Entrepreneurial Skills Students’ Experience in Teaching English

37 Table 4.2 Respondents’ Answer Related to Teaching Skills No. Respondent Statements Skills 1. F Sometimes, we search material from the internet. They are various in the internet. Sometimes, there is vocabulary which is unfamiliar with me and I have to make sure before delivering to the student. Teaching For me, it is automatically appeared. I am a type of person who is easily to remember if I am given an example. And when I need it, it is automatically appeared. I have joined EYL, and when I teach an elementary student, I asked him to sing, play a game, and draw on hands. Teaching 2. O I also teach a student in the fourth grade. She likes to read a picture book. Then, when we learn, we also read together. So, I know new vocabularies from it. I can refresh the knowledge I have got before. Teaching Reading, yes, because my student is in the fourth grade, so he is never used to speaking. Therefore, if we speak in English, he will not understand. But for listening, we listen to him. We also watch a video too. Teaching So, I follow the student. For my seventh-grade student is rarely speaking, so I ask him to speak and to write. So, I depend on what he needs. Teaching 3. P I use it, but I see himself first. So, this third- grade-boy likes to chat, like telling a story. But the second grade student likes drawing, colours, depending on the student. Teaching As shown above that F found out new vocabularies and she had to ensure the material before explaining the vocabularies to her students. Indirectly, she always learns before teaching. She did not only be a person who got the input, but she became a person who delivers or gives output to her students. What F got was 38 same with what O got. O explained that she did not only obtain new vocabularies, but she also obtained reading and listening skills. Since O’s student was not used to speaking English, so what O did was asking the students to watch a video during the teaching-learning process. Related to the application of teaching methods, all respondents said that they applied the teaching methods which they got during studying in a college to their students. What F stated was clear that she was unconsciously used EYL English for Young Learners methods when she needed it, especially when she taught an elementary student. Usually, elementary students easily get bored when they study. Therefore, F used the teaching methods which she got during attending classes in the study program. Same as F, P also applied the teaching methods in teaching her students as confirmed by Mr. M: Intinya pakai, karena kamu punya banyak siswa, kamu menyesuaikan dengan tipologi unik anak-anak. So you use it, since you have many students, you adjust according to the students’ typology. The confirmation made it clear that P and F used the teaching method according to the students’ typology. P applied the teaching method to her students who are in the elementary-student level. P was used to use pictures, story telling, and colors during teaching English to her students. With the same idea, O stated that she followed what the students need. As mentioned in the table above, O usually asked her student to speak and write, since her student was rarely used to speak English. Therefore, O realized that her student need to improve her speaking skill as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39 speaking skill was seen as one of the things about applying the language learned. Regarding to that, Mr. M confirmed by saying: Jadi disini menarik ya. Kamu menggunakan betul kebebasan kamu sesuai dengan apa yang kamu anggap penting. Itu hal yang baik . So, this is interesting. You use your freedom as what you consider important. That is a good thing.

c. Language Skills and Components

The last results that the researcher wanted to show were the students’ answers related to their improvement in language skills and components. Table 4.3 Respondents’ Answer Related to Language Skills and Components No. Respondent Statement Skills 1. F Since I want to remind it, so I use it. So, there is a chance like what we want to say. There is new expression in words like this. I was used to remember when I was in the impromptu speech and directly I used it. Language skills and components 2. P Same as her. I want to do innovation so that my words would not be monotonous. I also want to enrich my vocabulary. For example, in structure, I need it to remind again. If there was present tense, it is needed to strengthen my knowledge. Language skills and components F mentioned above that she found out new words and expressions during teaching English. She also used the new words and the expressions she obtained when she had to attend speaking class. In the speaking class, the students attended had to do impromptu speech sometimes. Therefore, when F was asked to do impromptu speech, she directly used the new words and the expressions. Same as PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 40 F, P used the new words she obtained to do innovation in her speaking or her writing skills. P also implemented the knowledge in the structure class by recalling the material again. These things showed that they wanted to practice more in improving their language skills and components.

B. Discussion

In this part, the researcher answers the two questions by analysing the questionnaires and Focus Group Discussion FGD results related to the students’ experience in being part-time English teachers. To analyse those two things, the researcher linked the theories from the second chapter with the results. The positive impacts of being part time English teachers will be combined with the students’ motivation to learn English.

1. Positive Impacts of Being Part-Time English Teachers

To answer the first research question which is, “what are the positive impacts of being part-time English teachers? ”, the researcher distributed the questionnaires and conducted Focus Group Discussion FGD. From the questionnaires and the results from FGD, the researcher gathered that there were three skills they obtain as the positive impacts of being English teachers, namely entrepreneurial skills, teaching skills, and language skills and components. As being a part-time English teachers cannot be separated from being an entrepreneur, the students attain professional and personal development from being part-time English teachers Hall Langton, 2006. According to Hisrich 2005, there are three skills required to be entrepreneurs, those are technical skill, business PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI