THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE THROUGH SERVICE PROGRAM DESIGN CLASS IN ELESP OF SANATA DHARMA UNIVERSITY: A PHENOMENOLOGICAL STUDY

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

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 2016 i


A Sarjana Pendidikan Thesis on •

I

THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE THROUGH SERVICE PROGRAM DESIGN CLASS IN ELESP OF SANATA DHARMA UNIVERSITY: A PHENOMENOLOGICAL STUDY By Valentinus Doni Wicaksono Meo Sugi Student Number: 121214175

Approved by

Advisor

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4 May 2016 11


A Sarjana Pendidikan Thesis on

THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE THROUGH SERVICE PROGRAM DESIGN CLASS .IN ELESP OF SANATA DHARMA UNIVERS.ITY: A PHENOMENOLOGICAL STUDY By VALENTINUS DONI WICAKSONO MEa SUGI Student Number: 121214175

Defended before the Board of Examiners on 15 JlUle 2016 and Declared Acceptable

Board of Examiners

Chairperson

: Paulus Kuswandono, Ph.D.

Secretary

: Christina Lhaksmita Anandan, Ed.M.

Member

: Markus Budiraharjo, M.Ed., EdD.

Member

: Christina Kristiyani, M.Pd.

Member

: Dr. Antonius Hemjiyanto, M.A.

Yogyakarta,15June2016 Faculty of Teachers Training and Education 'lPta Dharma University

Rohandi, Ph D. III


STATEMENT OF WORK'S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work or parts of the work of other people, except those cited in the quotations and the references, as a scientific paper should.

Yogyakarta, 15 June 2016

The writer

Va1entinus Don icaksono Meo Sugi 121214175

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LEMBAR PERNYATAAN PERSETUJUAN PUBLlKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dhanna: Nama Nomor Mahasiswa

: Va1entinus Doni Wicaksono Meo Sugi : 121214175

Demi pengembangan i1mu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dhanna karya i1miah saya yang beljudu1:

THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE THROUGH SERVICE PROGRAM DESIGN CLASS IN ELESP OF SANATA DHARMA UNIVERSITY: A PHENOMENOLOGICAL STUDY beserta perangkat yang diperlukan (bi1a ada). Dengan demikian, saya memberikan kepada Universitas Sanata Dharn1a hak untuk menyimpan, mengalihkan da1am bentuk lain, menge101anya da1am bentuk pangka1an data, mendistribusikan secmoa terbatas, dan mempublikasikan di internet atau media lain untuk kepentingan akademis tanpa per1u minta ijin dari saya maupun memberikan royalti kepada saya se1ama tetap mencantumkan nama saya sebagai penu1is.

Demikian pertanyataan ini yang saya buat dengan sebenarnya.

Dibuat di Yogyakarta Pada tanggal: 15 Juni 2016

Yang menyatakan

valeMn;

Wicaksono Meo Sugi

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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.

Keywords: Service Program Design, entrepreneurship, characteristics of entrepreneurs, attainment

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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 pertanyaanpertanyaan 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.

Kata kunci: Service Program Design, entrepreneurship, characteristics of entrepreneurs, attainment vii


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 clasmates (Vania and Erlin), I also thank them for helping me finish my thesis. For my beloved one, Cesa, I thank her for always giving me support and advice on and on. For my best friends in SPD (Anis, Patrick, Cesa, Vania, Kasih and Cila), I thank them for teaching me how to work professionally. Finally, I would like to thank everyone who has taken parts during these four years. The support

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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.

Valentinus Doni Wicaksono Meo Sugi

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TABLE OF CONTENTS Page 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 ...............................................................................

x

LIST OF FIGURES .......................................................................................

xii

LIST OF APPENDICES ...............................................................................

xiii

CHAPTER I. INTRODUCTION..................................................................

1

A. Background of Study .........................................................

1

B. Research Problems ............................................................

6

C. Research Limitation ..........................................................

6

D. Research Objectives ..........................................................

6

E. Research Benefits ..............................................................

7

F. Definition of Terms..... ......................................................

7

CHAPTER II. REVIEW ON RELATED LITERATURE.........................

10

A. Theoretical Description .....................................................

10

1. Entrepreneurship ........................................................

10

2. Characteristics of Entrepreneurship ...........................

13

3. Entrepreneurial Leadership ........................................

15

4. Experiencing Self vs. Remembering Self ..................

17

B. Theoretical Framework .....................................................

19

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Page CHAPTER III. RESEARCH METHODOLOGY ......................................

22

A. Research Method...................................... .........................

22

B. Research Setting... .............................................................

23

C. Research Participants ........................................................

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D. Research Instruments and Data Gathering Technique ......

24

E. Data Analysis Technique...................................................

27

F. Triangulation .....................................................................

27

G. Research Procedure ...........................................................

28

CHAPTER IV. RESEARCH RESULTS AND DISCUSSION ..................

30

A. Research Results................................................................

30

1. The Knowledge of Entrepreneurship ............................

33

2. The Characteristics of Entrepreneurship ......................

41

3. Perceived Growths in Relation to the Change of Emotion across the Period ...........................................................

47

B. Discussion .........................................................................

48

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS .............

52

A. Conclusions.................... ...................................................

52

B. Recommendations........................................... ..................

54

REFERENCES.................................................................... ...........................

56

APPENDICES ................................................................................................

59

xi


LIST OF FIGURES

Figure

Page

3.1 Diagram of triangulation method ...............................................................

28

4.1 Diagram of the change of satisfaction across period .................................

47

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LIST OF APPENDICES Page Appendix A. Questionnaire............................ ..................................................

59

Appendix B. Transcription of the interviews............................... ....................

63

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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. In Indonesia, the government pays more attention to the education field in order to prepare us for the world that is filled with competitions. However, in fact, most 1


2 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 entrepreneurship. The lecturers are Dra. Lanny Anggawati and Endang Wijayanti, M.Pd. They share knowledge related to entrepreneurship in the scope of English education to students. Therefore, students are trained well in that scope.


3 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 entrepreneurial environments. A way to support these learning goals is to start early but carefully during the learning process by exposing the students to an uncertain and unstructured learning environment.


4 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: “Memberikan pelayanan di bidang Bahasa Inggris secara profesional bagi pengelola pembelajaran Bahasa Inggris dan pelatihan ketrampilan berbahasa Inggris kepada masyarakat sebagai penerapan pendidikan yang humanis untuk memberdayakan masyarakat luas”


5

[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 during SPD class and how their suffering can change into happiness.


6 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 with working as entrepreneurs.


7 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 There are some terms which need to be explained more in order to provide the same understanding for the readers. The terms related to this study are:


8 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 experiencing-self deals with the time of events while the remembering-self deals


9 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 rememberingself that answer. The remembering-self keeps score and maintains records. In this study, the students used remembering self as the medium to give score to the enjoyable atmosphere in SPD across the period.


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 Zuckerberg, Sergey Brin, Larry Page - along with vivid thoughts of the huge fame and fast wealth these famous entrepreneurs have reaped from their efforts. 10


11 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 entrepreneurship is highly differentiated. According to Wilson (2010),


12 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, knowledge, skills, and energy to develop something new, useful, and better than


13 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 realitywhenever 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 down.


