THE POSITIVE IMPACTS OF BEING PART-TIME ENGLISH
TEACHERS TOWARD ELESP STUDENTS’ MOTIVATION
TO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in the English Language Education
By
Chrysthania Yan Prasetya Student Number: 131214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
THE POSITIVE IMPACTS OF BEING PART-TIME ENGLISH
TEACHERS TOWARD ELESP STUDENTS’ MOTIVATION
TO LEARN ENGLISH
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in the English Language Education
By
Chrysthania Yan Prasetya Student Number: 131214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Prasetya, Chrysthania Yan. (2017). The Positive Impacts of Being Part-Time
English Teachers toward ELESP Students’ Motivation to Learn English. Yogyakarta: English Language Education Study Program. Department of Language and Arts Education, Faculty of Teachers Training and Education, Sanata Dharma University.
The vision of the ELESP (English Language Education Study Program) is to prepare the students to be professional English teachers and English learning organizers. To achieve the vision, the ELESP provides pedagogical courses to specifically train the students. Therefore, it is expected that the students can improve their pedagogical skills. Recent research found that many ELESP students become part-time English teachers. It is certainly in accordance with the vision of ELESP, where its students must possess teaching, language, and entrepreneurial skills.
While working as part-time English teachers may bring positive impacts, these students may also find that the part-time jobs are disruptive to their academic life as well. This study is set to investigate the impacts of part-time jobs among ELESP students. Anecdotal evidence gathered shows that students who have part-time jobs as English tutors or teachers take a lot of advantages through teaching. This study attempts to reveal the positive impacts of teaching experience towards their motivation to learn English.
There were two research questions to be answered. They were 1) what are the positive impacts of being part-time English teachers? and 2) to what extent does the teaching experience motivate the students to learn English?
The researcher used survey research that combined questionnaires and Focus Discussion Group (FGD) results to find out the necessary data to answer the research questions. First, the researcher distributed questionnaire to ELESP students of Batches 2013, 2014, and 2015. Second, the researcher conducted an FGD session with three students who have teaching experience.
Based on findings, part-time teaching job gives positive impacts in three skills, namely entrepreneurial skills, teaching skills, and language skills and components. Moreover, part-time teaching can motivate the students to learn English more. Given the positive impacts of the part-time teaching jobs, it is necessary for the study program to encourage the students to do so.
vii ABSTRAK
Prasetya, Chrysthania Yan. (2017). The Positive Impacts of Being Part-Time
English Teachers toward ELESP Students’ Motivation to Learn English. Yogyakarta: Program Studi Pendidikan Bahasa Inggris, Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Sanata Dharma.
Visi PBI (Pendidikan Bahasa Inggris) adalah mempersiapkan mahasiswanya untuk menjadi calon guru bahasa Inggris dan pengelola pembelajaran bahasa Inggris yang professional. Untuk mencapai visi tersebut, PBI menyediakan mata kuliah kependidikan untuk melatih para mahasiswa. Maka dari itu, diharapkan bahwa mahasiswa mampu mengembangkan kemampuan kependidikan mereka. Ditemukan dalam penelitian terbaru bahwa banyak mahasiswa PBI yang menjadi guru paruh waktu. Hal ini sesuai dengan visi PBI dimana mahasiswanya harus memiliki kemampuan mengajar, berbahasa, dan kewirausahaan.
Sementara bekerja sebagai guru bahasa Inggris paruh waktu mungkin dapat membawa dampak positif, mahasiswa juga mungkin menemukan bahwa pekerjaan paruh waktu mengganggu kehidupan akademik mereka. Penelitian ini dirancang untuk menemukan dampak dari pekerjaan paruh waktu di antara mahasiswa PBI. Bukti anekdot menunjukkan bahwa mahasiswa yang bekerja paruh waktu sebagai tentor atau guru bahasa Inggris memiliki keuntungan melalui mengajar. Penelitian ini bertujuan untuk menunjukkan dampak positif dari pengalaman mengajar terhadap motivasi mahasiswa untuk belajar bahasa Inggris.
Ada dua rumusan masalah yang akan dijawab. Rumusan masalah tersebut adalah 1) apa saja dampak positif dari menjadi guru bahasa Inggris paruh waktu? dan 2) sejauh mana pengalaman mengajar memotivasi mahasiswa untuk belajar bahasa Inggris?
Peneliti menggunakan survei yang mengkombinasikan kuesioner dan hasil dari Fokus Grup Diskusi untuk menemukan data yang diperlukan dalam menjawab rumusan masalah. Pertama, peneliti mendistribusikan kuesioner kepada mahasiswa PBI angkatan 2013, 2014, dan 2015. Kedua, peneliti mengadakan sesi Fokus Grup Diskusi dengan 3 mahasiswa yang memiliki pengalaman mengajar bahasa Inggris. Berdasarkan temuan, mengajar paruh waktu memberikan dampak positif pada tiga keterampilan, yaitu keterampilan kewirausahaan, keterampilan mengajar, dan keterampilan berbahasa dan komponen berbahasa. Di samping itu, pekerjaan paruh waktu dapat memotivasi mahasiswa untuk belajar bahasa Inggris dengan lebih lagi. Setelah mengetahui dampak positif dari mengajar paruh waktu, penting bagi program studi untuk mendorong mahasiswa untuk terlibat dalam mengajar paruh waktu.
viii
ACKNOWLEDGEMENTS
I would like to express my deepest gratitude to Jesus Christ who gives me
strength so that I can finish this thesis. There is no word that I can tell to Him, since
His favors and helpings are abundant. Whatever I do, His blessings are always upon
myself.
I am also so grateful having my parents, especially my mother, Esther
Haryanti, who is never tired to be with me when I need her. Sometimes I cry and express my tiredness to her, but she always gives her ears to listen. I thank her for
being my super single parent. My gratitude also goes to my brother, Abednego
Evan.
I would like to thank my thesis advisor, Markus Budiraharjo, Ed. D., for
always encouraging me and helping me to finish this thesis. My gratitude also goes
to Kak Adri, Kak Erlyn, Kak Khariton, Alberik Ryan, Astrid Puji, Barel,
Inggit, Ebong, Odil, and Prida who also contribute in this thesis. Also, big thanks to ELESP students Batches 2013, 2014, and 2015 who participated as my
respondents in filling my questionnaires.
