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students at school also become one of their consideration in not choosing teaching as a career.
In this research, the motivation dealing with money was very popular. It showed the M-H theory factors number 5. According to the research
participants, actually they liked teaching but the low salary made them think twice. The demand to fulfill their needs to live was not enough if they depend on
the teachers’ salary. Some other research participants declared that teacher’s job was very hard and high-responsibility. It was not balance with the salary. The job
was too hard and the salary was too low. That was why they changed their career selection not to be a teacher.
b. I do not want to be a teacher Æ I want to be a teacher
After doing Teaching Practice Program, they were four 4 research participants who altered their career selection from “I do not want to want to be a
teacher” to “I want to be a teacher.” It was a positive result of Teaching Practice Program.
The first motivation of this result was because according to some research participants, before the followed Teaching Practice Program, they did not know
what they wanted to be. After enrolled in Teaching Practice Program, then the students realized that they wanted to be a teacher. Teaching Practice helped them
to find their way, their career direction and to find what they wanted to do in the future.
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The second motivation was because the research participants wanted to meet many new people, got new experience to deal with other people, improve their
English ability through teaching. It was interesting when the research participants met new people – students and teachers -- at school. They have to be able to
develop their communication and socialization ability. The research participants understand perfectly that they were in English Language Education Study
Program which prepared to be a teacher. The students knew exactly their own future career and they enjoyed teaching so much.
According to Motivation-Hygiene Theory by Frederick Herzberg there were motivations that lead to satisfaction which later resulted in the willingness to stand
up to the job. These factors called motivators. The factors that lead to job satisfaction the motivators were: 1 achievement, 2 recognition, 3 work
itself, 4 responsibility, and 5 advancement. In this section, the writer found that the research participants got almost all the motivators stated in the theory. They
were satisfied with career in teaching. They found it interesting, challenging, enjoyable and motivating.
c. I do not want to be a teacher Æ I do not want to be a teacher
There was only one 1 participant who kept his decision not to be a teacher. In the research before Teaching Practice Program, his only reason was because of
the salary. He insisted that salary was the main point of doing a job. There was no any other consideration in selecting a job. That was why he strongly did not want
to be a teacher. After he joined Teaching Practice Program, this participant still
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did not want to be a teacher. Nevertheless he found more reasons not to be a teacher. According to the participant, the first reason was because the difficulties
faced the students in high school. They found that the high school students were very naughty and difficult to handle. This was one of the reasons why teachers
experienced stress and burnout stated by Barry A. Farber. He also found himself nervous and unconfident when he was teaching in
front of the class. This feeling strengthened his decision to gave up teaching as a career. Again, school administration job became classic reason why the research
participants did not want to be a teacher.
d. I want to be a teacher – I want to be a teacher
