CHAPTER I

INTRODUCTION

This chapter presents a brief description of the whole content of the

research, includes a background of the study, problem identifications, research

questions, aims of the study, and significances of the study.

A. Background of the Study

Identity can be defined as the self-interpretation of many aspects related to

people's internal systems. The term of identity had been extension into social

identity, professional identity, and local identity. But the three kinds of identity

as sub-branches depend on a person as a whole (Zare-ee & Ghasedi, 2015).

Teacher professional identity (TPI) defines how the teacher constructs and

integrates with the professional roles being a teacher that influenced by various

factors and conditions both inside and outside the classroom (Zare-ee & Ghasedi,

2015). The term of TPI have been identified on sociological aspect related how

the teacher put their selves. Teacher identity exposed new teaching experience

and develop as a result of interaction with the classrooms or institution. TPI has

comprised internal (personal) and external (social) realities linked to the concept

of “who am I”and “who are you”. This present image consists of a conscious

understanding of their professional self (Alberto & Castañeda, 2011); (Yilmaz &

Ilhan, 2017). Today teacher must be comprehend the current issue, therefore the

researcher encourage how to built professional identity to face some problems for

the future.In brief the research interested take the theme professional identity

during it has increasing for decades (Le & Nghia, 2017).

1
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Nowadays, education have been upgraded and changing the field.

However, teaching internship programs considered importantly of pre-service

teachers as the way to build and implement the competences that can be more

challenging when they begin the process of teacher identity. The teachers'

biographies, beliefs, and concepts of the professional roles could be summarized

as teacher identity (Marmara, 2017) and those concepts are an essential part

required to shape the professional identity of the pre-service teacher as the teacher

candidates.

Pre-service English Teacher will carry out Teaching Internship as one of a

program offered by Faculty of Teacher Training and Education specifically

English Education Study Program which mandatory for all fourth years college

learners. The program aims to engage the field of the learning process in

professional competences and pedagogical competences (Sujati, 2015), (Nuridah,

Sari, Lengkanawati, & Setyarini, 2019). The researcher emphasizes that

competencies are the essential part required as a result of the process in college

learning and behavior. It is designed to conducting their task as a professional

teacher, prepare, and train the students of the Faculty of Teacher Training and

Education (Nuridah et al., 2019). In brief, the researcher concludes that teaching

internship program is the way practicing real teaching experience which entering

pre-service teacher work journey and implementing both pedagogy and

professional competencies.

The teacher-student relationship was found to play an important role in

teaching. In relationships with students, teachers need to cope and give meaning

which does an appeal on their professional identity (Want et al., 2018). The
 3

interpersonal relationship between teacher and students is an important element

that impact of the learning process in teaching internship, it provides a chance for

the pre-service teachers to renegotiate their identities. It means that the way of

identity can be seen as a result of interaction in teachers’ development (Alson,

2008) and mostly, there is their first experience of teaching practice in the

teaching internship. However, the researcher emphasizes pre-service teachers

need a good preparation dealing with all the aspects to engage the relationship of

the students.

Based on preliminary study, the problems deal with pre-service English

teachers in the teaching internship, mostly there has a lack of relationship with the

students due to teaching and learning. Pre-service English teacher builds a

different belief, concept, and their identities in the teaching and learning process.

Another problems, not all teachers were able to successfully give a positive

meaning to their relationships with the student (Van der Want et al. 2015). They

have a lack of experience existing positive teacher-student relationships,

meanwhile the same side they have a lack of awareness that teaching internship

programs play a significant effect in job preparation Naimplay et al, (2011) as

cited Parishani & Khrorooshi (2016). Their first experience of teaching practice

while teaching internship expresses their way to construct professional identity

development.

The researcher decided to do research based on three previous studies. The

first previous study entitled “English Pre-Service Teachers’ Identity during

Teaching Practice: Narrative Research” by Brigitta Shinta Hapsari and Ouda Teda

Ena in 2019. The result concludes that the participants showed various identities
 4

in relation positioning of their students. The first previous study more focuses on

designing positioning to build identity, but the researcher will be more focused on

the relationship with students. The second previous study entitled “Evaluations of

Pre-service Teachers’ View Related to Microteaching Practice” by Mesut Ozonur

& Halil Kamish 2019. This study has more focus on microteaching practice. The

result of the study, there are positive and negative aspects, challenges, suggestion

real class setting, made contributions to their professional development, and self-

evaluations about the strength and weaknesses. The third previous study entitled

“Changes over Time in Teachers’ Interpersonal Role Identity” by Anna C. van der

Wanta et all, 2018. This study used interpersonal identity standards to measures

data, however, the researcher will do the same to measuring the data.

