POSITIVE IMPACTS OF TEACHER PROFESSION ... IMPACTS OF TEACHER PROFESSION EDUCATION (PPG) PROGRAM ON...
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POSITIVE IMPACTS OF TEACHER PROFESSION
EDUCATION (PPG) PROGRAM ON MOTIVATION
TO LEARN ENGLISH: A STUDY AT PPG 2016
TITLE PAGE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
To Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Nindya Primandita Kristianingrum
Student Number: 131214078
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
i
POSITIVE IMPACTS OF TEACHER PROFESSION
EDUCATION (PPG) PROGRAM ON MOTIVATION
TO LEARN ENGLISH: A STUDY AT PPG 2016
TITLE PAGE
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfilment of the Requirements
to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Nindya Primandita Kristianingrum
Student Number: 131214078
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
DEPARTMENT OF LANGUAGE AND ARTS EDUCATION
FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY
YOGYAKARTA
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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ABSTRACT
Kristianingrum, Nindya Primandita. (2017). Positive Impacts of Teacher
Profession Education (PPG) Program on Motivation to Learn English: A Study at
PPG 2016. Yogyakarta: English Language Education Study Program, Sanata
Dharma University.
Disparities of education opportunities across Indonesia are unquestionable.
Besides, the relatively insufficient teacher competence in teaching among the
Indonesian teachers also become an obstacle for the education system. In order to
overcome these problems, the Indonesian government and educational institutions
have designed some educational programs known as SM-3T and PPG program.
These programs are designed to equip teacher candidates with experiences to teach
at the foremost, outermost, and left-behind areas and comprehend teacher
competence intensively. In 2016, Sanata Dharma University became one of the
selected universities to hold PPG program for one year. The PPG program which
was held in Sanata Dharma University provided various learning activities that
enhanced the PPG students’ motivation to learn English through the program, as its
importance for their future teaching profession.
This research aimed to reveal the impacts of the PPG program on the PPG
students’ motivation to learn English. There were two research questions addressed
in this research. The first was “What factors affect the PPG students’ motivation in
attending the PPG program?” and the second was “What are the impacts of the PPG
program on the PPG students’ motivation to learn English through the program?”
The researcher employed a qualitative approach with a basic interpretative
study in this research. The participants of this research were 3 PPG students batch
2016 who were attending the PPG program held in Sanata Dharma University. The
researcher used a focus group interview as the main data gathering technique. The
results of the focus group interviews were then analyzed to answer the research
questions.
Based on the results of data analysis, there were two conclusions drawn
from this research. First, there are 6 factors that affect the PPG students’ motivation
in attending the PPG program as classified using a taxonomy of human motivation
(Ryan & Deci, 2000). They are (1) interest or enjoyment and (2) inherent
satisfaction in terms of the intrinsic motivation and also (3) salience of extrinsic
rewards, (4) ego involvement, (5) conscious valuing of activity, and (6) hierarchical
synthesis of goals that underlie the extrinsic motivation. Second, the positive
impacts of the PPG program increase the PPG students’ motivation to learn English
through the program seen from their contextual changes in concepts of thinking and
learning caused by the experiential learning and culturally responsive teaching
applied in the learning process.
Keywords: PPG program, motivation, experiential learning, culturally responsive
teaching
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ABSTRAK
Kristianingrum, Nindya Primandita. (2017). Positive Impacts of Teacher
Profession Education (PPG) Program on Motivation to Learn English: A Study at
PPG 2016. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.
Perbedaan kesempatan untuk memperoleh pendidikan di Indonesia
sangatlah tinggi. Disamping itu, kompetensi guru di Indonesia dalam mengajar
yang relatif kurang juga menjadi suatu rintangan bagi sistem pendidikan. Bertujuan
untuk menyelesaikan masalah-masalah tersebut, pemerintah Indonesia bekerja
sama dengan institusi-institusi pendidikan telah merancang beberapa program
pendidikan yaitu SM-3T dan PPG. Program-program ini dirancang untuk
melengkapi para calon guru dengan pengalaman mengajar di daerah-daerah
terdepan, terluar, dan tertinggal dan memahami kompetensi guru secara mendalam.
Universitas Sanata Dharma menjadi salah satu universitas untuk mengadakan
program PPG tersebut selama satu tahun pada tahun 2016. Program PPG yang
diadakan di Universitas Sanata Dharma menyediakan bermacam kegiatan
pembelajaran yang meningkatkan motivasi para peserta didik untuk mempelajari
bahasa Inggris, akan pentingnya hal tersebut bagi profesi mengajar mereka kelak.
Penelitian ini bertujuan untuk mengetahui dampak-dampak dari program
PPG terhadap motivasi para peserta didik program PPG dalam mempelajari bahasa
Inggris. Terdapat dua pertanyaan penelitian yang ditujukan dalam penelitian ini.
Pertama, “Apa sajakah faktor-faktor yang mempengaruhi motivasi para peserta
didik program PPG dalam mengikuti program tersebut?” dan kedua, “Apa sajakah
dampak-dampak dari program PPG terhadap motivasi para peserta didik program
PPG untuk mempelajari bahasa Inggris melalui program tersebut?”
Peneliti menggunakan pendekatan kualitatif dengan penelitian interpretasi
dasar dalam penelitian ini. Subjek penelitian yaitu 3 orang peserta didik program
PPG yang diselenggarakan di Universitas Sanata Dharma. Peneliti memakai
wawancara kelompok (focus group interview) sebagai teknik utama dalam
pengambilan data. Hasil dari wawancara kelompok (focus group interviews)
kemudian dianalisa untuk menjawab pertanyaan-pertanyaan penelitian.
Berdasarkan hasil analisis data, terdapat dua kesimpulan dari penelitian ini.
Pertama, terdapat 6 faktor yang mempengaruhi motivasi para peserta didik program
PPG dalam mengikuti program seperti yang digolongkan menggunakan taksonomi
motivasi manusia (Ryan dan Deci, 2000) antara lain (1) minat atau kesenangan dan
(2) kepuasan permanen dalam motivasi intrinsik serta (3) kebutuhan upah eksternal,
(4) keterlibatan ego, (5) penilaian pada aktivitas, dan (6) perpaduan hirarki pada
tujuan yang mendasari motivasi intrinsik. Kesimpulan kedua, dampak-dampak
positif dari program PPG meningkatkan motivasi para peserta didik dalam
mempelajari bahasa Inggris melalui program tersebut yang terlihat dari perubahan
kontekstual pada konsep berpikir dan belajar dengan diterapkannya pengajaran
responsif secara budaya dan pembelajaran pengalaman dalam proses pembelajaran.
Kata kunci: PPG program, motivation, experiential learning, culturally responsive
teaching
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ACKNOWLEDGEMENTS
ACKNOWLEDGEMENTS
First of all, I would like to send my gratitude to Jesus Christ, my savior,
for all blessings, time, guidance, and health that are always given to me so that I
can finally finish my thesis. I want to thank Him for every help He has given to me
throughout this process of writing my thesis. He has also blessed me through the
kind people around me who always support me to strive through the ups and downs
in doing my responsibility. Without all of His blessings, I would not be able to
finish my thesis well.
I thank God for giving me such wise parents who always guide and support
me. I would like to send my gratitude to my father, TMA. Kristanto and my
mother, Hermin Istiningrum, who always love and inspire me in writing this
thesis. I also want to thank my only sister, Reggita Citrasari Kristianingrum, and
all my big family members who always give their support within the process of
finishing this thesis.
I would also deliver my big gratitude to my great advisor, Markus
Budiraharjo, M.Ed., Ed.D. who always shows his dedication in guiding me
along the process of writing this thesis. I would not be able to finish this thesis alone
without his patience, guidance, and advice in helping me to finish this big
responsibility. I thank him for the given chances to consult my thesis due to his
busy time. I also want to deliver my apology to him for all mistakes I have ever
made during the process of finishing this thesis. Furthermore, I thank all lecturers
of Sanata Dharma University who also take part of helping me to finish my duties
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including this thesis, especially for Pius Nurwidasa Prihatin, Ed.D. as my
academic advisor who has become an important figure for my study at this
university in these four years. I thank him for his guidance along the learning
dynamics I went through in this university.
I also want to express my gratitude for my classmates, Class C PBI 2013
who always spread love within these four years. Besides, I also thank my friend,
Martha Giovani Anggasta Paramita, as we had the same field and participants
for our own research. I do not forget to thank my partner, Andhika Putra
Rahardjo, who always motivates me to go through the rises and falls in finishing
this thesis. In addition, I would like to send my gratitude to my colleague, Yohanes
Maria Restu Dian Raharjo, and my senior in S2 PBI, Thomas Wahyu Prabowo
Mukti, who spared their time to read and give advice towards this thesis as well. I
also thank other parties who helped me in giving such advice for my thesis to make
it better. Above all, I would like to give those great people my biggest gratitude and
love for everything they have given to me this far.
Nindya Primandita Kristianingrum
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TABLE OF CONTENTS
Page
TITLE PAGE ........................................................................................................... i
APPROVAL PAGES .............................................................................................. ii
STATEMENT OF WORK’S ORIGINALITY ...................................................... iv
LEMBAR PERNYATAAN PERSETUJUAN ............................................................ v
ABSTRACT ........................................................................................................... vi
ABSTRAK .............................................................................................................. vii
ACKNOWLEDGEMENTS ................................................................................. viii
TABLE OF CONTENTS ........................................................................................ x
LIST OF TABLES ................................................................................................ xii
LIST OF FIGURES ............................................................................................. xiii
LIST OF APPENDICES ...................................................................................... xiv
CHAPTER I. INTRODUCTION ............................................................................ 1
A. Research Background ........................................................................ 1
B. Research Questions ............................................................................ 5
C. Research Significance ........................................................................ 6
D. Definition of Terms ........................................................................... 7
CHAPTER II. REVIEW OF RELATED LITERATURE ...................................... 9
A. Theoretical Description ...................................................................... 9
B. Theoretical Framework .................................................................... 19
CHAPTER III. RESEARCH METHODOLOGY ................................................ 21
A. Research Method ............................................................................. 21
B. Research Setting .............................................................................. 22
C. Research Participants ....................................................................... 23
D. Instruments and Data Gathering Technique .................................... 24
E. Data Analysis Technique ................................................................. 26
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CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ............................ 29
A. Participants’ Brief Biographies ........................................................ 29
B. Discussion ........................................................................................ 35
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ....................... 65
A. Conclusions .......................................................................................65
B. Recommendations .............................................................................67
REFERENCES ...................................................................................................... 68
APPENDICES ...................................................................................................... 72
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LIST OF TABLES
Table 3.1. Coding of Motivation ........................................................................... 27
Table 4.1. Motivation Categorization of PPG Students’ Experiences .................. 36
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LIST OF FIGURES
Figure Page
Figure 2.1. Ryan and Deci’s taxonomy of human motivation .............................. 14
Figure 3.1 Interview Guideline ............................................................................ 25
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LIST OF APPENDICES
APPENDIX A. Interview Question Number 1 ..................................................... 73
APPENDIX B. Interview Question Number 2 ..................................................... 74
APPENDIX C. Interview Question Number 3 ..................................................... 75
APPENDIX D. Interview Question Number 4 ..................................................... 76
APPENDIX E. Interview Question Number 5 ...................................................... 77
APPENDIX F. Interview Question Number 6 ...................................................... 78
APPENDIX G. Interview Question Number 7 ..................................................... 79
APPENDIX H. Interview Question Number 8 ..................................................... 80
APPENDIX I. Interview Question Number 9 ....................................................... 81
APPENDIX J. Interview Question Number 10 .................................................... 82
APPENDIX K. Coding of Motivation .................................................................. 83
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CHAPTER I
INTRODUCTION
This chapter consists of four parts, namely the research background,
research questions, research significance, and definition of terms. The first part is
the research background which discusses the research rationale and description of
the topic. The second part is the research questions in which the researcher
formulates the research problems that will be answered through this research in a
form of questions. The third part is the research significance which identifies the
benefits and contributions of this research for several parties. The last part is the
definition of terms which describes several keywords related to this research.
A. Research Background
Education in Indonesia has been developing within years. Yet, there are still
several educational problems that arise. Some of the major problems are on the
relatively insufficient teacher competence in teaching and limited number of
teachers especially in remote areas. Nowadays, there are a lot of teachers who still
need to enrich their knowledge of the subjects they teach in order to be able to
deliver the knowledge and skills to the students. Besides, another crucial problem
comes from the limited number of teacher candidates in some places. The real
example is those which are located at the 3T (Terdepan, Terluar, dan Tertinggal)
or foremost, outermost, and left-behind areas. Those areas really need a serious
attention from the government to fix the obstacles that impede the students from the
access to study through formal schools. Therefore, the Indonesian government and
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educational institutions collaborate in optimizing the education system to overcome
these problems.
The Indonesian government is now paying their concern to reduce the
impacts due to the educational problems. The Indonesian educational institutions
design several educational programs that equip the Indonesian teachers with a
professional teaching competency. As regulated in Peraturan Menteri Pendidikan
dan Kebudayaan Republik Indonesia Nomor 87 (2013), these programs include a
design of a profession education that tends to facilitate the Indonesian teachers to
develop their knowledge and professionalism in teaching. Besides, these programs
also examine the teachers to dedicate themselves to work anywhere they are
assigned. The educational institutions must be selective in assigning potential
teachers to any places that mostly need them. Thus, the Indonesian government has
paid their concern to overcome the problems through these educational programs.
One of the Indonesian government’s programs in overcoming the
educational problems is a program known as SM-3T, which stands for Sarjana
Mengajar di Daerah Terdepan, Terluar, dan Tertinggal (graduates assigned to
teach in frontier, outermost, and left-behind areas). According to Kementerian
Riset, Teknologi, dan Pendidikan Tinggi (2016), SM-3T is intended to graduates
who want to devote themselves to teaching profession. In the SM-3T program, the
graduates are assigned to teach at some places categorized as 3T areas such as
Kalimantan, Sulawesi, Irian Jaya (Papua), and other islands in Indonesia. Those
who are selected to attend the SM-3T program will teach at schools of these places.
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This program is designed optimally in such a way that it becomes a field in which
the graduates can devote their teaching skills to teaching in the remote areas.
Beside the SM-3T program, the Indonesian government, in this case the
ministry of education, holds a program called Pendidikan Profesi Guru (Teacher
Profession Education) abbreviated as PPG. According to Peraturan Menteri
Pendidikan dan Kebudayaan Republik Indonesia Nomor 87 (2013), Pendidikan
Profesi Guru (PPG) program is an educational program that is held to prepare S1
graduates of education and S1/DIV non-education who have talents and passion to
become teachers for mastering teacher competence well and obtaining a certificate
of a professional educator for early childhood schools, elementary schools, and
secondary schools. It is a continuation for the graduates who have finished their
teaching practices in the 3T areas to obtain the profession education. As the main
objective of this PPG program, the graduates as teacher candidates are trained to
develop their pedagogical competence, professional competence, social
competence, and personal competence as they are necessary for their teaching
profession.
In 2016, the Indonesian government assigned Sanata Dharma University to
be one of universities holding the training of PPG program. The program was
conducted by the English Language Education Study Program of the Faculty of
Teachers Training and Education. There were 13 students who were mostly from
Nusa Tenggara Timur received the chance to study at Sanata Dharma University
for about one year. They had finished their study at university majoring in English
Education and done their teaching practices in some places of the 3T areas. Hence,
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in attending the PPG program, the PPG students were trained to develop their
teacher competence. Here, the PPG lecturers of Sanata Dharma University used an
approach known as culturally responsive teaching in the learning process. The
lecturers built an inclusive learning environment that could create culturally
appropriate approaches from cultural knowledge and experiences of diverse
students (Vavrus, 2008). Having culturally responsive teaching as the approach, the
lecturers were accountable for the PPG students’ learning development.
One of the most essential aspects that the PPG students need for learning
through the PPG program is motivation to learn. As they are expected to have good
teaching competencies for their future teaching profession, they need a great
motivation to learn English as the subject that they are going to teach. In attending
the PPG program in Sanata Dharma University, the PPG students are provided with
various learning activities to equip them with good teaching competencies. Here,
the PPG students experience a lot of new things provided by the PPG lecturers
within the time passes by. This process of learning is called an experiential learning.
As Kolb (1984, p. 6) suggests, “experiential learning is a process whereby
knowledge is created through the transformation of experience”. By having this
kind of experiential learning, the PPG students will make use of any lessons they
got to improve themselves in learning. Hence, as the importance of having
motivation in learning, the researcher assumes that the PPG program held in Sanata
Dharma University can give positive impacts that increase the PPG students’
motivation to learn English through the program.
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Based on the phenomenon of the teachers’ lack of teaching mastery, the
researcher decided to conduct research dealing with the PPG students’ motivation
to learn English as the selected teacher candidates to attend such an educational
program. As people know, the motivation becomes one of the most important
aspects to have in learning that leads to greater achievements. As the main objective
of attending this program, the PPG students are prepared with a comprehension of
English and teaching mastery as generated in the teacher competence. In becoming
a teacher, the teaching mastery and willingness in teaching are fully determined by
motivation. In order to obtain these aspects optimally, the PPG students need to
have the motivation to comprehend all lessons provided within the learning process.
Thus, this research is intended to reveal the factors that affect the PPG students’
motivation in attending the PPG program and impacts of the PPG program on the
PPG students’ motivation to learn English through the program.
