The attainment of entrepreneurial knowledge through service program design class in ELESP of Sanata Dharma University: a phenomenological study.

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ABSTRACT

Sugi, V. D. M. (2016). The Attainment of Entrepreneurial Knowledge through Service Program Design Class in ELESP of Sanata Dharma University: A Phenomenological Study. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

The research discussed how far English Language Education Study Program (ELESP) students who had joined Service Program Design (SPD) course (KPE 477) obtained the knowledge of entrepreneurship. Based on the survey done to ELESP students’ Batch 2012, it showed that 96% ELESP students believed that the course built entrepreneurship skills. Therefore, this research was conducted to see the extent to which they obtained the entrepreneurship knowledge through Service Program Design class. There had not been any systematic studies on this matter.

There were two research questions to answer. They were 1) To what extent did ELESP students obtain the knowledge of Entrepreneurship through Service Program Design Class? and 2) to what extent did the experience of learning in SPD class bring enjoyable atmosphere across the period?.

The research used qualitative method. It was a phenomenological study in SPD class. To answer the first question, the data were gathered by interviewing some ELESP students who had joined SPD. Those participants were chosen purposely. To answer the second research question, the data were gathered by questionnaire. Fifty students were chosen to answer the questionnaire.

The findings of the research showed that ELESP students who had joined SPD obtained the knowledge of entrepreneurship. The knowledge of entrepreneurship could be seen through creativity, ingenuity, knowledge and skill. Furthermore, it also shows on how ELESP students obtained the knowledge of entrepreneurship through the characteristics of entrepreneurship. Those characteristics were passion, perseverance, resourcefulness, open-mindedness, and sponge-like nature. In conclusion, the ELESP students obtained much knowledge of entrepreneurship through SPD course and the knowledge of entrepreneurship brought good changes for the students. Therefore, all the activities in SPD should be maintained.

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vii

ABSTRAK

Sugi, V. D. M. (2016). The Attainment of Entrepreneurial Knowledge through Service Program Design Class in ELESP of Sanata Dharma University: A Phenomenological Study. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, FKIP, Yogyakarta: Universitas Sanata Dharma.

Penelitian ini mendiskusikan seberapa jauh mahasiswa Pendidikan Bahasa Inggris (PBI) yang sudah mengambil matakuliah Service Program Design (SPD) (KPE 477) memperoleh pengetahuan tentang ‘entrepreneurship’. Berdasarkan survey terhadap mahasiswa PBI angkatan 2012, menunjukan bahwa 96% mahasiswanya berpendapat sama bahwa SPD merupakan kelas yang di design untuk membentuk ketrampilan-ketrampilan di bidang ‘entrepreneurship’. Dengan demikian, penelitian ini dilakukan untuk melihat seberapa jauh mahasiswanya memperoleh pengetahuan tentang ‘entrepreneurship’ di kelas Service Program Design karena belum ada penelitian yang sistematik terhadap hal tersebut.

Dalam penelitian ini, terdapat dua rumusan masalah 1) seberapa jauh mahasiswa PBI mendapatkan pengetahuan tentang ‘entrepreneurship’ melalui kelas Service Program Design (SPD)? dan 2) seberapa jauh pengalaman belajar mereka di SPD membawa atmosfer yang berkesan selama 1 semester?

Penelitian ini menggunakan metode kualitatif dalam bentuk studi fenomena di kelas SPD. Untuk menjawab rumusan masalah pertama, data yang dikumpulkan melalui wawancara terhadap beberapa mahasiswa PBI yang sudah mengikuti kelas SPD. Mahasiswa dipilih dengan metode dengan tujuan tertentu. Untuk menjawab rumusan masalah yang kedua, data yang dikumpulkan melalui kuesioner. Ada 80 mahasiswa yang dipilih untuk menjawab pertanyaan-pertanyaan yang telah dicantumkan di kuesioner tersebut.

Temuan-temuan dari penelitian ini menunjukan bahwa mahasiswa PBI yang sudah mengikuti kelas SPD mendapatkan pengetahuan tentang ‘entrepreneurship’ secara lengkap. Pengetahuan ‘entrepreneurship’ tersebut dapat dilihat melalui dasarnya yang berkaitan dengan kreatifitas, kecerdikan, keluasan pengetahuan, dan ketrampilan. Lebih jauh lagi, hal tersebutkan ditunjukan melalui bagaimana mahasiswa PBI memperoleh pengetahuan ‘entrepreneurship’ berdasarkan karakteristiknya. Karakateristiknya adalah passion, perseverance, resourceful, open-mindedness, dan sponge-like nature. Kesimpulannya, mahasiswa PBI mendapat banyak pengetahuan ‘entrepreneurship’ di kelas SPD. Pengetahuan ‘entrepreneurship’ berdampak bagus pada perubahan dalam diri mahasiswa. Dengan demikian, bisa dikatakan semua aktifitas di kelas SPD harus dipertahankan.

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THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE

THROUGH SERVICE PROGRAM DESIGN CLASS IN ELESP

OF SANATA DHARMA UNIVERSITY:

A PHENOMENOLOGICAL STUDY

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Valentinus Doni Wicaksono Meo Sugi Student Number: 121214175

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

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vi

ABSTRACT

Sugi, V. D. M. (2016). The Attainment of Entrepreneurial Knowledge through Service Program Design Class in ELESP of Sanata Dharma University: A Phenomenological Study. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.

The research discussed how far English Language Education Study Program (ELESP) students who had joined Service Program Design (SPD) course (KPE 477) obtained the knowledge of entrepreneurship. Based on the survey done

to ELESP students’ Batch 2012, it showed that 96% ELESP students believed that the course built entrepreneurship skills. Therefore, this research was conducted to see the extent to which they obtained the entrepreneurship knowledge through Service Program Design class. There had not been any systematic studies on this matter.

There were two research questions to answer. They were 1) To what extent did ELESP students obtain the knowledge of Entrepreneurship through Service Program Design Class? and 2) to what extent did the experience of learning in SPD class bring enjoyable atmosphere across the period?.

The research used qualitative method. It was a phenomenological study in SPD class. To answer the first question, the data were gathered by interviewing some ELESP students who had joined SPD. Those participants were chosen purposely. To answer the second research question, the data were gathered by questionnaire. Fifty students were chosen to answer the questionnaire.

