PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI SENIOR HIGH SCHOOL ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE A THESIS

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI

SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree in English Language Studies

by Maria Delfina Dhae 126332006

The Graduate Program In English Language Studies Sanata Dharma University Yogyakarta 2014


SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

A THESIS Presented as a Partial Fulfillment of the Requirements to Obtain the Magister Humaniora (M. Hum.) Degree in English Language Studies

by Maria Delfina Dhae 126332006

The Graduate Program In English Language Studies Sanata Dharma University Yogyakarta 2014 i


A THESIS

HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE by

Maria Delfina Dhae 126332006

Approved by

Dr. J.Bismoko/ Supervisor

Yogyakarta, August 08th 2104

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HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE

A THESIS by Maria Delfina Dhae 126332006

Defended before the Thesis Committee And Declared Acceptable

Thesis Committee

Chairperson

:

Secretary

:

Members

:1. 2. Yogyakarta, August 21, 2014 The Graduate Program Director Sanata Dharma University

Dr. Agustinus Supraktiknya

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STATEMENT OF ORIGINALITY This is to certify that all the ideas, phrases, and sentences, unless otherwise stated, are the ideas, phases, and sentences of the thesis writer. The writer understands the full consequences including degree cancelation if she took somebody else’ ideas, phrases, or sentences without a paper preference.

Yogyakarta, 08 August 2014

Maria Delfina Dhae

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LEMBAR PERNYATAAN PERSETUJUAN KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS Yang bertanda tangan dibawah ini, saya mahasiswa Universitas Sanata Dharma: Nama

: Maria Delfina Dhae

Nomor Mahasiswa

: 126332006

Demi Perkembangan Ilmu Pengetahuan, saya memberikan kepada perpustakaan Universitas Sanata Dharma karya ilmiah yang berjudul: HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE Beserta perangkat yang diperlukan. Dengan demiian saya memberikan hak kepada perpustakan Universitas Sanata Dharma untuk menyimpan, mengalihkan dalam media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, dan empublikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta izin dari saya maupun memberikan royalty kepada saya selama tetap mencantumkan saya sebagai penulis. Demikian pernyataan ini saya buat dengan sebenarnya.

Dibuat di:Yogyakarta. Pada tanggal: 08 Agustus 2014 Yang menyatakan,

Maria Delfina Dhae

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ACKNOWLEDGEMENTS

I would like to thank my Jusus Christ for his great blessing, spirit, and motivation during my thesis writing, I thank him for his leading through the working process thus I could finish my thesis writing. May his blessing always be with me and everyone who need spirit for great determination. I sincerely thank to my sponsor Dr. J. Bismoko, for his guidance, patience, suggestion and support so that I could finally finish my thesis. He has always been an inspiring figure. I learn a lot of things from him. I would like to express my gratitude for his advice to share ideas. I also thank all KBI lectures, F.X. Mukarto, PhD, Dr. B.B Dwijatmoko, M.A, Dr. Fr. B. Alip., M.A and all KBI lectures for great suggestion and guidance on this thesis. I would like to thank them for the greatest contribution to this thesis. My sincerely thanks go to my parents, Agustinus Dhae and Paulina Seko, for their loving care and great patience since I started to build my own life until I finally reach each determination in my life such as this thesis. Nothing can replace them. They are the best and inspiring figures who are never tired motivating me to finish my thesis. I am so grateful to have such wonderful parents like them. I also thank my brother, Sebastianus Bay Dhae, for being a good brother to me. I am so thankful for his motivation ad help during my thesis. My gratitude is also addressed to my beloved Handrianus Fianney Melin Wula for his true love, support, willingness, and patience during my thesis writing. He is always with me whenever I am down. I thank him for his great love for me which rise me up. I am so thankful for his willingness to accompany me through the working process. My special thanks also go to my lovely friend henny, nita, olive, taty and my charming classmates at KBI , Mba ririn, mba rina, mba inderi, boty, Andrew and others for laughter, tears, and willingness to share happiness and sadness. I thank vi


them for being nice friends who always support me during my thesis writing. I am very lucky to have great friends like them. My apologies for whom I could not mentioned by names for their prayer and contribution through the working process. I am so thankful for the kindness.

Maria Delfina Dhae

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TABLE OF CONTENTS

TITLE PAGE……………………………………………. ……………………..

i

APPROVAL PAGES..........................................................................................

ii

THESIS DEFENSE APPROVAL PAGE...........................................................

iii

STATEMENT OF ORIGANILITY……………………………………………

iv

LEMBAR

PERNYATAAN

PERSETUJUAN

KARYA

ILMIAH

UNTUK

KEPENTINGAN AKADEMIS……………………………………………………………………...

v

ACKNOWLEDGEMENTS……………………………………………………

vi

TABLE OF CONTENTS...................................................……………………

vii

LIST OF TABLES…………………………………………………….............

xi

LIST OF FIGURES…………………………………………………………..

xii

LIST OF ABRREVIATION………………………………………………….

xiii

ABSTRACT………………………………………...........................................

xiv

ABSTRAK……………………………………………………………………...

xvi

CHAPTER I INTRODUCTION A. BACKGROUND OF STUDY……………............................................. ........

1

B. PROBLEM OF IDENTIFICATION………..................................................

7

C. PROBLEM OF LIMITATION…....................................................................

9

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D. RESEARCH QUESTION…..........................................................................

11

E. RESEARCH GOAL............................... .......................................................

11

F. RESEARCH BENEFIT…………………....................................................

12

CHAPTER II REVIEW OF LITERATURE A. THEORETICAL REVIEW…………............................................................

13

1. Professional Teachers………………..........................................................

13

2. Teachers’ Lived Experience………………................................................

18

3. The “Self”....................................................................................................

20

4. Teachers’ Professional Development..........................................................

24

5. Senior High School......................................................................................

29

6. Teaching English in non-English speaking countries.................................

31

B. RELATED RESEARCH REPORTS……………………………..................

33

C. FRAMEWORK OF PRE UNDERSTANDING…………………................

34

CHAPTER III METHODOLOGY A. RESERARCH METHOD...............................................................................

38

B. NATURE AND SOURCES OF TEXT………..............................................

40

C. INSTRUMENT……………….......................................................................

41

D. TEXT GATHERING......................................................................................

46

E. TEXT PROCESSING......................................................................................

49

F. TRUSTWORTHINESS………………...... .....................................................

51

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CHAPTER IV TEXT ACQUISITION, TEXT DESCRIPTION, AND INTERPRETATION A. TEXTACQUISITION..................................................................................

53

B. TEXT DESCRIPTION.................................................................................

61

1. Self-construction………........................................................................

61

2. Professionalism………………..............................................................

69

3. A facilitator for students........................................................................

80

C. TEXT INTERPRETATION...........................................................................

85

1. Self-construction……….........................................................................

86

2. Professionalism………………................................................................

89

3. A facilitator for students.........................................................................

94

CHAPTER V CONCLUSIONS AND SUGGESTIONS A. CONCLUSIONS............................................................................................

98

B. SUGESSTIONS.............................................................................................

101

BIBLIOGRAPHY............................................................................................

104

APPENDICES……………………………………………………………….

110

Appendix A Interview Transcribes.....................................................................

110

Appendix B Interconnecting Sub-themes..........................................................

155

Appendix C Letter of Consent..........................................................................

158

Appendix D Certificates ..................................................................................

164

Appendix E Cover book (Pak Widi) ................................................................

171

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LIST OF TABLES

Table 3.1 Component and Indicators………………………………………………..44 Table 4.1 Research Participants……………………………………………………. 54 Table 4.4 Theme Identification………………………………………………..

59

Table 4.5 Theme Identification……………………………………………….

60

Table 4.6 Theme Identification…………………………………………….. ...

61

Table 4.7 Interconnecting Themes…………………………………………….

61

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LIST OF FIGURES

Figure 2.1 Senior High School English Teachers’ Professional Development: LivedExperiences………………………………………………………………38 Figure 3.2 Teachers’ Lived Experience Regarding Professional Development..........47 Figure 3.3 Text Processing......................................................................................... 51 Figure 4.2 Semi-structured Interview Guidelines........................................................56 Figure 4.3 Text Acquisition………………………………………………………….58

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LIST OF ABBREVIATION

PKG

: Penilaian Kinerja Guru (Teacher Performance Assessment)

MGP

: Musyawarah Guru Pembimbing (Deliberation of Teacher Advisor)

PKB

: Pengembangan Keprofesian Berkelanjutan (Sustainable professional development)

PAN

: Pendayagunaan Aparatur Negara (Administrative Reform)

RB

:Reformasi Birokrasi (Bureaucratic Reform)

KKNI

: Kerangka Kualifikasi Nasional (Indonesia Indonesian National Qualifications Framework)

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ABSTRACT Dhae, Maria Delfina. (2013). English Teachers’ Professional Development: Lived Experiences. Yogyakarta: Sanata Dharma University. Nowadays, teachers’ professional development continues to remain high on the agenda of the government since it has made significant contributions to the field of Education, especially in language studies. In Indonesia, the government has even formulated some programs related to professional development to improve teachers’ quality in constructing and construing the nature of their work. It requires teachers to take a role as professionals and as humans. Related to that, this thesis aims to investigate how teachers situate themselves in relation to making effective judgments for their development as professionals and humans. To get a meaningful description of the phenomenon of teachers’ lived experiences regarding their professional development, the researcher has formulated a question which can help get a clear description. The question is: what is the lived-experience of Senior High School English teachers like in relation to their professional development? Since the research intends to assess the participants’ lived experience, the phenomenological approach is used. It describes the meaning of the participants’ lived experience. It covers describing and interpreting the essence. The process is done through collecting texts from people who have experienced the phenomenon and developed compositions containing essences from these experiences. The research was based on a triangulation process that was done with in-depth interviews, re-interviews, and member checking. Three High school teachers are the participants of this research. The illuminating participants provide invaluable input for this research. They were selected based on their expertise and school rank where they teach. The experiences were processing by transcribing the text, coding, identifying the elements of theme development, and determining the emergent themes. The interpretations lead to an understanding of teachers’ lived experiences regarding professional development. They provide rich descriptions about teachers’ self-control, determination, personal activities, and positioning as living beings and humans and how teachers respond to the existing system. All teachers build high motivation and commitment as teachers to be improved and understand their work well. They try hard to see what they need to do and how to make it optimal. Three main themes are identified as a meaningful construction from their lived experiences: (1) self-construction, (2) professionalism, (3) a facilitator for students. Those are concerned with how teachers construct their “self” to improve their professional development, deal with expanding knowledge and understanding, and examine their belief, principle and value as a facilitator for their students. Keywords: professional development, lived experience, phenomenology research xiv


ABSTRAK Dhae, Maria Delfina. (2013). English Teachers’ Professional Development: Lived Experience. Yogyakarta: Sanata Dharma University. Pada saat ini, pengembangan profesi guru menjadi perhatian khusus pemerintah karena berkontribusi penting di dalam bidang pendidikan, khususnya bahasa. Di Indonesia, pemerintah telah membuat program yang berkaitan dengan pengembangan professional untuk meningkatkan kulaitas guru dalam hal membangun dan merekonstruksi karakter pekerjaan mereka. Berkaitan dengan itu, thesis ini dibuat untuk melihat bagaimana guru menempatkan dirinya sebagai seorang professional dan makhluk social. Untuk mendapatkan deskripsi yang berharga dari fenomena pengalaman guru berkaitan dengan pengembangan keprofesian, peneliti telah merangkum sebuah pertanyaan yang akan membantu memberikan deskripsi yang jelas. Pertanyaannya adalah bagaimana gambaran pengalaman dari Guru SMA terkait dengan pengembangan keprofesian mereka. Dalam rangka mengakses pengalaman narasumber, pendekatan fenomenologi digunakan pada studi ini. Pendekatann ini membantu mengeksplorasi makna berharga dari pengalaman narasumber. Ini mencakup menjelaskan dan menginterpretasikan hal penting. Penelitian ini menggunakan teknik fenomenologu yang digunakan untuk menjelaskan arti dari pengalam hidup individu dari setiap guru pada sebuah konsepatau fenomena. Proses ini dilakukan dengan pengumpulan teks dari narasumber yang memiliki pengalaman tentang fenomena yang berkaitan, kemudian dilanjutkan dengan pengembangan komposisi yang berisi hal-hal penting dari pengalaman tersebut. Penelitian dilakukan berdasarkan proses triangulasi yang terdiri dari interview awal, interview mendalam, dan konfirmasi ulang bersama narasumber. Narasumber dalam penelitian ini adalah tiga guru bahasa inggris SMA. Narasumber yang bersedia memberikan informasi seputar fenomena sangat berguna bagi penelitian ini. Narasumber tersebut diseleksi berdsarkan keahlian. Pengalaman tersubut diproses melalui penerjemahan data, menandai, mengidentifikasi element dari pengembangan tema, dan menentukan tema-tema penting. Penguraian mengarah pada pemahaman para guru tentang pengalaman hidup yang berkaitan dengan pengembangan profesi. Hal ini berkaitan dengan karakter guru, kekuatan guru, bagaimana mereka merespon sistem dan posisi guru . 3 tema berhasil ditemukan, (1) konstruksi diri, (2) profesionalisme, dan (3) menjadi fasilitator. Hal tersebut berfokus pada bagaimana guru mengkonstruksikan diri mereka untuk meningkatkan pengembangan profesionalisme mereka, bagaimana

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mereka mengembangkan ilmu pengetahuan an pemahaman, menentukan kepercayaan, prinsip, dan nilai sebagai pendamping bagi murid-muridnya.

Kata kunci: pengembangan profesi, pengalaman hidup, teknik femenologi

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1 CHAPTER I INTRODUCTION

This part presents the information of the importance of this research. There are five elements included; they are the background of the study, problem identification, problem limitations, research questions, research questions and goals, and research benefits.

A.

Background of the Study Globalization has made it necessary for all countries to compete at an

international level. AFTA is one of the globalization products that are recently experienced by all courtiers in ASIA.

Considering the rise, things such as the

development of learning English as an international language and the quality of human resources are soon becoming a concern. Education is a key of its development. UNESCO states that an important instrument in education is the teacher. A teacher is an influential component who creates a high educational process and quality. A teacher has a role in the national development especially in education (Mulyasa, 2007). The teacher-education process has always been an important issue to discuss in the educational field, since it derives from a perspective about teacher development. Teachers are known as role managers in determining the effectiveness of the teaching learning process; thus, they are expected to consider how to facilitate that process well. The preparations to adapt with the new developments in the educational field should be an intense process for teachers to be aware of. Along with


2 the development of science and technology, teachers are demanded to offset and develop themselves beyond this development (Kusnadar, 2009) As the center of educational activities and who have full sovereignty, teachers should be aware of their main responsibility. Concerning this issue, teachers need to always pay attention to their professional development to be more ready with a changeable situation. Along with the development, lifelong professional teacher development is a phenomenal issue which has been continually discussed by some researchers (Atay, 2008). In the last few decades, many researchers have been working on finding appropriate methods of teachers‟ professional development to help them participate in their own instructional improvements (Hopkins 1975; McDonough and McDonough 1997). Many methods have been offered to assist teachers in improving their development. The improvement of teachers‟ quality has a specific influence on educational reformation, school development, and students‟ achievement (Murphy, 1992; Brand, 1993; Supriadi, 1998, as in Mulyasa, 2007). Some researchers have investigated how professional development can improve classroom instruction and student achievement (Little, 1993 and Borko, 2004 as in Yoon Yoon, Lee , Scarloss, & Shapley, 2007). Each researcher has different evidence that proves that professional development has a positive impact on students‟ achievements. In addition, some research shows that professional development mediated by teachers‟ knowledge has a positive effect on students‟ achievements (McHill-franzen, Yokoi, & Brooks, 1999; and McCutchen, Abbott, Green, Beretvas, Cox, Potter, Quironga,


3 Gray, .2002 as in Yoon, et al., 2007). In-service education and training programs are also admitted to be preferred choices in professional development, since they can improve teachers‟ performance (Atay, 2008). Moreover, it also emphasizes how teachers build their own beliefs, positive attitudes, and professional knowledge through various programs, focusing on reflecting what they have already done (Sparks-Langer and Colton (1992). All of this research has proven that professional development is connected with teachers‟ and students‟ current needs these days all over numerous countries. Many concerns about professional development show the importance of this issue that needs to be explored. Basically, it is because the program provides a chance for teachers to achieve good quality in their work, so that they can do their jobs productively. The teachers‟ quality influences their students‟ achievements (Suhardan, 2010). When a teacher is more professional in serving students‟ needs, it has a positive impact on the teaching learning process and high affectivity of students‟ learning, so there will be good improvements in education. This issue has also arisen in Indonesia. Professionalism is one of the issues emerging in the national education in Indonesia (Weinata, 2003 as quoted by Kunandar, 2009). The problem arises because there is no specific standard and effective supervision for improving the quality (Umar, 2004 as quoted by Kunandar, 2009). In light of this issue, Directorate of secondary education of National Education Department states that professionalism needs to be the main concern in the improvement of education. According to education act No. 14/2005, a professional requires expertise, quality, ability, and development through professional training.


4 Thus, all educational agents, especially those who have significant roles in the field such as teachers, must improve themselves. Considering the fact that graduates still have difficulties participating in social field jobs, competence standards and teacher certification are highly needed. (Mulyasa, 2007). In a decree of the National Education Minister of the Republic of Indonesia No.15, 2005, a teacher is expected to have particular standards, which they need to fulfill to be considered as professional teachers. In this case, they need to master four competences. The competencies are pedagogic competence, social competence, personal competence, and academic competence. By mastering those competences, it is expected that teachers can do their jobs professionally, which will help them improve their quality. Teachers also need to master their duty in the teaching and learning process. Teachers are also supposed to be good at operational curriculum such as making the content standard, having competency standards, and making preparation guides. The the Educational Standards for Elementary and Middle Schools (decree of the National Education Minister of the Republic of Indonesia) no.19, 2007 states that in improving students‟ quality, teachers need to consider some important elements such as using innovative and effective methods, having proper facilities, using a curriculum, considering students‟ characteristics and learning backgrounds, doing productive research, and measuring students‟ competence. Specifically, teachers have roles in improving learners‟ curiosity, achieving the learning target, improving knowledge and the ability to find information, cultivating the information, using the information and solving problems, communicating, and developing individuals and learning


5 groups. In a decree of the National Education Minister of the Republic of Indonesia no. 41, November 23rd, 2007 (the standards of elementary and middle schools) states that teachers have the responsibilities of planning, doing, scoring, guiding, and coaching. They also must be ready for other duties. They have 24 hours for structural learning/week. The implementation of a reinforcement and feedback system for the students‟ responses and achievements in the learning process must be the main concern for teachers. In making a lesson plan, teachers need to pay attention to the requirements, starting from the preliminary activities until post activities. The main activities cover the exploration, elaboration, and confirmation process. Pertinence in measuring students‟ performance is important, because teachers need to report continually on the students‟ achievements and improvements. An evaluation is done consistently, systematically, and manageably using test or non-test methods, observations, attitude measurement, tasks, projects, portfolios, and self-evaluation. It uses educational assessment standard guidance study group. Teachers‟ roles in planning, implementation, and evaluation of the learning process are supervised by the school headmaster or a designated team. Teachers‟ work will be evaluated whether it is in line with the standard process as well as their competence. Moreover, the concern of the Indonesian government on teachers‟ professional development is also shown when they have a certification program. It even has been stated in the Indonesian Government Decree no. 14, 2005. It includes ten indicators that should be fulfilled by teachers. In the process, teachers will have development training in four significant aspects such as professional, pedagogic,


6 professional, personality, and social criteria. At the end of the process, teachers need to take written and teaching tests. The requirements include the teaching period, age, level, teaching time, additional jobs, and academic prestige. It covers academic qualifications, training, workshops, teaching experience, teaching programs, official acknowledgement, academic prestige, professional development, scientific meetings, organizational experience in education and social issues, and relevant awards. This educator certification is formulated to motivate teachers to fulfill the indicators to be professionals. Indonesia also has a supervision program. The supervisors have a role to guide teachers to improve their quality. They also identify teachers‟ ability to make them participate in training and workshop programs. However, in Indonesia, when the professional development has been explored in various ways and modified into a particular desire for teachers‟ improvement, it raises specific issues in teachers‟ preference. Since the improvement has determined some aspects such as standards and careers, it is a particular phenomenon for teachers to decide. Making a decision to determine the preference has always been a difficult thing to work as a teacher. Since a teacher is considered to have a role in determining the quality of educational performance, a teacher needs to fulfill the criteria to have a good career as a teacher. Thus, teachers should adapt with the situation to live as human beings to achieve better learning, better teaching, and a better economy or as humans who need to take into their lives professionalism, which needs better understanding, a better economy, struggle, and sacrifice. The implications of this decision make the nature of true professional development long


7 forgotten. The preference usually comes in career development. In line with the problem, this research strives to explore more on teachers‟ beliefs, their idealism, their decision-taking, and the implications of their decisions on themselves and the educational field, regarding professional development. Dealing with the problem, it is believed that teachers‟ lived experiences can be good and meaningful discourse to delve into teachers‟ needs regarding their professional development. Teachers‟ lived experiences are considered as a good way to present a meaningful description. It can help teachers formulate their own beliefs about teaching (Zseszay, 2004). It can be a strong foundation to determine teachers‟ motivation to begin their improvement. Teachers‟ lived experiences also provide selfreflection, which can lead to self-actualization as well as a strong foundation to determine preferences and decision making to change. The 2013 Curriculum, the current curriculum implemented in Indonesia, suggests a scientific approach focusing on creativity. The core of the curriculum is not just about the learning, but it also leads society to be more autonomous and develop spiritual competence. These aspects autonomy which uncovers emancipation as it motivates teachers to be more creative in developing themselves and their teaching.

B.

Problem Identification Today, professional development has been recognized as a significant

element to develop teachers‟ quality. It embodies improvement in teachers‟ knowledge, dedication, attitudes, and commitment. By having workshops, teacher


8 support groups, teaching journals, peer observation, teaching portfolios, analyzing critical incidents, case analysis, peer coaching, team coaching, and action research, they are some methods which have been proposed by many researchers these days (Richards and Farrell, 2005). Furthermore, professional development can also be related to standards, supervision, evaluation, and other performance forms. It also further covers emancipation such as teachers‟ professional and personal identity. It is unavoidable that taking responsibility as a figure which has a role to guide the teaching and learning process needs to have productive improvement. It signals that teachers should be able to find a way in order to improve themselves. Then, professional development essentially can be a productive urge. Hangreaves and Goodson state that it will improve teachers‟ knowledge base, teaching practice, self-efficacy, and commitment (Hargreaves and Goodson, 1996). Moreover, as a motivator, facilitator, and guide for the students‟ learning process, teachers have a chance to improve their students. Thus, teachers‟ professional development and how it takes place will be interesting to further explore and describe. In Indonesia, professional development has established standards such as certification to supplement academic requirements. In a decree of the National Education Minister of the Republic of Indonesia No.15, 2005, all teachers need to undertake the process of certification. The government has made a valid assessment for professional competence. Basically, it is quite successful in gaining widespread teacher acceptance and recognition of their professional competence. It has forged a


9 strong ongoing relationship with lifelong learning. While this is very obvious in the long process of certification, professional development is more to the point. It successfully provides favorable learning which enhances teachers to have a sense of space and energy to learn. Then, it creates a particular condition for their professional learning. Unfortunately, since it leads to variations in teachers‟ professional learning and development, each teacher reacts differently to the same stimulus. The phenomenon which occurs is that it requires teachers to focus more on the development of their careers. Teachers‟ preference to take a role as a living being and as a human person becomes a particular phenomenon. In Indonesia it becomes the core of this research. One‟s career, which offers a high salary and position, is an interesting motive that influences teachers‟ preferences regarding their work. Moreover, it reduces the time teachers have to connect with their students. Ideally, teachers‟ professional learning should have a positive impact on teaches‟ roles as a living being or as a human. Along with these backgrounds, the framework of this study is to find an appropriation of meaning beyond the phenomenon through discovering teachers‟ experience of their professional development.

C.

Problem Limitations Nowadays, professional development has become more numerous and

increased developed in response to changes in technology and society. Indeed, there are many kinds of research that conduct their investigations in different settings and continued in various ways. All government remains high on agenda in developing


10 this professional development including in Indonesia. The requirement for earning professional development in Indonesia is completion of a specific certification program. It shows that concern about learning is certainly justified. A certification program improves teacher quality. The problem is then it implicitly encourages teachers to be too focused on the certification program. The condition is that teachers prefer to leave their responsibility as teachers to manage their own career. Drawing on the concern for how teachers commit to their work, this research will explore how teachers perceive their professional development. The construction problem is designed and framed to dig up participants‟ professional development. The discussion relates to teachers‟ lived experiences which are part of a reflective process. Since it tends to give a meaningful description about professional development, this study is made using a qualitative research method. To be effective, the writer limits the research to emancipation or a liberation perspective, not on performativity. Parallel to this perspective, the researcher will focus on exploring how teachers situate themselves in relation to making effective judgment as a living being and as a human person. Regarding the issue of professional development which happens in Indonesia, the participants‟ story of professional development will lead to a meaningful description to answer the phenomenal issue. The participants are three high school teachers in Yogyakarta with different ages, experiences, and professional achievements which are illuminative.


11 D.

Research Question To get a meaningful description of the phenomenon of teachers‟ lived

experiences regarding their professional development, the researcher has formulated a question which can help get a clear description. The question here helps to frame the construction of interpretation; thus, the narration will be a meaningful one. The question is: What is the lived-experience of Senior High School English teachers like in relation to their professional development?

E.

Research Goals This research describes and interprets teachers‟ professional development to

find meanings from teachers‟ lived experiences. It provides a significant understanding of the nature of professional development. It can also enrich the participants to be more reflective and self-actualized, as well as audiences in having an emphatic understanding and equity regarding professional development. Furthermore, it also elucidates significant points beyond the activity regarding professional development. Doing a reflective description has a chance to develop one‟s self-actualization. Furthermore, a text can provide a productive framework for the participants to consider commitment and dedication toward their own development as professionals and humans. These assumptions will help participants, audiences, as well as the reseacher to determine the best preference and solution for the same phenomenon. It essentially becomes good references for English teachers in high


12 school to consider their own professional development. The writer draws upon the data from the methods that found that reflective experiences are fundamentals to reformation.

F.

Research Benefits It is expected that this research can provide significant contributions for the

educational field, especially in the teacher-education process. The descriptions and ideas will motivate educational practitioners to be autonomous in developing themselves personally and socially. Furthermore, as teachers, professional development can be used as a solution to formulate effective and professional methods in self-determination. If teachers are successful in improving their quality as professionals, it gives a positive impact in the teaching learning process. Additionally, it supports the development of teachers‟ teaching practice and themselves as teachers. When teachers commit to do real development as professionals, they will adopt the appropriate framework for it. Through their reflections, they will be innovative as teachers for their own improvements and their students. Furthermore, the particular implications of the phenomenon in this study will also help readers, especially teachers, to find an effective way to deal with their roles as teachers and their career development. The stability can lead to higher productivity.


13 CHAPTER II LITERATURE REVIEW

This chapter covers a priory logical truth of the meaning of teachers‟ lived experiences in their professional development. It covers a theoretical review, which is to clarify concept and their relations. The theoretical descriptions include the theories of a professional teacher, teachers‟ lived experiences, self-construction, teachers‟ professional development, senior high school, and teaching English in non-English speaking countries, particularly, Indonesia.

A.

Theoretical Review In this part, there are descriptions on several theories supporting this study.

The discussions below are the explanation of theories of a professional teacher, teachers‟ lived experiences, self-construction, teachers‟ professional development, senior high school, and teaching English in non-English speaking countries. In relation with the trustworthiness of the study, the researchers considered to set aside the pre-understanding (bracketing). The lived-experience text are authentive, not tainted by the reseacher‟s pre-understanding.

1.

Professional Teacher Teachers are believed to be educational practitioners, who play an important

role in determining the effectiveness of the teaching learning process. In line with this


14 responsibility, particular standards to support the quality are strongly needed. This necessary condition, which focuses on almost all the activities that derive from the theory of teaching into practice, needs particular concern. The new pride in professionalism takes the perspective that teachers are not slaves to rules and routines established in state education departments and textbook publishing houses. Rather, they are reflective decision makers, selecting objectives, and teaching procedures to meet the needs of different learners. They must know their subject matter, learning theory, research on different teaching methodologies, and techniques for curriculum development. This view provides the rationale for transforming teaching into a true profession. (Sadker, 1997).

This framework states that teachers need to be concerned more on developing themselves with a positive attitude such as being self-reflective to meet with their own needs and their students‟ improvement. This self-improvement then can be useful to be applied in their concept of teaching. The concept of teaching indeed is about the ways or the sequences techniques can deliver or transfer the knowledge to the learners. Brown states that it is “the ways in which a body of knowledge should be structured so that it can be most readily grasped by the learner” (Brown, 2000:5). It includes the experience in choosing appropriate methods and instructions. Since it derives theories into practices, good consideration is strongly needed. Along with a necessary condition of an effective teaching learning process, teachers need to expand their paradigm to an improvement or development of their proficiency. It is because teachers are designers of instruction, managers of instruction, guides of instruction, evaluators of student learning, and counselors (Crooks, 2000). The improvement will enrich teachers in doing their responsibility.


