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participants, while FGD was only conducted to three students who are still working as part-time English teachers. These three students were selected randomly to be
involved in FGD after they answered the questionnaires distributed by the researcher. By selecting these three students, the researcher expected that they could
express their opinions and experiences in more detail of being part-time English teachers. Moreover, the FGD could strengthen the data collection conducted by the
researcher.
C. Research Settings
This research was conducted in odd and even semester August 2016 – April
2017, Academic Year 20162017. The research was divided into two parts. The first part was the questionnaires distribution which was conducted in February
2017. Meanwhile, the second part was the FGD session with the students in Sanata Dharma University which was conducted in April 2017.
D. Research Instruments and Data Gathering
In this research, the researcher used questionnaires and Focus Group Discussion FGD to collect the data. They were aimed to collect the data about the
positive impacts of being part-time English teachers and how far the teaching experience motivates the students to learn English.
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1. Questionnaires
The questionnaire is used for collecting survey information, providing structured, often numerical data, being able to be administered without the presence
of the researcher, and often being comparatively straightforward to analyse Wilson and McLean, 1994. Ary, Jacobs, and Azghar, 1979, p.178 stated that
“Questionnaire has two forms; the first one is open form or unstructured and closed form or structured.”
This research used closed form or structured type. There were seven sections in the questionnaires; the students’ general identity, the students’ type of job, the
students’ experiences of working in a non-teaching form, the students’ experiences in working as teachers, the impacts of teaching experience toward the language
skills and components, the material used by the students for teaching, and the impact of teaching experience toward the teaching skills.
The first, second, and third section in the questionnaires asked about the students’ general identity, the students’ type of job, and the students’ experiences
of working in a non-teaching form. The questions in those three sections were dichotomous questions where the students had to choose only one of some
statements provided. To calculate this section, the researcher only counted the number of the students who chose each statement.
In the fourth section, there were seven questions provided which asked about students’ experiences in working as teachers. There were two types questions
used in this section, they were dichotomous questions and multiple choice questions. The sixth questions provided were dichotomous questions and one