14 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: a. Be proactive: merely taking initiatives for vision


15 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 linked with the fundamentals of leadership (Schumpeter, 1949). Unfortunately,


16 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 methodology has progressed from empirical surveys of entrepreneurs to more


17 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: Experience, in its fundamental sense, is that which, by putting us in play ourselves, modifies us profoundly in a way that after having crossed, endured, traversed it, we will never be the same again: undergo an illness, mourning, joy, loving, traveling, writing a book,


18 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 of events while ‘remembering-self’ deals with the score for the events.


19 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 entrepreneurship. However, there are many definitions of entrepreneurship and


20 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 medium for seeing the change of students’ happiness especially their satisfactions


21 in SPD. Therefore, by using this perspective, the researcher tries to see to what extent did the SPD class bring to students joy in the class.


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. Hancock (2002) also emphasizes that qualitative research is concerned with the opinions, experiences and feelings of individuals producing subjective 22


23 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 interview was done on 9th of December 2015 at 10.00 am, for participant E, the


24 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 between two people, the conversation where one person – the interviewer – is


25 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 assumed that reliability and validity were the important aspects of questionnaire


26 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 researcher used questionnaire in order to get reliability and validity of the data.


27 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 understanding. According to Yeasmin (2012), triangulation is a process of


28 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

Theory

The ELESP Students

The Researcher

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.


29 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. 16) The result was tested in the thesis defence.


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 SPD. Based on the results of the interview to some students, the researcher finds that the lecturers trained the students to be ready to work in almost all job fields. 30


31 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 activities in that course. Person B stated that there were many things that could be


32 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 Program Design Class.


33 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 there. Another problem that person A told was there were many tasks given in


34 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 Ada beberapa masalah yang saya alami selama mengikuti SPD pada saat itu, yang pertama itu management waktu. Kenapa saya bilang pada saat itu saat mengalami masalah dengan management waktu, itu karena pada saat itu saya juga mengambil propsem, sama beberapa makul lainnya, nah lumayan susah membagi waktunya. Masalah berikutnya itu mengenai bangun pagi. Saya sangat susah untuk bangun pagi. Trus masalah yang terakhir itu berkaitan dengan tugas-tugasnya terutama tugas artworknya


35 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: Di SPD tuh, kita diminta untuk membuat artwork dan itu meng... apayaaaa,, menuntut kita untuk menjadi lebih kreatif. Jadi yang berubah dalam diri saya itu saya menjadi lebih kreatif dari sebelumnya.


36 [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 Berkaitan dengan masalah yang terakhir, yakni tentang kreatifitasnya saya mencoba untuk belajar dari teman yang lain dalam membuat artwork sehingga saya bisa menjadi pribadi yang kreatif.


37 [Related to the last problem, it was about my creativity skill, I tried to learn from friends to make artwork so then I became a creative person] Person D Berhubungan dengan masalah artwork, langkah yang saya lakukan adalah saya mencari informasi dan juga belajar dari orang lain. [Related to artwork problem, the way out that I had taken was I looked for the information (related to making an artwork) and also I learned from other people]. These two statements show that person C and person D tried to solve their problems by learning from other friends. When the researcher looked at the statement of person C, the researcher found that Person C admitted that after learning from other people she became more creative. Based on this statement, the researcher saw that the ELESP students improved their creativity skills through SPD class. b.

Ingenuity According to Homar-Dixon (2003), ingenuity consists of sets of

instructions that tell us how to arrange the constituent parts of our physical and social worlds in ways that help us achieve our goals. Furthermore, ingenuity is the quality of being clever, original, and inventive, often in the process of applying ideas to solve problems or meet challenges. Moreover, when we look at students’ experiences, we can find that most of them are ingenuity dealing with solving the problems. We can see it from the statements from some participants dealing with finding the way out when solving the problems. For example, we can see from the problem which was faced by person D. Person D considered artwork as a problem. Person D realized that he didn’t have any sense of creativity, so it made


38 him confused when working on that task. Basically, Person D got rumors that for those who made the worst artwork would be kicked out. 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] This is one of the problems which were faced by person D. In this section, we can see the ingenuity of person D dealing with solving that problem. Person D Berhubungan dengan masalah artwork, langkah yang saya lakukan adalah saya mencari informasi dalam membuat sebuah artwork dan juga belajar dari orang lain yang lebih kreatif. [Related to artwork problem, the way that I took was I looked for the information from other people to make an artwork and also (I) learned from other people who were more creative.] Based on the statements above, researcher can see that person D has the ingenuity in solving his problem. The ingenuity that he used is by learning from others. c.

Knowledge Knowledge is a familiarity, awareness or understanding of someone or

something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning. Knowledge can refer to a theoretical or practical understanding of a subject.


39 The ELESP students of Batch 2012 who had joined SPD class got the knowledge of entrepreneurship. One of activities that showed the students got the knowledge of entrepreneurship was when attending the seminar that was done in SPD class. The speaker who spoke at that seminar is a successful entrepreneur. Therefore, the researcher asked the ELESP students’ Batch 2012 who had joined SPD class at the seventh semester related to what they had gotten through attending that seminar. Here are some statements, which were given by some participants of ELESP, which prove that they get knowledge of entrepreneurship: Person A Yang saya tangkap, ada 2 point penting yang disampaikan oleh Pak Gunawan; Leadership dan management. Leadership berkaitan dengan mengatur orang sedangkan management tuh berkaitan dengan mengatur hal-hal, barang-barang, pokoknya yang berhubungan dengan things. [What I got (from Mr. Gunawan’s lecture); there were two important points which were told by Mr. Gunawan; they were leadership and management. Leadership was related to manage people while management was related to manage things, goods, etc] Person C Yang saya dengar itu, ada dua hal yang disampaikan Pak Gunawan: yang pertama itu leadership dimana leadership itu berkaitan dengan mengatur orang dan yang kedua itu management dan itu berkaitan mengatur halhal. [What I catched, there were two things which were given by Mr. Gunawan; the first was leadership where the leadership related to the managing people and the second was management where it related to managing things] Person D Ada tiga point penting yang disampaikan Pak Gunawan yaitu yang pertama berjuang dan berjuang, dan yang kedua itu kita harus mempunyai target dan harus tegas dalam mencapai target dan yang terakhir harus mulai dari kemauan untuk suskes.


40

[There were three important points which were told by Mr. Gunawan. The first was struggle and struggle, the second was we had to have the target and also had to be firm dealing with reaching the target and the last was having the willing to be successful] According to Baron (2012), knowledge is one of the capacities of human being to be an entrepreneur. Based on those statements which are presented above, the researcher notices that the students also got the knowledge aspect especially the knowledge to be successful entrepreneurs. d.

Skills Baron (2012) states that a skill is one of human capacity dealing with

entrepreneurship knowledge. However, there are many definitions of skill which are given by many experts. In this section the researcher takes the definition which is stated by Howland (2013). According to Howland, a skill is the learned ability to carry out a task with pre-determined results often within a given amount of time, energy, or both. In other words, the abilities that one possesses. Skills can often be divided into domain general and domain-specific skills. For example, in the domain of work, some general skills would include time management, teamwork and leadership, self-motivation and many others, whereas domainspecific skills would be useful only for a certain job. A skill usually requires certain environmental stimuli and situations to assess the level of skill being shown and used. The researcher sees that skills which are related to entrepreneurship were treated to students well. It could be seen through the experiences of the students.