15 Furthermore, the characteristics of teachers also have a specific influence on doing and sustaining their tasks. According to Banner Jr. and Canon, teachers need to be consistent and acknowledged, sociable, mature with an edge, distinct and individual, and also abstract-concrete (Banner Jr. and Cannon, 1997). Being good language teachers can be very helpful to the development of the profession. It essentially motivates teachers to improve and upgrade their proficiency. It will lead teachers “to think about problems, ideas, goals, purposes, beliefs, understandings, and proceeds about their business by doing what comes naturally. They are the expression of his thoughts, hopes, and goals” (Combs, 1965:23). The participation of critical thinking, self-upgrading, self-subordination, and professional citizenship are the characteristics of good teachers (Allen, 1980). A professional teacher is also closely interchanged with change. In relation with change, teachers must maintain their personal qualities which includes honesty, responsibility, tolerance for fallibility, lack of blame, tolerance for ignorance, a sense of responsibility, power, courage, vision, insight, realism,

open-self

image,

self-indulgence,

resourcefulness,

flexibility,

and

diplomacy” (Guy, 1989:92-102). Teachers need to develop characteristics which are called base values which cover vision, stability, energy, clarity, coherence, and also the quality of communication and community (Guy, 1989). In Indonesia, teacher development has become a particular concern. Indeed, it is stated in the national education framework. The government has established the decree of the National Education Minister of the Republic of Indonesia No.15, 2008, which contains specific standard competences to supplement academic requirements


16 that must be fulfilled by all teachers in all educational levels in order to be professional teachers. Those specific competences are pedagogic competence, personal competence, social competence, and professional competence. Pedagogic competence covers an understanding of the educational foundation, learners‟ characteristics, curriculum/syllabus, lesson plan, education, dialogic implementation, evaluation, and self-actualization. Meanwhile, personal competence focuses on the characteristics that the teacher should develop in being a teacher, which includes spirituality, maturity, stability, and so on. Social competences focus more on using oral and written communication, applying communication technology and information functionally, and having effective relationships with colleagues, parents, students, and society. Moreover, professional competence covers the concepts, structures, methods, and materials stated in a curriculum, the relationship with any subject-matter, the implementation of science concepts in daily life and global competence with the national culture and values (Jejen, 2011). Professional teachers are those who are well-educated and trained and have competencies which cover knowledge, attitudes, and professional skills (Kusnandar, 2009). The consideration is also on personal, social, intellectual, moral, and spiritual responsibilities. Moreover,

professional

teachers

also

need

to

have

professional

qualifications, subject matter knowledge, communicative knowledge, creative and productive personalities, high commitment, and continuous improvement (Sidi 2003, as in Kusnandar, 2009). Meanwhile, according to Purwanto, good teachers need to be fair, believe in their students, be well-behaved, be cheerful, build good relationships


17 with colleagues and society, master the subject-matter, and have extensive knowledge (Purwanto, 2002, as in Kusnandar, 2009). In the Education Act Number 23, 2003, teachers need to be creative, be dynamic, be dialogic, have a commitment to improve the educational quality, and maintain the quality of improvement. In the National Government Act No.19, 2005, it also states that teachers should have sufficient academic qualifications, which are being physically and mentally healthy and also competences in order to achieve the national education purpose. The competences include pedagogic, personal, professional, and social competence (Kusnandar, 2009). It is supported by the teacher certification program. Teacher certification is the process of certifying teachers in order to fulfill the qualifications and competence standards (Kusnandar, 2009). The National Education Ministry Act states that professional teachers will create high quality education as well as intellectual and competitive humans. Glickman (1991) states that to be a professional, teachers need to have high competence and commitment (as in Mulyasa, 2007). Teachers need to be aware of their responsibilities. As educators and teachers, they need to master subject-matter aspects and curriculum and have good personalities. They also need to have communicating and collaborating abilities. As leaders, teachers must have leadership abilities. Meanwhile, as administrators, teachers should understand the educational management as well as understand learning strategies and their students‟ abilities (Mulyasa, 2007). Act No.14, 2005, about teachers and lectures, also states that teachers should have talent, passion, idealism, commitment to improve the education quality, religiosity, specific academic


18 qualifications and educational level, required competencies, responsibilities, proper income, continuous professional development, law protection toward their profession, and professional organization (Mulyasa, 2007). Professional teachers need to have abilities to create a conducive teaching and learning environment, develop learning strategies and management, give feedback and reinforcement, and maintain selfimprovement (Mulyasa, 2007).

2.

Teachers’ Lived Experiences The phenomenon happens in Indonesia today as teachers need to work hard to

conduct their responsibility regarding their profession. Teachers need to build a commitment as living beings which focus on attaining better learning, better teaching, better economy, and as humans who need to take professionalism into their lives, which covers a better understanding, higher economy, struggle, and sacrifice. Considering this phenomenon, in making self-determination and preferences regarding the teaching profession, teachers‟ reflective awareness is strongly needed. The deep understanding of meaning as the reflective result of life can cause teachers to find a worthwhile preference that can maximize the positive impacts of the choices regarding the discourse. „Lived experiences gather hermeneutic significance as we (reflectively) gather them by giving memory to them. Through meditation, conversation, day dreams, inspirations, and other interpretive acts, we assign meaning to the phenomena of life‟ (Mannen, 1990:37). In aiming to see the meaning of life, self-awareness is needed. Dilthey (1985) in Mannen (1990) states that:


19 A lived experience does not comfort me as something perceived or represented; it is not given to me, but the reality of lived experience is there for me because I have a reflective awareness of it because I possess it immediately as belonging to me in some sense. Only in thought does it become objective (Dilthey, 1985:223).

It is not a matter of perception or representation, but the action, thought, imagination which we are reflected, these all are what really happen and are not preplanned. At this point, a lived experience exists because we reflect and being reflective means our lived experience. A lived experience is not about an object but it is about a phenomenon; it is something which appears to us, which is also active. It is a phenomenon which we reflect as a meaningful experience that helps us to think about the appropriate developments and improvements that we need. Additionally, since a lived experience is the „breathing of meaning‟ (Mannen 1990), it has a chance to lead teachers to think back about the actions that they have already done and try to find a certain essence, a “quality” (Mannen, 1990) from that experience. According to Dithley (1980), the most basic point considered in a lived experience is self-given awareness or prereflective consciousness of life. Self-awareness is one of the teacher development methods that can help teachers to find an appropriate determination in managing their profession. Teachers‟ interpretation which they reflect as self-awareness leads them to be more self-actualized. Thus, the development of the essences in the description is not just explanations or analyses (Moustakas (1994), as stated in Cresswell (2007)). A reflective process can also improve the outcome. “We believe even more strongly that the reflective-interpretive approach can improve the outcome, in the


20 shape of research which succeeds in saying something qualified and original” (Alvesson and Skodberg, 2009:3). Representational consciousness can be produced from reflection (Lyotard, 1988). “A reflective interpretation of the text is needed to achieve

a

fuller,

more

meaningful

understanding”

(Moustakas,

1994:11).

Furthermore, from a developmental perspective, individual learning needs to be shaped by factors such as length of experience (Bolam & McMohan, 2004). To simply uncover teachers‟ lived experiences regarding their professional development, the researcher formulated which are teachers‟ understandings, teachers‟ beliefs, teachers‟ feelings, teachers‟ intentions, and teachers‟ actions. These segments are used to make it easier for the researcher to reveal the participants‟ experiences and guide them to come to a reflective process. Understanding means how one changes a representative object to become his or her own version (Dufrene, 1973). Meanwhile, belief relates with the value combined with the psychological construct to teacher education (Pinrich, 1990). Feeling refers to adjectives expressed such as happy, anxious, afraid, and so on (Patton, 2002). Meanwhile, intention is linked to the result of thinking (Willis, 2001), and action is usually taken with an intention (Wilson, 2007). Through the use of those segments, the participants‟ accounts will be explored completely.

3.

The “self” Not all teachers understand the crucial motivators that affect them in making

the preference for their own „self‟. The „Self‟ as an individual has become the „Self‟


21 of „Representation‟. The phenomenon that teachers should be, whether as living beings in gaining better learning, better teaching, and better economy or as humans who need a better understanding, higher economy, struggle, and sacrifice, derives particular problematic issues in their professional work. Specifically, it deals with how teachers maintain a positive sense of their professional competence, especially in positioning themselves. A sense of professional competence refers to a “feeling teachers have about the quality of their work” (Ashton and Webb, 1986:66). Indeed, teachers need to construct their “self” to determine an appropriate decision regarding their professional development. A positive sense of developing “self” like maintaining professional self-esteem can lead to motivation to do something worthwhile. However, many teachers these days are still confused about professional self-esteem which is in line with self-respect; thus, the preference occasionally falls into the development of just an individual as a living being which leads to a career. Basically, if teachers can maintain this well, it can lead to a positive effect. The central social psychological problem facing teaching teachers today is how they can maintain a sense of satisfaction and accomplishment in a profession that offers no support for, and myriad threats to, their sense of professional self-respect. (Ashton and Webb, 1986:66).

Self-esteem is also strongly in line with how one can take an appropriate evaluation dimension. Hargreaves states “high self-esteem arises when the attitudes taken to the self are positive, low self-esteem when they are negative” (Hargraves, 1972:27). Great maintenance of self-esteem guides one to stand on what he believes.


22 In addition, this self-esteem also includes maintaining the stability of the “self”. It is very important in determining good preference. Furthermore, besides maintaining self-esteem, self-construction can also be connected with the development of self-efficacy. Self-efficacy is a part of self-esteem in which it includes an individual hold toward themselves in relation to become the person they are capable of (Brown, 1994). Self-efficacy also has its own role to help, particularly in building self-determination dealing with professional work. Selfefficacy is people‟s judgment of their own self in determining their motivation or behavior. According to Wortman and Lotfus (1985:377), self-efficacy means “a person‟s belief that he or she is capable of dealing effectively with a situation”. Self-efficacy also includes how one evaluates himself toward the ability to reach a particular goal (Baron and Byne, 1997). In teacher development, some factors are identified as the internal background that affects their behavior. This internal motivation sufficiently affects the decision. It is important to maintain self-efficacy thorough the development of awareness. “Awareness is the capacity to recognize and monitor the attention one is giving or has given to something. Thus, one acts on or responds to the aspects of a situation of which one is aware” (Freeman, 1989:33). Through awareness, teachers will easily be able to monitor their acts, especially in improving their quality, as it helps to maintain their responsibility. Selfawareness also drives teachers to focus on the specific goal that he or she has already determined. It is a kind of transitive consciousness to manage the attention well (Leo Van Lier, 1998). Furthermore, self-observation also plays an important role in


23 determining an appropriate construction of decision to improve oneself. Selfobservation helps one to choose the aspects that need to be improved, narrow the choice, develop an action plan and decide a time frame to achieve the goal (Richards, 1990). Ideally, professional learning involves both intellectual and emotional processes. Thus, it will enhance their commitment to the quality of service. The commitment is essential for teacher effectiveness. Teachers‟ commitment and teachers‟ motivation can improve themselves (Mulyasa, 2007). Motivation is also a core element in helping teachers to improve themselves. Motivation refers to a physical or mental activity which entails effort, persistence, planning, rehearsing, organizing, monitoring, making decisions, solving problems, and assessing progress. A motivational process helps one to face difficulties and sustain action, obtaining a good job (Schunk, 2008). In order to improve themselves, teachers are expected to develop their intrinsic motivation. “Most achievement motivation theorists consider intrinsically motivated achievement behavior more desirable than externally motivated behavior primarily because external reinforcement is not available” (Stipek, 1988:81). A teacher needs to consider that a circumstance that creates interest and enjoyment (i.e., that fosters intrinsic motivation) facilitates conceptual learning (82). Dornyei states that it is “performing a behavior for its own sake in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying one‟s curiosity.” (Dornyei, 2001:47).

Then “motivational

control skills refer to self-regulatory efficacy in sustaining attention effort”. Thus, it encourages teachers to determine their priority well with motivated effort.


24 How teachers act or construct their actions regarding their responsibility as teachers or the desire of improvement can be derived from their needs as individuals. Relevant to this point, according to Moslow, as quoted in Schultz (1977), there are levels of needs that humans require to be fulfilled. There are psychological needs (water, air, food, etc.), safety needs (to be secured and out of danger), love or belonging needs (friendship, sexual intimacy, support, and a communicative family), esteem needs (achievement, strength, confidence, independence, and freedom), and self-actualization (becoming the most of their abilities and the best they can). It is included in the hierarchy of needs in which if the lowest level of needs is fulfilled, it moves to a higher level. Self-actualization is one of the needs that humans require to strive for. It includes the need to reach the fullest potential related to the utilization of potential and development.

4.

Teachers’ Professional Development Professionalism is a significant element in supporting the credibility of one

in their working circumstances. The concept of professionalism which includes „knowledge, autonomy, and responsibility” (Scales, P., Pickerin, J., Senior, L., Headley, K., Garner, P., and Boulton, H, 2011) are productive elements that one needs to have in relation to build good individual characteristics which can support their professional work. Being a professional is usually in line with gaining a deep understanding about particular knowledge. According to Scales, “Professionalism


25 involves extended periods of study, for example, studying for a degree or higher qualification. The person gains substantial specialist knowledge and understanding” (Scale et al., 2001). Professionalism involves the learning process in achieving a profound understanding. Professionalism will benefit one‟s wealth, educational quality, and self-improvement (Kusnandar, 2009). Furthermore, professionalism is also in line with the development of characteristics, since it makes it closely related to improvements. Thus, these days, professional development is developed in almost professional works. Lange states that, “Professional development is continued growth before and throughout a career” (Lange, 1990 as in Brown 2000:25). Thus, some literature states that professional development has a strong relationship with the development of a career. It also results in the examination of the development of professional standards, which is believed to help in increasing the working quality. “Professional standards help to define professionalism. It also covers professional values, professional knowledge and understanding, and professional practice” (Scales, et al., 2011). Some research shows that it gives a positive impact when it is implemented in professional work including in the educational field. Hence, “in reality the professional development of most language teachers occurs in a variety of informal ways” (Senior, 2006). The improvement of teachers‟ quality covers the enhancement of professionalism and commitment as well as the supervision of administrative aspects (Mulyasa, 2007).


26 Professionalism is closely related with teachers‟ self-development. In Indonesia it is stated in Guidline for Management of Sustainable Professional Develpment that is published by the Ministry of Education. It is mentioned that teacher self-development refers to professionalism activities in improving the competence. Thus, teachers are able to do their main responsibilities as well as additional ones. The National ministry regulation of PAN and RB no.16, 2009, states that PKB continuing professional development is the improvement of teachers‟ professionalism according to the needs gradually and continuously. Self-development activities cover functional training, teacher collective activities, scientific publication, self-project covering efficient technology, learning instruments, and so on. It covers planning, implementing, evaluating, and reflecting to improve the characteristics, knowledge, understanding, and skills. Thus, teachers can have good careers. This is as quoted by Priatna and Sukanto (2013). Moreover, teachers also need to consider the morale aspects. In relation with teachers‟ professionalism, it covers the professional community, professional experts, professional responsibilities, and professional services. In this case, it is not only about the standard measurements (Sockcet, as in Reagan and Charles (2009: 129)). Since teachers are the key players that determine the surge of a successful process in the educational field, professional development is strongly needed. Professional development will help teachers in improving their quality. Through professional development, teachers can develop their abilities continually. Furthermore, the emergence of new trends is one of the strong reasons of why


27 teachers need to be aware of improvements. The strategy to move along with the developments is very important in order to find a productive framework in doing their tasks. There are some strategies that the teachers can do. It “usually covers a reflective analysis of teaching practices, studying beliefs, principles, values, conversations with peers, and collaborating with peers” (Richards and Farrell, 2005:4). These strategies can be used by teachers as instruments that can assist them to make improvements. However, teachers also need to consider some aspects regarding professional development. Richards and Farrell state that “Personal development should go beyond personal and individual reflection. Teachers need to explore new trends in language teaching, enrich the subject-matter knowledge, and pay attention to the institutional programs” (Richards and Farrell, 2005:4). Furthermore, Richards and Farrell specifically state that teacher development has a purpose on: a. b. c. d. e. f.

Understanding how the process of second language development occurs. Understanding how our roles change according to the kinds of learners we are teaching. Understanding the kinds of decision making that occur during lessons. Reviewing our own theories and principles of language teaching. Developing an understanding of different styles of teaching. Determining learners‟ perceptions of classroom activities (Richards and Farrell, 2005:4).

Moreover, teachers essentially should be able to commit to their development. The commitment will help to accommodate their learning process; thus, it can give good contributions to the teaching practice. Additionally, teachers also need to consider the specific framework of their learning process to administer their focus in enriching their professional development. The learning process is usually


28 concerned with teacher learning as a skill learned, as a cognitive process, as a personal construction, and as a reflective practice (Richards and Farrell, 2005). Teachers‟ reflections on their experiences are needed to determine the particular cycle that they need to develop more. This phenomenon then can be explored in order to make a change. “When teachers are also learners (as in any instance of teacher development), they have the responsibility of turning their experience of learning to use in reflecting on their teaching” (Richards, 2003:17).

The change will

accommodate the development process as well as learning process, which can drive teachers to have inter as well as intrapersonal characteristics (Richards 2003). This change can also facilitate the self-construction. Additionally, some aspects are identified as the models of professional growth, as proposed by Calderhead and Shorrock. They are the enculturation, the technical aspects, or knowledge and skills, moral endeavor, the close relationship between the personal and professional aspects in teachers‟ work, and reflection (Calderhead and Shorrock, 1997). These models lead teachers to understand more about themselves as teachers and their responsibility psychologically and socially. By understanding these circumstances, teachers learn more about the significant points that can support their self-efficiency, so that they can apply them appropriately in doing their responsibility. Furthermore, in implementing their professional development, teachers need to prepare well. Teachers should be aware of the suitable circumstances that they must be dealt with. Appropriate decisions, strategies, discussions, and evaluations can


29 be productive frames to determine and explore the development (Richards and Farrell, 2005). Besides that, they also need to be concerned with categories which frame the construction. Those three categories are professional values, professional knowledge and understanding, and professional practice.

5.

Senior High School Senior high school is a continuation development from the point of leaving

junior high school. The students need to get more support and guidance because they start to have different developments and interests. Wiggins states that to face this condition teachers need to be resourceful. As teachers of advanced specialized courses, their extensiveness and deepness of knowledge must be significant (Wiggins, 1958). The teaching strategies also change. Teachers need to encourage students to be creative. The 2013 Curriculum has emphasized this point as one of the concerns. Teachers also need to be aware that in other courses at the senior high school level, some of which are optional and tentative. Thus, it is very important for teachers to develop their creativity in order to stimulate interest. Wiggins emphasizes that teachers need to orient their thinking to upgrading because the curriculum has the potential to change with new demands according to changing societies. Teachers must be aware of cultivating critical thinking, social responsibility, and personal or professional stuff (Wiggins, 1958). In Indonesia, there are some educational levels; one of them is senior high school or SMA which stands for Sekolah Menengah Atas. The students at this level


30 are between the ages of 15-17 years old. In the curriculum, the educational system in Indonesia for SMA is an integrated system which has been collaborated to specific competences. The main concern is on developing interpersonal and transactional communication. The educational purpose integrated in curriculum focuses on individual, social, personal, and attitude traits; it is also stated in the decree of the National Education Ministry of the Republic of Indonesia Number 17, 2010. Furthermore, the decree of the National Education Ministry of the Republic of Indonesia No.16, 2007, on teacher competence and Academic Qualification Standards section 81 states that high school teachers should master various aspects of language in English (linguistics, discourses, sociolinguistics, and strategies). Indonesia has conducted Kerangka Kualifikasi Nasional Indonesia (KKNI) or the National Qualification Framework of Indonesia (NQFI) as the evidence of promoting quality life for human beings. NQFI as a representation of the educational system contains an integration of various factors to achieve a productive outcome. According to DIKTI, there are six generic qualifications that should be met or integrated in the system; they are religiosity, having good morals, ethics, and personality, patriotism, compassion, appreciating diversity, and civil awareness. It can be categorized in three specific qualifications, which are work, knowledge, and management. It aims to improve the quality of education. Furthermore, the national education system itself cannot be separated from the term “curriculum”. Curriculum is a set of plans, objectives, contents, and learning materials which are conducted to be implemented in learning activities to achieve specific


31 goals. Through the history of Indonesia‟s educational system, there are many kinds of curriculum implemented in Indonesia. All teachers at all education levels then make syllabi, which are drawn from the curriculum. Moreover, there are standard competencies, basic competencies, indicators, and other elements which are integrated in the syllabi in order to make it productive. Specifically, it aims to improve communicative competence, both in written and in spoken skills, to expand students‟ quality to adapt with social problems and to develop students‟ understanding in language and culture. The integrated skills, which are speaking, listening, reading, and writing are also formulated in the syllabi, which is then conducted by each school in Indonesia (Dikti, 2011).

6.

Teaching English in non-English Speaking Countries Recently, globalization has created a dominance of English. English has

become the universal language (Light, 2007). This situation forges the assumptions that people need to master English language in order to inhabit a globalized world. Responding to this issue, many countries over the world, especially non-English speaking countries, have started to learn English and even have put it in their national education system. “Outer Circle English-using societies mean that English is used as a second language. Expanding circle one means that English has the statute of a foreign or international language” (Bolton, 2012:18). In relation with students‟ achievement in mastering English, it has occurred with various results in Asia. “While there are Asian students who have difficulty with English and do not satisfy


32 their educational aspirations, there are also Asian students who are academically highly successful” (Marks, Fleming, Long & McMillan, 2000; see, for example, in the United States context Huang & Waxman, 1996; Siu, 1996; Trueba, Cheng & Ima, 1993 as in Mclnerney, 2007:171). Difficulties often happen since they „come from a cultural background that may make learning in Western-oriented schools problematic‟ (ERIC Development Team 1993; Siu, 1996 as in Mclnerney, 2007:171). Besides that, they also have different curriculums. In Indonesia, the achievement is not really optimal. Seeing the fact, teaching methods in acquiring English in non-English speaking countries also need to become a concern. Teachers as practitioners need to know well how to find appropriate methods. Pearson states that, “Approaches and methods in teaching English can be seen as a historical sequence of revolutions and evolutions, and also as a growing range of teaching options” (David and Pearse, 2000:187). The success is not just in how students communicate but also how they use it in their learning process. Thus, a teacher needs to find more effective ways in teaching as well as to adopt new methods. Therefore, it is important for them get initial training and a recognized teaching qualification (David and Pearse, 2000). Development options can be grouped into three broad categories: self development (constant reflection, diary writing, recording lesson, and reading), cooperative development (sharing with colleagues and peer observation), and formal development (in service training programs, conferences, seminars and short courses).


33 B.

Review of Related Research Reports The teacher-educational process, specifically on professional development,

has been investigated by many researchers these days. Since it focuses on improving the educational process, some explorations are being made including some programs that investigate teacher understanding on encountering their theoretical knowledge and their belief system in the implementation. Moreover, this study specifically focuses on the lived experiences of English teachers regarding their professional development, which is still infrequently discussed by many researchers. This study focuses on uncovering teachers‟ meaning construction on their lived experiences in relation with how they develop their profession. Day is one of the researchers who admit that “it is important that it is the teachers‟ voice that is heard to speak through the construction of story” (Day, 1995). Relevant reserach on professional development focuses on identifying how professional development can impact classroom instruction and students achievement (Little, 1993 and Borko, 2004). Others are concerned with the personal views of teachers‟ commitment or teachers‟ self-esteem (Day, 2004; Day and Gru, 2007). For Indonesia‟s circumstances, English study students do research using interviews on teachers‟ personal voice in professional development or teachers‟ perceptions of professional development through in-service training, but the results are more on how teachers deal with programs and systems. This study explores teachers‟ lived experiences more on not only how teachers deal with the system or institution, but how they look at themselves, their determination, their personal activities, their


34 positioning as living beings, and as humans. It is expected to encompass any related articles to fully understand teachers‟ professional development.

C.

Framework of Pre-Understanding As managers, evaluators, and guides for their students, teachers need to be

concerned more on their development (Crooks, 2000). Teachers as educational practitioners need to understand their roles either as living beings in reaching better learning, better teaching, and better economy, or as humans who need better understanding, higher economy, struggle, and sacrifice. However, the essential thing that teachers should be aware of is their preference in positioning themselves as teachers. Considering this issue, teachers need to always develop and improve themselves to embody their determination better, which of course not only develops themselves but also their students. Professional development is one of the innovative ways leading to self-actualization. To be a professional, teachers need to better understand their roles as teachers. Teachers need to focus on the core of what they are doing for their professional work. Being professional means trying to find a better way to improve quality and commit to it. Indeed, teachers should consider not only their development but also their responsibility to their students, which is why teachers need to involve themselves in ongoing developments, which includes self-improvement, reflective practitioning,

and

ongoing

commitment

to

change

(Senior,

2006).

This

professionalism should also include commitment and self-control. These elements are


35 strongly needed to support the interrelationship between their profession and professional responsibility. In Indonesia, the professionalism of teachers is a primary concern. The government has established standard academic requirements for teachers to be more professional. Considering the fact that professionalism is really that important in the teacher-education process, teachers need to be fully aware of their professional development. The development not only involves personal reflection but also individual reflection. The reflection leads to self-actualization in finding determination. Teacher professional development itself needs to be in line with the purpose of not only improving performance but also having responsibility to improve students‟ understanding. Additionally, the reflective process which is derived from lived experiences can be essential for understanding the development. Thus, the students‟ needs and teachers‟ needs are both fulfilled. A lived experience is that which „has a certain essence, a quality that we recognize in retrospect‟ (Mannen, 1990:36). Moreover, teachers also need to pay attention to their self-construction. It is one of the significant elements that can support teacher development. A positive sense of self-construction can give good contributions in self-determination. It also helps one to choose the aspects that need to be improved, to narrow the choice, to develop an action plan, and to decide a time frame to achieve the goal (Richards, 1990). It is pertinent to consider the standards that have been regulated, understanding that self-construction can provide good contributions for positioning as


36 a living being or as a human. Self-construction includes self-awareness, self-efficacy, self-esteem, and other self-monitoring actions. Having a stable identity in doing things will lead to doing things that are worthwhile. Dealing with the issue, in Indonesia, the continuity of positive development of teachers‟ professionalism is also the concern of the government. The Decree of the National Education Minister of the Republic of Indonesia, No. 15, 2008, which contains specific standard competencies that teachers must fulfill, is one of the examples that support the governments‟ notice. All teachers are demanded to be professional by having particular specific standard competencies. This condition makes teachers become wise in placing themselves as living beings or as humans. It means that in their real lives, Indonesian teachers need to maintain their understanding, beliefs, feelings, intentions, and actions, not only on how to teach better but also how to achieve better understanding and actualization. Teachers need to monitor their self-construction, so they can deal with this matter. Teachers need to actualize themselves, so they can determine and decide the time frame to achieve their goals.


37









Teachers are reflective decision makers who need to be concerned with the development of lifelong learning and personal construction to improve their understanding of teaching, of themselves as teachers, and students‟ improvements. It represents the actions, thoughts, and imagination that teachers reflect regarding teachers‟ professional development. Building a positive sense of selfconstruction will help teachers to situate themselves in relation to making effective judgments for their development and their engagements with their students. As teachers of advanced specialized courses, their extensiveness and deepness of knowledge must be significant.







In Indonesia, all teachers are demanded to be professional by particular specific standard competencies (the Decree of the National Education Minister of the Republic of Indonesia No.15, 2008). The condition makes teachers need to be wise in placing themselves as living beings or as humans. Teachers need to monitor their self-construction, so they can deal with the matter. Teachers need to actualize themselves, so they can determine and decide the time frame to achieve their goals.

Teacher professional development is the continuity of positive development of teachers‟ professional value, knowledge, autonomy, and responsibility sustained by the “self”.

Figure 2.1 Senior High School English Teachers‟ Professional Development: Lived-Experiences


38 CHAPTER III METHODOLOGY

This chapter gives a further explanation on how the study was conducted. It gives information on how the data was gathered and analyzed to answer the problems. This chapter consists of research method, data gathering, data analysis, and interpretation.

A.

Research Method In this study, the researcher uses constructivism because “In order to assess

the participants‟ lived experiences, a constructivism approach is used” (Hill, 2012:25). The interactions between the researcher and participants become central to assessing the participants‟ lived experiences, in which the methods tend to be more naturalistic. This research is an experiential (humanistic) qualitative research. A qualitative research method focuses on exploring and understanding participants‟ thoughts, perspectives, experiences, and beliefs. The core of this approach is on the interactions among participants and research in a natural setting (Lincoln and Guba, 1985:39). Furthermore, the focus of this research is on hermeneutic phenomenology, which is a part of qualitative research. Phenomenological research is research which is used to describe individuals‟ lived experiences. It “describes the meaning for several individuals of their lived experiences of a concept or a phenomenon” (Creswell, 2007). The focus is on the phenomenon that the participants have to deal


39 with. It covers describing and interpreting the essence. A phenomenological study describes the meaning for several individuals of their lived experiences of a concept or a phenomenon (57). It is used to reduce individual experiences with a phenomenon to a description of the universal essence (Manen, 1990, as in Creswell, 58). There are two approaches of phenomenology, hermeneutic phenomenology and empirical, transcendental, or psychological phenomenology. Both of them are oriented toward lived experiences. It interprets the texts of life. However, the results of hermeneutic phenomenology research are more on self-actualization, autonomy, and better understanding. Meanwhile, for transcendental research it is more on effectiveness and efficiency. Since the researcher interprets the meanings of the lived experiences, the process is also seen as an interpretive process, which covers “reflecting on essential

themes, writing a description of a phenomenon, and

maintaining a strong relation to the topic of inquiry and balancing the parts of the writing of the whole” (Creswell, 2007:59). The process includes collecting data from people who have experienced the phenomenon and developing the composition containing essences from this experience. Van Mannen introduces the term hermeneutic phenomenology as the study that describes the phenomenon from lived experiences and interprets it as a „text‟ of life (hermeneutic) (Van Mannen, 1990). In this study, the researcher focuses on hermeneutic phenomenology, in which the researcher tries to reveal the participants‟ lived experiences that can lead to self-actualization. The study was conducted more on senior high school teachers‟ experiences of their professionalism and commitment regarding professional


40 development. Since it is a kind of constructivism, the researcher helps the participants construct their own meanings regarding their experiences. A rigorous methodology is presented to account for the trustworthiness. The validity and reliability were also given concern. Since it is a scientific product, the researcher also considers the guidelines to conduct the research. Moustakas suggests steps to ensure the research problems are about developing deeper understandings about the features of phenomenon, determining the interest, recognizing and specifying the broad philosophical assumptions of phenomenology, collecting the data from the individuals who have experienced the phenomenon, asking questions leading to textual description and structural description of experiences, preparing interview questions and highlighting significant elements, and developing clustering of meaning, making a structural description (Mouastakas 1994). Meanwhile, in this research, the researcher has conducted certain steps.