Considering data and for further analysis, the researcher decided to do

research based on three previous studies. The researcher will identify pre-service

English teachers’ professional identity development in teacher-student

relationship, self-evaluation, and students’ awareness of their identity. However,

the researcher interested to conducts the research entitled: Pre-Service English

Teachers’ Professional Identity Development during Teaching Internship.

B. Problem Identifications

Based on several studies, the problems related to the topic have been carried

out as follows:

1. Based on pre-observation, pre-service teachers were lack of experiences

through teaching and learning.

 5

2. Not all teachers are able to successfully give a positive meaning to their

relationships with the student (Van der Want et al. 2015).

3. The pre-service teacher was lack of familiarity with the need for job

preparation at the college as well as their lack of awareness of the vital

role that internship plays in job preparation Naimplay et al, (2011) as cited

Parishani & Khrorooshi (2016).

C. Research Questions

Based on problem identifications, the researcher found some questions:

1. How are pre-service English teachers build teacher-student relationships as

the interpersonal role identity?

2. How are pre-service English teacher reflective self-evaluations during

teaching internship?

3. How the university can improve students’ awareness of their identity?

D. The aims of the Study

Concerning the research questions, this research was projected to

discover the following information:

1. To reveal how the pre-service English teachers build a teacher-student

relationship as the interpersonal identity.

2. To reveal how pre-service English teachers reflective self-evaluations

during teaching internship.

3. To gain a closer understanding of how university improves students'

awareness of their identity.

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E. Significances of the Study

The two kinds of research significants are as a following:

1. Theoretically

a. The Writer

The significances of this study are to help the writer reveal and

analyzing what are the characteristics of pre-service English teacher

interpersonal role of identity as well as excavated the standard of identity

and self-evaluations during teaching internship.

b. The Reader

The readers particularly the students of the English Education

Study Program of Majalengka University in enriching references related to

the topics.

2. Practically

This research is significant of a pre-service English teacher and English

Teachers to build and develop the knowledge, concept, and competencies dealing

with professional identity development and how to obtain a good teacher-student

relationship in the classroom while their first teaching practice in teaching

internship. It helps every teacher become better in planning, organize, and more

effective teaching.
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CHAPTER II

THEORETICAL FRAMEWORK

In this chapter, the researcher tries to give clear description of theoretical

framework. There are: The Concept of Teachers Professional Identity, The

Historical Overview of Teachers’ Identity, Learning to Teach, Constructing Pre-

Service English Teachers’ Identity, Pre-Service Teachers’ Self-Evaluation and

Awareness of Teaching Internship, Seminars, Curiculume, and Policy, Teaching

Internship Program in Education, Teaching Internship as the Nature of Teaching

Practice, The Important of Teaching Competencies; Previous Study; and

Rationales.

A. TEACHER IDENTITY

1. The Concept of Teacher Professional Identity

Identity can be define as a complex, interpretation, and varied meaning

that has become a powerful issue relating to people's internal systems (Alberto &

Castañeda, 2011). The term identity was formerly used to refer the individualized

self-image of any person (Motallebzadeh & Kazemi, 2017). The concept of

identity involved in three categories, there are a psychological-developmental

perspective, a social-cultural perspective and a post-structural perspective as cited

in (March Bose & Gunter Torner, 2016). The psychological focus on the

individual, whereas social cultures focus more specifically on the interactions

between the individual, culture, and society. Meanwhile post-structural

perspective challenged the idea of identity formation as being either an individual

 8

or a social phenomenon (Foucault, 1984) as cited (Grootenboer, Smith, & Lowrie,

2006).

Teacher Professional Identity (TPI) has emphasized the main contribution

to the process of its construction and reconstruction that comes from the part of

the individual, through the processes of interpretation, self-reflection, and agency.

It is influenced by social relationships and the context as a sociological. However,

the key element both of individuals and social dimensions are the dynamic nature

of Teacher Professional Identity (TPI), which considers the psychological theory

of TPI as the process centered on the individual and self-reflections in the mirror

of human nature (Karaolis & Philippou, 2019). TPI has bound of personal or

professional values adjusted circumstances that consider self-defining beliefs and

values of their Professional Identity, therefore most teacher become an over-riding

concern of the preservation Nias (1989) as cited in (Karaolis & Philippou, 2019).