41 For instance, student F stated that he was able to manage his time and be able to work in group well. Person F Banyak banget yang dipelajari di SPD, misalnya saja di SPD itu, saya bisa belajar untuk mengatur waktu. Sebelumnya saya mengalami kesulitan dalam hal mengatur waktu, tapi setelah dilatih terus menerus di kelas SPD, saya jadi dapat mengatur waktu dengan baik. Saya juga belajar bekerja sama dalam kelompok. [Many things were learned in SPD class, for instance, I learned to manage my time. Before joining the class, I felt difficult in managing my time. However, after I was trained on and on in SPD class, I started to be able to manage my time well. I also learned to work together in team ‘teamwork’]

2.

The Characteristics of Entrepreneurs In order to make better understanding in knowing how far ELESP

students’ Batch 2012 got the knowledge of entrepreneurship through SPD class, the researcher uses the ‘characteristics of entrepreneurs’ theory which is stated by Resnick, a founder of ‘Yes Man Watches’ (2014). Therefore in this part the researcher takes five characteristics of entrepreneurs: passion, perseverance, resourcefulness, open-mindedness and sponge like nature. a.

Passion The ELESP students who had joined SPD class stated that the passion was

one of the key when joining the class SPD. The passion could be seen on one of their experiences especially when dealing with looking for the clients. They needed passion there since they had to spread their proposal to some intitutions and then they had to follow-up those institutions. Almost, each group spreaded their proposal to at least 10 intitutions. After that they needed to convince every


42 institution in order to get an agreement among them dealing with English services. Due to that, they had to follow-up on and on to those intitutions in order to get the answer. Therefore, based on this experience, it shows that the students committed to what they were doing. Resnick (2014) states that the passion is one of the most important qualities associated with successful entrepreneurship. Furthermore, Resnick states 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. Person E Kita follow-up banyak kliennya terus menerus. Soalnya kita gak bisa maksain klien untuk menjawab proposal kita secepatnya. Jadi kita yang harus berinisiatif untuk menanyakan apakah diterima atau gak? Nah pada akhirnya kita berhasil dapet klien. [We followed-up many the clients on and on because we could not force the clients to answer our proposal quickly. Therefore, we needed to take the initiative to ask whether the proposal was accepted or not. As time went by, we finally got the client] The researcher found that person E tried to tell that her group members and she were passion when following-up the clients on and on. This case proves that the ELESP students also trained their entrepreneurship skill, especially ‘passion skill’ during joining SPD. They trained it through their experiences. The experiences dealing with following-up the clients on and on proves how passionate they are. According to Resnick (2014), people stand the best chance of being successful when they committed to what they are doing and when they care deeply about it. Based on Resnicks’s perspective, the researcher sees that the ELESP students have already been treated the passion skill through their experiences. Resnick


43 states that if people have passion when doing something, they will be successful. Based on the ELESP students’ experiences dealing with looking for the client, it shows that the students had already been trained to have passion skill. Therefore, person E stated that finally her group members and she were successful in getting the client. b. Perseverance Resnick (2014) emphasizes that entrepreneurs need to be able to deal with obstacles. Looking at the obstacles aspect, the ELESP students who had joined SPD class had faced many obstacles during the class. One good example has been given in the previous at ‘the passion’ part. The person E told that her group members and she had to follow-up the clients on and on. According to Resnick, a business does not get built overnight, and turning your idea into a reality will take time. We have to become accustomed to people saying ‘no’ to us. What makes entrepreneurs great is having the perseverance to grow regardless of how many times they are shut down. Based on what person E had experienced, it shows that the ELESP students had already been trained to have entrepreneurship skills especially perseverance skill through their experiences during SPD. c.

Resourcefulness The ELEPS students, who had joined SPD, experienced many things

across the period. Many things they had gotten in SPD. However, the most important thing is they need to recognize their abilities and then improve them. Resnick (2014) also states that a vital ability for an entrepreneur is to know how to make the most of what he/she has. His/Her assets as an entrepreneur will be


44 limited, so use them to the fullest. Based on this perspective, the students who had joined SPD also were trained to recognize their abilities through learning the types of human beings (sanguine, choleric, melancholic, and phlegmatic) and finding themselves where they belong to. This is a statement which was given by person C Person C Di SPD itu, kita diajarkan tentang tipe-tipe orang. Tiap tipe orang punya karakteristiknya tersendiri. Oleh karena itu, saya jadi belajar untuk menghadapi orang lain sesuai dengan tipe-tipenya masing-masing. Dulunya tuh saya sering menyama ratakan semua tipe-tipe tersebut, sehingga saya sering deal sama semua orang dengan cara yang sama. Tapi setelah mengikuti SPD, saya pada akhirnya sadar kalau orang dengan tipe berbeda harus dihadapi dengan cara berbeda. Misalnya dalam Teamwork, ada berbagai tipe dalam kelompok misalnya thinker, problem maker, worker, inisitor. Jadi saya belajar bahwa yang harus dilakukan di sini itu adalah saya tahu bagaimana cara memberdayakan orang-orang tersebut sesuai dengan kemampuannya masing-masing. [In SPD, we were taught about the types of people. Every person has his or her characteristics. Therefore, I learned how to face other people based on the types they were belonging to. Before joining SPD, I thought all the people were the same type. However, after joining SPD, I finally realized that everyone had his/her own types and each of them had to be faced differently. For instance, in a group, there were many types of the members in the group such as thinker, problem maker, worker and initiator. Therefore, I learned to know what I should do. In this case, I learned to guide them to do based on their abilities.] The person C’s statement shows that in SPD, the ELESP students were trained to know the types of human beings and then they tried to improve their abilities based on their types. For instance, the last sentence of person C “I learned to guide them to do based on their abilities”. Actually, this sentence shows how far the SPD course works for its students in building the students’


45 characteristics. Furthermore, the statement above also proves that the students were trained to know their abilities and then improving them to be better and better. d. Open-mindedness Every ELESP student needs to be open-minded in order to obtain much knowledge. Resnick (2014) states that everyone needs to think of her or himself as the zeroed in something in order to get feeling to learn from others. In SPD, each student was trained to be an open-minded person. Therefore, it gave the chance for students to obtain new knowledge. ELESP aims to prepare professional English teachers; however, by providing the SPD course, it shows that ELESP also trains its students to be open-minded. Consequently, the ELESP students also learn about the knowledge of entrepreneurship through SPD. Based on the survey data, it showed that 96% students provided the same statement that they learned the knowledge of entrepreneurship in SPD. The calculation of percentage can be seen below: X ÷ n (100) 48 ÷ 50 (100) = 96 X = the students who has the same statement N = the numbers of students that have been chosen e. Sponge like-nature Most ELESP students of Batch 2012 had already joined SPD. During joining SPD, every student had experienced many different activities. Each student was demanded to be able to adapt in every activity quickly. Therefore, the


46 students needed to be alert to all the things around them. Moreover, the students were also demanded to be able to face every activity in SPD class. According to Resnick (2014), being an entrepreneur involves a learning process. If you’re not willing to learn, think about leaving the start-up world. We need to be able to soak in everything and anything we can, just like a sponge. The more we learn, the better we will be. The ELESP students also were trained to be able to adapt in the learning process. Moreover, they were trained to build a habit to learn many new things. For example the person A’s statements: Kita juga diajarkan tentang first impression. Jadi kita tahu bagaimana cara membangun first impression yang yang benar. Di SPD tuh kita dilatih untuk membangun first impression yang baik. Jadi di sana itu kita lebih mempraktekan hal-hal yang kita pelajari. Jadi itu bukan teori aja. [We learned about first impression. Consequently, we knew how to build first impression well. Basically, in SPD, we are trained to build first impression well. So, in that class, we practiced the things that we had learned. Therefore, we did not only learn about the knowledge but we practiced them.] Person A’s statement shows the process of learning in SPD class. The researcher finds an interesting thing there where the ELESP students were demanded to practice the knowledge that they had gotten. Therefore, it proves that the ELESP students were also trained to be ‘sponge like nature’. Moreover, the statement also shows how the students in SPD had to be able to adapt in many activities there. It also shows the way the students learned the new knowledge like sponge in which they adapted to the situation to practice the knowledge that they had learned. According to Resnick (2014), an entrepreneur needs to be able to soak in everything and anything he/she can, just like a sponge. Looking at the person A’s


47 statement, it is tangible that the ELESP students in SPD were trained to be able to soak all the knowledge by practicing them. 3.