At last, I would like to thank everyone who has been very supportive for
always standing by my side. I hope the best for all of them. The criticism and
suggestions are always welcomed for the improvement of this research.
ix
TABLE OF CONTENTS
TITLE PAGE………..………i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I. INTRODUCTION ... 1
A. Research Background... 1
B. Research Questions ... 3
C. Research Significance ... 4
D. Definition of Terms ... 5
1. ELESP Students ... 5
2. Motivation in Learning English ... 6
3. Part-time English Teachers ... 6
CHAPTER II. REVIEW OF RELATED LITERATURE ... 7
A. Theoretical Descriptions ... 7
1. Teaching Career ... 7
2. Motivation in Learning a Language ... 16
3. Teaching Experience ... 18
x
CHAPTER III. RESEARCH METHODOLOGY. ... 21
A. Research Method ... 21
B. Research Participants ... 21
C. Research Settings ... 22
D. Research Instruments and Data Gathering ... 22
1. Questionnaires ... 23
2. Focus Group Discussion (FGD) ... 25
E. Data Analysis Techniques ... 26
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ... 28
A.Research Results ... 28
1. Students’ Temporary Job ... 28
2. Students’ Experience in Teaching English ... 32
B. Discussion ... 40
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS ... 44
A.Conclusions ... 44
B.Recommendations ... 46
REFERENCES ... 47
xi
LIST OF TABLES
Table Page
2.1 Attractions of Teaching………...
………...
..
94.1 Respondents’ Answer Related to Entrepreneurial Skills………....33
4.2 Respondents’ Answer Relatedto Teaching Skills………..37
xii
LIST OF FIGURES
Figure Page
2.1 Advantages of Teaching………...11
2.2 Disadvantages of Teaching………...13
4.1 The Numbers of the Students Who Are Working Part-time………..29
4.2 The Students’ Temporary Job………..………...29
4.3 Students’ Motivation of Being Part-time English Teachers……….30
4.4The Impacts of Teaching Experience toward the Language Skills and Components……… 31
xiii
LIST OF APPENDICES
Appendix Page
A. Questionnaire Sheet……….52
B. Data from Questionnaires………...56
C. Focus Group Discussion Questions Guideline………...64
1 CHAPTER I INTRODUCTION
In this research, the researcher would like to investigate the positive impacts
of being part-time English teachers toward ELESP students’ motivation to learn
English. This chapter is divided into four parts. The first part is research
background, the second is research questions, the third is research significance, and
the last is definition of terms.
A. Research Background
English, nowadays, has become an international language which can be used
for many purposes, such as studying abroad or applying for a job. The fact that
English becomes the preferred language for communication in many fields makes
the existence of English seems to be important. As a result, many people around the
world realize that they need to learn English. The need of learning English makes
the need of English teachers is increasing since teachers are needed to facilitate the
learning process.
Hence, the English Language Education Study Program is designated to
train and prepare professional English teachers, as clearly stated in the vision of
ELESP (Buku Panduan Akademik, 2016). The vision of the study program is:
“Pada 2015 Program Studi Bahasa Inggris Sanata Dharma menjadi program unggulan dalam bidang pendidikan calon pengelola pembelajaran Bahasa Inggris yang professional, cerdas, humanis,
[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.]
The vision above clearly demonstrates that the study program will prepare the
students not only to be professional English teachers but also to be English learning
organizers.
In order to achieve the goal, the study program has developed seven courses
to train students to be both professional as English teachers and English learning
organizers. The courses include Language Teaching Media (LTM), Approach,
Method, and Techniques (AMT), Language Learning Assessment (LLA), Learning
Program Design (LPD), Micro Teaching, PPL (Program Pengalaman Lapangan),
and SPD (Service Program Design). In those courses, the students are expected to
expand knowledge on education, improve English and teaching skills, and develop
appropriate attitude related to professional English teachers and English learning
organizers. To fulfil the expectation, the students are also expected to practice their
skills outside the studying hours in the study program since practice makes perfect.
Many ELESP students are likely to develop their professional skills beyond
class activities. As cited in Maryati’s (2015) study, a census done by the ELESP in
July 2013 shows that almost one-third (31.97%) of the whole ELESP students have
the experience of teaching English as private tutors or part-time English teachers.
This study is set to investigate how students developed themselves upon
positive impacts of being part-time English teachers toward ELESP students’
motivation to learn English.
Anecdotal evidence gathered from other colleagues suggests that part-time
teaching experience carries a number of advantages. First, some students claimed
that being a part-timer taught them to be on time. They learned how to deal business
with other people. Time management is seen to be a crucial part to run a business.
Second, having more practice with their students allowed them to be more active in
Micro Teaching class. Direct experiences gained through teaching their students
allow them to make sense of the conversations in the teaching and learning
activities. Third, teaching as a part-timer also stimulates them to attend to
grammatical accuracy. They also admit that the grammar class activities become
more meaningful for them. Fourth, they also improve their speaking skills.
Teaching requires a sense of autonomy and independence on the part of the
teachers. To promote learning among their students in their part-time teaching jobs,
ELESP students admitted to have developed their speaking skills.
However, this study intends to gather empirical evidence from ELESP
students who are being part-time English teachers while they attend classes at the
ELESP.
B. Research Questions
Considering the previous explanation, there are some problems which need
to be solved. They are as follows:
2. To what extent does the teaching experience motivate the students to learn
English?
C. Research Significance
The study would be beneficial to some parties. It is expected that this
research would give benefits for the ELESP students, the ELESP lecturers, and
further studies.
1. For the ELESP Students
The students who are not working as part-time English teachers are expected
to have teaching experience as the students who are working as part-time English
teachers. Since this research discusses about the positive impacts of being part-time
English teachers toward ELESP students’ motivation to learn English, hopefully,
this research can inspire the students who are not working as part-time English
teachers to be part-time English teachers so that they can be motivated to learn
English.