Teacher professional identity is the way that teachers, both individually and

collectively, view and understand themselves as teachers (Mockler, 2011) as cited

in (Nykvist & Mukherjee, 2016).

Teacher identity is a complex entity that difficulty comes from the many

ways and the word of identity has been used by educators over time

(Motallebzadeh & Kazemi, 2018). While constructing identity, there not only an

educator part but also another part of a professional occupation that needs

building a professional identity. One of the difficulties came based on the teacher

acquisition that an essential part of the teaching and learning. According to

Wiles's statements, acquisitions are the important one during constructing teacher

identity. Acquisitions and social values as the ability to integrated knowledge are
 9

involve into professional identity (Elomaa, 2017). Nowadays, the educations will

be developed more values, knowledge, social, and practice. Mostly, pre-service

teachers face some difficulties or problems while teaching and practice. When

looking into problems, teachers can face in their professional identity

development process.

In brief, TPI defined as a personal and professional belief, value, social

relationship as the process of interpretation and self-reflection. The professional

identity of the teacher has purposes to engage a good quality, teachers’

acquisition, and how to face some problems.

2. Historical Overview of Teacher Identity

In the last decades, the concept of identity has often changed depend on

the theoretical perspective and problems of researchers want to work on (March

Bose & Gunter Torner, 2016). Analyzing teacher identity has been developed in

previous times. The term identity historically evolved human behavior

interpretation. It’s been represented as an external or internal phenomenon

(Alberto & Castañeda, 2011). Every term describes that identity is something that

has to be built. Bose and Toner (2016) underline that identity development is not a

process that eventually ends. However, identities are developed and re-developed

constantly which is obvious as the individual enters new contexts and makes new

experiences constantly (March Bose & Gunter Torner, 2016). Benwell & Stokoe,

(2006) define the study of identity captured of discourse analysis which involved

in people's social actions, that reveal who we are, how we talk, what we say or

what we mean.
 10

The linguistic function of discourse analysis consists of three

metafunctions, there are interpersonal, ideational, and textual. Meanwhile, the

purposes of metafunctions in the language in society involved: (1). Enacting our

social relationship; (2) Represent experience to each other; (3) organize our

enactment and representations as meaningful text (Martin & Rose, 2003).

Based on theory above, the research about "teacher professional identity"

has emerged as a separate research area and it's changed over time regarding

human interpersonal behavior. Meanwhile, the main area exploring still the same,

it is including discourse, values, attitudes, behavior, social roles, etc.

4. Learning to Teach and Identity

Learning to teach becomes a research scrutiny that compare what is

already established and what we can become Britzman (2003) as cited in Alberto

& Castañeda (2011). There are an increasingly acknowledged that teacher

learning and development includes more than learning subject matter, skills,

pedagogical content knowledge, theories of teaching, and learning. Those

categories need to analyze of the pre-service teacher before they have teaching

practice. Mostly pre-service teachers have been learned and prepare all the

characteristics that can support successful learning. While they began teaching

practice, immediately they construct the identity.

Being a teacher is a life-long process that formally begins with participating

in teacher education. It is involved the initial preparation get some teaching

experience as student or teachers at the end of the training, and aided by a mentor

or an associate teacher during the process (Gadjos, 2016). Learning to teach is an

identity-making process, dealing with several factors. However, it is contribut

 11

several issues relevant to doing typical 'identity work’ into students while

implementing of teachers’ professional learning and development (Beijaard,

2019).

In brief, learning to teach constructing professional identity and the life-long

process that teacher candidates need to practice, implementing knowledge within

learning to teach obtaining teaching experience and it's called the identity-making

process.