Perceived Growths in Relation to the Change of Emotion Across the Period The ELESP students of Batch 2012 experienced the change of emotion

across period of joining SPD. The change of emotion was related to happiness. However, the happiness cannot be measured since there is no exact instrument for it. Due to that case, the researcher uses satisfaction as the medium to see how far the ELESP students enjoyed the process of learning in SPD. Here is the statics that shows the satisfaction of the students. Fig. 4.1 Diagram of the change of satisfaction across period

Precentage

Students' satisfaction 100 80 60 40 20 0

Before joining SPD

Students' satisfaction

46,6

In the middle of the semester 70,2

In the end of the semester 87,8

Based on the data above, it shows the change of the students’ satisfaction in SPD class. Basically, each student had similar or different changes of satisfaction. Kahneman and Riis (2005) believe that human beings have two selves. They are experiencing-self and remembering-self. Kahneman and Riis also give an examples which is related to experience; when we are asked 'how good was the vacation', it is not an experiencing-self that answers, but a remembering


48 and evaluating self, the self that keeps score and maintains records. The data - the change of students’ satisfaction – shows that there were good changes in satisfaction. The ELESP students had good remembering-self at SPD class since they gave the good changes of satisfaction across the SPD class. For example, the student 1 scored 4 for satisfaction before joining SPD class. After two months classes, the student scored 6 for the satisfaction and at the end of the SPD, the student scored 9 for the satisfaction. Based on this data, it proves that the ELESP students enjoyed the SPD class since they had good remembering-self at the moments during SPD class.

B. Discussion English Language Education Study Program demands its students to attain the knowledge of entrepreneurship. Therefore, the study program created a course named Service Program Design (KPE 477). The students obtained the knowledge of entrepreneurship through that course. A phenomenon occurred in ELESP related to SPD brought the ELESP students to practice the entrepreneurship skills. Therefore, the students experienced all entrepreneurial things that were related to human capacities. Baron (2012) emphasizes that entrepreneurship takes four aspects of human capacities. Those aspects are creativity, ingenuity, knowledge and skill. According to Cantillon (1759), the entrepreneurs are specialists in taking risks. A good example can be seen from the experiences of person B. person B was given responsibility to be a captain in his group. However, person B felt it was the hardest task since he didn’t plan to be a group leader. For person B,


49 being a leader was not an easy task. Person B realized that when he got the trust from his friends to be a leader, it meant that he grew to be more responsible there. He had to know how to control his friends; managed his friends. Person B admitted that it was a tight responsibility. Basically, the responsibility was not only to his group but also to the head of SPD. Furthermore, person B said that when he was being a group leader, it meant that he had to be able to organize the group members to work together (teamwork). In order to solve this case, person B finally tried to communicate with his members. And at last, person B could overcome those problems by getting some suggestions from his members. Person B tried to fix his bad and made the good one. Person B also emphasized that he should finish his entire task well. It meant that he didn’t work only a half of his tasks. And finally, B tried to be better on and on. Based on B’s experience, it shows that B experiences in taking risks. B has taken risks to be a leader. This proves that ELESP students experience entrepreneurship learning in SPD. In SPD, the students were taught many things related to entrepreneurship. Based on Baron’s (2012) and Cantillon’s (1759) perspectives, it is clear that the ELESP students obtained the complete the entrepreneurship knowledge. The students experienced those application of human beings; creativity, ingenuity, knowledge and skills in SPD. The students also experienced many things related to risk taking. The ELESP students had experienced many things in SPD such as experiencing the process of solving problems. A good example is taken from the experience of person D. Person D assumed SPD tasks, especially artwork task was


50 one of the problems in SPD because he got rumors that for those students, who made the worst artwork, would be kicked out. He said artwork task as the problem since he admitted that he had no sense of creativity. However, he finally was able to solve this problem by learning from other people who had sense of creativity. This proves that the ELESP students who have joined SPD class are demanded to find out the way out of their problems by themselves. As Resnick’s perspective, the sponge-like nature characteristic, it shows that being an entrepreneur involves a learning process. Based on what person D had experienced, it proves that there is learning process there. Resnick also emphasizes that if we are not willing to learn, think about leaving the start-up world. Moreover, Resnick (2014) believes that everyone needs to be able to soak in everything and anything that he/she can, just like a ‘sponge’. The more we learn, the better we will be. Based on this perspective, it shows that the ELESP students were trained to be like sponge in SPD. Therefore, the students were also demanded to have this characteristic. Across the period of the semester, each ELESP student hax his/her own problems. Due to that case, the ELESP students solved the problems differently. In order to be able to solve the problems, the students needed to be able to soak in everything and anything they can. In SPD, the students had many good changes. It had been shown at some experiences of some students during the SPD. Due to the case, it affected their satisfactions to the class. Moreover, the change of satisfaction affected to the enjoyable atmosphere across the period of SPD. Based on the results of students’


51 satisfaction toward SPD, it proves that there was an enjoyable atmosphere in the SPD class.


CHAPTER V CONCLUSIONS AND RECOMMENDATIONS There are two parts in this chapter. The first part discusses the conclusions of the research. The second part discusses some recommendations drawn from this study. All are addressed within the scope of the phenomenological study of Service Program Design course (KPE 477).

A. Conclusions Based on the research results and discussion, it can be concluded that the ELESP students who had joined SPD obtained the knowledge of entrepreneurship well. The two research questions have been answered. The results of the study show that the ELESP students not only get the knowledge of entrepreneurship but also they experience it. They also experience the enjoyable atmosphere after joining SPD class. ELESP has its vision and mission. Based on that vision and mission, it is tangible that ELESP demands its students to attain the knowledge of entrepreneurship. ELESP intends to train its students to be well-prepared as English language program organizer (penyelenggara). The percentage of the ELESP students, who agree SPD is the course for building entrepreneurship skill, is 96%. Moreover, the ELESP students who had joined SPD experienced many kinds of activities related to entrepreneurship. Entrepreneurship here is defined and limited to education scope. 52


53 The ELESP students have already learned many things related to entrepreneurship through SPD. They got the training well in that course. They admitted that they got many good changes. For instance, person A admitted that there are many good changes in her. Here are the changes in her: 1. She can manage her time; she starts to reduce her unimportant activities and starts doing the important activities 2. She becomes more alert every single time since there is an activity in SPD class which demands the students to be alert all the time. That activity is physical exercise. In that activity, everyone should be ready to do whatever activities 3. She becomes a creative person; there are some tasks that demand her sense of creativity. They are making artwork and decorating the cover of the summary book 4. She has positive attitude toward work 5. She is able to work with other people professionally 6. She becomes more responsible. These good changes show that the knowledge of entrepreneurship is good to be taught to the ELESP students. The ELESP students who have joined SPD prove that ELESP has already been in the right track by providing the SPD course. Therefore, it shows that ELESP can be able to train its students to be wellprepared as English language program organizer (penyelenggara) who will operate in a broad range of language services and at different level of education.