The findings of the research showed that ELESP students who had joined SPD obtained the knowledge of entrepreneurship. The knowledge of entrepreneurship could be seen through creativity, ingenuity, knowledge and skill. Furthermore, it also shows on how ELESP students obtained the knowledge of entrepreneurship through the characteristics of entrepreneurship. Those characteristics were passion, perseverance, resourcefulness, open-mindedness, and sponge-like nature. In conclusion, the ELESP students obtained much knowledge of entrepreneurship through SPD course and the knowledge of entrepreneurship brought good changes for the students. Therefore, all the activities in SPD should be maintained.

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vii

ABSTRAK

Sugi, V. D. M. (2016). The Attainment of Entrepreneurial Knowledge through Service Program Design Class in ELESP of Sanata Dharma University: A Phenomenological Study. Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, FKIP, Yogyakarta: Universitas Sanata Dharma.

Penelitian ini mendiskusikan seberapa jauh mahasiswa Pendidikan Bahasa Inggris (PBI) yang sudah mengambil matakuliah Service Program Design (SPD) (KPE 477) memperoleh pengetahuan tentang ‘entrepreneurship’. Berdasarkan survey terhadap mahasiswa PBI angkatan 2012, menunjukan bahwa 96% mahasiswanya berpendapat sama bahwa SPD merupakan kelas yang di design untuk membentuk ketrampilan-ketrampilan di bidang ‘entrepreneurship’. Dengan demikian, penelitian ini dilakukan untuk melihat seberapa jauh mahasiswanya memperoleh pengetahuan tentang ‘entrepreneurship’ di kelas Service Program Design karena belum ada penelitian yang sistematik terhadap hal tersebut.

Dalam penelitian ini, terdapat dua rumusan masalah 1) seberapa jauh mahasiswa PBI mendapatkan pengetahuan tentang ‘entrepreneurship’ melalui kelas Service Program Design (SPD)? dan 2) seberapa jauh pengalaman belajar mereka di SPD membawa atmosfer yang berkesan selama 1 semester?

Penelitian ini menggunakan metode kualitatif dalam bentuk studi fenomena di kelas SPD. Untuk menjawab rumusan masalah pertama, data yang dikumpulkan melalui wawancara terhadap beberapa mahasiswa PBI yang sudah mengikuti kelas SPD. Mahasiswa dipilih dengan metode dengan tujuan tertentu. Untuk menjawab rumusan masalah yang kedua, data yang dikumpulkan melalui kuesioner. Ada 80 mahasiswa yang dipilih untuk menjawab pertanyaan-pertanyaan yang telah dicantumkan di kuesioner tersebut.

Temuan-temuan dari penelitian ini menunjukan bahwa mahasiswa PBI yang sudah mengikuti kelas SPD mendapatkan pengetahuan tentang

‘entrepreneurship’ secara lengkap. Pengetahuan ‘entrepreneurship’ tersebut dapat dilihat melalui dasarnya yang berkaitan dengan kreatifitas, kecerdikan, keluasan pengetahuan, dan ketrampilan. Lebih jauh lagi, hal tersebutkan ditunjukan melalui bagaimana mahasiswa PBI memperoleh pengetahuan

‘entrepreneurship’ berdasarkan karakteristiknya. Karakateristiknya adalah passion, perseverance, resourceful, open-mindedness, dan sponge-like nature. Kesimpulannya, mahasiswa PBI mendapat banyak pengetahuan

‘entrepreneurship’ di kelas SPD. Pengetahuan ‘entrepreneurship’ berdampak bagus pada perubahan dalam diri mahasiswa. Dengan demikian, bisa dikatakan semua aktifitas di kelas SPD harus dipertahankan.

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ACKNOWLEDGEMENTS

I dedicate my thesis for my God. I thank God for giving me strength and spirit to finish this thesis and by His guidance and love, I can finish this thesis well.

I also thank my family especially my parents, Bruno Kumi and Elisabeth Sulistyaningsih for their unrelenting support through out my life. For my elder sister, Isabella Ayu Yua Ningsih, I thank her for her advice every time I make mistakes. For my little sister, Hildegardis Jelita Ningsih, I thank her for helping me get out of my boredom. For my sisters, Cepin and Icha, I thank them for accompanying me since my study period in Yogyakarta.

I would like to thank my advisor, Markus Budiraharjo, Ed.D., for helping me finish my thesis. I had been working with him almost in two semesters

to finish my thesis. I thank him for giving me support. I also thank all ELESP USD lecturers for teaching me many things.

For my best friends in ELESP (Joe, Vincent, Nanda, Carlo, Rico, Dewi

and others), I thank them for accompanying me during the study. For my

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and guidance mean a lot to me. All of them are my family. They teach me about life. Life, love, laugh, and smile are the things that I have gotten from them.

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LIST OF FIGURES

Figure Page

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LIST OF APPENDICES

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1

CHAPTER I

INTRODUCTION

In this research, the researcher would like to dig a phenomenon which occurs in the English Language Education Study Program (ELESP) where the

students obtain the knowledge of entrepreneurship through Service Program Design (SPD) course (KPE 477). This chapter is divided into six parts. The first part is background of the study, the second part is research problems, the third

part is problem limitation, the fourth part is research objectives, the fifth part is research benefits and the last part is definition of terms.

A. Background of the Study

The year of 2015 marks the adoption of ASEAN Economic Community

(AEC) where everyone or company in the South East Asia can enter and go marketing freely in ASEAN countries. In such a free trade scheme, everyone will

compete for each other to excel and grab a market niche. Accordingly, each person tries to give their best to equip themselves with appropriate knowledge and skills to anticipate such challenges. However, not all of us have prepared

ourselves to face it.

In order to be ready to face the free market, we need to improve our education. Education helps human beings to increase their skills and knowledge.

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fresh graduates are very likely to be unprepared to compete in the real job market. They are not ready to work since the education system in our country still does

not support them to improve their skills. In ELESP, students are prepared to be professional English teachers. However, not all students want to be teachers.

Therefore, when they deal with working in other fields, some students cannot compete since they are not prepared to work in other fields besides education field.

Due to the case, in 1998 some ELESP lecturers started to create a course named Service Program Design (SPD) to prepare ELESP students to compete

with others in the working places. One of the treatments which is conducted in SPD course is to introduce them to entrepreneurship world, where they are to learn or develop managerial skills. This claim is supported by the survey which

has been done to ELESP students’ Batch 2012. Based on the data that has been collected, 96% of the students state that SPD is a class to build the characteristics

of managers and entrepreneurs. Therefore, the students are trained as managers and entrepreneurs. Entrepreneurship is considered as an important knowledge which is needed for the ELESP students. Consequently, students are trained with

different kinds of activities to build strong characteristics of entrepreneurs.