B. Research Questions
Based on the background of the study, the problems in this research can be
formulated as follows:
1. What factors affect the PPG students’ motivation in attending the PPG
program?
2. What are the impacts of the PPG program on the PPG students’ motivation
to learn English through the program?
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C. Research Significance
This research is expected to provide benefits and contribution to certain
parties as follows:
1. Pendidikan Profesi Guru (PPG) Students
As this research studies the motivation of the teacher candidates who became
the participants of the PPG program, the findings are beneficial to other students
taking a similar program. They will learn that motivation plays an important role
for their success. If they are strongly motivated to learn, they will surely be
successful. So, their motivation, either internal or external, will drive them to study
seriously to get the best learning achievements.
2. Pendidikan Profesi Guru (PPG) Lecturers
The significance of this research for PPG lecturers in certain places is that
having acknowledgement of the students who basically have diverse knowledge
backgrounds and learning capabilities is really important since it will help the
lecturers to choose the most suitable learning approach to be used in teaching the
students. By having a good approach in teaching, the PPG lecturers will easily meet
the main goal of this program that is helping the PPG students to master the teacher
competence well by the end of this program.
3. Future Researchers
As this research deals with the phenomenon of the PPG program as the
profession education focusing on the students’ motivation in learning, the
researcher hopes that this research will provide inspirations for future researchers
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to hold similar research in the context of motivation in learning applied in certain
fields of study.
D. Definition of Terms
This study concerns with some terms. Therefore, in order to make the
concern clearer, the terms are defined as the following:
1. Impact
As defined in Webster’s Encyclopedic Unabridged Dictionary of the English
Language (2001), impact refers to the influence or effect that something has on
subject or something. Based on this definition, impacts in this research mean the
effects resulted from the PPG program on the PPG students’ motivation to learn
English. The PPG program is designed in such a way that the PPG students can
comprehend the values of teacher competence and apply them to their future
teaching profession. Therefore, the positive impacts that the PPG students have got
from attending the PPG program held in Sanata Dharma University show the
positive effects to their motivation to learn English through the program.
2. Pendidikan Profesi Guru (PPG) Program
According to Peraturan Menteri Pendidikan dan Kebudayaan Republik
Indonesia Nomor 87 (2013, p. 2), “Program Pendidikan Profesi Guru Prajabatan
which is now known as PPG program is an educational program that is held to
prepare S1 graduates of education and S1/DIV non-education who have talents and
passion to become teachers for mastering teacher competence well and obtaining a
certificate of a professional educator for early childhood schools, elementary
schools, and secondary schools”. Referring to the definition which has been
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explained, the PPG program in this research can be defined as a program which is
intended to help the teacher candidates develop their teacher competence and get a
certificate of a professional educator to teach at schools.
3. Motivation
Motivation is the dynamically changing in a person that directs and evaluates
the process to be acted out (Dornyei & Otto, 1998). In line with the definition,
Dornyei and Otto (1998) also state that the motivation people have will determine
how they set their goals. The more difficult the goal, the greater the achievement
will be. The motivation will encourage people to work optimally on certain fields.
In this research, motivation refers to the inner drive that encourages the PPG
students to learn English optimally in attending the PPG program held in Sanata
Dharma University.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter consists of two major parts, namely the theoretical description
and theoretical framework. The first part is the theoretical description which
presents some theories about Pendidikan Profesi Guru (PPG) program, motivation,
application of experiential learning in education, and application of culturally
responsive teaching in education. The second part is the theoretical framework
which provides information about why and how those theories support the research
in order to answer the problems of this research.
A. Theoretical Description
The researcher uses four major theories that underlie the research topic. The
first theory is about Pendidikan Profesi Guru (PPG) program as the domain of the
research. The second theory is about motivation that becomes the main concern of
this research. The third theory is related to the application of experiential learning
in education. Meanwhile, the last theory is about the application of Culturally
Responsive Teaching (CRT) in education.
1. Pendidikan Profesi Guru (PPG) Program
As cited in Kementerian Pendidikan Nasional Republik Indonesia (2005)
about teachers and lecturers, the teacher competence includes the pedagogical
competence, professional competence, social competence, and personal
competence obtained from a profession education. The ministry of education and
culture of Indonesia holds a program called Pendidikan Profesi Guru (PPG) to
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improve the teacher competence among the teacher candidates. Peraturan Menteri
Pendidikan dan Kebudayaan Republik Indonesia Nomor 87 (2013) defines
Pendidikan Profesi Guru (PPG) program as an educational program that is held to
prepare S1 graduates of education and S1/DIV non-education who have talents and
passion to become teachers for mastering teacher competence well and obtaining a
certificate of a professional educator for early childhood schools, elementary
schools, and secondary schools. This program is specially designed to provide
chances for the teacher candidates to improve their teaching skills and
professionalism.
There are some universities in Indonesia selected by the Ministry of
Education to be educational institutions in which the teachers will be trained
(Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 87,
2013). There are some rules that regulate universities that are allowed to hold the
PPG program including the prerequisites of having accreditation at least B
established by National Accreditation of Colleges (BAN-PT), having at least two
lecturers qualified as Doctor (S3) and four lecturers qualified as Master (S2), having
facilities and infrastructures that support the PPG program, including a student
dormitory as an integral part in the preparation process of professional teachers, and
having a partnership program and network with some schools that have
accreditation rank at least B and fulfill the requirement for the implementation of a
pre-service teaching program (Program Pengalaman Lapangan/PPL).
As cited in Peraturan Menteri Pendidikan dan Kebudayaan Republik
Indonesia Nomor 87 (2013), a curriculum structure of PPG includes workshops for
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developing the learning sets, teaching practices through a micro teaching, a learning
with their colleagues, the pre-service teaching (PPL), and a program of major
enrichment and/or pedagogy. As regulated in Peraturan Menteri Pendidikan dan
Kebudayaan Republik Indonesia Nomor 87 (2013), the specific pedagogical skill
of the study program is in a form of activities that give experiences to teachers to
develop comprehensive learning materials, including the lesson plan (RPP),
teaching materials, learning media, learning evaluation, and student’s worksheet
(LKS). The participant quota is set by the Ministry of Education. In the end of the
PPG program, there will be a competency test which is held by LPTK (Lembaga
Pendidikan Tenaga Kependidikan) in cooperation with a profession organization
given to the PPG students. The participants who pass the competency test will get
a certificate of a professional educator given by the LPTK institution. They will
have an abbreviated professional title Gr after their name.
2. Motivation
Motivation is defined as “the dynamically changing in a person that directs
and evaluates the process to be acted out” (Dornyei & Otto, 1998, p. 65). Dornyei
(2001, p. 7) also states, “motivation explains why people decide to do something,
how hard they are going to achieve it and how long they are willing to maintain the
activity”. “Human motivation is at its highest when people are competent, have
sufficient autonomy, set worthwhile goals, get feedback, and are affirmed by
others” (Walker & Symons, 1997, p. 16). Since someone’s motivation can get along
the process passes by, motivation is possible to change because of experiences
(Ormrod, 2011). Motivation plays an essential role in a process of learning since it
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encourages an individual to respond and make decisions in doing a certain activity.
In summary, motivation grows along the process of experiencing many things.
Motivation also becomes one of important aspects that influences
someone’s success in learning. It has a very important role in determining success
or failure in any learning situation (Dornyei, 2001). Motivation bears a close
relation to the learning and performance, that is, motivation influences the learning
and performance and what students do and learn influences their motivation
(Pintrich & Schunk, 1996). Since then, teachers have a responsibility to facilitate
the students in gaining motivation in learning. Teachers are expected to give such
motivation that may influence students’ readiness in learning. The teachers’
motivational influences are separated into four dimensions (Dornyei & Otto, 1998)
including the personal characteristics of teachers (motivation, commitment,
warmth, empathy, competence, etc.), teacher immediacy, active motivational
socializing behavior (modelling, task presentations, feedback/reward system), and
classroom management. It is also stated by Deci and Ryan (1985, p. 245),
“educational environment has to provide optimal challenges, rich sources of
stimulation and a context of autonomy that will help the student’s motivation to
flourish”. Therefore, the motivation in learning is likely to increase by the help of
teachers and other streams in the educational environment.
Motivation that a student has in learning will affect his or her success in
gaining greater knowledge of understanding. Spolsky (1990) suggests that
motivated students seem to learn more and learn quickly than students who are less
motivated. By having such high motivation in learning, students will have an
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awareness of learning activities given. They will have a tendency to find essences
of the learning activities. According to Brophy as cited in Woolfolk (1990, p. 328),
“student’s motivation to learn is a student’s tendency to find academic activities
which are meaningful and worthwhile and try to derive the academic advantages
from those activities”. The action of expecting advantages from the learning
activities shows the achievement motivation. Atkinson’s (1974) achievement
motivation theory includes two components; the need for achievement and fear of
failure. He adds that the need for an achievement is whenever individuals with a
high need for an achievement are interested in excellence for its own sake rather
than for the extrinsic rewards it can bring, work hardly, and persist in the failure.
Meanwhile, the fear of failure is when individuals having the main drive to do well
comes from avoiding a negative outcome rather than approaching a positive one
(Atkinson, 1974).
According to Deci and Ryan (1985), there are two types of motivation which
are intrinsic motivation and extrinsic motivation. They are distinguished from the
different reasons or goals that give rise to an action. As categorized in a taxonomy
of human motivation (Ryan & Deci, 2000), each type is followed by a regulatory
style and underlaid by some associated processes or factors. The categorization of
each type of motivation is shown in the following figure.
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Figure 2.1. Ryan and Deci’s taxonomy of human motivation
Intrinsic motivation refers to the doing of an activity for the need of
satisfactions rather than for some separable outcome (Ryan & Deci, 2000). Intrinsic
motivation exists in the relation between individuals and activities. An experimental
study held by White (1959) shows that spontaneous behaviors appear not to be done
for any instrumental reasons, but rather for the positive experiences associated with
exercising and extending one’s capacities. There are two kinds of associated
processes or factors that underlie intrinsic motivation as stated in a taxonomy of
human motivation proposed by Ryan and Deci (2000). The factors are interest or
enjoyment and inherent satisfaction. According to Ryan and Deci (2000), in the
interest or enjoyment as the factor, the intrinsic motivation appears from the self-
determined activity that sets off an individual to do it because it is inherently
interesting and enjoyable. Meanwhile, the inherent satisfaction as a factor of
intrinsic motivation is the term of satisfaction that a person gains from an
intrinsically motivated task engagement.
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On the other hand, extrinsic motivation refers to the will that triggers
someone to do an activity that leads to a certain outcome afterward (Ryan & Deci,
2000). A taxonomy of human motivation constructed by Ryan and Deci (2000)
suggests four regulatory styles or types including external regulation, introjection,
identification, and integration. The least autonomous form of extrinsic motivation
is the external regulation. Ryan and Deci (2000) state that people who have the
external regulation as the factor in doing actions usually perform behaviors in order
to satisfy an external demand or obtain an externally reward that follows certain
activities. They will become controlled. The factors that underlie the external
regulation are salience of extrinsic rewards and compliance (Ryan & Deci, 2000).
The second type of extrinsic motivation is an introjection or introjected
regulation. It describes a type of internal regulation since people perform actions of
doing certain activities followed with the feeling of pressure in order to avoid guilt
or anxiety or to attain ego-enhancements or pride (Ryan & Deci, 2000). A classic
form of introjection is an ego involvement (Nicholls, 1984; Ryan, 1982), in which
a person performs an act in order to enhance or maintain self-esteem and the feeling
of worth. The factors that underlie the introjection are an ego involvement and a
focus on approval from self or others.
The more autonomous or self-determined form of extrinsic motivation is a
regulation through an identification (Ryan & Deci, 2000). They add that in having
the identification, the person has identified with the personal importance of a
behavior and has accepted a regulation as his or her own. Learners will get a
stronger sense of being in control if they recognize their learning activities to be
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relevant to what they are trying to accomplish (Vockell, 2001). The factors that
determine the identification as extrinsic motivation are conscious valuing of activity
and self-endorsement of goals (Ryan & Deci, 2000).
The last, the most autonomous form of extrinsic motivation is an integration.
The integration occurs through self-examination and brings new regulations into
congruence with one’s other values and needs. The more one internalizes the reason
for an action and assimilates them to the self, the more one’s extrinsically motivated
actions become self-determined (Ryan & Deci, 2000). It deals with the goal-
oriented that an individual has caused by purposes and goals to be set that affect his
or her motivation (Locke & Latham, 1990). Hence, the underlying factors of the
integration are hierarchical synthesis of goals and congruence.
3. Application of Experiential Learning in Education
Experience is a part of a learning process in human’s daily life. Human
cannot deny that experience has become an integral part in constructing knowledge
(Dewey, 1997). The process of constructing knowledge from the experiences is
commonly called an experiential learning. Dewey means the experiential learning
as a cycle of “trying” and “undergoing” by becoming aware of a problem, getting
an idea, trying out to response, experiencing the consequences, and either
confirming or modifying previous conceptions (as cited in Lewis & Williams, 1994,
p. 6). It shows the continuity of experience in which every experience both takes up
something from the past and modifies in something comes after (Dewey, 1938).
The four types of learning specified by Kolb (1984) are by getting involved
fully in new experiences, reflecting on and interpreting these experiences from
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different perspectives, creating concepts and integrating their observations
logically, and using their learning and new theories to solve problems and make
decisions to meet new challenges. In the experiential learning, in order to obtain
concrete experiences, there must be a recall of past experiences assisted by the
lecturers through role plays or case studies, a reflective observation made by group
discussions, reflective papers, journals, an abstract conceptualization, print sources,
films, or problem-solving exercises (Claxton, 1990). The process of the experiential
learning occurs in the modifying of past experiences with the help of teachers using
reflective learning media.
The actualization of the experiential learning is relevant to the goal of
education which is to raise the critical consciousness of learners by having
experiential encounters with the realities of their culture (Freire, 1970). Experiential
education places students in an experience then encourages reflection about the
experience to develop new skills, new attitudes, or new ways of thinking (Lewis &
Williams, 1994). They also propose that in the experiential learning, models of good
practice in adult education must utilize students’ previous experiences in order to
enhance their current and future learning. Here, students draw upon their
background and previous learning in classroom. Responsive teachers will make use
of the students’ prior experience as a catalyst for a new learning. Hence, educators
are accountable for what learners know and are able to do (Lewis & Williams,
1994). Thus, the experiential learning used in education can enable teachers to
facilitate the students with various activities based on their learning background.
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4. Application of Culturally Responsive Teaching in Education
According to Vavrus (2008), culturally responsive teaching (CRT) is an
expression of a multicultural education. He adds that CRT provides support to the
cultural identities off struggling students to obtain an academic achievement
throughout the learning process. Ginsberg and Wlodkowski (2009) state that the
goal of the culturally responsive teaching is to create compelling learning
experiences through which learners are able to maintain their integrity as they attain
relevant educational success. In order to obtain such a goal, teachers proactively
build an inclusive learning environment that can create culturally appropriate
approaches from cultural knowledge and experiences of diverse students (Vavrus,
2008). He further adds that the interaction between a teacher and a student that
becomes a key learning site that can determine the student’s learning development.
CRT pedagogy concept is such a two-way communicative process applied by
teachers to help students be active participants in the production and acquisition of
knowledge. CRT application on a learning style integrates teachers’ ability to
incorporate the cultural context of teaching and learning into the curriculum based
on students’ own cultural perceptions, build interpersonal relationships with
students, and adjust teaching approaches that are appropriate for students’ learning
styles. Culturally responsive teachers will communicate academic expectations to
individual students who have historically struggled academically through a critical
reflection practiced regularly (Vavrus, 2008). Thus, the application of the culturally
responsive teaching in education is expected to help the culturally diverse students
in their process of learning.
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B. Theoretical Framework
After discussing the theoretical description of this research, the researcher
combines the theories from the theoretical description into the theoretical
framework. In this part, the researcher explains the reasons for choosing the theories
in relation to the research problems and how the theories support the researcher in
answering the problems of this research.
In order to address the first research question which is about the factors that
affect the PPG students’ motivation in attending the PPG program, the researcher
employs some relevant theories of students’ motivation in learning. The theories
are from Spolsky (1990), Woolfolk (1990), and Atkinson (1974) that mainly define
motivation in learning as having a very important role in determining success or
failure in any learning situation. Besides, there is also the theory of a taxonomy of
human motivation by Ryan and Deci (2000) and supporting theories by White
(1959), Nicholls (1984), Ryan (1982), Vockell (2001), and Locke and Latham
(1990) that categorize the motivation into several factors or associated processes as
in the taxonomy of human motivation. Therefore, the diverse factors that affect
students’ motivation are generally influenced by their different perspectives toward
the value of the activity they are doing.
In order to answer the second research question which is about the impacts
of the PPG program on the PPG students’ motivation to learn English through the
program, the researcher employs the theories of experiential learning by Lewis and
Williams (1994), Dewey (1938), Kolb (2015), and Freire (1970) to prove the
actualization of the experiential learning which is relevant to the goal of education
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to raise the critical consciousness of learners by having experiential encounters with
the realities of their culture. Besides, the research also employs the theories of
culturally responsive teaching by Vavrus (2008) as it is applied in the teaching and
learning processes during the PPG program in Sanata Dharma University. It is about
how teachers proactively build an inclusive learning environment to create
culturally appropriate approaches from cultural knowledge and experiences of
diverse students. The application of the culturally responsive teaching and
experiential learning is relevant to some theories of motivation proposed by
Pintrinch and Schunk (1996), Ormrod (2011), Walker and Symons (1997), and Deci
and Ryan (1985). Hence, by holding such learning activities that are based on the
principle of experiential learning and culturally responsive teaching, the PPG
students’ motivation increases gradually.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter deals with the methodology used in conducting this research
which consists of five major parts, namely the research method, research setting,
research participants, instruments and data gathering technique, and data analysis
technique.
