teacher identity which leads to have commitment to the profession (Lerseth, 2013). The commitment is shown through

how teachers form the ‘only’ identity into ‘professional’ identity so that the

identity that teachers have is beyond expectation.

In 2004, Beijaard et al. state that “the concept of professional identity was related to teachers’ concept or images of self” (p. 108). It means that professional identity is the way for teachers to understand or make sense of themselves as a teacher, such as being aware of self-belief in teaching, their role in education field, and how they identify themselves as a professional. Moreover, Goodson and Cole (1994) consider, teacher is as a person and professional. In addition, professional identity is defined from self and happens in an ongoing process of

forming personal and professional sides of becoming a teacher (Beijaard et al., 2004).

The study from Antonek, Mccormick, and Donato (1997) on professional identity formation showed that professional identity of teacher “are woven from a combination of knowledge about affect, teaching, human relations, and subject matter” (p. 24). They defined teachers as a person who has knowledge of the learning material; teaching process (planning, implementing, assessing, and evaluating the learning process); and good relationship with students, colleagues, parents, and society. Thus, teachers should hold professionalism as their soul of occupation.

The formation of teacher professional identity can begin before students enter the teacher education program (Chong, Low, & Goh, 2011). Thus, there are some factors which may influence the formation of teacher professional identity such as historical, sociological, psychological, and cultural of the teachers (Beijaard et al., 2004). Motivation, emotion, context, and prior experiences also influence teacher professional identity formation and it is a continual flux during the certain program (Izadinia, 2013). Furthermore, professional identity refers to

the discovering of teachers’ self-performance in work and live based on

experiences in practice and their personal backgrounds (Tickle, 2000). The past experiences and personal background will always become the source of forming the professional identity.

Izadinia (2013), in her research on teacher identity of students, states that there are four main focuses on his study which are: reflective activities, learning

communities, context, and prior experiences. First, reflective activity: it is considered as important process in teacher professional identity formation because students construct their own learning. Students “reflect upon their own values, beliefs, feelings and teaching practices and experiences helps shape their professional identity” (p. 699) and through reflective activities in teacher education program evoke positive impact in students’ self-knowledge, cognitive and emotional selves, sense of agency, confidence, and self-dependency. Second, learning communities: to be in a certain community, individuals will gain confidence and commitment to the profession. Still, in communities is important to create supportive learning such as collaboration and reflection which impact the students professional identity. Third, context: the formation of professional identity may depend on contextual factors like interaction and environment. This is to say that external factors influence students development on professional identity. The last, prior experiences: this factor suggests the reasons for entering the teacher education program. The reasons are prior events and experiences. Those reasons give positive contribution to reform the identity and as learning opportunities. Nonetheless, Dewey states that “we do not learn from experiences, we learn from reflecting on experience”. Thus, by reflecting on the experiences, students can recognize the disharmony, growth, and new understanding.

According to Nias (1989), “teacher’s profesional identity is important in the sense that it is believed to strongly determine how teachers teach, how they develop professionally, and how they apporach educational changes” (cited in Schepens, Aelterman, & Vlerick, 2009, p. 6). Hence, to develop the identity,

Antonek et al. (1997) propose that reflective skill will contribute to the development of students’ identity because they will relate and reflect the experiences to their own knowledge, feelings, willing and able to integrate it into their images of themselves as teachers. A students’ biography is also important to the professional identity formation such as early childhood experiences, early teacher role models, previous teaching experiences, and significant or important people and significant prior experiences (Beijaard et al., 2004). In line with this, prior experiences matter a lot to the professional identity formation.

2. Professional Teacher

As the government states in Undang-Undang Republik Indonesia No. 14 Year 2005 about Teachers and Lecturers, it is explained that teacher is a professional educator with the main role of educating, guiding, training, assessing, and evaluating the students through both formal and informal education.Hence, in order to have education improvement, teachers should hold professionalism as their soul of occupation. In 1975, Hoyle defines professionalism as “strategies and rhetorics employed by members of an occupation in seeking to improve status, salary, and conditions” (p. 315). However, in 2001, he adds that professionalism do not focus on the enhancement of status; it is the improvement of service quality. Therefore, professionalism includes behavior and attitudes in order to improve the service quality (Demirkasımoğlu, 2010) and it “focuses on the question of what qualification and acquired capacities are, what competence is required for the successful exercise of an occupation is” (Englund, 1996, p. 76).

In accordance with the explanation above, teachers need to develop their professionalism to have good service quality and focus on qualification, capacity, and competence of an occupation. According to Richards and Renandya (2002, p.

385), “professional growth becomes a top priority”. Hence, as teachers, the

self-development toward professionalism should be increased since it is not only about mastering the knowledge of subject matter, but also the knowledge of pedagogy (Richards & Renandya, 2002). Lange (1990) adds that professional development

is “continued growth before and throughout a career” p. 250). Nonetheless,

professional development requires motivation and commitment which become the concept of teacher to identify them as professionals (Avalos & De Los Rios, 2013). The significant reason is that being a professional needs long journey and triggered by having certain qualification and competencies understanding such as pedagogy, personality, professional, and social and keep on track to develop the professionalism as a teacher (Mulyasa, 2008).

Mulyasa (2008) explains those competencies as: first, pedagogy competence is the ability to organize learning process. This competence covers about student understanding, planning, implementing, and evaluating the learning, and develop the students to explore themselves. Second, personality competence is having good attitude as a teacher and can be the role model to the students. Third, professional competence means the ability of mastering the knowledge of certain subject deeper. The last, social competence is the ability to communicate and socialize with the students, colleagues, parents, and society.

