The influence of teaching practice program on the career selection changes of student teachers : a case study on PBI students.

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THE INFLUENCE OF TEACHING PRACTICE PROGRAM ON THE CAREER SELECTION CHANGES OF STUDENT TEACHERS:

A CASE STUDY ON PBI STUDENTS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Verena Vega Arsti Puruhita Student Number: 051214117

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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The greatest pleasure in life is doing what

people say you cannot do.

~ Walter Bagehot ~

This thesis is dedicated to,

All teachers around the world

My beloved Dad and Mom

Brother and sister

My good pals

YOU…

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ABSTRACT

Puruhita, Verena Vega. 2010. The Influence of Practice Teaching Program on the Career Selection Changes of Student Teachers: A Case Study on PBI Students. Yogyakarta: English Language Education Study Program, Sanata Dharma University.

This study is aimed to identify the changing of career selection of Microteaching students of English Language Education Study Program in Sanata Dharma University. Since English Language Education Study Program is designed to train the students to be teachers, the researcher considers that this issue is very important. This study also concerns with the effect of Teaching Practice Program which is one of the crucial subjects in English Language Education Study Program. In this research, there were two research questions. The first one was “Is there any career selection changing before and after Teaching Practice Program?” and the second one was “What is the reason of the changes of the career selection?” To answer these questions, the researcher used survey method and the instruments were questionnaire and interview.

There were two steps in the data gathering. The first step was conducted before Teaching Practice Program and the second step was conducted after Teaching Practice Program. It was aimed to find the differences and changing of career selection before and after Practice Teaching Program. The questionnaire is divided into two parts. The first questionnaire consisted of ten (10) closed-response questions and two (2) opened-closed-response questions. Meanwhile, the second questionnaire consisted of ten (10) closed-response questions and four (4) opened-response questions. Similar to the questionnaire, the interview is also divided in two parts. There were seven (7) questions for each part.

The result of the research showed that there were various career selections changing among Microteaching Students. There were three (3) respondents who previously wanted to be a teacher, then changed their career selection to not wanting to be a teacher. Four (4) respondents, who previously did not want to be a teacher, would later like to become a teacher. One (1) respondent kept his decision not to be a teacher and five (5) respondents kept their decisions to be a teacher. There were various reasons behind the respondents’ decision. The most common reason they did not want to be a teacher was low salary and the difficulties they found when they enrolled Teaching Practice Program. The low salary has a strong relationship with teachers’ life. Money became one of the most influential matters in human’s life for a long time. According to Abraham Maslow human will use their money to fulfill their most prepotent needs, which are the most necessary needs to be fulfilled. The difficulties they found in high school are one of the

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manifestations of what Herzberg meant on his Motivation-Hygiene Theory. The difficulties were included in the hygiene which is factors that prevent dissatisfaction. The difficulties were the factors that push the respondents not to be a teacher. The reason that appeared a lot for why they wanted to be a teacher was because teaching is challenging. By teaching, they could meet many people and share the knowledge with them.

The respondents from Microteaching class gave some suggestions and opinions towards Teaching Practice Program to Sanata Dharma, English Language Education Study Program and to the school where the Practice Teaching Program took place.

Keywords: Motivation, Microteaching, Career Selection, Teaching Practice Program.

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ABSTRAK

Puruhita, Verena Vega. 2010. The Influence of Practice Teaching Program on the

Career Selection Changes of Student Teachers: A Case Study on PBI Students. Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Penelitian ini bertujuan untuk mengetahui perubahan pemilihan karir oleh mahasiswa Pengajaran Mikro Universitas Sanata Dharma Yogyakarta. Dikarenakan Program Studi Pendidikan Bahasa Inggris dirancang untuk mempersiapkan mahasiswa menjadi calon guru, maka peneliti menganggap masalah ini penting untuk diangkat. Penelitian ini berkaitan dengan pengaruh Program Pengalaman Mengajar yang merupakan salah satu mata kuliah yang sangat penting di Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta. Di dalam penelitian ini terdapat dua (2) rumusan masalah. Yang pertama adalah “Apakah terdapat perubahan pemilihan karier sebelum dan sesudah Program Pengalaman Lapangan?” dan yang kedua adalah “Apakah alasan dari perubahan pemilihan karier tersebut?”. Untuk menjawab pertanyaan - pertanyaan tersebut, peneliti menggunakan metode survey. Yang menjadi instrumen penelitiannya adalah kuesioner (angket) dan wawancara.

Di dalam proses pengumpulan data, terdapat dua (2) tahap. Tahap yang pertama dilakukan sebelum pelaksanaan Program Pengalaman Lapangan (PPL) dan yang kedua dilaksanakan sesudah pelaksanaan Program Pengalaman Lapangan. Hal tersebut bertujuan untuk menemukan perbedaan dan perubahan terhadap pemilihan karier sebelum dan sesudah Program Pengalaman Lapangan. Kuesioner yang pertama terdiri atas sepuluh (10) pertanyaan tertutup dan dua (2) pertanyaan terbuka. Sedangkan interview terdiri dari tujuh (7) pertanyaan. Kuesioner kedua terdiri dari sepuluh (10) pertanyaan tertutup dan empat (4) pertanyaan terbuka. Sedangkan wawancaranya terdiri atas tujuh (7) pertanyaan terbuka.

Hasil penelitian menunjukkan bahwa terdapat berbagai perubahan terhadap mahasiswa Pengajaran Mikro. Terdapat tiga (3) responden yang sebelumnya ingin menjadi guru namun kemudian mengubah pemilihan karir untuk tidak menjadi guru. Empat (4) responden yang sebelumnya tidak ingin menjadi guru berubah menjadi ingin menjadi guru. Satu (1) responden tetap pada keputusannya untuk tidak menjadi guru dan lima (5) responden tetap ingin menjadi guru. Terdapat berbagai alasan dibalik keputusan-keputusan responden. Alasan yang paling umum mengapa responden tidak ingin menjadi guru adalah dikarenakan oleh rendahnya gaji guru dan kesulitan-kesulitan yang dihadapi selama responden mengikuti Program Pengalaman Lapangan di sekolah. Rendahnya gaji guru berhubungan erat dengan kelangsungan kehidupan guru.

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Uang merupakan salah satu hal yang paling berpengaruh dalam kelangsungan hidup manusia sejak dulu. Menurut Abraham Maslow, manusia akan menggunakan uangnya untuk memenuhi kebutuhan mereka yang paling mendasar. Kesulitan yang mereka temui di sekolah adalah salah satu perwujudan dari apa yang dimaksudkan oleh Herzberg dalam teori Motivation-Hygiene. Kesulitan-kesulitan tersebut termasuk dalam hygiene yang merupakan pencegah ketidakpuasan. Kesulitan-kesulitan tersebut adalah faktor yang mendorong responden untuk tidak menjadi guru. Alasan yang paling banyak muncul mengapa responden ingin menjadi guru adalah dikarenakan guru adalah tugas mulia. Dengan mengajar responden bisa bertemu dengan banyak orang baru dan berbagi pengetahuan dengan mereka.

Responden dari kelas Pengajaran Mikro memberikan beberapa saran dan pendapat tentang Program Pengalaman Lapangan untuk Universitas Sanata Dharma, Program Pendidikan Bahasa Inggris dan sekolah - sekolah tempat Program Pengalaman Lapangan diadakan.

