a study of teacher professional identity … · · 2017-12-16teacher professional identity...

i

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

I :it:-:l

TEACHER PROFESSIONAL II}ENTITY FORMATION ONPPG STIJDEI{TS BATCH 2016 IN ELESP USD

ByMartha Giovani Angga$a Paramita

Shrdenr Number: l3l2l4037

Date

L4[rilr,Z}l7d-/

Markus Budiralrarjo, M.Ed., Ed.D.


ASarjana Pendidikavt Tfiesis on

A STUI}Y OFTEA C H F',R PROF E SSIOIYAL IDEN TITY FORMATI ON ON

PPG STUDENTS BATCII 2E16IN EI"ESP USD

By}dARTI{A GNOVANI ANGGAS'TA ?ARAMTTA

Stud€ilt Numbec 131214037

Defeffbsftre the Board o"fExamiue{s:' , on 11 Jufui 2017 ,:l

ad Declared Acceptable

,a: a:.: .

t-

Chairpersen

^:secfetary

il{efinbs

tV{e,mher

Menrber

Yogr*arta" 1t Juny?*l?Frculty of Teacbers Trainfuig and Educatioa


STATEMEI\T OF 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

-\\,Martha Giovani Anggasta Paramita

13t214037

iv


LEMBAR PERSETUJ LIAN PUBLIK.ASIKARYA 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 OFTEACHER 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



vi

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 Nawacita, 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 Nawacita which comes after, seem to

have a good synergy. One of the targets in Nawacita 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

Program, SM-3T


vii

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


viii

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,


ix

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,



x

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

B. Theoretical Framework ........................................................................ 24


xi

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

APPENDICES .................................................................................................. 71


xii

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

Table 4.2 Sub-theme Identification .................................................................... 41


xiii

LIST OF FIGURES

Figure 3.1 Analysis Techniques ......................................................................... 34

Figure 4.1 Interview Guidelines ......................................................................... 39

Figure 4.2 Text Aquisition ................................................................................. 40


xiv

LIST OF APPENDICES

APPENDIX A ................................................................................................... 72

APPENDIX B ................................................................................................... 84

APPENDIX C ................................................................................................... 95


1

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


2

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


3

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 [Program

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


4

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 awal-awal 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 dari 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

optimistic to be English teachers.


5

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.


6

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


7

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


8

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


9

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).


10

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

person’ in a given context” (p. 99). It is about who someone with certain


11

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


12

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-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.


13

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


14

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


15

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,


16

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).


17

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.


18

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


19

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.


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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


21

(2001) about the dimensional self-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 self-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


22

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 self-esteem along with self-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



23

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


24

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


25

“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


26

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


27

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.


28

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


29

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


30

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:


31

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


32

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


33

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.


34

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 codeThematizing

• explain the data with related theories

• describe the data acquisition into a narrative

Interpreting and Representing


35

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)


36

- 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


37

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).


38

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


39

during PPG Program in ELESP USD. The big gap of learning process between

their previous study and their study in PPG Program affected themselves to

develop. The feeling of being inferior also happened to them. However, they have

shared the same experiences in which they become motivated and be able to

reflect their experience when they studied in NTT, joined SM-3T and PPG

Program. In the process of becoming, they could realize that they should have

high motivation in order to be a great teacher.

After finding appropriate participants, the researcher gathered components

and indicators from the theories proposed in this research (see Table 3.1) which

would help the researcher to code and find the meaning of the interviews result.

Further, the researcher constructed the interview questions. This was guidelines

for the researcher to gather the data and the participants were allowed to articulate

what was in their mind related to their professional identity, especially how they

learned from experiences which helped them to form their professional identity.

Below is the table of interview guidelines:

Interview Guidelines

FGI 1

1. The experiences of learning for bachelors degree in NTT 2. The motivation of learning in PPG Program

3. The experiences of teaching in 3T

4. The reasons of joining SM-3T and PPG Program

5. The vision of being English teacher

FGI 2

1. The students’ knowledge about PPG Program

2. The feelings of joining PPG Program in ELESP USD

3. The expectations of joining PPG Program 4. The experiences of learning in PPG Program which affect professionalism as

teachers

5. The new experiences happened during PPG Program in ELESP USD

Figure 4.1 Interview Guidelines


40

This framework of guidelines helped the researcher to guide the participants to

explore what is in their mind.

In gathering the data, the interviews were well-conducted since the

participants kindly cooperated with the researcher. After conducting the focus

group interviews, the researcher transcribed the recording data and directly

confirmed the result of the transcription to the participants. Then, the researcher

coded the transcription to determine the sub-theme. The sub-theme helped the

researcher to obtain the developed themes.

Figure 4.2 Text Acquisition

In identifying the sub-themes, the researcher focused on understanding

participants’ perspectives toward the topic or the essence of what the participants’

talked about. The example of coding process as follows:

1• transcribing

2• coding

3• sub-themes

4

• interconnecting themes

5• emergent themes

6• interpretation


41

Table 4.2 Sub-theme Identification

Codes Description Line Sub-themes

HSR

HC

HSM

Ya, saya sadar bahwa saya Sarjana Pendidikan

Bahasa Inggris dan itu berarti bahwa kedepannya itu

ilmu yang sudah saya dapat itu harus saya terapkan, harus saya bagikan dengan peserta didik saya nanti.

Ketika saya mendapat kesempatan untuk belajar di

Sanata Dharma, untuk melanjutkan program PPG, saya menyadari betul bahwa saya sangat kurang

dalam kemampuan berbahasa Inggris saya, mungkin

saya bandingkan dengan teman-teman yang disini.

Dan saya merasa termotivasi untuk bisa meningkatkan kemampuan saya karena saya ingin

ketika saya kembali ke daerah, saya bisa

membagikan ilmu yang saya dapat di Sanata Dharma. Supaya murid-murid saya disana, ya

pengetahuan mereka tidak sama seperti saya. Artinya

waktu dulu saya masih SMA, atau SMP, waktu saya masih kuliah, itu pengetahuan saya kurang, tetapi

dengan mendapat kesempatan disini untuk belajar,

saya ingin memotivasi diri saya dengan lingkungan

yang ada di Sanata Dharma ini untuk bisa meningkatkan kemampuan berbahasa Inggris saya

agar kembali ke sana saya bisa memberikan sesuatu

yang bernilai untuk murid di sana sehingga mereka bisa berkembang dengan lebih baik.

I realize, I am a bachelor of English Education in

which the knowledge I got, should be applied and shared to my students later on. When I was studying

in Sanata Dharma during PPG Program, I realize that

my English skills are not good enough. However, I am motivated to enhance my knowledge because

when I come back to my place, I can give or share

what I have got in Sanata Dharma. Hence, my students will not experience the same thing with me.

I did not have sufficient knowledge when I was SMP,

SMA, and studying in university. Yet, my experience

of studying here motivates me to enhance my English knowledge so that I can give something valueable for

my students to develop.

(P1, FGI-1, p. 68)

1

2

3 4

5

6 7

8

9

10 11

12

13 14

15

16 17

18

19

20 21

22

23 24

25

26

27 28

29

30 31

32

33 34

35

36

37 38

39

40

Professional

identities

The researcher determined that the utterance has three codes. The codes obtained

are HSR (having self-reflection), HC (having commitment), and HSM (having

self-motivation). The code of HSR is seen from line 26-28. The P1 reflected that


42

he is English Education graduates so that he should have English knowledge in

order to teach the students. In this view, he has responsibility on his title. The

code of HC is seen from 32-34 which stated that P1 wanted to go back to his

place, devoting himself as a teacher. There is a commitment and consistency of

what he has studied to the profession which is related to his study. The last code,

HSM is seen from 36-39. In this statement of P1, it is stated that the motivation

came from his awareness to his experiences when he studied in NTT. He hoped

the students to experience good learning process.

In the process of coding, it was possible to have more than one code since

the code represented what the participants talked about in more detail. Conversely,

the sub-themes obtained were from what the participants talked in general, which

represented the code. However, in order to get the sub-theme of the description,

the researcher deduced the description. The codes obtained were to help the

researcher to conclude the meaning of the participants’ thought.

As seen in the Table 4.2, the researcher conlcuded that the sub-theme of

this description was professional identity. The researcher’s way of thinking was

what the representation words of the description which had HSR, HC, and HSM

as the code. Professional identity is what a person has in certain profession. In the

description, the P1 said that he is a bachelor of English Education but his English

skills are not good enough. Yet, he still has commitment to teach students in his

origin place which has limited access to education. This shows P1 professional

identity as teacher.


43

After determining the sub-themes of each description, the researcher

categorized the sub-themes. The researcher listed the sub-themes obtained from

each participant (interconnecting sub-theme) and the next step was to find the

developed theme based on the sub-themes. The theme was determined as general

classification from sub-themes.

B. Text Description

This part describes participants’ background from the focus group

interviews which includes participants’ understanding, feelings, and experiences

during their process of becoming. Those backgrounds can affect their process of

professional identities formation. The findings are described in a story containing

participants’ personal identities toward their self-construction and being a


1. Self-construction

Coming from having difficult experiences of becoming a teacher, P1, P2,

and P3 constructed themselves with their own ways. With consciousness or not,

they have constructed their professional identity, especially in how they look into

themselves as a person with their journey of becoming in recent years. Their

reflection of what they have experienced led them to the commitment of

becoming a teacher.

a. Participant 1

P1 was one is one of male students of PPG Program who originally came

from Timor Leste. Yet, because a lack of facilities in Timor Leste, he moved to


44

Atambua, NTT. He lives with his uncle and aunt to study. Actually, being an

English teacher was not what P1 has planned even he did not plan to continue his

study to university. This kind of situation affected his learning process when he

finally decided to continue the study. However, some problems arose during the

learning process because he did not prepare himself to study in the higher

education. As a result, at the beginning of his college life, he could not adapt well

and encountered some difficulties during the learning process. The lack of facility

was also the problem for him; the lecturers did not give sufficient English

language comprehension and explain more detail about the knowledge given. It

made P1 did not understand about the material. Moreover, there was limited

internet access to support the study.

Thus, to overcome his difficulties in understanding the knowledge, he

asked his friends about the material. When he did some assignments, he asked his

friend for a help. The discussion made him ended up with making group learning.

Even though he realized that he was not good in English, P1 reflected that he

should handle his problem in learning.

“... saya menyadari bahwa saya pilih bahasa Inggris berarti saya harus,

meskipun pengetahuan dasar saya kurang, tetapi saya harus berusaha

untuk mendalami itu karena bahasa Inggris sudah saya pilih sebagai

latar, ilmu dasar yang harus saya tekuni untuk masa depan saya.” (P1,

FGI-1, p. 72)

(... I realized that I have chosen English, meaning that even though I have

insufficient English knowledge, I have to strive to deepen my English

knowledge which I chose as basic knowledge for my future.)


45

P1 realized that majoring English education means that he should master on that

field. As he chose English, P1 tried his best and put his commitment to learn

English because he was aware of his condition which needed to develop.

After graduating from university in 2012, P1 became an English teacher of

elementary and junior high school in Belu Regency, NTT. While working there,

he was inspired by his friend to join SM-3T. Moreover, the place where he lived

had tight competition and nepotism culture. He also reflected that even though he

had a job, the salary was not enough to fulfil his needs. He realized that it would

be hard for him to stay. Thus, he thought that SM-3T was a pledge program for

his future and SM-3T was a good chance for him to have a better life. Without

giving notification to his school, P1 registered himself to the program. His choice

to join SM-3T was a big decision he made.

“... jadi saya mengikuti program ini karena bagi saya program ini

menjanjikan karena selain berbagi dengan saudara-saudara kita yang ada

di daerah lain, saya juga bisa melihat daerah lain, bisa mengenal budaya

lain, dan juga bisa mempersiapkan masa depan saya lebih bagus.” (P1,

FGI-1, p. 79)

(... I joined this program because I think this program is so beneficial for

me. Besides I can share with other people in the remote area, I can also

know the culture of that area and prepare myself for a better future.)

