Positive Impacts of Being Part-Time English Teachers

44

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 45 Besides, the students also gained the positive impacts in teaching skills. The students were used to make sure and check the material before delivering the material to the students. They also could apply the teaching methods based on the students’ typology. It meant that they could apply the theory got from classes, so they were encouraged to build a relationship between theories and practices. They also could understand their students who come from different backgrounds. Moreover, the students gained the positive impacts in language skills and components. Based on the results mentioned in the chapter 4, speaking was the most improved among the language skills which attained from teaching, while the second improved among the language skills and components were reading, vocabulary, and pronunciation, and the least developed were listening, grammar, and writing. The three students in the Focus Group Discussion FGD session also added that they often found out new words which were unfamiliar with them. Therefore, they had to recheck the words again.

2. The Teaching Experience toward ELESP Students’ Motivation to Learn

English Knowing the challenges as being part-time English teachers, the students realized that they needed to learn English more. Since they always learned before teaching and practiced what they had obtained after teaching, it could be called that they were motivated to learn English more. Their motivation behind learning English could be considered as instrumental motivation since their learning was more utilitarian, which was to fulfil the demand from their job. 46

B. Recommendations

For the recommendations, the researcher would like to give the recommendations to the ELESP students, the ELESP, and the future researchers.

1. For the ELESP Students

Since the ELESP expects its students to be professional English educators, the ELESP students should practice as being a teacher during studying in the study program so that they can get the positive impacts from teaching.

2. For the English Language Education Study Program

The study program should always maintain the development of each student and encourage the students to improve their language, teaching, and entrepreneurial skills as become the purpose of some courses provided in ELESP. The study program is also expected to guide the students to be professional English teachers in the future.

3. For the Future Researchers

For future researchers who will discuss further related to this research, there are still more related topics which can be developed from this research. Future researchers can inquire further into the topic such as students’ perception on teaching during s tudying. Since the each student’s motivation in teaching is different with another, their perception on teaching during studying must be different as well. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI