Dari Pembelajar Menjadi Tutor: Perkembangan Identitas Profesional Alumni Teaching Clinic di Pare
DOI:
https://doi.org/10.30651/jses.v5i1.31048Kata Kunci:
pengembangan profesional guru, pengajaran bahasa Inggris, identitas profesional, pelatihan berbasis praktikAbstrak
Pengembangan profesional guru (Teacher Professional Development/TPD) dalam pengajaran bahasa Inggris sering kali masih berorientasi pada teori, sehingga guru pemula kurang siap menghadapi tuntutan praktis di kelas. Penelitian ini bertujuan untuk mengeksplorasi bagaimana partisipasi dalam program Teaching Clinic (TC) berkontribusi terhadap pengembangan profesional tutor bahasa Inggris di Pare, Indonesia. Dengan menggunakan pendekatan Interpretative Phenomenological Analysis (IPA), penelitian ini mengkaji bagaimana para alumni memaknai transisi mereka dari pembelajar bahasa menjadi tutor profesional. Tiga alumni TC yang telah menyelesaikan program pelatihan selama sepuluh bulan dan memiliki pengalaman mengajar minimal enam bulan dipilih secara purposif sebagai partisipan penelitian. Data dikumpulkan melalui dua putaran wawancara semi-terstruktur dan didukung dengan analisis dokumen berupa rencana pembelajaran, bahan ajar, dan jurnal reflektif. Hasil penelitian menunjukkan bahwa perkembangan tutor dipengaruhi oleh rutinitas belajar yang intensif, komunitas belajar berbasis dukungan sebaya, hubungan mentoring, serta praktik mengajar yang kaya umpan balik. Identitas profesional tutor menjadi lebih kuat ketika peserta mulai memandang kegiatan mengajar sebagai tanggung jawab terhadap pembelajaran siswa, bukan sekadar proses meningkatkan kemampuan bahasa pribadi. Penelitian ini menegaskan pentingnya pelatihan berbasis praktik dalam mendukung pengembangan tutor sekaligus menunjukkan kebutuhan penguatan pada aspek bahasa Inggris akademik dan pedagogi digital.
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