The lecturers who teach SPD course are the experts in the field of

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Based on the experiences of those who had joined the SPD course, the researcher notices that they are happy since they are able to acquire much

knowledge to be prepared to face the real working world. This claim is supported

by the survey which was done to ELESP students’ Batch 2012. Based on the survey, 98% of students are happy after joining SPD class. When an ELESP student joins the SPD course, at that moment he/she is treated as a manager or a leader. However, the treatments are not spoiling treatments. In the SPD course, all

students are required to become professional in which they must be ready to struggle in all conditions.

Lobler (2006) states that in the classical business education, transferring knowledge is one of the main goals. Students should gather a broad and deep base of knowledge that they can apply to their works. In entrepreneurship education

literature, it is argued that entrepreneurs have to build a sense of community. Futhermore, learning to live as a part of a community that is dispersed,

asynchronous and diverse is one of the initiatives that shapes characteristics as well as knowledge. Lober (2006) believes that entrepreneurs are self-governed people who reach their goals within their community. Moreover, entrepreneurs set

their own goals in an uncertain environment. Therefore, Lober (2006) emphasizes that students must be prepared to thrive in the unstructured and uncertain nature of

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Based on the previous study related to entrepreneurship “A Case Study of MARVY CORP: Student’s Perceived Growth in Relation to the Attainment of

Entrepreneurship Skills” written by Maryati (2015), the researcher notices that

some ELESP students have built their own businesses. However, there is a

question emerging there, what is the relationship between entrepreneurship and English Language Education Study Program (ELESP)? As explained in the previous research by Maryati (2015), actually there is a relation there between

ELESP and entrepreneurship. Based on the previous research, we can see that ELESP also demands the students to get entrepreneurship knowledge. We can see

it through vision and mission of ELESP in 2015. The vision of study program is:

“Pada 2015 Program Studi Bahasa Inggris Sanata Dharma menjadi program unggulan dalam bidang pendidikan calon pengelola pembelajaran Bahasa Inggris yang profesional, cerdas, humanis, bermartabat, dan berkarakter yang kuat sebagai pendidik”

[In 2015, English Language Education Study Program of Sanata Dharma becomes a prominent program in the field of education of English learning organizer candidates who are professional, intellectual, humanistic, dignified, and having good characteristics as educators]

Based on this vision, it is tangible that the study program focuses on preparing professional English educators with good characteristics. This vision

shows that the study program applies entrepreneurship skill there since there also must be some entrepreneurship skills to be achieved on that vision. To achieve the vision, there are four missions. One of the missions of the study program is:

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[Giving service in the field of English education professionally for the English learning organizers and the training of ability of English to society as implementation of humanistic education to develop the society]

Wilson (2010) states that entrepreneurship requires being enterprising in

the particular context – where innovative new products and/or services are produced. Based on the mission above, it is clear that one of the missions is to give service in the education field for society. Therefore, it shows the relation

between the vision and mission of ELESP clearly with entrepreneurship since it

shows the word ‘service’ where it relates to entrepreneurship skill. Based on the vision and mission of the study program, it is tangible that the study program also treats the students to obtain the knowledge of entrepreneurship. Neck and Greene (2011) provides the reality of entrepreneurs nowadays. According to Neck and

Greene (2011), entrepreneurship is complex, chaotic, and lacks any notion of linearity. Therefore, they emphasize that educators should have the responsibility

to develop the discovery, reasoning, and implementation skills of students so they may excel in highly uncertain environments. These skills enhance the likelihood that students will identify and capture the right opportunity at the right time for

the right reason. Therefore, in this research, the researcher tries to dig up how far the knowledge of entrepreneurship which is shared in SPD course can be useful

for those students who have joined that course. Moreover, in this research the researcher wants to know how far the experiences of learning in SPD class bring enjoyable atmosphere across the period. Furthermore, how the students suffer

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B. Research Problems

This research focuses on discussing two research problems:

1. To what extent did ELESP students obtain the knowledge of Entrepreneurship through Service Program Design (SPD) Class?

2. To what extent did the experiences of learning in SPD class bring enjoyable atmosphere across the period?

C. Problem Limitation

The restrictions on the problems in this research are focused on analyzing

how far the ELESP students who have joined SPD course acquire the knowledge of entrepreneurship through SPD course, how they are trained to have strong characteristics to help them be ready to fight in any situation, and how the

experiences of learning in SPD bring enjoyable atmosphere.

D. Research Objectives

This research is aimed to know how far ELESP students of the seventh and the eighth semester learn about the entrepreneurship in SPD class. In a

broader way, this research is aimed to find out to what extent the knowledge of entrepreneurship which is given in SPD course is useful for the students dealing

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E. Research Benefits

The study would be beneficial for some parties. The researcher expects

that this study gives benefits for the researcher, ELESP students, ELESP and the future researchers.

1. For the researcher

This study can help the researcher to know how far ELESP students who have joined SPD class obtain the entrepreneurship knowledge from the course.

2. For English Language Study Program (ELESP) students

This study can help students to understand better about entrepreneurship

since not all of students would be teachers in the future. Therefore, students would join and be more active in learning entrepreneurship.

3. For English Language Education Study Program (ELESP)

This study can be used for measuring whether one of the courses, SPD, in the study program has been good enough in improving students’ entrepreneurship knowledge or not.

4. For future researchers

This study can be used to conduct other researches related to Service

Program Design (SPD) course and entrepreneurship.

F. Definition of Terms

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1. Service Program Design

Service Program Design is one of the courses in ELESP of Sanata

Dharma. Service Program Design (SPD) course (KPE 477) assists students to build up and develop their entrepreneurship skills, such as abilities to be an

excellent team member/player and to communicate with others clearly and effectively. According to Sanata Dharma, SPD aims to introduce entrepreneurship to students. The students are trained to be independent and responsible people.

The students learn how to design a training service program, to offer the program to institutions/companies and to implement the program (as cited in Association

of Christian Universities and Colleges in Asia (ACUCA), 2011, p. 3). In this study, SPD is employed to be a place for the researcher to see how the students experienced many kinds of experiences which were related to entrepreneurship in

English Language Education Study Program (ELESP). 2. The Knowledge of Entrepreneurship

Baron (2012) believes that entrepreneurship knowledge is related to human capacities. The human capacities are creativity, ingenuity, knowledge, and skills. In this study, the human capacities are employed to see whether the

students have already obtained those human capacities through their experiences when joining SPD or not.