B.

Nature and Sources of Text Since the focus on this research was on exploring lived experiences in order

to get a meaningful framework of a phenomenon, the data was the productive element that must be considered well. The data which was a text or anecdote will be the primary source to make a meaningful interpretation. The nature of the text in this research was taken from the narrative from in-depth interviews. The process of


41 digging up the experiences was done in the participant‟s preferred location which was already agreed upon between the researcher and participant. The participants were high school teachers who were selected based on the consideration of expertise. This aspect was conducted by considering the illumination aspects. The participants were expected to give rich descriptions of lived experiences regarding their professional development. The expertise aspect was considered since the focus of the research was on hermeneutic aspects. The participants‟ stories led to a description that would promote self-actualization. Considering the expertise aspects, the researcher also tried to uncover how participants could achieve their selfactualization outside the system to be professional.

C.

Instrument Since researchers‟ subject knowledge of phenomenon was the core of this

study, in-depth interviews were used in this study. The interviews were established according to specific goals. It explores and gathers “experiential narrative material that may serve as a resource for developing a richer and deeper understanding of a human phenomenon and as a vehicle to develop a conversational relation with a partner about the meaning of an experience.” (Mannen, 1990:66). The focus was on digging up the participants‟ lived experiences. The results were on a text or anecdote, which was described and interpreted to find the essence. Through this research, the researcher constructed detailed information provided by the participants. The interviews were conducted according to the needs. The


42 considerations were on exploring the meaning for several individuals of their lived experiences of a concept or a phenomenon. The first interview was used to create a comfortable condition between the researcher and the participants and allow exploration of additional context. It was followed by the next interview to clarify any confusing content in the first interview. Substantive questions were used to expose the important information that may not have been clear in the first interview. It was not just for checking. Multiple interviews enable the researcher to uncover the participants‟ experiences deeper. It also helps the researcher to dig up the concern and clarify the confusing content. The meaning for several individuals of their lived experiences of a concept or a phenomenon could be clearly seen. The first interview may build a stronger relationship between the researcher and participant, enabling the participant to feel comfortable in describing emotional experiences and establish a basic level of trust. Moreover, researchers and participants may have further feelings in the first interview that can be explored in a second interview. Furthermore, if in the first interview there is unclear or confusing content, a follow-up interview provides a chance for clarification (Clara, 2012:90). Semi-structured interview guidelines are used to uncover participants‟ experiences. Guiding questions are used to escort participants‟ attention into the reflection process of their experiences. In order to design the semi-structured interview, the researcher first made a blueprint of components and indicators. The table below presents the components and indicators which are related to English teachers‟ lived experiences regarding professional development.


43 Table 3.1 Component and Indicators Construct

a. Professional Teachers

Indicator

-

-

Becoming a reflective decision maker (RD) Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds (TPT) Having critical thinking (HCT) Upgrading (UP) Having self-subordination (SC) Being consistent (BC) Being a designer of instruction, manager of instruction, guide of instruction, evaluator of instruction, counselor, and curriculum practitioner (BD) Mastering pedagogic competence, personal competence, social competence, and professional competence (MPC)

Teachers are reflective decision makers who need to be concerned with the development of lifelong learning and personal construction to improve their understanding of teaching, of themselves as teachers, and students’ improvements. Teachers‟ lived experiences

-

Having reflective awareness of teaching practices (HRA) Examining beliefs, values, and principles (EBV) Collaborating with colleagues (CC) Exploring new trends and theories (ENT) Developing subject-matter knowledge, school and language programs (DSM) Examining schools and language programs (ES) It represents the actions, thoughts, and


44 imagination that teachers reflect regarding teachers’ professional development. Self-construction

-

Building the quality of works (BQ) Maintaining a sense of satisfaction and accomplishment (MSA) Recognizing and monitoring the attention (RMA) Narrowing the choices (NC) Building professional identities (building a positive sense of themselves and students) (BPI) Maintaining self-esteem (MSE) Maintaining self-efficacy (MSEF) Maintaining self-awareness (MSA) Maintaining self-observation (MSO) Maintaining self-renewal (MSR)

Building a positive sense of selfconstruction will help teachers to situate themselves in relation to making effective judgments for their development and their engagements with their students. Teachers‟ professional development

-

Expanding special knowledge and understanding (EKU) Maintaining knowledge, autonomy, and responsibility (MKAUR) Covering professional value, knowledge and understanding, and practice (CPKU) Covering a reflective analysis of teaching practices (CRT) Maintaining a close relationship between professional and personal work (MPP) Having skill learning (HSL) Implementing a cognitive process (ICP) Implementing personal construction (IPC) Implementing a reflective process (IRP)

Teacher professional development is the continuity of the positive development of


45 teachers’ professional value, knowledge, autonomy, and responsibility as sustained by “the self”. High school teachers

-

Mastering various aspects of language in English (linguistics, discourses, sociolinguistics, and strategies)(MLE)

(Adapted from Samp, 1958:106; Combs, 1965; Ashton and Webb, 1986:66; Freeman, 1989:33; Richards, 1990:129-130; Moustakas, 1994:10; Richards and Farrell, 2005:4; Calderhead and Shorrock, 1997:11-17; Sadker, 1997; crooks, 2000; Brown, 2001; Scales et al., 2011.)

Based on those components and indicators, the researcher designed a blueprint for in-depth interviews. It is used as a guideline in order to construct the questions. The researcher has classified and developed the categories which are related to English teachers‟ lived experiences regarding their professional development and lived experiences. Understanding The materials, approaches, and techniques of teaching The participation in a professional development program The organization of materials The impact of professional development The formulation of beliefs The development of knowledge and understanding about teaching Belief The goals in teaching The implementation of techniques and strategies The professional development and personal commitment Feeling The support from an institution regarding professional development The students‟ characteristics The professional development program


46 The self-upgrading process The self-improvement The self-development The self-satisfaction Intention Being an English teacher Educating, guiding, and managing students Implementing strategies and techniques Choosing the materials Action Material development The self-upgrading process The self-improvement The self-development The self-satisfaction Time management Personal commitment Great achievement Figure 3. 2 Teachers‟ Lived Experience regarding professional development The blueprint just helps the researcher to guide the participants to the topic. However, the participants were free to share everything regarding the topics. They had a chance to explore their memories about their experiences. The interview questions could be modified depending on the participant‟s responses. After listening to their experiences, there would be variations of questions.

D.

Text Gathering The researcher also tried to prepare the framework in controlling the flow of

the conversation to ensure that the interview process was run in the expected track. The questions were carefully made in a purposeful and meaningful arrangement. “One needs to be oriented to one‟s question or notion in such a strong manner that


47 does not get easily carried away with an interview that goes everywhere and nowhere” (Van Mannen, 1990:67). The primary concern in designing the interview is constructing effective questions. Effective questions are the questions which can allow the researcher to dig deeper into the experiences or knowledge of participants to get the maximum data. It is important to recognize that the interview process needs to be disciplined by fundamental questions. The method rule should govern the questions, rather than the questions determine the methods. To avoid skimpy and a lack of sufficient concrete materials, an audio recorder was used. The results of the gathered information were in the form of anecdotes. “In gathering anecdotes, one needs to be quite rigorous and construct accounts that are trimmed of all extraneous, possibly interesting but irrelevant aspects of stories” (Mannenn, 1990:69). In the process of gathering information, the researcher put aside understanding about the topic to let the participants talk freely about their experiences (bracketing). In the process of interpreting the meanings for several individuals of their lived experiences of a concept or a phenomenon, the biases and expectation that would arise can be solved using bracketing. “Bracketing is when investigators set aside their experiences, as much as possible, to take a fresh perspective toward the phenomenon under examination,” (Creswell, 2007:60). The researcher identified the phenomenon using bracketing to take the participants‟ fresh perspectives, collect data (the data was taken from the participants who had experienced the phenomenon), and reduced the information to significant statements.


48 The process of gathering information in a phenomenological study primarily uses indepth interviews. The researcher used the in-depth interview guidelines to control the flow of conversation. The guidelines helped the teachers to determine the questions in terms of uncovering the participants‟ experiences. In the process of uncovering the participants‟ stories, the researcher focused on the meaningful items which could be connected to the topic. Regarding the process, the questions were made to direct participants to tell more on qualified stories about their experiences not just the surface. The exploration was done through the qualified stories that the participants told. It was done to help them reconstruct their experiences. For the purpose of trustworthiness, snowball interviews were also held to get in-depth information from the participants. An audio recorder was very helpful in capturing participants‟ stories in detail. I also checked related documents to ensure the participants‟ stories. After the transcribing process was done, the researcher directly confirmed the data to the participants. In the next interview, the researcher clarified the unclear information and explored significant information which was related to the topic in order to answer the research questions. The researcher also applied member checking after interpreting the participants‟ stories for the purpose of trustworthiness.


49 E.

Text Processing The phenomenological research focuses on interpreting the phenomenon

naturally; thus, this research has a foundation to interpret the materials as natural as it is. The process is managed by determining the specific theme to gather the material in the particular scope. The determination theme drives the research to focus more on the essence, as it is also natural. Furthermore, in the construction process, the researcher paid attention to every part which has strong and significant points in developing the description. In collecting anecdotes, one has to recognize what parts of the text of daily living are significant for one‟s study. While it is happening, it is important to try to recover those living phrases and incidents that give the anecdote a cogent power or point. Therefore, it may be necessary to go back to retrieve the relevant “trivia” that help to construct the anecdote. In gathering anecdotes, one needs to be quite rigorous and construct accounts that are trimmed of all extraneous, possibly interesting but irrelevant aspects of theories. (Van Mannen, 1990:69).

Meanwhile, Moustakas states that data processing can be done through describing the personal experiences with a phenomenon, making a list of significant elements, and then grouping them into larger units called meaning units, making “meaning units”, determining “what” and “ how”, and then incorporating textual and structure description (Moustakas, 1994, as in Creswell, 2007). In analyzing the data, the significant elements that illustrate the understanding about how the participant experienced the phenomenon need to be highlighted, which is called horizonalization (Moustakas, 1994). The cluster of meaning can be developed from these statements. From these descriptions, a composite description which provides the essential aspect


50 (the essence of a phenomenon) can be developed. Then the data can be reduced into meaningful segments and given names for the segments (coding the data). In processing the text, the researcher started by determining a core element in the description called the “theme”. To process the data, the researcher adopted the steps from Cresswell, which are also in line with Mannen and Moustakas. It is illustrated as follows:

Interpretation

emergent themes

Transcribing

Interconnecting themes

coding elements of theme development

Figure 3.3 Text Processing (Adapted from Creswell 2003)


51 F.

Trustworthiness The research was based on a triangulation process that was done with in-

depth interviews, re-interviews, and member checking. The consistency of the text as well as its validity and reliability became a high concern in this research. The consent are granted real names in which it would improve trustworthiness and the livedexperience would become more honest so it becomes really functional to progress. Considering the purpose of transferability, the researcher really considered about the participants‟ quality. The relevancy of participants‟ capacity in providing rich, thick, and suitable descriptions to contextualize the study is considered well. The aspect of conformability also became a high consideration. Since it refers to the description of one‟s lived experiences consisting of meaningful themes, the conformability aspect is a way to improve validity and reliability and reduce bias. Giving a tentative interpretation back to the participant is one of the conformability aspects considered in this study. In order to establish credibility, the researcher used a member checking technique; it showed credibility in the findings and interpretations It also involved “taking data, analyses, interpretations, and conclusions back to the participants so that they could judge the accuracy and credibility of the account,” (Creswell, 2007:208). A good-quality tape for recording and by transcribing the tape was applied in this study. It is very important to seek reliability (Creswell, 2007). In relation with the validation, the participants were invited to review the transcripts of their interviews as well as the interpreted data. It is used “to verify the participants‟ words, and to reflect


52 on the content and clarify culturally nuanced responses,” (Hills, 2012:196). The researcher was also careful to manage bias and expectations as reflectively or awareness. To manage this threat, the researcher used bracketing (Hill, 2012). In analyzing the data, the researcher created a domain list consisting of meaningful themes. It was used to provide an overall structure for understanding and describing each individual participant‟s experiences (Hill, 2012:103).


53 CHAPTER IV TEXT ACQUISITION, TEXT DESCRIPTION, AND INTERPRETATION

This chapter presents, describes, and interprets the data through a qualitative approach. It is meant to show the process of meaning construction and interpretation. The data was presented in sentences. There are tables and diagrams to facilitate and complete the data interpretations. This chapter is divided into three parts: (1) text acquisition, (2) text description, and (3) interpretation.

A.

Text Acquisition The participants in this research are three high school teachers. I arranged

the times for doing the interview. There were some meetings organized as many as needed, according to an agreement with the interviewees. Table 4.1 Research Participants No.

Name

Gender

Institution

Age

1. Kus

male

SMA 3

50

2. Widi

male

SMA De Britto

45

3. Tri

female

SMA 2

59

Bapak Widi Nugroho has been teaching English at De Britto High School for 23 years. Besides teaching English, he is also a writer. He has written various


54 education books that have been published. Ibu Tri Indarti has been teaching at SMA 2 since 1991. She is an active teacher in developing her profession. Being active in writing papers which are related to teaching English, Ibu Tri has even become a presenter in an international seminar. Pak Kuswara is a teacher at SMA 3. He is very active in many activities including PKG and Batliank. He was even asked to make the national test. All activities done by teachers are considered their best way to actualize themselves as teachers. After finding the appropriate participants, I started to gather components, indicators (see table) and categorization related to SHS English teachers‟ professional development regarding their lived experiences. I constructed semi-structured interview questions. The constructions were used to make the conversation more specific and lead the participants to tell their stories well. The framework helped me guide the participants to tell stories in a specific context. In designing questions, I considered bracketing, in which the researcher set aside a pre-understanding of the topic. The participants were allowed to articulate their experiences, understanding, beliefs, and thoughts relevant to their professional development. What became important was how they constructed meaning from their lived experiences. The table below presents the semi-structured interview guidelines relevant to SHS English teachers‟ lived experiences regarding their professional development.


55

Semi-Structured Interview Guidelines 1. The process of becoming an English teacher at senior high school 2. The preparations before teaching 3. The strategies in teaching 4. The strategies in facing students 5. The strategies in solving students‟ difficulties 6. The certification program 7. The professional development program (workshop or seminar) 8. The process of maintaining the input 9. The struggle of managing time and the commitment 10. The support of the school or institution Figure 4.2 Semi-structured Interview Guidelines A semi-structured interview is employed before the in-depth interview. Considering the answers varied from one to another, in-depth interview questions were made based on the initial interview. I tried to manage the data to find the essential points in the story. After finding the essential points, I started to construct in-depth interviews. The main aim of this part was to make clear the participants‟ stories about their lived experiences. The participants‟ answers could vary from one another. I conducted the interviews at the places that the participants offered to make them feel comfortable. A snowballing process was conducted to get the essential points of the stories. There were no complicated problems in contacting the participants since they were willing to give information. All of the participants were cooperative and enthusiastic in telling their stories. After transcribing the text, I directly confirmed the


56 results of the transcription. Then, I went over the pre-interview carefully to find the essential points to discuss more through in-depth interviews. In transcribing the data, I coded the data to help determine the theme. It was also used to make clear the personal voices of the participants. After determining the theme, the researcher considered the elements of theme development, evidence of themes, multiple themes, quotes used to provide the voices of the participants, layering themes, and interconnecting themes (Creswell, 2007). In describing the findings, I tried to “build broad to narrow, situate the reader in the place or context provided in detail (to create a sense of “being there”, use action verbs and vivid modifiers and adjectives), just describe the facts, do not interpret the situation, and use quotes or italics to emphasize ideas or “reflexive comments” (Creswell, 2007). In interpreting the lived experiences, I determined the essence theme of the description. I tried to relate it with the related theory.


57

Interpretation

emergent themes

Transcribing

Interconnecting themes

coding elements of theme development

Figure 4.3 Text Acquisition

In the process of acquiring the texts, the researcher tried to find the essences through identifying the sub-themes followed by interconnecting themes. In identifying the sub-themes, the researcher focused on exploring and understanding participants‟ thoughts, perspectives, experiences, and beliefs. The following table is an example of the coding process and the reflection of the participants‟ accounts.


58 Table 4.4 Theme identification Codes

Description

MSEF

themes

Self-Efficacy For time, we have to manage time actually, not time which manages us. I usually conduct tasks based on priorities, which one should I finish first. For example, tomorrow I have to teach this material, but I do not have it, so I have a priority to search on the Internet first, and then accommodate my creativity. So it should be used, because it cannot be postponed. Since I have a class tomorrow, I need to bring something for the students. Well, after I finished going through everything, I would decide the plan that I would do next. So it is a priority scale. I will try it at the last minute as a teacher, like now I'm trying to go up one level, I proposed to 4 C, so I had to gather the requirements in May and in July I will be evaluated. Well there is still some time yet. There is still May and June, but this has become my priority, so when I'm not preparing for something urgent, I have prepared it, but when I have something not urgent later, it must be put off for a while, but it does not mean I will leave this until May, so I always have a principle, “Do what you can do today, do not put it off until tomorrow”. (Ibu Tri-ID 2, p.100)

In this case, the researcher read the participants‟ accounts carefully. It does not taint the researchers‟ pre-understanding. The researcher‟s conclusion is oriented toward the participants‟ lived-experiences. The researcher reduced the data into meaningful


59 segments related to the topic of inquiry. Moreover, the researcher tried to find what parts of the text were significant for the study. Then, they were highlighted and named as a sub-theme.

Table 4.5 Theme Identification Codes

Description

MSA

Themes

Self-renewal Actually when a teacher must follow the development, he must build his motivation. A teacher should take many challenges. It is very important for teachers to improve. I think it's for learning. I need to develop myself by reading a book. I need to follow the developments. Now, the challenge is the curriculum in 2013, which focuses on scientific approaches. I should deepen my knowledge, especially for an approach such as constructivism, and so on. The trend is different from time to time. Thus, I need to maintain my motivation to keep learning. (Pak Kus-ID 3, p.110)

From the participants‟ accounts, a cluster of meaning can be developed. The process is managed by determining the specific sub-themes to gather the material in a particular scope. In formulating the sub-theme, the researcher also tried hard to pay attention to strong and significant points in the composite descriptions.


60 Table 4.6 Theme Identification Codes

Description

MKAUR

It is more on self-satisfaction, feeling so happy. There is a certain satisfaction when I produce something that is accepted by people and everyone needs it. Oh great, I do not have to do it, but when it works and is appreciated I like it. It is more than enough. I think it is important. I think the impetus is the greatest in my opinion. (Pak Widi-ID 3, p. 128)

Sub-Themes

Self-satisfaction

.

After I listed all the personal accounts of each participant, the sub-themes were categorized. I tried to see the essential points from the participants‟ accounts. The next step was to find the theme based on that sub-theme. After implementing the process of an interconnecting theme, I started to describe the participants‟ accounts based on the theme. The table below shows the results of the researchers‟ reflections considering the determination of the emergent theme. Table 4.7 interconnecting Themes

Pre-understabding

Theme

Emergent theme


61 After formulating the sub-themes, the theme or the core element was determined. In processing the theme, the research focused more on the essence, as it was also natural. If it was necessary, the researcher went back to retrieve the relevant points in the description that could help to construct the theme.

B.

Text Description This section describes the text retrieved from the interview (pre-interview and

in-depth interview). It tells about the participants‟ views of their lived experiences regarding professional development. The findings are described in a story containing participants‟ understandings, beliefs, feelings, intentions, and actions. The aspects described are selected according to the main topics.

1.

Self-construction Ibu Tri, Pak Kus, and Pak Widi are teachers who really maintain close

relationships between their professional and personal work by having great selfconstruction. Their life journeys began with how they explained the purpose of working so hard. They also put commitment on that. The participants were really concerned with this aspect. Their opinions about their jobs which were concerned more on value led them to improve the quality of their work. Being an English teacher was not what Tri initially chose to be. However, her life journey took her into that field. Going through a period of her life to be an English teacher, Ibu Tri learned to like her job. She committed herself and really


62 worked at the job. Her life story did not automatically take her to be an English teacher at senior high school. She first taught at a junior high school in Gunung Kidul in 1981, while taking a continuation study (Bachelor of English) at Sanata Dharma University in Sleman. She struggled along in this situation. The struggle against it finally yielded a good thing for her. In 1991, she officially moved to SMA 3 and had an advancement of rank. Her professional identities made her love her job. “I love my job.”(Ibu Tri-II 1, p.110) She built her self-esteem by making her students as her inspiration to understand their pleasures and annoyances. Pak Kus had a different experience. He faced two options at that time, becoming a history teacher or an English teacher. Furthermore, he preferred to be an English teacher. He was an English teacher at SMA 3. His career journey left a lot of memories. He started teaching at Samigaluh Senior High School in Kulon Progo. At that time, he just relied on his diploma. With an intention to continue his study, he taught at SMA 3. He got his Bachelor‟s Degree at IKIP, Sanata Dharma. He taught at SMA 3 for 26 years. At school, he liked English and history. He was really motivated to learn English. Thus, he even studied at SPG where he had prepared to teach elementary school. He tried hard to be an autonomous learner in learning English. When he had a chance to study, he was very confused to choose English or history. In that case, he had an idea that to learn English, it would be easier for him to learn history and other subjects.


63 Pak Kus counted on his motivation in continuing his study. He started as a diploma student in the English Education Program. After 4 years working, he decided to take a Bachelor‟s degree.. At the same time, he taught at SMA 3. He found some difficulties because he needed to manage his time between studying at college and teaching at school. By working hard, he finally finished his study. However, he spent a rather long time to do that. Fortunately, he was very lucky because he got a chance for a graduate diploma to Japan. After finishing his study, two years later, he decided to continue taking a Master‟s Degree. Since at that time, there was no faculty for the English Education Program, he tried to take American Studies at UGM. He had friends who graduated from an English program, HI, and History, but most of them graduated from the English Education Program. He could speak English well. He enjoyed learning English at that time rather than when he took his Bachelor‟s Degree study. He felt that he thrived. Pak Kus believed that his experiences told him about working hard. He really worked hard studying. He got benefits from that which made it easier for him to take a Master‟s degree. He did not find any difficulties in accomplishing his study. He even graduated cumlaude. In fact, he wanted to continue taking a Doctorate degree. However, in 2006, his institution gave him a responsibility to develop the school into an international school. Even though he had motivation for studying, he was not sure since his energy was drawn for the project. Actually my motivation was still strong, but my energy was used to take care of this project. I eventually became involved in the Wakasek curriculum. Actually, I develop myself by reading a book; it is part of my routine. (Pak Kus-ID2, P.132)


64 As he liked English, Pak Kus felt that his experiences increased. His ability to teach and speak English improved well. His ability to teach and speak English improved well. He believed that knowledge could not be diminished but kept continuing. Pak Kus stated that he was really concerned with his improvement. He joined seminars, training programs, workshops, and so on to improve his competencies. Similarly, it was also experienced by Pak Widi. English became Pak Widi‟s favorite subject since he was in senior high school, but he dreamed to be a pharmacist at that time, not a teacher. His life then took him to the option of being an English teacher. However, he stated that he was never forced to be a teacher; indeed, it was a second option that he thought about besides being a pharmacist. His selfdetermination really helped him to keep his priority. His courage to commit to the management was really helpful. According to Pak Widi, in the end he enjoyed being a teacher, especially when he taught at De Britto. He said that he didn‟t find significant difficulties, especially teaching at De Britto. He once studied at that school; thus, he more or less knew the culture, the rules, and the students‟ characteristics of the school. Along with his journey of being a teacher, his motivation increased. Teaching at De Britto increased his passion in teaching since the school provided optimal professional and personal development. In his opinion, being a Kolese school helps De Britto provide a great chance for teachers‟ development. Being involved in collaborating projects made teachers improve their knowledge and ability in teaching.


65 Pak Widi revealed that Kolese schools often developed a module together, even observed one another in practicing it. They had workshops in the beginning of a program. The school also had wide networking spread out in 112 countries; thus, teachers had a chance to go abroad. De Britto also provided a chance for teachers to continue their study, in which it provided understanding of students‟ characteristics, fair testing, and so on. The spirit was in line with educational research. According to Pak Widi, “Kolese supports teachers‟ development cognitively and spiritually” (Pak Widi-II 3, P.143). By means of various activities, the participants have strategies to handle it. Pak Widi stated that setting priorities is one of the important elements to hold the problem. In his opinion, “We, ourselves can maintain and manage our responsibilities.” (Pak Widi-II 3, P.141). Similarly, Ibu Tri agreed with the implementation of this element on her life arrangement. If she had an urgent matter, she would prepare and finish it first. She stated that she never waited to do everything and was very committed to that. According to her, “Do not wait until tomorrow, what you can do today.” (Ibu Tri-II 1, P.113). Ibu tri usually conducts her class based on her priorities, which she mentioned as a “priority scale”. She always tries to control the time. “We have to manage time actually, not time which manages us.” (Ibu Tri-II 1, P.113). She always decides the plan well and tries hard to improve. She always prepares well what she wants to do and does the best in it. Even though she has to deal with a lot of things at the same time, she tries to bring something good for her students.


66 Commitment was another principle emphasized by Ibu Tri. She said that she tried to always implement it in her plan. When she took her undergraduate study, she taught in some places, like SMA 3, UNY, and LIA, and without commitment she would not have survived in this situation. Concerning self-improvement, she did not want to carry out one of those. She was committed to doing all of those responsibilities. However, she knew that she had to work hard for this commitment. At night, she had double work, prepare for teaching and also do homework as a college student. She said that she went to sleep at 2 a.m. and went to school at 7 in the morning. She also applied it when she dealt with certification. According to Ibu Tri, submitting the data should not disturb teaching time if you manage it well. Based on her experiences, she could do that in two days, even one day. Again, she stated that having priorities can be very helpful. She even added that self-efficacy was needed for that. Self-satisfaction is a key to improve oneself. According to Ibu Tri, selfsatisfaction leads to personal development. She stated that we need to reach selfsatisfaction to achieve maximal results. She used to do that as a basis for finding solutions in order to fix any problems that she had. According to her, when she looked for a solution, it led her to develop her creativity and expand her knowledge. I guess there are, so we must achieve satisfaction with everything in life. We need to achieve maximum results, so it will be a process when we are trying to get it. It cannot be just once, so when I feel like I have failed in teaching, and I feel so bad, I'm going to improve, and when it is fixed, I will feel satisfied. It always appears when unplanned things happen. They will soon be overcome. Solving the problem means developing creativity. That is the process of gaining knowledge. (Ibu Tri-ID 1, p.121 )


67 She also tried to be the main source of her students to gain their respect. Students needed to respect their teachers. One example was when she taught she never used the Internet as a main source. She tried to develop materials and was creative to make activities from that. She used to do a reflection after teaching. If she felt that in the previous class there was need for improvement, she would change the method in teaching other classes. Pak Widi also stated that self-satisfaction could produce meaningful things. Self-satisfaction was a motivation for him to improve his ability. In his opinion, everyone needs it to improve, since it motivates one to create the best strategy for his life. It is more on self- satisfaction, feeling so happy. There is a certain satisfaction when I produce something, and something that I make is accepted by people and everyone needs it. Oh great, I do not have to do it, but when it works and is appreciated I like it. It is more than enough. I think it is important. I think the impetus is the greatest in my opinion. (Pak WidiID 3, p.151) Meanwhile, Pak Kus emphasized that commitment is a key for his life management. Pak Kus tried to use his time for learning as effectively as possible. He needed to reduce his spare time. His duties were finished at night from 9-12. They were college duties. He said that commitment was important to do that. He was very busy with teaching and studying at college. He tried to enjoy it and was happy to do it. He was sure if something was done forcibly, the result would not have been optimal. One needs motivation intrinsically or extrinsically to do something. He said that when he continued his study he always had a reason. He did not want to spend his money


68 frivolously because it would sacrifice his family. He said that it could be a motivation to finish as soon as possible. By doing it continually, they were able to achieve their targets optimally. According to Pak Kus, the career development of teachers is different from lecturers, since they have support from their campuses. If teachers want to study further, it will be very expensive; there is no dispensation for the class schedule. In this case, he thinks that teachers need to manage their study time not the teaching time. Teachers must be able to manage their schedules; thus there will be no collisions with their teaching time. Moreover, the participants‟ stories confirm that the capacity to realize the potential would narrow the attention. Having a great belief such as being a smart, teacher could make smart students and would be very helpful to build motivation to improve or be more creative. Sensitivity is a part of that, as it is supported by having critical thinking and professional identities toward the students and themselves. Guiding students to improve is important for our children, meaning that if an activity can develop and improve them, we certainly will support it as long as the time constraints match with the agenda, such as for English bina archipelago or a debate (Pak. Widi-II 3, p.147). Both Pak Widi and Ibu Tri realize that building positive professional identities in what they are doing can help them guide their motivation. The partcipants stories show that they are capable of understanding what they need to improve not only themselves but also their students. They are aware of their needs and their students‟ needs as well. It also shows that they have great critical thinking toward their jobs as teachers.