5. Constructing Identity of Pre-service English Teacher

In this research, the researcher used some characteristics to reveal pre-

service teacher professional identity development related to role identity teachers’

students-relationship. The subs area consists of Pre-Service English Teacher

Beliefs and Knowledge, Pre-Service English Teacher Roles of Identity, and

Teacher-Students Relationship.

a) Pre-Service English Teacher Beliefs and Knowledge

Belief is a crucial factor influencing pre- and in-service teachers`

professional development during studies and in working life that shows the nature

of their beliefs. Many techniques and content of knowledge were preparing

individuals to teach. Pre-service teachers were took perspective as developing

their beliefs in teaching and teachers, however the required of pre-service teacher

perspective, considering how individuals develop their beliefs during their teacher

education program (Stoube, 2009). Therefore, every teacher have their

background belief and knowledge that will be implemented in everyday teaching

and learning.
 12

Developing and revising beliefs serve an important role in pre-service

teacher education. Presumably with their experience as students, most pre-service

teachers enter teacher education with beliefs that affect their practice but may not

necessarily prove of beneficial to students (Kelly, 2017). One of the factors being

success teaching and learning it is determining teachers' belief. When teachers

begin teaching, they provide instruction congruent with their beliefs. The pre-

service teacher already has strong beliefs about teaching and learning languages.

Education programs begin with the process, however there have a heavy influence

of one’s own learning experience on beliefs (Borg, 2003; Busch, 2010;

Kuzborska, 2011) as cited in (Kelly, 2017). In brief, the way the teachers

implement teaching and learning, their belief have influence during teaching,

therefore it also determining the success teaching and learning.

In conclusion, personal beliefs and knowledge of pre-service teachers took

the influences implementing in everyday teaching. The teacher's personal beliefs

and knowledge created the different techniques, methods, approaches, steps into

teaching, and the qualities of materials that they have delivered.

b. Pre-Service English Teacher Roles of Identity

Role identity is defined as the role (or character) people play when holding

specific social positions in groups which has relation since people interact with

each other via their own role identities (Beijaard, 2019). The term of role identity

is the unit of analysis and conceptualized as a dynamic system. The dynamic

systems model of role identity enables the authors to describe how different

aspects interplay and result in changes within one's role identity of the teacher as

well as across multiple role identities and the system of teacher learning is
 13

integrated with other ontological and epistemological beliefs, self-perceptions,

and self-definitions, purpose and goals in teaching, and perceived action

possibilities (Beijaard, 2019). Therefore, the role identity both of teacher and

students need attention to extens good relationship during teaching.

Teachers as parents in the classroom played a very crucial role in

developing a student’s interest in a subject or the language. Before teaching

students, the teacher should become a learner by thinking about the situation,

understanding through a different point of view, and how making students

relevant in everyday circumstances (Rani & Uhsa, 2017). Rani & Uhsa (2017)

also mentioned the roles or strategies to teaching English as a foreigner language

involving: (1) Teacher as a learner; (2) Teacher as a facilitator; (3) Teacher as an

assessor; and (4) Teacher as a manager. Modern technology has its important

roles in supporting the educational system and the teacher still a vital element in

the teaching and learning process. The teachers have a key role to play in

determining the quality of output of educational institutions, therefore every

country is giving prime importance to the quality of teachers and national policies

have been influenced by the growing realization (Ariyanti & Mahakam, 2017).

Prestridge (2007) in Ghavifekr, Kunjappan, & Ramasamy (2006) argue

that the implemented of ICT in education, teachers have their own beliefs about

the role of ICT as a teaching tool, the value of ICT for student learning outcomes,

and their own personal confidence and competency. The teachers faced some

obstacles while adopting ICT into their teaching and learning Balanskat, Blamire,

and Kefala (2006) as cited in (Ghavifekr, Kunjappan, & Ramasamy, 2006).

 14

Therefore, providing ICT in the teaching and learning from the national policy,

give an important role to build quality of teaching.

The interpersonal role identity seems to be the crucial importance for

teachers additionally teacher’s conditional to enact other roles in the classroom,

such as the role of being a subject matter expert or a didactical expert Durham

(2018). However, while teaching, every teacher as a professional enacting several

roles. There are varying from being a subject matter expert to an interpersonal

expert who interacts and builds a relationship with students Burke and Stets

(2009) as cited in (Want et al., 2018). Therefore, teachers can be implement the

different severals role, it depending the students need in the classroom to provide

the quality of teaching.

The Measure of Teacher-Students Relationship through Interpersonal

Identity Standard took by Wubbles et al (2006) that they were divided

interpersonal identity standard into two categories, there are:

a. Desirable, which involved steering, friendly, understanding, and

accommodating.

b. Undesirable, which involved uncertain, dissatiefied, reprimanding, and

enforcing.

The distinction can obtain between desirable and undesirable interpersonal

identity standards. Desirable could be defined as a high level of control combined

with a high level of affiliation in terms of the Teacher Interpersonal Circle,

undesirable as a low level of control combined with a low level of affiliation.