3. Experiencing-self vs Remembering self

Kahneman and Riis (2005) state that there are two human selves in every person. Those selves are experiencing-self and remembering-self. However, the

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with the score for the events. According to Kahneman and Riis, human beings are story tellers. Therefore, they emphasize that when we are asked 'how good was

the vacation', it is not an experiencing-self that answers but it is a remembering- self that answer. The remembering-self keeps score and maintains records. In this

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CHAPTER II

REVIEW OF RELATED LITERATURE

In order to answer the previous set research questions and develop similar understanding concerning the matters under investigation as the first stone, this

chapter focuses on discussing some related theories.

A. Theoretical Descriptions

There are some theories used in the research. They are entrepreneurship theory, characteristics of entrepreneurship, entrepreneurial leadership, and

experiencing self vs remembering self. 1. Entrepreneurship

The term ‘entrepreneur’ is derived from the French word “entreprendre”

which means “to undertake” (Burch, 1986). In this sense, entrepreneurs are the

ones who undertake a new business ventures to generate value (Hisrich, Peters, &

Shepherd, 2005). They are often compared to Olympic athletes challenging themselves to break new barriers; to long distance runners dealing with pain and agony; to symphony orchestra conductors who balance different skills, sounds and

people; or to top-gun pilots who dare to push the envelope of speed (Kuratko & Hodgetts, 2004). Entrepreneurship is the word that has an almost mystical ring. For many persons, it triggers mental images of Bill Gates, Steve Jobs, Mark

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Similarly, the word entrepreneurship, which most people interpret as meaning what entrepreneurs do (mainly, in the public mind, starting successful new

businesses), conjures up images of heroic efforts by entrepreneurs to convert their ideas and visions to reality and so, perhaps, change the lives of countless people -

and the world. Basically, the term of entrepreneurship first appeared in a significant volume about 20 years ago, and it has now reached a reasonable state of maturity.

The term 'entrepreneur' has been introduced into economic theory by Cantillon in 1759. According to Cantillon, the entrepreneurship is related to

taking a risk. However, this idea is refined by the US economist Knight (1921). According to Knight, risk refers to recurrent events of which relative frequency is known from past experience, while uncertainty relates to unique events whose

probability can only be subjectively estimated. Then, popular notions of entrepreneurship are based on the heroic vision that is put forward by Schumpeter

(1934). The entrepreneur is visualized as an innovator who creates new industries and thereby precipitates major structural changes in economy.

Entrepreneurship is seen as a fundamentally important part of modern

economic and social life. However, the definitions of entrepreneurship are dependent on whose perspective is being considered. Entrepreneurship is usually

associated with the world of business. An entrepreneur is often defined as one who starts his/her own, new and small business. It can be said that not every small business is entrepreneurial or represents entrepreneurship. The context for

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entrepreneurship requires being enterprising in particular context - where innovative new products and/or services are produced.

There are a number of different definitions of the terms entrepreneurship and entrepreneur. Some definitions insist that all entrepreneurship must result in

the founding of a new venture; other definitions allow entrepreneurship to take place within the context of an existing organization. Guth & Ginsberg (1990) provide a broad and flexible definition of corporate entrepreneurship that can be

extended to include independent entrepreneurship. They state that:

The topic of corporate entrepreneurship encompasses two types of phenomena and the processes surrounding them: (1) the birth of new businesses within existing organizations, i.e. internal innovation or venturing; and (2) the transformation of organizations through renewal of the key ideas on which they are built, i.e. strategic renewal (p. 5).

Add a third class of activity, i.e. “(3) the birth of new businesses formed outside the auspices of existing organizations,” and this definition adequately covers both

corporate and independent entrepreneurship.

Baron (2012) provides one reason why many courses on entrepreneurship focus heavily on business models and business plans, and seem to assume that these are, and should be, the true heart of the field. Entrepreneurship usually

makes its home in schools of business or management, and is viewed as being, primarily, a branch of management, where it joins other, and more established

fields such as marketing, finance, and operations. However, Baron (2012) emphasizes that entrepreneurship involves something more basic. In essence, it involves the human capacities. The human capacities are creativity, ingenuity,

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what currently exists - and that creates some kind of value (social or economic).In other words, it occurs whenever, wherever, and however individuals take concrete

action to convert their ideas and dreams into "something better” into reality -whenever and however they try to give them tangible existence in the external

world.

2. Characteristics of Entrepreneurs

There are many characteristics of entrepreneurship introduced by many

experts. However, we will see some characteristics of being entrepreneurs. Resnick (2014) shares five common characteristics that every entrepreneur should

have: a. Passion

Resnick (2014) emphasizes that one of the most important qualities

associated with successful entrepreneurship is passion. Moreover, Resnick (2014) believes that when people feel committed to what they are doing and when they

care deeply about it, they stand the best chance of being successful at it. The heart must become an ally of the mind.

b. Perseverance

According to Resnick (2014), entrepreneurs need to be able to deal with obstacles. Resnick (2014) states that a business does not get built overnight, and

turning our idea into a reality; it will take time. we have to become accustomed to people saying no to us. Then, he emphasizes that what makes entrepreneurs great is having the perseverance to grow regardless of how many times they are shut

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Follow-up is the key. People might present plenty of excuses for not getting back in touch with us. Yet if we show persist in trying to make things

happen, we will probably succeed. c. Resourcefulness

Another characteristic that is provided by Resnick is resourcefulness. Resnick (2014) believes that a vital ability for an entrepreneur is to know how to make the most of what we have. Resnick (2014) advises that our assets as an

entrepreneur will be limited, so we have to use them to the fullest. d. Open-Mindedness

Resnick (2014) has provided some characteristics of an entrepreneur. Furthermore, Resnick states that as an entrepreneur, we may think that we have zeroed in a business plan, then we will need to learn to take in others’ opinions. e. Sponge-like nature

The last common characteristics that are provided by Resnick (2014) is to

be sponge-like nature. According to Resnick, being an entrepreneur involves a learning process. If we are not willing to learn, then we need to think about leaving the startup world. Resnick (2014) believes that every entrepreneur needs

to be able to soak in everything and anything he/she can- just like a sponge. Finally, Resnick (2014) emphasizes that the more we learn, the better we are.