69 2.

Professionalism Pak Widi chose writing as a strategy for improving and expanding his

knowledge. In his opinion, writing was a complex activity since it united ideas. It covered refreshing and reflecting. He felt that his knowledge in education improved more through writing. He said that teachers should master other thing besides teaching such as child psychology, students‟ characteristics, scoring requirements, and so on. It was not only about the practical things but also the paradigm. He enjoyed writing about education. He even had a blog and his writing was once published in the Jakarta Post. He also wrote a book. He collected many ideas in this book. Through writing, he did a reflection process. It was a reflection about his experiences and understanding. According to him, writing is a reflection of what we hear and what we see. Pak Widi stated that the collaboration of knowledge could be something big than one knowledge standing alone. Through writing, he felt that he improved a lot. Pak Widi started to write when he took an undergraduate study. The tasks made him be involved in the activities of writing. To finish the tasks, he needed to read a lot. One day, he decided to send one of his writings to the Jakarta Post. He was very happy because it was published. He started to feel that it was enjoyable, so he kept writing. I do reflection to reflect and improve my knowledge. Knowledge cannot stand alone, so it should be united with other knowledge, so it turns out to be a great idea. If a single piece of knowledge is not too useful, it should be united, according to my experience. So whatever we hear, that's knowledge. What we read that it is also knowledge. Then we reflect on it. Oh in fact, there is a link with another kind of knowledge. Our knowledge deepens. What I read, what I experience, and what I see, becomes more and more


70 profound. We must read to write something. I like reading, but I am not a good reader. I am just an ordinary reader. (Pak Widi, ID 3, p.148) Besides writing, Pak Widi used to maintain and upgrade his ability through watching movies. He liked watching the Discovery and History Channel. According to him, self-upgrading can be done through a fun way, the way that you love to do it. Pak Widi stated that being a senior high school teacher, setting priorities was needed since he had to stay in the system. He had to maintain his motivation and priorities. Regarding certification, he evaluated objectively that it was not too effective. Collecting the documents did not represent teachers‟ professionalism. It needed to be evaluated. The government could come to schools to check their work. According to Pak Widi, basically, certification did not guarantee anything. “Collecting points and documents do not measure anything especially professionalism.” (Pak Widi-ID 3, P.146). All of it should be evaluated directly in the field. For living, it had to be admitted that certification provided an advantage financially for teachers. However, if it was not used appropriately, it drove people to be consumptive. He stated that the distribution of money was also not too effective. Extending the funding in three, four, or even six months made teachers think of any possibilities. It also disturbed teachers in continuing their study. The expectation of teachers‟ professional development was still a complicated factor. He had a different opinion toward this issue. He stated that the problem in the field was on the delivery process. This process was on the selfthreshold. According to him, the program might be successful if it were given every


71 month According to him, it was rather bothersome for those people who wished to study. He kept writing as a way to expand knowledge; it came from maintaining self-satisfaction. According to Pak Widi, there was a satisfaction when he could produce something and it was appreciated by people. It was his big motivation. In the beginning, he tried to give his best in the paper given by his lecturer about the education in Indonesia and China. From this moment, he learned to develop an idea. Then, it was followed by learning the scaffolding process. Pak Widi kept writing. Even though he failed, he kept trying. Writing his ideas in his blog let him collect 3540 writings. He selected his writings until he was offered to write a book. Pak Widi believed that everyone has a motivation to develop themselves. It could be derived from themselves as an individual or an environment. He emphasized that one needs to start his intention when he has a chance. Pak Widi stated that “I am not an expert in writing, but I am brave to start writing.” (Pak Widi-ID 3, P.152). When he was brave to make his intentions come through, he was in the process of reaching his goals. Pak Widi proved that when he started to write to produce an article, the idea continually came up. It was the process when he found a lot of ideas. He combined the ideas and developed new themes from ideas which had different paradigms. He used to write any ideas on his laptop when he found them. If he did not have time, he just put them on it for a while. When he had time, he would try to develop them. His ideas came from his observations, experiences, seminars, and workshops.


72 Ibu Tri stated that being responsible was important as a teacher. According to her, each teacher needs to know what he or she needs to do and the consequences of it. Since change is autonomous, teachers need to be responsible in their improvement themselves. Ibu Tri stated that “we need to know the purpose of our teaching, teaching materials, and their achievements.” (Ibu Tri-ID 1, P.121). Moreover, it leads us once more to self-satisfaction. To get great achievements, we need to have a good plan to create circumstances in order to be fun and interesting. Ibu Tri knew exactly the purpose of her teaching; she used to control what she needed to do to achieve it. She always tried to fix problems and create solutions for them to make her at ease. She used to ask her students to be responsible with their tasks. When her students did not obey her, she asked them to do their tasks outside the classroom, monitored them, and then asked them to go inside when they were finished. Ibu Tri never stopped in improving herself. In order to get her self-satisfaction, she always did that maximally. Near retirement, she still tried to reach an advancement of rank (4C). She sent 9 scientific works in order to get it. The stories represent how Ibu Tri evaluates her responsibility toward her job. It also shows how she builds her goals as a teacher. If teachers feel that they are successful in teaching, they can achieve their goals with fun, interesting, and lively methods. The satisfaction can make their lives more peaceful. Then, if it is not good, improvements should be done. Problems will soon be overcome. In solving them, there will be the development of creativity and knowledge. It is the process of gaining knowledge.


73 The important thing is because we are responsible for our important professions, because change is autonomous. If we are already in class who will help? Principals cannot, and we do not know what to do in class. Then if we feel safe with anything that we do, we have to be accountable, so we cannot do this for students’ happiness, but we must be responsible in our teaching purpose, our goals when we teach, and the achievements. We must be responsible not just for teaching, but we must know what we teach. Finally, it leads to self-satisfaction. (Ibu Tri-ID 1, p.120) Ibu Tri not only maintained her autonomy and responsibility, but also the development of her knowledge. She really paid attention to the expanding knowledge and understanding. It was proven by her commitment in joining various seminars. She stated that “one of my engagements which make me proud is becoming a presenter for ICOM (International Media of education).” (Ibu Tri-ID 1, P.116) It was held in 4 countries at that time, China, Japan, Korea, and Taiwan. She was very happy having a chance to be a presenter. The invitation for meeting as well as opportunity to send a paper was used well by her to get involved in that seminar. She was very surprised knowing her paper was accepted. She said that she was very nervous since it would be presented in front of experts but she convinced herself that she would be all right. Afterwards, she needed to revise it according to APA (American Psychology Association). It was published in 2014. In addition to joining ICOM, she also sent her paper to the LIA event about her CAR followed by becoming a presenter in JETA (Yogyakarta English Teacher). She joined three events in a year. She was even asked to be a presenter again for ICOM 2014 in South Korea. She believed that every commitment would provide the best results. That year excited her so much that it made her continually try to improve her ability. According to her,


74 that was not a matter of performance but the effort that she made to make a paper. She said that if it was not accepted, she would have tried to make more effort for it. Ibu Tri admitted that an institution has a great contribution for teachers‟ development. One of her experiences was a comparative study to SMA 3 Semarang. She found a new method in teaching English for her students. She and her colleagues then applied this new method to her students. It was a kind of book report in which the students were asked to read a novel for a year. A speaking test would also be given concerning the content of the novel. When students were ready, they would have been tested anytime. The school facilitated the exploration by giving a time, anytime when the students were ready. Thus, the teacher did not need to wait for a year. The impact was on students‟ intention of reading. According to Ibu Tri, if the school did not support this kind of an activity, teachers‟ creativity would not be explored much. In her time, Ibu Tri stated that certification was about collecting points; now it is about the documents. She needed 800 points to be certified, and she had more than that. Now, teachers just need to submit their documents to be certified. She stated that in relation with professionalism, there has to be particular standards for it. It also has to be evaluated objectively. She stated that “if it is just about 24 hours of teaching time, teachers will find other places to teach for the fulfillment. (Ibu Tri-ID 1, P.119) According to it, it was not too effective. In relation with incentives, she revealed that the government allocated it for teachers‟ professional development. She was really sure because she was once called to discuss about this certification in a particular


75 meeting. However, she believed that it was difficult to be implemented well. Observing her surroundings, Ibu Tri concluded that maybe only 5% use the funds appropriately for professional development. She could see many teachers who had different lifestyles because of the flow of money. Pak Kus believed that a teacher should be concerned with one‟s development. He liked to maintain the input through reading. According to him, “a teacher should be ready to face any challenges. Thus, a teacher should update his knowledge. A teacher should never stop learning.” (Pak Kus-ID 2, P.132) The method has changed now as well as the appearance of the 2013 curriculum with its scientific approach constructivism and so on. His responsibility helped them to update trends of learning since he needed to lead teachers. At that time, he was involved in a team to manage and improve teachers‟ motivation in relation with the development of RSBI. He liked reading books and newspapers and discussing with his colleagues to motivate each other. It also influenced him to continue his study continually. Pak Kus stated that teachers found more difficulty in learning than lecturers. Lecturers were supported by their colleges to continue their study, but teachers had to manage their studies themselves. Teachers were also smart in managing their time between teaching at school and learning at college. They could not allocate time; they could just manage their learning schedules. Besides improvements, studying while teaching made teachers have difficulties in developing their professionalism. Pak Kus even needed to buy the books that he wanted to read, since he did not have time to go to the library. He believed that the key was in reading. When his students were busy with


76 tasks, he even brought books to read. He tried to follow educational trends through reading. The key is when I have to teach in two places. I have very limited time, so I do not have enough time to visit the library. It is different from those who do not teach it. I usually read a book and make it as part of my routine. I read photocopies or whatever is important there. So I have a lot of books, because I do not have time to visit the library. It is not the same as people who do not teach; they have more time; I don’t. Reading is the key, so I use my time as efficiently as possible. When I have time, even a little, I read a book. I even teach my classes using the book; I try to keep track. Even when my students do their tasks in the classroom, I use my time for reading. (Pak Kus-ID2, p.134) He never stopped learning. He also joined workshops or seminars related to teaching methods or how to improve them. He used to read English newspapers and Internet websites such as Yahoo News. His school also provided facilities to develop fun games or activities like MGP. He used to come to seminars about the 2013 Curriculum. He was also asked by Batlibank to make exercises such as national examinations for local and national levels. The government suggested certification as one of the solutions. However, it should not disturb the main responsibility as a teacher. Basically, this program provided a good solution for teachers, but the system might not be too effective. It could be useful for teachers for professional development, especially the funds, but the government needed to evaluate. If he had to go to Jakarta for duty, he always tried to find a solution for his students by exchanging classes with his fellow teachers. Pak Kus also emphasized that time management is very important. According to him, if anything can be controlled, it will be not so difficult; if it is forced, it will never work; thus, someone needs to have


77 motivation. Pak Kus stated that all teachers have to have this motivation whether intrinsic or extrinsic motivation. Teachers need to pick one reason as their goal to finish what they are doing. We should manage time as effectively as possible because our time is limited. We need to use the time as effectively and efficiently as possible. I sacrifice my free time doing many tasks at night, so from 9 until 12 I do tasks related to studying, such as papers. Then I read books at night. It takes a commitment to do that. I usually do my activities from the morning until the afternoon at school. If people can actually use their time as best as possible, no matter in what way, it can be handled well, so if we can manage time and if it becomes a routine, it will be so easy. (Pak Kus-ID 2, P.134) Pak Kus was very active in any activities related to the educational field. He was very active in a teaching community such as PKG. His senior was very impressed with him, so he was invited to be involved in any activities. He was active in coordinating teachers‟ development at the regency and provincial levels. It was the beginning of him being involved in making tests for national examinations. He worked at Balitbank. He even went to South Korea and Singapore. He loved being an English teacher. It motivated him to be very active. Then he tried to be active in writing. All of it was his effort to increase his competency. He searched for effective teaching learning methods. He could develop them in English competence as well as teaching competence. The challenge for him was how to teach English effectively. It was the reason why he kept reading. Teachers need to be responsible for their actions. His participation in PKG made him really pay attention to the development of his knowledge, since he needed to evaluate teachers‟ work and even give them suggestions. According to him, he put the budget for teachers‟ professional


78 development except the continuation of study. Actually, he thought that it was important. He thought smart teachers would lead their students who had low competence to become smart. High competent learners would not be smart and low competent learners would be worse; the key was on teachers. Teachers who were not competent would lead to misconceptions and students would become unmotivated. He even found students became unmotivated because the teachers were not professional. In dealing with this, Pak Kus had his own idea. He believes that all teachers have to know their own needs. Teachers have to be aware of them. He stated that if teachers already know their needs they will seek improvement. Teachers will try to improve their quality. He added that all teachers have to learn. Teachers should use certification as effectively as possible. Teachers should not be proud by buying new cars, but in how they add to their knowledge. It can all be set by time management. If there are teachers who cannot live up to their motivation or awareness of it, the school should have a strategy with supervision, since supervision is an assessment team. Sometimes there are teachers who cannot teach well. I found a teacher who could not manage teaching and learning or did not master effective and creative teaching and learning, so the students were not motivated; and it showed that the students did not learn optimally (Pak Kus-ID 2, p.139) Schools needed to provide funds to facilitate teachers‟ professionalism. “This time, schools just provide a budget for workshops.” (Pak Kus-ID 2, P.137) However, professional development was more on the individual. Every teacher, in his opinion, had different needs. When he managed teachers‟ professionalism, he even asked teachers to write 4 kinds of training that they needed; then they were different. Some teachers chose IT and teaching methods, while some were research methods. It


79 proved that teachers had different needs. Teachers needed to know what they wanted, except school had program that every teacher needed to master such as made assessment according to curriculum 2013. Professional development could be at school or outside school. School could manage it by sending two or three teachers to learn and did the workshop at school such as Pak Kus‟ experience since he was involved at project. From training that was held, each teacher had different progress. They could apply it in one month or one week even I year. Effective professional development was still difficult to be found. The result was usually based on teachers‟ motivation. School needed to choose teachers who really intended to learn. Based on his experience, teachers should have self-awareness to improve his quality. Teachers should consider about the demand when he taught. Pak Kus stated that teachers needed to have strategies in their professional development. Based on his experience in PKG, schools needed to pay attention through supervision. He even found that teachers with low competence in managing his teaching methods made the students unmotivated. Schools needed to make a program to respond to this situation. Schools could hold seminars to guide these teachers. It could be detected through their awareness of continuing their study or even small efforts such as reading books. He himself liked reading very much. “I like to read books such as active learning, educational psychology, learning teaching, teaching how to learn, and so on.” (Pak Kus-ID 2, P.141) Through reading, he learned about anything including upgrading his knowledge in deepening the methods such as constructivism and so on which he was sure that it came up again today.


80 Looking at the phenomenon, many teachers did not use it appropriately. Thus, the government could take actions such as allocating the budget appropriately. 50% needed to be separate for a specific program for teachers‟ professional development. According to him, teachers need to keep learning. Effective teachers should maintain effective learning. Teachers should learn how to teach effectively and how to effectively improve themselves.

3.

A facilitator for students Building a positive sense for students is an important key according to Pak

Widi. It is “coming through their door”. It relates with how to situate a teacher as a problem solver for students. Using a personal approach for students helped teachers understand their thoughts and feelings. Pak Widi said that it was important since there was a gap of age between teachers and students. He often tried to understand his students‟ favorite songs, movies, or sports. He could use it to start a conversation with them. A light conversation made students feel secure to talk a lot about themselves. They would talk about their families, and even their problems in learning. He also added that understanding what his students like in their learning process would help them a lot. From the stories, it can be concluded that Pak Widi places a personal approach toward his students. He evaluated that it is actually a small thing, but it is effective. Pak Widi believes that, it has a great impact to get close to students to make them talk about personal things. Students‟ problems in dealing with the family which influences the learning process would be revealed. He added that


81 since teachers already have a previous relationship with students, it would help them become comfortable in learning. I prefer to enter and go out through the door. It is appropriate in any era. Having personal attachments with the students is also an important factor. We have to know their interest, so that it is easy to get close with them, because the gap between teachers and them is quite wide. I have to know exactly how they think and what they like. I should know them very well. (Pak Widi-II 3,p.144 ) Based on his experience, using visual tools in learning could be a strategy to increase students‟ motivation. Relevant to that, Pak Widi stated that making preparations before teaching was an important element in teaching. Preparing activities to increase their mood was important. He used to do that. He prepared backup if he needed. According to him, “teachers should be smart in predicting and preparing the materials as well as the activities. “ (Pak Widi-ID 3, P.145) Dealing with difficulties in facing his students, Pak Widi had a strategy. He used to have problem in teaching when his students lost their motivation in learning. When he prepared the materials, he felt that it would be interesting material as well as enhance their enthusiasm in learning. However, his prediction was wrong. Thus, when he had a lot of games and activities, it was quite helpful. According to him, if students felt bored, they liked to be surprised with attractive activities. When he experienced it, he used to stop the process and get his students to try another activity. When his students were motivated, he guided them back to the previous activity. Besides teaching, he said that he also had students who were less motivated in learning. He revealed that he always tried to use a personal approach. For practical


82 things, he used to provide them with help, for example giving listening files, asking them to do a task, and checking it. Once again, it is the problem of consistency. I am also human, so sometimes there are a lot of tasks. I usually use a personal approach. There may be students who understand or do not understand it, so I usually invite them to talk. For example, related to practical things such as if they have problems in listening, I give them files from the Internet, from the Voice of America. I copy the files on their flash disks, and I give them a sort of task. The next day I check their work. (Pak Widi-II 3, p.145) Having critical thinking as a facilitator concerning her students‟ development caused Ibu Tri to use more modern methods. “Change always happens, and we cannot have a principle in one situation. (Ibu Tri-II 1, P.111) A teacher needs to keep up with students‟ way of life and technology. According to her, if we still hold on the old methods, we will be overshadowed. Every change needs adaptation. She stated that every time and everywhere the situation of a class will be different even at the same time. We will find different characteristics of students. Various treatments must be given for fast learners, average learners, and slow learners. A teacher must prepare techniques for these differences. Group work can be a solution to make them intermingle. Teachers themselves must make cooperative activities for students. The activities can provide an opportunity for learners, who are expected to help average and slow learners; thus, they will not be introverted. In relation with that necessity, Ibu Tri stated that even though the lesson plan was already made at the beginning, it is important for teachers to reconsider about the materials including the activities. However, teachers are going to deal with those who have good academic achievements. For students in SMA 2, Ibu Tri admitted that she dealt with students


83 who were not bad in English. Based on EF tests, 105 of her students were taken as samples. They were at the intermediate level. Ibu Tri took this condition as a challenge for her to always improve. According to Ibu Tri, guiding students‟ learning process has not let up. Teachers also have to support students‟ learning outside the classroom. Ibu Tri used to engage her students in English contests and championships. She even involved herself with the preparations. She prepared, taught, and guided her students to be ready for the contests or competitions. Indeed, she was very active to build a team for English competition which was held by her senior high school, SMA 2. She was actively involved in building a team including recruiting and training. In facing difficulties, Ibu Tri always relied on three methods: planning, acting, and reflecting. According to her, if an event was prepared well, the process would go smoothly. However, if the preparations were done in any old way, they would not get a satisfactory result. Change always happens and we have to accept the changes. We cannot stay in the same circumstances. Students are different from time to time. We cannot be stuck. We have to follow students’ development, technological developments, and developments in the way of living. Now if I compare it to the past when I first taught and I was still firm with the methods I used, I would be cut off because I could not follow the track. (Ibu Tri-II 1, p.111) Pak Kus felt that teachers have to consider the development carefully related to their students. Teachers should understand their students‟ needs. His teaching materials were made based on the considerations of students‟ conditions. Pak Kus never forced his students to join, but he tried to adapt with students‟ interests.


84 However, he kept control over them. Pak Kus stated that he always paid attention to the students‟ abilities, so that the teaching learning process would be more effective. Every time he prepared the materials, he considered that his students at SMA 3 were at a fairly high level. He knew that his students also had great motivation in learning English. Thus, he became more creative in managing the materials; for example, he tried to introduce academic writing. He believed that his students had an ability level above the standard, so he led them to do productive activities. He even started to ask his students to make movie reviews, not just understand that only. He believed that if he kept to the regular standards, his students would feel bored. He wanted to make the learning process more challenging but still practical. He believed that he gave his students effective learning. He always adopted his methods and materials according to his students‟ needs. We have to pay attention in class. There are individual differences, because the students are not the same. I try to manage 32 students as best as I can. I can see each student, such as the students who may not be so enthusiastic, as I observe it individually. There is a personal approach. Each student has a different speed in doing tasks. For students with different speeds, the personal approach stays the same. (Pak Kus, II 2, p.127) To support his teaching and learning process, he always improved his abilities. He used IT, learning about technological developments such as the Internet. He even asked his students to learn from the Internet. He also requested his students to find any variations of the materials given. He wanted his students to use learning media to practice their English such as writing, not just Twittering or Facebooking which were not too effective. He wanted his students to use the Internet as a learning


85 source. He did not find any difficulties since IT has become popular these days. Almost every student had a modem. They did not find any difficulties to access the Internet. Just good preparation was needed. As a teacher, he needed to know the material. Thus, when he asked them to do an activity, he could give a good example for them. Pak Kus stated that teachers have to pay attention to individual differences. “They are very different because students‟ abilities are different.” (Pak Kus-II 2, P.124).

C.

Text Interpretation This part presented the interpretations of teachers‟ lived experiences

regarding professional development. The interpretations were based on the findings. This chapter explored the process of meaning construction of findings. It was interpreted into five aspects: (1) self-construction (2) professionalism, (3) a facilitator for students. 1.

Self-construction Most teachers are concerned with their “selves” and forget how they

construct their “selves”. This tendency leads them to decline the idea of building professional identities which actually really helps in professional development. What participants do could be a great solution for that. Their way of building a positive sense of themselves and students is the beginning step to achieve good development. When they assume that their students can inspire them to create great teaching and strategies, it is the beginning step in thinking about the improvement. Managing time


86 is the first threshold to do it. Many teachers do not realize that they have to organize their time well. If teachers can control and manage their time well, they can adjust their schedules perfectly. Teachers who can manage their priorities will find a gap between their activities that they can use for their self-development. This view is seen from the participants‟ stories. The participants could set their time well which really helped them to expand their knowledge (formal and informal learning) and also maintained the acquired knowledge as well. Moreover, self-determination is noticed as an aspect that helps the participants set their priorities. Then, it is followed by the commitment. The courage to commit on the management is really helpful. The ability to maintain also needs to be developed. Nobody can interrupt in organizing the needs. Based on their experiences, postponements just lead them to non-optimal results both for students and themselves. From the participants‟ stories, it can be assumed that teachers should know what they are going to achieve. Teachers need a specific goal to determine their choices and goals. After designing a goal, it should be in line with a motivation to realize the ideals. For this point, maintaining a sense of satisfaction and accomplishment is needed. Self-satisfaction leads to monitoring attention and narrowing the choices. For themselves, feeling satisfied can make teachers work hard to achieve maximal results for their students and their improvement. That is why they should improve the quality of their work as well as improve themselves continually.


87 For students, teachers will be motivated to be a source of information, learn to improve their performance, and find the best way to improve students‟ learning. Self-satisfaction leads to continuing development. When teachers find difficulties in their work, they can try hard to find an appropriate solution because they will satisfy themselves when it is solved. The process urges them to create and explore new trends and theories or develop subject-matter knowledge, school and language programs. When it is successfully achieved, teachers will be motivated to continue the process. As Schunk states, the motivational process helps one to face difficulties and to sustain action, obtaining a good job (Schunk, 2008). Then “motivational control skills refer to self-regulatory efficacy in sustaining attention effort”. Thus, it encourages teachers to determine their priorities well with motivated effort. Self-satisfaction can help teachers do their best in their jobs. Ibu Tri believes that teachers might become more than supervisors or motivators; they might be the main source of information. Being aware about what is important for themselves, students, and institutions is also an influential point for teachers to make good improvements. The stories lead to the view that each teacher has different capacities in building the quality of their work. Thus, each teacher needs to know what they are capable of. Teachers can learn by doing things that they like to maintain good work performance. They can join seminars, workshops, or any other related events if needed. Then, to do this, teachers should be reflective decision makers who have reflective awareness.


88 Moreover, having really sharp observations by participants can lead to consciousness actions. Awareness is the urgency of action. “Awareness is the capacity to recognize and monitor the attention one is giving or has given to something. Thus, one acts on or responds to the aspects of a situation of which one is aware” (Freeman, 1989:33). It is a kind of transitive consciousness to manage the attention well (Leo Van Lier, 1998). Pak Kus stated that becoming a teacher will add more knowledge. The longer we teach, the better we develop our skills. He believes that the knowledge would increase rather than diminish; thus, teachers should try to continue improving their abilities. The ability to develop subordination is also found as a good way to improve. When teachers start to build their professional identities which include a positive sense of themselves and students, promising actions will occur. It includes maintaining self-esteem and self-efficacy. As Hargreaves states, “High self-esteem arises when the attitudes taken to the self are positive, low self-esteem when they are negative” (Hargraves, 1972:27). In addition, this self-esteem also includes maintaining the stability of the “self”. It is very important in determining good preference. Once a person has developed a reasonably stable self–image, he may resist the adoption of new roles, values, and attitudes not only because it would involve radical changes to the self-image but also it might involve a form of personal treachery. (Hargreaves, 1972:29).

Moreover, the stories also verify that teachers should be aware of how to implement their cognitive processes. By implementing their cognitive processes, they will be more creative and use the opportunity to develop themselves as teachers and


89 their students as well. This process leads them to be more critical in improving themselves. The participation of critical thinking; self-upgrading, self-subordination, and professional citizenship are the characteristics of good teachers (Allen, 1980).

2.

Improving professionalism All participants are really concerned with the concept of professionalism.