Desirable interpersonal identity standards are positively related to teachers' well-

 15

being and student outcomes, undesirable interpersonal identity standards are

negatively related (Wubbels et al. 2006).

Along with the explanation above, the researcher concluded that the

teacher plays different roles while teaching as well as the interpersonal role of

identity. There is some characteristics related to the role of teaching in EFL,

involved teacher as learners, teacher as a facilitator, teacher as an assessor, and

teacher as a manager. Developing ICT (Information, Communication, and

Technologies) has influenced to creating the quality of teachers' role.

c). Teacher-Students Relationship

The quality of a teacher-student relationship is a powerful element of

situations who plays a significant role in a student's development and school

experience within the learning environment and subsequently (Dever, 2016).

There consists of positive and negative teachers-students relationships during

teaching practice. The positive teacher-student relationship is considered

enhancing constructive learning behavior, provides support, and warmth required

for the student to deal with the demands of the school setting. Meanwhile, a

negative teacher-student relationship is characterizing by teaching behavior of

lack of academic, emotional support, the turn hinders the student's ability to deal

with the demands of the school setting (Dever, 2016).

Creating positive relationships with students is important for teacher

survival in the classroom, their well-being, and teaching quality. Pillen, Den Brok,

& Beijaard 2013 as one of the studies that show student and novice teachers face a

variety of identity-related tensions and problems that pertain to classroom

management and developing a good relationship with students (Want et al., 2018).
 16

The quality of the emotional between a teacher and student have

significant implications in shaping development Dever (2016). There has a

connection between teacher-students' relationship with self-determination theory.

Self-determination applied within the school setting discusses that motivation is

dependent on three "innate, universal and psychological”. The concept of

relatedness is significant, when students feel safe and have a positive relationship

with their teacher it can act as a source of motivation, enhancing engagement and

achievement McGrath & Bergen (2015) as cited in (Dever, 2016).

Along with the explanation above, the researcher concludes that the

teacher-student relationship has determining of some factors, for example,

emotion, attitudes, and behaviors between teachers and students. Creating

positives relationships with the students imply to obtaining pre-service teacher

professional identity.

6. Pre-Service Teachers’ Self-Evaluation and Awareness of Teaching

Internship

Self-evaluation defines how the teacher evaluates their teaching

performance with some considerations. Self-evaluation can be defined as self-

assessment and self-efficacy. The student’s think critically about what they are

learning, identified the appropriate standards of performance and apply them to

their own work are the required of self-assessment (Majzub, 2015). During the

teaching practice, the required skills to be a quality teacher as well as

requirements by the teacher training institutions, the pre-service teachers will be

assessed by using formative and summative assessments to measure the

development of their teaching skills (Yahya, Mansor, & Abdullah, 2017). There
 17

are not only self-assessment of pre-service teachers’ performance, but also from

the institution supervisors. However, the institution supervisors, pre-service

teachers also had been evaluated by their mentor teachers as well as the school

management (Yahya et al., 2017).

The enhancing students’ learning of self-assessment is very important

whether they are university under graduates, teacher trainees or students in

secondary schools (Majzub, 2015). However, the pre-service teachers need to do

self-evaluations. The strength and weakness become idenfificated as the worth of

the self-assessment in evaluations and judgement during performance Klenowski,

at al (1995) as cited in Majzubi (2015).

In a brief, pre-service teacher self-evaluations and awareness in teaching

internship played a significant relationship from the success teaching. The pre-

service teacher needs to extend closer understanding both self-evaluations and

awareness then they would constructing teacher professional identity

development.

7. Curriculum, Seminars, and Policy

The curriculum can be define as a set of plan, purpose, learning material,

and the way of learning that used of institutions as the orientation which obtaining

learning outcome Maksum, A & Nasihudin (2016). In education, the curriculum is

important in supporting successful learning. Pancasila and the 1945 Constitution

of Indonesia as the Indonesian national principles that design all Indonesian

curricula. Since independence in 1945, the nation’s educational curriculum has

changed several times, in the years of 1947, 1952, 1962, 1968, 1975, 1984, 1994,

2004, 2006, and 2013 (the Ministry of National Education, 2012) as cited
 18

Mukminin, A. Habibi, A. et al (2019). Nowadays, the use of curriculum at the

tertiary level had been implementing KKNI (Indonesian Nasional Qualifications

Framework), which must be implemented for all tertiary levels in Indonesia.