2. For the ELESP Lecturers
For the ELESP lecturers, this research can help to see whether their students
are interested to be part-time English teachers. It is also expected that the lecturers
can motivate the students who are not working as part-time English teachers to have
3. For Further Studies
The research can have some benefits for the future researchers which have
the same interest as a reference for them. The researcher expects that this research
inspires the future researchers to discuss related to the positive impacts of being
part-time English teachers toward ELESP students’ motivation to learn English.
Based on the thesis catalogue on library.usd.ac.id, the research which discusses the
positive impacts of being part-time English teachers toward ELESP students’
motivation to learn English cannot be found. Based on the reason above, the
researcher believes that this research is beneficial for the future researchers as an
additional reference.
D. Definition of Terms
There are some terms which need to be explained in order to make the
readers have the same understanding with the researcher. The terms related to this
study are:
1. ELESP Students
ELESP students are the students who are studying in English Language
Education Study Program of Sanata Dharma University. They are in charge of
joining teacher-education in the study program and they are expected to be
professional English teachers after they graduate. In order to graduate, they are
2. Motivation in Learning English
Parsons, Hinson and Brown (2001) define motivation as an “important
component or factor in the learning process” (p. 28). According to Krashen (1988),
there are two types of motivation of learning a language. They are integrative
motivation and instrumental motivation. Integrative motivation defined as the
desire to learn a language based on interest in learning a language because of their
need to socialize with the people who use the language or because of the purpose
intention to participate or integrate in the language (Saville-Troike, 2006). They
also add while instrumental motivation involves the concepts of purely practical
value in learning a language in order to increase learners’ careers or business
opportunities, giving them more prestige, assessing scientific and technical
information, or just passing a course of their study in school.
3. Part-time English Teachers
Part-time English teachers come from the words ‘part-time’ and ‘English
teachers’. Oxford Dictionary (1995) defines part-time into only a part of the day or
week in which people work. Meanwhile, according to Senge (2000), a teacher is
“an expert who is capable of imparting knowledge that will help learners to build,
identify, and to acquire skills that will be used to face the challenges in life” (p. 26).
Therefore, part-time English teachers are the teachers who teach English only in a
part of the time. In the other words, part-time English teachers are the students who
7 CHAPTER II
REVIEW OF RELATED LITERATURE
In order to answer the previous set research questions and to develop
relatively same understanding concerning the matters under investigation as the
first stepping stone, this chapter focuses on discussing some related theories.
A. Theoretical Descriptions
There are some theories used in the research. They are the advantages and
disadvantages of teaching, motivation in learning English, and teaching experience.
1. Teaching Career
Career choice is considered as one of the major areas of concern for young
people nearing the end of their schooling (Alberts, Mbalo, & Ackermann, 2003).
Since it is a challenge to make a choice of their career, it is important to decide
something well. As teaching plays vital role in preparing future generations of any
society, it is essential to employ qualified and dedicated teachers in the profession
(Balyer & zcan, 2014). Therefore, choosing teaching as a career becomes more
crucial.
a. Teaching Motivation
According to Kyriacou, Hultgren, and Stephens (1999), there are three types
1. Altruistic Motivation
This motivation deals with seeing teaching as a socially worthwhile and
important job, a desire to help society improve (Kyriacou, Hultgren, and Stephens, 1999). The altruistically motivated teachers view teaching as a profession that
enable them to contribute to the society such as by being a part of young people’s
growth and development (Bakar, Mohamed, Suhid, & Hamzah, 2014).
2. Intrinsic Motivation
This motivation covers aspects of the job activity itself, such as the activity
of teaching children, and an interest in using their subject matter knowledge and
expertise. Moreover, D rnyei added that instrinsic motivation is “directly linked to
an individuals’ pleasure and satisfaction when they perform an activity” (1998, p.
121). D rnyei also states that intrinsic motivation means doing an activity for its
own sake. Teacher who has intrinsic motivation tend to focus on the activity related
to the business itself (Bakar, Mohamed, Suhid, & Hamzah, 2014). Since they like
the job and the joy of teaching, they tend to stay in that profession.
3. Extrinsic Motivation
This motivation covers aspects of the job which are not inherent in the work
itself, such as long holidays, level of pay, and status. D rnyei (1998) summarizes
that “extrinsic motivation is directly linked to external rewards or threats” (p. 55).
In other words, according to Ryan and Deci (2000), “extrinsic motivation refers to
instrumental value” (p. 60). Therefore, the extrinsically motivated teachers choose
the profession because of benefits related to the job such as salary, holidays or other
external rewards.
b. Advantages and Disadvantages of Teaching
According to Hall and Langton (2006), teaching is a career choice which
has advantages and disadvantages. They considered the advantages of teaching as
the attractions of teaching, while the disadvantages of teaching is considered as the
unnactrations of teaching. Related to the attractions of teaching, they explain that
teaching is an attractive career because it offers influence, job security, diversity,
the opportunity to make a difference as well as opportunities in the wider workforce.
Table 2.1 Attractions of Teaching (Hall and Langton, 2006: 117)
Attractions of Teaching
Definition
Influence
A teacher has a huge influence on people’s lives, and
that teaching is an honourable, important and
respected profession.
Job security
Job security was seen as assured for teachers—not
only in terms of having a job for life, but also being
something that people can do for their whole
From the table above, Hall and Langton stated that there are four attractions
of teaching, they are influence, job security, wider opportunities, and diversity.
Firstly, in the influence aspect, a teacher is seen as a person who is needed to be
respected and honoured, since a teacher existence is important to make meaning in
every learning process. Secondly, in the job security aspect, being a teacher is seen
as an assured job for long term. While in wider opportunities aspect, a teacher can
have a lot of chances in the wider workforce since during teaching, a teacher obtains
plenty of skills which can be applied in working outside teaching. Fourtly, the last
aspect which is diversity, says that teaching would never be boring since it gives
teachers lots of experiences in teaching. The teacher would face and meet many
students who come from different background in every single day. Moreover, they
would face different condition in the school everyday. Therefore, teaching would
never be boring. It gives happiness and challenges. Wider opportunities
Teachers have plenty of opportunities in the wider
workforce and even stronger agreement that
teachers gain skills that they can use in many other
jobs.
The following graph shows the findings on Hall and Langton’s study (2006)
about the advantages of teaching.