Furthermore, Covey (1989) states that there are seven habits of highly effective people that everyone must possess:

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b. Begin with the end in mind: starting with a clear understanding of the destination and it is based on the principle that all things are created twice for

leadership.

c. Put first things first: allowing to achieve self-mastery and self-discipline for

management.

d. Think win-win: seeking solution that everyone can win.

e. Seek first to understand, then to be understood: listening and communicating

with respect to the other person.

f. Synergize: communicating with respect and creativity, learning, gaining

insight, and producing solution to problems and issues better than any originally proposed.

g. Sharpen the saw: preserving and enhancing the greatest asset owned.

Habits 1, 2, and 3 focus on self-mastery and moving from dependence to independence. Habits 4, 5, and 6 focus on developing teamwork, collaboration,

communication skills, and moving from independence to interdependence. Habit 7 focuses on continuous growth and improvement and embodies all the other habits.

3. Entrepreneurial Leadership

An entrepreneurial activity is recognized as a driver of wealth creation as

it leverages “innovation” and breaks the “dominant logic” of competition within

an industry (Prahalad & Richard, 1986). As a driver of change and creativity, the entrepreneur is often a natural-born leader and indeed entrepreneurship is directly

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there is a lack of continuity and depth when examining the entrepreneur as a leader: many prominent authors have directly and indirectly referred to such

themes, however most of them still view the entrepreneur as a risk taker who seize opportunities and also breaks the mould through innovation and creativity (Covin

& Slevin, 1989).

In contrast, the leadership literature has a wide and deep analysis of leaders and their role in an organizational context. Studies range from psychology

to organizational behaviour with an emphasis on differentiating the leader from a manager (Kotter, 2001). Leaders can empower others, cope with change, manage

complexity, plan for the unexpected (Kotter, 2001) and/or possess idealized influence over followers (Bass & Avolio, 1993).

The distinction between entrepreneurs and leaders is somewhat blurred.

Most successful entrepreneurs view themselves as leaders because they have the vision that enables them to provide valuable output economy. The view which is

presented here is that leaders are those who are particularly successful at choosing the right direction when a multitude of possibilities are presented and they also have the necessary skill to convince others. To do this, leaders tend to be

generalists rather than specialists.

To understand the nature of entrepreneurial leadership, it is important to

consider some of the theories of development so as to better recognize the emerging importance of entrepreneurship. The research on entrepreneurship has grown dramatically over the years. As the field has developed, research

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contextual and process-oriented research. Theory of development is what drives any field of study. Entrepreneurship theory has been developing over the last 30

years and it is apparent that the field is growing. More important, we need to understand some of that development in order to appreciate the better nature of

entrepreneurial leadership. Moreover, the study of the basic theories in entrepreneurship helps to form a foundation upon in which we can build an understanding of the process of entrepreneurship.

Entrepreneurial leadership is organizing a group of people to achieve a common goal using proactive entrepreneurial behaviour by optimizing risk,

innovating to take advantage of opportunities, taking personal responsibility and managing change within a dynamic environment for the benefit of the organization.

Entrepreneurial leadership is effectively using the skills associated with successful individual entrepreneurs and applying those within the environment of

the larger organization. This especially means within an organization where those skills have been lost and replaced with a "corporate" mind-set that focuses on process, systems and risk minimization rather than entrepreneurial behaviour.

4. Experiencing Self Vs. Remembering Self

Romano (1998) states that experience is one of the most-used terms in

(science) education, and it is recognized as being related to learning (education). Moreover, Romano (1998) emphasizes:

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painting are “experiences” in the first philosophical sense, surely

simple, but nevertheless trivial (Romano; 1998, p. 197).

Experience, as treated Vygotsky (2001), is unlike the common use of the term as referring to participation in events or activities and, in the process, having

certain feelings. Instead, Vygotsky (2001) emphasizes that experience is a category of thinking, a minimal unit of analysis that includes people (their

intellectual, affective, and practical characteristics), their material and social environment, their transactional relations (mutual effects on each other), and affect.

Kahneman and Riis (2005, p. 285-289) provide the interesting thing related to human beings. According to Kahneman and Riis, there are two selves in

human beings; these selves are experiencing-self and remembering-self. Moreover, they explain the experiencing-self can be used to tell the moment or events that happened based on the time. However, it is different from

remembering-self. When we need to score the events of experiences, we need remembering-self as a medium. According to Kahneman, human being is story

tellers. Due to human beings are story tellers, it needs remembering-self as the medium to recall the events. This case needs remembering-self rather than

experiencing-self. Kahneman and Riis (2005) tell that every 3-second human beings have a moment. Therefore, in one day work, it is possible to have 20.000 moments. Due to that case, it is impossible for a person to tell all the moments.

However, the person can tell about some moments that he or she remembers.

Kahneman and Riis’ (2005) show that the ‘experiencing-self’ deals with the time

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B. Theoretical Framework

ELESP students are treated to be professional English teachers. However,

not all students are possible to be teachers. Therefore, when they deal with working in other fields, some of the students could not possibly compete since

they are not prepared as workers in other fields. Due to that case, some ELESP lecturers started to create a course named Service Program Design (SPD) (KPE 477) to prepare ELESP students to compete with others in working place as stated

by the lecturer of SPD, Dra. Lanny Anggawati. One of the treatments which is

given in SPD course is to build manager’s and entrepreneur’s characteristics

within the students.

In Service Program Design (SPD) course, the lecturers give problems to students. The problems are created for the students to experience them. Therefore,

the focus of this research is to answer two questions: 1) to what extent did the ELESP students obtain the knowledge of Entrepreneurship through Service

Program Design Class? and 2) To what extent did the experiences of learning in SPD class bring enjoyable atmosphere across the period?

To answer the first question, the researcher uses the ‘remembering-self’ as the medium to obtain data since one of the methods is used by the researcher is interviewing method. Through this theory, the researcher can know how far the

ELESP students have obtained the knowledge of Entrepreneurship through SPD Class. When someone has experienced things, he/she can remember and tell what exactly happens. The experiences here are dealing with experiencing

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entrepreneur. To understand the definitions of entrepreneurship and entrepreneur, it depends on whose perspective is being considered. Due to that, the researcher

uses the theory which is given by Baron. Baron (2012) emphasizes that entrepreneurship involves something more basic. In essence, it involves the

human capacities. Those capacities are creativity, ingenuity, knowledge, skills, and energy to develop of something new, useful, and better than currently exist - and that creates some kind of value (social or economic). Therefore, to see how

far the ELESP students obtain the knowledge of Entrepreneurship through SPD, the researcher uses Baron’s perspective. Furthermore, according to Cantillon (1759), the entrepreneurship is related to taking risks. Therefore, the researcher takes those perspectives as ways to see how far the knowledge of entrepreneurship is shared in SPD class. To understand better on how the ELESP students deal with

obtaining the knowledge of entrepreneurship, the researcher uses characteristics of entrepreneurship theory which is given by Resnick, a founder of ‘Yes Man

Watches’ (2014). Those characteristics are: passion, perseverance,

resourcefulness, open-mindedness and sponge like nature.

