170 English speaking class. Both of them probably had much fear and worries about
how the teaching learning process would go when the students did not even have similar linguistic knowledge, not to mention they had different learning
preferences and styles. This action research shed lights to those academic practitioners who teach non-streamed students in non-formal institution to have
more positive view towards teaching mixed-competence classes. That is, improving the situation taking place in such classrooms is not impossible. It is
attainable to use the resources available within the classroom to create more acceptable and positive teaching learning atmosphere, although it is among
students with great differences. Learning from this research, other teachers who handle students with
similar characteristics, both for English or non-English subjects, may do as what has been done in this research. It is also possible for teachers to adopt and adapt
the strategies implemented in this research depending on the students’ characteristics and needs. After all, teachers can be more reflective in their
teaching practices, so that they can also invite their students to be also be reflective learners.
Through this action research, additionally, students’ quality as a human
being is raised as they were empowered and emancipated in the process of their own learning.
Moreover, students’ self-actualization is promoted as their talents and potentials are realized and fulfilled. Despite their various differences, they
are viewed equally as a student with the same rights to study in a positive learning atmosphere. As in this research, it is hoped that they could promote the
171 same values in other stages of their lives, both as students and human beings with
dignity.
C. RECOMMENDATIONS
This action research has several limitations, one of which is that it was conducted with small number of participants. In the future, therefore, it is
recommended that a bigger scale of study be conducted so as to discover other possibilities of implementing similar procedures in bigger size classrooms.
Another limitation of this study is regarding the students who acted as research participants, who were all priest candidates living under the authority of
the head of the congregation. This fact might be the factor causing their constantly nice and positive behaviors, particularly when interacting with a
teacher. However, it is realized that as a human being, they also have feelings of boredom and contempt, which are sometimes concealed due to the social and
hierarchical demands addressed to them. Therefore, it is recommended to future researchers to conduct similar studies to other kinds of participants than such
novices to gain more objective results relating to participants’ affective aspects.
Further, more objective results can also be obtained by an improved research design in terms of timing. The time constraint provided by the institution
had probably reduced the participants’ opportunity to perform independent
learning and reflecting outside the class as the lesson sessions were held twice a week, which was quite intensive and probably burdensome for the participants.
Therefore, future action researchers are recommended to consider allocating PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
172 more time for conducting research in order to allow better results and
performances. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
173
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