In identifying themselves as professionals, teachers find criteria of being professional teacher. According to Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 87 Year 2013 about Teacher Profession Education [PPG] Program, the requirement of being professional teacher is the students who succeed the competency test and get a certificate of professional educator (article 11). Then, PPG Program graduates will be given professional title: Gr behind the name and they are entitled as a professional (article 14). The government regulation gives a perspective that professional is measured by a test.

Conversely, as cited in Dhae (2014), Sockcet as in Reagan and Charles, 2009, proposes that standard measurements are not only the one which considers whether a person is professional. It means that the meaning of professional teacher can be seen from another perspective by looking out the essence of professional teacher from informal ways since “in reality the professional development of most language teachers occurs in a variety of informal ways” (Senior, 2006, p. 65). That is to say that being professional teacher is not only because of the qualification measurement. Thus, Baggini (2005) states, “for today’s teacher, professionalism is interpreted in terms of what extent the teachers overcome the difficulties and what extent they are able to use their skills and experiences related

to their profession” (as cited in Demirkasımoğlu, 2010, p. 2049). Experiences are

the key of someone’s growth.

Demirkasımoğlu (2010) argues that “the qualifications of professional

teachers are ‘being good at his/her job’, ‘fulfilling the highest standards’, and ‘achieving excellence’” (p. 2049). The question on how to be good, fulfill the

standards, and achieve excellence can be answered through constructing own understanding of being a teacher. Bereiter (1994) proposes that own understanding is constructed through experiencing things and reflecting those experiences. This framework elaborates that experience will help teachers to improve the quality by conceiving idea or plan in teaching or deepening the teacher profession. Therefore, teachers do need particular standards to support the quality.

The new pride in professionalism takes the perspective that teachers are not slaves to rules and routines established in state education departments and textbooks publishing houses. Rather, they are reflective decision-makers, selecting objectives and teaching procedures to meet the needs of different learners (Sadker & Sadker, 1997, p. 29).

According to Sadker and Sadker, teachers need to develop themselves in a positive way which is being self-reflective so that teacher can achieve a win-win situation: teachers deliver the knowledge well and students can absorb the knowledge. It means, teachers should know what things should do in the interaction of teaching and learning. Therefore, in order to create positive atmosphere in learning, teachers need to choose the suitable activity.

Being a professional teacher is more than didactic stuff (Nias, 1996). It is about how teachers relate the personal lives in work and how teachers value their lives. It is because consciously or not, teachers invest their ‘selves’ in their work. In teaching, teachers will not just teach what the students must have but value the lives and motivate the students to have strong willing to achieve what they dream about. Therefore, this kind of aspect is strongly needed since the successful of students learning is not about number.

3. “Self”

In order to have professional identity, students need to recognize the “self”. In other words, students should know how to maintain a positive sense of their identity. It refers to the meaning of self toward teacher profession and includes the quality of becoming a teacher which related to the four competencies proposed by Mulyasa (2008). Hence, students, in order to be a teacher along with its professional identity, responsibility, and demands adherence, need to construct the

“self” to fulfill their self-concept.

As cited in Epstein (1973), William James (1910) identifies self as “consisting of whatever the individual view as belonging to himself” (p. 2) and

Lecky (1945) “identifies self as the nucleus of the personality” (p. 3). William

James explains that the ‘belonging’ includes a material self, a social self, and a spiritual self. The material self is the individual’s own body, family, and possessions. The social self is the individual’s relation with others. The spiritual self is the emotions and desires. Those aspects have competence to heighten the self-esteem. Moreover, Cast & Burke (2002) espouse that “self-esteem is one of the most parts of the self-concept” (p. 1041).

According to Gecas and Schwalbe (1983), self-esteem is the positive evaluation of the self and it encompasses beliefs about oneself: competent and worthy which become dimensions of competence and worth (as cited in Cast & Burke, 2002, p. 1042). The competence dimension is how individuals see themselves as capable and efficacious while the worth dimension is how individuals feel themselves as valuable person. In the study of Tafarodi & Swann

(2001) about the dimensional esteem, stated that competence (so-called

self-competence) is closely related to Bandura’s (1989, 1992) self-efficacy. This is to

say that self-efficacy is part or self-esteem. Bandura (1989) defines self-efficacy as “people’s beliefs about their capabilities to exercise control over events that

control their lives” (p. 1175). Thus, self-efficacy is a belief of individuals’

capability in dealing with certain situation.

Having self-efficacy can determine the level of motivation. The stronger self-efficacy is perceived, the higher the goals set and the firmer the commitment to the goals. Furthermore, self-determination which involves “a sense of having to

engage in the actions” (Marylène Gagné & Deci, 2005, p. 334) is formed, and

then the goals accomplish. In the preparation of becoming a teacher, self-efficacy is strongly needed in order to achieve the professional works of teachers. Implicitly, they will have self-determination in which they will stick to the goals with their commitment. In addition, “those who have a strong belief in their capabilities exert greater effort to master the challenge” (Bandura, 1989, p. 1176).