A. Research Method
In this research, the researcher employed a qualitative approach.
“Qualitative research focuses on understanding social phenomena from the
perspectives of the human participants in natural settings” (Ary, Jacobs, Sorensen,
& Razavieh, 2010, p. 22). Here, researchers can understand human behavior by
focusing on the meanings of the events in which certain people are involved. As
Ary, Jacobs, Sorensen, and Razavieh (2010) state, in holding such research, the way
people do, think, and feel is important to know since the researcher must attempt to
understand the reality. Hence, the researcher employed this qualitative research to
understand and interpret the PPG students’ motivation to learn English in attending
the PPG program.
This research specifically belongs to a basic interpretative study. Ary,
Jacobs, Sorensen, and Razavieh (2010) state that the basic interpretative study
provides rich descriptive accounts targeted to understand a phenomenon, a process,
or a particular point of view from the people’s perspectives who are involved. The
basic goal of this interpretative study is to understand the meaning people make of
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their experiences about how they create their own meanings in interacting. Ary,
Jacobs, Sorensen, and Razavieh (2010) add that in analyzing the data, this kind of
study involves categorization and development of patterns or themes interpreted by
the researcher through his or her own disciplinary lens. As its simplicity, this kind
of study may be shorter in duration than other qualitative forms since the researcher
only describes and attempts to interpret an experience, with the researcher not as
fully involved in the context.
As this study seeks to understand the participants’ point of view, the
researcher gathered the data through some focus group interviews. According to
Kitzinger (1995, p. 299), “focus groups are a form of group interview that
capitalizes on communication between research participants in a simple and
convenient way to generate data”. She adds that the group interview is particularly
appropriate when the interview has a series of open-ended questions that encourage
the participants to explore their points of view on something in their own
vocabulary. Hence, the group interviews were done to the three PPG students using
some open-ended questions.
B. Research Setting
The research was conducted in English Language Education Study Program
of Sanata Dharma University. This research focused on studying the PPG students
who attended the PPG program in academic year 2016/2017. Hence, the data
gathering of this research was conducted in odd semester (November - December
2016), while the PPG students were having their last semester in attending the
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program. The researcher conducted some focus group interviews with the three
PPG students on November 27, 2016 and December 4, 2016.
C. Research Participants
As Ary, Jacobs, Sorensen, and Razavieh (2010) suggest, qualitative research
only uses small samples in order to obtain art of understanding gathered from these
samples. The participants of this research were the students of Pendidikan Profesi
Guru (PPG) program in Sanata Dharma University. There were three PPG students
selected as the participants for this research. In choosing these participants, the
researcher used a purposive sampling. As it refers to judge sampling in which
elements judged to be typical, or representative, are chosen from the population
(Ary et al., 2010), the researcher chose three participants who came from Nusa
Tenggara Timur (NTT) and had teaching experiences as the purposes for becoming
the representatives.
Another reason was that personal and educational backgrounds of these PPG
students could give the empirical data for the research needs related to motivation.
There were three PPG students selected as the participants for this research. In order
to obtain relevant data, the researcher selected the participants who had sufficient
knowledge and experiences of the discussed phenomenon. These three participants
were those who had relevant experiences to the motivational aspects. The
participants’ experiences and backgrounds were known from the observation that
the researcher did while attending one meeting of the PPG classes and from the
analysis from the narrative story of the PPG students written in Pedagogi
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Berkepedulian: Kisah-kisah Naratif Program Profesi Guru PBI Universitas Sanata
Dharma (Budiraharjo & Lasar, 2016).
Since the study included the participants’ personal experiences that could be
sensitive, the researcher concerned well to this by having their agreements in which
the participants agreed that their life stories would be narrated in the research and
labeling their names using some initials in the group interview transcripts. Thus,
the participants’ names were mentioned as P1, P2, and P3.
D. Instruments and Data Gathering Technique
In order to gather the data, the researcher employed an interview guideline
as the instrument. The researcher used focus group interviews to gather the data in
this research. “Focus groups are a form of group interview that capitalizes on
communication between research participants in a simple and convenient way to
generate data” (Kitzinger, 1995, p. 299). The focus group interviews were used to
gather the participants’ beliefs, opinions, and feelings about the things that they got
from attending the PPG program held in Sanata Dharma University as the impacts
of the program on their motivation to learn English. In doing the focus group
interviews, an interview guideline was used for guiding the researcher in giving
questions to the participants. The interview guideline was firstly made as the core
themes in which the researcher generalized the questions afterward. Based on some
major themes written in the interview guideline, the researcher made lists of
questions which were relevant to each theme. In designing the questions, the
researcher made relevant questions to seek out a detailed description which was
mainly based on the interview guideline as follows:
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Interview Guideline Theory
Focus Group Interview 1
1. The experiences of studying at university in NTT Experiential learning
- Dewey (1938)
- Kolb (2015) 2. The experiences of teaching through the SM-3T
program
3. The reasons for joining the PPG program Motivation
- Ryan & Deci (2000)
- Atkinson (1974) 4. The motivation in attending the learning process in
the PPG program
5. The visions in becoming an English teacher
6. The impressions that the PPG students get in
attending the PPG program
Culturally
Responsive Teaching
Vavrus (2008)
Focus Group Interview 2
1. The PPG students’ knowledge of the PPG program PPG program
Permendikbud Nomor
87 (2013)
2. The feelings in attending the PPG program Motivation
- Ryan & Deci (2000)
- Atkinson (1974) 3. The expectations for attending the PPG program
4. The experiences of learning in the PPG program that
affect professionalism as English teachers
Experiential learning
- Dewey (1938)
- Kolb (2015) 5. The new experiences that the participants get from
attending the PPG program Figure 3.1. Interview Guideline
The researcher might also modify some questions during the group
interviews orally when needed. The focus group interviews used open-ended
questions which might give deeper meanings from the participants’ answers about
their own experiences. The focus group interviews were done in Indonesian. The
reason for choosing Indonesian as the main language used in these kinds of
interviews is because the major aim is to grasp deep meanings from each
participant’s answer of personal experience. Thus, by using Indonesian in holding
the focus group interviews, the participants could fully express their feelings and it
could avoid the misunderstanding between the researcher and participants.
Therefore, the researcher asked some questions such as “Hal apa sajakah yang
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membuat Anda berkeinginan untuk belajar secara lebih melalui program PPG?”
and “Apakah kesan yang didapatkan selama mengikuti program PPG di
Universitas Sanata Dharma?” to the participants. All of the questions were mainly
in relation to motivational aspects.
After all of the focus group interviews were done and the interview
transcripts as the original data were completed, they were given back to the
participants in order to check the validity and their agreements about all of the
statements included in the data. The participants might give corrections or
rejections if there were some invalid statements. Then, the researcher would revise
the data and give back the revised data to the participants until they met the
agreement to use the processed data. This process was done to attain valid data.
E. Data Analysis Technique
In analyzing the research data, the researcher applied a combination of data
analysis techniques from Moustakas (1994) and Creswell (2007). There are some
steps taken from Moustakas’ data analysis techniques and steps made by Creswell.
Those combined steps are epoche, familiarizing and organizing, coding and
reducing, synthesis of meanings and essences, and also validating.
1. Epoche
Epoche refers to a natural validation of research data gathered from the
participants because it is related to naturalness (Moustakas, 1994). Epoche deals
with obtaining new knowledge without influencing it. The researcher should not
make tendencies and prejudices while comprehending the research data. The
transcript of the research data was also transcribed originally as what was recorded
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and based on the participants’ answers. The original transcript should be put away
from the researcher’s perspectives since the participants were also involved in
checking the transcript transcribed by the researcher.
2. Familiarizing and Organizing
Familiarization and organization are two early stages to do in retrieving
qualitative data suggested by Creswell in 2007 (as cited in Ary et al., 2010). After
the transcript was done, the researcher did rereading the transcripts and notes and
listening to the recordings repeatedly in order to become familiar with the data.
After that, the organizing steps began with the researcher compiling a list of
complete data sources and files or backup copies of original data.
3. Coding and Reducing
Coding and reducing process is a form of identification of categories and
themes from the research data suggested by Creswell in 2007 (as cited in Ary et al.,
2010). Coding is about developing concepts from the raw data by subdividing it
into categories or units of meaning. In coding the data, the researcher picked some
of the participants’ statements and categorized each statement using the taxonomy
of human motivation by Ryan and Deci (2000). In putting the relevant statements
to be used in coding, the researcher reduced or omitted some irrelevant statements
of the participants. The researcher put them into tables.
Table 3.1. Coding of Motivation
No Participant Experience Statement Type of Motivation Reason Brief
Explanation IM EM
ER ITJ IDN IGT
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4. Synthesis of Meanings and Essences
Synthesis of meanings and essences was done by integrating and
summarizing all themes into a general description of the meanings and essences of
the participants’ experiences.
5. Validating
In analyzing the data, the researcher did the validating with the internal
member and external reviewers checking strategy. According to Creswell (2009),
the member strategy is to determine the accuracy of the qualitative findings through
taking the final report or specific description or themes back to the participants. The
internal member includes the three participants. The researcher did the validation
with the participants by confirming the filtered version of data transcripts which
contained essential statements related to the research problems to the participants
to know whether the participants agreed or disagreed with the filtered transcripts.
Besides, the researcher also asked two external reviewers to review and
validate the data. The first reviewer was one of the PPG program’s lecturers in
Sanata Dharma University. The second one was an ELESP student who also
conducted a study with the same field which was about PPG program of Sanata
Dharma University. Hence, the reviewers were considered to have a great
understanding of this study that led to an objective goal of assessment and
validation. Creswell (2009) states that having a reviewer to look over many aspects
of the project such as accuracy of transcription, the relationship between the
research questions and the data, the level of data analysis from the raw data through
interpretation enhance the overall validity of the qualitative study.
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CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents and discusses the research results which were
collected by the researcher through the focus group interviews. The results of this
research are used to answer the research questions which are related to the factors
that affect the PPG students’ motivation in attending the PPG program and impacts
of the PPG program that increase the PPG students’ motivation to learn English
through the program. There are two parts in this chapter. The first part is
participants’ brief biographies which explains each participant’s biography. The
second part is discussion which discusses the data analysis results.
A. Participants’ Brief Biographies
This part tells some background stories of the three participants which
include the participants’ personal identities, experiences before and while attending
the PPG program, learning styles, and their motivation in attending the program in
Sanata Dharma University.
1. Name: P1
He was one of male PPG students coming from Atambua, Nusa Tenggara
Timur who was selected as the lucky one to attend Pendidikan Profesi Guru (PPG)
program held in Sanata Dharma University, Yogyakarta. During his study at a
university in Kupang, Nusa Tenggara Timur, he once realized that his English skills
were not really good until he faced some learning obstacles, such as the lack of
material comprehension given by the lecturers and limited learning sources and
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30
facilities to access further information. Since then, he got a futuristic plan, inspired
by his friend, that he wanted to join SM-3T and PPG program held by the
Indonesian government. He thought of getting big opportunities provided if he
joined those programs, including knowledge, financial and experiential
enhancement. In 2013, for about one year after graduating from university, he
taught at an elementary school and a senior high school located at Kabupaten Belu,
Nusa Tenggara Timur.
He then decided to register himself for the selection of SM-3T and PPG
program. Luckily, he was accepted to join the SM-3T program and assigned to teach
in Papua so that he had to quit from his previous work as a teacher in Belu, Nusa
Tenggara Timur. He thought of the needs for being competent to teach and share
his knowledge after going through those programs. His experience in teaching
continued with his duty to teach at a school in Papua through the SM-3T program.
At first, he had an assumption that the schools in Papua mostly had lack of
information and facilities for learning, but it changed when he knew that the
students had quite good competencies in learning. The major difficulty in his
teaching was about selecting the suitable materials that could cover each student’s
learning capability. Having a big responsibility to carry out a better teaching
transformation for the students, he worked optimally with the knowledge he had.
As the continuation of the SM-3T program, he had to continue his study
through the Pendidikan Profesi Guru (PPG) program. Different from most of his
friends who were placed in Kupang, Nusa Tenggara Timur to attend the PPG
program, he was selected as one of thirteen participants to attend the PPG program
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31
in Sanata Dharma University, Yogyakarta. Getting information about Sanata
Dharma University from his friends who ever studied there made him feel
unconfident with his competence. Then, he transformed his fear as he went through
all learning processes into a powerful spirit due to the acceptance given by all PPG
lecturers. Since then, he was inspired by the lecturers’ work and guidance given to
the PPG students which were well and warm. By the end of this program, he hoped
to become a good English teacher who could encourage the students to love and use
the language well.
2. Name: P2
She actually had no motivation to learn English since her first time studying
at university. She chose English Education as her major study at a university in
Kupang, Nusa Tenggara Timur because she had no other choice. Having no passion
to learn English, she found many obstacles in learning due to the limited
encouragement given by the lecturers in the university and also limited facilities
such as Wi-fi provided that could not support her to get further information for
learning. Above all, although she realized that her English skills were not really
good, she wanted to know anything about the language including the structure and
how to use it properly. She worked hard to improve her skills until she finally
graduated. When her friend asked her to join a selection for the SM-3T program
together, she was not interested in joining it. Then, her friend registered her to join
that program either. Luckily, she was accepted to join the SM-3T program while
her friend was not. With the support from her family, she motivated herself to attend
this program as her wish to travel to other islands.
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32
Having been accepted in the SM-3T program, she assumed that she would
teach at Papua. Yet, she had a chance to attend the SM-3T program in Kutai Barat,
Kalimantan Timur. There, she triggered her spirit to enjoy the time there to
experience a new situation and know the teaching methodologies used in
Kalimantan which were culturally different from those of applied in Kupang, Nusa
Tenggara Timur. Provided with the teaching skills that she had, she taught the
students in Kutai Barat, Kalimantan Timur through the SM-3T program. However,
there were some obstacles that she faced in teaching the students, such as opting
out the suitable materials that were not included in the handbook and optimizing
the practice of English skills to the students. She taught the students mostly using
Bahasa Indonesia because of their limited ability in understanding English and the
diverse levels of learning capabilities.
As she finished her teaching practices in the SM-3T program, she continued
her study through the PPG program. Knowing that she would be placed at Sanata
Dharma University Yogyakarta whose English Education Department was known
as one of the best study programs, she did not feel prepared with enough mental and
motivation. She started her study in Sanata Dharma University with a full of anxiety
and nervousness. Then, she was encouraged to study hard by the acceptance given
by the PPG lecturers. Starting from that time, she had a dream to form a habit of
using English to people around her in Nusa Tenggara Timur. By the time, she
realized that she had got a lot of experiences and lessons to learn from her study
through the PPG program in Sanata Dharma University. She felt a call of being a
teacher through her experiences during these few months then she decided to
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33
become an English teacher who could motivate the students to learn well. She really
meant it because she had been also improved by the motivation she got throughout
this program as Ignatian Pedagogy orientation that the lecturers of this university
tended to apply within the learning process.
3. Name: P3
Her journey started with her family’s disagreement about her will to take
part in the SM-3T and PPG programs until finally, she struggled to pass this
condition. Her interest to take part in these programs was influenced by her cousins
who had been involved in the same programs in Papua and felt the improvement in
their skills afterward. Moreover, she found that the field of teaching was her passion
and wanted to become a teacher. She then followed all selection processes until she
was accepted to take part in the SM-3T program in Kalimantan Timur. She enjoyed
every process of teaching there. As a teacher candidate, she realized the need for
teaching competencies applied in her teaching practice. Yet, she could only apply
her teaching skills to some aspects because there were limited facilities and teaching
media, such as the lack of books as the primary learning sources and electronic stuff
as projectors and speakers that were not available in the classrooms. Going from
those boundaries, she tried to be professional by creating a breakthrough to engage
the students in enjoyable learning activities.
She realized that she had not mastered some points in her study at a
university in Nusa Tenggara Timur yet. She felt bordered by the limited facilities
provided and teaching methods used by the lecturers there. Realizing that she is a
curious individual who always wants to seek out new information, she felt the lack
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34
of knowledge because of the limited access to the internet and unclear explanation
given by the lecturers. The limited Wi-fi capacity provided in the university made
her spend much money for accessing the internet outside the campus. Besides, the
lecturers did not give further references or learning sources to be accessed by the
students for their individual learning. Due to these difficulties in learning, she
struggled until the end.
The condition changed when she, fortunately, got the chances to study
further through the program as the continuation of the SM-3T program which was
called PPG program. She got a different atmosphere of learning due to the
acceptance from the lecturers. She found an effective learning method along the
program since the lecturers always gave her and her colleagues a lot of
reinforcements that triggered their spirits to learn English. Besides, the opportunity
of getting a lot of references or sources related to the materials being taught really
helped her and other students to broaden their knowledge. As a result, she felt
motivated to prepare herself to become a good English teacher due to all motivation
and help she got from the PPG lecturers.