P1’s decision to join the program was his decision in being strategic to choose the

right chance in order to courage himself as a teacher. He knew what he should do

to develop himself, apart from his insufficient knowledge of English. This kind of

action was the result of self-motivated that he built for a better life. Fortunately,

he was accepted to join SM-3T in Papua and quitted from his job as a teacher.

Then, he lived a life, a one-year-program to teach in Papua. After joining one-year


46

program of SM-3T, he joined PPG Program in ELESP of USD as a continuation

program of SM-3T.

Coming from NTT to Yogyakarta for PPG Program became unforgettable

moment for P1. There was a big gap of learning process in Yogyakarta and NTT.

Everything was different to his past when studying for bachelors degree. At the

beginning of PPG Program, he was afraid and felt inferior joining PPG Program

in ELESP USD, in which the English Department is well-known. However, the

services that the lecturers gave really helped him. He started to enjoy the program

comfortably and got so many new experiences during PPG Program in ELESP

USD. The spirit of learning English and how to be a good English teacher was

increasing. He was motivated to learn more. Moreover, the lecturers of ELESP

USD really motivated and appreciated what the students of PPG Program had.

When he had a chance to study in ELESP USD, he realized that his English skill

was not good compared to students of ELESP USD. However, since the lecturers

helped him a lot to his learning development, he was motivated to improve his

knowledge. The reason was:

“... saya ingin ketika kembali ke daerah, saya bisa membagikan ilmu yang

saya dapat di Sanata Dharma, supaya murid-murid saya di sana tidak

mengalami hal yang sama seperti saya.” (P1, FGI-1, p. 75)

(... I hope, when I come back to my region, I can share my knowledge

which I got in Sanata Dharma, so that my students will not experience the

same things like what I have experienced.)

Reflecting on his difficult experiences when he was studying in SMP,

SMA, and university, he did not have sufficient knowledge. He committed to

teach the students with what he got in Sanata Dharma. He wanted the students to


47

get enough explanation of the material. His past experience of getting confused of

what the lecturer taught when he was in university led him to be a better person

for the teacher profession. P1 built his self-esteem by considering the new

experiences during PPG Program in ELESP USD as his inspiration to be a


PPG Program is set to create professional teachers. However, in the

ELESP USD, the students not only focused on the administration (lesson plan,

syllabus, learning material, etc.) but also encouraged to learn the basic knowledge

of English. P1 realized, this was for his knowledge improvement of English skills.

“... kami sebagai seorang guru kan tidak selamanya berhadapan dengan

perangkat pembelajaran tetapi yang lebih penting itu bagaimana kita

menguasai ilmu kita dan menransferkan ke siswa-siswa kita.” (P1, FGI-2,

p. 85)

(... as a teacher we do not only focus on learning apparatus, but the most

important thing is how we master our knowledge in order to be transfered

to our students.)

The thought of P1 toward what he got in ELESP USD brought him to his critical

thinking of getting additional schedule, i.e. every Saturday, to learn more on

grammar in PPG Program to enhance his knowledge of English. This helped him

to construct himself as a professional.

b. Participant 2

Compared with P1, P2 had a different beginning story. She did not have

motivation to learn English in the very first place. She chose English education

because she didn’t know where to go and she just wanted to learn English without

any motivations. She realized her English competence was not good. However,

she did not have external encouragement which helped her to improve herself.


48

During her study in the university, she also encountered the same condition

with P1. Lack of facilities became a big problem in her study. Limited to the

internet access hindered her to seek information related to the study. It became an

obstacle for her to improve the knowledge. However, she realized that:

“Ini belajar bahasa Inggris, artinya kita harus tau segala sesuatu tentang

bahasa Inggris. Tidak hanya tau strukturnya tetapi bagaimana kita

menggunakannya itu.” (P2, FGI-1, p. 73)

(Learning English means we have to know about English, not only the

grammar but also how we apply the language.)

She did reflect that English is important for her as English Education student at

that time. Hence, through self-reflection, it encouraged her not to complain with

the condition she encountered as she was motivated to learn English.

After graduating from university, she tried to join SM-3T. After long

process to go, fortunately she was accepted to join this program and was placed in

Kalimantan. Her motivation of joining this program was not to devote herself to

teach in remote area, it was merely just for fun, going out of NTT and seeing other

cultures, having new experiences, and knowing how the education held in the

remote area. Since the SM-3T Program will continue to PPG Program, inevitably,

she should go to where she would join PPG Program. At first, she thought that she

would join PPG Program in Kupang and she did not prepare anything. However,

when the announcement came out, she was shocked that she was placed in USD,

Yogyakarta to join PPG Program. In her opinion, education in Java is different to

his region, especially in English subject matter. Students in Yogyakarta are able to

communicate using English well better than her. Moreover, she did not know

about USD. When she knew that USD is one of the best private universities in


49

Indonesia and has a well-known English Department, she felt inferior and anxious

even more. P2 acknowledged that her ability in English was so low. However, she

convinced herself that when she was sent to good university, meaning that she

would get meaningful experiences in order to improve herself to be an English

teacher.

In the process of PPG Program, P2 was successful to adapt in all

conditions that she worried about.

“Ketika sudah ada di sini, ketika para dosen melihat kekurangan dalam

diri kami khususnya dalam kemampuan berbahasa Inggris kami, saya

merasa aman. Mereka tidak menjauhkan kami tetapi mengangkat kami

untuk maju.” (P2, FGI-2, p. 86)

(When the lecturers realized our weakness in term of English knowledge

and skills, I felt secure. They did not alienate us but helped us to develop

and improve ourselves.)

The engagement of the lecturers in ELESP USD evoked the self-adaptation of P2.

She felt secure so it made her could adapt well in order to achieve her expectation

joining PPG Program which is to improve teacher professionalism.

Motivation is not something which always appears at the beginning of the

process. Thus, P2’s motivation of being a teacher arose in the middle of the

process of becoming. P2 said that her existence of being student of PPG Program

in ELESP USD was because motivation. The motivation which encouraged her to

develop and let her difficult experiences that she had been through was a part of

motivation.

The self-motivation in P2, maintained the positive evaluation so that she

could commit to her profession as a future English teacher.


50

“Saya bersyukur atas kesempatan belajar di sini. Dengan kemampuan

bahasa Inggris yang biasa saja, saya merasa berada di tempat yang tepat

untuk menambah pengetahuan. Dan saya di sini belajar banyak hal dan

ketika saya kembali saya akan mengimpelentasikan apa yang sudah saya

pelajari.” (P2, FGI-2, p. 93)

(I am grateful for the opportunity to study here. With not-so-good English

skills I have, I feel like I am in the right place to enhance my knowledge.

Here, I learn many things. When I go back to my region, I will implement

what I have learned here.)

The willingness to share what she got is a good step to maintain her commitment

to the profession by creating a culture of high expectation in her region without

violence in education. Hence, in PPG Program, she learned to break her own limit.

c. Participant 3

Coming from the same culture and education background as P1 and P2, P3

also had the same difficult experiences in the process of becoming. She admitted

that information access in her college life was limited. She was full of curiosity so

that the condition of being limited or bounded made her frustrated. In fact, the

curiosity she had was because the limited information given by the lecturer. The

learning process mostly used Indonesian though. She was less-motivated in

learning English, though she realized that she was an English teacher candidate

who should master English knowledge. However, the skill that she was confident

about was only writing. When it came to speak in English, she was aware whether

she used a proper grammar and pronunciation.

“Kami hanya fokusnya pada writing. Jadi kalau speaking kami tidak

percaya diri untuk berbicara dalam bahasa Inggris, jangan-jangan saya

bicaranya salah. Apalagi, dosen-dosen kurang memberi semangat dan

motivasi berbicara. Setiap bertemu di jalan juga pakai bahasa Indonesia.

Jadi kami menyapanya juga dengan bahasa Indonesia, padahal kami

jurusan bahasa Inggris, terlebih calon guru bahasa Inggris.” (P3, FGI-1,

p. 74)


51

(We only focused on writing so that when it comes to speaking, I was not

confident to speak. Moreover, the lecturers did not motivate us to speak in

English. It showed when we met outside the class. We greeted using

bahasa Indonesia, though we were English students, especially as English

teacher candidate.)

Even though she realized that she was an English Education student, she did not

have courage to develop. When she was studying for her bachelors degree, she did

not get sufficient learning media and materials so that she was so lacking in

knowledge and teaching strategies.

After graduating from university, P3 followed her cousins who joined SM-

3T. P3 registered herself to this program and she was accepted and placed in

Kalimantan.

“Saya senang mengikuti program ini karena saya kan Sarjana Pendidikan

yang dasarnya mengajar. Jadi saya mengikuti program ini karena saya

suka mengajar.” (P3, FGI-1, p. 79)

(I was happy joining SM-3T Program because basically I am English

Education graduate. I joined this program because I love teaching.)

She joined this program because she loves teaching. As she joined this

program, she was maintaining her commitment to what she has achieved, being a

bachelors of English Education. As an English Education graduate, she wanted to

teach in a new place. She also wanted to know how education in remote area held

and the culture has in Kalimantan, especially. All the inadequacy she encountered

did not make her give up easily. She was grateful to join SM-3T Program.

After joining SM-3T Program, she should continue the study—PPG

Program. The same with two other participants, she felt inferior to know that his

profession education would be held in ELESP of USD. Since it is a good place to


52

study, what came into her mind was the lecturers were having discipline attitude

and so frightening. In fact, when she learned in ELESP of USD, she realized that

the lecturers were so kind and flexible. They also gave encouragement by

appreciating and motivating the students of PPG Program to be better. The

activities of learning in PPG Program were so varied. She felt that everything that

the lecturers gave was so beneficial for them. There were so many new things and

experiences that she got through this program.

“Jadi kami itu selain diberikan informasi yang detail kami juga dikasih

sumber-sumber lain yang mendukung materi yang disampaikan di kelas.

Jadi itu membuat saya lebih termotivasi lagi karena rasa keingintahuan

saya tinggi.” (P3, FGI-1, p. 75)

(Besides we were given detail information, we given also some other

sources to support the materials explained in the class. So, it made me

motivated because I have high curiosity toward everything.)

The adequate facilities in ELESP USD changed P3 motivation to learn.

She has curiosity to learn and her curiosity was fulfilled. Being asked about what

kind of teacher she will be, she answered:

“... saya ingin menjadi guru yang selalu berpikir positif, yang cinta anak

didik. Saya ingin menjadi guru yang memotivasi karena saya juga

termotivasi dari guru-guru dan dosen-dosen di sini. Juga ingin menjadi

guru yang selalu berefleksi. Saya juga pasti akan mengajarkan anak-anak

didik saya untuk selalu berefleksi agar apa yang mereka dapatkan itu bisa

mereka lihat lagi kendala apa yang dihadapi dan apa tindak lanjut dari

masalah yang mereka hadapi itu.” (P3, FGI-1, p. 81)

(... I want to be a teacher who positively think and love students. I want to

be a motivated teacher since I was motivated by teachers and lecturers

here. Also, I want to be a teacher who always reflects to what I have done.

I also want to teach my students to reflect on what the problems they

encounter and how they solve the problems.)

By focusing on what the students need, P3 maintained a sense of priority. She will

prioritize the students. This was led by how she experienced good experiences


53

during PPG Program. She felt how to be motivated than she wants to motivate her

students since she knows the feeling of being motivated by teachers.

P3 said that reflection is important for self-development. P3 admitted that

reflection is a new thing for her. She had just known ‘reflection activity’ during

PPG Program. Usually she reflected on what she got without thinking about

solution. To support what she has said in the last anecdote, she added, “Being a

professional teacher needs to reflect.”

