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attain Bligh, 1971; Sass, 1989 as cited in Davis 1999. After analyzing the results, it was found that the students re-practiced the skills they had obtained from being
part-time English teachers. They re-practiced the skills in the class during studying, for example they used new words and expressions when they had an impromptu
speech. They also recalled the material before explaining to their students, such as searching the meaning for the new words they had just known. By seeing their
efforts to learn English more, it could be seen that they were motivated to learn English. However, it was because they thought that learning English was useful and
there was a desire to attain since the job of being part-time English teachers demands so. Actually, the type of motivation behind the students learn English
more is instrumental motivation. This was called as instrumental motivation, where the purpose of language acquisition is more utilitarian Oroujlou Vahedi, 2011.
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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
There are two parts in this chapter. The first part discusses the conclusions of the research. The conclusions will summarize the findings of this research. The
second part discusses some recommendations for the ELESP students, the ELESP, and the future researchers.
A. Conclusions
There are two problems formulated in this research. The first is the positive impacts of being part-time English teachers. The second is how far the part-time
teaching experience motivates the students to learn English.
1. The Positive Impacts of Being Part-Time English Teachers
After distributing questionnaires and conducting FGD to 79 ELESP students batches 2013, 2014, and 2015, it can be concluded that the majority of the students
had positive impacts from being part-time English teachers in three skills: 1 entrepreneurial skills, 2 teaching skills, and 3 language skills and components.
In the entrepreneurial skills, the students could obtain three main skills which required to be entrepreneurial skills, they were technical skill, business
management skill, and personal entrepreneurial skill. The students attained some improvement in their oral communication, listening, organizing, network building,
managing, finance, negotiating, being discipline, and innovative. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