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B. Discussion
1. The Factors that Affect the PPG Students’ Motivation in Attending the
PPG Program
Based on the analysis of the focus group interviews’ results done to the three
PPG students, the researcher found several factors that affected the PPG students’
motivation in attending the PPG program as classified in the taxonomy of human
motivation constructed by Ryan and Deci (2000). From the findings, it was revealed
that there were some factors that affected students’ motivation in attending the PPG
program held in Sanata Dharma University. The PPG students’ motivation was
derived from such factors resulted from their past experiences of their study at
university, teaching practices in SM-3T, and their experiences while they were
attending the PPG program in Sanata Dharma University.
Basically, there are two types of motivation identified from the PPG
students’ experiences, namely intrinsic motivation and extrinsic motivation.
Intrinsic motivation exists in the relation between individuals and activities while
extrinsic motivation is any activity done in order to attain some outcomes (Ryan &
Deci, 2000). These two types of motivation have their own classifications of
associated processes or factors. The factors identified by the researcher were
analyzed based on the participants’ experiences and motives stated in the focus
group interviews. The researcher categorized their experiences in the form of a table
and then classified each of them based on the types of motivation and factors.
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36
Table 4.1. Motivation Categorization of PPG Students’ Experiences
No. Participant Experience Type of
motivation
Factor
1. P1 Realizing the lack of English
proficiency as something
important to improve for his
future career
EM (IGT) Hierarchical
synthesis of
goals
Having need of improving his
capacity to share with
surrounding people
EM (IGT) Hierarchical
synthesis of
goals
Having expectation of a better
salary and job
EM (ER) Salience of
extrinsic
rewards
Having wants to be a teacher
who can motivate the students to
study better
EM (IGT) Hierarchical
synthesis of
goals
Getting a good acceptance from
the PPG lecturers that triggers
his spirit to learn better
EM (IDN) Conscious
valuing of
activity
Being engaged in intensive
comprehension and practice of
using English
EM (IDN) Conscious
valuing of
activity
Having a reflective learning that
motivates himself to learn better
EM (IDN) Conscious
valuing of
activity
2. P2 Having motivation to travel to
other islands, explore other
cultures and discover other
teaching methods
EM (ER) Salience of
extrinsic
rewards
Having wants to master English
so that she will perform well in
front of the students
EM (ITJ) Ego
involvement
Having wants to be an English
teacher who can motivate other
people to use English well
EM (IGT) Hierarchical
synthesis of
goals
Trying to force herself to study
optimally
IM Inherent
satisfaction
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37
Being engaged in English
comprehension drilling given by
the lecturers who know students’
lack of English proficiency
EM (IDN) Conscious
valuing of
activity
Being engaged in reflective
learning along the PPG program
EM (IDN) Conscious
valuing of
activity
Having a lot of experiences in
attending some learning events
EM (IDN) Conscious
valuing of
activity
3. P3 Feeling more interested in the
SM-3T and PPG programs due
to her passion for teaching
IM Interest
Having motivation to explore
other cultures of other islands
EM (ER) Salience of
extrinsic
rewards
Getting a good acceptance,
comfortable learning
atmosphere, and
encouragements given by the
PPG lecturers
EM (IDN) Conscious
valuing of
activity
Getting detailed material
explanation and further
references for learning sources
EM (IDN) Conscious
valuing of
activity
Having several events to attend
for learning due to the material
flexibility given by the lecturers
EM (IDN) Conscious
valuing of
activity
As seen in the table provided above, the researcher categorized the
participants’ experiences into two types of motivation, namely intrinsic motivation
and extrinsic motivation. The existence of both intrinsic and extrinsic motivation is
influenced by factors that drive the individuals intrinsically or extrinsically. The
researcher identified these factors as the factors that affected the PPG students’
motivation in attending the PPG program as categorized in the table. She classified
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
the factors using the theory of taxonomy of human motivation by Ryan and Deci
(2000).
a. Intrinsic Motivation
The first type of motivation discussed is intrinsic motivation. The existence
of intrinsic motivation is influenced by someone’s natural motivation grows in his
or her mind along with the interest in certain activities intrinsically. Intrinsic
motivation refers to the doing of an activity for the need of satisfactions rather than
for some separable outcomes (Ryan & Deci, 2000). This kind of motivation appears
within someone’s positive responses to an activity for the sake of curiosity or the
needs for exercising and extending one’s capacities. The existence of intrinsic
motivation is surely driven by some factors intrinsically.
The researcher categorized the factors underlying the intrinsic motivation
that the participants had based on their motives in doing certain actions as
experiences. Based on the participants’ process of learning starting from university,
SM-3T and PPG program, it was found that the way they responded to their
experiences internally could result in the existence of intrinsic motivation. As they
attended PPG program in Sanata Dharma University, they began to realize that there
were a lot of things that have motivated them intrinsically. The factors that
influenced their intrinsic motivation in attending the PPG program were interest or
enjoyment and inherent satisfaction.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
1) Interest or Enjoyment
Interest or enjoyment as one of the factors that influenced the PPG students’
motivation in attending the PPG program intrinsically emerged. As Ryan and Deci
(2000) present, intrinsic motivation is a prototype of a self-determined activity that
sets off an individual to do an activity because it is inherently interesting and
enjoyable. They began to value the learning process they went through as something
interesting and full of enjoyment. Since the intrinsic motivation exists in the relation
between a person and a task, it is the term of the task being interesting (Ryan &
Deci, 2000).
Saya senang untuk mengikuti program ini karena saya menyadari kalau
saya Sarjana Pendidikan yang mempunyai basic mengajar dan
berkeinginan untuk menjadi seorang guru. Jadi, saya mengikuti program ini
karena saya suka mengajar. (P3, QN. 3)
(I am interested to attend this program since I realize that I am a graduate of
Education whose basic skill is teaching and I want to be a teacher. So, I
attend this program because I like teaching.)
The statement of P3 above shows that her interest in attending the programs
was due to her passion for teaching. The participant could be indicated of having
the intrinsic motivation with the interest or enjoyment as the factor that implied her
willingness in attending the PPG program. According to Spolsky (1990), motivated
students seem to learn more and learn quickly than students who are less motivated.
P3 realized that teaching is her passion due to her previous study that actually built
her motivation to learn better and achieve her dream to become a teacher. She found
teaching as her interest since she loved the process that happened in teaching. It
tends to be the participant’s inherent interest that she grew in a form of knowledge
and skills.
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2) Inherent Satisfaction
Inherent satisfaction as another factor of intrinsic motivation is the term of
satisfaction a person gains from an intrinsically motivated task engagement (Ryan
& Deci, 2000). It is when someone is motivated to do an activity because he or she
wants to gain satisfaction or pleasure of doing that activity. The inherent satisfaction
is gained from the needs for the inherent satisfaction that will come afterward. There
is no approving reinforcement or reward coming from outside that becomes the
main drive except the needs for satisfaction expected in doing a certain activity.
Sewaktu saya mengikuti PPG di sini, saya belajar untuk memaksa diri
supaya dapat maksimal. Saya selalu memaksa diri saya untuk belajar. Saya
selalu mencoba dan memaksa diri, memaksa otak untuk berpikir, walaupun
tubuh ini tidak memungkinkan tetapi saya memaksa diri untuk tetap belajar.
(P2, QN. 5)
(While attending the PPG program here, I learnt how to force myself to be
optimal. I always forced myself to study. I always tried and forced myself. I
always forced my brain to think, although my body did not enable me to do
it but I still forced myself to study.)
The statements of P2 above also show how the participant wanted to work
on an activity since she thought that by doing that activity she could obtain
satisfaction afterward. She believed that by learning English thoroughly, she could
master English competencies as she had expected then she would feel satisfied with
it. As White (1959) proposes, spontaneous behaviors appear not to be done for any
instrumental reason, but rather for the positive experiences associated with
exercising and extending one’s capacities. Hence, the needs for the inherent
satisfaction became the motive that led P2 to have spirit in learning English as she
thought of the satisfaction she could obtain.
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41
b. Extrinsic Motivation
Based on the table of the PPG students’ experiences and the categorization
of motivation, there were some external factors that affected their motivation in
attending the PPG program. According to Ryan and Deci (2000), extrinsic
motivation refers to the will that triggers someone to do an activity that leads to a
certain outcome afterward. Based on the taxonomy of human motivation (Ryan &
Deci, 2000), the extrinsic motivation has several categories that represent their own
autonomy of forms. The first category is external regulation which the researcher
labeled as ER. It has salience of extrinsic rewards and compliance as the underlying
factors. The second category is introjection labeled ITJ. It has ego involvement and
focus on approval from others as the factors. Another category is identification
labeled as IDN. It is related to conscious valuing of activity and self-endorsement
of goals. The last is integration labeled as IGT, which has a hierarchical synthesis
of goals and congruence as the factors.
The extrinsic motivation that the participants had in attending the PPG
program was resulted from the factors they got from surrounding people who were
engaged in their life experiences. The participants’ motivational development
occurred within their own life experiences was determined by some external factors
as instrumental values including demands, consequences, or external outcome that
other people expected. Most of the motives stated by the three PPG students
described how the participants had to deal with such external factors that finally
brought them to attend PPG program and set further life goals. There were only
some of the factors indicated by the researcher based on the participants’
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42
experiences. The factors and the categorization of extrinsic motivation are
described as follows:
1) Salience of Extrinsic Rewards
The salience of extrinsic rewards is one of the factors that determines
extrinsic motivation whose category is external regulation. The external regulation
is called the least autonomous form of extrinsic motivation since people usually
perform behaviors in order to satisfy an external demand or obtain an externally
reward that follows certain activities (Ryan & Deci, 2000). In term of salience of
extrinsic rewards, people do such actions because of an external reinforcement
which is to gain rewards. Based on the three PPG students’ individual experiences,
it can be seen that their motivation in attending the PPG program was mostly
extrinsically activated by some external reinforcements from people around them.
P1 stated that he had the motivation to attend the SM-3T program and PPG program
due to his needs for having a better salary and job opportunities.
Saya berpikir program ini sepertinya menjanjikan untuk kedepannya dan
menyadari bahwa pendapatan finansial saya dari mengajar sangat kurang,
program ini mungkin dapat membantu saya mencukupi kebutuhan finansial
saya dan keluarga. Saya juga tidak memiliki relasi yang dapat membantu
saya mendapatkan pekerjaan yang layak ditengah ketatnya persaingan
kerja dengan praktik KKN di daerah asal saya. (P1, QN. 4)
(I think that this program may help me in the future as I realize that my
financial income from teaching is insufficient, so that this program may help
me to meet the financial needs of my family and me. I also do not have any
relatives who can help me to find a job in the severe competition of job
seeking with the KKN (corruption, collusion, and nepotism) practice.)
This kind of motivation shown from P1’s statements tells about one of his
reasons for attending the programs. The programs provided by the government,
namely SM-3T and PPG program that serve a lot of privileges, such as the priority
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
of the SM-3T and PPG program’ alumnus in CPNS selection, earning professional
title Gr, obtaining an educator certificate, and getting profession allowance as much
as the main salary as a teacher (Peraturan Menteri Pendidikan dan Kebudayaan
Republik Indonesia Nomor 87, 2013) became an important consideration that the
participant thought of. As this process was categorized in the external regulation,
the reason for attending the programs was to get rewards that he would achieve
from these programs. His reason belongs to the external regulation since the wants
of having a good salary and job are external factors. This motive came from the
external factors or instrumental values of having rewards or privileges after doing
an activity, in this case, is attending the SM-3T and PPG program.
Motivasi untuk mengikuti program ini lebih kepada keinginan untuk jalan-
jalan ke luar, travelling di luar Pulau NTT, melihat suasana baru, budaya
baru, dan ingin mengetahui cara mengajar di tempat yang kulturnya
berbeda dengan di NTT. (P2, QN. 3)
(The major motivation to attend this program is to travel outside NTT island,
see new situations, new cultures and to know teaching methods used in other
places whose cultures are different from those of in NTT.)
Furthermore, P3 also stated similar statements related to her motives in
attending the SM-3T and PPG program. They were motives to obtain entertainment
as the provided rewards or privileges of attending the programs. Similar to P2’s
motivation which was to travel to other islands and discover their cultures and
teaching methods, P3 had motives which were to explore other islands with their
diverse cultures.
…saya juga ingin melihat tempat lain dan sisi lain dari kehidupan seperti
budaya lain yang beragam. (P3, QN. 3)
(…I also want to see other places with other dimensions of life including the
diverse cultures.)
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44
Based on these two samples stated from the statements of P2 and P3, it was
concluded that their reasons for attending the SM-3T and PPG programs were
because of their will to explore other places they have not known before and learn
from new things they would probably meet in the new places. Here, the researcher
identified the needs of entertainment resulted from the rewards provided in the
programs. The participants set their goals of gaining rewards that might be in a form
of vacation as the entertaining outcome they got while attending the programs. By
attending SM-3T and PPG programs, the participants expected that they would get
such privileges and experience new things from teaching and studying at some
places.
2) Ego Involvement
Ryan and Deci (2000) name the first factor that underlies extrinsic
motivation whose category is introjection or introjected regulation as an ego
involvement. The introjection type is quite controlling since people perform actions
of doing certain activities followed with the feeling of pressure in order to avoid
guilt or anxiety or to attain ego-enhancements or pride (Ryan & Deci, 2000). From
the PPG students’ experiences and motives, the researcher identified the ego
involvement underlaid the action done by the participants in attending the PPG
program. It is shown from the participants who preferred to consider an important
thing to do by attending the SM-3T and PPG program which was to attain the ego-
enhancements or pride.
Yang pertama, saya guru bahasa Inggris. Saya harus mempertanggung
jawabkan diri saya sebagai guru bahasa Inggris dan saya harus dapat
menggunakan bahasa Inggris dengan baik supaya tidak terlihat konyol dan
memalukan di depan siswa. (P2, QN. 5)
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45
(First, I am an English teacher. I have to take my responsibility as an English
teacher and I should be able to use English correctly so that I will not get
ashamed in front of my students.)
As the participant’s reasons listed above, there was an ego involvement that
became the main factor of P2 to have such a will. She expected herself to become
a good English teacher who could prove to the students that she could become a
good learning facilitator as her biggest responsibility as a teacher candidate. She
wanted to achieve that expectation since she was afraid of being ashamed in front
of the students because of her own mistakes in using English while teaching. Such
action is performed in order to maintain self-esteem and the feeling of worth that
identifies the ego involvement (Nicholls, 1984; Ryan, 1982). The participant as a
PPG student believed that by having good English competencies applied in her
teaching, she could enhance the pride and the feeling of worth after successfully
doing it. This is also the form of fear of failure in which the main drive to do well
comes from avoiding a negative outcome rather than approaching a positive one
(Atkinson, 1974). P2 tended to perform such actions optimally in order to have her
self-esteem and avoid a negative outcome if she made mistakes.
3) Conscious of Valuing Activity
A more autonomous or self-determined form of extrinsic motivation is a
regulation through an identification (Ryan & Deci, 2000). They state that this kind
of autonomy is an act of accepting regulations that an individual creates as the
personal importance of a behavior. When someone thinks that certain activities are
relevant to something he deals with as a life goal and identifies the activities with
the value of learning new skills, the person is having his conscious valuing of the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
activity. From table 4.1 which is about the PPG students’ experiences and
motivation categorization, most of their learning experiences they had in Sanata
Dharma University were indicated of having conscious valuing of activity as the
factor underlying the identification of extrinsic motivation. All of the learning
experiences in the PPG program were valued as something important for their
needs.
Kami merasa sangat diterima sejak pertama kali kami sampai di Yogyakarta
dan dijemput oleh dosen-dosen PPG Universitas Sanata Dharma. Mereka
menciptakan suasana yang begitu nyaman semenjak awal pertemuan kami
sehingga rasa takut dan minder yang awalnya kami rasakan hilang karena
suasana yang menyenangkan dan nyaman yang ada… Kenyamanan
lingkungan dan pendekatan dari dosen-dosen itulah yang membuat kami
berusaha untuk belajar dan meningkatkan kemampuan berbahasa Inggris
kami. (P1, QN. 5)
(We felt so accepted since the first time we arrived at Yogyakarta and were
picked up by the PPG lecturers of Sanata Dharma University up. They
created such comfortable situation since the first meeting with us that the
feeling of fear and shy that we felt at first disappeared because of the exciting
and comfortable situation… The pleasant environment and acceptance
given by the lecturers were those that made us learn harder and improve our
English skills.)
Based on the participants’ statements above, it can be seen that acceptance
and approval provided by surrounding people may influence the conscious valuing
of activities done within the process of learning. As a result, the PPG students could
be activated to have a new spirit to learn better. P1 stated that by the approaches
given by the lecturers in PPG program, he had a tendency to learn harder and
improve his English skills and competencies. There was a change in their
perspectives of English learning that firstly became pressure and fear for them. P1’s
statements show how the first prejudice of the difficulties that they might face in
learning through PPG program has changed throughout the learning process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
A good learning atmosphere made by the lecturers could change their fears in
learning into positive responses and efforts. The PPG students got triggered to value
any activities they went through in learning with the lecturers’ guidance.
Di sini kami merasa diterima karena dosen-dosennya sangat baik, ramah,
dan memotivasi kami untuk belajar… Dalam mengajar, dosen-dosen selalu
memberikan penjelasan yang detail dan informasi yang dapat kami akses.
