A THESIS Sanata Dharma karya ilmiah yang berjudul: HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE Beserta perangkat yang diperlukan. Dengan demiian saya

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

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJIPLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

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


Yogyakarta

2014


ii

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


iii

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


Dr. Agustinus Supraktiknya


iv

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


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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


ix

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: Lived-

Experiences………………………………………………………………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


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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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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


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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,


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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


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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,


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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 self-

reflection, 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 self-

improvement (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 pre-

planned. 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 pre-

reflective 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. Self-

efficacy 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. Self-

awareness 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. Self-

observation 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. Understanding how the process of second language development occurs.

b. Understanding how our roles change according to the kinds of learners we are

teaching.

c. Understanding the kinds of decision making that occur during lessons.

d. Reviewing our own theories and principles of language teaching.

e. Developing an understanding of different styles of teaching.

f. 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

Figure 2.1 Senior High School English Teachers‟ Professional Development:

Lived-Experiences

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 self-

construction 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”.


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 self-

actualization 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 Indicator

a. Professional Teachers - 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 self-

construction 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 in-

depth 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:

Figure 3.3 Text Processing

(Adapted from Creswell 2003)

Interpretation

Transcribing

coding

elements of theme

development

Interconnecting themes

emergent themes


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 lived-

experience 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

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.

Interpretation

Transcribing

coding

elements of theme

development

Interconnecting themes

emergent themes


58

Table 4.4 Theme identification

Codes Description themes

MSEF

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)

Self-Efficacy

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 Themes

MSA

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)

Self-renewal

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.


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Table 4.6 Theme Identification

Codes Description Sub-Themes

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)

.

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


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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 self-

construction. 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


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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.


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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)


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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 self-

determination 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.


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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.


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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, self-

satisfaction leads to personal development. She stated that we need to reach self-

satisfaction 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 )


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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 Widi-

ID 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.


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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


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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 self-

threshold. 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 35-

40 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.


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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.


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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.


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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


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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


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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


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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.


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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


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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


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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.


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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.


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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


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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


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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


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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


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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


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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


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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


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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


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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.


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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


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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.


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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 self-

management; 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, self-

awareness, 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.


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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.


104

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110

Appendix A

Initial Interview 1

Ibu Tri

English Teacher at SMA 2

Thursday, 10 April 2014

09.00-10.15


MKAUR

MSE

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.

Responsibility

Building

professional

identities


111

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


112

BD

BDI

BDI

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.

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.

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.

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


113

NC,

TPT,

HSS,

MSE,

MSA

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.

R: nah kalo dilihat sepertinya ibu tri aktif sekali didalam

mengembangka diri tetapi juga bisa konsenntrasi

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.

Self-Efficacy


114

BPI

MSEF

EBV

R: wah hebat sekali ya bu Tri

P: ya, saya berusaha mengatur segala sesuatunya

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.

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.

R: Kalo dari sekolah/ institusi sendiri memberkan

wadah ga bu untuk pengembangan diri?

P: sekolah terbuka banget, mendukung sekali, tetapi

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

Professional

identities

Self-efficacy

Examining

beliefs, values,

and principles


115

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.


116

In-depth Interview 1

Ibu Tri


Thursday, 17 April 2014

09.00-10.45


EKU

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

TPT

TPT

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

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.

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

Thinking about

problems, ideas,

goals, purposes,

beliefs,

understandings,

and proceeds.

Thinking about

problems, ideas,

goals, purposes,

beliefs,

understandings,

and proceeds.


118

MSA

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.

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

HCT

MSA

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.

R: yang mengenai doukumen pengumpulan point itu

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,

Having critical

thinking

Self-

satisfaction


120

RD

CC

MKAUR

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.

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,.

R: pernah ada peer-collaboration ga bu?

P: Kalo mengadakan enelitian tindakan kelas kan

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?

P: ia karena kita bertanggung jawab pada profesi kita

paling utama, karena change is autonomous, kalo sudah

Become

reflective

decision maker

Collaborating

with colleagues

Responsibility


121

MSA

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.

R: proses menemui konstruksi diri yang seperti ini itu

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

Self-satisfaction


122

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


123

Initial Interview 2

Pak Kus


Tuesday, 29 April 2014

12.00-13.20


HCT

R: awal mula ingin menjadi guru bahasa inggris di

SMA pak?

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,

Critical thinking


124

MSA

EBV

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.

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, workshop-

wokshop, seminar-seminar, ya pelatihan seperti itu

tadi.

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

Self-

awareness

Examining

beliefs,

values, and

principles


125

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 anak-

sma 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.


126

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.

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,

Good

instructor

Professional

competence


127

HCT

CPKU

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.

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 perlakuan-

perlakuan 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.

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

Critical

thinking

Covering

professional

value,

knowledge

and

understanding,

and practice.


128

MSEF

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

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


129

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.


130

In-depth Interview 2

Pak Kus


Tuesday, 06 May 2014

1400-15.30

Codes

Description Sub-Themes

EKU

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

Expanding

knowledge


131

EKU

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.

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


132

MSR

RD

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.

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

R:kemudian manfaat yang bapak rasakan dari

proses ini?

P: menurut saya, ketika saya diserahkan oleh

Self-renewal

Learning from

experience


133

EKU

MSEF

wakasek, ini sangat membantu ya pengalaman-

pengalaman 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.

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


134

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.

