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needs . Deficiency needs comprises human physical needs, safety needs, need for
belonging, and self-esteem. Meanwhile, being needs consists of intellectual achievement, aesthetic appreciation, and lastly the self-actualization. His
explanation was that when human had achieved higher needs, he had less motivation to satisfy his lower needs.
ii. Cognitive Approach
Attribution theory is one of the theories of motivation on cognitive approach. Weiner postulates that attribution theory is a way that people ascribe
something that causes them to be motivated Woolfolk, 2005. Three dimensions that are attributive cause are namely locus, stability, and controllability. Locus is
the source of the cause. Stability is the condition that cause is either changeable or unchangeable, whereas, controllability is the condition where the person can
control it or not.
B. Theoretical Framework
In order to answer the first problem—the level of the Microteaching students’ teacher personal efficacy—, researcher should construct an efficacy
belief test. The test is according to the Bandura’s guide to construct efficacy belief test. Thus, the test uses the phrase “can do”. Next, the record of strength ranges
from 0-point to 100-point scale. 0-point represents “cannot do”, 50-point is “moderately certain can do”, and 100-point is “certainly can do.”
Bandura also states that efficacy belief is belief on a specified domain. Since the object of the research is Microteaching students, the domain of teacher
personal efficacy belief is on teaching. However, the task demands of the teacher
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personal efficacy beliefs are based on the teaching skills that the participants learned and practiced in Microteaching class; moreover, the teaching skills are
selected according to the Buku Pedoman Pengajaran Mikro issued by The Faculty of Teachers Training and Education of Sanata Dharma University.
Meanwhile, to answer the second problem—the influence of teacher personal efficacy on the students’ motivation to be teacher--, Bandura’s theory of
efficacy belief is still used. Bandura explains that self-efficacy has a role in human motivation. He states it by referring to Weiner’s attribution theory of motivation.
Motivation is cultivated by attributing the past performance. The activity of attributing past performance is a step of developing self-efficacy.
However, students’ motivation is not merely influenced by their teacher personal efficacy belief. There is another factor contributing their motivation.
Students are also driven by internal and external factors. Teacher personal efficacy belief is one of the internal factors. In this research, the internal and
external factors to be English teacher refer to the result of a survey held in United States. They are namely: “love teaching”, “love the subject“–in this research the
subject is English, “willingness to work with teenagerchildren”, “social status of teacher”,
“flexible work
time”, “job
security”, “past
teacherslearning experience”, “want to share knowledge”, and “salary”. Meanwhile, the other
motivational factors are “job promotion”, and “job satisfaction.” Those factors are based on the value-expectancy theory of motivation which explains that people
are motivated when they set future expected goals. Therefore, by collecting the Microteaching Students’ teacher personal efficacy and their other source of
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motivation, the position or influence of teacher personal efficacy on the students’ motivation to be teacher can be obtained.
Research Questions Technique
Answer
The Microteaching Students’ teacher personal
teacher personal efficacy Level
Efficacy Scale 1. Per Teaching Skill
a. Efficacy Level: Low - Average – High
2. Complete Teaching
Skill a. Efficacy Points
b. Efficacy Level: Low - Average – High
The Influence of Teacher personal efficacy on the
Students’ Motivation to be Teacher
Collecting the Students’ Perception on Teacher
personal efficacy and Other Sources of
Motivation The Position of Teacher
personal efficacy on the Students’ Source of
Motivation
Table 1 The Techniques to Answer the Research Problems
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Motivation to be Teacher Internal
External Self-Efficacy
Social Status of Teacher Flexible Work Time
Job Security Salary
Job Promotion Job Satisfaction
Efficacy
Love Teaching Love the Subject
Willingness to Work with TeenagerChildren
Want To Share Knowledge
Figure 2 The Theories Employed to Answer the Research Problems
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CHAPTER III METHODOLOGY
This section discusses the essential points for research such as the research method which was applied in conducting the research, the subjects of the research
and the setting in which the research took place, the data gathering technique, and the data analysis.
A. Research Method
Research is a scientific approach to a problem. It aims to discover answers to meaningful question. As it is scientific, a researcher should produce reliable
information. Ary Jacobs, Razavieh, 2002: pp. 2 The discovery can be done through an exploration of experience. The exploration is formal and technical, but
it is not necessarily so. Brown and Rodgers, 2002: pp. 3 One of the ways to explore is gathering from the object of the research by employing survey research
method. The study focused on discovering the level of the Microteaching student’s
teacher personal efficacy and determining its influence on motivation to be Teacher. Thus, the study needed data in large amount which could be collected by
conducting a survey research as Ary et al 2002 state that survey research is a research that utilizes instrument like questionnaire “to gather information from
groups of subjects.” Surveys allow researchers to “measure attitude and opinions towards
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