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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
In this chapter, the researcher presents the conclusions and recommendations of the research. The first part is the conclusions of the study, it
is to answer “to what extent the involvement of five ELESP Students upon Pengajaran Code
as tutors leading to some perspective transformations”. The second part, the researcher is going to present the recommendations for the
ELESP, ELESP students and future researchers.
A. Conclusions
From this study, theoretical discussions as well as empirical studies to elaborate transformative learning theory had allowed the researcher to portrait and
project as well as narrate the transformations of those research participants. Transformative learning happens when learners change their meaning schemes
specific beliefs, attitudes, and emotional reactions, by engaging in a critical reflection on their experiences Mezirow, 1991, p. 167. One of discussions in the
transformative learning theory is Critical Self Reflection on Assumptions CSRA Budiraharjo, 2013. This model allowed the researcher to seek out some
perspective shifts among the research participants. By using the CSRA model, the empirical gathering data also showed that all of the participants had undergone
some perspective changes on different domains such as redefining and addressing the marginalized children. The verbatim account also demonstrated that one of
76 participants had shifted her perspectives significantly in the term of pursuing
professional destination as a teacher. The conclusions of this study are as follows: Firstly, the research participants had undergone substantive changes in
their perspectives with regard to children growing up in an impoverished environment. They changed their views on two areas. Their prior perspectives
were inclined to view that children in the program was known as naughty children, they focused on the naughtiness. However after joining the program,
their focus was not on the children naughtiness anymore, they tried to find some reasons why the children were mischievous. Therefore, they were more
appreciated to the children because they comprehended that the bad attitudes were not only children’s mistakes. Another noteworthy thing, they had a new
perspective that children characters were not the main problem in teaching, but the substantive thing was in the way they approached the children. Thus, they viewed
a problem more on themselves rather than blamed the impishness. Secondly, research participants were inevitably forced to acquire new
schemes or perspectives in order to address these impoverished children appropriately and in a humane manner. In teaching the children, the research
participants got new knowledge that the children should be approached according to their characters. Every research participant had to appreciate the uniqueness of
each character on the children. Hereby, the participants had to address the children contextually. They way they approached kind and rude children would be
definitely different. Another substantive point, in teaching the marginalized children the research participants also used some authentic material. The
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