58 effects of motivation which could be seen from the
student teacher‟s activities during her teaching practices. The effects were the goal-directed behaviour, the
effort and energy, the initiative in activity, the cognitive processing, and the impact of the consequence.
a. Goal-directed Behaviour
The following evidences showed that the student teacher was encouraged to make some acts which directed her to the goal as a teacher.
Ada reward untuk mereka untuk penghargaan karena mereka sudah sangat sangat apa maju progresnya bagus. Itu biasanya kalo ada tugas-tugas itu saya
memberi simbol-simbol di kertas tugas mereka. Jadi entah kata apresiatip seperti well done, good job, lalu kasih smile gitu ya
part. 3. Interview data There is a reward for them for the appreciation because they have had been very
good in progress. It happened when there are tasks; I would give symbols on their work sheets. I gave them appreciative words such as well done, good job, then
giving smiles on their work sheets
These data showed that the third student teacher found a way to give attention to the students and motivate them to learn more. When she saw good
progress in the students, she gave them rewards.
Pun juga yang yang progresnya lambat. Saya liat kalo progresnya lambat ya nanti ya saya bilang tetep semangat seperti itu. Ya lalu kalo yang hasilnya jelek
biasane nanti saya dekati, lalu saya tanya kenapa part. 3. Interview data
For those whose progresses are slow, I encourage them by writing “keep fighting”. Then, when the result is bad, usually I will come to them, and then I
asked the reasons
The student teacher gave attention and motivation not only to the students whose progress was satisfactory, but also to the students whose progress was less
satisfactory. She encouraged both of them. For the students who had the difficulties in learning, she made a personal approach, asked the reason and gave
them a few words of encouragement to study more. The researcher considered
59 these evidences as the goal-directed behaviours which showed a quality of a
teacher.
b. Effort and Energy
This second effect of motivation was obviously seen on the third student teacher.
Na kenapa saya tadi bilang kadang melelahkan. Memang yang paling yang membuat menguras energy itu kelas otomotive suster. Kelas Otomotive karena
sering kali saya harus memberi waktu ekstra. Jadi ketika kelas sudah bubar tapi ada beberapa anak yang harus didampingi khusus, jadi semacam privat
nambahin begitu
part. 3. Interview data That is why I said at the beginning that sometimes it is really tiring. Indeed, the
most spending energy is Automotive class, Sister. It is because I had to give extra times. So, when the class has ended, but there were some students who needed
specific guidance, I added more times. It is like a private lesson
She said that teaching was sometimes tiring. It took her energy, especially in Automotive class. She experienced a challenge in this class, but the challenge
encouraged her to make more effort to pursuit her goal as the educator candidate. Her effort was giving extra times to help the students who had the difficulty in
understanding the materials. She usually accompanied the students after the class to re-explain the materials according to the needs of the students.
c. Initiative in Activities
The third student teacher found that there was a need to be creative as a teacher.
Lalu itu lmembantu saya juga untuk lebih kreatif ya. Gimana caranya biar materi ini bisa disampaikan dengan mudah atau bisa mema mereka bisa lebih mudah
dibandingkan e dengan cara-cara yang A atau B. Hingga lalu menjadi kreatif memang
part. 3. Interview data