54 When joining SPD, the ELESP students faced many problems. However, they were demanded to be able to overcome those problems. Moreover, the ELESP students also experienced the change of satisfaction during SPD class. This change shows the activities in SPD class have already been good.

B. Recommendations In this part, the researcher would like to give some suggestions for some parties. 1. Future Researchers For the future researchers, this research can be used to conduct other research related to Service Program Design (SPD) course and entrepreneurship. It is interesting that ELESP students obtain the knowledge of entrepreneurship through SPD. The way they get the knowledge of entrepreneurship is the good way. For the future researches which are related to SPD, it is interesting to conduct the research related to some benefits that ELESP students attain after joining SPD class. Besides, since the study used qualitative method, the researcher would like to suggest that future studies can use mixed method, qualitative and quantitative. 2. The lecturers of Service Program Design (SPD) For the up-coming SPD class, this study can show that the ELESP students are satisfied joining the class. Therefore, in SPD, the lecturers can provide mpre knowledge relates to entrepreneurship. The knowledge of entrepreneurship here is related to the human capacities; the human capacities are the creativity, skills, and


55 the ingenuity. Those human capacities can be explored more by training the students with many kinds of activities. For an example, for the skill capacity, it is expected that the lecturers provide an activity where the students are demanded to practice marketing their artworks. Therefore, the students can have a chance to train their skill in marketing. Moreover, it is expected that the lecturers should maintain that good way in training the students to be ready to work in many job fields. 3. The English Language Education Study Program (ELESP) For the ELESP, this study can show that ELESP has already been in right way in training its students to be well-prepared as English language program organizer (penyelenggara). Therefore, ELESP should maintain it or even ELESP should provide the knowledge of entrepreneurship in other courses. For instance, the ELESP lecturers can share to students some knowledge of entrepreneurship in some courses such as sharing it in ‘Basic Writing’ and ‘Critical Reading and Writing’ course. Therefore the students are becoming well-prepared to face the high level courses in ELESP such as SPD course.


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57 Kahneman, D., & Riis, J. (2005). Living, and thinking about it: Two perspectives on life. In F. A. Huppert, N. Baylis & B. Keverne (Eds.), The science of well-being. New York: Oxford University Press. Knight, F. H. (1921). Risk, uncertainty, and profit. New York: Hart, Schaffner, and Marx. Kotter, J. P. (2001). What Leaders Really Do. Harvard Business Review, 79(11): 85-96. Kuratko, D. F. & Hodgetts, R. M. (2004). Entrepreneurship: Theory, process, practice. New York: McGraw-Hill Irwin. Leary, M. R. (1995). Behavioral research methods. (2nd ed). Pasific Grove, CA: Brooks/Cole. Löbler, H. (2006). Learning entrepreneurship and innovative abilities from a constructivist perspective. Technology Analysis & Strategic Management, 18,19-38. Maryati, S. (2015). A case study of MARVY CORP: Student’s perceived growth in relation to the attainment of entrepreneurship skills. English Education Study Program, Department of Languange and Arts Education, Faculty of Teachers Training and Education. Yogyakarta: Sanata Dharma University. Neck, H. M., & Greene, P. G. (2011). Entrepreneurship education: Known worlds and new frontiers. Journal of Small Business Management, 49 (1): 5. Palys, T. (2008). Purposive sampling. In Lisa M. Given (Ed.), The sage encyclopedia of qualitative research methods. Sage: Thousand Oaks, CA, 2, 697-698. Retrieved November 14, 2015, from http://www.sfu.ca/ ~palys/Purposive %20sampling.pdf. Prahalad, C. K., & Bettis, R. A. (1986). The dominant logic: A new link between diversity and performance. Strategic Management Journal, 7(6), 485501. Resnick, N. (2014). Discussion with Nathan Resnick founder of ‘Yes Man Watches’. Retrieved November 14, 2015, from http://www. collegestartup.org/2014/01/13/discussion-with-nathan-resnick-founderof-yes-man-watches/


58 Resnick, N. (2014, April). 5 key characteristics every entrepreneur should have. In T. Long. (Ed.), Develop entrepreneurship spirit in you. Retrieved January 22, 2016, from http://msue.anr.edu/ news. Romano, C. (1998). L’événement et le monde (Event and world. Trans). Paris: Presses Universitaires de France. Royse, D. (2004). Research methods in social work. London: Thomson Brooks/Cole. Sanata Dharma. (2011). Courses description. In ACUCA (ed.), ACUCA student mobility schemereply proforma. Retrieved June 20, 2016, from http://www.acuca.net/doc/Participating-Institutions/Sanata_Dharma_ University.doc. Schumpeter, J. A. (1949). Change and the Entrepreneur. In R. V. Clemence (Ed.), Essays: On entrepreneurs, innovations, business cycles and the evolution of capitalism (pp. 63-84). Cambridge, MA: Harvard University press. Stokes, D., Wilson, N., & Mador, M. (2010). Entreneurship. London: Cengage Learning EMEA. Suskie, L. A. (1996.) Questionnaire survey research: What works.(2nd ed.). Tallahassee, FL: The Association for Institutional Research Thompson, J. L. (2002). The world of the social entrepreneur. The International Journal of Public Sector Management, 15(4/5), 413. Vygotskij, L. S. (2001). Lekcii po pedologii (Lectures on pedology. Trans.). Oxford, UK: Basil Blackwell. (First published in 1935)


APPENDIX A QUESTIONNAIRE

59


60 Yth. Para mahasiswa para mahasiswa Pendidikan Bahasa Inggris (PBI). Survey ini ditujukan kepada mahasiswa PBI angkatan 2012 yang sudah mengikuti kelas Service Program Design (SPD) di Semester 7 dan 8. Survey ini dilakukan untuk mengetahui seberapa jauh matakuliah SPD berperan penting bagi mahasiswa PBI dalam memperoleh entreperneurship knowledge. Data Survey ini akan sangat bermanfaat bagi Prodi PBI untuk lebih meningkatkan kualitas. Berilah tanda (√) pada kolom yang sudah disediakan. Berilah penilaian Anda tekait dengan sejumlah poin-poin di bawah ini. Rentang penilaian adalah sebagai berikut: 1 = sangat rendah, 2 = rendah, 3 = cenderung rendah, 4 = ragu-ragu, 5 = cenderung tinggi, 6 = tinggi 7 = sangat tinggi 1. Kebermaknaan kelas Service Program pembentukan pribadi saya 1 2 3 4 5 6 7