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

Good habit

Self-

subordination


135

EKU

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 selesai-

selesai 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

R: kalo perjalanan membuat soal itu pak?

P: jadi saya kalo mengjar itu spereti mgp itu kan

saya aktif, dari tahun 88, dari taun pertama saya

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

Active in

organization


136

HCT

R: oh ya pak yg seminar waktu itu berarti diutus

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

Critical thinking


137

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


138

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


139

MSA

MSEF

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.

R: kalo dari pengalaman bapak sendiri?

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?

P: tidak benar itu , semuanya kan bisa diatur oleh

manajemen waktu, itu tadi kalo menemukan guru

yang tidak bisa bangkit motivasi atau

Self-awareness

Self-efficacy


140

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


141

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.


142

Initial Interview 3

Pak Widi

English Teacher at SMA De Britto

Monday, 14 April 2014

08.00-09.00


RMA

TPT

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.

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

Recognizing and

monitoring the

attention

Thinking about

problems, ideas,

goals, purposes,

beliefs,

understandings,

and proceeds


143

EBV

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.

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


144

BC

MPC

R: kemudian pak, dari pertemuan dengan guru

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

consistency

Mastering

pedagogic

competence,

personal

competence,

social

competence, and

professional

competence


145

MSEF

TPT

BC

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 kemana-

mana ?

R: berarti jika hendak mengajar itu ada persiapan

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?

P: ini sekali lagi masalah konsistensi yang mbak,

saya juga manusia biasa, jadi kadang-kadang

banyak pekerjaan, yang pernah saya lakukan

Self-efficacy

Thinking about

problems, ideas,

goals, purposes,

beliefs,

understandings,

and proceeds.

Consistency


146

HCT

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.

R: nah kemudian dari banyak nya tugas tersebut

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,

Critical thinking


147

BPI

datang aja kesekolah, melihat, ya itu kalo kita mau

check betul

R: kegiatan bahasa inggris pak?

P: kalo untuk siswa, kita kan yang penting untuk

anak mba, artinya kalo sebuah kegiatan itu

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

Building

professional

identities


148

In-depth interview 3

Pak Widi

English Teacher at SMA De Britto

Friday, 25 April 2014

08.00-09.30


SC

EKU

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.

R:Pernah menjadi pembicara mungkin pak?

P: waktu promoso itu aja mbak, terkahir mei, 1

tahun lalu, bagi saya menulis itu kegiatan yang

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

Self-

subordination

Expanding

knowledge and

understanding


149

RMA

HCT

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.

R: budaya menulis berperan dalam

pengemabangan guru?

P: menurut saya ia, tetapi itu kan hanya salah satu

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

itu lalu menjadi hebat dikeals, belum tentu

menurut saya, ya itu bisa dijadikan supporting

element, itu memperdalam pengetahuan, atau

memberikan kesadaran terhadap proses

Recognizing and

monitoring the

attention

Having critical

thinking


150

HCT

SC

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.

R:menurut guru –guru sertifiasi itu menjanjikan

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

untuk pengembangan?

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

Critical thinking

Self-

subordination


151

MSA

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.

R: proses sehingga pak wid sekali menulis itu

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

Self-satisfaction


152

RMA

MSA

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.

R: dorongan itu ditumbuhkan atau bagaimana pak

wid

P: ya itu tadi seperti yang saya ceritakan diawal

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 iseng-

iseng 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,

Recognizing and

monitoring the

attention

Maintaining a

sense of

satisfaction and

accomplishment


153

EBV

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.

P: menurut pak wid setiap orang sebenarnya ada

gay a motivasi tertentu,contohnya menulis itu

sendiri?

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.

Examining

beliefs, values,

and principles


154

RMA

EBV

R: maintainnya pak?

P: kalo saya kemarin, ini cerita kemarin ya mba,

sebelum saya menjadi wakasek, ini kemarin susah,

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

menurut saya memang jago, terutama berkaitan

dengan pengembangan ya, mereka itu kan punya

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

Recognizing and

monitoring the

attention

Examining

beliefs, values,

and principles


155

HCT

CC

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.

R: Kegiatan sehari hari pak wid?

P: kegiatan sehari hari ya, ya itu tadi mba,

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

pak

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

Having critical

thinking

Collaborating

with colleagues


156

RMA

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

R: strategi menjadi guru bahasa inngris di sma,

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

Having priority


157

MSEF

pengaaman begitu, jadi itu berpulang dari sendiri

P:buku pak wid apa judulnya pak?

R: Teacers as instructional leadersmdi kanisius

ada, tulisannya sederhana sekali, ada 30 tulisan

Self-efficacy


155

Appendix B

INTERCONNECTING SUB-THEMES

1. Ibu Tri’s personal acount

Sub-theme 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.

Self-construction

Professionalism

Being facilitator


156

2. Pak Widi’s personal acount

Sub-theme theme

1. Recognizing and monitoring

the attention

2. Self-efficacy

3. Consistency

4. Critical thinking

5. Building professional

identities


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

Self-construction

Professionalism

Being facilitator


157

3. Pak Kus’ personal account

Sub-theme 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


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

Self-construction

Professionalism

Being facilitator


A THESIS Sanata Dharma karya ilmiah yang berjudul: HIGH SCHOOL ENGLISH TEACHERS’ PROFESSIONAL DEVELOPMENT: LIVED- EXPERIENCE Beserta perangkat yang diperlukan. Dengan demiian saya

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