2. Being a Professional Teacher

Professionalism is not something that someone has instantly. The same

with professional identity, it also formed through a process. Professionalism

means that someone has certain qualities and qualifications toward a profession.

During process of becoming such as learning for bachelors of English Education,

joining SM-3T Program, and joining PPG Program, professionalism of each

participant in this research was developing.

a. Participant 1

Being a teacher in remote area was not an easy job for P1. He was placed

in Papua in which there were still some students did not know how to read. It was

more difficult to teach English though. However, he should prepare the students

for National Examination. This was a challenge for P1 to overcome the problem.

“... kita di sana harus memilih materi yang sesuai dengan kemampuan

mereka.”(P1, FGI-1, p. 77)

(... we should choose suitable material for the students.)

P1 reflected on the problem then made a decision to solve the problem. Seeing

that the students had low background knowledge, the solution was to teach the


54

material which was suitable with the potency of the students. Being a teacher does

not merely become a person to teach according to the standard given by the

government. It is flexible when the needs of the students are analyzed. Students in

every region have different need. The role of teachers is determined by how they

think about the problems and solutions.

During PPG Program, P1 experienced new things. He got new insight

toward teacher profession. In NTT, violence in education still happens. However,

the culture in Java Island is different. There is no violence applied during learning

process. Instead, teachers need to approach the students in order to engage them to

study.

“Kalau di sini, meski mereka ribut dan kita langsung menegur siswa yang

ribut, mereka langsung diam. Saya pikir itu tergantung dengan kedekatan

kita dengan siswa.” (P1, FGI-2, p. 90)

(Here, when the students were noisy and we directly warned that students,

they became quiet. I think it depends on our relationship with them.)

Being a firm teacher is needed in certain time, especially when it deals with a

principle. Teachers need to manage the class in order to create positive

atmosphere in the learning process. The decision of having good relationship with

the students is a good step for teachers to achieve the learning goals. Based on

P1’s experiences when he was doing Internship Program Course [Program

Pengalaman Lapangan/PPL], it is seen that he could deal with the students in the

learning process so that the students showed their respect to him.

P1 added that being a respectable teacher depends on the first five minutes

of learning process, including how we act and create the class atmosphere. He

experienced that his students in PPL School neglected him. However,


55

“... dari itu saya belajar, bagaimana saya membangun kedekatan dengan

siswa. Maka, ketika saya masuk kelas, pertama saya tanya apakah mereka

siap untuk belajar. Kalau mereka jawab: Ah, Mister, kita nonton aja. Lalu

saya menanggapi: Tapi materi kita belum selesai, lho, kalau begitu kita

belajar dulu, lalu saya akan beri game. Kesepakatan yang dibuat dengan

siswa sangat penting untuk menciptakan situasi belajar yang penuh

semangat. (P1, FGI-2, p. 89)

“... from this experience, I learn how to create a good relationship with

students. So, when I entered the class, I asked them whether they were

ready to learn. If they answered: Ah, Mister, let us watch a movie instead

of studying. Then I responded: But we still have materials to be learned. If

so, let us study first then we play a game. An agreement with the students

is needed in order to create the learning process is full of spirit.”

An agreement made by P1 with students helped him to control and manage the

class. He was capable to think of how to engage the students to study. He also

acknowledged that teachers do not stick on the rules yet be flexible. There is a

condition that the students are happy, tired, and lazy to study. Thus, the decision

of the teacher to act of this condition is so determined.

“... menjadi guru selain kita harus membuat perangkat pembelajaran,

menguasai bidang kita, kita juga harus professional dalam hal pendekatan

dengan siswa.” (P1, FGI-2, p. 89)

(... being a teacher is not only about making learning apparatus and master

our field knowledge, but also teacher should be professional in term of

having good relationship with students.)

P1 was aware of relationship between teachers and students. It means that

students become a priority in the learning process. Teachers should know what the

needs of the students and what the students wants. Student is the center of the

learning process.

Being asked about what kind of teacher P1 will be, P1 explained that he

wants to be a role model to his students.


56

“... saya harus menjadi contoh bagi mereka, dalam artian saya harus

mencintai bahasa Inggris terlebih dahulu sehingga mereka bisa melihat

itu sebagai contoh untuk mereka mencintai bahasa Inggris. Juga, menurut

saya ketika peserta didik itu mencintai sesuatu yang mereka pelajari,

maka mereka akan sungguh-sungguh belajar.” (P1, FGI-1, p. 82)

(... I have to be a model for my students. Meaning that I have to love

English first and my students can see how I love English. In my opinion,

when the students love what they learn about, they will seriously deepen

their knowledge.)

Coming from his experience when he was in SMP, he saw that how the teacher

delivered the material was well-explained using some strategies that made him

interested to learn English. His English teacher in SMP was his model to be a

good English teacher. He believes that when he loves English, he will enjoyably

teach the students and the students will receive both the positive aura of the

teacher toward English and the materials given.

b. Participant 2

Same with P1, P2 also experienced of having students with insufficient

knowledge in remote area they devoted to. She should analyze the need of the

students so that she could understand to what extent the students had English

knowledge. Then, P2 accommodated English subject which was proper to the

knowledge background of the students. This teaching experience in remote area

helped her to be critical on the problem and think about the solution.

It is sure that P2 had expectation through PPG program, a continuation

program of SM-3T. Her expectation is being more professional as a person of

English Education future teacher. During her study in PPG Program, she realized

that learning apparatus is not the main principal of learning achievement. The

other thing to which teacher should pay attention is to love the students.


57

“Hal penting yang dikatakan profesional adalah ketika kita mencintai

anak didik. Tidak hanya sekedar memahami materi dan administrasinya,

tetapi bagaimana kita bisa dekat dengan anak didik itu sehingga

pembelajaran itu bisa secara maksimal diserap oleh anak didik.” (P2,

FGI-2, p. 88)

(The important thing called as a professional is when we love our students.

We not only master the knowledge and teacher administration, but also get

closer to our students so that the learning processes run well.)

Being professional according to P2 is when teachers love students first

then everything will follow after. Teachers hold a control over the students,

meaning that teachers take which step to win the students’ heart. In addition, P2

also believes that being professional means that we have to control emotion.

c. Participant 3

P3 admitted that the knowledge she got during English Education study in

university was limited. She had limited idea about teaching media and material. It

affected her performance when she taught in remote area. The teaching learning

source was only from book. There were no projector and viewer to support the

learning process. Yet, it did not limit her to be creative in teaching. P3 used songs

as the material for learning. The students were asked to fill in the blanks of the

song lyrics through listening to the song. The songs given became a motivation

for the students to learn. She tried to make the learning process was fun. As the

result, the students were active and never missed the class.

“Saya pernah pakai untuk listening lagu-lagu setiap kali akhir, di akhir

pelajaran pasti ada lagu yang sederhana lagu yang dihilangkan ada

adjectivenya, atau verb nya, terus dikasih ke mereka. Jadi itu juga jadi

motivasi mereka untuk belajar bahasa Inggris. Jadi saya berupaya untuk

supaya di kelas bahasa Inggris menjadi sesuatu yang fun begitu.” (P3,

FGI-2, p. 77)


58

(I ever used songs for listening section at the end of the class. There were

some words of the lyric which was omitted. It became motivation for the

students to learn English. I tried to make the English class fun.)

As she joined PPG Program, she understands that a professional teacher

should have four criteria: (1) pedagogy which includes subject matter, teaching

media developing, lesson plan, and learning apparatus, (2) personal which

includes how teachers become a role model, (3) professional which understands

the knowledge of subject that the teachers master about, and (4) society which

allows the teachers to have relationship with everyone.

“... ternyata begini bagaimana menjadi profesional dan berkepribadian

baik, berinteraksi dengan sesama dengan baik, membuat perangkat

pembelajaran, mengembangkan media pengajaran.” (P3, FGI-2, p. 90)

(... so this is how to be a professional and have good personality, interact

with others well, make a learning apparatus, and develop teaching media.)

By knowing the four criteria of teacher, P3 realized that it leads her to have a lot

of things in one occasion.

Learning and taking every chance were what P3 always did during PPG

Program. Those were parts of the steps to build professionalism and upgrade self-

skill. PPG Program held by ELESP USD facilitated the students’ need. Learning

opportunity was given to the fullest. The students of PPG Program had a chance

to participate The 2nd Language and Language Teaching Conference. P3

acknowledged that the conference helped her to have broader vision on the

teaching strategies especially in this technology era. Her participation in this

conference was one of the ways to upgrade her knowledge about teaching.

Besides, the experience of getting new knowledge from the lecturers such as using

Photo Story application, making quiz online, doing research through Google


59

Form, etc., contributed to upgrade P3’s skills. Then, it will be so beneficial for her

in the future as a teacher.

C. Text Interpretation

This part presents the interpretation of the participants toward their teacher

professional identity formation. It demonstrates the elaboration of the participants’

interviews which form emergent themes. There are two themes obtained, namely

self-construction and being professional teacher.

1. Self-construction

Recognizing the “self” is significant for forming teacher professional

identity. Students should know the direction of having professional identity.

Which “self” they want to have and how they define themselves as professionals.

Therefore, self-construction, in this research, means that the students form their

professional identity as a teacher.

The participants of this research were concerned with their “self” and

unconsciously constructed their “self”. They were aware of their potency in term

of their fluency using English as the basic knowledge, which was not-so-good.

Moreover, they experienced same difficult experiences in college life. Yet, the

courage to commit the major study they had chosen led them not to complain the

lack of accesses and facilities of their difficult experiences in college life. How

they responded to the inadequacy and problem was different. P1 chose to make a

breakthrough by being a role model teacher. Meanwhile, P2 and P3 tried to

identify and solve the problems.


60

By joining SM-3T, the identity of the participants was upgraded. They

were not a student but devoted teacher in a remote area. Even though they were

drawn by different motivation to join SM-3T, they had the same experiences.

Through problems in remote areas, they could solve and seek to the solution.

After joining a one-year program of SM-3T, the participants joined the

PPG Program in ELESP USD. Being sent to USD, Yogyakarta was not their

expectation to be placed for the program. In the same time, they had an uneasy

feeling that something complicated was going to happen in the program. They

assumed that they would not follow the learning process in ELESP USD. Thus,

they built self-adaptation to fortify themselves in the process of PPG Program. In

fact, they were welcomed by the lecturers. The services of ELESP USD given to

the participants strengthened the personality of being encouraged to learn more to

the profession. They were well-facilitated and their self-motivation improved.

During PPG Program, the participants realized that they could reflect on

what they have done in recent years, including their study to get bachelors degree

and their experiences in SM-3T. Self-reflection helped them to see how they live

their life with all the limits but they still were grateful. The grateful attitude is a

figure of being competent and worthy as a person. This attitude supports the

development of professional identity formation since it was related to the self-

esteem development. Then, a great maintenance of self-esteem will lead to

motivation. The participants obviously had great motivation during PPG Program.

The ability to reflect helped them to see how their prior experiences made

complexity problem in their life. However, those difficult experiences were part of


61

their motivation. Motivation maintains the positive evaluation. Meanwhile,

difficult experiences were the evaluation of their life to be better in future. In

addition, motivation also helped them to commit to the profession. Thus, the

determination to be a teacher formed. Having self-determination also led them to

the commitment of the teacher profession. The self-determination that the

participants had was to teach students better than what their lecturers did.

2. Being a Professional Teacher

The qualification of professional teacher lies on what competence is

required for successful learning for students (Englund, 1996). However, since

being professional is not only about mastering the knowledge of subject matter,

having good service quality, spirit, morale, and commitment of an occupation are

required. Hence, the participants in this research mostly discussed about how they

professionally dealt with the students and condition they encountered.