Kami diberikan sumber-sumber lain yang mendukung apa yang telah dosen
sampaikan di kelas. Pemberiannya dapat berupa clue-clue yang membuat
kami belajar lebih dan meningkatkan kemampuan bahasa Inggris kami. (P3,
QN. 5)
(Here, we feel accepted since the lecturers are really kind, friendly, and
motivating us to learn... In teaching, the lecturers always give detailed
explanation and information that we can access. We are given other sources
that support what the lecturers have delivered in the class. They can be in a
form of clues that make us learn more and improve our English
competencies.)
The statements of P3 show that the encouragements given by the lecturers
were necessary for boosting their motivation to learn English. The lecturers also
provided spaces for the students to explore themselves in an individual learning by
giving a clear explanation while lecturing and letting them look for further
information from the given learning sources. By these relevant media, P3 realized
that she had a responsibility to learn proactively with the provided references. Here,
the autonomy of each PPG student emerged since they identified every activity with
the value of learning. They became self-determined in taking roles to value and
respond to activities that they thought important and relevant to their study in the
PPG program.
Dosen-dosen PPG di Universitas Sanata Dharma begitu baik dan sangat
fleksibel. Apa yang diajarkan kepada kami betul-betul apa yang memang
kami butuhkan. Yang saya maksud fleksibel adalah selain kegiatan belajar,
kami juga diikutsertakan dalam kegiatan lain yang membuat kami belajar
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48
bahasa Inggris secara lebih seperti LLTC yang sebenarnya di luar
kurikulum PPG. (P3, QN. 8)
(The PPG lecturers of Sanata Dharma University are really kind and flexible.
Anything taught to us is certainly what we needed. I mean, they are flexible
in choosing learning activities for us since we were involved in other
activities that enabled us to learn English further, such as an event named
LLTC that was not included in the PPG program’s curriculum.)
There was also a realization stated by P3 in which she recognized that there
were several activities or events in which the PPG students were invited to
participate although those activities were not included in the PPG program’s
curriculum. P3 realized that any lessons taught by the lecturers were really
necessary for her study as the prior needs. As the activities and events offered to
the PPG students, P3 joined them actively and valued that kind of learning process
as relevant fields to dig the knowledge of English. It is relevant to Woolfolk’s
statement (1990, p. 328) which is saying that “student’s motivation to learn is a
student’s tendency to find academic activities that are meaningful and worthwhile
and try to derive the academic advantages from those activities”. Other statements
that show the PPG student’s conscious valuing of activity in the PPG program are
described below.
Saya menyadari bahwa dosen-dosen di sini melihat kekurangan yang ada
dalam diri kami dan menjadikannya pembelajaran yang lebih untuk kami.
Seperti yang berkaitan dengan kemampuan bahasa Inggris kami yang butuh
untuk di drill dibandingkan dengan pengajaran tentang RPP, silabus, atau
pengembangan media yang akan bisa dilakukan dengan sendirinya.
Pembelajaran ditekankan pada peningkatan kemampuan grammar,
description, dan mind mapping. (P2, QN. 8)
(I became realized that the lecturers here can see our lacks then transform
them as a lesson to learn for us. It is anything related to our English
competencies needed to be drilled rather than the learning of lesson plan,
syllabus, and teaching media developing that actually can be done naturally.
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49
The learning is focused more on improving grammatical competence,
description, and mind mapping.)
From the realization of P2, it is shown that the PPG students could
immediately get to know anything related to their needs in learning. They accepted
the regulation related to the activities they were doing due to the importance and
relevance. They will get a stronger sense if they recognize their learning activities
to be relevant to what they are trying to accomplish (Vockell, 2001). They became
aware of their lacks and so did the lecturers. The PPG lecturers showed their
reasonable decisions to prefer comprehensive English to teaching administration
lesson. They provided the PPG students with opportunities to enrich their
knowledge and skills of English by having an in-depth comprehension of grammar,
description, and mind mapping to accustom themselves to using good English in
teaching. Therefore, the PPG students responded positively to the activities due to
their personal importance of a behavior and accepted its regulation as their own.
4) Hierarchical Synthesis of Goals
Integration or integrated regulation is the most autonomous form of extrinsic
motivation. It is the continued process of assimilating the identified regulations
fully to the self (Ryan & Deci, 2000). There is a process of having self-examination
in which an individual brings new regulations into relevance with his or her other
values or needs. For example, someone will set the goals of doing certain activities
after considering the most important values and needs that satisfy the person’s
psychological needs. It is related to a goal-setting theory proposed by Locke and
Latham (1990) which is saying that human’s motivation is affected by the action
caused by purposes and goals to be set. Behavior that is motivated by integrated
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50
regulation is done for its instrumental value with respect to some separable
outcomes valued by the individual itself. This process of having self-examination
is influenced by hierarchical synthesis of goals (Ryan & Deci, 2000). From the table
4.1, it is shown that the hierarchical synthesis of goal factor becomes the most
influencing one. Most of the participants’ experiences indicated that the PPG
students had goals as the most demanding factor towards the existence of
motivation.
Saya menyadari bahwa saya sebagai Sarjana Pendidikan Bahasa Inggris
yang berkewajiban membagikan ilmu yang saya miliki kepada peserta didik
saya nanti. Saya termotivasi untuk meningkatkan kemampuan berbahasa
Inggris saya karena saya ingin ketika saya kembali ke daerah asal, saya
ingin memberikan kapasitas lebih saya kepada orang-orang di sekitar. (P1,
QN. 3)
(I realized that I am a graduate of English Language Education who has to
share my knowledge to the students later. I am motivated to improve my
English proficiency because I want to give my best capacity to surrounding
people when I come back to my hometown.)
These statements made by P1 can show the existence of motivation in
attending the PPG program from the goal-oriented. P1 realized that as a graduate of
English Language Education he had a responsibility to master English
competencies and skills needed by an English teacher. Furthermore, he had to be
able to transfer essential knowledge of English to his students and guide them well.
He thought that he needed learning strategies to improve his English proficiency
because he wanted to be able to give his capacity in English and share it with people
in his hometown as his goal. Here, it is seen that P1 tried to assimilate his reasons
and expectations for doing something to himself extrinsically as what Ryan and
Deci (2000) say about the process of internalizing the reasons for an action and
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assimilating them to the self that will make the extrinsically motivated actions
become self-determined. Even though this seems intrinsic due to the autonomy
emerged, it belongs to extrinsic motivation since it is done for the instrumental
value with respect to some separable outcomes valued by the self.
Saya menyadari meskipun pengetahuan dasar bahasa Inggris saya kurang,
tetapi saya harus berusaha untuk mendalaminya karena bahasa Inggris
sudah saya pilih sebagai latar atau ilmu dasar yang harus saya tekuni untuk
masa depan saya. (P1, QN. 1)
(I realized that although my basic competence of English is insufficient, I
have to improve more since I have chosen English as my major study that I
have to comprehend for my future.)
From these P1’s statements, it is seen that the participant had considered the
important values and needs for doing certain actions. P1 once realized that he had
chosen English as the major study that finally built the conception from the values
and needs for taking the responsibilities to learn English well. Realizing his lack of
English competency and skill, he wanted to improve it. He realized that he had to
master English optimally as it was his major study. He also thought that for his
future career as an English, he was required to have greater English proficiency. He
tended to have respect to outcomes that he might obtain in the future as the
actualization of doing such actions.
Saya ingin menjadi guru yang dapat memotivasi siswa saya untuk belajar
bahasa Inggris dengan baik. Untuk mencapai hal itu, saya harus dapat
menjadi contoh untuk mereka dengan mencintai bahasa Inggris terlebih
dahulu. Siswa yang mengerti bahwa guru telah memberi contoh untuk
mencintai apa yang dipelajari, maka mereka akan bersungguh-sungguh
dalam belajar bahasa Inggris secara mendalam. Saya juga ingin membuat
siswa menyukai bahasa Inggris dengan hal-hal familiar dan dekat dengan
dunia mereka melalui materi yang saya ajarkan. (P1, QN. 6)
(I want to be a teacher who can motivate my students to learn English well.
In order to do that, I have to be a good role model by loving English firstly.
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52
The students who know that their teacher has given such good model to love
English will be serious in learning English thoroughly. I also want to make
my students interested in English by using familiar topics and stuff as the
materials that I use to teach.)
The researcher classified the statements above as having a hierarchical
synthesis of goals as the factor that influenced the participant’s motivation. There
was an assimilation process of goals from P1’s motivation to be a teacher who could
motivate and be a good role model of using English properly for the students. He
believed that these things were essential since becoming a good teacher meant
having awareness in using English as the way of loving the language. In order to
actualize it, P1 wanted to create a familiar learning process which was close to the
students’ interest. It was a process of assimilating goals or outcome that might come
afterward that identified that the participant went through the integration by the
more tendency in the presumed instrumental value.
Saya ingin menjadi guru yang memotivasi. Motivasi itu penting karena
kalau kita hanya mempunyai ilmu tetapi tidak memotivasi orang lain untuk
belajar pasti akan menjadi sulit dan percuma. Saya ingin ketika saya pulang
nanti dan menjadi guru bahasa Inggris, saya dapat mengajak orang-orang
di sekitar saya untuk membiasakan diri dalam belajar bahasa Inggris. (P2,
QN. 6)
(I want to become a teacher who motivates well. Motivation is necessary
because if we only have knowledge without motivating other people to
learn, it will be difficult and useless. When I come back to my hometown, I
want to be able to encourage people around me to accustom them to learning
English.)
The last statements given by P2 show the participant’s motives to become a
teacher who can motivate other people especially the students to learn English well.
P2 wanted to take parts in teaching English to all surrounding people by making
them accustomed to using English confidently in their daily lives. P2 tried to
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53
internalize the reasons for doing her current study and assimilate them to the self.
As a PPG student who ever attended the program, she tried to set such goals as the
motives for her to make her expectations actualized. She tried to assimilate the
condition that she got from her past experiences and bring it as the new regulation
that suited her values and needs. P2 felt that she had big responsibilities due to the
main goals that she wanted to achieve that showed how goals became the prior drive
valued by herself.
2. The Impacts of the PPG Program that Increase the PPG Students’
Motivation to Learn English through the Program
In this part, the researcher discusses the impacts of the PPG program that
increase the PPG students’ motivation to learn English through the program. As
what Pintrich and Schunk (1996) state, motivation influences learning and
performance and what students do and learn influences their motivation. By
attending the PPG program, there was seen some impacts shown from the PPG
students’ changes that actually indicated their increased motivation to learn English.
The changes were (1) contextual change in the concept of thinking and (2)
contextual change in the concept of learning. Those changes occurred within their
experiences of studying and teaching.
a. The PPG Students’ Increased Motivation to Learn English Seen from
their Contextual Change in the Concept of Thinking
Based on the PPG students’ statements telling about their life experiences
while studying at university, teaching through SM-3T, and attending PPG program,
the researcher found the motivational increase to learn English among them. It was
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54
basically on the participants’ concepts of thinking. There was a contextual change
in their ways of thinking after attending the PPG program compared to their
previous concept of thinking. It indicates that the PPG students got broader concepts
of thinking due to several aspects they got from all learning processes they went
through the PPG program. The first aspect that influenced the PPG students’
contextual change in their concept of thinking was from the PPG students’
participation in the practice of a reflective learning.
Saya mendapat hal positif dari refleksi yang diajarkan oleh para dosen
di sini. Saya menyadari bagaimana refleksi dapat mengubah kehidupan
seseorang. Ketika menulis refleksi, saya menjadi lebih giat berusaha untuk
belajar dan meningkatkan kemampuan bahasa Inggris saya. Dengan
refleksi, saya selalu memotivasi diri saya. (P1, QN. 10)
(I got positive things from a reflection taught by the PPG lecturers. I realize
how a reflection can change someone’s life. When writing a reflection, I
become triggered to learn and improve my English competency. By making
a reflection, I always motivate myself.)
Besides, there are other statements given by P2 that show how reflection
plays an important role for the PPG students’ process of learning within the PPG
program. P2 showed her positive responses to the practice of a reflective learning
that enabled her to become aware of herself and give positive impacts to other
people. P2’s positives responses to the reflection are explained below.
Kami mendapat sebuah pembelajaran melalui pengalaman tentang refleksi.
Belajar di sini membuat kami benar-benar mengetahui tentang makna dari
refleksi, bagaimana melakukan refleksi sehingga refleksi itu benar hadir
dalam kehidupan kita dan berdampak untuk kita dan orang lain. Refleksi
membantu kami untuk melihat diri kami dan bersyukur atas apa yang kami
punya, lalu menyesali apa yang kita lakukan, rencana yang akan kita
lakukan selanjutnya, dan apa yang belum didapat sebelumnya. (P2, QN. 10)
(We got a lesson to learn through the practice of reflection. Learning here
made us really understand about the sense of reflection, how to do reflection
so that it could present at our life and affect to ourselves and other people.
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Reflection helps us to see ourselves and be grateful for anything we have
got, then regret what we have done, have plans to do in the next time and
what we have not got from the past.)
The statements of P1 and P2 above sum up how the reflective learning used
in the PPG program could change their ways of thinking on behaving and learning
English. As P1 stated, the use of reflection in learning could change someone’s life
by reflecting on his or her success or failure in something and creating a new
conception that produced better perspectives to make significant improvements. P1
found that any obstacles that he faced in learning could be something that triggered
his spirit to work more on those things. In addition, P2 started to realize that learning
through the reflection could really affect every aspect of our lives and others since
it could help us to feel grateful for what we have had and set onward plans to
complete our needs. Since the practice of a reflective learning was applied among
the PPG students, it turned out that the reflection could help the students see their
own strengths and weaknesses in learning in order to find out the problem solution
and face new challenges.
Another aspect that could determine the change in the PPG students’
concepts of thinking was from the process of enjoying all processes provided by the
PPG lecturers through many activities in learning. In general, all of the learning
activities designed for the PPG students as the government’s rules were related to
teaching administration and professionalism. However, the PPG lecturers in Sanata
Dharma University had flexibility in choosing suitable materials or activities to be
given to the PPG students during the program. The provided learning activities in
PPG program used by the PPG lecturers are explained below.
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56
Saya menyadari bahwa dosen-dosen di sini melihat kekurangan yang ada
dalam diri kami dan menjadikannya pembelajaran yang lebih untuk kami.
Seperti yang berkaitan dengan kemampuan bahasa Inggris kami yang butuh
untuk di drill dibandingkan dengan pengajaran tentang RPP, silabus, atau
pengembangan media yang akan bisa dilakukan dengan sendirinya.
Pembelajaran ditekankan pada peningkatan kemampuan grammar,
description, dan mind mapping. (P2, QN. 8)
(I became realized that the lecturers here can see our lacks then transform
them as a lesson to learn for us. It is anything related to our English
competencies needed to be drilled rather than the learning of lesson plan,
syllabus, and teaching media developing that actually can be done naturally.
The learning is focused more on improving grammatical competence,
description, and mind mapping.)
P2 found more important and relevant learning activities provided by the
PPG lecturers for the PPG students. The PPG lecturers preferred to drill the students
with a comprehensive learning on the practice of grammar use, description, and
mind mapping skills. P2 started to realize that the lecturers had the tendency to
focus the learning on the English knowledge mastery rather than on other aspects
expected from attending the PPG program. The researcher identified the PPG
lecturers’ strategies to facilitate the students to engage more in the learning process
suited the theory of culturally responsive teaching. Vavrus (2008) proposes that
culturally responsive teaching (CRT) is the strategy that conceptualizes pedagogy
which is placing students at the center of learning process to actively participate in
the production and acquisition of knowledge that requires teachers to acknowledge
the students’ conceptual and cultural differences that may be brought to the learning
environments. The PPG lecturers also did this kind of acknowledgement to choose
the suitable materials to be taught to the students based on their prior needs.
Sejatinya, perihal membuat perangkat pembelajaran oleh seorang guru
pasti akan secara natural diketahui dan dilakukan. Hal yang lebih penting
dibandingkan hal tersebut adalah bagaimana mencintai anak didik agar
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
mereka dapat termotivasi untuk dapat memahami materi yang diajarkan
oleh guru. (P2, QN. 9)
(Basically, anything related to teaching administration making can be
naturally understood and done by a teacher. The more important thing than
that is how to love the students so that they become motivated to understand
the materials taught by the lecturer.)
Those statements above can show the change in the participant’s concept of
thinking related to the awareness of being professional by loving the students. After
attending all of the learning processes provided in the PPG program, P2 showed the
change in her way of thinking related to the essence of being professional as a
teacher candidate. P2 realized that the more important thing to do as a teacher was
to maintain a good approach to the students as a help for the students to encourage
themselves to comprehend the materials taught by the teachers. She preferred to
develop this thing rather than the teaching administration learning that would be
naturally mastered. The awareness of how to be professional by loving the students
that became the more influencing aspect in teaching was the change in the
participant’s concept of thinking.