Kata Kunci: Motivasi, Pengajaran Mikro, Pemilihan Karir, Program Pengalaman Lapangan.

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ACKNOWLEDGEMENTS

My highest honor goes to Jesus Christ for His endless blessing. I thank Him for making everything possible for me.

My greatest appreciation goes to Mr. A. Hardi Prasetyo, S.Pd., M.A., my only sponsor who always tries to make me “on fire” during the hard times. I do thank him for always helping me for this past two years, for always replying my emails and messages every time I need it. I also thank him for the deadline in April, it makes me feel so encouraged until I finally come with this finished thesis.

I would also like to thank to the English Language Education Study Program of Sanata Dharma University, to have provided a very nice place to learn and grow for this past five years. I also thank to my dearest academic supervisor, Laurentia Sumarni, S.Pd. I thank her for her help and encouragement me since I was in my first year.

This thesis would not be real without Microteaching students of English Language Education Study Program in the academic year 2009/2010. I thank them for the good cooperation, support and willingness in helping me complete all the data needed. Without them, it would never happen.

I would also like to thank to my proof readers, Agustina Kustulasari, Marion Finlay and Annalie Houston. I really appreciate their willingness, time and patience in checking my work.

My deepest gratitude goes to Ignatius Muryanto, BA. and Maria Budi Haningsih, S.Pd., for always being there whenever I fall. I thank them for the never ending prayer and support. I would also like to thank my little sister Rosa Edlyna Artsvin Puruhita and my big brother Yanuarius Yala Artdi Puruhita and Setya Adi Nugraheni for always supporting me and being a good model for me.

There are also my good fellas, Atalya Agustin and Kieky Cahya Rossanty. I thank them for this beautiful friendship, those strange supports, the tears and laughter that we may share. The gratitude also goes to Anastasia Permata Liska

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Prasetya and R. Pandhu Nata, Charulla Wisnu Wardhani, Vieka Aprillya Intanny, Fitriani, and Carolina Tri Dewi TimTim. I would never survive in English Language Education Study Program without them.

For Vincensius Anggit Wicaksono, who always be there in the good times and the bad.

Finally, for all teachers in the world, I thank them for giving me this inspiration to do this research. May God bless us all.

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page

TITLE PAGE ………... i

APPROVAL PAGES ………... ii

MOTTO AND DEDICATION PAGE ………. iii

STATEMENT OF WORK’S ORIGINALITY ……… v

ABSTRACT ………. vii

ABSTRAK ………. ix

ACKNOWLEDGEMENTS ………. xi

TABLE OF CONTENTS ………. xiii

LIST OF TABLES ……… xvi

LIST OF FIGURES ………... xviii

LIST OF APPENDICES……… xix

CHAPTER I. INTRODUCTION A. Research Background………... 1

B. Problem Formulation……… 6

C. Problem Limitation………...………… 6

D. Research Objectives……….. 7

E. Research Benefits……….. 7

F. Definition of Terms………... 8

CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description 1. Human Motivation ……… 10

a. Maslow and Basic Needs ………... 11

b. Motivation-Hygiene Theory (M-H) by F. Herzberg….. 12

2. Teacher Stress and Burnout ………... 14

3. Microteaching ………..…. 15

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B. Theoretical Framework ………...………….. 18

CHAPTER III. RESEARCH METHODOLOGY A. Research Method ……….………. 20

B. Research Participants……….………... 21

C. Research Instruments……….………... 21

D. Data Gathering Techniques……….. 24

E. Data Analysis Techniques……… 25

F. Research Procedure ……….. 27

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION A. Data Presentation 1. Research Finding before Teaching Practice Program..…… 30

2. Research Finding after Teaching Practice Program ..…….. 39

B. Discussion 1. Career Selection Alteration of Microteaching Students before and after Teaching Practice Program ……… 49

2. The Reason/ Causes/ Motivation behind the Career Selection Alteration of Microteaching Students …….…… 50

3. Teaching Practice Program Students’ Opinion and Suggestions about Teaching Practice Program……… 58

CHAPTER V. CONCLUSIONS AND SUGGESTIONS A. Conclusions..………..…….. 61

B. Suggestions 1. For the School ……….…… 65

2. For Teaching Practice Program of ELESP ………. 65

REFERENCES ………. 67

APPENDICES Appendix A. Questionnaire before Teaching Practice ………..…... 69

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Appendix B. Questionnaire after Teaching Practice ………..……….. 71

Appendix C. Interview Question List before TP ………..……… 73

Appendix D. Interview Question List after TP ………..……….. 74

Appendix E. Interview Transcript before TP………..…………. 75

Appendix F. Interview Transcript after TP ………..……… 80

Appendix G. Categorization before Teaching Practice …….……….. 84

Appendix H. Categorization after Teaching Practice …..………. 88

Appendix I. The Percentage of Student’s Answers toward the Closed-response Questionnaire before Teaching Practice Program …. 96 Appendix J. The Percentage of Student’s Answers toward the Closed-response Questionnaire after Teaching Practice Program …... 97

Appendix K. Surat Ijin Penelitian Kelas Microteaching ………. 98

Appendix L. Surat Ijin Penelitian Fakultas ………. 99

Appendix M. Coding questionnaire before TPP ………. 100

Appendix L. Coding questionnaire after TPP……….. 101

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LIST OF TABLES

Table page

3.1 Advantages of Questionnaire and Interview (Brown, 2001)……... 22 4.1 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………..……..…... 31 4.2 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………..…... 32 4.3 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 33 4.4 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 34 4.5 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 35 4.6 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 36 4.7 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 36 4.8 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 37 4.9 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 38 4.10 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 38 4.11 Data Tabulation Closed-Response Questionnaire

before Teaching Practice Program………... 39 4.12 Practice Teaching Program………. 40 4.13 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 41 4.14 Percentage of Response of Closed-Response Questionnaire

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4.15 Reason and Motivation to be or not to be a Teacher………. 42 4.16 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 43 4.17 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 44 4.18 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 45 4.19 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 45 4.20 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 46 4.21 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 47 4.22 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 47 4.23 Percentage of Response of Closed-Response Questionnaire

after Teaching Practice Program……….. 48 4.24 Career Selection Alterations of Microteaching Students

before and after Practice Teaching Program……….... 49 5.1 Career Selection Changes of Microteaching Students……….. 62 5.2 Constant Career Selection of Microteaching Students………. 62 5.3 The Reasons and Motivations of Career Selection

Changes of Microteaching Students………. 63 5.4 The Reasons and Motivations of Constant Career Selection