Design

(SPD)

terhadap

2. Tingkat rasa percaya diri untuk masuk dunia kerja sesudah mengikuti SPD 1 2 3 4 5 6 7

3. Apakah Anda setuju di kelas SPD, siswa juga diajarkan tentang entreperneurship? YA TIDAK

4. Tingkat kemampuan berani mengambil resiko 1 2 3 4 5 6 7

5. Ada banyak ahli yang mendefinisikan tentang apa itu entreperneurship, salah satunya adalah entreperneurship itu berkaitan dengan human capacity. Dalam hal ini berkaitan dengan kreatifitas (creativity), kepintaran (ingenuity), ketrampilan (skill), dan pengetahuan (knowledge) Apakah di kelas SPD, siswa dilatih untuk menjadi entreperneurs? 1 2 3 4 5 6 7

6. Tingkat kreatifitas setelah mengikuti kelas SPD 1 2 3 4 5 6 7


61

7. Tingkat kecerdasan setelah mengikuti kelas SPD khususnya dalam problem solving? 1 2 3 4 5 6 7

8. Tingkat ketrampilan (skill) setelah mengikuti kelas SPD 1 2 3 4 5 6 7

9. Tingkat keluasan wawasan setelah mengikuti kelas SPD 1 2 3 4 5 6 7

10. Apakah ada perubahan feeling (khususnya tingkat kebahagiaan) Anda selama mengikuti kelas SPD? YA TIDAK

11. Untuk jawaban YA pada pertanyaan sebelumnya Jika dinilai dari rentang 1 – 10 Apa perasaan Anda sebelum mengikuti kelas SPD 1 2 3 4 5 6 7 8 9 10

Apa perasaan Anda setelah 2 bulan mengikuti kelas SPD 1

2

3

4

5

6

7

8

9

10

8

9

10

Apa perasaan Anda diakhir kelas SPD 1

2

3

4

5

6

7

12. Untuk jawaban TIDAK pada pertanyaan kesepuluh, apa alasannya? ........................................................................................................................ ........................................................................................................................ ................................................................................................................


62 13. Apa kesan Anda terhadap kelas SPD, sampaikan dalam 1 kata ........................................................................................................................


APPENDIX B TRANSCRIPTION OF THE INTERVIEWS

63


64 PERSON A Sudah mengikuti makul SPD (7) Menceritakan sedikit mengenai pengalaman selama mengikuti kelas SPD 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. Hal ini dapat dilihat dari apa yang saya pelajari di kelas SPD, misalnya mengenai management waktu, disiplin, langsung praktek, first impression, cara jalan, bertemu orang baru, latihan wawancara, latihan menjadi seseorang yang professional di dunia kerja. Masalah apa yang dihadapi selama mengikuti kelas spd? 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. Dan yang terakhir tuh diminta membuat Eulogi (pidato kematian). Itu bikin tekanan batin masalah dibatin Langkah yang diambil a. Sebisa mungkin mengatur jadwal misalnya dengan nyicil tugastugasnya. Setelah mengikuti SPD apa yang berubah dalam diri Ada banyak hal yang berubah setelah saya mengikuti kelas SPD. Misalnya saja pada awalnya saya sangat susah bangun pagi. Tetapi setelah mengikuti SPD saya jadi bisa bangun pagi. Setelah itu soal management waktu. Sebelum mengikuti SPD, saya sering wasting time banget lah, tapi setelah mengikuti kelas SPD saya sekarang udah gak wasting time. Hhmmm,,, apalagi yah. Oh iya di SPD tuh kita dilatih untuk selalu siap misalnya dengan adanya phisical


65 exercise, jadi sekarang saya tuh bisa menjadi lebih sigap dan juga lebih aware gitu. Di SPD tuh, kita diminta untuk membuat artwork dan itu meng... apayaaaa,, menuntut kita untuk menjadi lebih kreatif. Jadi yang berubah dalam diri saya itu saya menjadi lebih kreatif dari sebelumnya. Selama ngikut kelas SPD itu,saya juga belajar untuk selalu bekerja keras. Saya lebih bekerja keras. Misalnya dalam hal mencari client, nah dalam prosesnya tuh, kita diminta untuk bekerja keras. Di dalam kelompokku tuh, tiap orang punya job desk nya masingmasing. Nah kita tuh harus kerja keras sesuai dengan job desk nya kita. Yang berubah dalam diri saya, saya sekarang jadi terbiasa sarapan pagi. Dulu sebelum mengikuti kelas SPD saya tuh tidak biasa sarapan pagi. SPD kan kelasnya pagi banget, trus kelasnya tuh lama banget, jadi sebelum mengkuti kelasnya itu, saya dengan teman-teman sarapan dulu. Nah lama kelamaan itu jadi kebiasaanku buat sarapan tiap pagi. Perubahan lainnya yang saya rasain setelah mengikuti kelas SPD itu, saya jadi lebih disiplin. Dulunya saya tuh terbiasa dengan jam karet. Misalnya kalau ada janjian, kadang-kadang suka telat gitu. Tapi pas setelah SPD, saya jadi disiplin. Udah gak jam karet lagi. Oh yahh,, saya sekarang juga jadi lebih bisa bekerja sama dengan orang lain. Saya belajar untuk bekerja sama dengan tipe orang yang berbeda. Saya sekarang juga jadi orang yang lebih bertanggung jawab. Udah jadi jarang complain gitu. Awalnya tuh saya suka banget dikit-dikit complain tapi sekarang udah gak. Trus yang terakhir nih, saya sekarang selalu berpikir yang positive, udah gak mikir yang macam-macam. Apa yang sudah kamu pelajari selama spd Hampir sama sih. Di SPD tuh kita diajarkan untuk selalu berpikir bahwa kita bisa. Itu berkaitan dengan State of mind, jadi segala sesuatu berawal dari pikiran kita. Jika kita berpikir kita bisa, pasti kita bisa deh. Hal berikutnya yang diajarkan itu tentang 7 habits. Ada tujuh habits yang diajarkan di SPD. Habit-habitnya tuh ditemukan oleh Stephen Covey. Saya sebut yah satu persatu: Be proactive, Begin with the end in mind, Put first things first, Think win-win, Seek First to Understand, Then To Be Understood, Synergize, dan Sharpen The Saw.


66 Habit-habit itu semua dapat kita baca di 7 habits of highly effective people. Hal lainnya yang diajarkan di SPD tuh tentang breaking the comfortzone. Contohnya bergaul dengan semua anak dengan orang yang belom tak kenal karena di kelas spd semua berasal dari berbagai kelas. Sorry yah, ini tak omongin lompat-lompat. Hehehehe. Kita juga diajarkan tentang first impression. Jadi kita tahu bagaimana cara membangun first impression yang yang benar. Di SPD tuh kita dilatih untuk membangun first impression yang baik. Jadi di sana itu kita lebih mempraktekan hal-hal yang kita pelajari. Jadi itu bukan teori aja. Menurutku itu lebih ke praktek sih. Contohnya waktu latihan menjual artwork kita ke teman dengan menyampaikan keunggulan-keunggulan dari artwork kita. Nah disitu kita benar-banar langsung praktek secara langsung. Jadi kita lansung experiencenya. Kita juga belajar mengenai tipe-tipe manusia misalnya salah satunya tuh tipe sanguin. Jadi ada banyak tipe manusia dan pada umumnya setiap orang tuh masuk ke dalam tipe-tipe tersebut. Nah, karena di SPD itu kita diajarkan tentang tipe-tipe manusia, jadi kita juga bisa mengetahui kelebihan dan kekurangan kita masingmasing. Trus apalagi yah yah yang dipelajari di SPD? Pokoknya banyak deh. Ada lagi, kita di sana tuh diajarkan untuk respect kepada sesama dan juga menghargai diri sendiri dan juga respek kepada tanah air. Trus yang terakhir itu kita belajar untuk gak cuman ngomong doing, harus ada actionnya sampai titik darah penghabisan seperti yang yang telah disampaikan oleh cik lanny Menyangkut tamu undangan yang datang ( pak Gunawan seorang pengusaha mebel asal solo), kira-kira apa yang kamu peroleh? Yang saya tangkap, ada 2 point penting yang disampaikan oleh pak Gunawan; Leadership dan management. Leadership berkaitan dengan mengatur orang sedangkan management tuh berkaitan dengan mengatur hal-hal, barang-barang, pokoknya yang berhubungan dengan things. Keduanya sangat dibutuhkan untuk menjadi pengusaha