The reflective learning that enabled the PPG students to see themselves and
learn better was an actualization of culturally responsive teaching considered from
the cultural differences among the PPG students. According to Vavrus (2000),
culturally responsive teaching (CRT) provides support to the cultural identities off
struggling students to obtain an academic achievement throughout the learning
process. Culturally responsive teachers will communicate academic expectations to
individual students who have historically struggled academically through a critical
reflection practiced regularly (Vavrus, 2008). Reasonably, the PPG lecturers held
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58
such a reflective learning to acknowledge and consider all culturally differences
among the students as known from their insufficient background of knowledge and
diverse learning capabilities as they came from Nusa Tenggara Timur. The
acknowledgment coming from the students’ reflections was used to consider a more
comfortable learning environment. Teachers proactively build an inclusive learning
environment that can create culturally appropriate approaches from the cultural
knowledge and experiences of diverse students (Vavrus, 2008). It is seen that the
comprehensive learning given by the PPG lecturers to the PPG students was
considered based on the students’ difficulties in learning stated in their reflections.
b. The PPG Students’ Increased Motivation to Learn English Seen from
their Contextual Change in the Concept of Learning
As the PPG students have experienced before, studying at universities in
Nusa Tenggara Timur, teaching at some 3T (Terdepan, Terluar, dan Tertinggal)
areas, and also attending PPG program in Sanata Dharma University, they must get
a lot of lessons to learn that might affect their concepts of learning. Learning from
their past experiences in studying at universities and teaching at 3T areas, they have
encountered with the realities of their cultures. Education has a goal of raising the
critical consciousness of learners by having experiential encounters with the
realities of their cultures (Freire, 1970). By having this kind of encounter with the
realities that emerged in their cultures, the PPG students could immediately draw a
comparison from an evaluative learning based on their previous experiences before
attending the PPG program in another island. They reflected on their past learning
experiences as Lewis and Williams (1994) suggest that experiential education first
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
places students in an experience then encourages reflection about the experience to
develop new skills, new attitudes, or new ways of thinking. There are several
experiences that the participants used as the evaluative learning after attending the
PPG program in Sanata Dharma University.
Dosen-dosen di kampus dalam menjelaskan materi itu tidak detail. Jadi,
ketika kami masih ingin bertanya, seperti tidak ada kesempatan. Maka,
kami mencari informasi dari tempat lain. Dalam penyampaian di kelas juga
berbeda, kalau di sini, di kelas PPG Sanata Dharma, kami mengikuti kelas
yang setiap hari bahasa pengantarnya adalah bahasa Inggris. Kalau di
tempat kami, memang kami jurusan bahasa Inggris, tetapi ada sebagian
dosen yang masih memakai bahasa Indonesia dalam penyampaian materi.
Jadi, kami kurang termotivasi dalam belajar bahasa Inggris, karena fokus
pembelajaran pun hanya pada writing, pada speaking masih kurang. Jadi,
untuk berbicara bahasa Inggris kami pun merasa takut jika salah. (P3, QN.
1)
(The lecturers in our university did not explain the materials in detail. When
we wanted to ask for questions, there was no chance provided. So, we
looked for information from other sources. The material delivery used by
our lecturers in the classroom was also different. Here, in the class of PPG
Sanata Dharma, we attended the class which used English as the medium
language. Meanwhile, in our university, there were some lecturers who still
used Bahasa Indonesia in delivering the materials. We became unmotivated
in learning English since the focus of learning was only at writing skills, for
speaking skills, it was limited. We became afraid of making mistakes in
speaking English.)
As P3 stated, it can be seen that the participant ever faced some difficulties
in learning when she was at university. Those difficulties were resulted from the
undetailed explanation of the learning materials given by the lecturers there. The
students at the university were also bordered by the limited chances provided by the
lecturers which the students might use to practice using English and improve their
language competencies in many skills. They lacked the practice of using English
that could limit their access to explore themselves in terms of practices. The
reinforcement or motivation to learn was also one thing that P3 did not get from the
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60
lecturers. As the consequence, P3 was not confident to train her English skills and
competencies due to the lack of habitual formation in using English on the daily
basis. In contrast, P3 felt that she was provided with a lot of opportunities to learn
and use English actively in the PPG program held in Sanata Dharma University.
The PPG students were triggered to use English proactively due to the habit
formation of using English built by the PPG lecturers during the learning process.
Dosen-dosen PPG Universitas Sanata Dharma di sini sangat welcome
dengan kami dan selalu menyapa, memberi semangat, dan memotivasi kami
untuk belajar. Mengingat saat di kampus, memang jarak antara
mahasiswa dan dosen sangat jelas terlihat. Jika di sini, dalam mengajar pun
dosen-dosen selalu memberikan penjelasan yang detail dan informasi atau
sumber-sumber yang mendukung penjelasan dosen yang dapat kami akses.
(P3, QN. 5)
(The lecturers in PPG Sanata Dharma University are so welcoming to us.
They always greet us, give spirit and also motivate us to learn. As I
remember, the gap between the lecturers and students in my campus was
clearly seen. Here, the PPG lecturers give detail explanation and information
or sources to access that support their explanation.)
By evaluating her past experiences in the study and current experiences in
the PPG program, P3’s statements show comparison related to the learning
progress. One different treatment that she got from the PPG lecturers compared to
the lecturers in her prior university was about the motivation and encouragement
given by the PPG lecturers that indicated their personal closeness with the students.
It suits the teachers’ motivational influences proposed by Dornyei and Otto (1998)
that include personal characteristics of teachers (motivation, commitment, warmth,
empathy, competence, etc.), teacher immediacy, active motivational socializing
behavior (modeling, task presentations, feedback/reward system), and classroom
management. The PPG lecturers tried to build a comfortable learning atmosphere
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
in order to engage the students to learn English thoroughly. As Vavrus (2008)
proposes about culturally responsive teaching, the interaction between a teacher and
a student becomes a key learning site that can determine the student’s learning
development. This is similar to the efforts made by the PPG lecturers who built a
strong connection among the PPG students to help them attain their academic goals
in the program. The lecturers dealt with each student’s individual learning
capability due to their background cultures in order to choose suitable teaching
strategies to use in the learning process.
Pengalaman yang saya dapatkan di sini sangat banyak seperti mengikuti
seminar-seminar bahasa Inggris yang memacu kami untuk maju, menonton
drama musical yang menginspirasi, dan pengalaman tentang refleksi. (P2,
QN. 10)
(There were a lot of experiences that I got here such as attending English
seminars that triggered us to move forward, watching drama musicals that
were inspiring, and the experience of making a reflection.)
There are some other participant’s statements related to the various learning
activities provided in the PPG program of Sanata Dharma University. Basically, the
PPG lecturers provided some English learning activities that could enable the PPG
students to deeper their English skills through several English seminars and events.
P3’s statements towards those learning activities are seen in the description below.
Pengalaman yang saya dari instruktur PPG berupa banyak hal seperti
mengerjakan soal-soal TOEFL, mengikuti LLTC yang memberikan inspirasi
tentang penelitian yang update tentang teknologi, pengalaman
menggunakan aplikasi-aplikasi yang dapat menunjang pengajaran sebagai
variasi media, juga refleksi dalam pengajaran yang merupakan hal baru
bagi kami. (P3, QN. 10)
(There were many experiences that I got from the PPG lecturers such as
doing the TOEFL tests, attending LLTC that gave an inspiration about the
updated research of technology, using some applications that could be used
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62
as teaching media variation, and practicing using reflection in teaching as a
new thing for us.)
The statements of P2 and P3 above show that there were several new
experiences they got while attending the PPG program that they did not get from
their study in university. The PPG students got the chances to attend some English
seminars and events such as LLTC, drama musical, and TOEFL test. They also used
to learn through reflection and using several applications that could be used as
teaching media. As Omrod (2011) states, motivation is possible to change because
of experiences. They considered themselves as meeting new experiences since
attending the PPG program in Sanata Dharma University. The PPG students found
these new experiences were motivating them to learn English better. They tried to
build their spirit and make a breakthrough from their past experiences in learning.
Dewey (1938) means experiential learning as a process of “trying” and
“undergoing” by becoming aware of a problem, getting an idea, trying out to
response, experiencing the consequences, and either confirming or modifying
previous conceptions (as cited in Lewis & William, 1994, p. 6). It is seen that the
PPG students had met their experiential learning by reflecting on their past
experiences and making new learning attitudes to attain their academic goals. They
both took up something from the past and modified in something came after as a
continuity of experience (Dewey, 1938).
Ketika saya melihat diri saya yang ada di sini, membandingkan dengan diri
saya yang ada disana, saya merasa diri saya di sini jauh lebih baik. (P2,
QN. 5)
(When I see myself and compare to myself when I was there, I feel that
myself here is much better.)
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63
The statements above showed how the participant’s motivation increased by
the time she attended the PPG program. In this case, there occurred a very
significant increase of motivation from P2 who previously even had no motivation
in learning English became motivated in learning and teaching English. It was an
actualization of trying and undergoing the experiences and making significant
changes as the new conceptions in learning. The participants as the PPG students in
Sanata Dharma University had met their experiential learning since they went
through the problems in learning, finding ideas, trying to response and know the
consequences, and making decisions to the previous conceptions. These processes
are supported by four types of learning specified by Kolb (1984) which are getting
involved fully in new experiences, reflecting on and interpreting these experiences
from different perspectives, creating concepts and integrating their observations
logically, and using their learning and new theories to solve problems and make
decisions to meet new challenges. They have involved actively in such learning
processes with the help and guidance from the PPG lecturers as the instructors.
The PPG students’ motivation increased by some encountered aspects as
what Walker and Symons (1997) proposes, “human motivation is at its highest
when people are competent, have sufficient autonomy, set worthwhile goals, get
feedback, and are affirmed by others”. It is similar to the PPG lecturers’ teaching
strategies applied to the learning process of the PPG program. The PPG students
were given opportunities to realize their lacks, have chances to exercise, get the
freedom to experiment, get feedback on their progress, and get excuses when
making mistakes in the learning. This ongoing process is expected to appear in the
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64
process of learning until the individual feels the changes on their concepts of
learning. As a result, they became motivated to follow all of the processes that
happened and try to obtain lessons to learn for their further profession. It is seen
that the educational environment has provided optimal challenges, rich sources of
stimulation and a context of autonomy that help the student’s motivation to flourish
(Deci & Ryan, 1985). Therefore, the PPG students’ motivation to learn English
increased since they were involved actively in every learning process that happened
during the PPG program held in Sanata Dharma University.
Based on the analysis of the data gathered from the focus group interviews
done among the PPG students, it can be seen that the positive responses given by
the PPG students indicate the positive impacts which are resulted from the PPG
program held in Sanata Dharma University. All statements made by the PPG
students show that they had positive responses to all learning activities provided by
the PPG lecturers of Sanata Dharma University during all the learning processes.
The PPG students could actually make use of all lessons they got from the learning
activities of comprehending English lessons and applying the teacher competence
to their teaching practices appropriately. Therefore, the training of PPG program
done in Sanata Dharma University can actually increase the PPG students’
motivation to learn English through the program.
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CHAPTER V
CONCLUSIONS AND RECOMMENDATIONS
This chapter presents conclusions and provides some recommendations of
this research. The conclusions were drawn from the discussions of the research
findings in the previous chapter, while the recommendations are presented as
suggestions for the Indonesian students especially PPG students, Indonesian
lecturers especially PPG lecturers, and for the future researchers.
A. Conclusions
Based on the results of the data analysis, the researcher took the conclusions.
These conclusions are aimed to answer the two research questions formulated in
chapter I. Therefore, there are two conclusions were drawn from this study. The
first conclusion is to generally present the factors that affected the PPG students’
motivation in attending the PPG program. Meanwhile, the second conclusion is
related to the impacts of the PPG program that increase the PPG students’
motivation to learn English through the program.
The first conclusion is that the researcher found six factors that affect the
PPG students’ motivation in attending the PPG program as classified using a
taxonomy of human motivation constructed by Ryan and Deci (2000). The results
are based on the analysis of the focus group interviews with the three research
participants. The factors are interest or enjoyment and inherent satisfaction in terms
of the intrinsic motivation and also salience of extrinsic rewards, ego involvement,
conscious valuing of activity, and hierarchical synthesis of goals that underlie the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
extrinsic motivation. From the analysis, it can be summed up that most of the PPG
students as the participants of this research had more external factors that affected
their motivation in attending the PPG program rather than the internal ones. Their
motivation was significantly affected by externalities. It is concluded that the PPG
students tended to lack autonomy of learning since they were more geared to meet
their needs. This condition actually suites the PPG program’s management that is
intended to help the students meet their needs by attending the program. As the
result, the context formation was felt thoroughly by the PPG students within the
program.
The second conclusion shows that the PPG program gives impacts that
increase the PPG students’ motivation to learn English through the program. Their
increased motivation is seen from the contextual changes in the concept of thinking
and learning occurring in the PPG students. These contextual changes were
influenced by the use of a reflective learning and comprehensive learning as the
main concerns that the PPG lecturers used in the learning process. Besides, the
approaches of culturally responsive teaching and experiential learning applied by
the PPG lecturers in the learning process also created significant impacts for the
PPG students’ spirit to learn English. The use of the reflective learning as suggested
in the culturally responsive teaching could enable the students to reflect on their
strengths and weaknesses to make decisions in their learning. The PPG lecturers
also provided a good approach for the PPG students due to their culturally different
learning capabilities. Meanwhile, the English comprehensive learning could help
the PPG students to deeper their English proficiency as the basic needs for their
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
future teaching profession. Thus, these changes in the PPG students’ concepts of
thinking and learning show how the PPG program has given positive impacts that
can increase their motivation to learn English thoroughly.
B. Recommendations
This research reveals the impacts of PPG program that increase the PPG
students’ motivation to learn English through the program. This research shows that
most of the PPG students have diverse factors underlying their motivation in
attending the PPG program to learn English. The researcher can claim that the PPG
students’ motivation increases by their positive impacts they got from attending all
learning processes provided in the PPG program held in Sanata Dharma University.
The increased motivation is shown from the contextual changes on the participants’
concept of thinking and learning. The researcher recommends the PPG students
who are attending the PPG program to have an awareness of the main reasons or
factors that underlie the decision to attend the program. As the significant impact
of having high motivation in learning, it is better for them to have an autonomy that
can motivate them to value the learning processes that happen during the program.
In general, the researcher recommends all Indonesian students to have an autonomy
that relies on their actions of learning as the motivation for their learning
development.
The researcher also recommends the PPG lecturers and all Indonesian
lecturers to have a good acceptance to their students in order to be considerable in
conducting certain teaching methods based on the students’ diverse learning
capabilities. It will be optimal if the lecturers pay attention more to their students’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
learning styles so that they can consider the best approaches to be used in learning.
Moreover, as the essential roles of lecturers in the students’ learning development,
they are expected to provide such encouragements or reinforcements for the
students in such a way that the students will gain greater confidence and spirit in
learning. The lecturers have to maintain a good approach with the students since
the educators are those who are accountable for the students’ engagement in the
learning process.
The other recommendations will be given to the future researchers who are
interested in studying a similar research topic. Since, this research only used the
focus group interview as the main instrument for the data gathering and qualitative
approach for the data analysis, the researcher could not fully describe the
phenomena as clear and valid as possible since the analysis was mainly based on
the researcher’s perspectives considering the results of interviews as the main
research data. The researcher recommends the future researchers to conduct a
similar research with a deeper investigation by using a more detailed technique such
as questionnaires, reflections, observations, or other techniques that probably will
strengthen the data analysis.
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APPENDICES
APPENDICES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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Appendix A. Interview Question Number 1
Question Number 1
Apa sajakah suka dan duka yang pernah Anda rasakan sewaktu menempuh
pendidikan perkuliahan di Nusa Tenggara Timur?
Participants Answer
P1 Yang menjadi duka adalah ketika saya menyadari bahwa
pengetahuan tentang bahasa Inggris saya tidak begitu bagus,
ditambah lagi terkadang pengajaran dosen-dosen tidak diberikan
secara detail, sehingga saya kesulitan untuk memahami materi
yang disampaikan. Lalu, yang saya rasakan sebagai suatu
kebahagiaan adalah ketika saya bertemu banyak teman. Kami
membentuk suatu kelompok belajar kecil untuk mendalami
materi Bahasa Inggris yang harus kami kuasai. Saya menyadari
meskipun pengetahuan dasar bahasa Inggris saya kurang, tetapi
saya harus berusaha untuk mendalaminya karena bahasa Inggris
sudah saya pilih sebagai latar atau ilmu dasar yang harus saya
tekuni untuk masa depan saya.
P2 Awalnya, saya tidak mempunyai motivasi sama sekali untuk
masuk jurusan bahasa Inggris namun akhirnya karena tidak ada
pilihan lain, saya masuk jurusan bahasa Inggris. Satu hal yang
memotivasi saya untuk belajar lebih adalah dosen-dosen tamatan
luar negeri di kampus yang memotivasi saya untuk belajar lebih.
Tetapi yang menjadi tantangan bagi saya adalah saya yang
notabene tidak termotivasi, kurang mendapat motivasi dari dosen-
dosen untuk belajar. Tantangan lainnya adalah kesulitan untuk
mengakses internet untuk belajar dikarenakan biaya yang
terbilang besar melihat pendapatan orang tua yang pas-pas an dan
jaringan Wi-fi terbatas.
P3 Duka yang pernah saya rasakan ketika ada di bangku perkuliahan
adalah sulitnya mendapatkan akses internet untuk mengakses
informasi yang berhubungan dengan pembelajaran di kelas.
Dosen-dosen di kampus dalam menjelaskan materi itu tidak
detail. Jadi, ketika kami masih ingin bertanya, seperti tidak ada
kesempatan. Maka, kami mencari informasi dari tempat lain.