To answer the second question which is related to how far the experiences

of learning in SPD class bring enjoyable atmosphere across the period, the researcher uses Kahneman and Riis’ theory. According to Kahneman and Riis (2005), for knowing people’s emotional experiences, it needs to take remembering-self as the medium since it governs the remembered scores. Based on this perspective, the researcher also includes the remembering self as the

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CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the researcher discusses about the method that is used for this research. This chapter consists of six parts which are research method,

research subject, research instruments and data gathering technique, data analysis technique, triangulation, and research procedure.

A. Research Method

The researcher uses qualitative research as the research method for this

research. Qualitative researchers seek to understand a phenomenon by focusing on the total picture rather than breaking it down into variables. The goal is a holistic picture and depth of understanding rather than a numeric analysis of data.

According to Hancock (2002), qualitative research is concerned with developing explanations of social phenomena. Therefore, it aims to help us to understand the

world in which we live and why things are in the way they are. Qualitative research concerns with the social aspects of our world and seeks to answer questions about: why people behave as the way they do, how opinions and

attitudes are formed, how people are affected by the events that go on around them, how and why cultures have developed in the way they have, the differences between social groups.

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data. Qualitative research describes social phenomena as they occur naturally. Ary, Jacobs, and Sorensen (2010) state that by using qualitative research, a

researcher is able to look for the understanding of the phenomenon by emphasizing on the holistic picture. It does not rely heavily on hypothesis testing,

cause and effect, and statistical data.

This research is a form of study of phenomena. According to Hancock (2002), phenomena study is a way of describing something that exists as part of

the world in which we live. Phenomena may be events, situations, experiences or

concepts. The researcher’s aim to this research is to get the deep exploration of the phenomena that happened in Service Program Design (SPD) class.

B. Research Setting

The research was conducted in Sanata Dharma University. Sanata Dharma University was chosen because this research is related to one of the courses in

ELESP of Sanata Dharma, SPD. Moreover, the participants of this research were all the ELESP students that have joined SPD course. It made the researcher easier to conduct the research. Then the time for the interviewing those participants who

had been chosen purposely was different. In this case, each participant was interviewed in different time in order to avoid the bias. For participant A, the

interview was done on 8th of December 2015 at 08.00 am, for participant B, the interview was done on 8th of December 2015 at 16.00 pm, for participant C, the interview was done on 9th of December 2015 at 07.15 am, for participant D, the

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interview was done on 9th of December 2015 at 16.15 pm, for participant F, the interview was done on 9th of December 2015 at 18.36 pm. The time for the

questionnaire was done on 15th of April 2016 in Sanata Dharma University.

C. Research Participants

In this research the participants were the ELESP students’ Batch 2012 that had joined SPD class in their seventh semester. The participants were chosen

purposely. Therefore, it was considered as purposive sampling. The researcher used the purposive sampling for taking the sample. According to Palys (2008),

purposive sampling is a non-probability sampling method that is characterised by a deliberate effort to gain representative samples by including groups or typical areas in a sample. Therefore, the researcher chose six students to be interviewed

and then the researcher called them as person A, B, C, D, E, and F. All initials are aimed to maintain neutrality and the respect of the research participants.

D. Research Instruments and Data Gathering Technique

The researcher used interview and questionnaire as the research

instruments of this research. The data from both of the instruments would support each other in completing the final result of this research.

1) Interview

The interview was conducted in agreement by the researcher and the participants. Gillham (2000) states that interview is a conversation usually

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seeking responses for a particular purpose from the other person: interviewee. The

interview session was aimed to get data related to subjects’ experiences when

joining SPD. The questions which were used in the interview were open-ended

questions. The questions were related to subjects’ experiences in SPD class. The

first question was related to their brief experiences when joining SPD. The second and the third questions were related to the problems and challenges and also how they faced or solved them. The fourth and fifth questions were related to what

they had learned during SPD class and the changes of them after joining SPD. Therefore the researcher got the data deeply through the answers. Royse (2007)

states that open-ended questions produce greater detail and depth, they are greatly favored by the qualitative researchers. The subject is also allowed to elaborate the answers in which they still relate to the questions in order to get the data more

deeply.

The researcher decided the place and time to conduct the interview. The

interview was done in about fifty minutes for each interviewee. The interview was recorded by the researcher in order to avoid any missed information. So that, the researcher has the back-up for the interview data. The interview was conducted in

order to get further information about how ELESP students obtain the knowledge of entrepreneurship through Service Program Design class.

2) Questionnaire

The questionnaire was done to get reliability and validity of the data because they are important aspects of questionnaire design. The researcher

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design. According to Suskie (1996), a perfectly reliable questionnaire elicits consistent responses. Although it is difficult to develop, it is reasonable to design

a questionnaire that approaches a consistent level of response. Leary (1995) offers seven guidelines for designing a useful questionnaire:

a. Use precise terminology in phrasing the questions

b. Write the questions as simply as possible, avoiding difficult words, unnecessary jargon, and cumbersome phrases

c. Avoid making unwarranted assumptions about the respondents d. Conditional information should precede the key idea of the question

e. Do not use double-barrelled questions. (questions that ask more than one question but provide the respondent with the opportunity for only one response)

f. Choose an appropriate response format g. Pre-test the questionnaire.

Robson (1993) indicates that a high reliability of response is obtainable by providing all respondents with the exact same set of questions. Validity is inherently more difficult to establish within a single statistical measure. If a

questionnaire is perfectly valid, it must measure in such a way that inferences drawn from the questionnaire are entirely accurate. Therefore, in this research, the

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E. Data Analysis Technique

The researcher is one of ELESP students’ Batch 2012 who has taken Service Program Design (SPD). However, the research would not be bias since the researcher put himself as a neutral party. It also had a justification on how the

analysis would be drawn from qualitative inquiry method. Qualitative inquiry method remains transparent and methodical study.