All participants are concerned with the concept of professional teacher in

relation to how they should do as a teacher. They are aware of their relationship

with the students. The good relationship built between them led to the attitude of

being respect to each other. From the participants’ experiences, it is clearly

perceived that they were concerned with the students. They put the students as

their priority.

Furthermore, the participants could deal with the problems during the

learning and teaching process by being able to make a decision to overcome the

problem. For example, they could choose the suitable material for the students,


62

according to the level of student’s background knowledge. Hence, the need of the

students is the important thing to be prioritized.

During the PPG Program, they followed and joined all the schedules given

by ELESP USD, including participating international conference, additional class

for grammar, learning to the strategies of answering TOEFL item test, etc. Their

participation shows their intention to become a professional teacher. Even though

they realized their weakness of English comprehension, yet they still try to do

their best.


63

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the major findings of the research. Besides, it

spells out recommendations as the feedback gained from the current studies.

Hence, there are two parts in this chapter namely conclusions and

recommendations.

A. Conclusions

This thesis aims to answer the research question which is “How did the

students of PPG Program batch 2016 form their teacher professional identity?” In

this research, the researcher found two emergent themes: self-construction and

being a professional teacher. The result showed that the construction of teacher

professional identity happened during the process of becoming: studying English

Education for bachelors’ degree, joining SM-3T, and joining the PPG Program.

The researcher then described each participant againts the two emergent themes

and intepreted the emergent themes.

Professional identity is related to the concept of self. However, the

description of professional identity is revealed in this research by understanding

the participants’ self-construction toward the professional identity. Therefore, the

students of PPG Program batch 2016 formed their professional identity by:


64

1. Having self-reflection

The participants reflected that their English comprehension is not good

enough. By having self-reflection, the participants could see how they live their

life with all the limits but they still be grateful. Thus, their weaknesses were not

their obstacles in order to be a professional English teacher. Instead, they

positively thought that they are competent and worthy person for others.

Therefore, they unconsciously admitted that during the process of becoming, they

were in a state of forming professional identity.

2. Maintaining self-esteem

It is interesting that they keep maintaining the self-esteem which leads to

have self-motive, an ability of maintaining good motivation. Having good

motivation during PPG Program encouraged the three participants to have positive

evaluation toward the difficult experiences they experienced in the past. It is

shown that they want to come back to their region and teach the students in the

way they were motivated in PPG Program. Hence, the participants commit to be a

good teacher and determine to teach the students better than their lecturers did.

3. Being a professional teacher

The willingness of being professional teachers affects the professional

identity formation. The participants’ own understanding toward meaning of

professional teacher helps them to determine what kind of teacher they will be. In

this research, the participants have same views of being a professional teacher.

Being a professional teacher means that they should have good relationship with

the students, prioritize the students, be able to identify the problem and think of


65

the solution, and gain their English comprehension. Besides, as a professional

teacher it is required to have good service quality, spirit, morale, and commitment

of an occupation.

In the conclusion, the formation of the participants’ teacher professional

identity majorly formed by the prior experiences. The experiences they had made

them aware of themselves. They knew how to deal with themselves by taking

some actions for the solution because the insufficient knowledge they have led

them to keep maintaining the self esteem. However, their formation on the teacher

professional identity did not comprise the competence of their English

comprehension. Whereas, being a professional teacher needs to cover four

competencies proposed by Mulyasa.

B. Recommendations

The researcher would like to give some recommendations. The

recommendations presented to the future researchers. This research has explained

the description of professional identity formation of these three students of PPG.

For future researchers, this research aims to inspire and give information for

future researchers. This can be used as a reference in conducting other research

related to professional identity. Also, this research can be as a background of new

research to develop more about professional identity formation.

There are three points suggestions for future researchers. First, future

researchers may conduct a research which focuses on what factors that contribute


66

the teacher professional identity formation are, reasons that support the teacher

professional identity formation are, and strategies of forming the teacher

professional identity are. Second, the future researcher may conduct observation

to analyze the formation of teacher professional identity. The last, since this study

only employed focus group interviews which conducted twice, the researcher

recommends future researchers to conduct a deeper investigation by employing

also an individual interview to clarify or to go deeper on what the participants

have stated in the focus group interview.


67

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71

APPENDICES


72

APPENDIX A

FGI 1

Student Residence of USD

27 November 2016

at 6.30 – 7.30 p.m.


RSR

DKU

MSA

R: Apa suka dan duka yang dirasakan ketika

mengenyam pendidikan S1 di NTT?

P1: Berbicara mengenai suka dan duka yang saya alami

selama saya menempuh pendidikan S1 di Nusa

Tenggara Timur itu banyak. Yang pertama, setelah

tamat SMA, orang tua saya tidak memiliki rencana

untuk melanjutkan perkuliahan dan hal itu membuat

saya tidak memiliki persiapan bagaimana menghadapi

situasi baru ketika di bangku kuliah nanti. Hal ini

membuat saya pertama kali masuk di perguruan tinggi

mengalami kendala dalam hal belajar karena saya sulit

atau belum bisa menyesuaikan diri dengan suasana

perkuliahan. Apalagi bahasa Inggris. Pengetahuan

tentang bahasa Inggris saya tidak begitu bagus.

Ditambah lagi kadang dosen-dosen menjelaskan tidak

begitu detail sehingga saya kurang paham tentang

materi yang mereka sampaikan. Kadang ketika

mengerjakan tugas, saya lebih banyak ke teman-teman

saya yang mampu untuk bisa membantu saya. Terus,

saya juga menemui kesulitan ketika diminta untuk

mengerjakan tugas itu dikirim secara online ke dosen,

saya mengalami kesulitan disitu juga. Terus, untuk

kemampuan dasar berbahasa Inggris saya, terlebih

waktu itu speaking, saya sangat kacau. Lalu, yang saya

senang, yang saya rasakan sebagai satu kebahagiaan itu

karena waktu itu saya bisa bertemu banyak teman, terus

juga ketika di bangku kuliah saya menyadari bahwa

saya pilih bahasa Inggris berarti saya harus, meskipun

pengetahuan dasar saya kurang, tetapi saya harus

berusaha untuk mendalami itu karena bahasa Inggris

sudah saya pilih sebagai latar, ilmu dasar yang harus

saya tekuni untuk masa depan saya sehingga saya

bersama beberapa teman itu kami membentuk satu

kelompok kecil yaitu kelompok kecil di dalam kelas

kami, untuk belajar bahasa Inggris bersama. Kami

belajar dan fokus ke memilih topik lalu kami berdiskusi

tentang topik itu. Ini kami lebih fokus ke speaking kami.

Self-

awareness


73

RSR

Jadi, saya bersama teman teman saya, watu itu semester

3, kalau tidak salah semester 3, kami membentuk satu

program, program belajar bersama di kelas kami untuk

membantu kami meningkatkan kemampuan speaking

kami. Itu waktu semester 3 dan itu menurut saya hal

yang membantu kami. Teman teman saya itu punya

pengetahuan yang sedikit di atas dan saya belajar

banyak dari mereka. Itu yang membuat saya merasa

senang.

Self-

reflection

P2: Yang pertama, saya tidak punya motivasi sama

sekali untuk masuk bahasa Inggris. Saya masuk bahasa

Inggris karena tidak ada pilihan lain, memang sih ada di

dalam hati ingin belajar bahasa Inggris tapi untuk

motivasi yang benar-benar termotivasi itu sama sekali

tidak. Sewaktu kuliah, melihat dosen-dosen yang

mereka juga tamatan dari luar negeri kemudian itu

memotivasi dan mau belajar, tapi yang menjadi

tantangan disana itu karena notabene saya yang tidak

termotivasi, saya jadi kurang mendapat motivasi juga

dari dosen-dosen untuk harus belajar. Artinya kami,

orang-orang yang tertidur tidak dipaksakan untuk harus

bangun, biarkan kami tertidur terus dan terus. Nah, itu

yang saya merasa itu yang sangat kurang disana. Tapi,

kemudian saya ingin belajar lebih kalau kami disana

mau ke internet saja harus pakai uang, mau untuk akses

internet saja harus butuh biaya. Sedangkan orang tua

pendapatannya pas-pas an. Untuk makan minum sama

biaya yang lain, biaya SPP yang lain. Jadi untuk mau

mendapatkan materi kemudian informasi itu terlalu

sangat susah. Jadi informasi yang didapat hanya dari

teman kemudian di waktu kuliah yang dikasih itu, untuk

mau mencari sesuatu yang diluar sana itu terlalu sangat

susah karena sejam saja sudah 5 ribu. Karna waktu kami

kuliah kan kampus belum ada wifi, sudah mau selesai

baru ada wifi. Tapi itupun jaringannya tidak bagus, ya

limit. Jadi itu tantangan yang kami hadapi di sana dan

saya melihat bahwa saya sangat kurang dalam bahasa

Inggris. Ini belajar bahasa Inggris, artinya kita harus tau

segala sesuatu tentang bahasa Inggris. Tidak hanya tau

strukturnya tetapi bagaimana kita ada dalam bahasa

Inggris itu bagaimana kita menggunakan itu. Dan itu

dimana saya melihat diri saya masih sangat kurang

dalam hal bahasa Inggris, baik itu speaking pokoknya

semuanya. Oleh karena itu, saya termotivasi untuk

belajar, mengingat bahwa saya English Education


74

HSR

student.

Professional

identities

P3: Saya pikir perjuangan dengan P3 sudah

menjelaskan tentang keadaan kami disana. Pada

dasarnya, saya itu suka mencari informasi dari berbagai

macam sumber. Nah, karena seperti yang tadi P2 bilang,

di universitas kami itu sudah ada wifinya, tapi karna

limit jadi kalau mau mencari informasi harus itu datang

lebih awal atau lebih malam, dan orangnya tidak ada.

Jadi kami bisa mengakses internetnya itu agak cepat,

dan tidak lambat, tidak limit. Kita baru ada wifi sekitar

2011. Selain itu cari di warnet. Nah warnet kan juga

mahal. Kenapa suka cari informasi di tempat lain, dari

sumber-sumber informasi lain, karena memang dosen-

dosennya itu kasih materi tapi kurang, seperti yang P1

bilang, tidak detail. Jadi kami itu masih ingin bertanya-

bertanya tapi tidak diberi kesempatan. Jadi, ya kami

mencari informasi dari tempat-tempat lain. Dosennya itu

memang bagus, tapi kaya kurang, kikir, kikir ilmu,

begitu. Tidak mau memberikan ilmu yang mereka dapat

dari luar untuk kami. Dalam penyampaian di kelas juga,

kan kalau di sini, di kelas PPG Sanata Dharma kan kami

mengikuti kelas yang setiap harinya bahasa

pengantarnya bahasa Inggris, nah kalau di tempat kami,

memang kami jurusan bahasa Inggris, tapi sebagian

dosen yang masih pakai bahasa Indonesia dalam

menyampaikan materi. Jadi kami kurang termotivasi

dalam belajar bahasa Inggris, padahal kami guru bahasa

Inggris, jadi kurang bagaimana, untuk speakingnya itu

kami tidak terlalu fokus. Kami hanya fokusnya pada

writing. Jdi kalau speaking kami tidak percaya diri

untuk berbicara dalam bahasa Inggris, jangan-jangan

saya bicaranya salah. Apalagi, dosen-dosen kurang

memberi semangat dan motivasi berbicara. Setiap

bertemu di jalan juga pakai bahasa Indonesia. Jadi kami

menyapanya juga dengan bahasa Indonesia padahal

kami jurusan bahasa Inggris terlebih calon guru bahasa

Inggris.

HSR

HC

HSM

R: Apa yang membuat Anda termotivasi belajar melalui

Program PPG?

P1: Ya, saya sadar bahwa saya Sarjana Pendidikan

Bahasa Inggris dan itu berarti bahwa kedepannya itu

ilmu yang sudah saya dapat itu harus saya terapkan,

harus saya bagikan dengan peserta didik saya nanti.