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LIST OF FIGURES

Figure page

2.1 Hierarchy of Prepotency by Abraham Maslow……… 12 4.1 Hierarchy of Prepotency by Abraham Maslow………... 53

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LIST OF APPENDICES

page

Appendix A. Questionnaire before Teaching Practice ……….…... 69

Appendix B. Questionnaire after Teaching Practice ………..……….. 71

Appendix C. Interview Question List before TP ………..……… 73

Appendix D. Interview Question List after TP ………..……….. 74

Appendix E. Interview Transcript before TP………..…………. 75

Appendix F. Interview Transcript after TP ………..……… 80

Appendix G. Categorization before Teaching Practice …….……….. 84

Appendix H. Categorization after Teaching Practice …..………. 88

Appendix K. Surat Ijin Penelitian Kelas Microteaching ………. 98

Appendix L. Surat Ijin Penelitian Fakultas ………. 99

Appendix M. Coding questionnaire before TPP ………... 100

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1 CHAPTER I

INTRODUCTION

A. Research Background

Teachers play an extremely important role in the development of any civilization. Civilization of a nation is not an easy thing to achieve. Civilization is also not something that can be achieved in a one or two day course but through a long process. One of them is through the education process. Teachers hold a very important role in sustaining a nations’ existence, an example of this is the Hiroshima and Nagasaki bombings in 1945, when the Emperor Hirohita received a report from the generals when Nagasaki and Hiroshima was drop by two atomic bombs that killed hundreds and thousands of Japanese citizens. When Emperor Hirohito heard these reports and statements he firstly asked about the number of teachers who were still alive; he was not considering the number of soldiers or medics who survived. (Peran Strategis Guru, 2009)

The figure of the teacher can not be discharged from the process that goes along with it. The role of teacher is very important in any national development situation. Teachers are not only in charge to develop academic potential, but also have a role and very important function in shaping the child's personality. As we know, the role of personality and character formation of young people is essential to the groundwork of the nation’s future. In the future, the youth are the successors who will continue the ideals and the struggles of a nation. According to

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Dornyei (2000) ‘Teaching’ as a vocational goal has always been associated with the internal desire to educate people, to impart knowledge and values and to advance a community or a whole nation.

We know that teaching is an amazing career with a heavy work demand, because everything is done to be a good role model for the students. However this is not balanced with the reward received by teachers in Indonesia. There is a lack of appreciation of the teachers in Indonesia along with the associated problems that go along with the teaching profession. One of the affected sides is the teachers’ motivation.

Motivation is very important in determining someone’s action including decision to select a career. Since English Language Education Study Program (ELESP) is designed particularly for preparing students to be a teacher, the students’ motivation to be a teacher is very important. This study is dealing with the students’ motivation to be a teacher before and after following Teaching Practice or Program Pengalaman Lapangan (PPL). Teaching Practice is one of the subjects that aims to make the students understand the concepts and procedures of English Language teaching and aims to apply them in a real classroom situation in local high schools. (Panduan Akademik Program Pendidikan Bahasa Inggris, 2004). Teaching Practice is designed to make the students understand the real condition of teaching in a school. The experience of Teaching Practice also can be the provisions to face the working world. Teaching Practice trains the students not only to practice to teach in school but also to know

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and understand high school education in reality by also doing school administrative jobs.

The writer noticed that many students of English Language Education Study Program of Sanata Dharma University tend to choose another work field. They might work in mass media, tourism, business, or companies rather than choosing a career as a teacher. Students’ tendency to choose other professions rather than teaching is based on their needs. Behaviour like this is common and natural. Behaviour is both directed to and results from unsatisfied needs. The unsatisfied need leads people to do something different. This is what is called motivation. There are various considerations taken by people to choose certain decision in their lives, including choosing a job. Standard of living could become one of the motivations for choosing certain occupations because by having a good occupation, it will determine a person’s social class.

“Do I want to be a teacher?” is a phenomenal question (Anglin, 1982). This question is considered phenomenal because the action of deciding to become a teacher is a big matter. Becoming a teacher is not easy. The decision should involve enough consideration and consciousness.

The other big questions are “Is teaching an emotionally rewarding profession?”, “Is teaching financially rewarding?”, “Is teaching an esteemed Profession?”, “Does teaching offer the teacher opportunities for a high level of responsibility?”; “Is the preparation for teaching adequate for the demands of the position?” Are those questions also appearing in our mind? Those questions

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should become our consideration when we are studying in English Language Education Study Program.

According to Camilia (2000), the teacher’s knowledge along with the teacher’s feeling, become integrated within the student’s schemata. If the teacher does not like teaching, the students emerge from the classroom with a dislike for education. When a teacher loves his profession, the students learn to love education. What makes a person love his profession? There are many dynamic factors involved into why a person who loves his profession. The major dynamic factor is motivation. When a person understands the components involved in the construct of motivation, one can better become and remain motivated. When a teacher remains motivated, loving the teacher profession, the students not only learn the content taught by the teacher, but the students are also motivated toward learning.

In English Language Education Study Program there are two similar subjects. They are Microteaching and Teaching Practice. The similarity is in their purpose. Both of them are aimed to give the students “a vision” about how to teach, and tell the students the information needed in teaching world. Even though they are almost the same, there are some differences that distinguish each subject. ELESP students are directed to be a teacher after they graduated. They are prepared with skills and knowledge in teaching and conducting academic activities. Some courses are offered to support their skills for their future profession as a teacher for example Microteaching, Teaching Practice, Curriculum and Material Development, Language Teaching Media and so on.

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Those are courses that are particularly designed for teacher candidates. Beside the courses to support their skills for their future profession as a teacher, there are also some courses designed to accommodate students’ other interests which are still related to teaching. They are Cross Cultural Understanding, Public Speaking, Seminar on Language Teaching and so on. In this study, we will find out the changes of motivation by knowing the motivation differences between before and after the field experience program, we will know the effect and influence of the Teaching Practice Program for students’ readiness to become a teacher. It will also show us the percentage of students’ career selection changes and its causes.

The writer comes from a teacher’s family. The writer’s grandfather, mother and brother are teachers. The writer directly sees what actually happens in the teaching world. The writer also studies in English Language Study Program (ELESP), Teacher Training and Education of Sanata Dharma University which is a study program specially designed to train students to be a teacher. As a teacher candidate in English Language Education Study Program of Sanata Dharma University, the writer pays a big concern to any issues about students’ motivation in becoming a teacher. The writer herself experienced the career selection changes after joined Teaching Practice Program in high school. The writer thinks that this phenomenon is very attention-grabbing and remarkable. Students’ motivation to be a teacher is one of the actual issues on campus as well. That is the reason why the writer wants to raise this issue as the topic in this research.

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B. Problem Formulation

1. Do the students experience changes in career selection after following Teaching Practice Program (Program Pengalaman Lapangan)?

2. What are the causes of the changes in career selection of the students enrolled in Teaching Practice Program Program(Program Pengalaman Lapangan)?

3. What are research participants’ opinions about Teaching Practice Program Program (Program Pengalaman Lapangan)?

C. Problem Limitation

The research is studying about the student teachers’ career selection changes before and after the Teaching Practice Program (PPL). Since the research participants are about teaching in high schools, the writer only discusses the teaching career in high school. The scope of this research is about students’ career selection changes and its causes behind the changes. This study is also dealing with the students’ opinion about Teaching Practice Program. This research will focus on eighteen (18) students of microteaching class of Sanata Dharma University of Yogyakarta as the research participants. At first this group would do Microteaching program and later they will do their Teaching Practice Program in high schools. The writer will observe and monitor the changes of motivations experienced by the research participants before and after Teaching Practice Program (Program Pengalaman Lapangan). The changes in motivations will lead to the research questions, which are (1) Are there any career selection changes

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before and after Teaching Practice Program? (2) What are the causes? And (3) What are the students’ opinions towards Teaching Practice (Program Pengalaman Lapangan)?

D. Research Objectives

This study is aimed to find out the career selection changes of ELESP students before and after joining the Teaching Practice (Program Pengalaman Lapangan). This research is also intended to find the causes behind the career selection changes of the students after joining the Teaching Practice (Program Pengalaman Lapangan). The students’ opinions concerning Teaching Practice Program also will be revealed through this research. The answers from this research are expected to be useful for further study and policy making.

