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 Educatio

  

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

  By 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

  

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… And those who ever said I would never be able to do this.

  

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-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 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.

  

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. 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.

                         

  

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 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.

                                       

  

TABLE OF CONTENTS

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

  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 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

                 

  

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

  41 after Teaching Practice Program…………………………………..

  4.14 Percentage of Response of Closed-Response Questionnaire

  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 of Microteaching Students………………………………………… 64

  

LIST OF FIGURES

Figure page

  2.1 Hierarchy of Prepotency by Abraham Maslow…………………… 12

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

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 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 N. Coding questionnaire after TPP……………………………... 101

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 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 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 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.

  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.

  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 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 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 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).

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 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.

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

  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.

  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).