AN INQUIRY INTO IDENTITY FORMATION OF ENGLISH

FOR SPECIFIC PURPOSES INSTRUCTORS

A Thesis

Submitted to the English Education Department of School of Postgraduate Studies

in partial fulfillment of the requirement for the Master of Education Degree

By

RIZKA MAULINA WULANDARI

1605647

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

UNIVERSITAS PENDIDIKAN INDONESIA

2019

Halaman Hak Cipta

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AN INQUIRY INTO IDENTITY FORMATION OF ENGLISH

FOR SPECIFIC PURPOSES INSTRUCTORS

Oleh

Rizka Maulina Wulandari

S.Pd Universitas Muhammadiyah Malang, 2013

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat

memperoleh gelar

Magister Pendidikan (M.Pd.) pada Sekolah Pascasarjana

© Rizka Maulina Wulandari 2019

Universitas Pendidikan Indonesia

Juni 2019

Hak Cipta dilindungi undang-undang.

Tesis ini tidak boleh diperbanyak seluruhya atau sebagian,

dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

ABSTRACT

Relevant studies on teacher identity show that research focusing on investigating

teacher identity in English for Specific Purposes context is fairly limited. Hence,

this study used Clarke’s (2009) framework of ethical self-formation that consists

of four axes (the substance of teacher identity, the authority sources, the self-

practices, and the telos (endpoint)). Thus, this study aims at investigating how

ESP instructors at the Language Center in a private university in Malang

understand themselves as teachers who refer to their own acquired concept based

on their own teaching experience, explore how they construct identities to

maximize their capabilities and act ethically regarding the identity-forming

process. In-depth interviews and classroom observations were employed for data

collection. The findings show that teacher identities are differently constructed.

Each instructor has a different identity formation which is constructed by different

social environment. Both want to be professional instructors but show different

understandings of professionalism. The first respondent chooses to be a normative

instructor who is strict to ESP materials, while the second one prefers to be more

flexible and accommodative to students’ proficiency level. The study also offers

to include identity as part of teacher competences.

ABSTRAK

Studi yang relevan tentang identitas guru menunjukkan bahwa penelitian yang

berfokus pada penyelidikan identitas guru dalam bahasa Inggris untuk konteks

English for Specific Purposes cukup terbatas. Oleh karena itu, penelitian ini

menggunakan kerangka kerja pembentukan etis Clarke (2009) yang terdiri dari

empat sumbu (substansi identitas guru, sumber otoritas, praktik mandiri, dan telos

(titik akhir)). Dengan demikian, penelitian ini bertujuan untuk menyelidiki

bagaimana instruktur ESP di Pusat Bahasa di sebuah universitas swasta di Malang

memahami diri mereka sebagai guru yang merujuk pada konsep yang mereka

peroleh berdasarkan pengalaman mengajar mereka sendiri, mengeksplorasi

bagaimana mereka membangun identitas untuk memaksimalkan kemampuan

mereka dan bertindak secara etis. tentang proses pembentukan identitas.

Wawancara mendalam dan observasi kelas digunakan untuk pengumpulan data.

Temuan menunjukkan bahwa identitas guru dikonstruksi secara berbeda. Setiap

instruktur memiliki formasi identitas yang berbeda yang dibangun oleh

lingkungan sosial yang berbeda. Keduanya ingin menjadi instruktur profesional

tetapi menunjukkan pemahaman yang berbeda tentang profesionalisme.

Responden pertama memilih untuk menjadi instruktur normatif yang ketat pada

materi ESP, sedangkan yang kedua lebih memilih untuk lebih fleksibel dan

akomodatif terhadap tingkat kemahiran siswa. Studi ini juga menawarkan untuk

memasukkan identitas sebagai bagian dari kompetensi guru.