Even though self-esteem is related to self-efficacy, they are not equivalent. In short, as Cast and Burke (2002) state in their study of esteem theory, self-esteem refers to self-motive which tends to the individuals’ behavior to maintain positive evaluation of the self. In addition, great maintenance of self-esteem will lead to motivation. To acquire the motivation, individuals can get it from external and internal encouragement. It means, not only the motivation acquired from outside the self, it can be acquired from inside the self and so-called self-motivation. Students, absolutely, need self-motivation to support their process of

forming professional identity in relation to be a professional teacher. Expectations and other people will affect the motivation of a person but intrinsic desire will contribute most since “intrinsically motivated achievement behavior more desirable than externally motivated behavior” (Stipek, 1988, p. 81).

In order to approach esteem along with efficacy and self-motivation, self-awareness strongly determines how individuals monitor their

acts. It is because “self-awareness is believed to be an inherently self-evaluate

state in which one views oneself as an object” (Pyszczynski & Greenberg, 1987,

p. 133). Self-awareness will help to evaluate and reflect on individuals’ acts or characters. Also, it implicitly helps individuals maintain their responsibility on the determined goals.

In constructing the “self” regarding to students’ professional identity and responsibility, self-concept shelters the personality of them. Self-esteem in which individuals believe that they are competent and worthy, will support the development of professional identity formation. On the other hand, the self-efficacy maintains the motivation inside the “self” to develop the self of understanding themselves as professionals. Moreover, in forming professional identity as a student, complexity will arise. Yet, since there are needs of individual in living the life which supposed to be fulfilled, self-determination helps the students to stick on their commitment. Then, self-awareness will contribute to evaluate on the performance of forming the professional identity in relation to be professional teacher.

4. Focus Group Interview

In conducting this research, the researcher employed focus group interview to obtain the data. Since this approach is considered as infrequently used, the researcher elaborates focus group interview in detail. Focus group interview is “to collect shared understanding from several individuals as well as to get views from

specific people” (Creswell, 2012, p. 218). Lederman (1995) states that focus

group interviews are “a technique involving the use of in-depth group interviews

in which participants are selected because they are a purposive” (as cited in Rabiee, 2004, p. 655).

The participants in this approach are “selected on the criteria that they would have something to say on the topic, are within the age-range, have similar socio-characteristics and would be comfortable talking to the interviewer and each

other” (Rubiee, 2004, p. 655). Thus, focus group interview lets the researcher get

the depth information through inter-personal relationship. It is because how people interact naturally is influenced by others. Furthermore, by listening to others’ opinion, it can stimulate others participants to form their own opinion. Also, the participants are free to answer in their own words. Hence, according to Ary et al. (2010), focus group interviews bring different perspective of the participants. In addition, focus group interview are “helpful when the researcher is

studying a topic that is new or one for which little information is available” and is

easy to conduct, economic, and more socially oriented. (Ary et al., 2010, p. 439). There are some characteristics of focus group interview proposed by Kruger and Casey (2002). First, the participants are carefully recruited and have

similar socio-characteristics. Second, the environment should be comfortable. Third, focus group interview has a moderator who skillful and communicative in the discussion. Fourth, the analysis and reporting should be systematic, verifiable, and appropriate. In conducting focus group interview, the researcher should record the conversation and take notes during the interview.

Focus group interview is part of qualitative research. Hence, the approach to analyze the data employs the analytical process. As cited in Rubiee (2004, p. 657), Ritchie and Spencer (1994) propose the framework analysis of focus group interview which consists of five key stages. They are familiarization, identifying a thematic framework, indexing, charting, mapping and interpretation. The analysis employs a thematic approach which allows themes to develop.

Some researchers had been employed focus group interviews as the approach to obtain the data. They were Kagan, Dennis, Igou, and Moore (1993) who examined the effects of a staff development program on the professional lives of four elementary teachers. The result was the teacher did not learn new thing but they recommit themselves to the profession. In addition, Rubiee (2004)

states that “focus group interview is becoming increasingly popular in health

research for exploring what individuals believe or feel as well as why they behave in the way they do.”

B. Theoretical Framework

After discussing the theoretical description, the researcher synthesizes this theoretical framework to answer the research question. The research question is

“how did students of PPG Program batch 2016 form their teacher professional identity?” In this part, the researcher explains the relation between theories proposed by the researcher with the research question and how the theories will help the researcher to anwser the question.

Teachers still become the main focus of the government in order to improve the national education building. Some regulations about teachers are formed by the government so it means that government gives special attention to teachers. On the teachers’ hands, they should accomplish the requirements as teachers. The four competencies should be mastered by the teachers. Certainly, professionalism should stick to them. However, professionalism becomes the highlighted issue in education field. Hence, the government plans out certification program through teacher profession education program called PPG Program.

In PPG Program of ELESP USD batch 2016, there are 13 students joined this program. It is found that the students have insufficient knowledge in English (Budiraharjo & Lasar, 2016). Meanwhile, professionalism is strongly needed for them as future teachers. In line with this, the researcher is going to find out to how the students of PPG Program formed their teacher professional identity. To answer this question, the researcher uses the theory of teacher professional identity, professional teacher, and “self”.

In the first part of theoretical description, the researcher discusses what teacher professional identity is. To make it clear, the researcher explains from what identity and teacher identity are in order to form the way of thinking on teacher professional identity. In description part, the researcher also explains how

teacher professional identity is formed and the factors may influence the formation of teacher professional identity.

The significance of identity is obtained from Wenger (1998), Izadinia (2013), Gee (2000), and Beijaard, Meijer, and Verloop (2004). Identity is kind of person which develops during one’s whole life. Then, the theory of teacher identity employed from Beijaard et al. (2004), Izadinia (2013), Trent (2010), Bullough (1997), and Lerseth (2013). From those experts, the researcher concludes that teacher identity is important to have in order to feature the commitment to the profession because it is determined by the process of learning to teach.

