Goal-directed Behaviour Positive Influence

54 in order to make the materials well-delivered. Thus, her effort was in the form of teasing the students with some jokes. This way worked, so that some students moved to the front row. She found another problem in Broadcasting class. The students had different levels of understanding. Some students were fast in learning but the others were slow. She found that this situation was not good because the fast learner students had to wait for the others who were not. She invited the fast learner students to be cooperative. The students who were fast in learning were asked to help the students who were slow in their learning. This effort showed that the student teacher was trying to pursuit her goal as a teacher. Another challenge was that the students escaped from the classroom. E jadi responnya sih, tetep gak marah. Gak gak apa. Tetep di cuma nanya misalkan, “kemaren kenapa kok gak balik padahal kan itu dicari e masih ada kelas lho itu, masih ada pengumuman tentang ulangan, kok gak balik tho” Cuman ngobrol secara pribadi aja soalnya kalo di sana tu gak bisa dengan kekerasan, suster part.1. Interview data My response was not being angry. No proble m. But I tried to ask: „why didn‟t you come back to the class yesterday? The class was still going on; there was still an announcement about the test, why didn‟t you come back?‟ So, it was just like having a personal chat with him, because we are not allowed to be rude, Sister When facing this challenge, the student teacher knew how to respond. From the interview, the student teacher was able to take an action to approach the student who escaped the class. When she found a student who escaped from the class, she was not immediately angry at the student. She understood the situation, so that she did not punish the student. She decided to invite them to reflect through some questions when she met the student. The student teacher‟s motivation was reflected through the process she experienced. Related to Huffman 55 and Vernoy 2000 theory of motivation in Table 2.2, this belongs to the theory of psychosocial where the student teacher had the expectation for her goal from the environmental stimuli.

c. Cognitive Processing

Motivation affects the cognitive processes of the student teacher. The student teacher‟s way of thinking developed when shehe is motivated. The first student teacher showed this through the interview. Ya jadi lebih he eh peduli. Mengajar anak-anak yang seperti itu dari pada nak- anak yang sudah pinter dari sananya, kaya dari sananya. Sangat berbeda suster, kayaknya kita lebih bermanfaat kalau kita mengajar anak-anak yang seperti itu part.1 interview data I become more careful in teaching . Teaching such students and teaching the students who are intelligent is different, Sister. As if we are more useful when we teach such students Her experiences with the students had affected her way of thinking. She had more concern for the needs of the students. Based on the theory of motivation of Huffman and Vernoy 2000, this motivation belongs to the second category of motivation. The motivation increases after the student teacher experienced the encounter with the students, and it brought her to a deep reflection on the value of teaching. She found that teaching the students who had low understanding was more interesting and valuable compared to teaching the students who were already smart. Pengen menjadi guru yang baik, di mana saya bisa memotivasi anak-anak yang seperti itu untuk tetap mau belajar. Jadi dengan kasih sayang saya rasa mereka akan punya kemauan untuk belajar apalagi anak panti. Anak panti pasti mereka punya kekurangan kasih sayang dari orangtua mereka kekurangan apa itu sangat susah untuk anak-anak seperti itu untuk e..bisa belajar dengan baik kek gitu biasanya untuk motivasi belajar pun sangat susah karena mereka merasa hidup mereka aja sudah banyak masalah. Jadi pengen aja merangkul anak-anak seperti itu saya didik dan mereka juga dapat sesuatu dari saya part 1. Interview data