Dalam penyampaian di kelas juga berbeda, kalau di sini, di kelas
PPG Sanata Dharma, kami mengikuti kelas yang setiap hari
bahasa pengantarnya bahasa Inggris. Kalau di tempat kami,
memang kami jurusan bahasa Inggris, tetapi ada sebagian dosen
yang masih memakai bahasa Indonesia dalam penyampaian
materi. Jadi, kami kurang termotivasi dalam belajar bahasa
Inggris, karena fokus pembelajaran pun hanya pada writing, pada
speaking masih kurang. Jadi, untuk berbicara bahasa Inggris kami
pun merasa takut jika salah.
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Appendix B. Interview Question Number 2
Question Number 2
Apa sajakah kesulitan dalam mengajar yang pernah Anda temui selama mengikuti
program SM-3T? Seperti perihal kepercayaan diri, penyusunan materi
pembelajaran, atau menjawab pertanyaan siswa dan lain-lain.
Participants Answer
P1 Dari segi pengetahuan, siswa di daerah 3T umumnya sangat
tertinggal sehingga disana kami tidak menemui kesulitan dalam
mempersiapkan diri kami. Namun, beberapa diantara mereka
telah memiliki kemampuan belajar yang cukup bagus tetapi justru
kami mengalami kesulitan dalam memilih materi yang sesuai
untuk mereka, dengan adanya latar belakang pengetahuan siswa
yang beragam.
P2 Kalau tentang kepercayaan diri, karena kami tahu bahwa siswa
disana tidak terlalu tahu bahasa Inggris, jadi kami menggunakan
bahasa Indonesia dalam mengajar. Jadi, untuk
kekurangpercayaan diri untuk mengajar sih tidak ada, karena
kami mengajar lebih ke teori, kekurangan kami adalah prakteknya
itu kurang. Hal lain seperti kesulitan untuk mendapatkan variasi
materi pengajaran selain dari buku yang disediakan. Disamping
itu, perlu adanya penyesuaian materi dari buku dengan level
kemampuan belajar siswa karena kalau materi yang diajarkan
memiliki high level, materi tersebut sulit untuk diterima oleh
siswa yang memang baru mendapat pelajaran bahasa Inggris di
bangku SMP. Maka dari itu, pengajaran yang digunakan
merupakan materi dengan level bawah.
P3 Karena pengalaman yang kami dapat dari S1 kurang, kami tidak
dibekali dengan media pembelajaran, materi, dan segala macam
dan terutama dengan akses terbatas, kami tidak memiliki bekal
yang cukup untuk masuk ke daerah terpencil itu. Jadi, apa yang
kami berikan kepada mereka hanya sebatas kemampuan yang
kami punya. Penyampaian materi sewaktu di sekolah penempatan
SM-3T saya pun hanya berasal dari buku. Jika kami ingin
memakai video, disana juga tidak tersedia slide/proyektor, jadi
tidak bisa pakai. Saya pernah memakai lagu-lagu sebagai
listening section berupa missing lyrics pada setiap verb atau
adjective karena saya berupaya untuk menjadikan pembelajaran
bahasa Inggris menjadi suatu hal yang fun dan sayang untuk
dilewatkan bagi siswa.
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Appendix C. Interview Question Number 3
Question Number 3
Hal apa sajakah yang membuat Anda berkeinginan untuk belajar secara lebih
melalui program PPG?
Participants Answer
P1 Saya menyadari bahwa saya sebagai Sarjana Pendidikan Bahasa
Inggris yang berkewajiban membagikan ilmu yang saya miliki
kepada peserta didik saya nanti. Saya termotivasi untuk
meningkatkan kemampuan berbahasa Inggris saya karena saya
ingin ketika saya kembali ke daerah asal, saya ingin memberikan
kapasitas lebih saya kepada orang-orang di sekitar.
P2 Saya merasa bahwa pengetahuan bahasa Inggris saya sangat
kurang tetapi saya tahu akan pentingnya ada di dalam bahasa itu
untuk dapat memahami struktur dan menggunakannya dengan
benar. Sebenarnya, motivasi untuk menjadi guru itu tidak ada.
Motivasi untuk mengikuti program ini lebih kepada keinginan
untuk jalan-jalan ke luar, travelling di luar pulau NTT, melihat
suasana baru, budaya baru, mengetahui cara mengajar di tempat
yang culturenya berbeda dengan di NTT.
P3 Motivasi awal saya ingin mengikuti SM-3T dan PPG adalah
karena terinspirasi oleh 2 sepupu saya yang sudah lebih dahulu
mengikuti program ini di Papua. Saya senang untuk mengikuti
program ini karena saya menyadari kalau saya Sarjana
Pendidikan yang mempunyai basic mengajar dan berkeinginan
untuk menjadi seorang guru. Jadi, saya mengikuti program ini
karena saya suka mengajar. Selain saya suka mengajar, saya juga
ingin melihat tempat lain dan sisi lain dari kehidupan seperti
budaya lain yang beragam.
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Appendix D. Interview Question Number 4
Question Number 4
Adakah dorongan dari pihak lain yang mendorong Anda untuk akhirnya mengikuti
program PPG ini? Seperti misalnya dorongan dari keluarga, rekan, atau atasan di
sekolah.
Participants Answer
P1 Saya mendapat informasi tentang program SM-3T dan PPG dari
teman saya yang juga mengikuti program tersebut di Kalimantan
Utara. Saya berpikir program ini sepertinya menjanjikan untuk
kedepannya dan menyadari bahwa pendapatan finansial saya dari
mengajar sangat kurang, program ini mungkin dapat membantu
saya mencukupi kebutuhan finansial saya dan keluarga. Saya juga
tidak memiliki relasi yang dapat membantu saya mendapatkan
pekerjaan yang layak di tengah ketatnya persaingan kerja dengan
praktik KKN di daerah asal saya.
P2 Awalnya teman saya yang mendaftarkan saya untuk mengikuti
program SM-3T dan PPG bersama dengan dia, sampai akhirnya
saya yang lanjut dan lolos seleksi. Kalau dari keluarga saya, om
saya lah yang memberi saya motivasi untuk melanjutkan
mengikuti program PPG setelah saya dinyatakan akan
ditempatkan di Yogyakarta, di Universitas Sanata Dharma. Om
saya mengatakan bahwa Universitas Sanata Dharma merupakan
salah satu kampus terbaik di Indonesia dimana dengan belajar
disana, saya akan belajar banyak hal baru.
P3 Awalnya, justru orang tua saya tidak mengijinkan saya pergi dan
mengikuti program ini mungkin karena kurang percaya dan saya
adalah satu-satunya anak perempuan di keluarga. Pada saat itu
hanya mama yang mengijinkan saya untuk mengikuti program
tersebut hingga akhirnya mama saya membantu saya meyakinkan
bapak saya bahwa dengan mengatakan kalau saya pun bisa seperti
yang dilakukan kedua sepupu saya dalam mengikuti program
SM-3T dan PPG. Akhirnya bapak saya menguatkan hati dan
merelakan saya merantau ke Kalimantan selama satu tahun dan
sampai saat ini menjalani PPG di Yogyakarta.
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Appendix E. Interview Question Number 5
Question Number 5
Apakah kesan yang didapatkan selama mengikuti program PPG di Universitas
Sanata Dharma?
Participants Answer
P1 Kami merasa sangat diterima sejak pertama kali kami sampai di
Yogyakarta dan dijemput oleh dosen-dosen PPG Universitas
Sanata Dharma. Mereka menciptakan suasana yang begitu
nyaman semenjak awal pertemuan kami sehingga rasa takut dan
minder yang awalnya kami rasakan dapat hilang karena suasana
yang menyenangkan dan nyaman yang ada. Kami menyadari
bahwa pengetahuan kami kurang, tetapi pendekatan yang
diberikan oleh para dosen sangat berbeda dibandingkan dengan
relasi kami dengan dosen-dosen kami di NTT. Kenyamanan
lingkungan dan pendekatan dari dosen-dosen itulah yang
membuat kami berusaha untuk belajar dan meningkatkan
kemampuan kami.
P2 Sewaktu saya mengikuti PPG di sini, saya belajar untuk memaksa
diri supaya dapat maksimal. Saya selalu memaksa diri saya untuk
belajar. Saya selalu mencoba dan memaksa diri, memaksa otak
untuk berpikir, walaupun tubuh ini tidak memungkinkan tetapi
saya memaksa diri untuk tetap belajar. Ketika saya melihat diri
saya yang ada di sini, membandingan dengan diri saya yang ada
disana, saya merasa diri saya di sini jauh lebih baik. Dan itu
motivasi yang sangat luar biasa yang saya dapat di sini. Yang
pertama, saya guru bahasa Inggris. Saya harus
mempertanggungjawabkan diri saya sebagai guru bahasa Inggris
dan saya harus dapat menggunakan bahasa Inggris dengan baik
supaya tidak terlihat konyol dan memalukan di depan siswa.
P3 Saya merasa sangat bersyukur dengan ditempatkannya saya untuk
mengikuti PPG di Universitas Sanata Dharma ini. Dosen-dosen
PPG Universitas Sanata Dharma di sini sangat welcome dengan
kami dan selau menyapa, memberi semangat, dan memotivasi
kami untuk belajar. Mengingat saat di kampus, memang jarak
antara mahasiswa dan dosen sangat jelas terlihat. Jika di sini,
dalam mengajar pun dosen-dosen selalu memberikan penjelasan
yang detail dan informasi atau sumber-sumber yang mendukung
penjelasan dosen yang dapat kami akses. Dalam mengajar, dosen-
dosen selalu memberikan penjelasan yang detail dan informasi
yang dapat kami akses. Kami diberikan sumber-sumber lain yang
mendukung apa yang telah dosen sampaikan di kelas.
Pemberiannya dapat berupa clue-clue yang membuat kami belajar
lebih dan meningkatkan kemampuan bahasa Inggris kami.
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Appendix F. Interview Question Number 6
Question Number 6
Ingin menjadi guru seperti apakah Anda?
Participants Answer
P1 Saya ingin menjadi guru yang dapat memotivasi siswa saya untuk
belajar bahasa Inggris dengan baik. Untuk mencapai hal itu, saya
harus dapat menjadi contoh untuk mereka dengan mencintai
bahasa Inggris terlebih dahulu. Siswa yang mengerti bahwa guru
telah memberi contoh untuk mencintai apa yang dipelajari, maka
mereka akan bersungguh-sungguh dalam belajar bahasa Inggris
secara mendalam. Saya juga ingin membuat siswa menyukai
bahasa Inggris dengan hal-hal familiar dan dekat dengan dunia
mereka melalui materi yang saya ajarkan.
P2 Saya ingin menjadi guru yang memotivasi. Motivasi itu penting
karena kalau hanya mempunyai ilmu tetapi tidak memotivasi
orang lain untuk belajar pasti akan menjadi sulit dan percuma.
Saya ingin ketika saya pulang nanti dan menjadi guru bahasa
Inggris, saya dapat mengajak orang-orang di sekitar saya untuk
membiasakan diri dalam belajar bahasa Inggris. Terlebih, karena
motivasi hal-hal positif selalu disampaikan oleh kampus ini
secara khusus melalui Pedagogik Ignasian yang sangat menyatu
dengan kami dan itu merupakan bagian dari sesuatu yang
memotivasi kami. Saya juga ingin menjadi guru yang sabar,
dimana saya dapat menyelesaikan permasalahan yang terjadi di
dalam kelas tanpa adanya kekerasan.
P3 Saya ingin menjadi guru yang selalu berpikir positif dan cinta
anak didik, seperti yang sudah saya dapatkan di sini. Saya juga
ingin menjadi guru yang memotivasi karena saya juga termotivasi
dari guru-guru dan dosen-dosen di sini. Selain itu, saya juga ingin
menjadi guru yang selalu berefleksi. Saya juga pasti akan
mengajarkan anak-anak didik saya untuk selalu berefleksi agar
apa yang mereka, pengalaman-pengalaman yang mereka
dapatkan itu mereka bisa lihat lebih detail lagi, terus kendala-
kendala apa yang mereka hadapi, lalu apa tindak lanjut dari
masalah yang kendala-kendala yang mereka hadapi itu. Lalu, saya
juga ingin menjadi contoh yang baik bagi anak didik saya dengan
lancar berbahasa Inggris agar mereka dapat meniru apa yang saya
lakukan dalam belajar bahasa Inggris.
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Appendix G. Interview Question Number 7
Question Number 7
Apakah yang Anda ketahui tentang program PPG?
Participants Answer
P1 PPG atau Pendidikan Profesi Guru menurut saya merupakan
momen atau kesempatan dimana kami dipersiapkan betul-betul
untuk menjadi seorang guru yang profesional. Kami akan
mendapatkan workshop selama satu semester yang berkaitan
dengan penyusunan perangkat pembelajaran dan praktik
mengajar selama 4 bulan. Selain itu, kami dilatih untuk dapat
menjadi guru yang mandiri dan dapat diatur melalui adanya
konsistensi dalam mengikuti program dan menaati peraturan yang
ada.
P2 Yang saya ketahui tentang PPG adalah bahwa PPG lebih fokus
kepada aP2inistrasi-aP2inistrasi sekolah, lebih ke pengembangan
silabus menjadi RPP, kemudian medianya, kemudian materinya
dikembangkan, kemudian ada pelatihan selama kurang lebih 4
bulan di sekolah. Itu yang kami ketahui tentang PPG. Kemudian
PPG itu wajib berasrama, tidak diizinkan untuk tinggal di kos atau
memilih sendiri. Tetapi semuanya itu wajib mengikuti peraturan
pemerintah dengan waktu yang sudah ditentukan. Maka, PPG
dapat dikatakan lebih mendalam mengenai aP2inistrasi, perihal
teknis.
P3 Yang saya ketahui tentang PPG adalah tentang bagaimana
membuat perangkat pembelajaran yang baik, bagaimana menjadi
guru profesional, bagaimana mengembangkan media
pembelajaran sesuai dengan topik yang akan dibicarakan. Jadi,
saya pikir PPG berarti kami mempelajari tentang media
pembelajaran, pengembangan media pembelajaran, lalu
pembuatan perangkat pembelajaran yang baik. Ada workshop dan
kegiatan lain berhubungan dengan perangkat pembelajaran.
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Appendix H. Interview Question Number 8
Question Number 8
Apa sajakah motivasi dan dorongan yang dirasakan selama menjalani program PPG
di Universitas Sanata Dharma?
Participants Answer
P1 Prinsip yang diterapkan di Universitas Sanata Dharma adalah
bahwa menjadi guru yang profesional bukan saja mengenai
perangkat pembelajaran tetapi juga basic ilmu yang dipelajari.
Kami tidak hanya dibekali dengan kemampuan membuat
perangkat pembelajaran tetapi juga kemampuan untuk
beradaptasi dengan peraturan di asrama dan kemampuan dasar
bahasa Inggris. Meskipun awalnya kami merasa takut, minder,
tetapi dengan pendekatan dari para dosen dan cara mengajar yang
lebih dekat dengan kami, kami merasa sangat terbantu.
P2 Saya menyadari bahwa dosen-dosen di sini melihat kekurangan
yang ada dalam diri kami dan menjadikannya pembelajaran yang
lebih untuk kami. Seperti yang berkaitan dengan kemampuan
bahasa Inggris kami yang butuh untuk di drill dibandingkan
dengan pengajaran tentang RPP, silabus, atau pengembangan
media yang akan bisa dilakukan dengan sendirinya. Pembelajaran
ditekankan pada peningkatan kemampuan grammar, description,
dan mind mapping.
P3 Dosen-dosen PPG di Universitas Sanata Dharma begitu baik dan
sangat fleksibel. Apa yang diajarkan kepada kami betul-betul apa
yang memang kami butuhkan. Yang saya maksud fleksibel adalah
selain kegiatan belajar, kami juga diikutsertakan dalam kegiatan
lain yang membuat kami belajar bahasa Inggris secara lebih
seperti LLTC yang sebenarnya di luar kurikulum PPG. Kami
merasa beruntung karena mungkin mahasiswa-mahasiswa lain itu
mereka membayar untuk mengikuti kegiatan itu tapi kami
digratiskan untuk mengikuti kegiatan tersebut dan mendapatkan
sertifikat.
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Appendix I. Interview Question Number 9
Question Number 9
Apakah harapan Anda sebelum akhirnya mengikuti program PPG?
Participants Answer
P1 Sebelum mengikuti PPG, hal yang saya harapkan adalah dapat
mendalami bahasa Inggris dengan baik dan meningkatkan
kemampuan bahasa Inggris saya. Di sini saya belajar bahwa
pembelajaran yang dilakukan oleh seorang guru ditentukan
dengan lima menit awal kita berada di kelas, dimana kita dapat
menentukan respon siswa untuk mengikuti proses pembelajaran
dengan baik. Seorang guru pun harus bersikap fleksibel dan tidak
terpaku pada peraturan yang ada.
P2 Harapan saya sebelum mengikuti PPG antara lain ingin
meningkatkan profesionalisme sebagai guru, meningkatkan
kemampuan pemahaman bahasa Inggris, mengetahui bagaimana
membuat perangkat pembelajaran. Sejatinya, perihal membuat
perangkat pembelajaran oleh seorang guru pasti akan natural
diketahui dan dilakukan. Hal yang lebih penting dibandingkan hal
tersebut adalah bagaimana mencintai anak didik agar mereka
dapat termotivasi untuk dapat memahami materi yang diajarkan
oleh guru. Di sini saya lebih belajar segi profesionalisme dimana
mencintai anak didik agar dapat termotivasi untuk menjadi fokus
dalam memahami materi dibandingkan dengan perihal
aP2inistrasi yang akan ada dengan sendirinya.