They really commit to build the quality of their work. Even though they need to struggle hard in doing their jobs, they try to be responsible with the work they have chosen. As Scales states, the concept of professionalism includes knowledge, autonomy, and responsibility (Scales, P., Pickerin, J., Senior, L., Headley, K., Garner, P., and Boulton, H, 2011), it is clearly perceived that they have an intention to improve their professionalism. Pak Kus is very active in MGP, PKG, and Batlibank. He loves being an English teacher. That‟s what makes him motivated in doing activities like that. Since he has been writing, it has made him learn a lo Their persistence in doing their work also symbolizes their concern for their professionalism. Their priority is on how they improve their quality. Then, they experience positive impacts of their commitment in doing that. They can be an international presenter and writer for a national event. Professionalism will be beneficial for their financial well-being, educational quality, and self-improvement (Kusnandar, 2009). Besides fulfilling the certification, these teachers are also active in joining training programs and seminars; they even participate in these events. It shows their


90 intention to improve their professionalism in terms of the field they are concerned about. It is proven that they are really concerned about improving their quality, which is also in line with what has been stated in the national education system. In Pedoman Pengelolaan Pengembangan Keprofesian Berkelanjutan published by Kementriab Pendidikan dan Kebudayaan (Education and Culture Ministry) it is mentioned that teacher self-development refers to professionalism activities in improving one‟s competence. In the decree of the National Education Ministry of the Republic of Indonesia No.15, 2008, it is stated that there are specific standard competences to supplement academic requirements that must be satisfied by all teachers at all educational level in order to be professional teachers. It is also affirmed in the decree of the National Education Ministry of the Republic of Indonesia No.16, 2007, on teacher competence and academic qualification standards section 81 which states that high school teachers should master various aspects of language in English (linguistics, discourse, and sociolinguistics). Moreover, the findings show that all participants maintain their input, satisfaction, and accomplishments in being teachers with a professional way. They develop their attitudes to improve their quality through doing research, being active in national organizations, or writing a book. Pak Widi believes that every person has the ability to improve. It could just be a timing problem, but the timing itself can also be triggered by many things around the fact. When people are motivated, there are also many factors behind it. It can be due to one‟s own self or a challenge from the


91 environment that makes the individual write; there are various reasons. He stated that there is no other way besides starting it. Through the activities that they have done such as writing, doing research, and being involved in the national teachers‟ organization, it has proven that they attempt to always improve their competences. Their decision making also shows that they are not only well-educated but they also have attitudes that confirm it. As Kusnandar states, professional teachers are those who are well-educated and trained and have competencies which cover knowledge, attitudes, and professional skills (Kusnandar, 2009). Their creativity to find strategies to improve their development and commitment to it is in line with what is stated in the Education Act Number, 23, 2003, which states that teachers need to be creative, be dynamic, be dialogic, have a commitment to improve the educational quality, and maintain the quality of improvement. Their awareness to carry out their responsibilities completely leads them to create a better way in teaching and facing their students. It proves what Sadker states that this view provides the rationale for transforming teaching into a true profession (Sadker, 1997). Furthermore, through their success in becoming an international presenter, a writer, and a national test maker, it has proven that they have experience. Thus, it is also in line with what Richards and Farrell specifically state that teacher development can lead teachers to understanding about how the process of second language development occurs, understanding about how our roles change according to the kinds of learners we are teaching, understanding about the kinds of decision making that occur during lessons, reviewing our own theories and


92 principles of language teaching, developing an understanding of different styles of teaching, and determining learners‟ perceptions of classroom activities (Richards and Farrell, 2005). From the participants‟ stories, it is clearly perceived that they are really concerned with their students. They do not just teach them but also try to understand them. To do their jobs perfectly, they really consider their capacities. Facing different phenomena in the educational process drives them to improve continually. This urge leads them to expand their knowledge and understanding. Most of the activities are centralized on improving their knowledge and understanding. Ibu Tri focuses on joining seminars or workshops nationally or internationally, even becoming a presenter for an event. Besides teaching, she focuses on developing research that she can present in a seminar or workshop. She feels that she needs to do that to make her learn a lot of things. Pak Widi also tries to expand his knowledge and understanding through writing. By writing, Pak Widi tries to improve his knowledge, not only about teaching, but also educational aspects in general. Meanwhile, Pak Kus tries to involve himself in any activities relevant to teachers‟ development programs. Hoping that he is going to learn a lot of things through these activities, he takes a challenge to be a national test maker at Balitbank. It is in line with what Richard and Farrell state that appropriate decisions, strategies, discussions, and evaluations can productive a framework to determine and explore the development (Richards and Farrell, 2005). Their decision making also supports what Wiggin states about teachers of advanced


93 specialized courses. According to him, they must be resourceful, and their extensiveness and deepness of knowledge must be significant. (Wiggins, 1958). Moreover, all participants are aware that self-improvement makes them more ready to do their jobs perfectly. Since it is closely related to changes, the participants believe that it can be a bridge to improve their performance. Guy has mentioned that a professional teacher is closely related with change. They must maintain their “personal qualities which includes honesty, responsibility, tolerance for fallibility, lack of blame, tolerance for ignorance, a sense of responsibility, power, courage, vision, insight, realism, open self-image, self-indulgence, resourcefulness, flexibility, and diplomacy” (Guy, 1989:92-102). The change will accommodate the development process as well as learning process, which can motivate teachers to have inter as well as intrapersonal characteristics (Richards 2003). All participants realize that they should adapt. They are aware that change always happens and they should accept it well. Thus, as teachers they have to be thoroughly concerned with their students‟ development and find the best way to situate themselves in it. Recognizing the concern and monitoring the attention are also what participants do to find the best way in developing or improving themselves. Pak Widi, as an example, feels that writing is his best way to improve his quality. It is started from circumstances, how he sees things, and developing them and improving them successfully. It is also derived from his institution‟s colleagues, but then he develops his determination to complete it. According to him, people can start from


94 what they like most, do routinely, or see often. The experiences can be a great accommodation. It can result in knowledge that can be united into a paradigm. As teachers, all participants are also concerned with the current issues dealing with the educational process. Basically, they realize that it takes commitment to be improved. Having motivation to learn needs to be maintained. There is always a new trend, a new method, or a new approach. Relevant to the national system, there are always new regulations in the educational field. Lifelong learning needs to be developed and expanded. Improvements can be obtained through many activities to expand their knowledge and understanding. This is not only for the participants but also the people who manage those processes. Pak Kus, as an example, realizes that learning by doing is one of the ways to gain the best achievements, especially in professional development.

3.

A facilitator for students The stories confirm that teachers‟ abilities are supported by how they

become facilitators for their students. When teachers have their own beliefs, it is easier to manage their students and the atmosphere in the classroom. When teachers really understand what they are going to do with their teaching learning process, they will be motivated to design appropriate methods for their students. Examining their beliefs, values, and principles can lead teachers to be more selective in their teaching methods. It can be seen in selecting materials, methods, resources, and other supporting elements in the teaching learning process. Pak Kus always tries to give


95 clear materials for students. Teachers also need to be ready in preparing materials; thus, if children are asked, teachers can give them the best explanations. The way teachers construct their attitudes based on their wit can lead to optimalization. Teachers will find it easier to understand their students‟ characteristics and needs as well. Teachers do not need to be strict with the existing regulations; they should be more flexible in observing their students‟ conditions. If teachers just follow the rules but they are not appropriate with the students‟ competences, the process will be useless. Otherwise, if teachers are very thorough in observing their students‟ characteristics and needs, the teaching learning process will be more maximal. Pak Widi stated that failures often happen, such as when teaches have prepared materials, but suddenly the implementation does not run smoothly. Thus, according to him, the key is students will be happy with something new, rather surprising. So, teachers should have a backup plan, a game, or anything that can break the ice. Based on his experiences, if he sees that the students‟ attention is weak, he stops the activity and enlivens the situation. After that, he encourages them to go back there again. The participants‟ experiences tell us that teachers‟ accurateness in seeing what they need to do to improve is an important element in teachers‟ development. Teachers need to be critical to see how their needs can lead to effective improvement. Teachers usually do not understand what competencies they need to improve on; thus, they experience difficulties to gain the best results in the improvements. For this point, all teachers need to have a purpose for what they are going to do. It is very


96 important to stick with their intentions. Teachers need to be responsible for whatever they do. Students‟ achievements depend on how teachers treat themselves in dealing with their improvements. Teachers should know that their students‟ motivation depends on their teachers‟ methods in facing them. It leads teachers “to think about problems, ideas, goals, purposes, beliefs, understandings, and proceeds about their business by doing what comes naturally. They are the expression of their thoughts, hopes, and goals (Combs, 1965). Based on his experiences, Pak Kus realizes that teachers have to be smart, because smart teachers can make smart students smarter and incompetent students can become smart. From the stories, it is also perceived that the participants really know their own needs. All teachers have their own needs. That is why teachers‟ development is relevant to personal development. Then, it should also be supported by high motivation. With no motivation for improvement, it will lead to being defenseless toward the routines. Not only

seminars or workshops can be supporting elements for improvement. To do that, teacher should notice their circumstances to be their inspiration in developing themselves. Teachers should form their own beliefs, values, and principles to emphasize what they are going to do. It will lead them to be more creative, motivated, and oriented to improve themselves. Teacher will be motivated to keep up with knowledge since they are involved in those kinds of activities. The learning process is usually concerned with teacher learning as skill learning, as a cognitive process, as personal construction, and as a reflective practice (Richards and Farrell, 2005).


97 Pak Widi said that it was important to understand their thoughts and feelings. Meanwhile, Ibu tri emphasized that a teacher needs to keep up with students‟ way of life and technology. It is in line with Pak Kus‟ opinion which stated that he always paid attention to the students‟ needs, so that the teaching learning process would be more effective.


98 CHAPTER V CONCLUSION AND SUGGESTIONS

This chapter presents two sections: (1) Conclusion and (2) Suggestions. The conclusion is the summary of the findings as the answers of the research questions. Meanwhile, the suggestions are the feedback gained from the current studies as a consideration for improvement in future research.

A.

Conclusion The description of teachers‟ lived experiences regarding their professional

development is revealed in this study. The participants are English high school teachers. The participants are illuminative persons who are willing to give rich descriptions of their lived experiences regarding their professional development. The participants were interviewed according to the needs of the research. In doing the interviews, the researcher set aside (bracketing) the pre-understanding of logical truth to lead the participants to freely tell their lived experiences. The consideration is also in the trustworthiness of the research. The researcher use phenomenology research to construct the study, focusing on hermeneutic phenomenology. All teachers have their own stories but all teachers start from how to build high motivation and commitment as teachers to be improved and understand their work well. Being English teachers was not what they initially chose to be. However, it is not a reason why they cannot become professional teachers. The interesting point found in the finding is they try


99 hard to see what they need to do and how to make it optimal. Their commitment is one example. Even though, at that time, they had to study while teaching, they never gave up in maintaining their professionalism. Even though they have similarities in motivation and commitment to their jobs, they have different ways to achieve it. The three participants have different experiences related to their professionalism. Ibu Tri focuses on how to improve herself though participating in seminars as a presenter. She believes that in preparing the materials, she will learn a lot of thing relevant to that; thus, she adds to her knowledge and maintains her intelligence. She even joined an international event to challenge herself. Pak Widi has his own story. He found a different way to keep up with knowledge and technology. He chose to be a writer. He found it interesting since writing builds a special satisfaction in expanding knowledge. He thinks that writing can lead someone to think of many paradigms and uncover a lot of things. Through writing, he not only knows about teaching but also other paradigms in the educational field. Meanwhile, Pak Kus has a different experience relevant to how to improve his knowledge and understanding. Pak Kus improved his ability through participating in many activities relevant to teaching development. He has been involved in MGP, PKG, and Batlibank. Pak Kus admitted that he learned a lot of things relevant to teaching and education in general from these activities. He assumed that if he participated in those kinds of activities, he would be more knowledgeable since he would share it with other teachers. Pak Kus is also often invited to international events.


100 Despite the fact that the three participants have different experiences concerning their professional development, all of them share similar ideas on the importance of four points regarding their development. They are having selfmanagement; improving professionalism; expanding knowledge and understanding; and examining beliefs, values; and principles. Having self-management is evaluated as one of the important elements that teachers should have to improve their professional development. It is concerned with how teachers construct their “self”; manage their time; have critical thinking; and have self-determination, selfawareness, and self- satisfaction. All those aspects are really developed by those three participants regarding self-management. Professionalism deals with a commitment to build the quality of one‟s work which includes autonomy and responsibility. Thus, teachers should be aware of those aspects in terms of improving their professional development. Expanding one‟s knowledge and understanding relates to the activities that teachers choose to be involved in. Seminars and workshops are good activities, but they are not enough to expand knowledge and understanding. The participants agree that all teachers should have personal activities relevant to expanding knowledge or improvement. Examining one‟s beliefs, principles, and values is considered very influential in improving the participants‟ professional development. When teachers ideally form their beliefs, values, and principles, they will create good circumstances in their teaching learning process. They will also build professional identities.


101 The others elements are relevant with the issue of certification and institutional support for professional development. All participants agree that certification does not guarantee teachers‟ professionalism. Collecting documents does not really mean that teachers keep up with knowledge and technology. Teachers should be ready with their own strategies dealing with the system, not avoiding it but trying to manage it well. Meanwhile, the participants‟ experiences prove that institutional support is really meant to ensure the quality and motivation of the participants. It is expected that educational institutions should be really concerned about their support of teachers‟ professional development.

B.

Suggestions This study focuses on how the participants construct meaning through their

experiences regarding their professional development. The researcher is concerned with the rhetoric of the participants‟ lived experiences which help them build their own methods in professional development and their way to attain it. “What” and “how” are guidelines to provide complete descriptions of all detailed stories based on the participants‟ experiences of professional development. The quality of English teachers always gains prominence these days in the face of globalization. Since the position of teachers as the key practitioners in improving human resource development and English as an international language, it is a crucial issue that needs to be addressed. Seeing this phenomenon, it is essential to


102 discover how teachers attempt to improve themselves and establish their strategies in the development. Through phenomenology research, the researcher tries to see teachers‟ lived experiences regarding their professional development. The researcher focuses on uncovering teachers as professional teachers and as humans. This study strives to reveal implicitly about those aspects such as how teachers construct their “self” and how to maintain it. Thus, they can show good improvements in their profession which is revealed in their achievements. The results depict that professional teachers who can successfully meet their expectations can maintain their self-actualization through their positions as professional teachers and humans. Many programs are held by the government relevant to the improvement of teachers‟ professionalism. The question is “Do they really work?” To uncover it, it is expected that future researchers can effectively uncover teachers‟ experiences with a different range of participants and expertise. Thus, there are rich descriptions that deliver constructions to inspire teachers to engage in self-improvement and maintain their motivation. Hopefully, this study can be a useful source for related parties who deal with improving teaching quality. For teachers, it is expected to be a good rhetoric to build their own constructions regarding their professional development. For educational institutions, it is hoped to be a consideration to support teachers‟ professional development and provide facilities to implement that. For the government, it is


103 expected to be reviewed to create a regular and integrated system to ensure teachers‟ quality.


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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix A

Initial Interview 1 Ibu Tri English Teacher at SMA 2 Thursday, 10 April 2014 09.00-10.15

Codes MKAUR

MSE

Description R: Baik ibu, mungkin kita mulai dari ibu tri menceritakan, mengapa sih bu tertarik untuk menjadi guru bahasa inggris SMA? P: sebetulnya menjadi guru bukan cita cita saya ya, tetapi karena perjalanan waktu saja yang mengarah pada satu perjalanan hidup yang mebuat saya harus kuliah di PBI waktu itu sanata dharma, jadi mau tidak mau sudah di lead untuk menjadi guru, pertama juga tidak nyaman gitu ya, karena tidak suka menjadi gutu sebetulnya, tetapi ketika itu menjadi pekerjaan, kita harus bertanggung jawab, kita harus menekuni apa yang menjadi pilihan kita. R: tahun berapa kira kira menjadi guru bahasa inggris ? P: saya mendapatkan sk tahun 81, saya waktu itu ditempatkan di gunung kidul waktu itu di smp memakai ijazah kres program, trus disana kelasnya kan Cuma 9, 3 paralel, jadi 9 kelas, relative mengajarnya sedikit kemudian saya melanjutkan kuliah, gitu..waktu itu sanata dharma ada yang sore..jadi waktu itu saya dari gunung kidul, kemudian melaju dari sana, jadi bisa langsung kuliah.

R: masuk sma 2 nya ibu? P: masuk sma 2 nya , setelah saya selesai dari sanata dharma tahun 86, kemudian dari kepala sekolahnya digondeli dulu ya, jadi tidak boleh pindah dulu, nunggu gantinya, akhirnya tahun 91, saya resmi pindah sma2, dan berkat tuhan ya waktu itu saya indah dari gunung kidul ke kota, jadi dari smp langsung ke sma, kemudian golongan saya waktu itu dari 2c langsung menjadi 3a.

Sub-Themes Responsibility

Building professional identities

110


HCT

MPC

R: wah hebat sekali bu, kemudian tadi kan ibu mengatakan awal mulanya belum mau menjadi guru kemudian menjadi guru, apakah ada pengalaman yang menyenangkan yang membuat ibu bertahan sampai sekarang? P: mengajar ternyata menyenangkan, kalo dulu guru kan imagenya closely related dengan kehidupan yang sederhana, tidak punya duit, melarat gitu kan, sebelum ada sertifikasi dan seterusnya mkanya profesi guru relative menjadi tidak demanded, atau demanding job gitu ya, tetapi ya itu tadi ternyata ternyata menyenangkan karena yang kita hadapi adalah manusia jadi mereka bisa tertawa, mereka bisa menjengkelkan, mereka bisa bertingkah yang aneh-aneh, mereka bisa menjadi inspirasi bagi kita lain kalo kita bekerja dikantor ya, kita menghadapi benda-benda mati jadi tidak bisa berinteraksi secara hidup gitu ya. Sering melakukan refleksi dan evaluasi dalam mengajar bu? Mengajar bahasa inggris yang baik untuk sma di Indonesia? Mengupdate diri? R: berbicara interaksi dengan murid, berarti kan ibu mengalami variasi pengalaman berinteraksi dengan murid yang berbeda karakter, berbeda zaman juga, trus bagaimana ibu menghadapi hal ini? P: perubahan itu selalu terjadi dan kita harus menerima perubahan, kita tidak bisa berperinsip pada satu keadaan, dulu anak itu seperti ini, siswa itu seperti ini,sekarang seerti ini jadi kita tidak bisa seperti itu kita harus mengikuti perkembangan siswa, perkembangan siswa, perkembangan teknologi, perkembangan way of life, sekarang kalo dibandingkan dengan dulu ketika saya pertama kali mengajar dan saya masih kukuh dengan metode saya dulu, ya ketinggalan, ya kita akan disingkirkan karena kita tidak bisa mengikuti perkembangan. R: jadi kita harus bisa menyesuaikan diri dengan mereka ya bu, kemudian ada kesulitan ga dengan itu bu?khususnya dalam proses belajar?kemudian ibu ada strategi mungkin untuk mengatasi itu? P: setiap perubahan kita butuh adaptasi, kemudian dimanapun dan kapanpun situasi kelas itu tidak akan sama, bahkan waktu yang sama sekalipun dari kelas yang satu ke kelas yang lain itu tidak akan sama, dan

Having critical thinking

Mastering pedagogic competence

111

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI yang sama adalah bahwa setiap saat itu ada siswa yang pandai, anda siswa yang menengah, ada siswa yang dibawah, jadi low learners asti ada, fast learners pasti ada ya, maka kita sebagai guru juga hasrus member treatmen yang berbeda bagi siswa yang berbeda, maka ada remidi kemdian ada group work, dalam satu kelompok, tidak ada yang slow learners, atau fast learners atau yang sedang-sedang, tetapi kita mix mereka biar bisa intermingle, kemudian yang fast learners bisa membantu yang slow learners, kemudian yang slow learners kemudian nanti tidak menjadi introvert, kemudian bisa berkembang juga atas bantuan teman-teman, jadi dari situasi yang diciptakan oleh guru, kegiatan kegiatan yang diciptakan oleh guru membuat mereka bisa bekerja sama.

BD

R: berkaitan dengan kegiatan kegiatan ini bu, biasanya ibu tri sebelum mengajar itu proses persiapannya bagaimana?misalnya mebuat RPP gitu bu? P: RPP itu biasanya sudah kita buat satu tahun ya mbak, awal mengajar itu sudah kita serahkan ke kurikulum, kemudian ditanda tangani oleh kepala sekolah gitu ya, kalo mau mengajar ya kita lihat RPPnya lagi, biasanya lebih ke materi ini harus saya apakan, jadi nanti saya harus memakai kegiatan apa, jadi persiapan itu penting.

BDI

R: apakah ada kegiatan-kegiatan ibu berkaitan dengan bahasa inggris ibu? P:biasanya saya mendampingi murid untuk SMADA English erformance, kemudian English championship, kemudian diluar itu saya melatih anak-anak atau siswa untuk tampil dalam drama atau play, itu tentu saja diluar kesibukan mengajar, kemudian saya juga terlibat aktif dalam pembentukan panitia, pembibingan, jadi bagaimana merekrut team, jurinya harus darimana, kemudian ketika kami memutuskan jurinya harus darimana, saya biasanya mempersiapkan teman-teman untuk training penjurian.

BDI

R: kontributif sekali ibu tri ya, tantangan ada ga ya bu? P: tantangan yang berarti sih ga, ya tetapi semuanya ya di planning, jado orangnya selalu planning, acting, dan reflecting, kendalanya ya biasa orang yogya itu daftarnya bisanya pada the last minute , sebelumnya kta

Being designer

Professional Identities

Professional Identities

112

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI agak worry juga, lho kok belum ada yang daftar, ya itu tantangan, lalu kita sebar panitia itu untuk dating ke sekolah-sekolah, jadi tantangan yang berarti itu tidak ada, asal kita planning nya bagus itu pasti jadi, tapi kalo planningnya asal-asalan itu kita bingung sendiri, jadi ketika ada maslaha harus bagaimana, tetapi jika sudah tertata saya kira tidak masalah, siswa jga terbaik gitu ya untuk sma 2, cukup tinggi levelnya, kemarin juga ditest oleh EF, kita ada di level intermediate rata-ratanya, jadi dari 105 siswa yang diambil sebagai sample, kita ada di level intermediate, yang advance ada, antsias siswa untuk belajar bahasa inggris juga ada.

NC, TPT, HSS, MSE, MSA

R: nah kalo dilihat sepertinya ibu tri aktif sekali didalam mengembangka diri tetapi juga bisa konsenntrasi Self-Efficacy dengan perkembangan siswa bagi waktunya gmn bu? P: bagi waktunya, sebenarna kita harus menguasai waktu ya, bukan waktu yang menguasai kita, saya biasanya berjalan berdasarkan skala prioritas, mana yang harus saya tuntaskan dulu, misalnya, besok saya harus mengajarkan ini, materinya ini, tetapi saya belum punya, jadi saya harus prioritas dulu mencari di internet, lalu mengakomodir kreativitas saya,jadi harus jadi dulu, karena ini tidak bisa ditunda, karena besok saya harus ada dikelas, jadi saya haru bring something for the students. Nah setelah itu selesai baru saya akan mel ihat apa lagi ya selanjutnya, apalagi ya yang saya kerjakan, jadi ya skala prioritas itu tadi, misalanya ni saya akan berusaha di menit-menit terakhir sebagai guru, saya sedang berusaha naik satu tingkat lagi, saya akan mengajukan untuk 4 c, jadi mei saya harus mengumpukan ini ini, karena juli saya akan dinilai, nah ini kan masih ada beberapa waktu lagi, masih ada mei, juni, tetapi ini sudah menjadi prioritas saya, jadi ketika saya tidak sedang menyiapkan sesuatu yang urgent, sudah saya persiapkan, jadi nanti ketika harus di cut,berhenti dulu untuk mempersiapkan yang elbih urgent, tetapi bukan berarti saya biarkan ini sampai mei tidak, jadi saya selalu punya prinsip, lakukanlah apa yang bisa kamu lakukan, jangan menunda sampai besok.

113

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI BPI

R: wah hebat sekali ya bu Tri Professional P: ya, saya berusaha mengatur segala sesuatunya identities berjalan sesuai dengan apa yang kita inginkan, jadi planning itu tadi, jadi kita harus punya komitmen, tanpa komitmen yang kita tidak bisa encapai apa yang kita inginkan, ketika saya ambil s2 juga begitu, kan saya ngajar dulu, balik ke uny, LIA, kemudian balik ke sini, kuliah lagi siangnya, itu komitmen, tetapi saya tidak melepaskan mengajar saya ditempat lain, karena saya piker apa gunanya saya kuliah, kemudian mengajar ditempat lain saya lepas, berarti kan saya tidak ada peningkatan, saya tetap komit dengan apa yang saya cita-citakan jadi tetap berjalan, cumin komitmen saya juga harus berubah dengan hhdup saya karena ada tambahan , yang biasanya saya tidur jam 11, tetapi saya malam siapkan tugas-tugas buat uliah saya, jadi malam saya bisa tidur same jam 2, pagi setengah 7 sudah harus dikelas lagi saya mengajar dikelas 3 jadi saya harus mengajar PM atau pendalaman materi jam setengah 7, dan ada lagi nanti jam 2 siang.

MSEF

P: biasanya kalo berkaitan dengan sertifikasi itu kan tiap setengah tahun, tiap semester kita kan mengirimkan data ke dinas, nah ketika pengumpulan data itu kita memang agak sibuk, tetapi cukup kita laksanakan 2 hari misalnya, sbahkan satu hari pun bisa, sehari murid kita beri tugas, tetapi hari itu saja, hari hari biasa sama kita tidak terbebani oleh sertifikasi, tetep skala prioritas, dn kalo kita mau pemberkasan sertifikasi tanpa mengganggu pelajaran atau jam mengajarnya, itu memang seharusnya begitum kan skala prioritas itu tadi, mengumpulkan data-datanya, meprosesnya, hari berikutnya, begitu, jadi ketika kita tidak mengajar.

EBV

R: Kalo dari sekolah/ institusi sendiri memberkan Examining wadah ga bu untuk pengembangan diri? beliefs, values, P: sekolah terbuka banget, mendukung sekali, tetapi and principles tergantung gurunya lagi, jadi sekolah selalu mendukung di sma 2 ini, misalnya ketika studi banding kami berkunjung ke sma 3 semarang, saya mnemukan sesuatu yang bisa kita adaptasikan ke sini, kalo sana reading novel, jadi siswa disuruh membaca novel, kemudian ada reportnya, menarik sekali bagi saya, kemudian saya terapkan disini, saya menggunakan judul novel

Self-efficacy

114

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI exploration, trus anak saya suruh membaca dalam satu tahun itu satu novel, kemudian itu book reportnya, itu untuk writingnya, kemudian untuk speakingnya juga kita uji, untuk nilai speaking, salah satu kegiatan dari speaking, kita tanyakan kepada mereka tentang novel yang mereka baca, tentu saja didukung oleh sekolah misalnya, mereka member fasilitas siang hari kita beberapa bulan gitu, kita menguji siswa, jadi ketika siswa membaca gitu, siap diuji, mereka dating ke gurunya, jadi tidak nunggu 1 tahun gitu, tidak, jadi ketika mereka sudah selesai gitu kita uji, jadi tidak sama waktunya, karena kalo waktunya bebarengan kita kan tidak mampu kan uji sekian ratus anak, makanya ya itu tadi anak juga disiplin dengan waktu, senang membaca, segera selesai ya makanya segera dapat nilai, nah itu tanpa dukungan dari sekolah, fasilitas-fasilitas itu tidak akan mungkin kita pernah bisa kita realisasikan, kreatifitas guru juga jika tidak didukung oleh siswa juga hanya disimpan saja R: sekolah berkontribusi juga berarti ya bu, tetapi pemeran utama tetap guru itu sendiri ya bu? P: ya,, guru itu sendiri, ya, tidak semua kreatifitas guru itu perlu didukung oleh sekola misalnya pemikiran itu kan tidak perlu didukung oleh sekolah tetapi merealisasikan dengan fasilitas-fasilitas itu tugas sekolah, jadi sekolah berkontribusi dengan itu.

115


116

In-depth Interview 1 Ibu Tri English Teacher at SMA 2 Thursday, 17 April 2014 09.00-10.45 Codes EKU

Description

Sub-Themes

R: ada beberapa hal yang menarik yang ingat saya gali bu, pengalaman ibu tri yang sangat membanggakan ibu, kra-kira apa bu? P: ketika tahun kemarin saya menjadi presenter di ICOM, international of media education di Jepang, jadi itu diselenggarkan oleh 4 negara, cina, jepang, korea dan Taiwan, e..nah tempatnya mutar dari cina trus ke jepang, Taiwan, tahun ini di korea, ngee..nah ketika di jepang tahun kemarin giliran jepang sebagai tuan rumah, itu bersama dengan bulget meeting, jadi ketka saya diundang untuk bukget meeting, saya juga diundang untuk e mengirimkan e mengirimkan paper untuk acara icom, dan ketika saya mengirimkan diterima, nah itu, trus kami, saya presentasi di conqurence sectionnna jadi conquorence sectionnya, ada,itu semua professor-profesor , yang roundtable section itu untuk mahasiswa-mahasiswa dari 4 negara itu ya, tapi saya masuk ke conquerence sectionnya, saya juga ga percaya juga, deg degan juga ya, waduh temennya professor e tapi ternyata ya masing- masing punya, mempresentasian papernya masing-masing jadi ya tanggung jawab dari papernya itu sendiri, kemudian dari situ paper saya di suruh direvise sesuai dengan tata penulisan menurut APA Amercan Psychology Association, nah saya ubah sesuai dengan aturan itu nanti diterbitkan di dua ribu, tahun ini, 2014 bulan ii, juli trus di journal international nah saya sedang menunggu hasilnya itu, jadi ya pada akhir perjalanan karir saya ternyata saya mendapatkan sesuatu puncaknya gitu ya, jadi bisa saya raih sebelum saya selesai pensiun menjalankan tugasm itu ada sesuatu yang saya capai, kemudian kemarin ketika saya mengadakan peneletian tindakan kelas, CAR ya, Classroom Action Research di LIA, itu juga di saya mengirimkan ke pusat, Jakarta, dan diterima sehingga kemarin itu secara bersamaan berurutan gitu ya saya

Expanding special knowledge and understanding


117

tampil seagai presenter di 3 international event, yang pertama di JETA, Yogyakarta English Teacher Association, waktu itu bareng pa siapa ya, yang sering menitipkan ppl ke sini, e, namanya antiq, godean rumahnya, sama pak markus, disitu, kemudian paper yang, berarti paper yang saya krim ke JETA diterima, presenter, kemudian paper yang saya kirim ke Jakarta, juga saya tampilkan do coloqium, gitu 13, kemudian yang terakhir di ICOM jepang itu, jadi saya jga diminta untuk mengisi lagi sebagai presenter di ICOM 2014 diKorea, tetapi saya tidak berangkat karena tidak ada sponsornya, hahaha, gitu saying banget tetapi kalo kita megikuti it uterus ya, biaya nya kan banyak ya, kalo ke luar negeri ya, kalo disini saja mungkin tetapi kalo disana terlalu mahal hahaha, tidak punya duit hahaa

TPT

TPT

R: jadi Ibu mengenbangkan diri dengan cara seperti itu ya bu? P: yam dengan kita menjadi presenter kita akan membaca banyak buku sebagai referensi nah disitu, pengembangan dirinya tidak hanya muncul sebagai presenternya tetapi dibelakang itu knowledge yang kita perlukan tentu saja banyak sekali yang harus kta pegang, semakin kita itu belajar, semakin merasa bodoh, ketika saya baca buku, saya juga ngerti ya, ternyata saya bodoh sekali, baca lainnya, aduh ternyata ini juga belum ngerti,bekal mental untuk mengajar udah cukuplah, di seminar seminar cukup tetapi ketika kita menjadi presenter, referensi kita banyak yang harus kita gali, maka saya setuju sekali kalo kita mengadakan CAR sebagai sala satu pengembangan diri, tanpa melakukan research ya kita tidak akan meakukan pengembangan diri, secara continue, dan lebih luas, kita hanya menulis RPP kita, apa, kita perbaiki, hanya sampai dositi aja, teaching performancenya, tetapi kalo yang namanya pengetahuan kan, kita harus keep up with knowledge dan technology.

Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds.