Furthermore, the theory of teacher professional identity is employed the theory proposed by Beijaard et al. (2004), Antonek, Mccormick, and Donato (1997), Chong, Low, and Goh (2011), Izadinia (2013), and Tickle (2000). Teacher professional identity is about how teachers understand and identify themselves as a professional. Based on the discussion, it is found that teacher professional identity happens in an ongoing process of forming personal and professional sides of becoming a teacher.

In the second part of theoretical description, the researcher discusses about professional teacher. The researcher employs some theories from Hoyle (1975),

Demirkasımoğlu (2010), Englund (1996), Richards and Renandya (2002), Avalos

and De Los Rios (2013), Mulyasa (2008), Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia No. 87 Year 2013 about PPG Program, Senior (2006), and Baggini (2005) to discuss about professional teacher. Professionalism

is the soul of teacher. It means, as teachers, it is important to improve the service quality. The service quality includes the four competencies of teacher: pedagogy, personality, professional, and social. Becoming a professional teachers is not merely only because succeeding the measurement stuff but also the self-understanding toward teacher profession and the soft skill to encounter the difficulties.

In the last part, the researcher employs some theories related to “self”. This theory brings up the intrinsic encouragement such as self-concept (James, 1910; Lecky, 1945), self-esteem (Cast & Burke, 2002; Gecas & Schwalbe, 1983; Tafarodi & Swann, 2001), self-efficacy (Bandura, 1989), self-motivation (Cast & Burke, 2002; Stipek, 1988), and self-awareness (Pyszczynski & Greenberg, 1987). These “self” concepts influence the forming of teacher professional identity. What comes from the inside matters a lot to the decision making.

The theory of teacher professional identity, professional teacher, and “self” will be used to answer the research question. The researcher will bracket the theory into some indicators. The indicators formed are to analyze the data. Therefore, based on the theories proposed in this research, the researcher argues that in forming teacher professional identity, it is needed to comprise the indicators of the theories.

CHAPTER III

RESEARCH METHODOLOGY

This chapter describes the methodology of the research employed to answer the research questions. 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

In conducting this research, the researcher implemented qualitative approach. According to Fraenkel and Wallen (2009) qualitative research is “investigation of the quality of relationship, activities, situations, or materials” (p. 435). It is said as investigation because the nature of qualitative research is to understand a holistic picture in order to get depth understanding rather than a numeric analysis of data (Ary, Jacobs, Sorensen, & Razavieh, 2010). The researcher as qualitative researcher is interested “in understanding how people interpret their experiences, how they construct their worlds, and what meaning they attribute to their experiences” (Merriam, 2009, p. 5). Hence, the researcher employed qualitative research to interpret the student’s phenomena of teacher professional identity formation during the process of becoming.

This research is to uncover the meaning of phenomenon investigated from students’ viewpoint to achieve an understanding (Merriam, 2009). Thus, the

researchers employed basic interpretative study. The researcher provided descriptive accounts of understanding through the data gathered (Ary et al., 2010). Therefore, the result of this research would provide a rich description. Furthermore, in gathering the data, the researcher conducted focus group interviews in order to describe how the students of PPG Program formed their teacher professional identity.

B. Research Setting

The research was conducted in English Language Education Study Program of Universitas Sanata Dharma. This research focused on studying the students teachers of PPG Program batch 2016 which was held in ELESP USD. The data gathered in the odd semester (November – December 2016), academic year 2016/2017 which was on (1) 27 November 2016 at Students Residence of Universitas Sanata Dharma and (2) 4 December 2016 at Almond Bakery and Gelato. It was conducted when participants finished the workshop and Internship Program Course [Program Pengalaman Lapangan/PPL].

C. Research Participants

In this research, the purposive sampling was chosen. Ary et al. (2010)

explain that “purposive sampling—also referred to as judgment sampling—

sample elements judged to be typical, or representative, are chosen from the population” (p. 156). Creswell (2012) adds “in purposeful sampling, researcher

intentionally selects individuals and sites to learn or understand the central

phenomenon” (p. 206). The participants were chosen by purpose(s) of the

researcher. Neuman (2006) mentions the participants of the research are those who have relevance to the research topic. In addition, Creswell and Clark (2010) propose that the researcher should choose the participants who had sufficient knowledge and direct experience of related discussion. Besides, the participants should have good verbal communication and willingness to express then explain their experience.

The researcher chose three out of 13 students of PPG Program. They were labeled as Participant 1 [P1], Participant 2 [P2], and Participant 3 [P3]. In choosing the participant, the researcher considered three things. First, the observation which was conducted two months before the focus group interviews and individual interview were employed; the researcher joined the class of PPG Program. Second, the sugesstion of one of the lecturers of PPG Program. After the observation was conducted, the lecturer suggested the three names of the students who have good verbal communication and are open to share about themselves. The last, personal life narratives of each students written by Markus Budiraharjo and Aloysia Berlindis Lasar titled Pedagogi Berkepedulian: Kisah-kisah Naratif Program Profesi Guru PBI Universitas Sanata Dharma (2016). It helped the researcher to convince that the three names were the appropriate participants in this research. Below is the brief description of each participant:

1. Participant 1

P1 was one of male students of PPG Program who came from NTT. Actually, he originally came from Timor Leste. However, because the lack of facilities in Timor Leste, he moved to Atambua, NTT with his uncle and aunt to study. In 2012, he graduated from English Education in one of the universities in Kupang, then he worked in elementary school and junior high school in Belu Regency, NTT. While working there, he was inspired by his friend to join SM-3T. Fortunately, he was accepted to join SM-3T in Papua and quitted from his job. After joining one-year-program of SM-3T, he joined PPG Program in ELESP of USD as the continuation program of SM-3T Program.