P3 Seperti yang kami ketahui tentang kriteria seorang guru
profesional yang harus memiliki 4 kriteria yaitu pedagogi tentang
kemampuan mengembangkan perangkat pembelajaran, personal
dimana guru memberi contoh kepada muridnya karena guru
adalah teladan bagi murid, profesionalisme dimana guru harus
betul-betul paham dengan bidang studi yang dia geluti, dan sosial
tentang bagaimana guru berinteraksi dengan orang lain. Jadi,
keempat kriteria ini yang membuat saya ingin untuk dididik dan
dilatih oleh instruktur-instruktur yang juga punya kepribadian ini.
Dan keempat kriteria ini saya dapat dari instruktur-instruktur
yang membimbing kami di program ini, jadi yang saya harapkan
ini terpenuhi.
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82
Appendix J. Interview Question Number 10
Question Number 10
Pengalaman apa sajakah yang Anda dapatkan yang mempengaruhi aspek atau
semangat profesionalisme sebagai guru?
Participants Answer
P1 Satu hal yang saya dapatkan di sini adalah tentang bagaimana kita
belajar dan menikmati semua hal yang kita lakukan dengan
menganggap bahwa hal itu bukan menjadi beban. Perlu adanya
keseimbangan antara pekerjaan dan refreshing. Seperti
pengalaman kami sebelum terjun mengajar di sekolah, hari
sebelumnya kami justru dibawa untuk jalan jalan dan refreshing.
Saya mendapat hal positif dari refleksi yang diajarkan oleh para
dosen di sini. Saya menyadari bagaimana refleksi dapat
mengubah kehidupan seseorang. Ketika menulis refleksi, saya
menjadi lebih giat berusaha untuk belajar dan meningkatkan
kemampuan bahasa Inggris saya. Dengan refleksi, saya selalu
memotivasi diri saya.
P2 Pengalaman yang saya dapatkan di sini sangat banyak seperti
mengikuti seminar-seminar bahasa Inggris yang memacu kami
untuk maju, menonton drama musical yang menginspirasi, dan
pengalaman tentang refleksi. Kami mendapat sebuah
pembelajaran melalui pengalaman tentang refleksi. Belajar di sini
membuat kami benar-benar mengetahui tentang makna dari
refleksi, bagaimana melakukan refleksi sehingga refleksi itu
benar hadir dalam kehidupan kita dan berdampak untuk kita dan
orang lain. Refleksi membantu kami untuk melihat diri kami dan
bersyukur atas apa yang kami punya, lalu menyesali apa yang kita
lakukan, rencana yang akan kita lakukan selanjutnya, dan apa
yang belum didapat sebelumnya.
P3 Pengalaman yang saya dapatkan dari instruktur PPG berupa
banyak hal seperti mengerjakan soal-soal TOEFL, mengikuti
LLTC yang memberikan inspirasi tentang penelitian yang update
tentang teknologi, pengalaman menggunakan aplikasi-aplikasi
yang dapat menunjang pengajaran sebagai variasi media, juga
refleksi dalam pengajaran yang merupakan hal baru bagi kami.
Saya pikir sebagai guru profesional, harus tahu bagaimana
perkembangan IPTEK yang dekat dengan dunia siswa. Saya pikir
untuk refleksi juga baik untuk kami dalam pengajaran. Jadi, guru
profesional itu perlu berefleksi juga.
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Appendix K. Coding of Motivation
Table 3.1 Coding of Motivation
IM: Intrinsic motivation EM: Extrinsic motivation
ER: External regulation ITJ: Introjection IDN: Identification IGT: Integration
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
1. P1 Realizing the
lack of English
proficiency as
something
important to
improve for
future
Saya menyadari meskipun
pengetahuan dasar bahasa
Inggris saya kurang, tetapi
saya harus berusaha untuk
mendalaminya karena
bahasa Inggris sudah saya
pilih sebagai latar atau ilmu
dasar yang harus saya
tekuni untuk masa depan
saya.
√
Hierarchical
synthesis of
goals
There is a realization
that mastering English
becomes an important
thing since he realizes
that it is necessarily
needed for his
profession in the
future. He focuses on
his goals for the future.
2. P1 Having needs
of improving
his capacity to
Saya menyadari bahwa saya
sebagai Sarjana Pendidikan
Bahasa Inggris yang
√
Hierarchical
synthesis of
goals
Having a life goal
which is to share his
knowledge with
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84
share with
surrounding
people
berkewajiban membagikan
ilmu yang saya miliki
kepada peserta didik saya
nanti. Saya termotivasi
untuk meningkatkan
kemampuan berbahasa
Inggris saya karena saya
ingin ketika saya kembali ke
daerah asal, saya ingin
memberikan kapasitas lebih
saya kepada orang-orang di
sekitar.
others makes him
triggered to learn and
improve his English
competencies. This
goal becomes a target
in which he realizes
that he has such a big
responsibility to do.
3. P1 Having
expectation of a
better salary
and job
Saya berpikir program ini
sepertinya menjanjikan
untuk kedepannya, dan
menyadari bahwa
pendapatan finansial saya
dari mengajar sangat
kurang, program ini
mungkin dapat membantu
saya mencukupi kebutuhan
finansial saya dan keluarga.
Saya juga tidak memiliki
relasi yang dapat membantu
saya mendapatkan
pekerjaan yang layak
√
Salience of
extrinsic
rewards
Finance becomes one
of his reasons to
attend the programs
since he knows about
the privileges
provided through
these programs. The
privileges are in a
form of prosperity
that serves a better
salary and permanent
profession after
finishing the
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85
ditengah ketatnya
persaingan kerja dengan
praktik KKN di daerah asal
saya.
programs and being
certified as a teacher.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
4. P1 Having wants
to be a teacher
who can
motivate the
students to
learn better
Saya ingin menjadi guru
yang dapat memotivasi
siswa saya untuk belajar
bahasa Inggris dengan baik.
Untuk mencapai hal itu,
saya harus dapat menjadi
contoh untuk mereka
dengan mencintai bahasa
Inggris terlebih dahulu.
Siswa yang mengerti bahwa
guru telah memberi contoh
untuk mencintai apa yang
dipelajari, maka mereka
akan bersungguh-sungguh
dalam belajar bahasa Inggris
secara mendalam. Saya juga
ingin membuat siswa
menyukai bahasa Inggris
dengan hal-hal familiar dan
√
Hierarchical
synthesis of
goals
The participant has a
want that she wants to
become a teacher who
can motivate the
students to learn better
by becoming
a role model for them.
It is the process of
setting a goal that
produces a willingness
and motivation to
do more efforts to be
optimal in teaching. It
shows the integration.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
dekat dengan dunia mereka
melalui materi yang saya
ajarkan.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
5. P1 Getting a good
acceptance
from the PPG
lecturers that
triggers the
spirit to learn
better
Kami merasa sangat
diterima sejak pertama kali
kami sampai di Yogyakarta
dan dijemput oleh dosen-
dosen PPG Universitas
Sanata Dharma. Mereka
menciptakan suasana yang
begitu nyaman semenjak
awal pertemuan kami
sehingga rasa takut dan
minder yang awalnya kami
rasakan hilang karena
suasana yang
menyenangkan dan nyaman
yang ada… Kenyamanan
lingkungan dan pendekatan
dari dosen-dosen itulah
yang membuat kami
berusaha untuk belajar dan
√
Conscious
valuing of
activity
This shows a process
in which the
participant becomes
reinforced to learn
English well due to
the best acceptance
she gets from the PPG
lecturers. The fear has
been changed into a
spirit to learn better
because of the
comfortable learning
atmosphere provided
in the PPG program.
Here, the process of
valuing the activities
happens by such external
factor that she gets.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
meningkatkan kemampuan
berbahasa Inggris kami.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
6. P1 Being engaged
in intensive
comprehension
and practice of
using English
Prinsip yang diterapkan di
Universitas Sanata Dharma
adalah bahwa menjadi guru
yang profesional bukan saja
mengenai perangkat
pembelajaran tetapi juga
basic ilmu yang dipelajari.
Kami tidak hanya dibekali
dengan kemampuan
membuat perangkat
pembelajaran tetapi juga
kemampuan untuk
beradaptasi dengan
peraturan di asrama dan
kemampuan dasar bahasa
Inggris.kemampuan
berbahasa Inggris kami.
√
Conscious
valuing of
activity
Besides the teacher
competence that are
mainly taught to the
PPG students, the PPG
lecturers try to create
such comprehensive
English learning in
which the students can
deeper their English
proficiency. P1 sees
this given activity as
something beneficial
and relevant to her
needs in learning.
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88
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
7. P1 Having a
reflective
learning that
motivates
himself to learn
better
Saya mendapat hal positif
dari refleksi yang diajarkan
oleh para dosen di sini. Saya
menyadari bagaimana
refleksi dapat mengubah
kehidupan seseorang.
Ketika menulis refleksi,
saya menjadi lebih giat
berusaha untuk belajar dan
meningkatkan kemampuan
bahasa Inggris saya. Dengan
refleksi, saya selalu
memotivasi diri saya.
√
Conscious
valuing of
activity
This is a process in
which the participant
values the reflective
learning given by the
PPG lecturers as
something that leads
to better learning
development. P1 finds
it relevant to his needs
in learning through
the PPG program.
8. P2 Having
motivation to
travel to other
islands, explore
other cultures
and discover
other teaching
methods
Motivasi untuk mengikuti
program ini lebih kepada
keinginan untuk jalan-jalan
ke luar, travelling di luar
Pulau NTT, melihat suasana
baru, budaya baru, dan ingin
mengetahui cara mengajar
di tempat yang culturenya
berbeda dengan di NTT.
√
Salience of
extrinsic
rewards
The motivation to
travel and explore
other islands
with their diverse
cultures and
teaching methods
indicates the external
motives that rewards
become the main drive of
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89
P2 to attend the
programs.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
9. P2 Having wants
to master
English so that
she will
perform well in
front of the
students
Yang pertama, saya guru
bahasa Inggris. Saya harus
mempertanggung jawabkan
diri saya sebagai guru
bahasa Inggris dan saya
harus dapat menggunakan
bahasa Inggris dengan baik
supaya tidak terlihat konyol
dan memalukan di depan
siswa.
√
Ego
involvement
This realization shows
the ego involvement
that P2 has showed
from her wants to
make big efforts in
teaching so that she
can perform well and
gain self-esteem in
teaching.
10. P2 Having wants
to be an English
teacher who can
motivate other
people to use
English well
Saya ingin menjadi guru
yang memotivasi. Motivasi
itu penting karena kalau kita
hanya mempunyai ilmu
tetapi tidak memotivasi
orang lain untuk belajar
pasti akan menjadi sulit dan
percuma. Saya ingin ketika
saya pulang nanti dan
menjadi guru bahasa
Inggris, saya dapat
√
Hierarchical
synthesis of
goals
The main goal of her
journey in attending
the PPG program is to
train herself to become
a good English
teacher who can
motivate surrounding
people to use English
actively in their daily
life. She is aware
that English is
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
mengajak orang-orang di
sekitar saya untuk
membiasakan diri dalam
belajar bahasa Inggris.
essential for nowadays
life. This goal
becomes the main
factor that triggers
herself to learn better.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
11. P2 Trying to force
herself to study
optimally
Sewaktu saya mengikuti
PPG di sini, saya belajar
untuk memaksa diri supaya
dapat maksimal. Saya selalu
memaksa diri saya untuk
belajar. Saya selalu
mencoba dan memaksa diri,
memaksa otak untuk
berpikir, walaupun tubuh ini
tidak memungkinkan tetapi
saya memaksa diri untuk
tetap belajar
√
Inherent
satisfaction
The participant’s
action and awareness
show how P2 tries to
force herself to be
optimal in learning by
her own spirit, not
from other external
factors. She makes
such efforts in order to
meet the satisfaction
that will come after
working well.
12. P2 Being engaged
in English
comprehension
drilling given
by the lecturers
who are aware
Saya menyadari bahwa
dosen-dosen di sini melihat
kekurangan yang ada dalam
diri kami dan
menjadikannya
pembelajaran yang lebih
√
Conscious
valuing of
activity
One of the activities
provided in the PPG
program in Sanata
Dharma University is
the English
comprehension
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91
of our lack of
English
proficiency
untuk kami. Seperti yang
berkaitan dengan
kemampuan bahasa Inggris
yang kami butuh untuk di
drill dibandingkan dengan
pengajaran tentang RPP,
silabus, atau pengembangan
media yang akan bisa
dilakukan dengan
sendirinya. Pembelajaran
ditekankan pada
peningkatan kemampuan
grammar, description, dan
mind mapping.
drilling adapted from
the PPG lecturers’
acknowledgement
towards the PPG
students’ learning
needs. P2 appreciates
and values it as
something relevant to
her learning needs.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
13. P2 Being engaged
in reflective
learning along
the PPG
program
Kami mendapat sebuah
pembelajaran melalui
pengalaman tentang
refleksi. Belajar di sini
membuat kami benar-benar
mengetahui tentang makna
refleksi, bagaimana
melakukan refleksi sehingga
refleksi itu benar hadir
√
Conscious
valuing of
activity
Similar to other
participants who see
the reflective learning
as an important factor
that supports their
learning, P2 also
feels the advantages
of the reflective
learning use.
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92
dalam kehidupan kita dan
berdampak untuk kita dan
orang lain. Refleksi
membantu kami untuk
melihat diri kami dan
bersyukur atas apa yang
kami punya, lalu menyesali
apa yang kita lakukan,
rencana yang akan kita
lakukan selanjutnya, dan
apa yang belum didapat
sebelumnya.
Her conscious valuing
of activity can activate
her motivation to fully
involve in the PPG
program.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
14. P2 Having a lot of
experiences in
attending some
events for
learning
Pengalaman yang saya
dapatkan di sini sangat
banyak seperti mengikuti
seminar-seminar bahasa
Inggris yang memacu kami
untuk maju, menonton
drama musical yang
menginspirasi, dan
pengalaman tentang
refleksi.
√
Conscious
valuing of
activity
Such activities that the
participant has
attended can create the
conscious valuing that
suddenly gives her
motivation in
attending the PPG
program.
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93
15. P3 Feeling more
interested in the
SM-3T and
PPG programs
due to her
passion for
teaching
Saya senang untuk
mengikuti program ini
karena saya menyadari
kalau saya Sarjana
Pendidikan yang
mempunyai basic mengajar
dan berkeinginan untuk
menjadi seorang guru. Jadi
saya mengikuti program ini
karena saya suka mengajar.
√
Interest/
enjoyment
The main motive in
attending the SM-3T
and PPG programs
that IT has is due to
her awareness that her
passion for teaching.
That becomes intrinsic
motivation affected by
her interest in these
programs.
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
16. P3 Having a
reflective
learning that
motivates
himself to learn
better
…saya juga ingin melihat
tempat lain dan sisi lain dari
kehidupan seperti budaya
lain yang beragam
√
Salience of
extrinsic
rewards
The participant also
has an expectation of
exploring the cultures
of other islands as her
view of extrinsic
rewards that come
afterward by joining
the programs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
17. P3 Getting a good
acceptance,
comfortable
learning
atmosphere,
and
encouragements
given by the
PPG lecturers
Di sini kami merasa
diterima karena dosen-
dosennya sangat baik,
ramah, dan memotivasi
kami untuk belajar.
√
Conscious
valuing of
activity
Similar to the others,
the participant values
the acceptance given
from the PPG lecturers
that create a
comfortable learning
atmosphere as
something that
supports her study.
18. P3 Getting detailed
material
explanation and
further
references for
learning
sources
Dalam mengajar, dosen-
dosen selalu memberikan
penjelasan yang detail dan
informasi yang dapat kami
akses. Kami diberikan
sumber-sumber lain yang
mendukung apa yang telah
dosen sampaikan di kelas.
Pemberiannya dapat berupa
clue-clue yang membuat
kami belajar lebih dan
meningkatkan kemampuan
bahasa Inggris kami.
√
Conscious
valuing of
activity
The good things that
the PPG students get
through this PPG
program are the
detailed material
explanation and
learning sources that
can be accessed. The
participant sees these
things as relevant
aspects for her study
within the program.
She feels motivated.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
No
Participant
Experience
Statement
Type of Motivation
Reason
Brief Description IM EM
ER ITJ IDN IGT
19. P3 Having several
events to attend
for learning due
to the material
flexibility given
by the lecturers
Dosen-dosen PPG di
Universitas Sanata Dharma
begitu baik dan sangat
fleksibel. Apa yang
diajarkan kepada kami
betul-betul apa yang
memang kami butuhkan.
Yang saya maksud fleksibel
adalah selain kegiatan
belajar, kami juga
diikutsertakan dalam
kegiatan lain yang membuat
kami belajar bahasa Inggris
secara lebih seperti LLTC
yang sebenarnya di luar
kurikulum PPG.
√
Conscious
valuing of
activity
There are several
events that the PPG
students can attend as
learning activities in
the program. The
lecturers have such a
flexibility to hold any
relevant learning
activities for the
students. IT
appreciates the
lecturers’ decision as
something important
for her study within
the program.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI