61 their motivation. Motivation maintains the positive evaluation. Meanwhile,
difficult experiences were the evaluation of their life to be better in future. In addition, motivation also helped them to commit to the profession. Thus, the
determination to be a teacher formed. Having self-determination also led them to the commitment of the teacher profession. The self-determination that the
participants had was to teach students better than what their lecturers did.
2. Being a Professional Teacher
The qualification of professional teacher lies on what competence is required for successful learning for students Englund, 1996. However, since
being professional is not only about mastering the knowledge of subject matter, having good service quality, spirit, morale, and commitment of an occupation are
required. Hence, the participants in this research mostly discussed about how they professionally dealt with the students and condition they encountered.
All participants are concerned with the concept of professional teacher in relation to how they should do as a teacher. They are aware of their relationship
with the students. The good relationship built between them led to the attitude of being respect to each other.
From the participants’ experiences, it is clearly perceived that they were concerned with the students. They put the students as
their priority. Furthermore, the participants could deal with the problems during the
learning and teaching process by being able to make a decision to overcome the problem. For example, they could choose the suitable material for the students,
62 according to the
level of student’s background knowledge. Hence, the need of the students is the important thing to be prioritized.
During the PPG Program, they followed and joined all the schedules given by ELESP USD, including participating international conference, additional class
for grammar, learning to the strategies of answering TOEFL item test, etc. Their participation shows their intention to become a professional teacher. Even though
they realized their weakness of English comprehension, yet they still try to do their best.
63
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter summarizes the major findings of the research. Besides, it spells out recommendations as the feedback gained from the current studies.
Hence, there are two parts in this chapter namely conclusions and recommendations.
A. Conclusions
This thesis aims to answer the research question which is “How did the
students of PPG Program batch 2016 form their teacher professional identity ?” In
this research, the researcher found two emergent themes: self-construction and being a professional teacher. The result showed that the construction of teacher
professional identity happened during the process of becoming: studying English Education for bachelors
’ degree, joining SM-3T, and joining the PPG Program. The researcher then described each participant againts the two emergent themes
and intepreted the emergent themes. Professional identity is related to the concept of self. However, the
description of professional identity is revealed in this research by understanding the participants’ self-construction toward the professional identity. Therefore, the
students of PPG Program batch 2016 formed their professional identity by: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
