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The research participants come from Microteaching class of English Language Education Study Program of Sanata Dharma University. The research
participants knew that they were prepared and trained to be a teacher. They admitted that they realized that before they entered ELESP in the new academic
year few years ago. The last reason is because teaching is interesting and amusing. The research
participants already came to the level of “enjoying teaching”. They did not feel burdened and awkward anymore. Now it was more than share the knowledge and
do the lesson plan, it was about enjoying what we do.
3. Teaching Practice Program students’ opinion and suggestions about
Teaching Practice Program
After long research from the middle of Microteaching class until the end of Teaching Practice Program, the writer found many comments, opinions, and
suggestion from the students toward the school and especially for Teaching Practice Program in English Language Education Study Program. The comments
and suggestions toward Teaching Practice Program would be summarized in the explanation below.
a. School
1 Teaching was different when we applied it in the real school.
2 The school had to know between ‘blok’ and ‘sebaran’ system.
3 The school should be clearer in giving the job description to the
student teachers.
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4 The school placement should be more considering about students’
condition. 5
The school should not give too many school administration jobs to the student teachers.
6 Basically it is good. But sometimes, the research participants found
difficulties dealing with the students, the school and also the coordinator in the school.
7 The school should be who they are. Because it is kind of learning
media. The Teaching Practice students should be able to get used to the situation and all the things at school.
8 For supervisor teachers, they should be consistent. Give the Teaching
Practice students more attention and supervision.
b. University and Teaching Practice Program of ELESP
1 Teaching Practice Program is very useful to challenge the teacher
candidates to be familiar with the school environment, the system, the jobs, the students and also the teachers.
2 It will be more challenging if the Teaching Practice Program students
make their own education system in remote area. Like in Wonosobo, Gunung Kidul, and other remote areas. Teaching Practice Program not
only held in town or city like before, but also in remote area as mentioned before.
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3 For the circumstances in the Microteaching laboratory, it should be
made to be a real laboratory. The students or the teacher or the person who are in the library should act like the real students at school.
4 Teaching Practice Program should be improved.
5 The school placement should be more considering about students’
condition. 6
In her opinion the supervisor lecturer should pay more attention for their students and often come to the school to control their students.
7 Teaching Practice Program is a good course to train students’ to be a
teacher, but I think it is not enough to have than one semester to practice. Perhaps more than one semester would be better.
From the discussion above, we know that the student students have various opinions and suggestions about Teaching Practice Program. Most of the students
said that Teaching Practice Program is important and useful to improve students’ ability in teaching. There are also some suggestions for English Language
Education Study Program and the schools where the Teaching Practice Program took place. Some of them suggested for the school not to give too many
administration jobs to the students and the teacher should give more attention and supervision to the students.
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CHAPTER V CONCLUSIONS AND SUGGESTIONS
This chapter discusses about the conclusion and suggestions of this research. The conclusion and suggestion contained the brief illustration from the analysis of
the career selection changes before and after Teaching Practice Program PPL of Microteaching students.
A. Conclusions
This research studies about the career selection changes before and after Teaching Practice Program of Microteaching students of Sanata Dharma
University Yogyakarta. The second research problem discusses about the reason motivation why the career selection of the students was change. The last one is
about the Teaching Practice Program students’ opinion about Teaching Practice Program.
Based on the analysis of the data before and after Teaching Practice students, the writer found that there were some changes about the students’ career
selection. The changes were various. There were research participants who wanted to be a teacher after they joined Teaching Practice Program then they did
not want to be a teacher. There were also research participants who did not want to be a teacher, however after Teaching Practice Program then they wanted to be a
teacher. Besides changes, there were research participants who kept their decision since before Teaching Practice Program until after Teaching Practice Program.
There was one 1 participant who kept his decision not to be a teacher and five
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