Exploring English Education Students' Interest In Becoming Teachers Through The Asistensi Mengajar Program

Saimon, Aqsha Bin (2025) Exploring English Education Students' Interest In Becoming Teachers Through The Asistensi Mengajar Program. Undergraduate (S1) thesis, UIN Syekh Wasil Kediri.

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Abstract

The Asistensi Mengajar program is one of the Merdeka Belajar Kampus Merdeka (MBKM) activities that provides English Education students with real teaching experience in schools. Through this program, students engage directly in classroom instruction, manage learning activities, and interact with teachers and students, allowing them to develop a deeper understanding of the teaching profession. Considering the essential role of teachers in the educational process, this study aims to investigate how such experiences influence students’ interest in becoming teachers after participating in the Asistensi Mengajar program. This study aims to explore English Education students’ perceptions of their interest in becoming teachers after joining the Asistensi Mengajar program, as well as to identify the personal experiences and challenges that influence their interest in pursuing a teaching career and to examine how the program contributes to their reflections and aspirations as prospective educators. This research employed a descriptive qualitative design involving twelve informants from the English Education Study Program at UIN Syech Wasil Kediri, selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using the Miles and Huberman interactive model, which includes data reduction, data presentation, and conclusion drawing. The findings reveal that the Asistensi Mengajar program enhances students’ interest in becoming teachers. Students who previously had no intention to teach, as well as those with initial interest, experienced increased motivation after gaining direct teaching experience. Challenges such as classroom management, material preparation, nervousness during initial teaching, and limited school facilities encouraged them to strengthen their pedagogical and communication skills. Real classroom experiences, guidance from mentor teachers, and emotional satisfaction when students understood the material helped reinforce their desire to pursue teaching as a career. Meanwhile, a small number of participants whose interest did not increase viewed the program as a reflective opportunity to assess their suitability for the teaching profession. Overall, the Asistensi Mengajar program enabled students to develop a more realistic, confident, and mature perspective on teaching as a potential career path.

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