Figure 2.1 Advantages of Teaching (Hall and Langton, 2006: 129)
The graph above explains the data from Hall and Langton’ (2006) study
about the advantages of teaching. There are three groups of respondents, they are
general adult population which aged 26+ years old, youth aged 12-25 years old, and
black colour in the graph, while the grey color was used to sign the youth aged
12-25 years old, and the employers was signed with the white color in the graph. When
respondents were specifically asked what they personally perceived to be the
advantages of teaching, there were a wide variety of responses. Most respondents
said that holiday was the one of the main advantages of teaching. Although it was
mentioned as the one of the main advantages of teaching, the analysis shows that
when specifically asked, people are generally divided about whether this is the case.
The data suggests that long holidays are a factor used by those who are not attracted
to teaching to explain why others would want to do a job which they believe is so
unappealing (Hall and Langton, 2006).
The three following advantages are job satisfaction, teach/pass on
knowledge, and kids’ growth/success. The percentage of each aspect was more than
15% and almost reaching 50%. It shows that teaching influences someone’s job,
knowledge, and family. The six following advantages of teaching are meeting range
of people/cultures, professional/personal development, salary/pay, like working
with children, hours of working, and job security. Different from the previous three,
the percentage of these six advantages of teaching from each aspect was not
reaching 20%. Talking about working hours, contrary to what some may think,
people completely rejected the idea that teachers work shorter hours than most other
working people (Hall and Langton, 2006).
In contrast with ten advantages of teaching above, only few people
mentioned that teaching has no advantages. 6% of general adult population which
12-25 years old, and only 5% of employers who stated that teaching has no
advantages.
In the other hand, according to Hall and Langton (2006), teaching has the
disadvantages. This following graph presents the results of the study done by Hall
and Langton.
The graph above presents Hall and Langton’s (2006) study about
disadvantages of teaching. As mentioned before in the previous graph, Hall and
Langton conducted a study to three groups, they are general adult population which
aged 26 years old and more, youth aged 12-15 years old, and employers. The
general adult population is signed with the black color in the graph, while youth
aged is signed with grey color, and white color is to sign the employers group.
There were a wide variety of comments concerning the disadvantages of
teaching as a career. The main disadvantage that respondents commented upon was
dealing with behavioural or social problems by all groups and it was followed by a
low salary. One in five respondents from the general adult group commented on
aspects of stress and 18% commented upon the long hours involved in teaching
(Hall and Langton, 2006). Furthermore, the eight following disadvantages of
teaching are paperwork or marking, working with children or teenagers, nor
respected or lack of status, parents, range of people or social issues, high
expectations or responsibility, bureaucracy and hierarchy, and teachers have no
authority. The percentage of each aspect was not reaching 20%. Therefore, only
four aspects in the previous which are considered as the disadvantages of teaching
by Hall and Langton (2006).
c. English Language Teaching (ELT)
Everyone agrees that the English subject is important and described as the
most important subject among all school subjects, principally because its language
degree in every other school subject, and for adult life (Goodwyn, 2005). English
becomes the most important subject among the others since nowadays, English is
becoming the preferred language among countries. Global world uses English as
the main language in many aspects, like in communication, trade, and education.
Therefore, people realize that they need to learn English as their foreign language.
Dealing with this, people need English teachers since the existence of English
teachers will facilitate the learning process.
Good and qualified teachers are important in the educational systems since
they enhance the quality of learning (Shishavan & Sadeghi, 2009). Teachers also
have a fundamental role in their learners’ academic achievement since teachers’
quality can highly influence the students’ outcomes (Campbell, Kyriakides, Muijsc
& Robinsona, 2004). English language teachers are by no means an exception and
their roles in effective language learning cannot be overlooked (Shishavan &
Sadeghi, 2009). Moreover, special attention must be given in order to link between
teachers and learners, since the teachers as the main source of language input to
students and they affect the students’ learning directly (Kariminia & Salehizadeh,
2007). Pettis (1997) identified that there are three main characteristics for a
professionally competent teacher. According to her, an effective teacher must be
principled and knowledgeable in addition to being skillful. Secondly, professional
needs and interests of an effective language teacher must change over time and
develop during his/her teaching. Thirdly, a teacher must be personally committed
In language teaching, language teachers must induct the learners into ways
of thinking and being which reflect those of thee target culture. In terms of contents,
language teaching was regarded to be more complex and varied than other subjects
(Shishavan & Sadeghi, 2009). While in terms of methodology, Shishavan &
Sadeghi (2009) added that English language teachers needed to be more up-to-date
to cope with advanced and progressive nature of language teaching methodology.
They also stated that englsig language teachers were also supposed to have closer,
more relaxed, and generally more positive relationships with learners in comparison
to other teachers. According to Borg (2006), one further source of distinction
between English language teachers and teachers of other fields was the former’s
language proficiency and command of the language was usually compared to that
of native speakers of the target language.
2. Motivation in Learning a Language
The term motivation in learning a language context is seen according to
Gardner (1985) as “referring to the extent to which the individual works or strives
to learn the language because of a desire to do so and the satisfaction experienced
in this activity” (p.10). Actually, motivation has an impact in learning a language.
According to Lennartsson (2008), to learn a second language, motivation and the
willingness are the the important factors were considered. Motivation takes a
significant role in the process of learning a language (Oroujlou & Vahedi, 2011).
the subject matter, perception of its usefulness, and general desire to attain (Bligh,
1971; Sass, 1989 as cited in Davis 1999).
a. Integrative Motivation
Motivation has been identified as the learner’s goal of learning a second
language (Crookes and Schmidt, 1991). The students, who like the people who
speak a language, admire a culture, and have a desire to become familiar or integrate
into the society in which a language is used, are the people who are most successful
in learning a target language (Falk, 1978). This form of motivation is called
integrative motivation. When someone becomes a resident in a new community
who uses the target language in its social interactions, integrative motivation is a
key component in helping the learner to develop some level of its members. It is
also theorised by Finegan (1999) that “integrative motivation typically underlies
successful acquisition of a wide range of registers and a native like pronunciation”
(p. 568).
b. Instrumental Motivation
Instrumental motivation is generally defined by the desire to obtain
something practical or concrete from the study of a second language (Hudson,
2000). As stated by Oroujlou & Ӧahedi (2011), “ӧith instrumental motivation the
purpose of language acquisition is more utilitarian, such as meeting the
requirements for school or university graduation, applying for a job, requesting
or achieving higher social status” (p. 996). They also said that instrumental
motivation is often characteristic of second language acquisition, where there is
little or there is no social integration of the learner into a community using the target
language takes place (Oroujlou & Vahedi, 2011).
