Compiling Data Analysis Technique
29 High Schools. They were chosen as the participants purposively because of their
experience on the Teaching Practicum. Besides, they became the participants because of the availability of their teaching videos and their willingness to
participate in this research. All the participants stated that they did not have a passion for becoming a
teacher yet. Participant A, D, and E did not really have high motivation to enroll in ELESP because they were suggested by their parents to study at ELESP.
Participant A and E added that they enrolled in ELESP also to develop their English skills. In their opinions, it would be more beneficial if they were able to
use English nowadays. On the other hand, Participant B and C had the same reason why they enrolled in ELESP. Their reason was many people argued that
ELESP of Sanata Dharma University was a good study program. Therefore, they decided to study at ELESP. Participant B also believed that studying English
language was not as complicated as Science majors. Even though they did not have a passion for becoming teachers yet, most
of them liked teaching. They enjoyed having interaction with their students inside and outside the classroom. Three of them mentioned that they felt satisfied if they
could share their knowledge which would be useful for the students. Also, they were happy when they taught some materials, and the students could understand
and get a high score in those materials. However, Participant C declared that whether or not she liked teaching depended on the students. She would like
teaching only if the students interacted well with her and paid attention to her.
30 They obtained various experiences when they had Teaching Practicum.
Most of them felt that it was a great experience for them. For instance, they could meet new people and teach in the real schools for the first time. They also faced
some problems such as drawing the students’ attention, meeting with the teacher
for teaching plan consultation, making the teaching plan and teacher administration, and writing the final report. The participants had their own
strategies to cope with those problems. For example, the participants would discuss more enjoyable classroom activities with their friends. The participants
would create more attractive teaching media to deliver the materials. Not all of the participants made preparations for the Teaching Practicum.
Participant B, D, and E tended to prepare the teaching needs, such as materials, teaching media, and games. Participant A prepared the teaching by asking their
parents, who teachers were, how to be a teacher, how to deal with the students, teaching method, and teaching strategy. Participant C had less preparation for the
Teaching Practicum.