R: paper setiap seminar itu beda, apa melanjutkan saja bu? P: oh beda, sesuai dengan thema saat itu, saya mekalukan PTK untuk LIA, kemudian JETA kan bukan research, paper aja, kalo ICOM CAR. R: proses mempersiapkan 1 paper bu? P: lama, jadi planning, acting, reflecting, kita lihat yang



118

cycle 1, berhasil ga, atau sudah memuaskan, jika tidak kita treatment lagi siswanya, ambil cycle ke 2, refleksi, nah disitu kan akan kelihatan duh kok sedikit sekali nilainya misalnya berkemabangnya seperti yang dikehendaki, lalu kita planning lagi, acting lagi, cycle berikutnya. R: oh begitu ya bu, lalu jarak terlibat seminar dari satu ke yang lain itu jauh atau berdekatan bu? P: oh engga, itu hanya 20 metting jadi cepat aja kita koreksi,, maknai, melakukan, cycle 2 R: jeda seminar? P:pada waktu itu berurutan, jadi ada JETA, trus CALL for PAPER gitu, saya kirim, trus dilajutkan dengan yang di LIA itu, di LIA itu saya sudah mengadakan research jadi ya tinggal saya olah sedikit, sesuaikan aja dengan keinginan sponsor, kemudian saya mikir ya di ICOMm saya sudah mengirimkan papernya, ee, kemudian baru saya service saya service saya sesuai dengan APA untuk dimasukan ke international journal, memang tahun kemarin adalah tahun yang paling sibuk, yang paling mendebarkan, karena diterima ngga ya paper saya, itu bukan berarti saya harus tanmpil atau engga masalahnya, tapi saya mampu ngga buat paper itu, jika diterima berarti qualified ya untuk event itu, berarti saya harus belajar lagi apa yang kurang tapi ternyata tiga tiganya diterim. MSA

R: banyak hal yang harus dilakukan bu, lagi lagi skala prioritas ya bu? P: ia, skala prioritas, betul, kita yang harus memanage waktu bukan waktu yang memanag kita. R:beararti benar benar on purpose ya bu? P: ia R: untuk sekarang ini kan banyak yang menyorot tentang sertifikasi itu bu, nah menurut ibu sendiri, bagus ga untuk professional development di Indonesia?berimpact pada PD? P: sertifikasi itu kita mendapatkan incetive ya, sebenarnya keinginan dari pemerintah dengan uang itu kita mengembangkan diri, ya meskipun tidak semuanya, tetapi kita bisa alokasikan untuk pengembangan diri misalnya dibaca, kemudian itu tujuan pemerintah kita kami dipanggil apa itu tuuan sertifikasi, tetapi pelaksanaana, kembali ke masing masing individu, ia kembali ke ibdividu, ketika kita sudeah menerima uang, kita memikirkan yang lain, tidak pengembangan diri, ya

Maintaining sense of satisafaction and accomplishment


119

banyak sekali seperti itu, jadi yang anmbil s2 itu yang ada tetapi relative kecil mungkin 5 %, yang lainnya ya mungkin untuk pengembangan diri ajam rata rata aja, sekarang tidak pakai motir lagi tetapi mobil, ya kelihatan sekali, proses eksekusi kurang maksimal. HCT

MSA

R: yang mengenai doukumen pengumpulan point itu Having critical thinking bu? P: kalo dulu pengumpulan poin, kalo sekarang pemberkasan aja, misalnya mengupulkan sertifikat pendidik, mengumpulkan SK terakhir, mengumpulkan rekening bank, mengumpulkan surat pernyataan, tidak ada point yang harus dikumpulkan lagi, kalo dulu untuk mengetahui bahwa seseorang di sertifikasi apa enga pointnya harus mencapai sekian. Tetapi kalo dulu kalo engga salah 8000, saya malah lebih, kalo yang kurang dari 800 masuk diklat, kalo sudah masuk diklat ya keluar sudah mencapai itu, jadi ya sudah berikutnya kalo keluar ya pemberkasan aja,kalo dari segi profesionalisme kita sudah lulus rofesionaisme, sudah tercertifed, sudah layak ya sertifikasi, tetapi apakah itu yang benar-benar dikehedaki dan seharusnyam ya kayaknya belum ya, kecuali kalo setiap emberkasan itu harus mencapai sertfikasi tertentu, maksudnya, syarat tertentu pengembangan diri, itu baru mungkin, ya harus mengadakan pengbangan diri, seperti penmengnabangn pangkat jadi pointnya berapa, sampe sekarang ga ada evaluasi, kecuali hanya satu syarat yang sering tidak bisa dipenuhi oleh guru itu harus ngajar 24 jam, nah ketika jam kurang dari 24 jam, hanya akan mengajar ditempat lain aja untuk memenuhi 24m jdi ya sudah yang lainnya ga ada, dan semua orang akan berusaha ngajar di tempat lain untuk mengejar 24 jam, syarat gampang. R: motivasi ibu tri untuk self-deveopment trus itu sebenarna apa bu? P: motivasinya self-satisfaction aja, rasanya kalo ita tidak maksimal, juga ada rasa yang tidak puas gitu ya, tetapi ketika kita mengadakan personal development itu rasanya satisfied ya, gitu aja, selain tuntutan profesi, kalo siswanya aja, jangan sampai, siswanya ngerti kita ga ngerti, itu kita memdohkan, jadi sekrang kan guri itu lebih pada pembimbing aja, motivator, bukan, the main source of information, kan ga lagi, jadi ketika ngajar, msekipun sudah dengan IT tetapi kalo siswa udah tahu,

Selfsatisfaction

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI tidak ada gap, jadi mereka menyepelakan kita, dulu ada guru yang cerita, ketika dia prepare itu, dobload power point, bagus sekali, ketika diberikan di kelas, anak anak yang tadinya akan kagum, interest, ternyata pada tidur, biasa biasa aja, jadi ketika ditanya bagaimana kesannya, wah itu ada di internet itu, saya aja udah tahu, jadi web tertentu kan bebas, bisa, semua bisa visit ke sana to jadi, ketika siswa lebih dulu visit, kita malah jadi mati kutu dikelas, maka kalo saya tidak ernah murni menggunakan download tan dari internet, jadi mesti idenya aja, atau materi sedikit, kemudian kita kembangkan, misalnya dulu saya dapat pengalaman berharga, ada text yang saya ambil dari internet, kemudian apa itu text serumpang. RD

CC

MKAUR

R: pernah melakukan evaluasi bu? P: ketika selesai ngajar, saya refleksi automatically, aduh tadi kok kelasna boring ya, jadi harapannya sebenarnya ya, kesini anak-anak senang, kelasnya lively gitu ya, tetapi ternyata engga, trus langusng selalu refleksi, jadi mengajar di kelas lain, sudah saya ubah langsung, misalnya ga pair work, tetapi group work,supaya mereka lebih confident, tetapi kalo keroyokan itu kan, seoah olah ditanggung bersama, jadi tdak terbebani, misalnya seperti itu,.

Become reflective decision maker

R: pernah ada peer-collaboration ga bu? Collaborating P: Kalo mengadakan enelitian tindakan kelas kan with colleagues disarankan untuk koloborasi, etapi hanya disarankan, tidak harus, mengingat kadwal kita itu kadang kadang bentrokan, gitu ya, saya lebih sengang bekerja sendiri, tidak group work, tetapi saya sudah dianggap senior ya, jadi setiap tahun, mesti mengevaluasi ya,, mesti mengsupervisi teman-teman ya, jadi peer observation, dari situ kita share, jadi setiap selesai itu asti ada meeting, jadi meeting itu tentu saja bisa dalam bentuk sharing, jadi bdiberi ini kenapa gini ini gini, itu tadi kok diberi ini kok ga jalan ya berarti ga menarik, berarti sebaiknya ini.

R: jadi pembenahan personal mengambil peran penting ya bu? Responsibility P: ia karena kita bertanggung jawab pada profesi kita paling utama, karena change is autonomous, kalo sudah

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI dikelas siapa yang akan membantu, kepala sekolah pun tidak bisa, dan tidak tahu apa yang kta lakukan dikelas, maka kalo kita merasa aman dengan apa saja yang kita perbuat ya apa yang kita perbuat harus kita pertanggungjawabkan, jadi kita ga bisa melakukan ini untuk kesenaangan dan kesennga siswa saja, tetapi kita harus bertanggung jawab pada tujan mengajar kita apa, tujuan kita pada saat kita mengajar papa, achievement of adjectivenya tercapai ngga, itu harus kita ertanggung jawabkan juga tidak sekedar mengajar, kita harus tahu apa yang kita ajar.akhirnya pada self-satisfaction, kalo kita merasa mengajar kita berhasil, kita bisa mencapai tujuan dengan yang fun, interesting, dibutuhkan, misalnya tujuan teracpai, tetapi kalo mencapainya kelasnya ga lively, anaknya ga nyaman, itu kan juga bukan merupakan tujuan kita, kita akan merasa puas, nah kpuasan itu bisa membuat hidup kita bisa lebih damai gitu ya, tetapi kalo pada sesuatu yang, aduh kok tadi kayak gini ya, itu kita merasa ga enak, kita akan berusaha, harus berusaha memperbaiki, kalo tidak itu akan menjadi beban kita terus, aduh kok ada yang ga mengrjain pr lalu saya suruh keluar lalu anakanya kok ga berkenan itu kan jadi beban, oh kalo itu saya suruh keluar mengerjakan prnya itu lalu saya suruh masuk lagi, kita lihat oh iya dia sudah menjalankan tugasnya, kita sudah memoniotor, udah tahu, dia mengerjakan, kal masih ada sesuatu kan tidak akan membuat kita damai. MSA

R: proses menemui konstruksi diri yang seperti ini itu Self-satisfaction bagaimana bu? P: saya kira, sudah ada ya, jadi hidup itu harus mencapai kepuasan terhadap setiap hal, mencapai hasil yang maksimal, jadi ketika mencapai itu memang roses mba, tidak bisa sekali, jadi ketika saya merasa gagal dalam memngajar, dan saya merasa ga enak jadi saya akan berusaha memperbaiki, dan ketika sudah saya perbaiki ada kedamaian, ada kepuasan, dan itu selalu menucul, ketika ada hal hal yang ga enak, akan segera kita atasi, mencari penyelseainna, itu berarti pengembangan kreatifitas, dan pengetahuan mucul semua dan itu saya tak cari mengajar yang gini, kok tadi yang saya ajar kok engga puas, kita mencari referensi, itu, menurut saya sih ya, gini itu proses ya gaining knowledge nya, keika dapat itu kan feel satisfied, ketika diterapkan berhasil, wah itu satu feel lagi yang kita simpan, begitu seterusnya, proses mba, tidak bisa ditentukan sejak lahir

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI ya, sikap, sikap tanggung jawabnya, itu mungkin masing masing orang sudah strict disitu, ada org yang easy going teapi ada orang yang well-organized kan. R: berarti merupakan karakter yang dibangun ya bu? P: tidak boleh berhenti untuk mengembangkan diri, untuk mencapai kepuasan dalam mengajar, kepuasan mengajar kalo itu kepuasan profesi ya harus kepuasan hidup, kita ada disitu jika kita bisa mengerjakan profesi kta semaksimal mungkin, kita bisa mencapai hasil seperti yang diinginkan. R: intesi ke depan bu? R: kalo saya masih ingin mencapai ke ingkat 4c, bisa atau tidak berhasil atau tidak, banyak yang menetukan, tidak hanya saya, saya sudah maksimalm jadi ketika saya sudah mengumpulakn bekas ya sudah, bukan meruakan urusan saya lagi, jadi saya hanya bisa berdoa, tuhan yang akan bekerja, yang menetukan kan banyak ya mbak, jadi ddikirim ke Jakarta, yang saya kirimkan 9 karya ilmiah, jadi yang menetukan bukan kemampuan saya lagi hahahaha. Saya pernah dapat project translation feminism, jadi terjemahan dari Indonesia ke inggris, jadi dibayar dan asilnya dikirim ke luar negeri

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Initial Interview 2 Pak Kus English Teacher at SMA 3 Tuesday, 29 April 2014 12.00-13.20 Codes HCT

Description Sub-Themes R: awal mula ingin menjadi guru bahasa inggris di SMA pak? Critical thinking P: saya mengajar bahasa inggris di sma mulai tahun 1988, waktu itu ditempatkan di namanya SMA negeri Samigaluh, KUlonprogo,kemudian setelah 4 tahun, 1993, saya pindah ke SMA 3 yogyakarta, karena waktu itu saya harus melanjutkan studi ke s1, karena saya ijazah pertama menggunakan sarjana muda atau d3, pada saat melanjutkan s1 karena jauh dari Kulon Progo di sma 3, maka saya pindah ke kota yogya dan saya ditempatkan di SMA 3, Yogyakarta, saya belajar SI di, dulu UKIP ya, e, sambil mengajar, sambil studi lanjut S1. R:Udah berapa lama di SMA 3 pak? P: di SMA 3 dari tahun 92, 22 tahun, jadi total saya udah 26 tahun mengajar. R: hal yang membuat bapak memilih menjadi guru bahasa inggris? P: jadi, e memang saya sejak di smp itu memang ketertarikan pada bahasa inggris itu memang lebih dari pada yang lain, jadi sejak sekolah memang ada 2 mata pelajaran yang bagi saya menarik itu satu sejarah 2 bahasa inggris, dan keteratarikan itu terus sampe sma,jadi karena di sma saya e, waktu itu saya mengambil di spg, sekolah pendidikan guru sd dan saya mengambil di jurusan IPS meskipun sebetulnya, dulunya saya itu didorong untuk menjadi guru IPA, tetapi ketertarikan saya pada ilmu-ilmu sosial membuat saya menjadi lebih mecintai IPS, dan khususnya lagi bahasa inggris, jadi meskipun saya di SPG waktu itu, sepertinya untuk dibandingkan dengan SMA, itu untuk bahasa inggris smp mungkin dibawah ya, lebih rendah, teteapi saya punya minat yang kuat jadi saya secara mandiri belajar bahasa inggris, karena disekolah tidak cukup banyak sebetulnya, padahal di spg kan dipersiapkan untuk guru SD, ya, jadi saya belajar bahasa inggris mandiri, dan setelah dari SPG,

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI kemudian saya bisa mendapatkan kesempatan studi dan tentu saja masih 2 itu antara sejarah dan bahasa inggris dan memang sama-sama kuat ya, sehingga ketika memutuskan bahasa inggris atau sejarah menjadi suatu keputusan yang sulit bagi saya, maunya belajar dua duanya gitu, sehingga akhirnya saya amibil keputusan bahasa inggris aja dulu deh, nah ini menarik karena apa, karena saya waktu itu berpikir kalo saya menguasai bahasa inggris, saya bisa belajar sejarah gitu lo, sekalian, jadi waktu itu kan berpikir, kalau saya pintar bahasa inggris, saya juga bisa belajar sejarah dan juga pintar yang lain-lain, tetapi kalo saya pintar bahasa inggris belum tentu saya berkembang bahasa inggrisnya, sehinga saya mengambil keputusan ambil bahasa inggris sampe sekarang.

MSA

EBV

R: kemudian pengalaman selama mengajar ini, apa yang bapak rasakan? P: e, karena kesukaan saya pada bahasa inggris, maka mengajar itu menjadi tidak ada beban, pengalaman yang jelas dirasakan sebagai seorang guru tentu, dengan menajdi guru itu ilmu menjadi bertambah, jadi semakin lama, saya mengajar itu kelihatannya kok pengalaman bukan keterampilan mengajar yang utama tetapi kemampuan bahasa inggris nya juga bertambah, jadi betul kalo kita punya ilmu itu kalo kita berikan bukannya berkurang tetapi itu bertambah, dan saya terus memang berusaha untuk meningkatkan kemampuan saya dalam menjadi guru bahsa inggris, ia, saya mengikuti banyak pelatihan, baik itu yang terkait dengan meningkatkan pengetahuan bahasa inggris saya, atau pelatihan-pelatihan yang bisa meningkatkan keterampilan mengajar, workshopwokshop, seminar-seminar, ya pelatihan seperti itu tadi.

Selfawareness

R: terkait dengan itu, bagaimana berhadapan dengan murid pak?apalagi dengan perbedaan murid sesuai dengan perkembangan zaman? P: e, sebagai seorang guru memang harus mengikuti perkembangan ya, jadi gaya mengajar kita, materi pengembangan kita memang harus sesuai dengan kebutuhan, jadi materi-materi yang saja ajarkan itu susai dengan kebutuhan, karena, bagaimana saya

Examining beliefs, values, and principles

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI mengsikapi anak-anak saya mencoba seperti tadi memahami kondisi anak, jadi saya lebih menyesuaikan dengan mereka tidak memaksakan mereka unntuk menyesuaikan dengan saya, tapi otomatis saya memegang control atau kendali ya, tetapi saya didalam memilih teknik mengajar itu saya sesuaikan dengan kondisi anak, karakter anak, anak-anak sma 3 misalnya kan ya, anak-anaknya untuk bahasa inggris terus terang aja levenya udah cukup lumayan, kareana motivasi belajar anak anaksma 3 masih cukup tinggi, dan itu membuat saya lebih mudah karena anak memiliki motivasi anak yang cukup tinggi, saya mengajarnya juga, dan anak-anak disini juga,meskipun tidak semua tapi apa ya sudah belajar bahasa inggris diluar dan dikursusan dan sebagainya jadi itu membuat saya lebih mudah tapi saya juga menyiapkan materi sesuai dengan kebutuhan mereka, misalnya untuk anak sini itu, terlalu sering reading saja, itu kan bosan juga, maka saya lihat potensi anak ini sudah bisa saya tingkatkan jadi academic writing maka disini diajarkan baik itu speaking diajarkan writing juga diajarkan jadi skill itu sampe ke production ya, sampe anak membuat katakanlah misalnya ketika kita text review ya, movie review, itu sampe anak ketika nonton film sampe membuat reviewnya bukan Cuma understanding text ya, tetapi sama producing, disemua jenis text, sampe ke, producing, analyzing, dan sebagainya, saya bawa sampe ke sana karena anak anak itu punya potensi kesana, justru kalo tidak sampe sana, anak-anak mungkin akan jenuh, ya mungkin merasa tidak tertantang begitu, karena kalo Cuma review saja mungkin terlalu mudah atau biasalah tetapi kalo sampe ke writing mereka merasa lebih tertantang, karena kalo belajar kan harus ada yang challenging bagi dia ya, challenging tetapi bisa dilaksanakan gitu loh, sesuatu yang diatas kemampuan mereka tetapi yang dalam batas terjangkau, dan itu baru mereka, mereka baru mendapatkan manfaat dari belajar. Kalo tidak ada sesuatu yang baru atau menantang mereka tidak akan menjadi baik contohnya speerti itu , jadi saya selalu mengadaptasi baik materi atau teknik mengajar yang saya pilih itu saya sesuaikan dengan kondisi.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI BD

MPC

R: ada strategi tertentu ga pak untuk mengupdate pengajaran? P: kalo saya ya penggunaan IT ya mbak, ya jadi saya selalu menggunakan apa, jadi leading text nya juga sesuatu yang apa tidak terlalu ketingalan zaman, dari materi juga saya, kemudian penggunaan IT, kadang kadang anak-anak juga udah bisa yang menggunakan email, dan sebagainya, itu udah biasa ya, kemudian saya menuyuruh anak anak untuk belajar dari internet, katakanlah iya kan kita tahu kalo misalnya kan movie di tv standar pembelajarannya kan begini silahkan anda belajar, tetapi dalam kenyataannya kan banyak sekali variasinya, silahkan anda belajar dari internet cari macam-macam contoh movie review bukan hanya 1 style saja, ternyata style nya memang banyak, juga text-text yang lain gitu ya, saya ingin anak-anak itu menggunakan internet itu sebagai media, jadi saya selalu menugaskan anak-anak mencari contoh producing, tetapi sebelum producing, anda harus menulis, tetapi saya tidak mengguakan contoh tadi, sekedar memberi tahu bahwa oh didunia maya, internet iu mereka bisa belajar banyak, buka cuma twittering, facebooking atau bicara-bicara yang tidak ada manfaatnya, misalnya kegunaanya untuk itu tadi misalnya untuk belajar, dan juga menunjukan bahwa internet itu sumber belajar juga, sebagai sarana tidak hanya sekedar wasting time aja.

Good instructor

R: ada kesulitan yang dihadapi ga pak? P: e, sampe sekarang sih untuk belajarbahasa inggris sih tidak ada, lancar lancar aja sih, apalagi anal-anak sudah punya modem ya, dulu memang sebelum era modem, mobile modem gitu ya, apa , internet sekolah kan kadang-kadang sulit diakses, tapi dengan adanya apa sekarang rata-rata anak punya modem, apalagi dengan hp yang bisa akses internet bisa jadi lebih mudah lagi, iya lebih mudah lagi sekarang. R: nah dari bapak sendiri ada preparation tertentu ga? P: o iya ya ya, itu kan sesuatu tantangan tersendiri ya, silabus, lesson plan dan sebagainya, misalnya kita mau, materi jelas dari kita, kalo kita menugaskan anak, harus siap benar yang mana gitu,

Professional competence

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI jadi kalo anak tanya, tolong cari ini di internet, kalo anak tanya ya saya harus punya, ya tahu yang mana, yang ini, jadi saya harus sudah otomatis harus sudah punya webnya dulu, meskipun sekarang udah mudah ya, google, ngetik gitu aja udah ketemu mana mana, tetapi paling tidak saya punya beberapa web yang bagus, jadi katakanlah yang menjadi reference ya kalo anak belajar ke sana, tetapi sampe sekarang saya tidak punya web sendiri, saya menggunakan yang sudah ada, ia kan sekarang untuk belajar bahasa inggris kan banyak sekali. HCT

CPKU

R: bagaimana menghandle anak yang bermasalah dalam bahasa inggris? P:ya jadi kita memang kelasnya classical ya tapi dikelas kita jga harus memperhatikan, individual differences ya, kan tidak sama, tetapi dengan jumblah siswa yang 32 saya bisa, kelihatan anak anak yang, paling-paling anak-anak yang mungkin tidak begitu antusias ya, atau bagaimana, tetapi paling secara indiual, iya tetap ada perlakuanperlakuan individual,jadi personal dikelas itu tadi kalo yang substantial kelas kita tetapi nanti termasuk kecepatan bekerja nya kan personal ya, ada anak-anak yang cepat atau tidak tetap ada perlakuan yang seperti itu.

Critical thinking

R: menjaga input bahasa inggris pak? P: ya, kalo yang apa, yang saya lakukan dikelas ya kami menggunakan bahasa inggris, saya juga mengajar menggunakan bahasa inngris, seperti yang saya katakan tadi, semakin lama menggunakan itu, semakin menjadi bagus bahasa inggrisnya karena itu kan practsie tiap hari jadi baca begitu, membaca, TOEFL dan sebagainya, pokonya belajar terus. R: ada seminar-seminar ga pak? P: untuk workshop-workshop n berkaitan dengan improve English itu ga ada ya, kebanyakan workshop itu terkait dengan pembelajarannya itu ya, teachingnya gitu ya, seminar juga rata-rata seminar tentang pembelajaran bagaimana meningkatkan, ya paling membaca Koran bahasa inggris , internet dan sebagainya, tetapi saya lihat sekarang itu mudah yak arena di intrenet asal kita mau baca saja, bahasa inggris kan, tidak seperti dulu

Covering professional value, knowledge and understanding, and practice.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI harus membaca Koran, Koran bahasa inggris kan kadang-kadang ga ada, hanya Jakarta post aja, dan mahal kalo bagi guru ia kan, ya sekarang buka aja yahoo.com yahoo news udah English dimana-mana, dulu kan kalo mau beli harus ke gramedia, harganya mahal terus habis itu Cuma ada Jakarta post saja, kadang-kadang ga punya waktu untuk membaca Koran dalam jumblah banyak, sekarang udah dibeli juga dibaca ga sempat karena terlalu banyak, tetapi dengan sekarang dengan model yahaoo kan. R: sekolah memberikan dukungan pada pengembangan profesi? P: oh iya sekolah itu kalo ada kaitannya dengan pengembangan itu di dukung sekali, bahkan ada anggaran nya juga, sekolah juga mengarkan contohnya kita punya anggaran masing-masing guru untuk membeli buku, ikut MGP, kalo kita mau ikut, kalo dia harus bayar, asal ada kwitansinya, asal itu terkait dengan pengembangan R: yang pak kus ikuti? P: yang terakhir ini terkait dengan kurikulum 2013 jadi mengikuti seminar-seminar yang berkaitan dengan itu, dulu IT, baik di yogya, maupun di Jakarta masih didalam negeri, kadang dari sekolah , kadang saya diminta dari Jakarta, P: ya saya menuli soal diminta dari batlibank untuk menulissoal, menelaah soal, baik itu untuk bank soal di batliank atau dipersiapkan untuk ujian nasional kira kira seperi itu, untuk yogya dan propinsi yang tryout

MSEF

R: sertifikasi tahun berapa kemarin pak? P: tahun 2008, saya dokumen, portfolio R:mengganggu ga pak? P: saya kira tidak karena itu pengumpulan dokumen dan bisa dilakukan dirumah jadi tidak memerlukan waktu yang banyak , tidak terlalu R: efektif ga pak? P: saya kira efektif, saya kira dampaknya juga basus ya, ya saya bilang adanya program sertifikasi guru itu bisa membantu guru untuk meningkatkan kompetensinya, masalah sistemnya, kalo sistemnya kita tidak harapkan seperti ini dalam arti bisa attach ke gaji aja kan lebih enak, kalo ini kan tiap 3 bulan harus mengajukan untuk dokumen, kalo itu menjadi

Self-efficay

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI nempel ke gaji lebih bagus ya, tetapi pemerintah juga pasti punya pertimbangan tersendiri, tetapi kalo saya meliat bahwa, e uang sertifikasi itu peningkatan kualitas saya bilang ia, saya kira harus ada evaluasi ya karena itu menyangkut uang yang besar ya, biaya yang banyak sekali, saya tidak tahu skarang ini ada atau tidak mestinya ada, tetapi saya kira pemerintah sudah meskipun itu tidak dikasih kan ya, otomatis ada evaluasi R: membagi waktu pak? P: e pengembangan diri itu kan kita laksanakan diluar jam mengajar ya, kalo saya itu membaca buku dan itu biasanya dilaksanakan diluar kegiatan sekolah ya, ngajar, kecuali memang ketika saya harus ke Jakarta nah kalo itu meninggalkan tugas bagi anak anak atau masih memungkinkan meminta guru untuk menggantikan saya sebisa dia, kalo kita kan punya 3 guru ya, dua itu kalau masih punya waktu yang kosong bisa menggantikan jam saya.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI In-depth Interview 2 Pak Kus English Teacher at SMA 3 Tuesday, 06 May 2014 1400-15.30 Codes

EKU

Description

R: Bagaimana struggle dari d3 sampe s3 pak? P: oh iya, memang saya pertama itu mengambil studi d3 karena termotivasi ingin cepat kerja, pada waktu itu saya dari purwokerto, mau cepat cepat bekerja jadi begitu ambil d3 diterima di pendidikan bahasa inggris bekerja dan setelah 4 tahun bekerja ingin sekali melanjutkan studi, saya waktu itu lanjut ke uny, masih ikip waktu itu ya, rasanya mantap kalo kuliah langsung begitu, jadi saya terus kuliah lagi di IKIP, masuk tahun 1991, kemudian saya ngajarnya waktu itu pindah ke sma 3, waktu itu dikulon progo pertamanya, dipindah ke sma 3 kan jadi dekat, cukup berat memang kuliah itu sambil mengajar, karena tidak ada kebijakan pengulangan jam, jadi jamnya harus full, jadi yang bisa diatur cuma jadwal, jadi jadwal mengajar saya, saya atur supaya tidak bertabrakan dengan jadwal kuliah, saya terus belajar, waktu bersamaan begitu kemudian, saya merasa berat sebetulnya pada saat menulis skripsi, karena saya mengambil jalur skripsi, karena harus cari data dan sbagainnya dan sebagainya sehingga, akhir nya saya kuliah s1 cukup lama begitu, cukup lama artinya masih toleransi waktu, sampe tahun tahun terakhir, akhirnya saya lulus juga,dengan skripsinya itu, waktu itu juga biasa, kalo sudah seperti itu pengennya istirahat dulu, 95 saya selesai, eh 96 malah dapat scholarship ke jepang, itu kredit 1 tahun, kalo sekarang bahasa kerennya graduate diploma, jadi Cuma one year dapat diploma gitu, kan saya satu setengah tahun, kalo mau tambah lagi sebenarnya bisa, jadi satu setengah tahun, tapi dapat diploma ya, itu berangkat 96 ya, selesai s1 tahun 95, tahun 96 saya berangkat, kembali tahun 98, ya biasa kalo udah begitu ya ah cape ya berhenti , udah berhenti