According to Raybould & Wilkins, (2005) the produce qualified graduates that

relevant into national development, including the needs of highly skilled and

skilled workers in the industrial world are the expected implementation of the

curriculum Rusdiana, A, & Nasihudin (2016). The development of intellectual

intelligence, noble character, and skills are involved of curriculum for each study

program with reference to the National Standards of Higher Education that

developed by the higher-education Subotnik, OlszewskiKubilius, & Worrell

(2011) as cited Rusdiana, A & Nasihudin (2016).

Seminars are the meeting to discuss problems that include scientific

research that was prepared previously. The purpose of seminars is to deliver some

ideas, concepts, and opinions, and new things to the member. Seminars usually

held by academics or institutions that involved moderator, speakers, member,

master of ceremony, and formulator group. Education policy are the set of rules of

education that the institutions must be obey the rules. The overcoming of

coronavirus or Covid-19 has the big effect of people live as a whole involved

educational policy. The face emergency face of educational policy are: (1) online

learning for school; (2) online courses for campus; (3) national exam 2020

cancelled; (4) UTBK SBMPTN 2020 postponed, Wadji et al (2020).

 19

B. TEACHING INTERNSHIP

1. Teaching Internship Program in Education

Teaching internship programs are the most important components of the

teacher training, which allow the pre-service teacher to put their theoretical

studies into practice. This assignment provided the teacher training institutions to

evaluate the teaching capabilities of their soon-to-graduate students and designed

to smooth the transition from student to teacher (Salviana, Muslem, & Daud,

2017). However, the evaluation are needed to construct better future teachers.

The key points of teacher education there a lot of time, need attention to be

spent, and give to ensure that the student teachers doing the course are well

prepared physically and mentally. This is because the experience gained from

magang (teaching internship) in the field is crucial and valuable in the learning

processes and in developing understanding regarding the profession (Salviana et

al., 2017). Therefore, well preparation before started internship program are

important to face unexpected problems.

In conclusion, the teaching internship program took the main poin in

Education. Teaching internship programs as the program to real teaching

practice, automatically obtained new experiences of the pre-service teachers

before they go to real situations. In this program, pre-service-teacher will be

implementingbe implementing both of theory and knowledge that they have

while in college learning.

2. Teaching Internship as the Nature of Teaching Practice

Required of the teaching profession, teaching practice provided to pre-

service teachers are to equip them with skills and competencies. However, it can
 20

be deduced that teaching practice provides an offer or the opportunity to practice

some of the ideas that they have acquired during their classroom learning as well

as the variety of interesting experiences to the pre-service teachers (Amankwah,

Oti-agyen, & Sam, 2017). The theoretical principles can be taught in the

classroom in the best way, but real communication methods can be achieved only

through practice and the action stage that interns are able to communicate verbally

and increase verbal and non-verbal communication skills, however it is in the

internship course that students can achieve professional development (Parishani &

Khorooshi, 2016).

According to the National Commission for Colleges of Education (1996),

teaching practice has benefit in some areas, involved: help the pre-service teachers

to develop a positive attitude towards the teaching, to expose them to the real-life

classroom experience, to discover their strengths and weaknesses in teaching, to

provide a forum for them to translate educational theories and principles into

practice, to provide them with the necessary skills, competencies, personal

characteristics and experiences for full-time teaching after graduation. In the

opinion of Bukaliya (2012), internship (teaching practice) helps trainees' to gain

knowledge and interest in teaching as well as helps in personal development such

as decision-making skills, critical thinking skills and also increases confidence

and self-esteem (Amankwah et al., 2017).

In brief, teaching internship program as one of practicing places had been

some benefit to developing teachers’ career journey. It is help in several factors

involved internal and external factors. The internal factors refer to preparing

mental, skills, confidences, personal cognitive, etc. Meanwhile, external factors

 21

refer to train how to build positive relationships and communication with students,

how to practicing good methods, etc.

3. The Importance of Teacher Competencies

Teaching internship program are the way of how pre-service teacher

passed their real practice and train. Teachers must be have a standardized

competence as stated by the UU (Undang-Undang) they have to be professional in

school activities (Bunyamin, 2016). Ministry of National Education the Republic

of Indonesia, states that professional teachers should be fulfilled at least the

pedagogic and professional competences. However, the complements of

professionalism are personal and social competences (Bunyamin, 2016).