Ketika saya mendapat kesempatan untuk belajar di

Sanata Dharma, untuk melanjutkan program PPG, saya

Professional

identities


75

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HC

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AUO

menyadari betul bahwa saya sangat kurang dalam

kemampuan berbahasa Inggris saya, mungkin saya

bandingkan dengan teman-teman yang disini. Dan saya

merasa termotivasi untuk bisa meningkatkan

kemampuan saya karena saya ingin ketika saya kembali

ke daerah, saya bisa membagikan ilmu yang saya dapat

di Sanata Dharma. Supaya murid-murid saya disana,

tidak mengalami hal yang sama seperti saya Artinya

waktu dulu saya masih SMA, atau SMP, waktu saya

masih kuliah, itu pengetahuan saya kurang, tetapi

dengan mendapat kesempatan disini untuk belajar, saya

ingin memotivasi diri saya dengan lingkungan yang ada

di Sanata Dharma ini untuk bisa meningkatkan

kemampuan berbahasa Inggris saya agar kembali ke

sana saya bisa memberikan sesuatu yang bernilai untuk

murid di sana sehingga mereka bisa berkembang dengan

lebih baik.

Commit-

ment

Having

curiousity

to learn

P2: Waktu sudah ikut PPG disini satu hal yang saya

pelajari adalah memaksa diri. Saya belajar juga dari Pak

Markus yang selalu memaksa diri untuk maksimal. Saya

selalu paksa diri saya untuk belajar. Ketika saya melihat

diri saya yang ada disini, bandingkan dengan diri saya

yang ada di sana, saya disini jauh lebih baik.-Karena

satu hal yang saya selau mencoba dan memaksa diri,

memaksa otak harus berpikir, memaksa untuk belajar,

walaupun tubuh ini tidak memungkinkan tetapi saya

selalu memaksa diri untuk belajar. Dan itu motivasi

yang sangat luar biasa yang saya dapat disini karena

yang pertama, saya guru bahasa Inggris. Bagaimana

saya mempertanggung jawabkan diri saya sebagai guru

bahasa Inggris, kemudian bagaimana saya bisa

menggunakan bahasa Inggris itu supaya tidak terlihat

konyol dan memalukan. Guru bahasa Inggris cuman

tahu tentang materinya tetapi tidak tahu bagaimana

tentang menggunakannya.

P3: Kalau disini, bedanya disini akses untuk

mendapatkan informasinya itu banyak. Jadi memang

dosen-dosen memberikan kami sesuatu yang detail, tapi

mereka juga memberikan informasi. ‘Oh, kalau kalian

mau membutuhkan informasi lebih lanjut, kalian

silahkan mengakses di link ini atau website ini’. Jadi

kami itu selain diberikan informasi yang detail, kami

juga dikasih sumber-sumber lain yang mendukung

materi yang disampaikan di kelas. Jadi itu membuat

saya lebih termotivasi lagi karena memang pada


76

dasarnya saya suka kepo. Seperti yang kemarin Pak

Markus memberikan kami cara bagaimana membuat

kuis online menggunakan google form, memang Pak

Markus memberikan clue-clue tetapi saya tetap harus

mencari informasi lebih lanjut. Jadi Pak Markus

memberikan cara buat kuisnya, dan saya juga mencari

ada yang saya mungkin kurang paham, dan ‘saya mau

tanya lagi ah’, tapi nanti mau bilang apa. Jadi saya cari

informasi lebih lanjut karena Sanata Dharma

menyediakan fasilitas yang baik jadi kami tidak perlu

susah-susah untuk ke tempat lain untuk mencari

informasi. Karena disini informasinya sudah banyak dan

kami tinggal mengaksesnya dan mendownloadnya

sebanyak mungkin untuk dijadikan bahan kami, dipakai

media pembelajaran di sekolah dan perangkat

pembelajaran, video-video, untuk mendukung. Dosen-

dosen disini juga memberikan kami informasi-informasi

yang lebih. Jadi tidak hanya memberikan kami

pengetahuan tapi juga diberikan sumber-sumber yang

bisa kami kunjungi untuk materi pembelajaran.

HSR

RDM

HEE

UC

HLS

AIS

RDM

R: Kesulitan apa yang Anda temui saat mengajar di 3T?

P2: Tentang kepercayaan diri, karena kita tahu bahwa

siswanya kan tidak terlalu tahu bahasa Inggris, jadi kami

menggunakan bahasa Indonesia. Jadi untuk

kekurangpercayaan diri untuk mengajar sih enggak,

karena seperti itu tadi, kita kan lebih ke teori. Kita

ngajar di sana juga lebih ke teori. Kekurangan kita

adalah prakteknya itu kurang. Nah itu juga memang sih

kadang-kadang ada rasa seharusnya saya ngajarnya

disana harus ngasihnya lebih. Tetapi kami cuman ngasih

seporsinya yang kami bisa. Sebisa-bisanya kami.

Kepercayaan diri kami untuk materinya memang disana

itu kami susah untuk mendapatkan materi yang lain,

selain di dalam buku. Ya, variasinya. Kemudian kalau

materinya yang terlalu high level, maksudnya untuk kita

standar, kalau kita mau kasih ke anak-anak juga terlalu

sangat susah. Karena mereka bahasa Inggrisnya itu baru

dapat di SMP jadi kami mengajarnya itu masih di level-

level bawah.

Thinking

about

problems

and

solutions

Creative

P3: Karena pengalaman dari S1 itu kan kurang, kami

tidak dibekali dengan media pembelajaran, materi, dan

segala macam dan terutama aksesnya terbatas kan, jadi

kami tidak memiliki bekal yang cukup untuk masuk ke

daerah terpencil itu. Jadi apa yang kami kasih ke mereka

itu sebatas yang kami bawa dari Kupang maksudnya


77

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HRA

AMS

RDM

HSR

HSM

bekal yang kami bawa itu semampu kita saja. Jadi

penyampaian yang waktu di SM-3T itu yang mengajar

itu ya hanya dari buku. Kalau misalnya kita mau pakai

video kan disana juga tidak ada slide/proyektor begitu

kan. Jadi tidak bisa pakai. Saya pernah pakai untuk

listening lagu-lagu setiap kali akhir, di akhir pelajaran

pasti ada lagu yang sederhana lagu yang dihilangkan ada

adjectivenya, atau verb nya, terus dikasih ke mereka.

Jadi itu juga jadi motivasi mereka untuk belajar bahasa

Inggris. Jadi saya berupaya untuk supaya di kelas

bahasa Inggris menjadi sesuatu yang fun begitu. Jadi

memang terbatas tapi ada hal-hal yang membuat di kelas

itu ada sesuatu yang menarik untuk mereka ikuti jadi

mereka tidak mau melewatkan kelas itu.

Thinking

about

problems

and

solutions

P1: Kalau saya, sama seperti yang tadi P2 bilang, bahwa

ketika kami diterjunkan ke daerah 3T, yang ada dalam

pikiran kami itu adalah mereka disana masih tertinggal

dari semua segi. Jadi dari pengetahuan juga mereka

sangat tertinggal, sehingga kami ke sana itu kami tidak

kesulitan dalam menghadapi mereka dalam arti kami

harus mempersiapkan diri kami, karena kemampuan

mereka yang mau dibilang cukup bagus, tapi justru

disana itu kami kesulitan untuk memilih materi yang

cocok untuk mereka. Karena jujur, kalau saya di

pedalaman Papua itu, siswa yang SMA saja itu kadang

mereka masih ada yang belum bisa membaca, itu dalam

bahasa Indonesia. Dan itu bahasa Inggris lebih sulit lagi.

Sehingga kita kadang bingung kalau mereka sudah

SMA kita harus mempersiapan mereka untuk Ujian

Nasional, tapi faktanya seperti ini, materi apa yang

harus kita ajar. Kita harus memulainya dari mana, jadi

seperti itu. Sehingga, kita disana harus memilih materi

yang harus dengan kemampuan mereka betul. Dan di

satu sisi kita juga dalam posisi yang dilema, karena

mereka juga harus dipersiapkan, diperkenalkan tentang

materi yang nanti di Ujian Nasional. Dan itu yang

membuat kita sedikit kesulitan. Tetapi ketika sudah

berjalan kita juga mendapat kemudahan dalam artian

meskipun mereka tidak mampu tapi ada kebijakan dari

pemerintah daerah yang bisa melibatkan kita dalam hal

membantu mereka sehingga kendala yang kami

dapatkan di sana itu yang pertama yang kami hadapi

kendalanya itu kembali ke diri kami apakah kami bisa

membantu mereka dalam arti bisa membantu mereka

untuk lulus. Karena kami sadar kemampuan kami tidak


78

begitu bagus. Tapi dengan seperti itu, kami juga

meskipun di pedalaman, kami memacu diri kami untuk

belajar lagi karena orang-orang disana kalau kita guru

dari luar itu membuat kita itu bagus sehingga bisa

membantu mereka dan kenadala yang lain itu mungkin

sumber buku juga. Buku yang kami bawa itu yang kami

jadikan sebagai sumber belajar. Karena disana ada buku

yang kurikulumnya kurikulum 1984, 1994 masih

dipakai. Jadi itu yang kami harus artinya materi yang

kami bawa itu ya seadanya tapi kami mampu berbagi

kepada siswa-siswi dan guru-guru dengan materi yang

kami bawa itu. Jadi, itu kesulitan yang kami hadapi dan

alami di daerah 3T.

AUO

R: Apa alasan spesifik yang mendorong Anda

mengikuti Program SM-3T dan PPG?

P1: ketika saya pertama kali mendengar informasi

tentang SM-3T, itu saya sudah mengajar jadi setelah

saya selesai tahun 2012, 2013 nya itu saya mengajar di

SD sama SMA di NTT, khususnya Kabupaten Belu,

selatannya Timor Leste. Terus, teman saya dia

mengikuti program ini terus dia dapatnya di Kalimantan,

Kalimantan Utara. Terus saya di telepon, “Saya

sekarang di Kalimantan Utara saya mengikuti program

SM-3T.” Terus saya bilang ‘Itu programnya

bagaimana?’ Lalu diceritakan tentang SM-3T terus

peluang kedepannya seperti apa dan dia ceritakan itu.

Saya berpikir program ini sepertinya kedepannya itu

menjanjikan dan saya juga berpikir, saya sudah

mengajar tapi dari segi finansial, segi pendapatan itu

sangat kurang, seperti itu. Dan ketika dia menceritakan

semua tentang itu, saya merasa sepertinya peluang untuk

saya mengikuti program ini, terlebih lagi karena saya

sadar bahwa di daerah saya tinggal itu persaingannya

sangat ketat dan persaingannya itu lebih seperti lebih ke

KKN artinya siapa yang punya relasi dan keluarga dia

akan mendapat kesempatan lebih mudah. Dan saya

berpikir saya tidak punya relasi, saya tidak punya

keluarga yang artinya di atas, yang bisamembantu saya.

Dan itu pengalaman yang saya alami ketika saya

mengajar di SD kami itu dapat sekolah itu meminta

kami semua untuk mengurus NUMPTK itu saya sampai

S08A, kalau S08B itu berarti dia NUMPTK nya sudah

jadi. Tapi waktu itu ketika kami kasih, kami masukkan

datanya, tapi teman-teman punya itu di urus tapi saya

tidak. Nah itu buat saya merasa kecewa sekali. Dan saya

Being

strategic


79

HEE

RSC

berpikir ‘Ya tidak apa-apa’. Akhirnya, ketika program

SM-3T ini dibuka, saya mendaftar secara diam-diam

tanpa sepengetahuan dari pihak sekolah, saya mungkin

1-2 minggu saya tidak masuk sekolah. Saya ditelepon

tapi saya tidak memberitahukan itu. Sampai akhirnya

saya lulus dan saya honor 3 bulan saya tidak ambil.