2. Participant 2

P2 was one of female students of PPG Program who came from Alor, NTT. She ever failed to pass the National Examination twice. However, she is a vigorous person who never give up. She even graduated from university in Kupang on time. She was belong to Education Department though she did not have motivation to learn English. After graduating from university, she came back to Alor and lived with her family. Then, she tried to join SM-3T. After long process to go, fortunately she was accepted to join this program and was placed in Kalimantan. After finishing the program of SM-3T, she was selected to join PPG Program in ELESP of USD.

3. Participant 3

P3 was one of female students of PPG Program. She came from Kupang, NTT. Becoming a teacher is her dream. Listening to the English song was her

motivation to join English Education in one of universities in Kupang. She studied in the same university as P1 and P2. However, she was younger than them. After graduating from university, she registered herself to join SM-3T Program. By joining the SM-3T Program, it shows that P3 is really determine to be a teacher. She admits that she loves teaching. She enjoyed to be a devoted teacher in Kalimantan and to learn more about teaching in ELESP USD.

D. Instruments and Data Gathering Technique

The researcher employed an interview guideline as an instrument. In order to gather the data for answering the research question, the researcher made use of interview guideline since the interview was conducted. Interview was chosen as the type of qualitative data that the researcher used in gathering the data. “A qualitative interview occurs when researcher ask one or more participants general, open-ended questions and record their answer” (Creswell, 2012, p. 207). In this research, the researcher conducted focus group interviews. This technique is open-ended information which means that the researcher gathers through interaction with participants. The researcher asked open-ended questions during the interview so that the participants could answer or give their open-ended response in their own words.

Kind of interviews conducted by the researcher were focus group discussion. Before conducting the focus group interviews, the researcher constructed interview guidelines. The researcher used highlighted topics list as a guide of the focus group interview (see Figure 4.1). The topics obtained was based

on the components and indicators in Table 3.2. Therefore, the interview guidelines helped the researcher to guide the participants to the topic.

The interviews were using Indonesian since it is the participants’ mother tongue. The purpose was to avoid misunderstanding between the researcher and the participants during the interview and to get better understanding. After obtaining the data, the researcher transcribed the interview records. The transcription of the interviews then was validated by member checking.

E. Data Analysis Technique

In order to analyze the data, the researcher elaborated some analysis techniques which were adapted from Ary et al. (2010) and Creswell (2012): familiarizing and organizing, coding and reducing, thematizing, and interpreting and representing.

Figure 3.1 Analysis Techniques

(Adapted from Ary et al., 2010 and Creswell, 2012.)

The first stage is familiarizing and organizing. In this step, the researcher transcribed the audio recording of the interview into a text. When transcribing the audiotape recording of the interviews, the researcher converted the audiotape recording into text data as it is, appears as appearances. This step is important in order to capture the essential nature and meaning from participants’ experiences. After transcribing, the researcher read and reread the transcription in order to make the researcher was familiar with the data (Ary et al., 2010).

After the researcher was familiar with the data, coding and reducing the raw data was needed. According to Ary et al. (2010, p. 483), this is “the core of

qualitative analysis”. The first step is bracketing the important interview data, so

the unrelated data of the interview would be eliminated. After reducing some unimportant parts in this research, the researcher coded the data. Ary et al. (2010) state that “coding is about developing concepts from the raw data” (p. 483).

• transcibe the audio recording of the interview

• read and reread the transciption

Familiarizing and Organizing

• summarize the data

• identify certain utterance of the data with appropiate code

Coding and Reducing

• categorize the similar code

Thematizing

• explain the data with related theories

• describe the data acquisition into a narrative

Interpreting and Representing

Hence, the researcher identified the certain utterance of the interviewees which was suitable with priori concepts derived from the literature that are used as code with appropriate code (Ary et al., 2010).

Table 3.1 Table of Coding

Codes Utterance Sub-theme

Below is the priori concept that the researcher highlighted from the researcher’s understanding toward the theories.

Table 3.2 Component and Indicators

Construct Indicators

Teacher’s Professional Identity - Having an education to educate learners (HEE) - Being able to identify skills that will be used to

face the challenges in life (AIS)

- Being able to utilize available opportunity (AUO) - Having life skills that enable him/her to interact

well in the society (HLS)

- Having commitment to the profession (HC) - Recognizing the self-characteristics (RSC) - Recognizing the self-role (RSR)

- Having self-reflection (HSR)

- Having reflective awarenes to values, beliefs, feeling, and teaching practices (HRA)

Teacher professional identity is the understanding of self as teachers by being aware to the value, belief, feeling, and teaching practices.

Professional Teachers - Understanding (appyling) the four competencies: pedagogy, personal, professional, and social (UC)

- Developing knowledge and understanding (DKU)

- Being a reflective decision maker (RDM) - Being able to motivate students (AMS)

- Being able to relate personal lives in class (ARP) - Having critical thinking (HCT)

Professional as teachers includes how teachers maintain the skills and interact with students, and value the profession as the facility to achieve meaningful learning.

Self-construction - Maintaining self-esteem (MSES) - Maintaining self-efficacy (MSEF) - Maintaining self-determination (MSD) - Having self-motivation (HSM)

- Maintaining self-awareness (MSA)

Constructing a positive sense of “self” helps the students to identify the development of their professional identity formation.