E. Research Benefits

The research findings can be and benefit for the policy maker, and for the study program and for further researcher.

The benefit for the policy maker or the study program is that by knowing the students’ opinions towards Teaching Practice Program, the study program can make some new policies and changes concerning Teaching Practice Program. All the policies and changes made by the study program of course still stick to ELESP vision and missions.

Beside the benefits for the students and the Study Program, the result of this research is also useful for the future researchers. The future researchers can gain

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some information from this study as the base of their research or as additional information.

F. Definition of Terms

This study is about the influence of Teaching Practice Program to the career selection changes of the student teacher of English Language Education Study Program (ELESP), Sanata Dharma University.

1. Motivations

In this study, motivation is operationally defined as the inner force that drives individuals to accomplish personal and organizational goals. (Devi, 2009)

2. Teaching Practice (Program Pengalaman Lapangan (KPE 369) ) a. Nature of Teaching Practice

Teaching Practice Program (Program Pengalaman Lapangan) is designed to train teacher candidates to have teaching skill completely and integrated. This Program includes not only teaching but also learning practice and learning how to do other educational assignments.

Teaching Practice is the final aim from all pre-teacher education programs. Therefore, Teaching Practice is carried out after students get enough preparation in various fields related to their duty as a teacher. The duties are basic educational mastery, subject mastery, and learning process management. Teaching skills have many aspects related to what should be

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trained periodically and integrated. All teaching skills above need to be based with values and positive teaching attitudes.

b. Objectives of Teaching Practice

Teaching Practice Program (PPL) is aimed for student teachers to have competencies as mentioned below:

1) Identify school social environment carefully and comprehensively, including physical aspect, administrative system, curricular system, and educational activities.

2) Apply various teaching skills comprehensively and integrated in real situation supervised by the teacher and Teaching Practice lecturer. 3) Take the benefits of Teaching Practice Program in order to have

teaching skill professionally.

(Pedoman Pelaksanaan Program Pengalaman Lapangan, 2007) 3. Career selection

According to Walker as cited in Gilley (2007), career selection can be defined as “the process of selecting individual career objectives and devising developmental activities that will achieve them.”

4. Student Teachers

a. a college student who is teaching under the supervision of a certified teacher in order to qualify for a degree in education

b. “A student in professional teacher education who is gaining required experience in supervised teaching.” (Hawes & Hawes, 1982).

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CHAPTER II

REVIEW OF RELATED LITERATURE

A. Theoretical Description

On this chapter we will discuss about the theories used in this study. There are some views from the experts that show various cases why someone does not want to become a teacher, or even changes his career direction from a teacher to other occupation. The curriculum and educational system, which are then, victimized the teachers. As a result they will seriously consider giving up teaching as a career (Harris, 1988). An expert from Sanata Dharma University, the late Drs. Agustinus Samana, M.Pd. also said that in our society recently, we can see there are some negative tendencies and symptoms dealing with the effort to produce new teachers. Potential youth (healthy, tough and highly intelligent), are seldom spontaneously interested to enter teachers training and education. (Samana, 1994). There were two theories related to the teacher career selection. They are Human Motivation theory and Teacher Stress and Burnout. There were also explanation about Microteaching and Teaching Practice Program (PPL) as the foundation of this study. The theories dealing with this issue are mentioned as follows:

1. Human Motivation

Gellerman (1963) emphasizes that internal tensions are at the base of motivation. Motivation, as we commonly use the term, is our speculation about someone else's purpose, in which we usually expect to find the purpose in some

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immediate and obvious goal such as money or security or prestige. … Thus wealth, safety, status, and all the other kinds of goal that supposedly "Cause" behavior are only paraphernalia for attaining the ultimate purpose of any individual, which is to be himself. (p. 190). The following are several theories about human motivation.

a. Maslow and Basic Needs

One model of motivation that has gained a lot of attention, but no complete acceptance, has been put forward by Abraham Maslow. Maslow’s theory argues that individuals are motivated to satisfy a number of different kinds of needs, some of which are more powerful than others (or to use the psychological jargon, are more prepotent than others). The term prepotency refers to the idea that some needs are felt as being more pressing than the others. Maslow argues that until these most pressing needs are satisfied, other needs have little effect on an individual’s behavior. In other words, we satisfy the most prepotent needs first and the progress to the less important to us. Other needs loom up and become motivators of our behavior.

Maslow represents this prepotency of needs as a hierarchy. The most prepotent needs are shown at the bottom of the ladder, with prepotency decreasing as one progress upwards. In Figure 2.1 we can see the Hierarchy of Prepotency by Abraham Maslow.

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Figure 2.1 Hierarchy of Prepotency by Abraham Maslow

1) self actualization – reaching your maximum potential, doing your own best thing

2) esteem – respect from others, self respect, recognition 3) belonging – affiliation, acceptance, being part of something 4) safety - physical safety, psychological security

5) Physiological – hunger, thirst, sex, rest.

The first needs that anyone must satisfy are physiological. b. Motivation – Hygiene Theory (M-H)

Frederick Herzberg and his associates began their research into motivation during the 50’s, examining the models and assumptions of Maslow and others. The result of this work was the formulation of what Herzberg termed the Motivation-Hygiene Theory (M-H). The basic hypotheses of this theory are that:

1) There are two types of motivators, one type which results in satisfaction to the job and the other which merely prevents dissatisfaction. The two types are quite separate and distinct from one another. Herzberg called the factors which result in job satisfaction as motivators and those that simply prevented dissatisfaction as hygiene.

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2) The factors that lead to job satisfaction (the motivators) are: a) achievement

b) recognition c) work itself d) responsibility

e) advancement

3) The factors which may prevent dissatisfaction (the hygiene) are: a) company policy and administration

b) working conditions c) supervision

d) interpersonal relations e) money

f) status g) security

Many contemporary authors have also defined the concept of motivation. Motivation has been defined as: the psychological process that gives behavior purpose and direction (Kreitner, 1995); a predisposition to behave in a purposive manner to achieve specific, unmet needs (Buford, Bedeian, & Lindner, 1995); an internal drive to satisfy an unsatisfied need (Higgins, 1994); and the will to achieve (Bedeian, 1993). For this paper, motivation is operationally defined as the inner force that drives individuals to accomplish personal and organizational goals.

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2. Teacher Stress and Burnout

The other cause that may lead people giving up being a teacher is the impact of burn out and stress. The impact of teacher stress and burnout on our educational system is easily imagined and clearly serious. On their article Coping With Teacher Stress: A Research Synthesis for Pacific Educators, Zoe Ann Brown and Denise L. Uehara cited:

Teaching can be a stressful occupation. The daily interactions with students and coworkers and the incessant and fragmented demands of teaching often lead to overwhelming pressures and challenges, which may lead to stress. Where work stress is unrelenting, some negative physiological, psychological, and behavioral consequences may result. (DeRobbio & Iwanicki, 1996, p. 1)

Teacher stress is defined by Kyriacou (1987) as “the experience by a teacher of unpleasant emotions, such as tension, frustration, anxiety, anger, and depression, resulting from aspects of work as a teacher” (p. 146).