Sampai saya berangkat dan saya pulang ya seperti itu.

Saya diberi tahu kalau honor saya itu masih ada tapi

saya tidak diberi karena kepala sekolahnya sudah

diganti, tidak apa-apa. Jadi motivasi saya untuk ikut

program ini yang pertama itu karena faktor dari luar

artinya ada teman memotivasi saya, terus ada juga

faktor dari dalam diri saya sendiri karena saya

mengalami situasi jadi lingkungan saya yang menurut

saya prospek kedepannya itu tidak bagus, jadi saya

mengikuti program ini karena bagi saya program ini

menjanjikan karna selain berbagi dengan saudara-

saudara kita yang ada di daerah lain, saya juga bisa

melihat daerah lain, bisa mengenal budaya lain, dan juga

bisa mempersiapkan masa depan saya lebih bagus.

Commit-

ment

P3: Motivasi awal mengikuti SM-3T karena ada sepupu

yang sudah lebih dahulu mengikuti program ini, dia

dapat di Papua, 2 orang. Jadi mereka berikan saya

informasi online kan pendaftarannya jadi dikasih link.

Ya awalnya itu tidak tahu juga nanti lulus. Biar saya

kasih masuk berkas, terus tunggu, tes akademik begitu,

terus dinyatakan lulus dan ditempatkan di Kalimantan

Timur. Awalnya, orang tua tidak mau untuk saya pergi,

begitu, karena mungkin kurang percaya. Kebetulan saya

perempuan sendiri, jadi yang lainnya laki-laki kan. Jadi

bapak itu tidak mau. Kan untuk pergi kesana ada surat

ijin orang tua dan ditandatangani terus ada blangko,

begitu kan. Awalnya saya sudah kasih surat itu satu

minggu sebelum. Bapak itu masih belum memutuskan,

begitu, tapi karena ada dari mama bilang, sepupu saya

itu dia juga perempuan, ‘Kenapa dia saja bisa, kenapa

kamu tidak? Jadi biarkan anak ini pergi’. Jadi bapak

saya menguatkan hatinya dan memberikan saya pergi

merantau ke Kalimantan selama satu tahun. Saya senang

untuk mengikuti program ini juga saya kan Sarjana

Pendidikan yang dasarnya mengajar. Jadi saya

mengikuti program ini karna saya suka mengajar. Selain

itu juga saya ingin melihat tempat lain, seperti yang tadi

P1 bilang. Dan saya juga merasa bersyukur mendapat

ikut program ni dan melihat sisi lain dari kehidupan.


80

-

Maksudnya sisi lain mungkin budaya lain diluar sana

yang beragam. Jadi saya bersyukur.

-

P2: Oke. Kalau saya untuk dengar SM-3T ini saya tidak

terlalu tahu tentang SM-3T. Dan ada teman saya dia

yang bilang bahwa ada pembukaan SM-3T. Kemudian

dia bilang kamu mau ikut, saya bilang ya itu seperti

apa? Terus dia ceritakan SM-3T seperti ini. Lalu saya

tidak mendaftar, dia yang mendaftar buat saya. Kita

berdua daftar, tapi dia yang daftar. Kemudian waktu

setelah daftar waktu administrasi ternyata dia gagal,

saya yang lanjut. Kan ada harus ada administrasinya.

Terus lanjut sampai tes dan karena motivasi untuk

motivasi sebagai guru sih kayaknya gak ada.

Motivasinya lebih ke mau jalan-jalan keluar, mau

traveling karena kan di NTT berarti otomatis kita akan

keluar Kalimantan atau Papua. Hari itu saya maunya ke

Papua tapi ternyata saya ditempatkan di Kalimantan.

Jadi lebih ke untuk motivasi ikut SM-3T ini lebih ke

mau lihat suasana baru, mau lihat budaya baru, mau tau

cara ngajar di tempat yang baru yang beda culturenya

dengan kita tuh seperti apa lebih kesitu.

HRA

HC

HSR

HSM

HSC

AUO

AIS

HLS

R: Ingin menjadi guru yang seperti apakah Anda dan

seberapa pentingnya belajar Bahasa Inggris?

P2: Setelah saya belajar di sini, kemudian saya belajar

banyak hal di sini, saya pingin sekali menjadi guru yang

pertama: memotivasi. Motivasi itu penting. Kalau kita

punya ilmu tapi kita tidak memotivasi orang untuk

belajar pasti akan susah. Kami tahu bahwa kami di sini

juga karena motivasi. Karena motivasi hal-hal positif

yang selalu disampaikan oleh kampus ini secara khusus

Pedagogik Ignasian yang sangat-sangat menyatu dengan

kami dan kami, dan itu bagian dari suatu memotivasi

buat kami. Yaitu bagaimana kami bersyukur kemudian

selesai, kemudian apa yang akan kami lakukan. Saya

kalau untuk bahasa Inggris sendiri ya kalau untuk di

daerah kami, hal yang itu juga menjadi problem besar

adalah kami di sana itu malu untuk ngomong pake

bahasa Inggris. Yang pertama itu ketika kami bicara

pake bahasa Inggris pasti ada orang di belakang sana

atau teman di samping kita itu sombong dan berlebihan.

Nah hal itu juga yang sangat-sangat membuat motivasi

kami untuk berbicara itu.. walaupun kami pingin

ngomong-ngomong dan kalau bertemu dengan teman

sesama itu pingin bicara, mulut ini pingin bicara tetapi

karena masih punya rasa tidak nyaman dengan orang-

Self-

motivation


81

HSM

UC

AMS

HRA

RSR

orang di samping. Dan yang saya kalau seandainya saya

pulang dan saya menjadi guru, saya pingin bahwa saya

juga belajar. Mari kita sama-sama belajar bahasa

Inggris. Kita guru bahasa Inggris, kita bahasa Inggris,

kita belajar ngomong dulu. Untuk yang lain-lainnya

nanti kita belajar sama-sama. Kalian belajar nanti saya

juga belajar. Yang pertama adalah jangan malu dulu,

karena kami ini karena malu, karena nggak nyaman

dengan orang di sekitar pada akhirnya membuat kita

semakin tenggelam, khususnya untuk pengalaman

tentang bahasa Inggris. Ih berlebihan, ih lebay, iiihhh

pokoknya ada pandangan-pandangan seperti itu yang

akhirnya membuat kita tidak punya.. ya saya ingin

ketika saya menjadi guru bahasa Inggris waktu pulang

nanti hal itu yang mungkin bisa saya lakukan, yaitu ajak

bukan hanya teman, siswa, tapi juga teman-teman kita

sama-sama belajar. Kemudian pingin jadi guru yang

karena kita culturenya kita di sana kan identik dengan

masih identik dengan kekerasan apa yang kami pelajar

di sini secara khusus selama beberapa bulan PPL di

sekolah itu suatu masalah yang sangat berat karena

culturenya kami adalah culture yang keras kemudian

kami harus berhadapan dengan culturenya orang Jawa

yang lembut, yang harus sabar dan itu belajar supaya

ketika kami pulang penyelesaian di dalam kelas itu tidak

harus dengan kekerasan, ada hal-hal lain yang bisa

dilakukan.

Maintaining

sense of

priority

P3: Pertanyaan ini seperti pertanyaan yang dikasih Pak

Kus waktu kami berefleksi tentang Ignasian Pedagogy.

Waktu itu Pak Kus menanyakan hal yang sama, mau

menjadi guru yang seperti apa. Terus saya menjawab

saya ingin menjadi guru yang selalu berpikir positif,

yang cinta anak didik. Saya ingin menjadi guru yang

memotivasi karena saya juga termotivasi dari guru-guru

dan dosen-dosen di sini, saya juga ingin menjadi guru

yang selalu berefleksi. Saya juga pasti akan

mengajarkan anak-anak didik saya untuk selalu

berefleksi agar apa yang mereka dapatkan itu mereka

bisa lihat kenadala apa yang mereka hadapi, apa tindak

lanjut dari masalah yang mereka hadapi itu. Jadi seperti

yang Pak Markus bilang, pertama itu syukur, terus sesal,

dan so what next itu pasti akan saya terapkan di kelas, di

anak didik saya. Terus yang berikut itu kenapa penting

belajar bahasa Inggris karena memang kita guru bahasa

Inggris. Jadi untuk mengajarkan bahasa Inggris kepada


82

AMS

anak didik itu pertama kali itu kita sendiri dulu yang

menjadi contoh. Jadi belajar bahasa inggirs itu sangat

penting dan guru harus selalu belajar dan belajar agar

anak murid bisa meniru apa yang guru berikan kepada

mereka. Jadi supaya mereka bisa berbicara bahasa

Inggris dengan baik pertama kali itu guru dulu harus

bicara bahasa Inggris dengan baik supaya mereka bisa

meniru apa yang guru berikan.

Becoming

role-model

P1: Oke, baik. Saya juga memiliki alasan yang sama,

maksudnya menjadi guru seperti apa ke depan. Saya,

yang pertama, saya ingin menjadi guru yang bisa

memotivasi siswi saya untuk belajar bahasa Inggris

dengan baik. Dan untuk menjadi guru yang seperti itu,

yang pertama saya harus menjadi contoh mereka dalam

artian saya harus mencintai bahasa inggirs terlebih

dahulu sehingga mereka bisa melihat itu sebagai contoh

untuk mereka mencintai bahasa inggirs menurut saya

ketika peserta didik itu mencintai sesuatu yang mereka

pelajari, maka mereka akan sungguh-sungguh belajar.

Sehingga ketika mereka sudah mencintai pelajaran

bahasa Inggris, itu apapun yang mereka lakukan itu

akan senantiasa mereka buat untuk bisa mengacu bahasa

Inggris lebih mendalam. Karena itu yang saya,

pengalaman yang saya alami. Karena pertama kali saya

suka bahasa Inggris itu waktu saya SMP kelas 2. Dan itu

guru saya itu cara mengajarnya itu sangat-sangat

berbeda. Kami pengetahuan kami itu kurang tetapi di

sana itu dia selalu mengarahkan kami untuk bisa

menggunakan bahasa Inggris. Itu kami dikasih satu

percakapan, lalu kami diminta untuk bisa membuat

percakapan dari, bisa mempraktekkan percakapan itu

dan setelah itu dia memberikan arti dari setiap kata yang

dikasih. Dan itu sangat memotivasi kami. Sehingga saya

melihat kita semua belajar dari hal-hal sederhana. Dan

dimulainya itu dengan karena dia tahu kalau kami yang

cowok senangnya dengan bola, dia memberi contohnya

itu dengan pemain-pemain bola dan di situ dia

menanyakan speerti dari mana asalnya, namanya siapa.

Saat itu saya sangat senang dan saya setiap hari dengan

teman saya itu kami berdua sering membuat percakapan

tentang pemain-pemain favorit kami. Dan itu yang

membuat kami tu terus belajar. Dan akhirnya waktu

SMP kelas 3, itu saya, dan dari situ ketika ada lomba

pidato antar SMP, SMP saya itu SMP yang tidak ada

nama waktu itu. Tetapi karena dengan dilatih dengan


83

tekun oleh guru saya ini, saya dan teman saya itu kami

mendapat juara. Dan itu yang kami lawan itu adalah

Cina sekolah-sekolah favorit, sekolah-sekolah Katolik

waktu itu di daerah saya sekolah-sekolah Katolik itu

sekolah-sekolah yang siswanya itu rata-rata Cina dan

mereka sangat bagus. Tapi karena kehebatan dari ya

saya mengatakan kehebatan dari guru kami itu kami bisa

mengalahkan mereka meskipun ya kan awalnya tidak

tertarik dengan bahasa Inggris tetapi karena cara

mengajarnya begitu bagus akhirnya kami senang bahasa

Inggris. Dan saya ingin menjadi guru yang seperti itu,

ketika ke depannya nanti, artinya saya mau membuat

siswa saya itu menyukai bahasa Inggris dengan hal-hal

yang saya ajarkan itu lebih familiar atau yang dekat

dengan mereka seperti itu. Jadi ingin menjadi guru yang

seperti itu, yang mencintai bahasa Inggris terlebih

dahulu sehingga bisa menjadi contoh siswi saya

mencintai bahasa Inggris seperti saya.


