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.