67 PERSON B Pengalaman  menceritakan pengalaman 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 dangat menantang. Jadi kesimpulannya sangat worthy banget lah. Masalah yang dialami Masalah yang pertama adalah ketika saya menjadi team leader atas dasar dari kepercayaan dari teman-teman. Pada awalnya saya gak ada niat menjadi team leader, hal ini dilandasi atas dasar beberapa pertimbangan, misalnya saja:  Bagaimana mengkordinasi teman-teman untuk bekerja sama itu cukup menantang  Tanggung jawabnya lebih berat, tidak hanya pada kelompok tapi juga atasan kita, atasan dimaksud di sini itu Cik Lanny.  Pertimbangan yang terakhir itu karena saya susah untuk mengatur orang dalam suatu teamwork. Masalah yang berikutnya yang saya hadapi adalah muncul ketakutan dalam diri saya. Ini menjadi salah satu masalah bagi saya karena saya harus menghadapi ketakutan dalam diri saya. Misalnya, ketakutan gagal dan lain-lain. Ngomongin soal membuat artwork sama membuat summary, menerut saya sih itu tidak terlalu menjadi tantangan. Karena saya bisa menyelesaikan semuanya dengan lumayan mudah sih. Langkah apa yang diambil, 1. Pada awalnya saya sempat down sih, sempat mau mengundurkan diri segala dari team leader. Tapi, banyak yang tidak setuju sih. Nah akhirnya langkah yang saya ambil itu adalah dengan berkomunikasi dengan teman dan keluarga dalam mencari solusinya. 2. Memperbaiki hal-hal yang perlu diperbaiki (setelah meminta feedback dari teman-teman) 3. Harus menyelesaikan sampai akhir (tidak hanya setengah-setengah saja) 4. Berusaha menjadi lebih baik dari sebelumnya


68 Apa yang dipelajari dari spd         

Kedisiplinan Management waktu Fokus pada satu titik tapi tidak melupakan hal lain Membuat artwork Sharing di depan kelas. Saya masih inget ketika waktu itu saya sharing di depan kelas, nah setelah itu dapet nasihat dari cik lanny; buatlah pecapaian yang tinggi jangan cuman sedang2 aja. Mencari langkah-langkah apa yang perlu dipersiapkan Mempelajari tentang krama Tidak boleh mengurangi nilai kebaikan kita, tidak boleh merendah kan diri kita Harus memandang suatu hal dari berbagai hal

Kesan terhadap spd   

SPD itu sangat positive, membentuk mental saya. Mengubah cara pandang Sangat menarik dan pantas untuk diberikan pada pada semester-semester awal


69 PERSON C Pengalaman SPD itu salah satu matakuliah yang tidak terlupakan karena ada banyak hal yang menarik dan berkesan: Dosennya, tugas-tugasnya, sama dinamika secara umum dan kelompok. Masalah-Masalahnya Ada beberapa masalah yang saya alami selama mengikuti SPD pada saat itu, yang pertama itu management waktu. Kenapa saya bilang pada saat itu saat mengalami masalah dengan management waktu, itu karena pada saat itu saya juga mengambil propsem, sama beberapa makul lainnya, nah lumayan susah membagi waktunya. Masalah berikutnya itu mengenai bangun bangun. Saya sangat susah untuk bangun pagi. Trus masalah yang terakhir itu berkaitan dengan tugastugasnya terutama tugas artworknya karena tugas itu menuntut kreatifitas dari kita. Saya rasa saya kurang kreatifitasnya. Langkah apa yang kamu ambil untuk menyelesaikannya Langkah-langkah yang saya lakukan untuk menyelesaikan masalahmasalah tersebut yang pertama yang berkaitan dengan management waktu, saya berusaha untuk mengatur jadwal saya. Bagaimana saya mengatur jadwalnya? Itu dengan cara menghilangkan kegiatan-kegiatan yang tidak terlalu penting. Contohnya dengan buat prioritasnya. Setelah itu lebih fokus pada prioritasnya. Kalau keselitan berikut yang berkaitan dengan bangun pagi, saya berusaha untuk bangun pagi trus dan lama kelamaan saya akhirnya bisa bangun pagi dengan sendirinya. Berkaitan dengan masalah yang terakhir, yakni tentang kreatifitasnya saya mencoba untuk belajar dari teman yang lain dalam membuat artwork sehingga saya bisa menjadi pribadi yang kreatif Selama mengikuti spd apa yang berubah dalam diri Ada banyak yang berubah setelah saya mengikuti kelas SPD. Seperti yang saya bilang sebelumnya, saya jadi bisa mengatur waktu ( time management ) saya dengan baik dengan menghilangkan kegiatan-kegiatan yang tidak penting. Yang berubah dalam diri saya berikutnya itu tentang cara memandang orang lain melalui sisi positive. Sebelumnya saya sering berpikir kalau orang sering berpikir yang negative tentang saya. Namun,


70 setelah mengikuti SPD saya akhirnya sadar kalau pikiran saya itu salah. Saya sadar itu ketika cik lanny memberi tugas Eulogi. Menurut saya, SPD itu bisa dibilang kelas motivasi karena banyak motivasi yang disampaikan yang dapet digunakan sebagai pegangan hidup. Jadi, setelah mengikuti SPD, saya jadi lebih termotivasi untuk menjadi sukses. Di SPD itu, kita diajarkan tentang tipe-tipe orang. Tiap tipe orang punya karakteristiknya tersendiri. Oleh karena itu, saya jadi belajar untuk menghadapi orang lain sesuai dengan tipe-tipenya masing-masing. Dulunya tuh saya sering menyama ratakan semua tipe-tipe tersebut, sehingga saya sering deal sama semua orang dengan cara yang sama. Tapi setelah mengikuti SPD, saya pada akhirnya sadar kalau orang dengan tipe berbeda harus dihadapi dengan cara berbeda. Misalnya dalam Teamwork, ada berbagai tipe dalam kelompok misalnya thinker, problem maker, worker, inisitor. Jadi saya belajar bahwa yang harus dilakukan di sini itu adalah kita saya tahu bagaimana cara memberdayakan orang-orang tersebut sesuai dengan kemampuannya masing-masing. Ada lagi yang berubah dalam diri saya, yakni sifat kekanakan sudah mulai hilang, karena di kelas SPD itu kita dipersiapkan untuk menjadi seorang yang siap untuk bekerja bukan lagi orang yang suka berleha-leha. Perubahan selanjutnya itu saya jadi bisa membedakan suatu hal penting atau tidak dalam hal ini saya lebih peka. Saya tau mana yang menjadi prioritas Yang sudah pelajari Banyak hal yang sudah dipelajari selama mengikuti SPD, saya sebutin aja yah Iya, sebutin aja, tapi kasih penjelasan dikit-dikit juga boleh: Yang pertama dipelajarin itu first impression. Misalnny pada pertemuan pertama, cik lanny langsung bentak kita, jadi itu sebenarnya cik lanny mau nunjukin kalau dia tuh membangun fisrt impression tentang dirinya kepada kita (sebagai seorang yang tegas). Ketika belajar first impression ini, kita belajar bagaimana menciptakan kesan pertama kepada orang baru mengenai diri kita. Menurut saya first impression tuh sangat penting. Hal berikut yang dipelajari itu tentang neuron science, awalnya semuanya mulai dari pikiran (state of mind). Contohnya sebelum kita melakukan sesuatu, kita awalnya mulai dari pikiran dulu. Pada dasarnya semuanya tuh selalu startnya dari otak dulu. Jadi kekuatan kita berada diotak (the power of mind).


