57 From these evidences, the researcher concluded that for the first student
teacher, the encounter with the students‟ behaviours had influenced her process in
conducting the internship program in school. She was motivated to be a schoolteacher after dealing with the students with their various characteristics and
behaviours. There were four effects of motivation found in the student teacher during the interview. It could be seen from the ways she dealt with the students
especially when there were challenges. She stated also that she wanted to apply a job as a teacher in the same school with the reason that she wanted to help the
students who were from low-income families. Furthermore, the researcher found that the student teacher was really motivated because she was very enthusiastic
about giving the information and her idea during the interview.
b. Third Student Teacher
The reason for choosing SMK Putra Tama for the third student teacher was sebaran
system of the internship program in school which was applied in the school. The sebaran system is when the student teacher needs to go to the school
three or four times a week during the program. The student teacher hoped that while she was doing her internship program in school, she could also work on her
thesis. She liked teaching. She was happy teaching the SMK Putra Tama students although teaching senior high school students was her first experience. The
productive behaviours she found were that the students were showing the positive responses, listening to the student teacher
‟s explanation, and asking the questions. While the disruptive behaviours were being noisy, paying no attention to the
student teacher, sleeping during the class, and being late to class. There were five
58 effects of motivation which could be seen from the
student teacher‟s activities during her teaching practices. The effects were the goal-directed behaviour, the
effort and energy, the initiative in activity, the cognitive processing, and the impact of the consequence.
a. Goal-directed Behaviour
The following evidences showed that the student teacher was encouraged to make some acts which directed her to the goal as a teacher.
Ada reward untuk mereka untuk penghargaan karena mereka sudah sangat sangat apa maju progresnya bagus. Itu biasanya kalo ada tugas-tugas itu saya
memberi simbol-simbol di kertas tugas mereka. Jadi entah kata apresiatip seperti well done, good job, lalu kasih smile gitu ya
part. 3. Interview data There is a reward for them for the appreciation because they have had been very
good in progress. It happened when there are tasks; I would give symbols on their work sheets. I gave them appreciative words such as well done, good job, then
giving smiles on their work sheets
These data showed that the third student teacher found a way to give attention to the students and motivate them to learn more. When she saw good
progress in the students, she gave them rewards.
Pun juga yang yang progresnya lambat. Saya liat kalo progresnya lambat ya nanti ya saya bilang tetep semangat seperti itu. Ya lalu kalo yang hasilnya jelek
biasane nanti saya dekati, lalu saya tanya kenapa part. 3. Interview data
For those whose progresses are slow, I encourage them by writing “keep fighting”. Then, when the result is bad, usually I will come to them, and then I
asked the reasons
The student teacher gave attention and motivation not only to the students whose progress was satisfactory, but also to the students whose progress was less
satisfactory. She encouraged both of them. For the students who had the difficulties in learning, she made a personal approach, asked the reason and gave
them a few words of encouragement to study more. The researcher considered