(Adapted from Senge, 2000; Lerseth, 2013; Gee, 2000; Antonek, 1997; Mulyasa, 2008; Sedker & Sedker, 1997; Nias, 1996; Gecas & Schwalbe, 1983; Bandura, 1989; Marylène

Gagné & Deci, 2005; Cast & Burke. 2002; Pyszczynski & Greenberg, 1987)

The third stage is thematizing. This is a major idea formation of the coding result (Creswell, 2012). In this stage, the researcher categorized the similar code to be discussed. In the other words, the researcher specified the indicators into certain themes by interconnecting the sub-themes obtained from each participant.

Table 3.3 Table of Interconnecting Sub-theme

Sub-theme Theme

The last stage is interpreting and representing. Ary et al. (2010) define interpretation as “bringing out the meaning, telling the story, providing an explanation, and developing plausible explanations” (p. 490). Interpreting reflects on the data of the participants and important understanding from its data. This is to take the essence of the data. After interpreting, the researcher represented the data in a form of narrative. The researcher also mentioned the chosen utterances which were related to the context and gave further explanation.

While analyzing the data, the researcher also validated the data. The data was validated by using internal member and external auditors checking strategy. The researcher did internal validation. Through self-reflection, the researcher validated the data. The researcher’ perceptions about the topic discussed might have been shaped by reading some references and theories which were related to the topic. The researcher also asked the two external auditors to validate the data

processed. They are an ELESP lecturer who was one of the lecturers of PPG Program batch 2016 in ELESP USD and an ELESP student who had the same participants with the researcher in conducting the thesis research. Hence, having a reviewer to look over the process of the study enhanced the overall validity of the qualitative study (Creswell, 2009).

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

In this chapter, the researcher presents the findings of the study which have been gathered using focus group interview. The findings of this research are to answer the research question “how did the students of PPG Program batch 2016 form their teacher professional identity?” There are three parts in this chapter, namely text acquisition, text description, and interpretation.

A. Text Acquisition

In this part, the researcher explains how the data was acquired. There are two main points to be discussed. First, participants’ story which discusses the background of the participants. Second, data acquisition which explains how the researcher obtained the data to be analyzed.

The participants of this research were three students of PPG Program batch 2016. In gathering the information, the researcher conducted two focus group interviews.

Table 4.1 Research Participants Participant Gender Origin

1 male Atambua, NTT

2 female Alor, NTT

3 female Kupang, NTT

Each participant is called as P1, P2, and P3. The only male is P1. The three participants are from the same place, NTT. They encountered the same problem

kriteria yang tadi saya sebutkan tentang profesionalisme itu, bagaimana menjadi guru yang profesional.

R: Apa yang unik dari LLTC?

P3: Uniknya pembawa materi. Speaker. Mereka melakukan penelitian-penelitian yang bagus dalam bidang pendidikan. Dan saya bersyukur bisa mengikuti program tersebut. Juga, penelitian yang mereka lakukan itu merupakan penelitian yang baru, yang update, tentang teknologi. Jadi kami mendapatkan banyak hal dari program itu. Tentang bagaimana—itu juga maksudnya kan supaya kami dalam mengajar itu menggunakan media-media yang bervariasi, supaya menarik anak didik, supaya anak didik mengikuti topik yang akan kami ajarkan. Jadi itu merupakan pengalaman yang baik. Maksudnya ada aplikasi-aplikasi yang bisa menunjang untuk mengajar, sebagai media. Saya pikir itu penelitan yang mereka lakukan itu merupakan penelitian yang sudah digital. Saya pikir sebagai guru profesional itu tahu bagaimana perkembangan IPTEK. Terus supaya anak didik juga, sekarang kan sudah era digital, jadi mereka lebih tertarik dengan apa yang kita ajarkan. Jadi itu pengalaman-pengalaman yang berharga.

HC HRA

R: P1 pernah cerita sama saya tentang pertama kali di Sanata Dharma dan berpengalaman melakukan refleksi diri. Mungkin bisa diceritakan? Karena juga kan sebagai seorang guru juga perlu refleksi. Apakah merefleksikan diri merupakan hal yang baru bagi kakak-kakak?

P3: Refleksi itu memang merupakan hal baru bagi kami. Memang pada saat pengajaran itu kami melakukan evaluasi untuk evaluasi hasil belajar. Tapi setelah sudah tahu hasilnya, kami maksudnya kalau misalnya nilainya agak di bawah, oh mungkin nanti... ya evaluasinya begitu saja tidak ada refleksi yang apa sih kendala-kendala yang dialami peserta didik yang mereka hadapi. Jadi saya pikir untuk refleksi itu bagus juga untuk kami. Itu melengkapi. Jadi guru profesional itu perlu berefleksi juga. Jadi, saya pikir refleksi itu baru.

Self-reflection

HLS

HCT

R: Adakah pengalaman-pengalaman yang baru Kakak dapatkan di sini?

P3: Wah banyak. Itu bagaimana membuat kuis online juga itu merupakan pengalaman baru. Bagaimana membuat kuis online, bagaimana membuat video dengan aplikasi Photo story, terus ikut LLTC, TOEFL, pokoknya banyak. Lupa sebagian.

