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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
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ability in obtaining maximum benefit from the exercise. With the new knowledge obtained by teaching experience, the student teachers have the potentials and the
power face the challenges and eventually cope over them.
B. Theoretical Framework
After discussing the theoretical description of this research, the researcher combines those theories into the theoretical framework. The researcher discusses
the theoretical framework in order to show the support and contribution from each theory in this research. There are two research questions in this research: 1 what
are the positive impacts of being part-time English teachers? and 2 to what extent does the teaching experience motivate them in learning English? In this part, the
researcher also explains how the theories support the researcher in answering the research questions.
In order to answer the first question, the researcher employs the relevant theory of advantages and disadvantages of teaching by Hall and Langton 2006
which is also supported by Alberts, Mbalo, Ackermann 2003, Kyriacou,
Hultgren, and Stephens 1999, Bakar, Mohamed, Suhid, Hamzah 2014,
D rnyei 1998, and Ryan and Deci 2000. Those theories, actually, are used as the medium to obtain the data. Since the method that will be used by the researcher
is a survey research which uses questionnaires and Focus Group Discussion results, hence, the theory helps the researcher in making the questionnaires and in arranging
the questions guideline to conduct the Focus Group Discussion. Moreover, the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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theory also helps the researcher in analyzing the positive impacts gained by the students who are being part-time English teachers.
Meanwhile, the theory of motivation in learning English by Gardner 1985 which is supported by
Lennartsson 2008
,
Oroujlou Vahedi 2011, Bligh
1971, Sass 1989, Crookes and Schmidt 1991, Falk 1978, Finegan 1999, and Hudson 2000
and the teaching experience theory by Kiggundu and Nayimuli, 2009 which is supported by Menter 1989, Perry 2004, and
Kabilan and Izzahan 2008 are used to analyze how far the teaching experience motivates the students
in learning English. Those two theories also help the researcher to find the relation between the students’ experience in teaching and their motivation to learn English.