According to the Indonesian constitution, law number article 14 of 2005.

Indonesian teacher competencies have four categories; The fourth of those

competencies will be obtained of the pre-service teachers while they passed the

practice of teaching internship. There are systematically strategies while

developing teaching professional skills. The researcher's statements of each

competence, there are: (1) pedagogy competence included the correct syllabus,

lesson plan, the way of assignment, etc. (2) the person competencies means a

good roles model while teachings, such as approach, method, and technique

regarding ICT (Information, Communication, and Technology). (3) the social

competencies are the ability of social that engage environment; and (4)

professional development, there are about the way the teacher has taken the

responsibility toward his/her work.

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C. PREVIOUS STUDY

The first previous study entittled “English Pre-Service Teachers’ Identity

during Teaching Practice: Narrative Research” by Brigitta Shinta Hapsari and

Ouda Teda Ena (Sanata Dharma University, 2019). The result of this study show

that the participants of this research showed various identities in relation to their

positioning of their students. The gap based on first previous study, are this

research more focus into interpersonal role of identity and construction pre-

service teachers identity, meanwhile the previous study focus on positioning of

their students.

The second previous study entitled “Evaluation of Pre-service Teachers '

Views Related to Microteaching Practice” by Mesut Ozonur & Halil Kamish, in

2019. The study has purpose to identify pre-service teachers’ views related to

microteaching practice. The result of the study, there are positive and negative

aspects, challenges, suggestion real class setting, made contributions to their

professional development, and self-evaluations about the strength and weakness

related microteaching view of pre-service teachers. The gap both of second

previous study and the reseach came from the places of variable in teaching

practices. In the second previous study was analyzed microteaching practice,

meanwhile the researcher analyzed teaching internship program.

The third previous study entitled “Changes over Time in Teachers’

Interpersonal Role Identity” by Anna C. van der Wanta, Perry den Brokb, Douwe

Beijaardb, Mieke Brekelmansc, Luce C. A. Claessensc and Helena J. M.

Penningsc in 2018. The purposes of the study are to explore teachers’

interpersonal role identity over time by focusing on teachers’ appraisals of

 23

classroom situations and the relation with their interpersonal identity standard.

The result show that, all in all 11 teachers changed to such an extent that their

identity verification increased. This research conducting the teacher–student

relationship as the conceptualized in terms of a teacher’s interpersonal role

identity with used the Teacher Interpersonal Circle. The different analysis with

previous study are the reseacer didn’t focus on teachers’ appraisal analysis.

The similiarity based on the tree previous studies there were used

qualitative design, another similiarities are all the previous studies have discuss

teacher professional identity. Meanwhile the diffrencess between the three

previous studies, the first previous study more focus into position can contruct the

pre-service teachers identity, the second previous study more focus into

microteaching practice, and the third previous study more focus into the appraisal

analysis of teacher-students relationship in the interpersonal identity.

D. RATIONALE

Teachers Professional Identity

Interpersonal Teaching Internship

Identity Program

Teachers-Students Students’ awareness

Self-evaluations
Relationship of their identity
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Mostly pre-service teachers face some difficulties during teaching

internship program. Their first experience in real teaching situations presenting

the different teaching stories. During internship program immediately they begin

constructing professional identity development, it is starting how an individual

assess themselves with self-image. The researcher emphasize role of identity in

the teacher-students relationship as the important thing in daily teaching. In fact,

pre-service teachers have lack of experiences related teaching and learning.

Another problem are not all teachers are able to successfully give a positive

meaning to their relationships with the student (Van der Want et al. 2015), and

they have lack of awareness that internship program play the vital role in job

preparations.

Consequently, the researcher tries to reveal how the pre-service English

teachers build teacher-students relationship as the interpersonal identity, how they

reflected self-evaluations during teaching internship program, and how university

can improve students’ awareness of their identity. It may help for English teacher

to build and developing professional identity development in teaching practices

for the first time.

 CHAPTER III

RESEARCH METHODOLOGY

This chapter contains Research Site, Research Design, Research Participants,

Technique of Collecting the Data, Technique of Analyzing the Data and

Trustworthniness.

A. Research Site

The research will conduct in privat university where located in Majalengka

regency. The reason why this research will conduct of this university, because

it is provided pre-service teacher that finished teaching internship program.

Thus, the researcher can arrange this research and the place near with the

researcher place.