TABLE OF CONTENTS

PAGE OF APPROVAL i

STATEMENT OF AUTHORIZATION ii

ACKNOWLEDGEMENTS iii

ABSTRACT iv

TABLE OF CONTENTS v

LIST OF FIGURES AND TABLES viii

LIST OF APPENDICES ix

CHAPTER I

INTRODUCTION

1.1. Background of the Study 1

1.2. Research Questions 6

1.3. Objectives of the Study 6

1.4. Significance of the Study 6

1.5. Clarification of Terms 6

1.6. Scope of the Study 7

1.7. Organization of the Thesis 7

CHAPTER II

LITERATURE REVIEW

2.1. Identity 9

2.1.1. Teacher Identity 10

2.1.2. Language Teacher’s Identity 11

2.1.2.1. Language-related Identity 13

2.1.2.2. Disciplinary Identity 14

2.1.2.3. Context-related Identity 14

2.1.2.4. Self-Knowledge and Awareness 14

2.1.2.5. Student-related Identity 15

2.1.2.6. Practiced and Responsive Teaching Skills 15

2.1.2.7. Theorizing from Practice into Knowledge 16

2.2. Ethical Formation 16

2.3. English for Specific Purposes (ESP) 20

2.3.1. The Definition of ESP 22

2.3.2. ESP Teaching Objectives 24

2.3.3. ESP in Universities / Higher Education 25

2.4. Related Research on Teacher Identity 25

CHAPTER III

RESEARCH METHOD

3.1. Research Design 28

3.2. Research Site and Participants 28

3.2.1. University’s Profile 29

3.2.2. Instructors’ Profiles 29

3.3. Instrumentations 30

3.3.1. Interview 30

3.3.2. Classroom Observation 30

3.4. Procedure Detail 31

3.4.1. Interview 31

3.4.2 Classroom Observation 31

3.5. Data Analysis 32

CHAPTER IV

RESEARCH RESULTS

4.1. How ESP Instructors See Themselves as Teachers 34

.1.1. Laila 34

4.1.2.Vidi 36

4.2. Teacher Identity Formation 37

4.2.1. The Substance of Teacher Identity 37

4.2.1.1. Background Knowledge 37

4.2.1.1.1. Laila 37

4.2.1.1.1. Vidi 39

4.2.1.2. Passion towards Teaching 41

4.2.1.2.1. Laila 41

4.2.1.2.2. Vidi 42

4.2.1.3. Communication Skill 44

4.2.1.3.1. Laila 44

4.2.1.3.2. Vidi 45

4.2.1.4. Teaching Strategy 46

4.2.1.4.1. Laila 46

4.2.1.4.2. Vidi 48

4.2.2. The Authority Sources of Teacher Identity 51

4.2.2.1. Belief 51

4.2.2.1.1. Laila 51

4.2.2.1.2. Vidi 53

4.2.2.2. Attitude and Behavior 55

4.2.2.2.1. Laila 55

4.2.2.2.2. Vidi 56

4.2.3. The Self-Practices of Teacher Identity 57

4.2.3.1. Role and Concept of Teacher 58

4.2.3.1.1. Laila 58

4.2.3.1.2. Vidi 60

4.2.3.2. Classroom Practices and Teaching Technique 62

4.2.3.2.1. Laila 62

4.2.3.2.2. Vidi 66

4.2.4. The Telos of Teacher Identity 69

4.2.4.1. Laila 69

4.2.4.2. Vidi 71

4.3. Discussion 74

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions 78

5.2. Recommendations 79

REFERENCES 81

APPENDICES 86

LIST OF FIGURES AND TABLE

Figure 2.1. Ethical Formation Framework 18

Figure 3.2. Ethical Formation Framework 33

Table 3.1. Data Collection Schedule 32

LIST OF APPENDICES

Appendix 1

Interview Guideline (Pre-Observation Interview) 86

Appendix 2

Pre-Observation Interview Transcriptions 87

First Participant 87

Second Participant 97

Post-Observation Interview Transcriptions 104

First Participant 104

Second Participant 119

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