71 Setelah belajar mengenai the power of mind, saya juga belajar mengenai behaviour. Behaviour di sini itu dalam artian kita belajar membangun good behaviour. Kita di sana langsung mengimplentasikan behaviournya misalnya pada saat praktek cara jalan yang baik dan juga praktek wawancara. Saya juga belajar tentang tipe orang. Ada 4 tipe orang; sanguin, melankolis, kolerik, dan juga plegmatik. Setiap orang belongs to one of those tpes. Ada beberapa orang yang bisa berubah tipenya tergantung situasinya. Di dalam tipe-tipe itu tiap orang mempunyai perannya sendirisendiri. Misalnya sebagai thinker, inisitor, worker, dan juga ada yang problem maker. Di SPD itu kita juga belajar mengenai teamwork. Makanya kita tuh harus membentuk kelompok-kelompok kecil dan di sana kita dilatih untuk bekerjasama di dalam kelompok tersebut. Misalnya dengan mencari klien. Hal selanjutnya yang saya pelajari di SPD itu mengenai 7 habits of highly effective people oleh Stephen Covey. Saya sebut secara acak aja yah: Put first things first, think win-win, be proactive, Begin with the end in mind, Seek First To Understand, Then To Be Understood, synergize, dan yang terakhir itu sharpen the saw. Hal yan terakhir yang saya pelajari di SPD itu dan yang paling berkesan itu bikin Eulogi (pidato kematian). Menurut pendapatmu semua yang kamu pelajari itu bisa mendukung kamu dalam dunia kerja? Sejauh ini, menurut saya itu sangat membantu saya terlebih dalam menjadi guru. Cita-cita saya itu menjadi seorang guru dan dalam dunia kerja seorang guru saya merasa bahwa semua yang sudah saya pelajari di kelas SPD itu sangat berguna. Misalnya saja bekerja dalam group dengan teman sekantor, membangun relasi dengan siswa, memanage waktu, terlebih lagi tentang 7 habits nya yang sangat berguna dala dunia kerja karena kita saya jadi mempunyai goal dalam hidup. Seminar bersama pak Gunawan Yang saya dengar itu, ada dua hal yang disampaikan pak gunawan: Leadership berkaitan dengan mengatur orang dan Management berkaitan mengatur hal-hal. Kesan tentang SPD itu luar biasa Anjurannya harus konsisten


72 PERSON D Pengalaman selama mengikuti spd Paradigma sudah dibangun sebelum mengkuti kelas spd, yakni kelasnya sangat sulit, dosennya, peraturannya. Hal ini membuat saya merasa takut untuk bergabung di kelas SPD. Ketika dalam proses mengikuti kelas SPD, ada banyak tugas yang diberikan sedangkan waktu yang diberikan untuk menyelesaikan tugas-tugas tersebut sangat sedikit. Hal tersebut pada akhirnya berdampak pada munculnya pikiran-pikiran atau ketakutan bahwa tugas-tugas tersebut impossible to be done, akan tetapi seiring berjalannya waktu saya dapat menyelesaikannya. Masalah-masalah yang dihadapi selama mengikuti kelas SPD? Kalau berbicara tentang masalah, ada beberapa masalah yang saya hadapi selama mengikuti kelas SPD. Masalah yang pertama adalah memanage waktu. Pada awalnya saya suka menunda-nunda dalam menyelesaikan suatu tugas. 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. Masalah berikutnya berkaitan dengan sosialisasi dan dinamika. Terlebih ketika berdinamika dengan kelompoknya dimana pada saat itu orangorang dalam kelompok saya kebanyakan merupakan orang-orang baru. Padahal pada saat itu saya tidak terbiasa sebelumnnya untuk bekerja sama dengan orang-orang baru untuk suatu hal yang serius. Masalah yang terakhir itu tentang mencari klien, jujur selama ini, kita sebenarnya tidak mempunyai background atau pengalaman dalam meyakinkan beberapa instasi dan juga tidak memahami mikenismenya sehingga awalmya kebingungan. Langkah yang dilakukan Langkah-langkah yang dilakukan dalam menyelesaikan masalah-masalah tersebut yakni yang berkaitan dengan masalah yang peretama dengan cara membuat list (timeline), dan juga fokus pada time line yang sudah dibuat, sehingga pada akhirnya menjadi kebiasaan. Selanjutnya itu harus tegas terhadap suatu hal (tidak boleh ragu-ragu). Berhubungan dengan masalah artwork, langkah yang saya lakukan adalah saya mencari informasi dan juga belajar dari orang lain. Berkaitan dengan masalah yang berikutnya, yakni berdinamika dalam kelompok, langkah yang saya ambil adalah dengan berusaha untuk jadi orang yang netral dalam kelompok, berusaha untuk memberikan yang terbaik untuk kelompok dan juga selalu memberikan hal-hal yang positive


73 untuk kelompok. Dan yang terpenting itu dengan belajar mengenal karakter teman-teman sekelompok. Langkah yang dilakukan dalam menyelesaikan permasalahan yang berkaitan dengan mencari klien itu dengan cara belajar mempresentasikan diri (membangun first impressionnya). Apa yang dipelajari Apa yang saya pelajari selama mengikuti kelas SPD itu adalah yang pertama tentang management waktu dalam hal ini saya mulai mengurangi aktifitas aktifitas yang kurang penting. Hal yang berikutnya yang saya pelajari adalah dengan melihat diri sendiri secara positive (value your self) Bersosialisi dengan banyak orang dimana setiap orang mempunyai kepribadian yang berbeda beda sehingga cara menghadapi setiap orang itu berbeda. Menurut saya SPD itu sebagai jembatan dalam dunia kerja. Ada banyak hal yang mendukukung dalam menjadi entrepreneurs yakni yang pertama management waktu, trus tegas, dan juga melihat ketakutan sebagai kekuatannya dalam hal ini kita harus melawan rasa takut dan raguragu. Apa yang dipelajari dari pak gunawan Ada tiga point penting yang disampaikan pak gunawan yaitu yang pertama berjuang dan berjuang, dan yang kedua itu harus mempunyai target dan harus tegas dalam mencapai target dan yang terakhir harus mulai dari kemauan.

THE ATTAINMENT OF ENTREPRENEURIAL KNOWLEDGE THROUGH SERVICE PROGRAM DESIGN CLASS IN ELESP OF SANATA DHARMA UNIVERSITY: A PHENOMENOLOGICAL STUDY

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