TEACHERS’ BELIEFS AND PRACTICES OF

ENGLISH TEACHING

(A Case Study at MTs.N Jeketro, Gubug Sub-District)

By:

ZAENUL WAFA

S200140025

LANGUAGE STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2015

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TABLE OF CONTENT

TABLE OF CONTENT

CHAPTER I INTRODUCTION

A. Background of the Study .............................................................................. 3

B. Limitation of the Study ................................................................................. 7

C. Problem Statements ...................................................................................... 7

D. Objective of the Study .................................................................................. 7

E. Benefits of the Study .................................................................................... 8

F. Research Paper Organization........................................................................ 9

CHAPTER II LITERATURE REVIEW

A. Previous Study ........................................................................................... 10

B. Underlying Theory .................................................................................... 26

1. Teachers’ Beliefs .................................................................................... 26

a. Notion of Teachers’ Beliefs ................................................................... 26

b. The Importance of Teachers’ Beliefs ..................................................... 27

c. Aspects of Teachers’ Beliefs .................................................................. 28

d. The Sources of Teachers’ Beliefs ........................................................... 29

2. Learning Activity ........................................................................................ 31

a. Notion of Learning Activity ................................................................... 31

b. Types of Learning Activity ..................................................................... 31

c. Teachers’ Roles ....................................................................................... 33

d. Learners’ Roles ....................................................................................... 35

CHAPTER III RESEARCH MEYHODOLOGY

A. Type of Research ........................................................................................ 37

B. Research Setting ......................................................................................... 38

C. Data and Data Sources ................................................................................ 41

D. Technique of Data Collection ..................................................................... 43

E. Data Validity............................................................................................... 46

F. Technique of Data Analysis ....................................................................... 49

G. Theoretical Framework ............................................................................... 50

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CHAPTER 1

INTRODUCTION

A. Background of the Study

Education is an effort of human to achieve better life. It can be a good way if

the components of education fulfilled such as teacher, student, source, place and

environment support each other to produce qualified human resource in the world.

Teacher is a foundation for a country. A teacher enables good values, culture and

knowledge transferred from a generation to the next generation to maintain a

nation identity such a long time. Education also needs practitioners who can

control and manage even interpret a bunch of knowledge into practice properly.

The practitioners in Education is such as a bridge that can connect between

knowledge and practice. Teacher is a central instructor determining the teaching

and learning to achieve educational goals.

Good and qualified teachers are essential for efficient functioning of

educational systems and for enhancing the quality of learning. It is relevant with

Wibowo (2014):

A good teacher and actions to be taken on his part in the classroom play a vital role

in provoking effective and efficient learning on the part of the students. Teachers

also have a fundamental role in their learners’ academic achievement and their

quality can highly influence student outcomes.

Combs cited in Mulkey (2015) remarks that the most important single case of

a person’s success of failure educationally has to do with the question of what he

believes about himself. A belief is a set of big narration that human hold

influencing the way human behave in their life. In teaching and learning activity,

teacher belief is an influential factor to operate teaching and learning activity

successfully. For the teachers holding belief in teaching that learners will

understand subject matters when they drill lesson regularly through memorization,

they will ask for the students to memorize during teaching and learning activity.

In the other hands, teachers holding belief in teaching that learners will understand

easily the subject if they exposure learning by doing. The teachers will formulate

the materials to engage the students actively in teaching and learning activity.

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The picture of education in Indonesia can be looked through the position of

education in international level, Indonesia takes place in the sixtieth nine table in

2015 released by BBC (British Broadcasting Corporation) therefore, the

government has attempted lately to increase the quality of education from the

teacher as the influential figure in the classroom. Teacher belief is simply great

topic to discuss, the idea of education in Indonesia always changes without

comprehensive evaluation. In curriculum policy, the government changes easily

from Curriculum Based-Competency to Curriculum Based-School then coming up

with K-13 (Curriculum 2013), although K-13 looks promising with the step by

step of implementation and followed up by giving guidance to the teachers. In

teacher aspect, the Ministry of Education sets a new policy to do research as much

as possible to upgrade the level as a civil servant or teachers by conducting

research and publish their work in local seminar or national seminar.

In Indonesia, English is a foreign language, so there are complex issues to

conduct teaching effectively. Such as the difficulties of using language, the

problems of teaching English, etc. It makes English still one of the most difficult

subject to the students therefore students feel bored in the process of learning

English. English teachers should have much knowledge and experience. It is like

Min (2010) says that teacher beliefs have a strong effect on teaching practice by

converting those beliefs into a practical reality. Hence, every English teacher

needs self -reflection of their belief about teaching English whether effective or

not. Moreover, Mulyasa (2005:19) revealed there are seven failures done by

teacher in teaching and learning activity in Indonesia: (1) They take instant way

(not to make a planning before going to class (2) Waiting for students to do

negative behavior (teachers do not give attention and appreciation to students deed

good behavior (3) Teachers use destructive discipline (they make rules tending to

students’ rebellion (4) they ignore students’ learning styles in understanding the

lesson (5) they think that they are the most intelligent one (6) discriminative (7)

forcing students’ right.

