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There were several reasons why they like teaching. The first one was because they could meet many new people in their teaching environment. It could
be at school, language courses, at home, or their teaching institution. The second one was because they could share their knowledge to other people, to their
students. From the interview, the writer knew that it was a valuable experience when they could make other people understand about what they know. They said
that was the essence of being a teacher. The last reason why the research participants like teaching was because teaching was interesting. In their opinion
teaching was a challenging job.
Table 4.3 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program
Statement: I want to be a teacher.
Table 4.3 shows that 44.4 of the research participants agree that they want to be a teacher, 33.3 strongly agree, and 22.2 disagree to the statement.
There were several reasons why the research participants want or do not want to become a teacher. They were because teaching is challenging, the
research participants wanted to take part in building this country, the opportunity to meet many new people, and their loves to children. Supported by interview data
and answers from opened-response question, there were also because being a teacher could improve their abilities in English Language. The research
participants majoring in English Language Education Study Program, therefore it
Q SA -
A - DA -
SDA - 2 33.3
44.4 22.2
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was important to practice their ability by teaching. Some of the research participants stated that become a teacher was not really time consuming as a result
they still could do other activities, but the other stated that become a teacher is absolutely time consuming.
On the other hand, there were some research participants who did not want to be teachers. It was because some of the research participants did not have any
motivation in teaching; they simply do not like teaching and the working hours for teacher is too long. The reason that frequently appeared was about salary. The
interesting thing was different opinion about teacher’s salary. The participant who wanted to be a teacher said that teacher’s salary rose significantly nowadays. In
contrary, those who did not want to be a teacher said that teacher’s salary was too low for that big responsibility. “It is not fair”, said several research participants.
According to them, a teacher has a big responsibility to the students. The teacher is responsible to the knowledge that absorbed by the students. It was a teacher’s
responsibilities whether the students understand or not. If the responsibility was very big, then teacher should be paid more. Most of the research participants
agreed that low salary became one reason why they did not want to be a teacher.
Table 4.4 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program
Statement: I want to be a teacher because teaching is relatively easy job.
Q SA -
A - D -
SD -
3 16,7
16,7 55,5
11,1 From table 4.4, we could see that most of the research participants 55.5
disagreed that they wanted to be a teacher because teaching was relatively easy
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job. In their opinion, it was not an easy job. The research participants found that teaching is rather difficult. The difficulties were not only concerning the teaching
method, but also concerning student – teacher relationship, how to make the students truly understand. The Teaching Practice Program students found that it
was difficult as well. Some of them considered teaching as a relatively easy job, most of the research participants considered teaching not as an easy job.
Table 4.5 below is the data gathered from the fourth question about: I want to be a teacher because teaching is a noble job.
Table 4.5 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program
Statement: I want to be a teacher because teaching is a noble job.
Q SA -
A - D -
SD - 4 16.7