84

APPENDIX B

FGI 2

Almond Bakery and Cake

4 December 2016

at 6.30 – 8.00 p.m.


-

-

HRA MSES

MSD

R: Apa yang Anda ketahui tentang PPG?

P3: Yang saya ketahui tentang PPG itu bagaimana membuat

perangkat pembelajaran yang baik, bagaimana menjadi guru profesional, bagaimana mengembangkan media pembelajaran

sesuai dengan topik yang akan dibicarakan. Jadi, saya pikir

PPG itu berarti kita kuliahnya tentang itu. Pasti tentang media pembelajarannya, pengembangan media pembelajaran, terus

bagaimana membuat perangkat pembelajaran yang baik,

karena saya pernah mendengar teman-teman yang lain yang

sudah PPG sebelumnya berkata seperti itu. Ada workshop, dan pasti nanti ada buat perangkat pembelajaran dan lain

sebagainya.

-

-

Self-esteem

P2: Kalau yang saya ketahui juga sama seperti yang dibilang sama P3 bahwa kalau PPG itu lebih fokus kepada

administrasi-administrasi sekolah, jadi lebih ke

pengembangan silabus menjadi RPP, kemudian medianya,

kemudian materinya dikembangkan, lalu kemudian ada pelatihan selama kurang lebih empat bulan di sekolah. Itu

yang kami ketahui tentang PPG. Kemudian PPG itu wajib

berasrama, tidak diizinkan untuk tinggal di kos-kosan atau memilih sendiri. Tetapi semuanya itu wajib mengikuti

peraturan pemerintah. Kemudian PPG itu juga sudah

ditetapkan waktunya. Jadi waktunya itu berdasarkan waktunya yang sudah ada di pemerintah. Jadi LPTK hanya

mengimbangi. Kalau yang kami ketahui tentang PPG. Jadi

PPG itu lebih kepada teknisi. Karena mungkin yang mereka

pikirkan karena kami sudah S1 pasti yang harus dikembangkan itu adalah administrasi sekolahnya. Itu yang

kami tahu tentang PPG. Jadi profesi itu lebih kalo dibilang

lebih ke administrasi, ke teknisi.

P1: Oke. Terima kasih. Kalau saya pertama kali saya

mendaftar SM-3T itu saya dengar setelah SM-3T itu nanti

diakhiri dengan PPG. Dan PPG itu mereka bilang itu

Pendidikan Profesi Guru, Sehingga saya dari situ mengambil kesimpulan bahwa berarti PPG itu momen, kesempatan

dimana kami dipersiapkan.Karena itu kan Pendidikan Profesi

Guru jadi kami dipersiapkan betul-betul untuk menjadi seorang guru yang profesional. Di situ kami diberi workshop

selama enam bulan, satu semester, dan itu berkaitan dengan

pembuatan perangkat pembelajaran. Selain itu kami dilatih


85

untuk bagaimana menjadi guru yang mandiri juga bisa diatur.

Karena kami selain secara rutin mengikuti workshop di

kampus, kami juga mengikuti peraturan-peraturan yang dibuat di asrama. Sehingga di sini saya menarik kesimpulan

bahwa kami tidak hanya belajar tentang bagaimana membuat

perangkat pembelajaran yang berhubungan dengan sekolah

yang nanti kami akan mengajar suatu saat nanti. Tetapi kami juga dilatih untuk bagaimana untuk hidup mandiri dan hidup

sesuai aturan. Dan itu yang saya pahami dan betul apa yang

saya pahami itu karena ketika berada di Sanata Dharma, selain mengikuti workshop secara rutin selama enam bulan

dan belajar di sekolah selama empat bulan—PPL itu artinya

PPG itu proses pembentukan calon-calon guru profesional, menjadi lebih baik dan profesional lagi.

DKU

HCT

R: Apa yang Anda rasakan ketika akan menjalani PPG di

Sanata Dharma?

P1: Oke. Jadi yang pertama ketika mendengar bahwa kami PPG di Sanata Dharma, yang pertama rasa minder, takut, itu

yang saya pribadi rasakan saat pertama kali mendengar nama

Sanata Dharma. Ketika mengikuti PPG di Sanata Dharma, ketika saya mendengar cerita dari teman-teman saya

sebelumnya, yang dulunya mereka itu di Undana, saya

melihat ada perbedaan yang saya dapati di sana, dari cerita

teman-teman yang sudah melewati PPG dan sedang proses PPG di Undana. Itu saya mendapat perbedaan. Seperti yang

saya bilang, PPG itu kan fokusnya bagaimana

mengembangkan perangkat pembelajaran dan juga bagaimana mengikuti peraturan di asrama. Tetapi di Santa

Dharma saya merasa berbeda. Karena Sanata Dharma tahu

bahwa menjadi guru profesional itu bukan saja menyangkut dengan perangkat pembelajaran, tetapi juga murid sendiri,

maksudnya dari bidang yang dia menjadi basic ilmunya dia.

Dan itu yang saya rasakan berbeda dari cerita teman-teman

dan yang saya alami di sini. Jadi di Sanata Dharma kami tidak hanya dibekali dengan kemampuan membuat perangkat

pembelajaran, kemampuan beradaptasi dengan peraturan di

asrama, tetapi kami juga dilengkapi dengan kemampuan dasar dalam hal bahasa Inggris sebagai basic, ilmu yang

sudah kami pelajari selama S1. Itu yang saya dapatkan di

Sanata Dharma. Jadi, meskipun kami takut, awalnya kami

minder, tetapi dengan kedekatan para dosen dan juga dengan cara-cara yang lebih dekat dengan kami, kami merasa kami

terbantu. Dan itu yang menurut kami itu terobosan yang

bagus. Karena kan kami sebagai seorang guru kan tidak selamanya berhadapan dengan perangkat pembelajaran tetapi

yang lebih penting itu bagaimana kita menguasai ilmu kita

dan menransferkan ke siswa-siswa kita. Itu yang saya rasakan. Terima kasih.

Critical

thinking

P2: Oke sama juga dengan yang sebelumnya saya bilang,


86

RSC

HSR

bahwa awalnya itu ada rasa takut. Dan yang menjadi

ketakutan terbesar adalah Sanata Dharma berada di Pulau

Jawa. Nah di dalam konteks pemahaman kami bahwa pendidikan Jawa itu berbeda dengan pendidikan di daerah

dimana kami tinggal. Tempat dimana kami akan melakukan

PPL juga itu menjadi hal yang sangat menakutkan,

sebenarnya. Jadi karena kita sudah tahu bahwa program PPG ini lima bulan akan workshop di dalam kampus dan

selanjutnya itu harus mengajar di sekolah-sekolah yang

berada di tempat dimana kita akan melaksanakan PPG itu. Jadi awalnya, itu hal terberat juga yang membuat saya takut

ketika mendengar bahwa saya mendengar bahwa saya

mendapat tempat di luar Pulau Jawa dan melakukan PPL di sekolah-sekolah di Pulau Jawa. Karena sudah tertera di dalam

konsep kami masing-masing bahwa pendidikan di Jawa itu

berbeda dengan pendidikan kami, khususnya untuk bahasa

Inggris. Kalau bahasa Indonesia mungkin bisa tetapi untuk bahasa Inggris artinya yang sudah di dalam pemikiran kita

adalah orang di Jawa itu bahasa Inggris mereka anak-anak

SD, SMP, SMA, sudah high level. Nah bagaimana kita guru yang sama seperti saya yang mungkin masih standar kalau

disamakan dengan anak SMP atau SMA itu sama rata. Nah

itu juga yang sangat menakutkan tetapi ketika sudah ada di sini, ketika para dosen melihat kekurangan di dalam diri kami

khususnya dalam kemampuan berbahasa Inggris, saya merasa

aman. Mereka tidak menjauhkan kami tetapi mengangkat

kami untuk maju. Kalau bicara tentang RPP, silabus, pengembangan media, itu pasti dengan sendirinya pasti akan

bisa dilakukan. Tetapi kalau menyangkut dengan bahasa

Inggris dan sebagainya itu perlu di drill, itu perlu diajar dan itu yang membuat kami sangat senang adalah ketika

kelemahan kami itu dibuat dijadikan sebuah pembelajaran,

dijadikan sebagai ada pengaturan aturan jadwalnya kami

setiap hari Sabtu itu belajar grammar, kemudian banyak, ada tulisan-tulisan dari Pak Markus buat adalah bagaimana

picturenya dideskripsikan, diceritakan, ya Mind Mapping dan

sebagainya. Dan kami mendapat itu kalau itu dari aturan pemerintah ya seperti itu tidak ada. Tidak ada jadwal-jadwal

yang kita untuk ke materinya, pendalaman akan materi kita.

Dia lebih ke secara administrasi. Kemudian ketika saat saya berada di sini, banyak hal yang saya pelajari di sini, saya

merasa sangat beruntung bisa mendapat bagian untuk

melaksanakan profesi di tempat ini. Karena yang ada di

dalam bayangan saya adalah saya mendapatnya di Kupang dan itu sama, menjalaninya mungkin tidak terlalu dipaksakan

karena memang kita tahu kondisi keadaan di sana, tetapi

beban terberat adalah ketika kita di luar dari daerah kita dan kita harus move on untuk bagaimana menyamaratakan apa

yang ada di dalam diri kita untuk sama seperti sekolah-

Self-

adaptation


87

-

sekolah yang ada di sini . Dan itu hal yang sangat-sangat...

awalnya sih saat tahu mendapat di sini itu menakutkan. Tapi

setelah menjalaninya, semuanya ternyata baik-baik saja. Dan bisa keluar dari ketakutan.

-

P3: Yang saya rasakan kurang lebih sama dengan P1

dan P2 rasakan. Campur aduk. Ada rasa bersyukur juga, terus

ada rasa takut juga. Pikirnya kan dapat di Undana. Pasti kurang lebih seperti yang teman-teman ceritakan, teman-

teman PPG yang kali itu ceritakan. Tetapi yang saya takutkan

itu kan Sanata Dharma itu katanya bahasa Inggris-nya dengan Sastra Inggris-nya bagus. Jadi saya pikirnya aduh pasti

dosennya itu disiplin dan pasti akan menakutkan. Tetapi saat

kami ke sini, ternyata yang kami takutkan itu salah. Mereka

begitu baik, terus sangat fleksibel. Terus apa yang diajarkan kepada kami itu betul-betul apa yang memang kami

butuhkan. Biasanya kan hanya, maksudnya yang di Undana

itu mereka banyak yang membuat media pembelajarannya, perangkat pembelajarannya, terus ekstrakurikulernya ada

pramuka, tapi di sini kami menemukan hal yang berbeda.

Fleksibelnya itu ada maksudnya selain belajar, kami juga melakukan hal-hal lain yang itu membuat kami lebih, apalagi

maksudnya lebih apa ya bahasa Inggrisnya lebih bagus lagi

seperti kegiatan LLTC, itu sebenarnya kan di luar kurikulum

PPG ya mungkin. Tapi kami diikutsertakan dalam hal seperti itu. Jadi kami merasa beruntung karena mungkin mahasiswa-

mahasiswa lain itu mereka membayar untuk mengikuti

kegiatan itu tapi kami gratis saja mengikuti dan kami dapat sertifikat. Dan itu membuat saya oh bagus ternyata di sini.