Teacher burnout is defined by Kyriacou (1987) as “the syndrome resulting from prolonged teacher stress, primarily characterized by physical, emotional and attitudinal exhaustion” (p. 146).

Current teachers will pursue alternative sources of satisfaction and continue to seek career changes (Barry, 1991). Teacher stress and burnout may be in the form of depression facing uncontrollable students and their disability in handling the class situation. Stress and burnout could be the realization of their anxiety facing their students. According to Brown and Uehara high stress can lead teachers to leave their profession.

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3. Microteaching

Microteaching provides an opportunity for faculty and teaching assistants to improve their teaching practices through a “teach, critique, re-teach” model. Microteaching is valuable for both new and experienced faculty to hone their teaching practices. It is often used in student teacher training programs to provide additional experience before or during the clinical experiences. (Richter, 2009). According to Academic Guidance Book of English Language Education Study Program, the goal of Microteaching is that the students understand the concepts and procedure of English language teaching and are able to apply them in a real classroom teaching situation and to evaluate their teaching performance.

4. Teaching Practice Program

According to Pedoman Pelaksanaan Program Pengalaman Lapangan Universitas Sanata Dharma, Teaching Practice can be explained as below.

a. Nature of Teaching Practice

Teaching Practice (PPL) is designed to train teacher candidates to have teaching skill completely and integrated. This Program includes not only teaching, but also learning practice and learning how to do other educational assignments.

Teaching Practice is the final destination from all pre-teacher position programs. Therefore, Teaching Practice is carried out after students get enough preparation in various field related to their duties as a teacher. The duties are basic educational mastery, subject mastery, and learning process management. Teaching skill has many aspects related to what should be

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trained periodically and integrated. All teaching skills above need to be based with values and positive teaching attitudes.

b. Objectives of Teaching Practice Program

Teaching Practice (PPL) is aimed for student teachers to have competencies as mentioned below:

1) Identify school social environment carefully and comprehensively, including physical aspect, administrative system, curricular system, and educational activities.

2) Apply various teaching skills comprehensively and integrated in real situation supervised by the teacher and Teaching Practice lecturer.

3) Take the benefits of Teaching Practice Program in order to have teaching skill professionally.

c. Status

Teaching Practice is an obligatory pass subject valued 2-6 credits, and minimum grade C.

d. Place and Time 1) Place

Teaching Practice is carried out in high school (junior high school senior high school, and vocational school)

2) Time

Teaching Practice in ELESP of SDU is carried out by ‘blok’ system (the students come to school everyday for about three months), ‘sebaran’

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system (the students come to school three or four times a week for about six months). In special case, if needed mix system can be applied.

e. Prerequisites

Students who are allowed to do Teaching Practice Program are those one who have completed the prerequisites below:

1) Already complete skill and competence subjects in faculty level below with minimum grade C.

a) Pengantar Pendidikan

b) Psikologi Belajar dan Pembelajaran c) Dasar-dasar Bimbingan dan Konseling d) Psikologi Remaja

e) Manajemen Sekolah

2) Already complete PBM subjects below with minimum grade C. a) Perencanaan Pengajaran

b) Metodologi Pengajaran c) Evaluasi Pengajaran

d) Pengajaran Mikro (microteaching)

3) Already complete certain subjects determined by the study program. f. Activities

1) Making activity plan 2) Doing school observation

3) Knowing learning process and students’ activities 4) Carrying out the teaching-learning activities

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5) Making models and media for teaching importance 6) Doing administrative job

7) Participating in school teaching facilities maintenance

8) Participating in school curricular and extracurricular activities 9) Holding other activities

10) Attending meetings with guidance lecturer and build good relationship with school

11) Making reports

12) Doing final oral test as a responsibility to guidance lecturer

B. Theoretical Framework

There are some theories that strongly support the thesis and help the writer to solve the research problems. The first one is the statement from Harris that there are various cases why someone does not want to be a teacher, or even change his career direction from teacher to other occupations. Samana also supports the statement by saying that recently the enthusiasm from our youth to be a teacher has decreased significantly.

Dealing with motivation, there are some theories argue about the importance of motivation in deciding kind of job for certain people. One of the theories is Maslow’s Motivation Theory. Maslow argues that until these most pressing needs are satisfied, other needs have little effect on an individual’s behavior. In other words, we satisfy the most proponent needs first and then progress to the less important ones to us, other needs loom up and become motivators of our behavior.

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The next theory is called Motivation - Hygiene theory. In this theory, there are two types of motivators, one type which results in satisfaction with the job, and the other which merely prevents dissatisfaction.

In this study, the writer also uses some theories and groundwork about teacher stress and burnout, microteaching and some motives of students to choose teaching as a career from National Institute of Education – Nanyang Technology University of Singapore. The discussion about motivation states the nature, objectives, time and place, prerequisites subjects and the activities carried out in Teaching Practice Program.

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CHAPTER III

RESEARCH METHODOLOGY

The research was studying about the influence of Teaching Practice Program on the career selection changes of student teachers of English Language Education Study Program Students of Sanata Dharma University. The study also include the causes of the changes and the students’ opinion toward Teaching Practice Program.

In this chapter, the writer would discuss about the research methodology used to conduct this research.

A. Research Method

This research was included into primary research, because it was based on primary or original data sources such as classroom observations of real students, their scores, or their responses to a questionnaire. (Brown, 2001)

This research would be conducted using survey method. There were four (4) important characteristics of survey research based on Brown (2001): (1) It is primary research and therefore data-based; (2) It is based on interviews and questionnaires; (3) It is distinct from qualitative research and statistical research; and (4) it is somehow sandwiched between qualitative and statistical research in that survey research can draw on both qualitative and statistical techniques, and

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conversely in that qualitative and statistical techniques, and conversely in that qualitative and statistical research studies sometimes include survey techniques.

B. Research Participants

The participants of this research were from Microteaching class of English Language Education Study Program of Sanata Dharma University. Random sampling occurred in this research. Each individual in the population have the equal chance of being selected. In this research the writer needed to monitor the research participants from Microteaching class up to the end of Teaching Practice Program. Since this study was aimed to find the changes on students’ motivation, therefore the writer had to compare students’ motivation before and after Teaching Practice Program. The monitoring process would continue starting from Microteaching class up to Teaching Practice Program. Microteaching class consisted of 18 students from various academic years.

C. Research Instruments

In this research, the writer used survey in collecting the data. Surveys were any procedures used to gather and describe the characteristic, attitudes, views, opinions, and so forth of students, teachers, administrators, or any other people who are important to a study. Surveys typically took the form of interviews, questionnaire or both.

There were some advantages using questionnaire and interview to collect the data as shown in Table 3.1.

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Table. 3.1 Advantages of Questionnaire and Interview (Brown, 2001)

instrument advantages

Questionnaire

Cheap and fast Large-scale study Can be anonymous Controls subconscious bias Control other sources of bias Participant can do in own time

Standardized across research participants Can over wide geographic area

Interview

High return rate

Fewer incomplete answer Can involve realia Control environment

Order of answering controlled Other observations can be made Relatively flexible

Relatively personal

Relatively rich data (written and spoken) Can be relatively complex

In questionnaires, the questions were set in organized way. In this study, the writer used Likert questionnaire item. Likert scales (named after their inventor) consist of a series of statements all of which are related to a particular target, and research participants are asked to indicate the extent to which they agree or disagree with the items by marking one of the responses ranging from ‘strongly agree’ to ‘strongly disagree’. (Dörnyei, 2001)

In this research, the writer used questionnaire and interview. The purpose of using both instruments was to get more specific, accurate and reliable data. There were two kinds of questionnaires that would be used in this research.