In this research, it uses phenomenological study. Ary et al (2010) state

phenomenological studies begin with the assumption that multiple realities are

rooted in subjects’ perspectives. Thus, an experience has different meanings for each person. Through unstructured interviews, the investigator explores the

subject’s thoughts and feelings to elicit the essence of an individual’s experience.

In qualitative research, there are three techniques which are used to

analyze the data based on Ary et al (2010). They are organizing and familiarizing the data, coding and reducing, and interpreting and representing. The data were

gathered using interview and questionnaire, therefore there was a transcript. According to Ary et al (2010), the interview results should be transcribed in order to avoid bias.

F. Triangulation

The researcher used triangulation as one of the methods in this research. The researcher considered that a single method could not adequately shed light on a phenomenon. Using multiple methods could help to facilitate deeper

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verification that increases validity by incorporating several viewpoints and methods. Therefore, based on this point of view, the researcher used triangulation

as the method for verifying the data. Due to the researcher used triangulation method, the researcher interpreted the data as the diagram below:

Fig. 3.1 Diagram of triangulation method

G. Research Procedures

This part shows the procedures of conducting the research from the

beginning until the report of the data. The procedures will be listed as follows: 1) The researcher asked the advisor whether the topic was accepted.

2) The researcher chose the method for the study.

3) The researcher chose the interview and the questionnaire as the instruments to collect the data.

4) The researcher made some questions for the interview and then the researcher consulted the questions to the advisor.

5) The researcher chose some ELESP students’ Batch 2012, who had joined SPD, to be interviewed. Those interviewees were chosen purposely since each student experienced the same process of learning in SPD.

Theory

The Researcher The ELESP

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6) The researcher asked those interviewees to be interviewed. After getting the agreement, the researcher chose the time and the place for doing the

interview.

7) The researcher did the interview in two days – on 8th and 9th of December 2015.

8) The researcher took a note and recorded the interview in order to avoid missing the data.

9) The researcher transcribed the record result in order to avoid the bias data. 10)The researcher made questions for the questionnaire and then the researcher

consulted them to the advisor.

11)The researcher spread the questionnaire to 50 students’ Batch 2012 that had joined SPD.

12)The researcher got all the data needed. 13)The researcher analyzed the data.

14)The researcher drew the conclusion from the data gathering and presented in narrative one.

15)The researcher consulted the data with the thesis advisor.

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CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter discusses the research results and the discussion based on the findings to answer the research questions. There are two sections being discussed

in this chapter. The first section discusses the results of the interview and questionnaire related to how far the ELESP students obtain the knowledge of entrepreneurship during they joined Service Program Design (SPD) class and the

percentage of the changing in feeling when experiencing the learning process in SPD across the period. The second section is discussion.

A. Research Results

Most ELESP students have taken Service Program Design (SPD) in the

seventh or the eighth semester. Service Program Design is one of the compulsory courses in ELESP of Sanata Dharma. Service Program Design (SPD) course (KPE

477) is designed to train students to be ready to work especially in the field of English education. The lecturers who are teaching SPD have been experts in the field of the entrepreneurs. The lecturers are Dra. Lanny Anggawati and Endang

Wijayanti, M.Pd. Both lecturers train ELESP students to be strong and ready to work in any job fields. Based on this case, the researcher tries to dig up more on how far the ELESP students obtain the knowledge of entrepreneurship through

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According to person A, a girl - one of the students in ELESP of Batch 2012 who has taken SPD class at seventh semester, overall she felt grateful since she found

that SPD class was great. She told that at the first she felt afraid. She got this feeling since many rumors said that SPD was like hell. She got those rumors from

her seniors. However, after joining the class for few meetings, she felt that the entire things were going well. Person A admitted that almost all the knowledge which was shared was important for her especially for being a good teacher.

Person A

Secara keseluruhan Saya merasa SPD itu sangat penting, sangat bermakna banyak hal yang bisa dipelajari. Awalnya saya merasa takut,

karena dapat kabar dari kakak tingkat bahwa itu kayak “hell” banget.

Setelah mengikuti beberapa meeting saya merasa fine fine aja. Saya rasa semua yang saya pelajari sangat penting dan mendukung saya dalam menjadi seorang guru yang baik dan profesional.

[Overall, I feel SPD is very important and meaningful. There were many things that could be learned from SPD. At the first time, I was afraid because I heard rumors from my seniors that SPD was like a hell. After joining few meetings, I felt everything was going well. I felt that all the things that I had learned were very important and those things supported me to be a good and professional teacher.]

Most ELESP students of Batch 2012 who had taken SPD in the seventh semester told the same thing related to their overall experiences when joining SPD

class. Person B, a boy - one of ELESP students’ Batch 2012 who has taken SPD in the seventh semester - , said that at the first time when the person B joined the

class, he felt that it was tight since person B got many bad rumors related to SPD such as SPD was a frightening course. Due to that, person B felt it was impossible to join that class. However, as time went by, B felt interested in following all the

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gained which were related to simple things, values, and life. Person B felt that the rumors which were spread by seniors were different from his experiences when

joining the actual class. Person B felt that he should not be frightened when joining the class. Moreover, person B emphasized that SPD course was a

challenging course. Finally, person B said that SPD was worth to be given to all ELESP students.

Person B

Awalnya saya merasa tegang, hal ini disebabkan karena saya mendapat informasi dari kakak kelas mengenai spd. Banyak isu miring tentang spd misalnya spd itu mengerikan dll. Awalnya saya berpikir wahhh semuanya impossible untuk dilakukan, Seiring berjalan waktu, saya mulai merasa menarik, karena banyak hal yang diperoleh, hal sederhana, hal tentang kehidupan. Saya menyadari bahwa apa yang dikatakan dengan apa yang saya alami berbeda. Sehingga saya sadar bahwa ketakutan selama ini itu tidak berasal. Saya juga merasa SPD itu sangat menantang. Jadi kesimpulannya sangat worthy banget lah.

[At the first time, I felt worried. It happened because I got much information from seniors related to SPD. There were many bad issues related to SPD for instance SPD was a frightening course, etc. In the beginning, I thought that all the tasks in SPD were impossible to be done. As time went by, I started to feel interested in joining it because there were many things that could be gained – simple things and also related to life. I realized that those issues which were given by seniors related to SPD were different from what I had experienced. Finally, I realized that my fear at the beginning had no basic. I felt that SPD was a challenging course. So, the conclusion was SPD was a very worthy course.]

