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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
41
management skill, and personal entrepreneurial skill. Firstly, in technical skill, the students attained some improvement in oral communication, listening, organizing,
network building, and managing. That was showed by the s tudents’ statements in
the Focus Group Discussion FGD session that they developed those kind of skills from being part-time English teachers. While in business management skill, they
improved their finance and negotiation ability. They could get income from teaching, but they also improved their negotiation ability with their students and
themselves. The last, in personal entrepreneurial skill, they had inner control or discipline and they could be more innovative. By having teaching experience, they
were able to control themselves in any condition, they were being discipline in doing their tasks, and they wer
e innovative in facing their students’ condition. Besides, the students also attained some aspects in teaching skills. As
showed in the research results part, the students experienced the process of becoming professional language teachers. They also knew t
heir students’ subject and needs, they were adaptable to new knowledge, they were good communicators,
they showed tolerance and understanding, and they were adaptable and creative. Therefore, it can be said that the positive attainment in students’ selves led to a
positive development inside themselves. Moreover, the findings showed that by teaching, they could obtain positive
impacts related to the teaching skills and language skills and components. Each of them changed to have a better quality inside themselves. This was proved by the
results from the questionnaires in impacts of being part-time English teachers toward the language skills and components. As mentioned before in the results part
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that speaking is the most improved among the language skills which attained from teaching. The second improved among the language skills and components are
reading, vocabulary, and pronunciation. The least developed are listening, grammar, and writing.
2. The Positive Impacts of Being Part-Time English Teachers toward the
ELESP Students’ Motivation to Learn English
In working as part-time English teachers, the student teacher a student who is joining teacher education program has full obligation to teach professionally
since they are no longer practicing but they are working. Teaching professionally means that they have to master the entrepreneurial skills, teaching skills, and the
language skills writing, reading, listening, and speaking and language components vocabulary and pronunciation. By knowing that they have to teach professionally,
they realize that they need to study harder than the students who are not working as part-time English teachers. It is because the challenges in teaching ask the students
to do so. However, this is in line with Kabilan and Izzahan 2008 that teaching experience makes 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. Talking about the students’ motivation to learn English, as mentioned in the
second chapter that many factors influence the students’ motivation to learn:
interest in the subject matter, perception of its usefulness, and general desire to PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
attain Bligh, 1971; Sass, 1989 as cited in Davis 1999. After analyzing the results, it was found that the students re-practiced the skills they had obtained from being
part-time English teachers. They re-practiced the skills in the class during studying, for example they used new words and expressions when they had an impromptu
speech. They also recalled the material before explaining to their students, such as searching the meaning for the new words they had just known. By seeing their
efforts to learn English more, it could be seen that they were motivated to learn English. However, it was because they thought that learning English was useful and
there was a desire to attain since the job of being part-time English teachers demands so. Actually, the type of motivation behind the students learn English
more is instrumental motivation. This was called as instrumental motivation, where the purpose of language acquisition is more utilitarian Oroujlou Vahedi, 2011.