The first questionnaire was for the research participants before they take Teaching Practice Program. This questionnaire consisted of two sections. The first

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section consisted of ten (10) closed-response questions. The second section consisted of two (2) opened-response questions. In the first section, the research participants were required to rate how strongly they agree with each statement written in the questionnaire. The research participants chose their answers by putting a check mark (D) in the box provided according to their opinion. In the second section, the research participants were required to answer the questions briefly by writing their answers in the space provided.

The second questionnaire was for the research participants after they enrolled in Teaching Practice Program. Similar with the first questionnaire, the second questionnaire consisted of two sections. The first section consisted of ten (10) closed-response questions, and the second section consisted of four (4) opened-response questions.

The second instrument was interview. Just like the questionnaire, the interview also occurred two times in this research. The first interview was carried out before Teaching Practice Program. The first interview consisted of 6 questions dealing with students’ motivation before following Teaching Practice Program. The writer would interview 5 (five) out of eighteen (18) research participants in the Microteaching class. Second interview was carried out after the research participants following Teaching Practice Program. This interview consisted of seven (7) questions dealing with students’ motivation after following Teaching Practice Program and asked students about their experience and thoughts on the program and their current teaching goals. Similar with the first

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interview, in the second interview the writer would interview the same research participants. There were five (5) participants from Microteaching class.

D. Data Gathering Technique

The data would be gathered using questionnaires and interviews. The questionnaire would be distributed two times. The first questionnaire will be distributed before the students joining Teaching Practice Program. The writer would distribute the first questionnaire during the campus hour. The second questionnaire would be distributed after the research participants joining Teaching Practice Program.

In distributing the questionnaires, the writer came directly to the participant one by one and waited for them to fill the questionnaires. The writer did that in order to make sure all of the questionnaire would be back to the writer. Beside verbal gratitude, the writer would give them a token of appreciation which means to show gratitude to the research participants for their willingness to answer the questionnaires.

The second instrument was interview. Similar with the first instrument, interview would be conducted two times as well. The first interview would be conducted before the research participants enrolled in the Teaching Practice Program, and the second interview would be conducted after the research participants have completed Teaching Practice Program. The interview was conducted together with the questionnaire distributions.

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In doing the interview, the writer selected break time when the research participants already finished their Microteaching class. The interviewees answered the questions asked by the writer, and the writer records all the answers. If it was necessary, the writer would ask follow-up questions to obtain clarification and details.

After the questionnaires were administered and the interviews were conducted, the next step was to compile all the data that had been collected. The purpose of compiling the data was to put it into a form that would later be useful for storing, accessing, sorting and analyzing it (Brown, 2000). The answers written in the questionnaires can be considered as written record. The answer in the interview was recorded. The writer would transcribe them into written form and compile the notes, so that it could be accessed easily.

E. Data Analysis Technique

In this research the writer uses two kinds of instruments. The first one was questionnaire and the second one was interview. The questionnaire consists of two types of questions. They are opened-response questionnaire and closed-response questionnaire. To make the data in the questionnaire become useful form, the writer should transform the data using certain strategies. The process of transforming and compiling survey information into usable data is quite different for closed-response and opened-response question. For closed-response questions, the range of possible answer is usually fairly circumscribed. For opened-response

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questionnaire, the range of possible answer is broader than closed-response questionnaire.

The first instrument is questionnaire. After the questionnaire was completed, each response option was assigned a number of scoring [e.g. ‘strongly agree = 4, ‘strongly disagree’ = 1]. In the questionnaire, the writer would find the central tendency of the data. Central tendency could be defined as the typical answer of a particular group of people. In survey research, the commonly reported central tendency statistics are the mean, mode, and the median. (Brown, 2000:118)

The most widely used measure of central tendency was the mean. According to Brown (2000:119) the mean of any set of numbers is similar to what you probably know as the arithmetic average. To calculate the mean, you add up whatever numbers are involved and divide them by the total number of numbers. The mean used to show the average answer given by the participant toward the questions. The mean measurement was done by computer using Excel program.

After the central tendencies were found, the data analysis process would be continued with data interpretation. The mean would show the reader the average answer from the research participants. The writer would present the percentage of the answer using tables. The tables were used to make the data easier to understand.

The questionnaire also consisted of opened-response questions. To analyze the answers from opened-response questions, the writer would write down all the answer with no exception and categorized the answer. The categorization was meant to make the comparison with interview data easier.

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The second instrument is interview. After the interview was completed, the writer would transcribe the recording into written form. The transcript would show the overall answer given by the interviewee. Categorization also occurred here. After the transcription, the writer would compare the answer with the answer from opened-response questions. The data from opened-response question and interview would support the answer from closed-response question.

F. Research Procedure

1. Selecting a problem

The research was studying about the influence of Teaching Practice Program on the career selection changes of student teachers of English Language Education Study Program Students of Sanata Dharma University. The study would also include the causes of the changes and the students’ opinion toward Teaching Practice Program.

The writer considered that Teaching Practice was one of the most influential subjects for a teacher training students, whether they would be a teacher or not later. The concern to this matter supported the writer to select this topic as problem in this research.

2. Reviewing the literature on the problem

This study would mostly deal with students’ motivation. Therefore, he writer using some human motivation theories by some experts, such as Maslow, Frederick Herzberg, and the late Agustinus Samana. Besides human motivation theories, the writer would also use theory about teacher stress and burnout by

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Barry A. Farber and some information about Teaching Practice Program from English Language Education Study Program guidance book.

3. Pre-Survey

In the beginning of the research, the writer would make some observation to the participant. In this phase, the writer would observe the research participants before making the instrument. It was the effort to make some considerations in making the instrument.

4. Instrument development

In this research the writer uses questionnaire as the research instrument. The instrument development can be done based on the observation before the instrument development. In this study, the writer would need 2 steps. The first step was done before Teaching Practice Program, and the second step would be carried out after Teaching Practice Program. The instrument would be using questionnaire and interview.

5. Instruments Distribution

The distribution of the instrument was done in the time of studying hour in English Language Education Study Program campus. The questionnaires would be distributed to eighteen (18) research participants from Microteaching class. The interview would be involving five (5) students from the same class. In this study, the writer would need 2 steps. The first step was done before Teaching Practice Program, and the second step would be carried out after Teaching Practice Program.

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6. Data collection

In this study, data gathering would include questionnaire and interview. The questionnaires would be distributed either during the campus hour or out of campus hour and would take place inside or outside the campus. The writer would directly collect the questionnaire to avoid any missing questionnaires. The interview would be done during the campus hour, and recorded directly by the writer.

7. Data analysis

This research would use descriptive statistic to characterize or describe a set of numbers in terms of central tendency and to show how the numbers disperse, or vary, around the center.

8. Data interpretation

The data interpretation would be involving description, graph and chart to make the reader easier to understand the finding and answer the research questions.

9. Result report

The writer will make the procedures, findings, and conclusions available in a form of readable to others who may be interested. This involves clearly and concisely presenting the steps in the study in sufficient detail so that another person can replicate it.

