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12-25 years old, and only 5 of employers who stated that teaching has no advantages.
In the other hand, according to Hall and Langton 2006, teaching has the disadvantages. This following graph presents the results of the study done by Hall
and Langton.
Figure 2.2 Disadvantages of Teaching Hall and Langton, 2006: 135
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The graph above presents Hall and Langton’s 2006 study about disadvantages of teaching. As mentioned before in the previous graph, Hall and
Langton conducted a study to three groups, they are general adult population which aged 26 years old and more, youth aged 12-15 years old, and employers. The
general adult population is signed with the black color in the graph, while youth aged is signed with grey color, and white color is to sign the employers group.
There were a wide variety of comments concerning the disadvantages of teaching as a career. The main disadvantage that respondents commented upon was
dealing with behavioural or social problems by all groups and it was followed by a low salary. One in five respondents from the general adult group commented on
aspects of stress and 18 commented upon the long hours involved in teaching Hall and Langton, 2006. Furthermore, the eight following disadvantages of
teaching are paperwork or marking, working with children or teenagers, nor respected or lack of status, parents, range of people or social issues, high
expectations or responsibility, bureaucracy and hierarchy, and teachers have no authority. The percentage of each aspect was not reaching 20. Therefore, only
four aspects in the previous which are considered as the disadvantages of teaching by Hall and Langton 2006.
c. English Language Teaching ELT
Everyone agrees that the English subject is important and described as the most important subject among all school subjects, principally because its language
skills reading, writing, speaking and listening are needed to greater or lesser PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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degree in every other school subject, and for adult life Goodwyn, 2005. English becomes the most important subject among the others since nowadays, English is
becoming the preferred language among countries. Global world uses English as the main language in many aspects, like in communication, trade, and education.
Therefore, people realize that they need to learn English as their foreign language. Dealing with this, people need English teachers since the existence of English
teachers will facilitate the learning process. Good and qualified teachers are important in the educational systems since
they enhance the quality of learning Shishavan Sadeghi, 2009. Teachers also have a fundamental role in their learners’ academic achievement since teachers’
quality can highly influence the students’ outcomes Campbell, Kyriakides, Muijsc
Robinsona, 2004. English language teachers are by no means an exception and their roles in effective language learning cannot be overlooked Shishavan
Sadeghi, 2009. Moreover, special attention must be given in order to link between teachers and learners, since the teachers as the main source of language input to
students and they affect the students’ learning directly Kariminia Salehizadeh, 2007. Pettis 1997 identified that there are three main characteristics for a
professionally competent teacher. According to her, an effective teacher must be principled and knowledgeable in addition to being skillful. Secondly, professional
needs and interests of an effective language teacher must change over time and develop during hisher teaching. Thirdly, a teacher must be personally committed
to hisher professional development. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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In language teaching, language teachers must induct the learners into ways of thinking and being which reflect those of thee target culture. In terms of contents,
language teaching was regarded to be more complex and varied than other subjects Shishavan Sadeghi, 2009. While in terms of methodology, Shishavan
Sadeghi 2009 added that English language teachers needed to be more up-to-date to cope with advanced and progressive nature of language teaching methodology.
They also stated that englsig language teachers were also supposed to have closer, more relaxed, and generally more positive relationships with learners in comparison
to other teachers. According to Borg 2006, one further source of distinction between English language teachers and teachers of other fields was the former’s
language proficiency and command of the language was usually compared to that of native speakers of the target language.
2. Motivation in Learning a Language
The term motivation in learning a language context is seen according to Gardner 1985 as “referring to the extent to which the individual works or strives
to learn the language because of a desire to do so and the satisfaction experienced in this activity” p.10. Actually, motivation has an impact in learning a language.
According to Lennartsson 2008, to learn a second language, motivation and the willingness are the the important factors were considered. Motivation takes a
significant role in the process of learning a language Oroujlou Vahedi, 2011. However, there are many factors influence students’ motivation to learn: interest in
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the subject matter, perception of its usefulness, and general desire to attain Bligh, 1971; Sass, 1989 as cited in Davis 1999.
a. Integrative Motivation
Motivation has been identified as the learner’s goal of learning a second language Crookes and Schmidt, 1991. The students, who like the people who
speak a language, admire a culture, and have a desire to become familiar or integrate into the society in which a language is used, are the people who are most successful
in learning a target language Falk, 1978. This form of motivation is called integrative motivation. When someone becomes a resident in a new community
who uses the target language in its social interactions, integrative motivation is a key component in helping the learner to develop some level of its members. It is
also theori sed by Finegan 1999 that “integrative motivation typically underlies
successful acquisition of a wide range of registers and a native like pronunciation” p. 568.
b. Instrumental Motivation
Instrumental motivation is generally defined by the desire to obtain something practical or concrete from the study of a second language Hudson,
2000. As stated by Oroujlou Ӧahedi 2011, “ӧith instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the
requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work
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or achieving higher social status” p. 996. They also said that instrumental motivation is often characteristic of second language acquisition, where there is
little or there is no social integration of the learner into a community using the target language takes place Oroujlou Vahedi, 2011.
3. Teaching Experience
Teaching experience is an important component of being a teacher. It is because a student teacher a students who are in a period of training to be a teacher
is given an opportunity to try the art of teaching before actually getting into the real world of the teaching profession Kiggundu and Nayimuli, 2009. By experiencing
teaching, student teachers will also know the value of teaching experience. In view of this, Menter 1989 suggests that student teachers perceive it as “the crux of their
preparation for the teaching profession” since it provides for the real relation between their lives as students and membership of the teaching profession p. 461.
As a result, teaching practice creates a mixture of anticipation, anxiety, and excitement in the student teachers as they begin their teaching practice Perry,
2004. Therefore, student teachers have to learn a lot in developing pedagogical knowledge during teaching practice to avoid practices that are not founded on
pedagogical knowledge and theories since in the profession of teaching, the theoretical sides are embedded in and inseparable from practice Kabilan and
Izzahan, 2008. While the student teachers enrich experiences during teaching practice,
student teachers also experience challenges which can be an obstacle toward their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