Sub-Themes

Expanding knowledge

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 1 atau 2 tahun ingin belajar lagi, jadi setelah berhenti dari 98 sampe 2000, keinginan belajar itu menumbuh lagi, kebetulan waktu itu jurusan bahasa inggris belum banyak, untuk pendidikan bahasa inggris, baik di uny maupun ikip yang lain di yogya ini, bahasa inggris, jadi ya saya mencari, kalo gitu di gajah mada, tapi yang waktu itu, yang paling deket dengan bahasa inggris, jadi American study gitu, jadi mengapa American study jadi ya kalo ada bahasa inggris ya sebenarnya mau bahasa inggris, tapi kan uny kan belum ada, sanata dharma juga belum buka waktu tahun 2000 itu, nah jadi ambil UGM dengan American studies, nah disana unggul dengan alumni sastra inggris UGM, jadi temen temen UGM kan s2 nya belum ada yang bahasa inggris, jadi larinya ke America studies, jadi American studies itu orang yang jagonya basa inggris, kalo engga orang HI, kalo engga orang sejarah, jadi kumpulnya dari 3 itu, tapi kebanyakan dari yang s1 nya bahasa inggris termasuk saya, yang kependidikan maupun non kependidikan, akhirnya saya ambil s2 di UGM tahun 2000 kemudian keluar tahun 2002. 2 tahun persis, justru saya menemukan kelancaran bahasa inggris juga disini ini mba, disini saya justru merasakan baasa inggris itu mudah sekali bagi saya, tidak ada kesombongan, padahal waktu itu saya sambil mengajar di sma 3 tapi ga tahu belajar bisa dibilang enjoy sekali boleh dibilang bisa berhasil begitu. EKU

R: jika boleh tahu itu bagaimana bisa berhasil pak? P: mungkin pengalaman gitu ya, mungkin pengalaman ke jepang gitu ya, disana kan very hard, mungkin satu setengah tahun pembelajaran disana dengan situasi yang, disana kan ketat sekali belajarnya gitu, jadi ketika belajar diluar negeri merasa rileks begitu dan enjoy, akhirnya disitu bisa membuat selesai dengan tepat waktu, dengan nilai yang lebih baik kalo dibandingkan dengan s1 saya begitu, saya malah lulus dengan cumlaude di s2 nya malah karena di s1 nya saya agak tersendat sendat, tapi di s1 sebenarnya sambil belajar, tapi kok saya mengalami kok enak sekali, mungkin pas begitu ya tugas-tugas dan sebagainya yang mereka

Upgrading

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI berikan, jadi saya bisa selesai tepat waktu bahkan masuk ke kateori cumlaude waktu itu ya, dan saya diminta untuk s3 oleh professor, kalo saya punya cita-cita, bagi saya sebenernya kalo punya cita-cita itu ga mau berhenti dulu gitu ya, itu s2, transisinya terlalu lama, karena biasanya kan d3 ke s1 4 tahun, dan s1 ke diploma itu Cuma 1 tahun, dan 2 tahun lanjut lagi, jadi sebenarnya saya sudah teralu lama, untuk nganggur, karena sebenarnya saya punya rencana jadi setelah 2 atau 3 tahun, baru studi lagi, tapi oleh sekolah kemudian tahun 2006, diberikan tugas untuk mengembangkan sekolah ini menjadi sekolah yang international itu nah setelah itu saya jadi ter apa ya, sebenernya motivasi saya masih kuat, tapi tenaga saya, energy saya, jadi tersedot untuk mengurusi proyek ini, akhirnya saya menjadi wakasek kurikulum, lha ini semakin, sebenernya pengembangan diri saya akhirnya Cuma membaca buku, kayak gitu, tetapi memabaca buku sudah rutin sekali ya. MSR

RD

R: hal yang memoivasi bapak untuk terus berkembang itu apa pak? P: ya sebenarnya ketika menjadi guru kan harus selalu mengikuti perekembangan itu ya, jadi motivasinya,guru banyak tantangan ya, nah ketika menajdi guru kan ada protek ini , nah itu menurut saya itu untuk belajar, pekembangan teori teori belajar itu tergantung kita baca buku, seperti sekarang ini ya,sekarang saya ini tertantang sekali ya, dengan kurikulum 2013 ya, disana ada pendekatan-pendekatan seperti scientific approach, constructivism, dan sebagianya, yang dulu waktu saya itu belum diperoleh ya, ini menajdi motivasi untuk belajar trus, katakanlah, ketika d3 tugas nya masih paper paper begitu tetapi begitu dikerjakan kemudian ada communicative approach, s2, kemudian belajar tentang communicative approach, sekarang trendnya beda lagi tertantang lagi, jadi hal hal diluar itu yang membuat saya termotivasi untuk terus belajar, terus belajar

Self-renewal

R:kemudian manfaat yang bapak rasakan dari proses ini? P: menurut saya, ketika saya diserahkan oleh

Learning from experience

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI wakasek, ini sangat membantu ya pengalamanpengalaman sangat membantu, karena sebagai wakasek kurikulum gitu ya, cuma pengetahuan tentang itu kan harus mengikuti, jadi ketika saya memotivasi guru dan sebagainya, itu bisa, saya bisa menjelaskan kepada guru karena saya tahu yang terjadi apa, trend pembelajaran yang sedang terjadi, ketika saya memberi itu ke guru bisa gitu lho, jadi itu sangat membantu, posisi sangatmembantu, bagi guru-guru yang memiliki posisi leader, wakasek atau terlibat RSBI atau apa itu kan dia harus memberikan motivasi terhadap guru, nah pengalaman untuk bisa memberikan motivasi, wawasannya harus luas. EKU

MSEF

R: bagaimana bisa termotivasi seperti itu pak? P: sebenarnya bisa ditumbukan, saya seperti itu kan karena senang membaca buku, senang membaca Koran, seperti teman-teman sekarang ini, karena kita sering bergaul jadi banyak temen temen yang ambil studi lanjut atau s2 ya kita seperti kita itu saling membantu dan motivasi begitu, jadi jika ada teman yang sedikit sekali dia mau belajar itu, saya dorong begitu, kemudian saya bantu, itu sebenarnya dari sendiri kemudian lingkungan juga sangat menentukan, kalo kita bergaul, temen-temen kita pasti ngajak ambil s2, s3, dan termotivasi juga. R: ada tantangan ga pak? P: O banyak, kebetulan guru kan berbeda dengan mohon maaf dosen ya jadi kita untuk berkembang karir juga satu kampus mendukung, kampus juga, katakanlah ada seorang dosen yang studi , guru tidak diberlakukan seperti itu, kalo guru mau studi lanjut ya harus biaya sendiri full, yang kedua, waktu tidak ada ampun dalam arti kalo saya harus kuliah, saya jamnya dikurangi, tidak, yang biasa dimainkan Cuma jadwal, jadwal dalam arti supaya tidak tubrukan dengan jadwal kuliah ya, kalo gitu kan berat ya, kadang saya pikir yang jadi dosen itu enak kuliah kemudian dibiayai, kemudian kadang kadang juga off dari tugas ya, kan enak gitu, guru kan tidak seperti itu, s2 kan biaya sendiri, sisanya dari tugas mengajar

upgrading

Managing time

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI MSEF

SC

R: punya strategi pak? P: ya saya kuncinya, agak boros mba, ketika saya harus didua tempat mengajar, kuliahmaka ada waktu yang sangat terbatas, maka saya tidak cukup waktu untuk kunjungi perpustakaan, beda dengan orang yang tidak mengajar kan, maka trik saya, terpaksa harus banyak bukunya, baik itu fotokopi atau apa yang penting harus ada, jadi bukunya harus banyak, karena waktu saya mengunjungi perpustakaan tidak cukup, tidak sama dengan orang yang tidak mengajar gitu ya, jadi mereka lebih banyak waktu, jadi saya harus, kuncinya itu membaca, jadi gunakan waku seefisien mungkin, jadi ada waktu sesedikit mungkin jadi saya ngajar saja saya bawa buku, saya ditas aja ada buku, saya mencoba mengikuti perkembangan meskipun saya belum kuliah lagi ya, tetapi saya berusaha membaca buku buku yang saya bisa, jadi saya buku, disela-sela anak emengerj ya kita abaca buku.

Good habit

R: trick membagi waktunya seperti apa pak? P: ya itu kalo dirumah yo seefektif mungkin karena waktu kita memang terbatas sekali ya, menggunakan waktu seefektif dan seefisien mungkin, jadi ya korbanya kegiatan kegiatan yang malas jadi tidak bisa, jadi tugas-tugas banyak dikerjakan malam, jadi jam 9 sampe 12 itu banyak mengerjakan kegiatan yang berkaitan dengan perkulaihan, maka itu baca buku ya mengerjakan paper ya dimalam hari, jadi harus komitmen mbak, kalo ga gitu ga selesai mba, karena dari pagi sampe siang disekolah, kalo ga kuliah diantara itu ya, kegiatan disekolah juga banyak, ya malam, sebenernya kalo orang bisa menggunakan waktu dengan sebaik mungkin, tidak masalah kok bisa, jadi ya mengurangi waktu santai saja, jadi jika itu menjadi rutinitas ya santai saja, jadi jika sesuatu itu disukai, enjoy tidak menjadi sesuatu yang berat, tetapi jika terpakasa itu malah, lain kalo kita memang kita disuruh kamu harus kuliah nah itu malah ga jadi, tetapi kalo sesorang itu kuliah karena motivasi sendiri itu malah jadi, tetapi malah kalo ditugasi belajar itu malah tidak, kadang-kadang seorang dosen karena tuntutan kampus harus kuliah, dipaksa kuliah itu ada juga

Selfsubordination

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI yang tidak jadi, jadi yang plaing penting itu moti.vasi, apakah motivasi intrinsic atau ekstrinsik itu, jadi lihat alasannya alasannya bayarannya mahal, aku ga cukup uang, kalo aku ga selesaiselesai itu rugi, jadiw aktu itu kuliah satu semester 4 juta ya, 4 juta bagi saya itu, karena itu tadi, 2 juta itu gaji 2 bulan, jadi kalo engga serius, itu yang jadi korban uang keluaraga, karena yang dipake uang keluarga, tapi itu menjadi motivasi positif, saya sering ngomong sama teman-teman pokoknya harus ada sesuatu alasan, yang bisa mendorong kita selesai tepat waktu kalo ga bisa ketemu alasan, sampe ketemu alasan, kalo masih muda ya, ya misalanya ditunnggu pacarnya selalu mau menikah, berarti kalo saya ga selesai pacar saya kabur haha, kalo engga ya alasan uang

EKU

R: kalo perjalanan membuat soal itu pak? P: jadi saya kalo mengjar itu spereti mgp itu kan Active in saya aktif, dari tahun 88, dari taun pertama saya organization menjadi guru, penataran namanya PKG itu saya aktif disana mba, nah keaktifan saya itu dilihat oleh senior senior disana, jadi kal ada aktifitas aktifitas itu saya diajak, karena dilihat saya aktif, nah jadi wah pak kus ini bisa diajak kerjasama, jadi saya dipanggil disuruh bantu penataran disana banyak terlibat di kegiatan pengembangan, baik yang diadakan kabupataen maupun propisnsi , workshop untuk guru dansebgainnya, jadi guru inti, jadi saya ditata untuk mengshare ke guru lain, kemudian ketka senior senior sudah selesai kan harus ada yang mebuat soal, saya ditawarkan, sampe sekarang masih di nasional sampe di bitlabank maka saya disuruh ke korea ketika membutuhkan gutu mewaki yogya, ke singapur juga dari direktorat, itu bermula dari aktififitas. Keterlibatan saya yang aktif karena saya mencintai profesi sebagai guru bahasa inggris, itu yang membuat saya termotivasi jadi aktif kegiatan seperti itu, Cuma sampe sekarang yang saya itu menulis, menulis sendiri belum banyak kecuali yang tugas belajar lho ya, ada karya ilmiah UGM yang saya tunjukan itu jurnal sih

135

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI HCT

R: oh ya pak yg seminar waktu itu berarti diutus Critical thinking olehh direktorat ya? P: iya iya yang ke korea iya, yang ke jepang iya, waktu itu apply sih yang ke keorea dari direktorat, yang ke singapur dari direktorat, sebenernya ini keinginan untuk meningkatkan kompetensi mba, saya juga guru ya, dituntut untuk meningkatkan kompetensi, sampesekrang ya yang masih saya cari itu bagaimana mengajar dengan efektif ya, effecitive teaching learning, jadi kompetensi, jadi komptensi bahasa inngris sih sudah cukup ya, tapi kompetensi mengajarnya, kalo kompetensi kebahasaan nya sih, katakanlah orang yang bisa bahasa inggris nya bagus, tapi kompetensi menyampaikannya, yang mengajarkanya itu yang eprlu ditempatkan terus, karena itu tuntutan ya, kalo ga gitu ngapain saya abaca buku, saya masih baca buku, guru memang seperti itu memang, bukan luar biasa tapi memang harus seperti itu, karena itu apa ya, guru itu setiap tindakan harus didasari dengan sesuatu yang harus bisa dipertanggunggjawabkan, satu lagi kalo mengandalkan ceramah atau bahasa inggris itu kenaa, teorinya apa, kalo saya mengandalkan group work saya kan harus tahu mengpaa saya mengandalkan itu, jadi yang kayak kayak itu, ya sekarang kan kalo kalo apa ya, ya pokoknya tindakan guru itu harus selalu punya reason to ya, pokoknya bisa dpertanggunggjawabkan begitu, lha kebetulan saya sekarang kan pihak sekolah menilai itu juga, jadi sekarang disekolah ada penilaian kinerja guru, PKG, nah saya maasuk PKG, jadi saya menilai semua kinerja guru menjadi dibawah saya, saya mengobersvasi kelas mereka, lha kalo pengetahuan saya tidak cukup bagaimana saya mau meberikan penilaian kepada mereka, membrian saran kan penilaian memberikan saran dan sebagainya, jadi guru sebenernya harus selalu aktif untuk meningkatakna prfesionalitasnya, dan sekilah harus memfasilitasinya, memfasilitasinya seprti ini, jadi pengembangan professional kan perlu waktu, biaya dan sebagainya, jadi saya sendiri, saya kan terlibat dalam perencanaan sekolah, jadi saya memasukan anggaran untuk itu, untuk pengemanagn profesionalitas guru, baik itu untuk

136

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI membeli buku, untuk seminar, tetapi untuk studi lanjut belum ada ya, karena terlalu mahal gitu ya, tetapi kalo saya kepala sekolah saya akan usulkan ke komite sekolah begini, karena saya punya philosophy begini, kalo gurunya pintar muridnya bodoh dia bisa menjadi pintar, kalo dikelola guru yang pintar dia bisa menjadi pintar, tapi kalo guru ynag bodoh, anak yang pintar bisa menjadi bodoh, apalagi anak yang bodoh bisa lebih bodoh lagi keluarnya, jadi key nya ada di guru, kalo gurunya bodoh anayk yang pintr ini bisa, karena apa apa yang diajarkan misconcept misalnya, anak yang tadi motivasi tinggi karena diajarkan guru yang bodh menjadi demotivated, ada nak yang di smp matematikanya bagus, di sma matematikanya jeblok, karena di a motivated, mungkin karena gurunya kurang professional, guru yang baik kan bisa memberikan motivasi, menurunkan motivasi anak nah jadi kuncinya menurut saya begini jadi guru harus pintar, karena ditangan guru yang pintar lah anak yang bodh bisa menjadi pintar, anak yang pintar bisa menjadi lebih pintar, maka menurut saya sekolah arus memafasilitasi dengan memberikan anggaran terhadap professional itu tadi dengan seminar, membaca buku, do research dan sebagainya, sayangnya di SMA belum, beda dengan perguruan tinggi, gagasan itu sebenrnya ada, tunggu saya jadi kepala sekolah nanti hehe, untuk sementara saya bisa meyakini itu tapi belum meng goal kan studi lanjut, meng goal kan studi lanjut pernah saya waktu SPG, lha saya ngurusi RSBI saya sempet menyekolahkan tiga guru artinya bukan dari saya tapi dananya dari RSBI untuk s2 seperti saya bilang tidak bisalagi, sekolah hanya bisa untuk kegiatan seperti workshop, beli buku, dan sebgainyam tapi professional development itu seharusnya bersifat individual , artinya begini bahwa setiap orang itu unya kebutuhan yang tidak sama, saya pernah melakukan itu mba, jadi waktu saya menjafi pengurus, saya pernah menyuruh menulis silahkan tulis 4 macam pelatihan yang baak ibu merasa dibutuhkan, berbeda beda, dan kemudian saya waktu itu punya target semua guru pintar writing ada satu lahan lagi yaitu IT, jadi 4 professionaldevelopment yang harus diikuti IT

137

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI plus apa, jadi ada yang milih metodepembelajaran, metode penelitian, jadi itu harus indidiual, guru itu harus defense, jadi tidak bisa workshop untuk semua guru sama, kareana kebutuhan guru tidak sama, kecuali itu menjadi kebutuhhan sekolah, karena sekolah misalnya tahun ini membuat program test online semua guru harus ikut ha, tapi itu harus ada yang bersifat personal, jadi tidak sama tiap guru, tapi seperti saya misalnya butuhnya IT tetapi saya tidah butuh power pint karena saya sudah bisa power point, saya butuh analisa data misalnya untuk menunjang tes saya, tetapi guru guru yang lain butuh yang lain, jadi ekbutuhannya tidak sama, jadi sbenerna harus personal ya, atau individual tapi kalo sekolah mewajibkan harus menguasai satu ya ya tidak apa apa semua guru menguasai , sesuai kebutuhan, karena sekolah juga punya program ya misanya tahun ini apa yang melibatkan semua guru, jadi tahun ini kita membuat assessment untuk mendukung kurikulum 2013, semua guru harus ikut karena ini hal yang baru jadi assessment untuk kurikulum 2013, ada kebijakan yang bersifast sekolah, ada yang bersifat indivual, tidak mudah, tapi balik lagi seperti ini, professional evelopment itu bisa dilangsungkan dieskolah, bisa diluar, kalao disekoah itu high cost, semua guru ikut kan disekolah efisien, tapu yang mengikuti i kalo Cuma ada 2 guru yang mengikuti pelatihan ini, lha kalo sekolah mengadakan rutin ya dia aja yang dikirim ke luar, saya pernah ikut, waktu itu RSBI itu yam ada staff kami itu yang saya tawari begitu saya belum excel , ada guru yang belum bisa excel ya sudah kita kursus kan saja dia diluar excel gitu daripada sekolah mengadakan pelatihan excel, maka kita kirim dia ke luar untuk kursus computer, excel dan murah sekali bisa, karena sebenarnya yang lain butuh nya bukan excel gitu ya, jadi itu bisa dilakukan disekolah bisa diluar jadi mana yang lebih efisien, tetapi professional development itu tidak mudah mba, saya semat berpikir bagaimana, professional development yang benar benar efektif itu sulit karena saya tanya teman teman yang biasa mengurusi professional development itu sulit, sevelopen itu aya ngrusi professional development itu ketika

138

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI masih ngurusi RSBI, saya ngurusi itu dari tahun 2006-2010, kita mengadakan pelatihan IT guru katakanlah 30 guru begiti selesai yang nanti ada dampaknya paling 5 orang , tetapi ternyata bulam berukutnya muncul 5 orang lagi, semuanya bisa menerapkan tetapi waktunya tidak sama, tetapi waktu itu ada yang 1 minggu baru mencoba, ada yang 1 bulan baru mencoba, I semester baru mencoba, bahakan ada 1 tahun, baru, jadi saya sempat beprikir mencari professional development yang efektif ternyata sulit, ya itu harus dicuri, bahkan mohon maaf profesionall development yang dilakukan pemerintah pusat hasilnya belum pernah bisa dievaluasi, guru diatata berkali kali tidak efektif dilapanganm, mungkin ketika diundang itu dia tidak berminat Cuma disuruh oleh sekolah untuk pergi itu, jadi motivasi itu sangat penting, percuma kita mengirim guru untuk penataran kalo dia tidak minat jadi Cuma dolan aja, pulang ga ada apa apanya, jadi kalo saya mba, alo dia tidak berminat percuma kta kirim, maaf kalo saya penataran ke Jakarta ternyata banyak tean-teman yang tidak berminat jadi tidak ada keseriusan dalam itu, kan tidak kelihatan dia tidak berminat, jadi minat itu harus ditumbuhkan, bagaimana merubah itu, lha sekarang begini, bagaimana membuat guru itu berminat untuk mengembangkan profess ibegitu mba. MSA

MSEF

R: kalo dari pengalaman bapak sendiri? Self-awareness P: yaitu tadi kesadaran saya untuk meningkatakan kualitas diri, self-awareness, karena saya menjadi guru di sma 3 bole dibilang mengajar yang anaknya pintar pintar, itu kalau saya tidak pintar bingung sendiri saya, jadi demand ya, demand dari pekerjaan itu, saya rasakan itu, tapi ada juga orang yang tidak merasa, ada juga gitu kan , karena kita kalau melihat sma 3 speerti ini, yang tinggi speerti ini, guru ya harusnya merasa tertantang seperti ini, tapi ya tidak semua tergugah. R: pengembangan didiri itu biasanya mengganggu proses mengajar ga pak? Self-efficacy P: tidak benar itu , semuanya kan bisa diatur oleh manajemen waktu, itu tadi kalo menemukan guru yang tidak bisa bangkit motivasi atau

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI awarenessnya itu, berdasarkan pengalaman saya di PKG itu pihak sekolah harus punya strtaegi dengan supervise, karena supervisi ini saya kan tim penilai, ya kadang ada yang mengajarnya amsih kurang, seperti saya meneukan guru satu itu ya, ini terlihat tidak menguasai pengoahan kelas atau tidak menguasai teknik pemebelajaran yang efektif dan kreatif, anak tidak termotivasi dan sebagainya itu menunjukan anak belajarnya kurang bagus, kita beri masukan, supaya dia belajar bahkan dari situ sekolah bisa membuat program, kita mengadakan pelatihan sperti itu jadi mengelompokan seminar seperti itu ada guru yang system engolahan sekolahnya jelek, kita mengadakan pelatihan pengolahan kelas, disini kami sudah itu, kami buat workshop untuk guru guru yang pengolahan sekolahnya jelek, kalo mereka tidak aware, yang kita harapkan mereka itu berusaha secara sendiri., okok kalo orang udah merasa butuh dia akan mencari sendiri, itu bisa mendeteksinya bisa, mungkin lho ya, bearapa banyak guru meluangkan waktunya untuk membeli buku, itu kelihatan, guru yang menggunakan waktunya untuk membeli buku, dia memuai itu tadi, guru yang ingat membaca buku untuk meningkatkan kuaitas diri, jadi untuk sertifiasi guru itu bisa diangket bisa disurvei, dengan melihat guru yang sertfikasi itu meluangkan waktu untuk melihat hal hal seperti itu, pelatihan, studi lanjut atau beli buku dan sebagainya, kareana pengembangan dirinya ditu, karena ketia kita selalu baca buku itu kan pengembanagn diri, tidak harus studi lanjut speerti itu, misalnya kondisi waktu belum memungkinkan, memenag harus seperti itu guru harus spereti itu, guru memang harus belajar, kalo guru itu bukan membanggakannya dia harus beli mobil merek apa, tetapi dia menambah pengetahuan apa, tematnya justru spereti itu gitu lho, harusnya program sertifikasi guru bisa membantu, kalo semua guru memiliki kesadaran spereti itu, dia akan menyisihkan uangnya untuk pengembangan dirim tetapi sebagaian besar tidak seperti itu, sebenarnya pemerintah harus melakukan action sesperti itu, mungkin setifikasi diberikan separo untuk itu, yang separo untuk

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI pengembangan fasilitas diri, studi lanjut, scholarship atau apa kan bisa seperti itu, karena kalo dieavaluasi ternyata Cuma sedikit guru yang menggunakan uangnya untuk fasilitas diri, bisa pemerintah mengambil action, yang 50 % bisa incentive untuk pengembangan diri, bisa scholarship lah untuk guru atau berupa penataran dibiayai atau apa gitu, tapi itu agak dipaksa itu tadi jadi 50 % diberikan, 50 % ya itu tadi, kalo saya senang 50 % saya dapat beasiswa saya senang, beli buku, kadang kadang orang rumah bilang beli buku lagi, tetapi essential ya, pengembanagn diri bagi seorang guru itu a must ya, apalagi sekrang wah pengemabanagn pengetahuan seperti itu, teori-teori pendidikan cepat sekali saya rasa, saya juga merasa ketinggalan, belum lama ini saya belajar tentang teori-teori yang lama muncul lagi, constructivisme mulai popular lagi, teroi emebajaran siswa aktif mulai muncul lagi, teori –teori linguistic saya begitu saja merasa tertinggal begitu, saya mulai baca buku lagi karena kemarin saya enjoy dengan American studies, budaya, politik, senang juga, intinya baca buku lah gitu, lha sekarang saya puya buku buku baru, ada active learning, educational psychology, learning teaching, teach how to learn, memnag merasa teringgal begitu, untuk jadi guru yang efektif itu kita harus belajar begitu, karena effective learning process itu hanya bisa dilakukan oleh effective teacher, saya terus mencari itu, ya kita belajar dari orang yang sudah pengalaman gitu kan, jurnal, buku, tapi itu penting mba, bagimana teach effectively itu penting bagi guru kalo tidak kita habis energy bisa tidak maksimal jadi boleh dibilang sia sia kalo kita ngajar sembarangan begitum jadi ketika terjun di professional development sekolah dan meragukan efektifitasnya, saya terus belajar bagaimana mencari professional development yang efektif akhirnya karena ga kuliah saya cari buku yang tentang itu, saya baca-baca.

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Initial Interview 3 Pak Widi English Teacher at SMA De Britto Monday, 14 April 2014 08.00-09.00 Codes RMA

Description R: mengapa memilih jadi guru bahasa inggris SMA pak? P: ia..sebenarnya banyak yang tanya termasuk siswa juga, pak widi kok senang menjadi guru, ya baik, sebenarnya kalo mau dijawab jujur sebenernya awalnya saya juga tidak ingin menjadi guru, jadi tahun 87 saya lulus dari sma, kan sebenernya saya itu, satu, pengennya jadi ahli farmasi atau kalau tidak jadi dokter, karena saya sangat senang dengan biologi, kimia, tapi ya itu tidak kesampaian, nah lalu ada bidang studi yang juga saya kuasai, bahasa inggris, sehingga lalu pikiran saya masuk ke sanata dharma, lalu saya piker waktu itu jurusan ini kan bagus ya, bagus, jadi ya sudah akhirnya saya masuk ke sana, ya lalu apakah lalu ini dikatakan terpaksa, mm, sebenrnya tidak juga, karena namanya motivasi kan bisa dimurnikan to mbak, bawa memang awalnya memang tidak include dulu, lalu kemudian masuk ke de brito lalu lama lama mencintai profesi ini, nah itu, itu yang terjadi.

Sub-Themes Recognizing and monitoring the attention

TPT

R: ada kesulitan mungkin pak dalam penyesuaian diri? P: kebetulan tidak mba, karena saya ini kan lulusan de brito juga jadi saya tahu persis budaya yang disini seperti apa, siswa-siswanya semacam aa, saya tahu persis, ya kurang lebih mereka sama seperti saya sewakt saya masih ada di sma jadi saya kira tidak terlalu mengalami kesulitan. R: nah kemudian yang membuat bapak bertahan hingga sekarang menjadi seorang guru pak? P: ya, kalo mau dilihat sih yang jelas, saya memang menyukai profesi ini, ya dari awal tadi jika dikatakan agak terpaksa okelah lalu lama lama, motivasinya makin lama makin tingggi, ya itu tadi saya menyukai profesi ini karena menurut

Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI saya , terutama yang membuat saya menyukai profess ini, ya sekolah ini sendiri sebenarnya, karena budaya yang berkembang disini agak lain dengan sekolah sekolah lain ya, artinya guru itu punya kesempatan untuk berbang secara maksimal, dari sisi profesionalitas maupun dari sisi-sisi yang lain, dari sisi kognitif maupun spiritualitas, pengembangan diri, kepribadian, kemudian juga leadershipya itu tadi, jadi sekola ini memang mampu membantu saya untuk berkembang lebih , dan itu yang membuat saya berpikir ternyata menjadi guru enak juga karena berkembang dari segala sisi, jadi sebagai pribadi pun berkembang.

EBV

R: dan kegiatan-kegiatan yang berkaitan dengan pengembangan itu sendiri pak? P: ya, kalo disini banyak ya mba, misalnya kalo guru itu disini, kita kita kolese ya, itu artinya sekolah sekolah yang diasuh oleh serikat yesus ya, anatar kolese, di Indonesia itu ka nada 7 ya, nah antar kolese itu kan punya banyak hal yang bisa membantu guru untuk berkembang jadi mereka kadang-kadang bertenu juga antar bidang studi, jadi mereka membuat semacam modul bersama, seperti yang sekarang sedang kita lakukan dengan Loyola itu, kita mencoba mengembangkan bagaimantuk memasukan nilai nilai ignatian itu didalam pengajaran dan lalu kita sampai pada proses praktek di kelas lalu saling mengamati, jadi guru Loyola mengamati guru-guru yang ada disini lalu guru yang ada di sini mengamati guru di Loyola, itu juga diawali dengan workshop, jadi itu sebenarnya, kerjasama guru antar kolese itu cukup kuat lalu kita juga karena kita kolese jadi relasinya tidak hanya dengan kolese kolese didalam, tetapi kita juga kan networking nya kan juga sampai diluar, jadi punya kesempatan untuk belajar ke sana nah itu kalo dari kolese, lalu dari lain juga ini mba, ada kesempatan juga bagi guru untuk studi lanjut misalnya, ini kan juga pengembangan. Jadi memang kita diberi kesempatan untuk berkembang,.