3. Teaching Experience
Teaching experience is an important component of being a teacher. It is
because a student teacher (a students who are in a period of training to be a teacher)
is given an opportunity to try the art of teaching before actually getting into the real
world of the teaching profession (Kiggundu and Nayimuli, 2009). By experiencing
teaching, student teachers will also know the value of teaching experience. In view
of this, Menter (1989) suggests that student teachers perceive it as “the crux of their
preparation for the teaching profession” since it provides for the real relation
between their lives as students and membership of the teaching profession (p. 461).
As a result, teaching practice creates a mixture of anticipation, anxiety, and
excitement in the student teachers as they begin their teaching practice (Perry,
2004). Therefore, student teachers have to learn a lot in developing pedagogical
knowledge during teaching practice to avoid practices that are not founded on
pedagogical knowledge and theories since in the profession of teaching, the
theoretical sides are embedded in and inseparable from practice (Kabilan and
Izzahan, 2008).
While the student teachers enrich experiences during teaching practice,
ability in obtaining maximum benefit from the exercise. With the new knowledge
obtained by teaching experience, the student teachers have the potentials and the
power face the challenges and eventually cope over them.
B. Theoretical Framework
After discussing the theoretical description of this research, the researcher
combines those theories into the theoretical framework. The researcher discusses
the theoretical framework in order to show the support and contribution from each
theory in this research. There are two research questions in this research: (1) what
are the positive impacts of being part-time English teachers? and (2) to what extent
does the teaching experience motivate them in learning English? In this part, the
researcher also explains how the theories support the researcher in answering the
research questions.
In order to answer the first question, the researcher employs the relevant
theory of advantages and disadvantages of teaching by Hall and Langton (2006)
which is also supported by Alberts, Mbalo, & Ackermann (2003), Kyriacou,
Hultgren, and Stephens (1999), Bakar, Mohamed, Suhid, & Hamzah (2014),
D rnyei (1998), and Ryan and Deci (2000). Those theories, actually, are used as
the medium to obtain the data. Since the method that will be used by the researcher
is a survey research which uses questionnaires and Focus Group Discussion results,
hence, the theory helps the researcher in making the questionnaires and in arranging
theory also helps the researcher in analyzing the positive impacts gained by the
students who are being part-time English teachers.
Meanwhile, the theory of motivation in learning English by Gardner (1985)
which is supported by Lennartsson (2008), Oroujlou & Vahedi (2011), Bligh (1971), Sass (1989), Crookes and Schmidt (1991), Falk (1978), Finegan (1999), and
Hudson (2000) and the teaching experience theory by (Kiggundu and Nayimuli,
2009) which is supported by Menter (1989), Perry (2004), andKabilan and Izzahan
(2008) are used to analyze how far the teaching experience motivates the students
in learning English. Those two theories also help the researcher to find the relation
21 CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the researcher discusses how the research was conducted.
This chapter consists of five parts, namely research method, research setting,
research participants, instruments and data gathering technique, and data analysis
technique.
A. Research Method
In this study, the researcher employed survey research as the research
method. Survey research is a type of study which involves the collection of data
from sample of elements that drawn from a population (Visser, Krosnick, &
Lavrakas, 2000). Furthermore, according to Fraenkel and Wallen (1993), the survey
research is intended to describe the characteristic of population (p. 344).
There are two research questions in this research. To answer the research
questions, the researcher gathered the data by distributing questionnaires to the
participants and conducting FGD (Focus Group Discussion).
B. Research Participants
The participants of this research were the students of English Language
Education Study Program of Sanata Dharma University, Batches 2013, 2014, and
2015. The selected participants involved in this research were 79 students who are
participants, while FGD was only conducted to three students who are still working
as part-time English teachers. These three students were selected randomly to be
involved in FGD after they answered the questionnaires distributed by the
researcher. By selecting these three students, the researcher expected that they could
express their opinions and experiences in more detail of being part-time English
teachers. Moreover, the FGD could strengthen the data collection conducted by the
researcher.
C. Research Settings
This research was conducted in odd and even semester (August 2016 – April
2017), Academic Year 2016/2017. The research was divided into two parts. The
first part was the questionnaires distribution which was conducted in February
2017. Meanwhile, the second part was the FGD session with the students in Sanata
Dharma University which was conducted in April 2017.
D. Research Instruments and Data Gathering
In this research, the researcher used questionnaires and Focus Group
Discussion (FGD) to collect the data. They were aimed to collect the data about the
positive impacts of being part-time English teachers and how far the teaching
1. Questionnaires
The questionnaire is used for collecting survey information, providing
structured, often numerical data, being able to be administered without the presence
of the researcher, and often being comparatively straightforward to analyse (Wilson
and McLean, 1994). Ary, Jacobs, and Azghar, (1979, p.178) stated that
“Questionnaire has two forms; the first one is open form or unstructured and closed
form or structured.”
This research used closed form or structured type. There were seven sections
in the questionnaires; the students’ general identity, the students’ type of job, the
students’ experiences of working in a non-teaching form, the students’ experiences
in working as teachers, the impacts of teaching experience toward the language
skills and components, the material used by the students for teaching, and the
impact of teaching experience toward the teaching skills.
The first, second, and third section in the questionnaires asked about the
students’ general identity, the students’ type of job, and the students’ experiences
of working in a non-teaching form. The questions in those three sections were
dichotomous questions where the students had to choose only one of some
statements provided. To calculate this section, the researcher only counted the
number of the students who chose each statement.
In the fourth section, there were seven questions provided which asked
about students’ experiences in working as teachers. There were two types questions
used in this section, they were dichotomous questions and multiple choice
question was multiple choice question where the students could choose some
statements from all statements provided. As in the first, second, and third section,
the researcher counted the number of the students who chose each statement.