Upgrading skills

Critical thinking P2: Pengalaman yang ada di USD ini sangat banyak ya. Dan

pengalaman-pengalaman baru yang kami temukan. Salah satunya kami duduk di sini merupakan sesuatu pengalaman yang baru. Karena waktu diminta untuk menjadi seorang narasumber, diminta untuk menjadi orang-orang yang mau diketahui tentang perjalanannya, dalam pikiran saya, kenapa USD istilahnya mau capek-capek begitu kan.

Dosen-dosennya mau menyuruh mahasiswanya untuk penelitian tentang kami. Itu pengalaman baru yang sangat luar biasa. Bagi kita itu biasa-biasa aja tetapi ternyata itu berharga buat dosen-dosen di sini, untuk Pak Markus, sehingga meminta kakak-kakak berdua untuk penelitian tentang kami, mau tahu tentang kami. Itu pengalamannya. Kemudian pengalaman untuk mengikuti seminar-seminar bahasa Inggris itu sangat sangat memacu keinginan kami untu maju. Kemudian bagaimana kami pernah nonton drama musikal juga, itu sangat luar biasa, secara gratis. Kami diperkenalkan dengan mahasiswa-mahasiswa yang pikiran kami begitu berharganya kami, begitu berharganya waktu kami di sini. Kemudian, pengalaman juga tentang refleksi. Saya juga sering mendengar tentang refleksi. Bahkan saya sering mengatakan tentang refleksi. Tetapi untuk tau tentang apa itu refleksi, bagaimana melakukan refleksi, sehingga refleksi itu benar-benar hadir di dalam kehidupan, berdampak untuk kita, kemudian berdampak untuk orang lain itu saya dapatkan di sini. Ternyata refleksi itu dalam pembelajarannya pun perlu untuk kita lakukan dan kita belajar untuk pertama kita melihat diri kita dan bersyukur, lalu kita sesal dengan apa yang kita lakukan, lalu apa yang mau kita lakukan selanjutnya. Dan itu tidak pernah didapat sebelumnya. Hanya tahu refleksi itu, kata refleksinya. Tetapi bagaimana untuk mengimplementasikannya itu kami baru dapat di sini. Itu yang kami dapat. Kemudian, kami melihat bahwa para dosen menunjukkan sikap humanisnya itu tinggi. Melihat mereka melakukan sifat humanisnya yang tinggi dan benar-benar terjadi untuk kami. Saya pernah beberapa kali tanya kepada beberapa mahasiswa yang ada di Student Residence. Saya tanya, Karena saya pikir jangan-jangan dosennya itu untuk kami yang beda perlakuannya. Lalu saya tanya ada sekitar 4 mahasiswa, saya sering ada sharing-sharing itu. Katanya semua mengatakan hal yang sama bahwa dosen-dosen di sini itu semua begitu, welcome, tapi menunjukkan sifat ketegasan juga. Artinya tidak memanjakan mahasiswa. Ada kasih tetapi ada ketegasan juga untuk mahasiswanya tidak malas-malasan dan sebagainya. Dan saya sangat bersyukur saya dapat di sini Karena saya belajar banyak hal di sini, banyak hal yang memacu semangat saya untuk maju. Bahwa ini hal-hal luar biasa, ini hal-hal berharga yang kami dapat. Kalau mau dibilang kalau dilihat dari kemampuan ya kami yang datang kesini, saya rasa sangat standar. Teman-teman kami yang high level, mereka dapat di Kupang. Itu artinya bahwa kami diberi kesempatan untuk belajar di tempat yang tepat. Saya bersyukur atas kesempatan belajar di sini. Dengan kemampuan bahasa Inggris yang biasa saja, saya merasa berada di tempat yang tempat untuk menambah pengetahuan. Dan saya di sini akan belajar banyak hal dan ketika saya

HC RSR HSR HRA AIS HLS HSM

kembali kami akan mengimplementasikan apa yang sudah saya pelajari. Itu saya belajar di Sanata Dharma dan harapan saya adalah tahun depan saya mengharapkan ada Bahasa Inggris di NTT. Teman-teman saya juga, saya maunya bawa mereka ke sini. Karena kita belajar banyak hal di sini, termasuk kita belajar untuk banyak hal. Seperti refleksinya, kemudian dosen-dosennya, terus pengajaran akan kedekatan terhadap anak didik, itu juga saya dapatnya di sini. Ada banyak hal yang belum bisa saya lakukan.

Professional identities P1: Oke, setelah berada di Sanata Dharma, hal-hal baru yang