Rasa syukur saya itu bertambah, bertambah, dan bertambah.

Jadi saya pikir, ternyata saya bisa juga.

DKU

AIS

RSR HRA

HC

R: Apa yang Anda harapkan dalam menjalani Program PPG? P2: Harapan ya? Harapan sebelum memasuki PPG itu, yang

pertama sama seperti P3, tau PPG itu seperti apa, profesi guru

itu bagaimana—meningkatkan keprofesionalan seorang guru. Jadi harapannya ketika masuk PPG itu lebih profesional lagi.

Profesionalnya itu kalau basicnya itu sebagai bahasa Inggris,

ya lebih maksimal dalam pemahaman tentang bahasa Inggris. Kemudian kalau perangkat-perangkat lebih tau lah cara untuk

lebih tau bagaimana membuat perangkat pembelajaran dan

sebagainya. Tapi, saat menjalaninya ya di sini, baru saya

sadar bahwa sebenarnya kalau yang namanya perangkat pembelajaran dan sebagainya itu seorang guru natural saja

pasti tahu. Apalagi kalau kita tahu negara ini kan sering

berubah-ubah kurikulumnyal, sering berubah-ubah peraturannya secara khususnya tentang perangkat

pembelajaran. Jadi yang namanya profesional dalam

membuat perangkat itu tanpa sekolah pun pasti tau,

maksudnya tahu lah kalau kita sudah ada di sekolah, kita sudah tau apa yang mau dilakukan, spontan untuk bisa

Building

professional-

ism


88

RDM AIS

HLS

AMS

HC RSR

HCT

membuat RPP dan sebagainya. Dan saat itu saya pikir bahwa

menjadi guru itu tergantung pada administrasi, ternyata tidak.

Ada hal-hal lain yang perlu kita lihat bahwa menjadi guru itu kita profesional itu seperti yang diberikan Sanata Dharma itu

yang pertama mencintai anak didik. Itu lebih penting. Kalau

saya belajar di sini, itu lebih profesionalnya, itu yang mesti

harus ditingkatkan. Kalau yang namanya administrasi, dengan sendirinya pasti akan ada. Kemudian mencintai anak

didik, lalu kalau sudah mencintai anak didik, pasti anak didik

itu akan tahu materinya itu seperti apa, karena kita sudah tahu bahwa kita harus mencintai anak didik. Saya rasa itu hal yang

penting untuk seorang dikatakan profesional adalah ketika

kita mencintai anak didik kita tidak hanya sekedar memahami materi dab administrasinya, tetapi bagaimana kita bisa dekat

dengan anak didik sehingga pembelajaran itu bisa secara

maksimal diserap oleh anak didik. Karena kalau kita lihat

sekarang kan kedekatan antar guru dan siswa kan perlu profesional. Karena tidak semua guru bisa tahu tentang anak

didiknya, tidak semua guru bisa dekat dengan anak didiknya.

Jadi kalau yang saya, setelah baru saya menjalani ini, baru saya sadar saya tahu bahwa ternyata profesional itu yang

terpenting adalah bagaimana kita mengatur emosional kita

dengan anak didik kita, bagaimana kita dekat dengan anak didik kita, bagaimana—kalau kita sudah memahami materi

tentang bahasa Inggris, pasti itu akan dengan sendirinya

berjalan kalau kita sudah semakin dekat dengan anak didik.

Priority on students

P1: Baik. Jadi sebelum mengikuti PPG itu yang saya harapkan itu yang pertama saya ingin mendalami bahasa

Inggris lebih baik lagi. Karena saya jujur, setelah dua tahun

selesai kuliah, saya rindu saat mau kuliah lagi. Itu yang saya ingat. Jadi yang saya pikirkan itu, yang saya harapkan itu

saya ingin lebih dalam lagi memahami tentang bahasa

Inggris. Karena setelah kuliah empat tahun lalu saya terjun ke

lapangan saya merasa masih kurang. Itu yang saya harapkan bahwa ketika saya kuliah PPG, saya bisa memperdalam, bisa

lebih meningkatkan kemampuan bahasa Inggris saya. Dan itu

mungkin doa saya yang mungkin Tuhan jawab. Makanya saya dapat di Jogja. Setelah saya sudah dua atau tiga bulan

belajar di Jogja baru saya teringat kembali, wah ternyata

harapan saya itu dengan sendirinya—tanpa sadar bisa

dibilang terwujud. Jadi ketika saya tanya teman saya di Kupang itu mereka tidak ada yang pendalaman seperti ini,

pendalaman materi selain membuat perangkat pembelajaran

dan juga kegiatan ekstra, seperti kan kalau di Kupang kan mereka belajar tentang Pramuka. Dan itu rutin, setiap minggu

itu harus. Saya pikir juga kan kami ini kan mengajarnya

bahasa Inggris. Kita belajar Pramuka? Kan sudah ada guru yang mereka itu belajar tentang Pramuka itu sendiri. Terus

kenapa kita yang basicnya bahasa Inggris kenapa kita harus


89

belajar Pramuka? Jadi itu yang membuat saya senang dan

banyak sekali yang saya pelajari di sini. Jadi saya pelajari

bahwa menjadi seorang guru itu semuanya itu akan ditentukan dengan lima menit awal kita berada di kelas. Jadi,

mau disukai atau tidak disukai oleh siswa, tergantung dari

lima menit kita berada di kelas. Dan itu saya pikir itu sangat

luar biasa. Karena saya rasa itu ketika kita terjun di sekolah selama empat bulan, saya merasakan itu. Apalagi, siswa-

siswa di Jawa itu saya mau lihat. Itu mereka sepertinya sama

guru itu mereka sangat acuh tak acuh sama guru. Jadi saya lihat itu sama guru yang tua, senior saja, itu guru-gurunya

ngomong, mereka ngomong sendiri. Kedekatan guru sama

siswa itu sepertinya sedikit tidak dikasih perhatian lebih. Jadi, kadang guru menjelaskan, siswa itu di belakang sibuk sendiri.

Artinya dari itu saya belajar, bagaimana saya membangun

kedekatan dengan siswa. Makanya, ketika saya masuk di

kelas, pertama saya tanya kalian siap untuk belajar hari ini? Kalau mereka jawab: Ah, Mister kita nonton aja. Saya bilang:

Tapi materi kita itu belum selesai lho, kalau gitu kita belajar

lalu saya akan beri game. Kesepakatan yang dibuat dengan siswa sangat penting untuk menciptyakan situasi belajar yang

penuh semangat. Karena bagaimana ya apalagi kita kan

sebagai guru PPL. Wah itu, saya pengalaman ketika awal-awal ketika saya masuk, itu mereka ributnya ketika sama

saya. Tapi ketika dengan guru pamong, itu mereka diam. Pas

pamongnya keluar, saya bilang: Ah kalian itu kalau sama

Mas itu kalian ribut sekali. Tapi kalau sama Pak itu kalian diam ya. Mereka bilang: Iya, Mas. Karena kan Pak-nya itu

nanti nilai kita itu... Oh gitu. Terus saya bilang: Kalau sama

Mas, nilai itu kalian minta 100 saya kasih, 200 pun saya kasih. Tapi apakah itu menjadi jaminan kalian tahu bahasa

Inggris. Itu kan tidak. Jadi, dari situ saya belajar bahwa

menjadi guru selain kita harus membuat perangkat

pembelajaran, menguasai bidang kita, kita juga harus profesional dalam hal pendekatan dengan siswa. Jadi itu yang

saya banyak belajar. Jadi itu tadi lima menit awal itu

ditentukan, ya jadi kita disukai atau tidak disukai oleh siswa itu ditentukan dari lima menit awal kita di kelas. Dan itu yang

saya dapatkan dari Ibu Yuseva. Itu luar biasa. Dan saya

sangat ini karena saya refleksi juga yang membuat saya merasa itu. Dan itu membuat saya, ya.. Ketika saya turun ke

ini, menjadi guru itu tidak terpaku oleh peraturan. Kita

fleksibel. Karena ada saat dimana para siswa itu senang

belajar, ada saat dimana mereka itu tidak ada semangat belajar, karena mungkin mereka baru selesai pelajaran

olahraga. Dan itu kan susahnya untuk kita untuk memulai

pelajaran bahasa Inggris di siang hari. Wah itu sangat luar biasa sulit.

P3: Seperti yang kami tahu itu kan kriteria seorang guru


90

RSR UC

profesional itu dia harus memiliki empat kriteria. Yang

pertama pedagogi, tentang pengajaran, terus bagaimana

mereka mengembangkan media pembelajaran, bikin RPP, perangkat pembelajaran. Terus yang kedua itu bagaimana

guru memberi contoh kepada muridnya. Seorang guru itu

patut untuk dicontoh. Jadi sebelum kita menyuruh siswa

membuat sesuatu, kita harus memberi contoh dulu supaya mereka paham apa yang akan mereka lakukan. Terus yang

ketiga itu tentang profesionalisme. Jadi guru itu harus betul-

betul paham dengan apa yang dia—bidang studi yang dia geluti. Jadi tidak hanya tentang perangkat pembelajaran. Jadi

mereka harus paham betul apa yang akan mereka ajarkan.

Terus yang keempat itu tentang sosial. Bagaimana guru itu berinteraksi dengan orang lain. Jadi keempat kriteria ini yang

membuat saya ingin untuk dididik dan dilatih oleh instruktur-

instruktur yang juga punya kepribadian ini. Dan keempat

kriteria ini saya dapat dari instruktur-instruktur yang membimbing kami di program ini. Jadi yang saya harapkan

ini terpenuhi. Misalnya ada dosen yang betul-betul lelah

dengan semua pekerjaan yang menumpuk. Tetapi setelah mereka masuk ke kelas itu mereka berbuat seolah-olah

mereka tidak capek, dan tetap senyum. Dan itu membuat saya

belajar oh ternyata begini bagaimana menjadi profesional, berkepribadian yang baik, berinteraksi dengan sesama

dengan baik, perangkat pembelajaran, mengembangkan

media pembelajaran yang baik.

Being professional

RDM

R: Saya tertarik dengan pernyataan P1 tentang kegiatan belajar di Kupang. Bisa dijelaskan?

P1: Kalau di sana kan kita istilahnya kalau di sana itu masih

ada sistem kekerasan. Jadi kebanyakan di sana kan siswa itu kalau misalnya mereka itu ribut di dalam kelas, kadang itu

kalau guru-guru tua itu pukul atau cubit. Jadi ketika guru

menjelaskan, mereka apalagi Kalau di sini, meski mereka

ribut dan kita langsung menegur siswa yang ribut, mereka langsung diam Saya pikir itu tergantung dengan kedekatan

kita dengan siswa.. Karena mungkin faktor usia juga, karena

guru-guru itu kan guru pamong itu kadang tinggal dua tahun pensiun. Jadi mungkin rasa capeknya sudah terasa dan juga

rasa untuk mau lepas jabatan itu kan sudah hampir dekat. Jadi

itu yang saya pelajari dari mereka.

Decision

maker

AUO

AIS

R: Pengalaman apa Anda dapatkan di PPG yang mempengaruhi aspek atau yang meningkatkan semangat

profesional sebagai guru?

P3: Jadi pengalaman yang saya dapatkan itu banyak hal. Dari instrukturnya. Lalu tentang bagaimana cara-cara menjawab

soal-soal TOEFL, itu juga pengalaman baru bagi saya yang

dikasih Ibu Tri. Itu hal-hal yang merupakan pengalaman

betul-betul baru bagi saya. Terus, pengalaman yang berikut itu mengikuti LLTC. Saya pikir itu masuk ke dalam empat

Building

professionali

sm


91

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-


92

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


93

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


94

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


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


teacher


96


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


teacher


a study of teacher professional identity … · · 2017-12-16teacher professional identity...

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