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other hands, 3.85 of the participants strongly disagreed with teacher’s job guaranteed work satisfaction.
21. Teacher’s job had a good social status in society.
As seen in Figure 27, there were 42.31 of the participants who were not motivated to be teacher agreed that teacher’s job had a good social status in
society. It was followed by 30.77 of the participants who were neutral. On the other hands, 15.38 of the participants disagreed, while 7.69 of the participants
strongly agreed. Meanwhile, there were 3.85 of the participants who disagreed that teacher’s job had a good social status in society.
d. The Discussion on the Influence of Teacher personal efficacy on the
Microteaching Students’ Motivation to be Teacher
As seen in the chart in Appendix 5 the teacher personal efficacy on teaching skills, there was a different phenomenon between the students who were
motivated to be teacher and who were not. The phenomenon was that there was a number of Low Teacher personal efficacy Levels the students who were not
motivated had for some teaching skills. On the contrary, the students who were motivated to be teacher only had a single Low Teacher personal efficacy Level.
Furthermore, if we look at Figure 4 and Figure 5, we can find different Teacher personal efficacy Points between the motivated and not motivated students. The
percentage distribution of teacher personal efficacy of the students who were motivated to be teacher who were not was different significantly. See the
following table.
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The Students who were Motivated
The Students who were not Motivated
Teacher personal
efficacy Points Percentage
31-40 -
3.85 41-50
- -
51-60 1.39
19.23 61-70
26.39 34.62
71-80 61.11
38.46 81-90
11.11 3.85
91-100 -
- Table 5 The Difference between the Students who were and were not Motivated
Figure 12 shows that almost all of the students who were motivated to be teacher 98.61 stated that they were motivated to be teacher after self-assessing
their teaching ability. We can see from Figure 13 that the students confirmed self- teaching assessment motivated them to be teacher.
However, Figure 23 shows that most of the students, who were not motivated, 96.15 were not motivated to be teacher after self-assessing their
teaching ability. In spite of this, the percentage of the students who stated that
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there was no influence was decreasing as seen in Figure 24. It decreased into 80.77, while other 19.23 were motivated by self-teaching assessment.
Besides, Figure 14 and 22 complement the thought of teacher personal efficacy on motivation. As seen in Figure 14, more than a half of the students who
were motivated to be teacher 55.56 stated that they became more motivated as they believed they could teach well, although 19.44 of the students claimed that
they still wanted to be teacher even though they did not believe they could teach well. Meanwhile, 16.67 of the students stated that they became more motivated
after they believed they could not teach well. However, 5.56 of the students claimed that they still wanted to be teacher without seeing whether they could
teach well or not. Furthermore, from Figure 15 and Figure 23, it is obviously seen that teacher
personal efficacy influenced the students’ motivation. In Figure 15, we can see that 80.56 of the students, who were motivated, stated that teacher personal
efficacy influenced their motivation. Although there were 19.44 of the students claimed that it did not influence their motivation, but in Figure 16, there were only
5.56 of the students who claimed that teacher personal efficacy had low influence; whereas, the other 38.89 and 54.17 of the students stated that it had
average and high influence on their motivation to be teacher. Moreover, in Figure 24, there were 42.31 of the students, not motivated ones, who stated that teacher
personal efficacy had low influence on their motivation. Meanwhile the other 38.46 and 19.23 of the students stated that it influenced their motivation
averagely and highly.
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Figure 19 and 27 enrich the thought of teacher personal efficacy on the students’ motivation to be teacher. In Figure 19, more than a half of the students,
who were motivated to be teacher, stated that they agreed and strongly agreed to the statements that it was some of the external and internal motivation to be
teacher. Although there were some the students who stated that they disagreed and strongly disagreed to the statements, but it was only less than 30. Meanwhile,
the other students were neutral. Moreover, in Figure 27, it can be seen that the students who were not motivated to be teacher tended to agree to some statements
and so the vice versa. Besides, there were a significant number of the students who were likely to be neutral to some external and two internal motivation
factors. Based on the discussion above, it can be concluded that there were 4
findings, namely:
Teacher personal efficacy did influence the students’ motivation
Teacher personal efficacy was not the strongest influence
Teacher personal efficacy may contain negative influence
Teacher personal efficacy can influence positively
Referring to Weiner’s Attribution Theory, a person’s past experience or performance influences his motivation. Evaluation or judgement over the past
performance results in what is called then as the influence. When successful past performance is attributed to personal capabilities and failed past performance to
insufficient effort, one will not avoid doing the similar tasks or even the harder ones. Meanwhile, if success is credited to situational factors and failure to lack of
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ability, one will avoid doing the similar tasks Bandura, 1997. The evaluation or judgement occurs also in self-efficacy process. Thus self-efficacy can influence
motivation. However, according the cognitive theory of motivation, one is not driven by a single factor. “…our actions are determined by a field forces working
together” Weiner, 1981. Motivation can be constructed from two: internal and external. And it is the individual who takes a motive from some motives into
account. Therefore, the teacher personal efficacy the Microteaching students had can influence the motivation to be teacher; yet how significant the influence is
depends on how the students measure their teacher personal efficacy among the other motives to be teacher.
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CHAPTER V CONCLUSIONS AND RECOMMENDATION
This chapter consists of two main parts. The first part provides the conclusions of the research and the data analysis discussed in the previous
chapter. The second part maintains the suggestions that might be advantageous for students, lecturer, or other researchers.
A. Conclusions
This study is aimed to discover the answer of two research problems proposed in the Chapter I. The first problem of the research was the
Microteaching students’ level of teacher personal efficacy. The word efficacy in this study means the belief of the Microteaching students on their teaching skills
they possess after enrolling the course. Meanwhile, the second problem was the influence of the students’ teacher personal efficacy on their motivation to be
teacher. Derived from the data analysis discussed in the previous chapter, it can be
concluded into some points. Regarding to the first research problem, it may be concluded that:
1. The Students’ teacher personal efficacy Level is Mostly in Average
Level
Most of the Microteaching students had the average level of efficacy. There were 8.16 of the total participants who had high efficacy level. The level is
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