Short Description of the Research Participants

34 bring the team to the province level. However, in the province level, his team was defeated since the first phase. Unfortunately, his motivation to be an English teacher decreased after attending the Internship Program Course because of the reality at school. It made HJ think about another job after he graduated from Sanata Dharma University. He believed that the ELESP alumni could work in various jobs, because they had English skill. b. Name: FS Sex: Female FS has a dream to be an English Teacher and she loves teaching. She took the Internship Program Course in the seventh semester July 2014 – September 2014, at a State Junior High School in Yogyakarta. During the Internship Program Course, she taught a class which consisted of Keluarga Menuju Sejahtera KMSHeading to Prosperous Family students. The students in that classroom were naughty and tend to be hyper-active. Moreover, the students were hard to handle because they could not pay attention to the teacher ’s explanation. At first, she tried to use learning methods that she acquired in the college. However, it was useless because it did not su it to the students’ behavior. She became frustrated and angry every time she entered the KMS class. At the some point, FS reflected on the learning process which she conducted to find out the problems and tried to solve them. She believed that in teaching and learning activity, the problems did not always come up from the students, but a teacher could also bring out the problems. Based on her reflection, 35 she realized that anger could not solve and create conducive situation. Then, she tried to control her emotion that was something difficult for her to do. One day, when FS entered KMS class with a bad situation, she was tired and in the deadlock. She did not know what to do to handle the students. Then, in order to boost the students’ attention, she played music in the classroom and she was surprise because the students danced happily. After they danced, she found the right formula to handle her students. That was they have to study by having fun. In the end of the Internship Program, FS experienced the change of perspective and behavior in dealing with the students. It also made her motivation to become an English teacher increase. She found out the passion of being an English teacher and the important thing was that she could control her anger. c. Name: DS Sex: Female DS took the Internship Program Course in the seventh semester July 2014 – September 2014, at a State Senior High School in Yogyakarta. At first, she did not have motivation to be an English teacher. She took ELESP because it was the safest choice for DS ’s future. During the process of the Internship Program Course, DS found a meaningful experience when she was taking the Internship Program. She found out that dealing with the students was something which entertained her, although it was difficult to handle the students at first time. However, after several meetings, she was able to cooperate with her students. She felt happy during the 36 teaching and learning process in the classroom, especially when she managed to deliver the material to her students successfully. Her motivation to be an English teacher increased. She found the passion of being an English teacher. She also had a new perception towards teacher profession after attending the Internship Program Course. d. Name: AA Sex: Male AA took the Internship Program Course in the seventh semester July 2014 – September 2014, at a State Junior High School in Yogyakarta. Before he attended the Internship Program Course, he already had high motivation to be an English teacher. He believed that the Internship Program Course would give him some experiences in teaching English. AA expected that the experiences in the Internship Program Course would help him to deal with teaching profession in the future. During the process of the Internship Program, he was accompanied by an English teacher as his teacher advisor. His teacher advisor gave the information and understanding about teaching profession to AA. When he was teaching, his teacher advisor always accompanied him and gave comments on his performance. It really helped him in improving his skills in teaching. Eventually, his experiences in the Internship Program Course increased his motivation to be an English teacher. e. Name: ME Sex: Female 37 ME attended the Internship Program Course in the seventh semester, at a State Senior High School in Yogyakarta. At first time, she had the willingness to be an English teacher. However, she had experienced of motivational change after attending the Internship Program Course. The experiences in the Internship Program Course impacted to her motivation to be an English teacher. It was because she got some negative experiences when she was in the Internship Program Course. The negative experiences were that she was burdened with the administrative tasks and she did not get good examples from her teacher advisor. Eventually, after attending the Internship Program Course, her motivation to be an English teacher decreased.

B. Discussion In this section, the researcher answered the two research questions. This

section discusses the findings with relevant theories which are put in the chapter two. The researcher analyzes the experiences which have described in the research results.

1. The Experiences in the Internship Program Course which Influence Pre-

service T eachers’ Motivation to be English Teachers In this part, the researcher displayed the experiences in a table. Besides, the researcher also divided the experiences into two categories. The first category was positive experiences, in which referred to experiences which increased the motivation to be an English teacher. The second category was negative experiences, in which referred to experiences which decreased the motivation to 38 be an English teacher. Table 4.1 showed the experiences in the Internship Program Course which influenced pre-service teach ers’ motivation to be English teachers. Table 4.1. The Internship Program Course Experiences Categorization No Participant Internship Program Course Experiences Category 1 HJ Being shocked to see the reality of being a teacher Negative Experience Having difficulties in dealing with the studentthe classroom management Negative Experience 2 FS Having a sense of a big responsibility Positive Experience Succeeding in the classroom management Positive Experience 3 DS Having a satisfaction of being a teacher Positive Experience 4 AA Obtaining the information and knowledge about how to be an English teacher Positive Experience Obtaining the good examples from the teacher advisor Positive Experience 5 ME Not obtaining the good examples from the teacher advisor Negative Experience Being burdensome with administrative tasks Negative Experience

a. Positive Experiences

During the Internship Program Course, the ELESP pre-service teachers got some experiences related to how to be English teachers at Senior or Junior High School. There were five positive experiences which appeared in the interview. The following points are the display of the positive experiences in the Internship Program Course. In this research, the experience means the knowledge and skill 39 that have gained through doing something for a period of time Oxford Dictionary, 2008. 1 Having a sense of Responsibility Being entrusted to teach in the classroom by the teacher advisor had grown the high sense of responsibility of a participant. All of the participants had the same responsibility when they were attending Internship Program Course. They got the trust and responsibility from each teacher advisor to teach in the certain classrooms. The sense of responsibility did not disappear, although the participants got some challenges from the students. Pengalamannya yang paling tidak menyenangkan itu ketika saya mengajar siswa KMS, Keluarga Menuju Sejahtera. Maaf, anak anak yang orang tuanya ekonominya di bawah rata rata, ya pokoknya kelas bawah gitulah, menengah ke bawah nah itu. Mereka tu nakal, kalau diajar ribut, sering tidak menghargai guru bahkan ketika diajar pun mereka bermain sendiri. Mereka seperti tidak tahu aturan. Awalnya saya kapok pertamanya. Hampir setiap hari saya ingin marah ketika saya masuk kelas itu. Saya bisa saja tidak masuk tapi ya itu tanggung jawab saya. Saya harus mengajar kelas itu, sudah dipasrahi oleh guru pamong saya. FS, 21-29 The most unpleasant experience was when I taught KMS Towards Prosperity Family students. Sorry, the students whose the parents ’ economy below average. They were naughty, often did not respect the teacher, and even when they got the lesson. They did not pay attention to the lesson. At the first time I gave up. Almost every day I wanted to get angry, every single time I got in that class. I could leave the class and stop teaching that class but, that was my responsibility. I must teach that class because my teacher advisor had entrusted that class to me. When FS was in the middle of teaching practice, she had almost given up by leaving the classroom. However, FS did not do it and she still came to the classroom. She also gave the lesson even though she was in a bad mood. Setiap kali malamnya mau masuk kelas itu ya ampun Mashaalloh aku harus masuk kelas itu yak. Males banget rasanya. Rasanya saya ingin tidak masuk tapi gimana udah diberi tanggung jawab. FS, 61-63 Every night before I taught that class, oh my God, Mashaalloh, I had to teach that class. I felt really lazy. It seemed I did not want to teach that class but, I had got the trust.