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CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the conclusions and recommendations of this study. The conclusions were drawn after conducting a series of discussion in the previous
chapter. Additionally, the recommendations part is presented for ELESP lecturers, English teachers, and for the future researchers.
A. Conclusions
There were two types of identity transformation which occured to ELESP pre-service teachers. These transformations were from a learning facilitor to a
spiritual guide and from a spiritual guide to a learning facilitator. Two out of five research participants mentioned the characteristics that indicated their identity
transformation from a learning facilitator became a spiritual guide. Generally, they mentioned that as teachers they tended to become teachers who could guide
students’ mind, spirits, and pursuits. More specifically, they mentioned that as teachers they should give affection and care to the students. In this particular
context, they also emphasized that as teachers they often dealt with students’
personal emotion and characteristics during the teaching practice program. Further, they also considered that as teachers they had to be able to become good role models
who led the students become a good human being. The last, as teachers they also had to be able to create comfortable and safe classroom atmosphere. They
72 emphasized that it was important in order to make the students were close and open
to them. Besides, there was one out of five research participants who mentioned the
characteristics that indicated her identity transformation from a spiritual guide to a learning facilitator. Generally, she tended to p
ut herself as a students’ friend rather than as a teacher. Furthermore, she emphasized that during her teaching practice,
she focused more on assisting and guiding the students in the teaching learning process. Besides, she also managed herself to have good relationship and be
friendly with the students. Finally, as a learning facilitator, she also often made the best use of learning media, which promoted
students’ understanding. On the other hand, two out of five research participants did not tend to
transform or have not transform their identity yet. In the previous study which revealed pre-
service teachers’ professional imagined identity, these two research participants tended to become as learning facilitators. After finishing teaching
practice program, however, they still tended to become learning facilitators. In this case, it does not mean that they did not develop their professional identity. It was
because they also adapted their personal understanding to realities and decided how to express themselves in classroom activities during the teaching practice program.
Beside that, the data analysis showed that the research participants considered some factors that contributed to their identity transformation. These
factors, specifically, influenced them on how to act as a teacher and what they believed about who a teacher is. There were seven factors which affected their
identity during the teaching practice program. However, they considered that there
73 were three factors namely identity recognition, relationship with the students, and
pedagogy as the major factors. Identity recognition, in this case, refers to how research participants acknowledge themselves as teacher during the teaching
practice. Hence, their recognition of themselves helped them to manage and put themselves in the class. Besides, their relationship with the students also became
the second major factor that affected them during the teaching practice. They considered that when they had good relationships,
they knew the students’ characteristics more. Hence, they also understand more how to put themselves as a
teacher and chose the suitable teaching method by considering each student’s need
and characteristic. In addition, pre- service teachers’ pedagogy also became another
major factor which contributed to their identity transformation. In this particular context, what the pre-service teachers believed about teaching would lead them to
conduct certain teaching learning activities. Hence, what they believed in teaching affected them in creating teaching learning activities.
On the other hand, the research participants considered the other four factors as minor factors which contributed to their identity transformation. These four
factors were supervising and mentoring teachers, tensions, previous teaching experience, and content area knowledge. Research participants considered that their
supervising and mentoring teachers did not give much influence especially on their identity transformation. Actually, supervising and mentoring teacher have potential
for inflluencing pre-service teachers identity transformation. It is because supervising and mentoring teacher are the people who observe the pre-service
teachers and give them feedback in order to improve their performance. However,
74 since the research participants did not get much influence from their supervising
and mentoring teacher, they considered that they did not really contribute to their identity transformation. Then, tension became the next minor factor. In this
particular context, pre-service teachers actually tended to face some tensions during their teaching practice. Moreover, it was important for the pre-service teachers to
experience hightened anxiety as it could help them to shape their identity. Although the research participants faced some tensions, they considered that they were not
influential enough in contributing their identity transformation. Furthermore, previous teaching experience also became the next factor that
affected pre- service teachers’ identity transformation. In this particular context, pre-
service teachers’ previous teaching experience gave them teaching experience. Although the research participants mentioned that their previous teaching practice
gave them experience in teaching, they considered that it was also not influential enough in contributing their identity transformation. In addition, the last minor
factor was pre- service teachers’ content area knowledge. In this case, they
considered it as minor factor because it did not really impact what they believed in teaching. However, they also realized that content area knowledge was important
for them specifically to master the material and identifying students’ common misconception.
In brief, pre-service teachers who tended to transform their identity showed that they adapted their personal understanding and decided how to express
themselves in the classroom activity. Furthermore, these identity transformations were the process which led them to develop their professional identity. In addition,
75 there were major and minor factors that contributed to the pre-
service teachers’ identity transformation.
B. Recommendations
There are some recommendations presented to ELESP lecturers, English teachers, and future researchers.
1. For ELESP Lecturers and English Teachers
Since ELESP pre-service teachers are still in the state of becoming a teacher,
they need guidance and feedback from people around them. It means that it would be better for ELESP lecturers as supervising teachers and English teachers as
mentoring teachers to spend more time observing the pre- service teachers’ teaching
practice. Furthermore, it would better to provide specific feedback for the pre- service teachers in order they can improve their teaching practice. It is because both
supervising and mentoring teachers have a critical role in helping the pre-service teacher develop the sense of their professional identity.
2. Future Researchers
There are two points suggestion for future researchers. First, this research mainly employed the analysis of the interview result to know the identity
transformation that the EFL pre-service teachers had and the factors which contributed to the identity transformation. The future researchers may conduct an
observation in order to analyze the identity transformation. Second, the future researchers
may discover mentoring and supervising teacher’s perception towards
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