Pre-Service Teachers Definition of Terms

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CHAPTER II REVIEW OF RELATED LITERATURE

This chapter provides the theories that are used to support this research. There are two parts in this chapter, namely the theoretical description and the theoretical framework. The first part provides a review of some relevant theories and similar research. Meanwhile, the second part provides the summary of all related theories and similar research which is put in the theoretical description. However, before discussing the relevant theories, the Internship Program Course is discussed first in this part.

A. Theoretical Description

This section provides the theories which are related to this research, namely the Internship Program Course, the theory of experience, the theory of needs and the theory of motivation.

1. Internship Program Course

The Internship Program Course is an obligatory course which is taken by the pre-service teachers. The English Language Education Study Program ELSP, as a member of Faculty of Teachers and Training Education FKIP requires this course to be taken by the pre-service teachers. This course is designed to train the pre-service teachers in order to have the ability in teaching Panduan Akademik, 13 2011. The Internship Program Course is a course which is designed to give the experiences about education at school for pre-service teachers. It is an opportunity for the pre-service teachers to integrate the theoretical knowledge in the University with the practical experiences. Najjah, 2014, p. 26. Through this course, the pre-service teachers are expected to get the experiences of doing teachers’ duty. The pre-service teachers are also assigned to make lesson plan, assess, and teach the students. In addition, besides teaching, the pre-service teachers also do side jobs such as, doing picket, helping school staff, and helping in library. Besides the jobs above, making lesson plans, assessing, and teaching the students, the pre-service teachers need to learn how to interact with the school community, such as the students, the teachers, and the school staff. As the teacher candidates, the pre-service teachers should know about education field especially socio-psychology of their students Najjah, 2014, p. 27. Since, at schools, the pre-service teachers will interact with the students very often. Therefore, they must learn how to raise the students’ motivation to be life-long learners, motivate, guide, and encourage students in the learning process. Before the ELESP pre-service teachers attend the Internship Program Course, they have to pass nine courses. According to Panduan Akademik 2011, they should pass nine courses, namely Pengantar Pendidikan Introduction to Education, Psikologi Remaja Adolescent Psychology, Psikologi Belajar dan Pembelajaran Psychology of Learning and Teaching, Dasar Dasar Bimbingan Konseling Foundation of Guidance and Counseling, Approaches Method and