Teacher belief is considered to greatly influence teaching practice

(Kocaman and Cansiz 2012:799). Similarly, Liao (2007:45) said that

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understanding teachers’ specific beliefs about English teaching can inform

researchers and teacher trainers about how teachers are likely to implement their

teaching, and how to provide appropriate teacher education programs. Teacher

belief is basically one of the important elements for understanding and improving

education. The study of teacher belief is a part of process to understand how

teachers conceptualize their work. It is used to understand how teachers approach

their work; like the ideas or perceptions that they have about teaching and

schooling. It is important to understand the beliefs and principles teachers operate

their strategies in teaching. They are closely linked to teachers’ strategies for

coping with challenges in their teaching process and how they shape students’

learning environment. Johnson (1994:439) argues that teacher’ beliefs play a

critical role in how teacher learn to teach, how they interpret new knowledge

about learning and teaching and how that knowledge is translated into classroom

practices. Teacher belief is one concept that can lead positively and negatively in

teaching practice. How important teachers’ belief in practice indicates that

teachers’ belief is a central issue to know wheater teachers’ beliefs and practices

are discrepanancy or not and why those beliefs are shaped. (Farrell, 2013:9;

Kumaravadivelu, 2012:86; Masuda, 2012:239 cited in Diaz, 2013:172) that

indicates the link between Beliefs and practice in teacher education is fundamental

to understand the quality of language teaching and learning.

Freeman (2002) conveys that interests in teacher belief has constituted a

major area of research in general education. Teacher belief has gained much more

international attention in Education throughout the world recently, particularly in

Asian study, it can be traced in several study; Diab, Rula from Lebanon (2009)

concentrates on the EFL teachers and student teachers' beliefs on foreign language

aptitude, language learning difficulty and the effectiveness of learning strategies.

Caner, Mustafa; Subaşı, Gonca; Kara, Selma from Turk (2010) examine whether

teacher beliefs would play a role in their actual practices while teaching target

language in early phases of primary education, principally, in kindergarten and

first grades in a state school. Baiyinna, a Chinese, (2011) focused on students'

second language ability, the languages for classroom instruction and material

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development. Shinde and Karekatti from India (2012) focused teachers’ beliefs

regarding teaching English to children, examined whether medium of instruction

makes any difference in their beliefs and determined what similar and different

beliefs might be held by in-service teachers from two different mediums. .Spawa,

Hassan and Fauziah (2013) investigated challenges faced by ESL teachers in

developing students' speaking skills in Malaysia. Peiser and Jones from North-

West of England (2014) investigated teachers’ perceptions about the significance

of intercultural understanding (IU) in the modern foreign languages (MFL)

curriculum. Permatasari, an Indonesian, (2015) examined Native English Teachers

(NEST) Beliefs and its implementation in teaching speaking at University of

Muhammadiyah Surakarta and in 2015, a Turkish, Kaymakamoğlu investigated

the fit between the EFL teachers’ beliefs and practice regarding gender in the

Cyprus Turkish secondary state school context.

MTs.N Jeketro is the oldest state Islamic junior high school at Grobogan.

The school has qualified teachers particularly in English. The three of four

English teachers at the school are certificated as professional teachers as the

requirement given by education and culture department. Most of the teachers not

only have more than ten years of teaching experience but also they are diligent to

participate in teacher trainings such as Kangguru training, IT for English

teachers’, teaching listening in Secondary school and other training conducted by

the education official or profit and non-profit organizations. The school has an

annual great agenda to improve the quality of education by sending the English

teachers to upgrade their teaching in the rest of the semester for two weeks.

On Wednesday, October 14th, 2015, the writer started the research by

doing interview and preliminary observation. In interview, the writer posed

several questions related to beliefs in English teaching. The teacher assumed that

English must be taught through pronouncing the words as well as enriching the

vocabulary in the beginning of the teaching and learning. In the preliminary

observation, the writer followed the teacher to come into the class. While the

observation conducted in the class the writer found that the teachers’ beliefs are

congruence between teachers’ beliefs and practices, therefore the writer is simply

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interested in teachers’ beliefs and practices of English teaching at MTs.N Jeketro

to investigate how they expressed their belief into teaching practice, to explore the

teachers’ beliefs demonstrated explicitly and implicitly and to investigate the

factors that influence their beliefs in teaching practices

Due to that fact, the writer would like to propose a thesis entitled “English

teachers’ beliefs and practices of English teaching, A case study at MTs.N

Jeketro”.

B. Limitation of the Study

The writer would like to limit the scope of the study to the following problems

in order to avoid misinterpretation of the problem, are:

1. The study uses Case Study to describe teachers’ beliefs and practice of

English teaching.

2. The study is going to be conducted at MTs.N Jeketro, Grobogan, Central

Java

3. The object of the study is English teachers of Islamic Junior High School

(MTs.N Jeketro).