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CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the writer would discuss the answers of the research questions in chapter I. The research questions were: (1) Do the students experience changes of career selection after following Teaching Practice Program (PPL)? (2) What are the motivations of the career selection changes of the students of Teaching Practice Program? And (3) What are Teaching Practice Program students’ opinion about Teaching Practice Program? To answer that questions the writer would provide the answer and discussion based on the data collected.

The research participants of this research consisted of eighteen (18) students from Microteaching class. This research was divided into two stages. The first stage of this research was carried out before Teaching Practice Program or during the microteaching class, and the second stage of this research was carried out after Teaching Practice Program in high school.

A. DATA PRESENTATION

1. Research Findings before Teaching Practice Program

In the first research, the research participants consisted of eighteen (18) people for filling out the questionnaire and five (5) people for interview. The research participants consisted of eleven (11) male and seven (7) female.

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Table 4.1 showed the Percentage of Student’s Answers toward the Closed-response Questionnaire before Teaching Practice Program. In the table we could see the highest percentage of each statement.

Table 4.1 The Percentage of Student’s Answers toward the Closed-response Questionnaire before Teaching Practice Program

No. Statement

SA

A

D

SD

1. I like teaching. 44.4% 27.7% 27.7% 0%

2. I want to be a teacher. 33.3% 44.4% 22.2% 0% 3. I want to be a teacher because teaching is

a relatively easy job. 16.7% 16.7% 55.5% 11.1% 4. I want to be a teacher because teaching is

a noble job. 16.7% 61.1% 16.7% 5.5%

5. I want to be a teacher because I like to

meet many people. 22.2% 66.7% 5.5% 5.5%

6. I want to be a teacher because teaching is

challenging. 33.3% 50% 11.1% 5.5%

7. Salary is crucial in my job selection

criteria. 27.7% 44.4% 16.7% 11.1%

8. I want to be a teacher because teaching is my

inborn talent. 11.1% 22.2% 66.7% 0% 9. I want to be a teacher because my parents/

relatives are a teacher. (inspired by others) 5.5% 27.7% 50% 16.7% 10. I want to be a teacher because I have no

other choice. 5.5% 22.2% 38.9% 33.3%

SA : Strongly Agree D : Disagree

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The writer will then discuss each statement from the questionnaire together with answers from interview session.

The table 4.2 shows the percentage of response of closed-response questionnaire before Teaching Practice Program.

Table 4.2 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I like teaching.

Q SA - % A - % D - % SD - %

1 44.4 % 27.7 % 27.7 % 0 %

From table 4.2 we could see that most of the research participants like teaching. The answer also strengthens by the result of interview session. The writer interviewed five (5) research participants out of eighteen (18) total research participants about their enthusiasm in teaching. Do they like teaching? From five (5) interviewees, all of them answered that they basically like teaching.

We could see that 44.4 % from the total research participants (18 research participants) strongly agree to the statement that they like teaching. Based on the data from opened-response questions eleven (11) research participants from eighteen (18) research participants wanted to be a teacher. This tendency also showed by the interview result that had 3 interviewee or 60% from the interviewee answered that they want to be a teacher. The remaining that was two (2) research participants did not want to be a teacher, three (3) research participants answered “maybe I want to be a teacher” and one (1) participant did not answer.

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There were several reasons why they like teaching. The first one was because they could meet many new people in their teaching environment. It could be at school, language courses, at home, or their teaching institution. The second one was because they could share their knowledge to other people, to their students. From the interview, the writer knew that it was a valuable experience when they could make other people understand about what they know. They said that was the essence of being a teacher. The last reason why the research participants like teaching was because teaching was interesting. In their opinion teaching was a challenging job.

Table 4.3 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher.

Table 4.3 shows that 44.4% of the research participants agree that they want to be a teacher, 33.3% strongly agree, and 22.2% disagree to the statement.

There were several reasons why the research participants want or do not want to become a teacher. They were because teaching is challenging, the research participants wanted to take part in building this country, the opportunity to meet many new people, and their loves to children. Supported by interview data and answers from opened-response question, there were also because being a teacher could improve their abilities in English Language. The research participants majoring in English Language Education Study Program, therefore it

Q SA - % A - % DA - % SDA - %

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was important to practice their ability by teaching. Some of the research participants stated that become a teacher was not really time consuming as a result they still could do other activities, but the other stated that become a teacher is absolutely time consuming.

On the other hand, there were some research participants who did not want to be teachers. It was because some of the research participants did not have any motivation in teaching; they simply do not like teaching and the working hours for teacher is too long. The reason that frequently appeared was about salary. The interesting thing was different opinion about teacher’s salary. The participant who wanted to be a teacher said that teacher’s salary rose significantly nowadays. In contrary, those who did not want to be a teacher said that teacher’s salary was too low for that big responsibility. “It is not fair”, said several research participants. According to them, a teacher has a big responsibility to the students. The teacher is responsible to the knowledge that absorbed by the students. It was a teacher’s responsibilities whether the students understand or not. If the responsibility was very big, then teacher should be paid more. Most of the research participants agreed that low salary became one reason why they did not want to be a teacher.

Table 4.4 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because teaching is relatively easy job.

Q SA - % A - % D - % SD - %

3 16,7 % 16,7 % 55,5 % 11,1 %

From table 4.4, we could see that most of the research participants (55.5%) disagreed that they wanted to be a teacher because teaching was relatively easy

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job. In their opinion, it was not an easy job. The research participants found that teaching is rather difficult. The difficulties were not only concerning the teaching method, but also concerning student – teacher relationship, how to make the students truly understand. The Teaching Practice Program students found that it was difficult as well. Some of them considered teaching as a relatively easy job, most of the research participants considered teaching not as an easy job.

Table 4.5 below is the data gathered from the fourth question about: I want to be a teacher because teaching is a noble job.

Table 4.5 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because teaching is a noble job.

Q SA - % A - % D - % SD - %

4 16.7 % 61.1 % 16.7 % 5.5 %

61.1% of the research participants agreed with the statement that they want to be a teacher because teaching is a noble job. This statement also sustained by the data from interview and opened-response that expressed that teaching truly a noble job. The writer could obviously see that the research participants gave very positive response to this statement. For example when the writer asked about what “noble job” means, one of the participant could easily explained about it. What they meant by “noble job” was make the youth educated, responsible not only for the students’ academic but also morale and behavior, and paid low for big responsibility.

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Table 4.6 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because I like to meet many people.

Q SA - % A - % D - % SD - %

5 22,2 % 66,7 % 5,5 % 5,5 %

The opportunity to meet many people became one of the causes why the research participants wanted to be a teacher. Twelve (12) research participants or 66.6% of them agree that by teaching, they could meet many people. Followed by 22.2% of the research participants strongly agree with this statement, one (1) participant (5.5%) disagree and one (1) participant (5.5%) strongly disagree. In conclusion, most of the research participants agreed that the opportunity to meet many people became one of the causes why the research participants wanted to be a teacher.

Table 4.7 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because teaching is challenging.

Q SA - % A - % DA - % SDA - %

6 33.3 % 50 % 11.1 % 5.5 %

Most of the research participants agree that they want to be a teacher because teaching is challenging. 50% of the research participants or the most research participants agree that teaching is challenging, followed by six (6) research participants (33.3%) strongly agree, two (2) research participants (11.1%) disagree, and one (1) research participants (5.5%) strongly disagree to the statement that teaching is challenging. In the interview session, a participant shared his opinion about the challenge of teaching. In his opinion, trying to teach

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in high school made him spirited. He wanted to try his ability in sharing his knowledge and make the students understand. Not only understand about the material, but also how to make the students interested in the lesson. That was the opinion about “challenge in teaching” according to a participant. He was looking forward for Teaching Practice Program in high school.