There was only one question in the fifth section which was related to the
impacts of teaching experience toward the students’ language skills and
components. However, there were five items provided in the question and the
students had to fill them regarding to the impacts that they got during working as
part-time English teachers. Those items used Likert scale with range 1-5; rating 1
was for the worst and rating 5 was for the best. After each respondent had filled the
rating for each item, the researcher counted the average number or mean for each
item by using a formula:
X =∑ �
� in which:
X = The mean of the set of rating values
x = The sum of all rating valuesn = The number of the students
To make each item been presented as percent, the results from the average
had to be timed with 200%. Therefore, the results for each item came up as percent.
In the section 6, there were four questions provided related to the students’
material used for teaching. In this section, multiple choice questions and questions
with Likert scale were used. To get the results, the researcher used the same way in
In the last section, there were five questions using Likert scale. As in the
previous sections, the researcher used the formula to count the data.
2. Focus Group Discussion (FGD)
After obtaining the data from the questionnaires, the researcher, who was
assisted by a facilitator, employed a questions guideline as the instrument in
conducting the Focus Group Discussion (FGD). According to Morgan, focus group
are a form of group interview who discuss a topic supplied by the researcher (1988).
The interaction of the group leads to data and outcomes after discussing a particular
given theme or topic (Smithson, 2000; Hydén and Bülow, 2003). The Focus Group
Discussion (FGD) was used to gather the opinion and the teaching experiences from
each respondent. In conducting the Focus Group Discussion (FGD), the researcher
and the facilitator used the questions guideline to guide in giving questions to the
respondents. The questions guideline was firstly made based on the questionnaires
distributed before. The researcher and the facilitator also added some questions and
statements during the Focus Group Discussion (FGD) orally with the purpose to
ensure and clarify the respondents’ answers.
Open-ended questions were used in the Focus Group Discussion (FGD) so
that it might give deeper explanation from the respondents’ answers about their own
opinion and experiences. The Focus Group Discussion (FGD) was done in
Indonesian. The reason behind choosing Indonesian as the main language since the
major aim is to hold deep meanings from each respondent’s answer of personal
Discussion (FGD), the respondents could fully express their feelings and it could
avoid the misunderstanding between the researcher and respondents.
E. Data Analysis Techniques
In analysing the questionnaires, as mentioned in the data gathering section,
the researcher picked up some relevant data and reduced or omitted the irrelevant
data. After that, the researcher counted the data by using the formula and put the
data in the form of percentage and made the numbers into a graph. After the data
had been presented, the researcher then directly discussed the results in the
descriptive form.
In analysing the FGD data, the researcher employed the combination of data
analysis techniques from Creswell (2013). There are some steps taken from
Creswell’s data analysis techniques. The combined steps are familiarizing,
identifying, and interpreting.
Familiarizing was done by rereading the transcript and notes and listening
to the recording repeatedly in order to become familiar with the data. Then, the
researcher identified the themes by coding and reducing. Coding is the process of
organizing the data by bracketing chunks (or text or image segments) and writing a
word representing in the margins (Rossman & Rallis, 2012). In coding the data, the
researcher picked some of the respondents’ statements and the emerging theme
from each statement based on the skills obtained from teaching. The researcher also
reduced or omitted the irrelevant statements of the participants. The researcher put
themes was done by integrating and summarizing all themes into a general
description of each meaning from each respondent’s answers. Here, the description
involved a detailed rendering of information about people, places, or events in a
setting (Creswell, 2013). Creswell also suggests that the description should display
multiple perspectives from individuals and be supported by diverse quotations and
specific evidence (2013).
28 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
There are two parts in this chapter. Those parts are research results and
discussion. In the research results, the researcher provides the data gained from the
questionnaires and the results from Focus Group Discussion (FGD). In discussion
part, all data will later be combined and described.
A. Research Results
This part is divided into two sections. The first section presents the data from
the questionnaires which were distributed to 79 ELESP students batch 2013, 2014,
and 2015. The second part identifies more information from ELESP students’
teaching experience in more detail based on the FGD which was cross-checked with
the data from the questionnaires.
1. Students’ Temporary Job
The first problem is aimed to find out the positive impacts of being
part-time English teachers. However, before knowing the positive impacts, knowing the
total number of the active students who are working part-time was also a very
significant. In this part, the researcher discovered the students’ answers related to
Figure 4.1 ELESP Students’ Answer Related to Their Temporary Job
As viewed in the figure 4.1, from 79 students who were being the
respondents, there were 57 of them who had a side-job and others were full-time
students.
Figure 4.2 The Type of ELESP Students’ Temporary Job
In figure 4.2, it showed that there were 37 students whose temporary job
was teaching or being part-time English teachers, while the other, whose temporary
job were non-teaching, like doing services and being entrepreneurs. Regarding the
57
data from questionnaires, it was clearly stated that there were students who were
working as part-time English teachers.
The following finding shows the students’ motivation of being part-time
English teachers. There were five statements provided in the questionnaires where
the respondents were asked to choose which statement became their motivation of
being part-time English teachers. The statements provided were college assignment,
socializing with other people, spending time, adding experiences, and financial
reasons.
Figure 4.3 Students’ Motivation of Being Part-time English Teachers
There were various motivation which encouraged students to teach as their
temporary job. From the results of the questionnaires, it showed that 9 students
taught for socializing with other people, 25 students taught for spending time, 32
students taught for adding experiences, and 19 students taught for financial reasons.
After seeing the result of students’ motivation to teach, the next data will
discuss the impacts of teaching experience toward the students’ language skills and
Figure 4.4 The Impacts of Teaching Experience toward the Language Skills and Components
From the graph above, speaking (82%) was the most improved among the
components which attained from teaching. Next, the second improved among the
components which obtained from teaching were reading (78%), vocabulary (77%),
and pronunciation (76%). While the least developed were listening (71%), grammar
(73%), and writing (72%).
The last data that will be presented is the impact of teaching experience
toward the students’ teaching skills.