B. Research Design

The researcher employs cross-sectional survey design with qualitative

research. The researcher choose survey design because it’s appropriate

towards attitudes or practices, community needs, and program evaluations.

According to Creswell (2012), survey was describing the attitudes, opinion,

behaviors, and characteristic that investigated sample and population. The

researcher employs qualitative research; it is especially effective to obtaining

culturally specific information about the values, opinions, behaviors, and

social contexts of particular populations. However, the strength of qualitative

research is an ability to provide complex textual descriptions of how people

experience a given research issue (Mack, Woodsong, McQueen, Guest, &

25
 26

Namey, 2005). Therefore, from this research design the researcher try to

collect the data.

C. Research Participants
1. Population

According to Creswell (2012) the population is a group of individuals who

have the same characteristic. The population has define as a set of elements that

(person or objects) that processes some common characteristic by the sampling

criteria established by the researcher. The populations in this research are pre-

service English teacher as the students of English education study program at

private university in Majalengka.

2. Samples

According to Bordens and Abbact (2011), sample is a small sub-group

choosen by a large of populations. It means that samples is a part of population

whice the research data are obtained. The researcher selected five pre-service

English teachers as the participants. The participants are female who was finished

their teaching internship program. The age of the participants still young because

it appropriate with students who have the experience of teaching internship more

than less other experinces.

3. Sampling

The researcher will utilize purposive sampling since the research focus on pre-

service English teachers. Purposive sampling is one of the most common

sampling strategies, group participants according to preselected criteria relevant to

a particular research question. Therefore most successful when review data and

analysis are done in conjunction with data collection (Mack et al., 2005).
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D. Technique of Collecting the Data

The techniques of the data collection employs observation, questionnaires,

and interview.

1. Observation

According to Creswell (2012), observation is the process of gathering

open-ended, first hand information by observing people and place at research

site. To gain the information related how university improved students’

awareness of their identity, the researcher will doing observation to their

campus specifically to reveal there is curriculum, seminars, and policy that can

engaged their professional identity development.

2. Interview

According to Creswell (2012), a qualitative interview accures when the

researcher ask one or more participants general, open-ended questions and

record their answer. To gain the information related with teaching internship

program, the researcher will doing interview after pre-service teacher

conducted teaching internship, the researcher provide telephone interview to

reveal relationship with the students and self-evaluations of pre-service teacher

during internship program. The researcher utilized formula of Sugiyono (2008)

to calculate some questions in interview.

3. Questionnaires

Questionnaire is a set of questions to obtain the information from

respondences. According to Cresswell (2012), in qualitative data collection

unstuctures text data obtained by transcribing open-ended response to questions

on questionnaires. To gain the information related with pre-service English

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teachers belief and relationship during teaching the researcher provide

questionnaires to collect the data. The researcher used opend ended questionnaires

f
and used scale of Sugiyono (2008), P = x 100 %.
n

p: Percentage

f: The frequency of each questionnaire answer

n: Number of respondents

E. Research Procedures

To reveal the first and second questions related with how pre-service

English teacher build teacher-students relationship as the interpersonal role

identity and how pre-service English teacher reflective self-evaluations during

teaching internship, the researcher will commit the questionnaire and

telephone interview to collect the data.

To reveal the third question related how university can improve students’

awareness of their identity. The researcher will commit observation to the

university, because the researcher want to know how university provided

curriculum, seminars, and policy to support professional identity of pre-

service teachers. After conducting observations, the researcher do the

interview related pre-service teacher perceptions to validity the data.

F. Technique of Analyzing the Data.

The researchers used thematic analysis to analyzing processing data.

Thematic analysis is the process to identifying patterns or themes within

qualitative data (Maguire & Delahunt, 2017). There is the need of clear guidance
 29

to practical aspects of how to do qualitative analysis (Clarke & Braun, 2013).

Thematic analysis will be effective to analyze data, so the researcher was interest

to use this techniques analyzing.

G. Trustworthniness

The triangulation technique stand for validated and verified the

trustworthniness. This research will utilize three instruments. Interview and

questionnaires committed to reveal how pre-service English teacher build teacher-

students relationship as the interpersonal identity and how they reflective self-

evaluations during internship program. To support the data, the researcher also

committed the observation to reveal how university can improve students’

awareness of their identity. The researcher also comit interview after conducting

observation. Therefore both of two instruments will be cross-check with

descriptions data.
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