Table 4.8 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: Salary is crucial in my job selection criteria.

Q SA - % A - % DA - % SDA - %

7 27,7 % 44,4 % 16,7 % 11,1 %

From the table 4.8 we could see that 44.4% of the research participants agreed that salary is crucial in their job selection criteria. 27,7% strongly agree, 16.7% disagree and 11.1% of the research participants agree to the statement.

Most of the research participants agree that salary is crucial in their job selection criteria. This was the most common reason why the research participants did not want to be a teacher. They said that teachers’ job is difficult and high-responsibility. Compared to the salary, the research participants said that it was not fair. In interview session with one of the research participants, salary became his first consideration. He said that how he could live if his salary was not enough even to fulfill his daily needs. Low salary leads to other job temptation. As mentioned before, there were two (2) different opinions about teachers’ salary. The first opinion stated that teachers’ salary recently rose significantly because of the government policy. The second opinion stated that from past years up till now

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teachers’ salary has not increased; it would not be enough to fulfill the needs to live.

Table 4.9 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because teaching is my inborn talent.

Q SA - % A - % DA - % SDA - %

8 11.1 % 22.2 % 66.7 % 0 %

According to the table 4.9, most of the research participants (66.%) disagree that teaching is their inborn talent, two (2) research participants (11.1%) strongly agree, four (4) research participants (22.2%) agree and no participant (0) strongly disagree to the statement that teaching is their inborn talent. It means that according to them, teaching was not their inborn talent.

Table 4.10 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because my parents/ relatives are a teacher. (Inspired by others)

Q SA - % A - % DA - % SDA - %

9 5.5 % 27.7 % 50 % 16.7 %

Based on the table 4.10, we could see that half of the research participants (9 research participants) disagree that they want to be a teacher because they were inspired by parents and relatives. It means that their willingness to be a teacher is not affected by their relatives or others. There were one (1) participant (5.5%) strongly agree that she was inspired by her parents and relatives, followed by five (5) research participants (27.7%) who agree to this statement, and three (3) research participants (16.7%) strongly disagree to the statement.

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Table 4.11 Percentage of Response of Closed-Response Questionnaire before Teaching Practice Program

Statement: I want to be a teacher because I have no other choice.

Q SA - % A - % DA - % SDA - %

10 5.5 % 22.2 % 38.9 % 33.3 %

38.9% of the research participants disagree that they wanted to become a teacher if there is no other job for them (7 research participants), six (6) research participants (33.3%) strongly disagree to that statement. It means that thirteen (13) out of eighteen (18) research participants did not make teaching as a spare job. One (1) participant strongly agreed with this statement and four (4) research participants agree to the statement.

Above were the data analysis for closed-response questionnaire before Teaching Practice Program and the supported data for the questions. After this the writer would discuss about the data from closed-response questionnaire after Teaching Practice Program and the supporting data.

2. Research Findings after Teaching Practice Program

The research participants of the research after Teaching Practice Program consist of thirteen (13) research participants. The research participants after Teaching Practice Program decreased because several reasons. The first one was because three (3) of them did not join Teaching Practice Program. The second one was because one (1) of them did not pass Microteaching subject. The third one was because one (1) of them was very difficult to find. The writer already tried to come to his boarding house and called him but it did not work.

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100 APPENDIX M.

Coding Questionnaire before Teaching Practice Program

ID

SEX Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

1

2

3

2

3

4

2

1

2

3

2

3

2

4

3

2

3

4

3

2

4

1

2

3

2

3

2

3

5

1

2

3

2

6

1

4

1

3

4

3

2

1

7

1

4

3

4

3

4

3

2

8

2

4

3

4

2

4

1

9

2

3

2

3

2

3

2

3

10

1

3

2

3

2

11

2

4

2

4

3

2

3

2

12

1

3

2

3

4

2

3

13

1

3

2

4

3

4

2

1

14

2

4

2

3

4

2

1

15

1

4

1

4

1

3

1

16

1

4

3

4

3

1

17

2

3

2

3

2

18

1

2

3

4

1

4

1

4

(2)

ID SEX Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10

1

2

3

2

1

2

1

2

3

4

1

2

1

3

2

3

4

1

5

1

3

2

3

4

2

6

1

4

3

2

3

2

7

1

2

3

2

3

8

2

4

3

1

2

4

2

1

9

2

10

1

11

2

4

2

1

3

2

1

4

3

1

12

1

13

1

3

2

3

2

3

4

2

14

2

4

3

2

3

1

15

1

4

3

2

3

2

1

16

1

3

4

3

2

17

2

3

2

3

2

18

1

4

1

3

4

3

4

2

(3)

vii ABSTRACT

Puruhita, Verena Vega. 2010. The Influence of Practice Teaching Program on the

Career Selection Changes of Student Teachers: A Case Study on PBI Students.

Yogyakarta: English Language Education Study Program, Sanata Dharma University.

their money to fulfill their most prepotent needs, which are the most necessary

(4)

viii

Keywords: Motivation, Microteaching, Career Selection, Teaching Practice Program.

(5)

ABSTRAK

Puruhita, Verena Vega. 2010. The Influence of Practice Teaching Program on the

Career Selection Changes of Student Teachers: A Case Study on PBI Students.

Yogyakarta: Program Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Penelitian ini bertujuan untuk mengetahui perubahan pemilihan karir oleh mahasiswa Pengajaran Mikro Universitas Sanata Dharma Yogyakarta. Dikarenakan Program Studi Pendidikan Bahasa Inggris dirancang untuk mempersiapkan mahasiswa menjadi calon guru, maka peneliti menganggap masalah ini penting untuk diangkat. Penelitian ini berkaitan dengan pengaruh Program Pengalaman Mengajar yang merupakan salah satu mata kuliah yang sangat penting di Program Studi Pendidikan Bahasa Inggris Universitas Sanata Dharma Yogyakarta. Di dalam penelitian ini terdapat dua (2) rumusan masalah. Yang pertama adalah “Apakah terdapat perubahan pemilihan karier sebelum dan sesudah Program Pengalaman Lapangan?” dan yang kedua adalah “Apakah alasan dari perubahan pemilihan karier tersebut?”. Untuk menjawab pertanyaan - pertanyaan tersebut, peneliti menggunakan metode survey. Yang menjadi instrumen penelitiannya adalah kuesioner (angket) dan wawancara.

(6)

dari apa yang dimaksudkan oleh Herzberg dalam teori Motivation-Hygiene.

Kesulitan-kesulitan tersebut termasuk dalam hygiene yang merupakan pencegah

ketidakpuasan. Kesulitan-kesulitan tersebut adalah faktor yang mendorong responden untuk tidak menjadi guru. Alasan yang paling banyak muncul mengapa responden ingin menjadi guru adalah dikarenakan guru adalah tugas mulia. Dengan mengajar responden bisa bertemu dengan banyak orang baru dan berbagi pengetahuan dengan mereka.

Kata Kunci: Motivasi, Pengajaran Mikro, Pemilihan Karir, Program Pengalaman Lapangan.