saya dapat itu, ya seperti yang tadi sudah disebutkan oleh teman-teman sebagian besar oleh P2 dan P3. Satu hal yang saya dapatkan itu tentang bagaimana kita belajar, kita menikmati semua hal yang kita lakukan. Semua yang kita lakukan itu kita jangan menganggap sebagai satu beban tetapi kita harus menikmatinya. Dan itu saya pikir itu satu hal yang saya pelajari. Karena kedepannya, sebagai seorang guru itu kan kita tidak akan selamanya diperhadapkan dengan situasi dimana kita akan selalu mencintai pekerjaan kita, profesi kita. Ada tahap dimana kita akan merasa bosan, ada tahap dimana kita akan merasa tidak suka pada profesi kita. Tetapi, di sini saya belajar bahwa apapun yang kita lakukan ketika mindset kita terhadap apa yang kita lakukan itu adalah kita melakukannya itu dengan hati yang tulus dan itu dilakukan untuk kebaikan bersama. Maka kita akan menikmati apa yang kita kerjakan dan secara tidak langsung hasilnya itu akan memuaskan. Itu saya belajar di sini. Terus, hal yang saya pelajari lagi kita harus menyeimbangkan antara kerja sama refreshing. Ini juga salah satu trik yang saya senangi itu ketika kami awal mau turun ke sekolah, besoknya mau turun ke sekolah, hari ini kita dibawa jalan-jalan. Artinya kita jangan terlalu membuat siswa itu merasa tegang dengan keadaan. Mungkin saya belajar di sini misalnya besok pagi siswa-siswi itu akan melakukan Ujian Nasional, baik SMP atau SMA itu merupakan momen yang sangat menegangkan. Mungkin itu contoh yang bagus yang saya ambil. Maksudnya, ketika siswa-siswi itu mau menghadapi ujian, mungkin sebelumnya mereka butuh refreshing supaya mereka jangan terbebani dengan ujian yang menurut mereka sangat menegangkan. Dan itu yang harus saya alami. Terus, seperti sedikit tentang refleksi, saya jadi berusaha untuk belajar dan meningkatkan kemampuan Bahasa Inggris saya karena ketika saya berada di Jogja, itu kebanggaan buat orang tua saya. Artinya, ketika di Jogja kita sudah disuguhi dengan banyal hal-hal indah, hal-hal bagus, terkadang kan membuat kita, membuat saya lupa akan siapa saya sebenarnya. Tapi ketika melakukan refleksi, saya sadar, saya di sini kan karena mendapatkan kesempatan untuk belajar. Jadi hal itu yang harus selalu diingat bahwa tidak semua orang mendapatkan

kesempatan yang sama. Terus, saya selalu sadar dengan refleksi itu saya selalu memotivasi diri saya. Banyak guru di sekolah yang mengatakan teman-teman itu mendapatkan kesempatan yang sangat istimewa sekali belajar di Jogja. Jadi teman-teman itu jika pulang paling tidak harus membawa sesuatu. Jadi saya berpikir betul bahwa ketika kita dikasih kesempatan untuk belajar, paling tidak ada satu hal yang bisa kita bawa pulang. Menurut saya yang bisa dibawa pulang itu banyak hal, tetapi yang terpenting itu yang berkaitan dengan misi kita. Karena saya pikir, berkaitan dengan bahasa Inggris saya tidak mungkin mendapatkannya di Kupang. Itu saya pikir itu sulit, dan itu yang saya manfaatkan betul. Dan satu hal lagi yang saya pelajari, di sini kedekatan mahasiswa dengan dosen sangat luar biasa. Saya melihat, pengalaman kami, Pak Pius itu beberapa kali memperbaiki laptopnya teman kami. Laptopnya rusak itu diperbaiki oleh Pak Pius. Saya merasa itu kedekatan yang luar biasa. Di NTT itu, jangankan berhubungan baik, dekat saja susah. Jadi ada gap yang sangat besar antara mahasiswa sama dosen. Jadi saya belajar bahwa status itu bukanlah hambatan, bukanlah gap yang harus dijadikan pemisah antara mahasiswa dengan dosen. Saya pikir, mahasiswa sama dosen itu sama dengan guru dengan siswa. Artinya mereka itu partner kerja yang harus satu sama lain harus saling melengkapi. Yang pertama supaya bisa melengkapi satu sama lain, harus ada kedekatan yang bagus dulu. Itu yang saya rasakan. Dan saya pikir itu yang pengalaman saya setahun di daerah pedalaman, saya pikir itu yang jarang terjadi di daerah-daerah khususnya kita yang di Timur itu mungkin yang kurang. Sehingga ini hal-hal baru yang saya bisa dapat di Sanata Dharma dan di sekolah PPL saya kemarin, saya berpikir itu hal yang sama yang didapatkan di sini. Hal baru lagi itu mungkin saat mengikuti LLTC itu juga pengalaman baru buat kami. Disana itu, saya pernah ikut tetapi saya tidak pernah bertanya. Artinya, keberanian saya untuk bertanya dan menggunakan Bahasa Inggris itu mungkin saya rasa saya bisa, tetapi keberanian untuk mengungkapkannya itu belum ada. Dan di Sanata Dharma, karena dosen-dosen itu selalu mendukung bahwa tidak apa-apa, kalian harus berani. Jadi itu yang membuat kami sadar bahwa kami harus berani. Artinya, kita di lingkungan dimana semua orang berbahasa Inggris, jadi kita juga harus bisa. Jadi ketika di LLTC itu, ketika keynote speaker, saya satu kali bertanya dan ketika sudah adasession-session itu saya sering bertanya jadi keberanian saya itu meningkat.

95

APPENDIX C

INTERCONNECTING SUB-THEME

1.

P1’s personal account

Sub-theme

Theme

1.

Self-awareness

2.

Professional identities

3.

Being strategic

4.

Self-esteem

5.

Critical thinking

6.

Thinking about problems and solutions

7.

Becoming role-model

8.

Decision maker

9.

Priority on students

Self-construction

Being a professional

teacher

2.

P2’s personal account

Sub-theme

Theme

1.

Self-reflection

2.

Self-motivation

3.

Self-adaptation

4.

Critical thinking

5.

Developing knowledge and understanding

6.

Thinking about problem and solution

Self-construction

Being a professional

teacher

3.

P3’s personal account

Sub-theme

Theme

1.

Professional identities

2.

Having curiousity to learn

3.

Self-reflection

4.

Commitment

5.

Maintaining a sense of priority

6.

Professionalism

7.

Being professional

8.

Building professionalism

9.

Upgrading skills

Self-construction

Being a professional

teacher