73% 76%
77% 78% 72%
82% 71%
65% 70% 75% 80% 85%
Grammar Pronunciation Vocabulary Reading Writing Speaking Listening
The impacts of teaching experience
toward the language skills and
Figure 4.5 The Impacts of Teaching Experience toward The Teaching Skills
The graph above presented that from teaching, the students gained impacts
toward their teaching skills. There were five statements provided by the researcher
in the questionnaires related to the impact of teaching experience toward the
teaching skills. The average score from the first statement which was applying
theories got from classes was 77%. The second and the third statements which were
understanding students who come from different backgrounds and knowing the
challenges were scored 86% for each. The fourth statement which was encouraged
to build a relationship between theories and practices was scored 80%. The last
statement which was feeling motivated to learn English more was scored 83%.
2. Students’ Experience in Teaching English
Based on the researcher’s experience, teaching English gives impacts. Since
it trains the researcher to be expert in teaching, it also motivates the researcher to
83% 80%
86% 86% 77%
72% 74% 76% 78% 80% 82% 84% 86% 88% Feeling motivated to learn English
more
Encouraged to build a relationship between theories and practices Knowing the challenges as a teacher
Understanding students who come from different backgrounds Applying theories got from classes
learn English deeper for the challenges ask so. However, a part-time English teacher
is demanded to be professional in having pedagogical skills.
In general, working as a part-time English teacher gives much experiences
in developing self. During the process of working as a part-time English teacher,
the researcher has obligation to teach professionally. Therefore, the bigger
challenges must have been felt for those who are being part-time English teachers
instead of the students who are not working as part-time English teachers.
Since teaching English could not be separated from gaining impacts, the
researcher noted the students’ answers related to their teaching experience. Based
on the data from the Focus Group Discussion (FGD), it could be stated that the
students could obtain four major skills, namely (a) entrepreneurial skills, (b)
teaching skills, (c) language skills and components.
a. Entrepreneurial Skills
The self-reported data from the FGD suggested that students learned to
develop their entrepreneurial skills, as shown in the table below.
Table 4.1 Respondents’ Answer Related to Entrepreneurial Skills
No. Respondent Answer Skills
1. F
I only make this as my job is to only get more income. I just want to gain knowledge and experience.
Entrepreneurial
I am not an open person. My mood is unstable. When someone is being a teacher, whatever comes to you, you have to be happy, you have to stay kind and
perfect for the students you teach. So, I can control myself. I cannot do anything I want. I cannot have bad mood since the students are our responsible. Yeah, inner control.
2. P
I think is to open network. I have a student whose parents work in travelling. Sometimes, her parents offer me to join when there is a foreigner. That is to increasing experiences. I have joined them in Borobudur. I think it was happened unintendedly. I have also taught in Kumon and in there, in the high level of learning, the teacher has to teach in English. I need to learn to speak among others.
Entrepreneurial
I’m now more diligent in doing assignments. My student always has a homework. After going home from teaching, I think that Dion was doing his homework but I didn’t. I cannot give a good example. When there is an assignment in the afternoon, I’ll directly do it in the night. So, I am on time in doing my homework and I don’t procrastinate.
Entrepreneurial
3. O
I am more patient now, Sir. I was not really patient, but when he is studying, he is not always interested with my explanation. He always asked for me to stop and asked me when I will go home. Then, I learn to be more patient.
Entrepreneurial
As seen in the table above, three respondents developed in the
entrepreneurial skills. F herself gained knowledge, experience, and more income.
She also could control herself in any condition. According to Hisrich (2005), there
are three skills which are required to be entrepreneurs, such as technical skills,
business management skills, and personal entrepreneurial skills. Having inner
management skills and personal entrepreneurial skills. This thing was confirmed by
Mr. M as the Focus Group Discussion (FGD) facilitator.
Jadi sebenernya dengan aktivitas seperti ini, buat ka mu lebih mengenali siapa dirimu, kelemahanmu, dan mencoba berusaha keras untuk menegosiasikan dirimu yang lemah itu dan bisa menjadi seseorang yang bisa mengendalikan diri. Tampaknya itu.
(So, actually, this activity makes you know yourself, recognize your weaknesses, and try hard to negotiate with yourself who is weak and you can become a person who is able to control yourself.)
The claim that by teaching, students could get any entrepreneurial skills was
also supported by what P and O said. What P said was clear that she admitted the
claim that by teaching, she could increase her communication skill and open
network wider. The communication skill and network building are in the technical
skills (Hisrich, 2005). Here, she obtained the technical skills needed to be
entrepreneurs. This thing was also confirmed by Mr. M.
Jadi dengan kata lain bagi kamu, ada aspek entrepreneurship yang berkembang termasuk membangun jaringan ya. Ya walaupun toh belum sering ya. Baru sekali ya. Jadi ketika belajar/bekerja gitu pake waktu yang bersamaan meningkatkan keterampilanmu berkomunikasi. Apa yang kamu rasakan menyampaikan pendapat ke orang.
(So, in the other word, there is entrepreneurial aspect which is developed, like building network although it is not often yet. So, when learning or working, you use your time to increase your skills in communicating to deliver opinions to people.)
P could not only increase her communication skill and open network wider,
but she also could be more reflective. She realized that she is a teacher and she has
model for her students as what she had said during Focus Group Discussion session.
as Mr. M confirmed below.
Jadi ada kesadaran untuk lebih melihat diri. Sama sepertinya ya. Anggak mirip jadi semuanya refleksif. Kalau saya bisa membuat orang lain bekerja, kayaknya nggak adil kalau saya sendiri meninggalkan pekerjaan yang dipercayakuan ke saya. Itu sebuah proses yang harus kita akui sebagai bagian dari pembentukan kepribadian sebagai calon guru. Entah nanti jadi calon apa.
(So, there is an awareness to look at yourself. I think it is same. So, all of you are reflective. If I can make others work, it seems not fair if I must leave the works which becomes my responsibility. That is a process which we must admit as a part of forming our attitude as teacher candidates. Whatever will be.)
Another definition came from O who also felt that teaching experience
which gave positive impacts. As shown in the table above, she stated that she could
be more patient as a person. Indirectly, she could negotiate with her student during
teaching when the student got bored or sleepy. This negotiation skill belongs to
personal entrepreneurial skills (Hisrich, 2005). O had negotiation skills was
confirmed below by Mr. M.