Those statements above are the statements of person A and person B which are related to expressing their feeling toward SPD class. However, we will look at on how they obtain the knowledge of Entrepreneurship through Service

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1. The Knowledge of Entrepreneurship

Baron (2012) emphasizes that entrepreneurship involves something more

basic. It involves the application of human creativity, ingenuity, knowledge, and skills that creates some kind of value (social or economic).

a. Creativity

Anderson (1959) defines a creativity as a phenomenon whereby something new and somehow valuable is formed. The created item may be intangible (such

as an idea, a scientific theory, a musical composition or a joke) or a physical object (such as an invention, a literary work or a painting). According to

Kanematsu and Barry (2016), a creative person is usually energetic and full of ideas. This individual is also characterized by having a desire to grow and a capability to be puzzled, spontaneous, a divergent thinker, open to new

experiences, persistent, and a hard worker. When the researcher looked at the creativity aspect, the researcher found that the lecturer, Dra. Lanny Anggawati,

had her creativity (an idea) in sharing the knowledge of entrepreneurship. She used problems as her creative idea to teach entrepreneurship knowledge. Therefore, she used to state that she created the problems to make ELESP students

faced them. Therefore, most of the participants stated that they faced many problems during SPD class. Person A stated that there were many problems

during SPD class. However, those problems could be solved well. For example, all of them had to make time table twice since the first time table were considered by the lecturer as the bad one because there were many unimportant activities

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SPD class while they had no much time to finish all the tasks. Person A said that most of them were taking another course too in the same semester such as

Proposal Seminar or PPL. However, she emphasized that those problems could be solved quite well since she made time schedule. Another participant, Person C,

also emphasized that there were two big problems that she faced; it was related to the time management and the creativity task. The time management was considered as the big problem since person C also took another course in the same

semester. Therefore, person C should try to make schedule. Related to the creative task, person C tried to improve her creativity by learning from her friends.

Therefore, it would help her to solve the problem related to the creativity task. Person A

Kalau ngomong soal masalah, itu tentunya pasti ada tapi semuanya masih bisa diatasi. Contohnya bikin time table 2 kali. Cik lanny minta kita untuk membuat ulang time tablenya karena yang pertama banyak kegiatan yang wasting time. Masalah yang lainnya adalah banyak tugas. Padahal saya juga pada saat itu juga lagi ngambil kelas Propsem, jadi harus bisa bagi waktu. Tapi pada akhirnya semuanya bisa terselesaikan.

[Talking about problems, there were problems there. However, those problems could be solved. For example, we had to make time table twice. Miss Lanny asked us to make the time table again since the first time table consisted of unimportant activities which were just wasting time. The other problem was the tasks. Honestly, at that time, I was taking Proposal Seminar (ProSem) class too, so I should be able to manage time. Finally, those problems could be solved well]

Person C

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karena tugas itu menuntut kreatifitas dari kita. Saya rasa saya kurang kreatifitasnya.

[There were some problems that I faced during joining SPD, the first one was time management. Why I said that I faced the problem which was related to time management was because at that time, I also took Proposal Seminar (PropSem) course, and also some other courses. So it was a little bit difficult to manage my time. The next problem was I had to get up earlier in the morning. I felt hard to get up earlier in the morning. The last problem was related to the tasks (given by Dra Lanny Anggawati) especially artwork task, because that task demanded our creativity. I felt that I was lack of the sense of creativity]

Based on both statements above which were given by person A and person C, it shows the creativity of the lecturers in sharing the knowledge of

entrepreneurship by giving many problems to students. For example, person A

stated “Cik lanny minta kita untuk membuat ulang time tablenya karena yang pertama banyak kegiatan yang wasting time” [Miss Lanny asked us to make again the time table since the first time table consisted of those unimportant

activities where just wasting time.] and person C stated “masalah yang terakhir itu berkaitan dengan tugas-tugasnya terutama tugas artworknya karena tugas

itu menuntut kreatifitas dari kita.” [The last problem was related to the tasks (given by Dra Lanny Anggawati) especially artwork task, because that task demanded our creativity.].

In SPD class, the students got the knowledge of entrepreneurship related to the creativity. The students got it (the creativity) when they got the artwork task. That is why, person A said:

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[In SPD class, we were demanded to make artwork and it (meng... apayaaaa,,) forced us to become more creative. So the change in me was I became more creative]

Dealing with that creativity task (artwork), for some students it became a problem since some students admitted that they had no sense of creativity as

stated by person C and person D. Person C

“Masalah yang terakhir itu berkaitan dengan tugas-tugasnya terutama tugas artworknya karena tugas itu menuntut kreatifitas dari kita.”

[The last problem was related to the tasks (given by Dra Lanny Anggawati) especially artwork task, because that task demanded our creativity.].

Person D

Masalah yang kedua itu berhubungan dengan tugasnya, lebih khususnya tugas artworknya di mana saya basicnya bukan orang seni, singga saya merasa kebingungan dalam membuat artworknya, sedangkan pada saat itu ada rumor bahwa bagi yang mendapat predikat terburuk akan dikeluarkan atau di kickout dari kelas SPD.

[The second problem was related to the tasks, especially ‘artwork’ task where basically I was not a creative person. That was why I was confused in making the artwork. Moreover, at that time there was an issue that for those who got the worst predicate would be kicked out from SPD class] Based on both statements above, the researcher noticed that basically at the

first time, both person C and D faced the same problem. They considered that the artwork task as one of the problems that they faced during joining SPD class.

However, as time went by, they finally could solve it well. Person C

The attainment of entrepreneurial knowledge through service program design class in ELESP of Sanata Dharma University: a phenomenological study.

ABSTRACT

ABSTRAK

THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE

THROUGH SERVICE PROGRAM DESIGN CLASS IN ELESP

OF SANATA DHARMA UNIVERSITY:

A PHENOMENOLOGICAL STUDY

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGE AND ARTS EDUCATION

FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY

YOGYAKARTA

ABSTRACT

ABSTRAK

ACKNOWLEDGEMENTS

TABLE OF CONTENTS

LIST OF FIGURES

LIST OF APPENDICES

CHAPTER I

INTRODUCTION

CHAPTER II

REVIEW OF RELATED LITERATURE

CHAPTER III

RESEARCH METHODOLOGY

CHAPTER IV

RESEARCH RESULTS AND DISCUSSION