Examining schools and language programs

143


BC

MPC

R: kemudian pak, dari pertemuan dengan guru consistency guru kolese tadi pak, ada ga dampak positifnya pak? P: ia,memang harus diakui mba menjaga konsistensi itu kan kadang-kadang memang tidak selalu muda ya, lalu ketika itu dilakukan, jadi kadang-kadang ada yang berhenti ditengah jalan, jadi sebenarnya kuncinya itu konsistensi mba, moga-moga dengan kolese ini akan berlanjut, tetapi saya kira yang terkait dengan studi lanjut itu pasti ada, ya jelas ada, misalnya bagaimana mengenal para siswa, bagaimana menilai secara fair, saya kira itu cukup memberikan dampak yang positif R: mengambil s2 dimana pak? P: saya di us mbak R: nah kemudian dalam pengajaran ada strategi khusus ga pak?karena kan begini meskipun dari mantan de britto tetapi sekarang kan berbeda dengan perkembangan zaman ya pak, kemudian proses beradaptasi dengan mereka bagaimana ya pak? P: kalo saya sih kuncinya satu mbak masuk melalui pintu mereka lalu keluar dari pintu mereka jadi prinsip itu akan sesuai dengan zaman apapun pak, termasuk juga menjalin kedekatan dengan factor anak itu juga faktor penting,jadi hal yang mereka sukai itu apa, supaya nanti kalo kita mau masuk itu mudah karena kan gap umur antara saya dengan mereka kan cukup lebar ya, maka saya harus tahu persis cara berpikir mereka, apa yang mereka sukai, harus tahu betul, misalnya lagu-lagu yang mereka sukai, lalu film-film yang sedang in, olahraga, itu kan sebenarnya, maslah kecil mba, tapi itu menurut saya efektif, ketika kita ngobrol, ngobrol itu punya dampak yang besar lho mba, dari hal hal yang ringan lalu mulai masuk ke hal hal yang bersifat pribadi begitu ya, dalam tanda petik barangkali kalo kita ga punya cara itu tiak akan terungkap, termasuk masalah dengan keluaraga, kesulitan belajar, itu akan terungkap, kenapa karena kita sudah punya relasi sebelumnya dengan apa yang itu tadi kita masuknya dari kita harus tahu persis dengan apa yang mereka sukai, kalo kita tidak peduli dengan itu wah jangan harap

Mastering pedagogic competence, personal competence, social competence, and professional competence

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI anak anak mau dekat dengan kita, jadi menurut saya itu kunci mba, kunci kita untuk dekat dengan anak .trus kita harus banyak menggunakan visual sebenarnya, visual itu menurut saya, visual itu punya efek yang penting untuk atensi atensi supaya mereka perhatian nya itu ga akan kemanamana ? MSEF

TPT

BC

R: berarti jika hendak mengajar itu ada persiapan Self-efficacy persiapan khusus begitu ya pak? P: ia ia, tapi itu tergantung juga mba, jika materi baru, itu harus aktifitas lain, lalu mungkin sound, ya yang terkait dengan jatah lah ya, itu itu penting, trus kalo itu sudah jalan saya biasanya tinggal jaga jaga oh iya kemarin sampai sini berarti kira kira besok akan sampai sini, jadi persiapan yang diawal diakhir nanti agak beda, tergantung yang kemarin bagaimana, kalo belum beres yg ini harus menyesuaikan.

R: kesulitan ada pak?misalnya tidak berjalan sesuai dengan yang diinginkan? P: itu pasti pernah terjadi mba, misalnya apa yang sudah kita siapkan tetapi kok tiba tiba dikelas aduh kok ga jalan, ini yang saya tempuh ya, terutana atensi anak menurut gtu ya, ini tidak sesuai dengan yang saya bayangkan misalnya saya kira ini akan menjadi sesuatu yang menarik gitu ya, ternyata tidak, mereka bosan, itu bisa terjadi, maka kalo saya sih kuncinya ini menurut saya,semua manusia itu senang dengan sesuatu yang baru, yang agak megejutkan, maka kita harus punya stock, enta game ayau apapun yang bisa mencairkan suasana, kalo saya gitu, jika saya menangkap atensi anak anak melemah, itu harus saya stop dulu, lalu saya berikan yang membangkitkan situasi kemudian saya giring untuk masuk ke sana lagi, biasanya saya begitu, kalo tidak susah ? guru harus bisa memprediksi dan menyiapakan materi dan aktivitasnya.


R: dealing dengan siswa siswa yang sulit pak? Consistency P: ini sekali lagi masalah konsistensi yang mbak, saya juga manusia biasa, jadi kadang-kadang banyak pekerjaan, yang pernah saya lakukan

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI biasanya saya pendekatan pribadi sih, pendekatan personal ya, ntar keliatan ya anak anak yang paham atau tidak, biasanya saya dekati kemudian saya ajak omong, kalo misalna berkaitan dengan hal-hal prakris misalnya saya ga bisa listening e pak, ya sudah emudian saya nanti meberikan beebrapa file dari internet, dari voice untuk amerika itu lho, kamu punya fd ga, ya udah saya copy kan, lalu saya beria semacam tugas, besoknya saya check, biasanya itu mba, tp ya itu tadi terkadang juga suit untuk konsisten? R: selain kegiatan menjadi guru, ada kegiatan yang lain pak? P: saya kepala humas mba, jadi konsistensi, komitmen itu mba manusia kan mba jadi itu juga sulit mba.namun kita, diri kita dapat mengatur dan mengatur tanggung jawab kita. HCT

R: nah kemudian dari banyak nya tugas tersebut Critical thinking pak bagaimana bapak maintaining input, menegmbangkan diri pak P: saya maintainnya ke menulis mba, bagi saya hiburan kemudian menurut saya menulis itu kan aktifitas yang complex ya, menyatukan segala macam ide, masuk ke situ, ada unsur refreshing dan refleksi, bagi saya setidaknya proses mencari bahan, lalu pengetahuan tentang pendidikan lebih berkembang karena menjadi guru itu kan mestinya kan bukan hanya persoalan mengajarnya ya tapi juga proses proses yang lain contohnya tentang anak, psikologi anak, bagaimana menghadapi anak, itu kan penting, lalu menilai dengan fair, itu kan harus dilalui, apa yang menyenangkan bagi anak, lalu strategi dala arti bukan pendekatan praktis, tetapi lebih ke paradigma barangkali ya. R: sertifikasi nya sejak kapan pak? P: tahun 2007, tidak begitu ribet, bahan bahan saya perlukan sudah ada semua jadi saya tinggal kompilasi R: efektif ga program sertifikasi itu pak? P: sebenarnya sih kalo menurut saya kalo program sertifikasi sepserti ini, ga, ga efektif, karena yang dikumpulkan dokumen-dokumen, tidak ernah dicek dilapangan kan, menurut saya yang pentingkan justru itu, kalo mereka pengen tahu guru itu professional atau tidak yang datang aja,

146


BPI

datang aja kesekolah, melihat, ya itu kalo kita mau check betul R: kegiatan bahasa inggris pak? Building P: kalo untuk siswa, kita kan yang penting untuk professional anak mba, artinya kalo sebuah kegiatan itu identities mengembangkan mereka dari sisi apapun lho ya, yang pasti kita akan dukung sejauh waktu itu tidak tabrakan dengan agenda, ya kita kalo untuk bahasa inggris misalnya bina nusantara, lomba debate. Kalo untuk guru, mengirim training, kalo misalnya semacam workshop

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In-depth interview 3 Pak Widi English Teacher at SMA De Britto Friday, 25 April 2014 08.00-09.30 Codes

Description

SC

R: bisa mencertiakan tentang menulisnya ak? P: ia saya senang menulis mba, saya menulis tentang pendidikan mba, pernah ada di Jakarta Post, saya kadang kadang juga ngeblok mba, ga tahu kalo ad aide ya saya masukan ke computer siaa tahu suatu saat bermanfaat, ya itu aja, pernah di KR, ada buku mba, kumpulan-kumpulan ide, dicicil kalo ad aide saya tulis seperti di blok ya, jadi siapa yang mau membaca silahkan, tidak dibaca ya silahkan, tetapi beberapa sudah dihapus tidak enak dengan penerbitnya.

EKU

Sub-Themes

Selfsubordination

R:Pernah menjadi pembicara mungkin pak? Expanding P: waktu promoso itu aja mbak, terkahir mei, 1 knowledge and tahun lalu, bagi saya menulis itu kegiatan yang understanding kompleks ya, ada refleksi disitu ya, dan refleksi tidak hanya refleksi tetapi tahu pengetahuannya sendirim juga refleksi tentang pengaaman kita sendiri, sekaligus juga yang namanya menulis itu kan menyatukan pengetahuan, ya mba ya, penegtahuan itu kan tidakbisa berdiri sendiri, jadi harus apa, harus bersatu dengan pengeathuan penegtahuan lain, sehingga menajdi gagasan besar ya jadi kalo pengetahuan sendiri kan tidak ada gunanya, jadi kalo pengetahuan sendiri atu potong satu potong tidak ada gunanya, jadi harus disatukanm jadi menulis itu menurut saya mengakomodasi ini menurut saya dari pengalaman saya, ya apapun yang kita dengar, itu kan sudahh pengetahuan, apa yang kita baca itu kan juga pengetahuan, lalu kita refleksikan, oh ternyata ada kaitan nya dengan pengetahuan ini. Pengetahuan kita semakin mendalam, oh ternyata apa yang saya abaca, apa yang saya alami, oh ternyata saya lihat

148

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI itu ada disini, baca disini, oh ada jga dibaca disini oh ada kaitannya, gitu mba, semakin lama semakin mendalam. Menulis itu kan harus membaca, membaca yang saya sukai, tetapi saya juga bukan pembaca yang baik mba, ya biasa biasa saja. R: yang bapak suka selain menulis pak? P: nonton film mba, music saya suka, ada beberapa film yang terkait dengan meulis mba lalu saya link terkait dengan pendidikan.

RMA

HCT

R: budaya menulis berperan dalam Recognizing and pengemabangan guru? monitoring the P: menurut saya ia, tetapi itu kan hanya salah satu attention sarana aja ya mba ya untuk pengembangan diri, ada sarana-sarana lain yang juga bisa lebih cocok, tetapi bagi saya pribadi, menulis memang sangat mengembangkan, sangat mengembangkan, ya dari sisi pengetahuan dari sisi kesadaran mengenai menjadi guru, jadi semacam itu, tetapi yangmenulis disini cukup banyak kok mba,tetapi awalnya sebenarnya saya dulu, agak tiba tiba juga mba, saya setahun punya bayangan bahwa menulis itu menyenangkan, tetapi tidak pernah saya lakukan sampai studi itu tahun 2007, lalu saya coba coba, karena ada rangsangan dari luar, karena kalo kuliah disana itu kan harus banyak baca, lalu harus banyak komparasi, lalu membanding-bandingkan , memang ditantang, lalu menuangkan ide dalam bentuk tulisan, banyak jadi semacam itu, lalu saya hanya iseng iseng saja, itu ka nada satu materi kuliah, ada refleksi disitu lalu saya kirim ke Jakarta post, ternyata dimuat dibertia, nah lalu itu jadi karena itu trus ernyata asyik juga ya, lalu saya mulai lagi, mulai lagi, ternyata tulisa itu memang dasyat, tetapi memang itu pertanyaan besarnya adalah apakah itu mempengaruhi proses belajar mengaharnya dikelas, itu pertanyaan lain mba, menurut saya pribadi, apakah penulis yang baik Having critical itu lalu menjadi hebat dikeals, belum tentu thinking menurut saya, ya itu bisa dijadikan supporting element, itu memperdalam pengetahuan, atau memberikan kesadaran terhadap proses

149

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI pendidikan secara umum, tetapi itu tergantung pada masing masing indidividu, seperti sertifikasi pun tidak menjamin apa-apa, eee, munkin ada pointnya mba, kami kan hanya diminta untuk mengumpulkan jadi ada point-pint besar, misalnya yang diminta karya yang pernah dibuat, lalu pembicara semacam itu, lalu ada point-point yang lain jadi ada 4, teapi ada point-point detail mengenai itu, ini yang hasru dikumpulkan , lalu ya emm, ya sudah itu saja, tinggal kompilasi, tidak mengukur apa apa, tidak engukur profesionalitas guru, kalo saya sih kalo memang benar benar ingin melihat apakah professional atau tidak, ya pihak yang berwenang harus turun langsung, tidak hanya berdasarkan dokumen, dokumen itu apa ya mba, ya ya, bagi saya hanya sebagai gambaran sajalah, tetapi apakah itu mereflesikan profesionalitas guru, menurut saya engga, apakah seorang guru menjadi professional menurut saya engga juga, terjun langsung, diamati betul apa yang harus diperbaiki, lalu harus ada tuntutan disana, ditagih, ya prosesnya menurut saya harus secepat itu, jadi ya semacam itu. HCT

SC

R:menurut guru –guru sertifiasi itu menjanjikan Critical thinking kehidupan yang lebih>bagaimana ini pak? P: ya memang kalo dari segi financial oke lah ya mba ya, dari sisi financial saya kira memang membantu lah ya mba ya, meningkatkan kesehjateraan, tetapi persoalannya itu lalu, contoh nya ya sesoorang yang tidak punya uang lalu punya uang itu kan ya mba ya, orang yang semacam itu kan terdorong untuk konsumtif itu ya mba.lalu rasanya ingin membelanjakan uangnya, lalu menjadi konsumtif, lalu tdak menjadi hal untuk pengembangan dirinya, sekolah misalnya ya studi lanjut, kayakna kok tidak efektif.

R:jadi pemerintah sebearnya memberikan uang ini Selfuntuk pengembangan? subordination P: Cuma persoalannya dilapangan, karena persoalan begini juga, dilapangan, karena bisa jadi juga proses penyalurannya menurut saya juga menganggu, menganggu proses pengambangan diri ini jadi misalnya tidak setiap bulan, ini

150

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI bayangan saya ya, bisa ia, bisa engga, kalo itu diberikan setiap bulan, mungkin bisa berhasil ya, mana yang harus disihkan untuk pengembangan diri, mana yang harus disisihkan untuk apa namanya keprluan pribadi, tetapi itu kan engga, karena it diberikan 3 bulan sekali, 4 bulan sekali, bahkan pernah 6 bulan sekali, nah itu kan susah kalo misalnya mau mengatur, kalo mau studi misalnya kan harus bayar, itu kan darimana kalo sementara uang yang didapat enam bulan kemudian baru didapat, itu kan susah, proses dilapangan juga tidak, tetapi apakah setiap bulan itu disalurkan, itu akan mejamin untuk akan ke sana, saya juga tidak berani mengatakan itu ya, tetapi memang prosesnya, dilapangan seperti itu dan menurut saya agak mengganggu, untuk orang orang yang berkeinginan studi, menganggu mba, ini kan sebenarnya sudah tugas, kalo sekolah sih pasti iya ya, sekola kan pasti dari supervisi itu kan sudah kelihatan mana yang dibutuhkan, ini harus dikirim kemana, entah untuk workshop, entah untuk apa, sekolah tahu, lalu dilevel yang lebih tinggi ya saya ga tahu hehehe, harapan untuk peningkatan professional guru kayaknya engga, engga sampai hehe.. R: kalo pak wid sendiri senang ikut seminar atau workshop? P: ya beberapa kali mba, saya lebih senang workshop, karena pengalaman berkali-kali, seminar itu kan one deal shot atau apa gitu ya, pokoknya sekali mengikuti itu kan hilang atau tidak ada bekasnya, seminar kan begitu dimana mana begitulah, tetapi workshop, workshop juga mungkin tergantung dari orangnya, jadi kalo di Indonesia memang agak susah mba, memang konsistensi memang agak susah, workshop pun, kalo tidak dikawal juga akah hilang juga, ga akan, menghasilkan apapun.

MSA

R: proses sehingga pak wid sekali menulis itu Self-satisfaction bagaimana pak? P: lebih kea nu mba lebih ke kepuasan, kepuasan diri ya, kepuasan nya senang gitu lo, senang, ada kepuasan tersendiri ketika saya menghasilkan sesuatu, dan sesuatu yang saya hasilkan itu

151

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI diterima orang, semua orang butuh itu sebnarnya kan, semua orang butu itu, tidak harus, wah hebat, tidak harus, tetapi ketika berkarya lalu karya itu diapresiasi orang menurut saya itu lebih dari cukup, itu sih sebenarnya kalo saya, menurut saya penting, dorongan itu menurut saya yang paling besar menurut saya.

RMA

MSA

R: dorongan itu ditumbuhkan atau bagaimana pak Recognizing and wid monitoring the P: ya itu tadi seperti yang saya ceritakan diawal attention tadi, mulanya saya terjun kesini itu mulanya coba coba, dan juga sbenarnya ditantang oleh lingkungan, masa sih aku ra iso nulis, bisa lah, karena ini kan sudah ada yang lebih dulu, coba jaja gitu, lalu, waktu itu memang ada tugas, tugas dari dosen yang memberikan sebuah rancangan, tentang pendidikan di China, kalo ga salah saya masih ingat ya, lalu dia meminta untuk mengkomparasikan dengan pendidikan di Indonesia, atau lebih tepatnya pertanyaan nya jadi lebih terbuka, apa respon terhadap ini, sebenarnya itu aja, pertanyaannya sangat terbuka, dia memberikan artikel, tentang pendidikan di china, lalu apa respon tentang ini, nah macam-macam to mba, pikirannya macam-macam, berkembang ke sana ke sini, lalu masuk ke pendidikan di Indonesia, nah ya sudah lalu saya merespon itu, lalu, untuk sebuah tulisan, tulisan itu sebenarnya untuk dosen saya sih mba, tapi, lalu saya isengiseng aja, print, ee, dimuat di Koran,

nah makin terdorong orang kan, orang kan gitu ketika satu itu bagi saya ya saya bisa ya, seperti orang konsep scafholding itu lho mba ya, kalo saya bisa, oh saya mampu mengumpulkan yang ini kalo gitu, kan gitu ya sama , kalo saya terjawab yang satu, saya menulis yang lain, diterima lagi, menulis lagi, diterima lagi mba, sampai 8 kali, sampai 8 kali saya itu mba, berturut-turut 8 kali, pernah sih satu dua gagal ya, tetapi itu mendorong saya, ya udah puas saya, berikutnya, saya tidak menulis lagi di kompas, saya ngeblog,apapun, kalo di blog itu kan saya bisa menulis tentang apapun, tetapi kalo di surat kabar itu kan bisa jadi,

Maintaining a sense of satisfaction and accomplishment

152

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI apa yang menurut ide saya baik, menurut mereka engga, kan bisa jadi juga, tetapi kan di blog saya bisa menulis apapun, lalu terkumpul hingga 35 sampe 40 tulisan itu kan mba ya, lalu saya seleksi, se set, kemudian ada teman yang ya udah kita bantu dikitlah, maca maca gitu ya, ha, trus ditawarkan ,ke, oke terima, ya sudah.

EBV

P: menurut pak wid setiap orang sebenarnya ada Examining gay a motivasi tertentu,contohnya menulis itu beliefs, values, sendiri? and principles R: saya yakin setiap orang punya kemampuan kea rah sana, hanya bisa jadi timing nya saja, persoalan timing, tapi timing itu sendiri itu juga bisa dipicu oleh banyak hal disekitar sebenarnya, ketika orang termotivasi itu, itu juga ada banyak factor, bisa jadi diri nya sendiri, juga ada tantangan dari lingkungan yang membuat dia lalu terdorong untuk menulis, macam macamlah, nah mulai aja, menurut saya tidak ada cara yang lain, mulai aja, seperti pengalaman saya pribadi mengatakan ya artinya, orang menulis itu,saya bukan ahli sebenrnya ya mba saya bukan ahli, artinya gini menurut pengalaman saya sendiri, ya sudah mulai aja, ketika kita mulai dengan satu kalimat, ide itu kan nganu kok, ide itu kan datang kok, itu pengalaman saya sendiri, ketika saya punya gagasan lalu saya tuangkan, zzt gitu satu kalimat zzt itu akan datang kan yang lain lalu 2 kalimat nah itu lalu berkembang trus, akan datang lagi sampe 1 artikel, nah ketika 1 artikel itu utuh jadi, itu akan menumbuhkan gagasan-gagasan yang lain, itu pasti dijamin, pasti, yakin saya, karena ketika kita mengeluarkan ide lalu menjadi artikel itu sebenernya kan kita apa mba, kita sebenernya sedang mengumpulkan gagasan, nah ada gagasan-gagasan yang mungkin relevan dengan apa yang kita tulis, dan ada yang tidak yang tida, nah lalu yang tidak itu kan lalu bisa menjadi gagasan baru, nah lalu ada pengalaman pengalaman yang bisa jadi sesuai lalu dikembangkan begitu terus, jadi ada gagasan baru, pengalaman baru, ga ada cara yang lain, menurut saya itu, pengalaman saya sendiri.

153


RMA

EBV

R: maintainnya pak? Recognizing and P: kalo saya kemarin, ini cerita kemarin ya mba, monitoring the sebelum saya menjadi wakasek, ini kemarin susah, attention kalo saya kemarin sih, ya apapun ketika muncul ide muncul gagasan ya dicoba, tuangkan dilaptop, mungkin tidak harus selesai, ketika ketemu,segera, yang kedua kalo muncul gagasan entah dari pengamatan, entah dari yang kita dengar enta dari yang kita alami sendiri, atau apa yang kita baca, kadang kadang kan pengen ah ini, ini bagus ini lalu biasanya saya masukan ke hp, jadi gagasan pokoknya, dededet, ga sempet di check, lalu besoknya saya lihat lagi. Oh saya tadi punya gagasan ini, ya saya gitu mba, kalo engga ditulis diapalah dikertas, kalo temen-temen yang lain dikertas mba, kalo dia dengerkan apa, entah dari seminar, entah dari workshop, entah dari kejadian yang ada disektar mereka biasanya gitu. R: Pernah ada kegiatan lain pak? P: translate mba, tapi itu lebi ke sambilan mba, mungkin karena di kolese ya, kolese itu kan hebat ya, kolese itu hebat menurut saya, jadi yesuit itu Examining menurut saya memang jago, terutama berkaitan beliefs, values, dengan pengembangan ya, mereka itu kan punya and principles spiritualitas hebat ketika kita masuk didalamnya, seperti yang saya bilang sebelumnya tidak hanya mengembangkan kita dari sisi spiritual tetapi jga mengembangkan kita dari sisi kognitif, karena apa yang mereka lakukan, apa yang mereka tekuni itu tidak bertentangan dengan research-research pendidikan yang sudah ada, hebat, mereka itu memang hebat dan saya baru sadar itu, jadi itu kan serikat yesus, serikat yesus itu kan punya, mereka itu kan unya sekolah di 112 negara, paling banyak kan di amerika serikat itu kan, jadi dari sisi networking, kuat ya, kuat ya, dari satu kolese ke kolese yang lain itu kan punya kerjasama gitu ya, misalnya di Australia, kita kan punya link di Australia juga, di Hongkokng terutama, apa yang mereka dikirim ke kita, jadi apa yang kita punya dishare juag, semacam di networking itulah, itu satu, jadi networking itulah mba, lalu itu tadi yang saya singgung mengenai spiritualitas, jadi ordo ini

154

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI kan sudah lama mba, jadi berdirinya tahun 1540, bisa bertaan samapai 5 abad itu kanm kalo mereka tidak punya spiritualitas yang ga mungkin, kalo kita masuk ke sana kan ya itu, saya kan kemarin saya studi lho, lho ini kan, ini kana pa yang diungkapkan, hasil studi itu kana pa yang sudah dibicarakan, apapun mba, jadi entah dari sisi spiritualitas, maupun dari sisi kognitif dari sisi apapun lah, nyambung, nyambung mba ee, jadi menurut saya, dan itu ga akan saya dapat dari tempat lain menurut saya, saya juga kagum mba, jadi sudah mereka pikirkan lima abad yang lalu baru, hehe, visinya luar biasa menurut saya.

HCT

CC

R: Kegiatan sehari hari pak wid? Having critical P: kegiatan sehari hari ya, ya itu tadi mba, thinking misalnya ada waktu luang, saya nonton film mba, nonton film itu ruang yang menyenangkan, saya ga tahu mba, saya tu seru sekali nonton fim, ada juga inspirasi-insirasi yang muncul, saya juga nonton tv yang chanel chanel apa kayak history lalu geographical, pengetahuan yang aduh luar biasa mba itu saya senang nonton seperti itu mba R: jadi upgrade nya dari sana ya pak? P: ya, mba secara tidak disadari upgrade ya mba dengan cara yang menyenangkan, tidak harus membaca buku. R: refleksi, evaluasi itu berarti dari menulis buku pa? P: ia betul mba, persis mba persis, menulis itu memang ya itu tadi dasarnya disitu, semua aspect masuk ke situ R: Kegiatan penegmbangan diri yang lain mngkin Collaborating pak with colleagues P: kalo untuk yang lain ya itu mba seperti yang saya katakana tadi kolese kan punya banyak kegiatan ya mba, biasanya kita ikut disana, insititusi ya, kita disana, dan itukan bersama-sama dengan sekolah sekolah yang lain to, lalu bertukar gagasan, apa yang kita ga punya o mereka punya, apa gitu, bagus mba,kita sebenernya punya ini, tapi mandek ya, sekali lagi menyangkut konsisten, kadang-kadang susah kalo untuk guru dengan jam mengajar 30 jam macam itu jadu susah gitu lho

155

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI mba, jadi engajar 24 atau 30jam itu ga ideal aja mba, jadi kita punya forum guru, jadi kalo ada buku baru gitu ya, kita diskusika, kita pernah punya semacam itu, tapi akhir akhir ini tidak lagi, ya ya, teratas mba, tidak semua guru ikut semua, yang tertarik, bisa kumpul 10 orang itu bisa juga, tapi mandeg mba, yak arena itu mba, aduh memang memaintain itu susah mba, jadi guru di Indonesia itu susah mba, urusannya macem macem itu lho mba, dan jam pelajaranya, 24, 30 jam, susah mba, kita mau bicara tentang apa itu susah mba, ya energy mereka habis disitu mba, ya manusia mba, kita itu kan manusia, ya ada keterbatasan keterbatasan, kalo tidak diterpa motivasi didi yang sangat tinggi, orang susuah mba

RMA

R: strategi menjadi guru bahasa inngris di sma, Having priority enaaknya gimana pak? P: ya kalo kita berbicara tentang susah kan kita sudah tidak bisa keluar dari situ ya mba ya, kita mau cara apapun yang memang susah, memang lalu, harus kembali ke diri sendiri sih, mengsiasati, mengisiasati system Karen akita ga bisa keluar kok, kita ga bisa keluar dari system, termasuk kita 24 jam itu juga kan system ya, tuntutannya seperti itu kalo ga seperi itu ga ada sertifikasi, ya sudah, it yang menjadi prioritas dulu kalo menurut saya ya ya, baru yang lain lain, harus idiri sendiri mba, aduh, harus diri sendiri yang bisa mba, yang lain menurut saya, mungkin yang lain itu sekedar apa, member sentuhan-sentuhan saja, tetapi, tetap diri sendiri mba, yang lain itu hanya sekedar untuk tek memicu saja, tapi yang memelihara motivasi, memaintain kita sendiri mba, tetap dengan diri kita sendiri mba, ya itulah memang yang terjadi seperti itu, sekarang sederhana saja misalkan ya, dulu kan pernah ada penelitian di yogya, tidak ada satu guru di gogya yang punya mba, mungkin sedikit yang punya lesson plan macam itu sedikit sekali, yang lain copy paste, punya tapi itu hasil dari yang lain, ya itu aja, itu kan kelihatan to, bahwa sekola punya kewajiban untuk menyediakan waktu untuk membuta gitu ya, tetaipi ketika itu diberikanpun belum tentu jadi, itu

156

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI pengaaman begitu, jadi itu berpulang dari sendiri

MSEF

P:buku pak wid apa judulnya pak? Self-efficacy R: Teacers as instructional leadersmdi kanisius ada, tulisannya sederhana sekali, ada 30 tulisan

157

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI Appendix B

INTERCONNECTING SUB-THEMES

1. Ibu Tri’s personal acount Sub-theme

1. Responsibility 2. Building professional identities 3. Having critical-thinking 4. Mastering pedagogic competence 5. Professional identities 6. Self-efficacy 7. Maintaining sense of satisfaction and accomplishment 8. Self-satisfaction 9. Self-subordination 10. Become reflective decision maker

11. Expanding special knowledge and understanding 12. Collaborating with colleagues

13. Being designer 14. Examining beliefs, values, and principles 15. Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds.

theme

Self-construction

Professionalism

Being facilitator

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PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 2. Pak Widi’s personal acount Sub-theme

1. Recognizing and monitoring the attention 2. Self-efficacy 3. Consistency 4. Critical thinking 5. Building professional identities 6. Self-subordination 7. Self-satisfaction 8. Maintaining a sense of satisfaction and accomplishment 9. Having priority

10. Mastering pedagogic competence, personal competence, social competence, and professional competence 11. Expanding knowledge and understanding 12. Collaborating with colleagues

13. Thinking about problems, ideas, goals, purposes, beliefs, understandings, and proceeds 14. Examining schools and language programs

theme

Self-construction

Professionalism

Being facilitator

156

PLAGIAT PLAGIATMERUPAKAN MERUPAKANTINDAKAN TINDAKANTIDAK TIDAKTERPUJI TERPUJI 3. Pak Kus’ personal account Sub-theme

1. Critical thinking 2. Self-awareness 3. Professional competence 4. Self-efficacy 5. Self-renewal 6. Learning from experience 7. Managing time 8. Good habit 9. Self-subordination 10. Active in organization

11. Covering professional value, knowledge and understanding, and practice 12. Expanding knowledge 13. Upgrading

14. Examining beliefs, values, and principles 15. Good instructor

theme

Self-construction

Professionalism

Being facilitator

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PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI SENIOR HIGH SCHOOL ENGLISH TEACHERS PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE A THESIS

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