Jadi dengan menegosisasi ya dengan anak sekalipun anak meminta sesuatu yang diluar yang kamu rencanakan.
(So, by negotiating with the student although he/she asks you beyond your plan.)
b. Teaching Skills
The teaching experience also gave positive impact toward students’
Table 4.2 Respondents’ Answer Related to Teaching Skills
No. Respondent Statements Skills
1. F
Sometimes, we search material from the internet. They are various in the internet. Sometimes, there is vocabulary which is unfamiliar with me and I have to make sure before delivering to the student.
Teaching
For me, it is automatically appeared. I am a type of person who is easily to remember if I am given an example. And when I need it, it is automatically appeared. I have joined EYL, and when I teach an elementary student, I asked him to sing, play a game, and draw on hands.
Teaching
2. O
I also teach a student in the fourth grade. She likes to read a picture book. Then, when we learn, we also read together. So, I know new vocabularies from it. I can refresh the knowledge I have got before.
Teaching
Reading, yes, because my student is in the fourth grade, so he is never used to speaking. Therefore, if we speak in English, he will not understand. But for listening, we listen to him. We also watch a video too.
Teaching
So, I follow the student. For my seventh-grade student is rarely speaking, so I ask him to speak and to write. So, I depend on what he needs.
Teaching
3. P
I use it, but I see himself first. So, this third-grade-boy likes to chat, like telling a story. But the second grade student likes drawing, colours, depending on the student.
Teaching
As shown above that F found out new vocabularies and she had to ensure
the material before explaining the vocabularies to her students. Indirectly, she
always learns before teaching. She did not only be a person who got the input, but
same with what O got. O explained that she did not only obtain new vocabularies,
but she also obtained reading and listening skills. Since O’s student was not used to
speaking English, so what O did was asking the students to watch a video during
the teaching-learning process.
Related to the application of teaching methods, all respondents said that they
applied the teaching methods which they got during studying in a college to their
students. What F stated was clear that she was unconsciously used EYL (English
for Young Learners) methods when she needed it, especially when she taught an
elementary student. Usually, elementary students easily get bored when they study.
Therefore, F used the teaching methods which she got during attending classes in
the study program. Same as F, P also applied the teaching methods in teaching her
students as confirmed by Mr. M:
Intinya pakai, karena kamu punya banyak siswa, kamu menyesuaikan dengan tipologi unik anak-anak.
(So you use it, since you have many students, you adjust according to the students’ typology.)
The confirmation made it clear that P and F used the teaching method according to
the students’ typology. P applied the teaching method to her students who are in the
elementary-student level. P was used to use pictures, story telling, and colors during
teaching English to her students. With the same idea, O stated that she followed
what the students need. As mentioned in the table above, O usually asked her
student to speak and write, since her student was rarely used to speak English.
speaking skill was seen as one of the things about applying the language learned.
Regarding to that, Mr. M confirmed by saying:
Jadi disini menarik ya. Kamu menggunakan betul kebebasan kamu sesuai dengan apa yang kamu anggap penting. Itu hal yang baik.
(So, this is interesting. You use your freedom as what you consider important. That is a good thing.)
c. Language Skills and Components
The last results that the researcher wanted to show were the students’
answers related to their improvement in language skills and components.
Table 4.3 Respondents’ Answer Related to Language Skills and Components
No. Respondent Statement Skills
1. F
Since I want to remind it, so I use it. So, there is a chance like what we want to say. There is new expression in words like this. I was used to remember when I was in the impromptu speech and directly I used it.
Language skills and components
2. P
Same as her. I want to do innovation so that my words would not be monotonous. I also want to enrich my vocabulary. For example, in structure, I need it to remind again. If there was present tense, it is needed to strengthen my knowledge.
Language skills and components
F mentioned above that she found out new words and expressions during
teaching English. She also used the new words and the expressions she obtained
when she had to attend speaking class. In the speaking class, the students attended
had to do impromptu speech sometimes. Therefore, when F was asked to do
F, P used the new words she obtained to do innovation in her speaking or her writing
skills. P also implemented the knowledge in the structure class by recalling the
material again. These things showed that they wanted to practice more in improving
their language skills and components.
B. Discussion
In this part, the researcher answers the two questions by analysing the
questionnaires and Focus Group Discussion (FGD) results related to the students’
experience in being part-time English teachers. To analyse those two things, the
researcher linked the theories from the second chapter with the results. The positive
impacts of being part time English teachers will be combined with the students’
motivation to learn English.
1. Positive Impacts of Being Part-Time English Teachers
To answer the first research question which is, “what are the positive
impacts of being part-time English teachers?”, the researcher distributed the
questionnaires and conducted Focus Group Discussion (FGD). From the
questionnaires and the results from FGD, the researcher gathered that there were
three skills they obtain as the positive impacts of being English teachers, namely
entrepreneurial skills, teaching skills, and language skills and components.
As being a part-time English teachers cannot be separated from being an
entrepreneur, the students attain professional and personal development from being
part-time English teachers (Hall & Langton, 2006). According to Hisrich (2005),
management skill, and personal entrepreneurial skill. Firstly, in technical skill, the
students attained some improvement in oral communication, listening, organizing,
network building, and managing. That was showed by the students’ statements in
the Focus Group Discussion (FGD) session that they developed those kind of skills
from being part-time English teachers. While in business management skill, they
improved their finance and negotiation ability. They could get income from
teaching, but they also improved their negotiation ability with their students and
themselves. The last, in personal entrepreneurial skill, they had inner control or
discipline and they could be more innovative. By having teaching experience, they
were able to control themselves in any condition, they were being discipline in
doing their tasks, and they were innovative in facing their students’ condition.
Besides, the students also attained some aspects in teaching skills. As
showed in the research results part, the students experienced the process of
becoming professional language teachers. They also knew their students’ subject
and needs, they were adaptable to new knowledge, they were good communicators,
they showed tolerance and understanding, and they were adaptable and creative.
Therefore, it can be said that the positive attainment in students’ selves led to a
positive development inside themselves.
Moreover, the findings showed that by teaching, they could obtain positive
impacts related to the teaching skills and language skills and components. Each of
them changed to have a better quality inside themselves. This was proved by the
results from the questionnaires in impacts of being part-time English teachers