C. Problem Statements

1. What are teachers’ beliefs about English teaching at MTs N Jeketro?

2. Is there any discrepancy between teachers’ beliefs and their practices?

3. How are those beliefs implemented in classroom practices?

4. What factors are responsible for shaping teachers' beliefs and their

classroom practices?

D. Objective of the Study

1. To explore teachers’ beliefs about English teaching

2. To examine teachers’ beliefs and their practices

3. To explore and analyze beliefs of English teaching implemented in

classroom practices.

4. To explore and analyze factors that influence teachers’ beliefs and their

classroom practices.

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E. Benefits of the Study

1) Theoritical Benefits

a. To provide contribution to the development of English Language

Teaching.

b. To enrich literature review and the treasure of knowledge in scientific

study particularly in the aspect of teachers’ beliefs and practice study.

2) Practical Benefits

a. For School

The school can map the quality of teacher resources to conduct

follow-up for qualified teaching and learning practice in MTs.N

Jeketro.

b. For English teacher

The teachers can evaluate their practice expressed in their teaching

and recognize their beliefs in English teaching.

c. For further study

The study is going to provide additional information for other

researchers who carry out the study about teachers’ belief of English

teaching, and assist to grasp holistic understanding of how teachers’

belief effected the interpretation of their teaching practice and how they

use this interpretation to teach in class.

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F. Research Paper Organization

In order to understand this thesis, the researcher uses a system of

presentation as follows:

Chapter I is Introduction. It contains; the background of the study, limitation

of the study, Problem statements, Objectives of the study, Benefit

of the study, Related literary Review

Chapter II contains; Notion of teacher beliefs, teachers’ beliefs, teacher role,

classroom activities and the source of teachers' beliefs.

Chapter III contains; Research methodology which consists of type of research,

research approach, subject of the study, procedure of research, data

and data source, technique of collecting data and data analysis

technique.

Chapter IV is the Description of teachers’ beliefs and practice of English

teaching, teachers’ role, learners’ role and classroom activities,

how the teachers express their belief and practice of English

Teaching explicitly or implicitly at MTs.N Jeketro and factors are

responsible for shaping teachers' beliefs and their classroom

practices

Chapter V is closure which consists of conclusion and suggestion

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CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, the discussion is going to be divided into three parts, the first

is previous study, the second is the position of the study, then it is continued by

underlying theory that contains notion of teachers’ beliefs, the importance of

teachers’ beliefs, aspects of teachers’ beliefs, the sources of teachers’ beliefs,

learning activity, types of learning activity, teachers’ role and learners’ role.

A. Previous Study

There are some researchers have carried out the study related to

teachers’ beliefs and practice. The writer selected ten studies on teachers’

beliefs to be discussed in this chapter. Those are conducted by (1) Muhammad

(2006), (2) Liao (2007), (3) Caner al. (2010), (4) Canh (2011), (5) Bayinna

(2011), (6) Winarsih (2012), (7) Yoshihara (2012), (8) Tran and Dang (2013),

(9) Fatemi and Mellati (2013), (10) Larenaz and Hernannez (2015).

1. Muhamed’s Work (2006)

Muhamed carried out a research entitled “An Exploratory Study of the

Interplay between Teachers’ Beliefs, Instructional Practices & Professional

Development” attempted to investigate teachers’ beliefs and practices. The

topic that he concerns is interconnections between teachers’ beliefs and

practice. The objectives of his study are; (1) to explore the interconnections

between teachers’ beliefs and practice (2) to explore instructional practices and

(3) to explore professional development.

This study combines qualitative and quantitative (mixed methods). The

study is partly quasi-experimental. The data source of the study employed is a

pre-test, treatment and post-test in natural condition. The techniques of

collecting data are interview and questionnaire survey from 197 teachers from

51 schools. Then he validates the data by using source triangulation (a large

number of participants), a variety of methods (questionnaires, observation and

interviews), and time triangulation (fifteen months). He combines two kinds of

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analysis used in this study namely: 1. Quantitative analysis; by using statistical

analyses (SPSS 16) carried out on the data included a confirmatory factor

analysis and the calculation of descriptive statistics 2. Qualitative analysis;

Each data set (i.e. interview transcripts, field notes, etc) is read several times to

gain some sense of the main ideas. After that, the data are coded and analysed

manually.

The results indicate that (1) although in a few aspects, the teachers

followed their pedagogic beliefs, It was still found there was inconsisteny in

teachers’ beliefs and their practices as a result of context, instituion rules and

best previous experience (2) Instructional practices are congruence with their

teachers’ beliefs because teachers’ lack of openness to change, low

professional motivation and the lack of a supportive school culture (3) the

professional development have increased their understanding of inductive

approaches to classroom instruction.

2. Liao’s Work (2007)

Liao in English Teaching and Learning Journal entitled ” Teachers’

Beliefs and Practices about Teaching English to Elementary School Children”

tried to figure out the teachers’ beliefs in Elementary school around northern

Taiwan. The topic that he emerged is the evaluation of teachers’ beliefs about

teaching children English. The objectives of his study study are; (1) to examine

the nature of children’s English development (2) to investigate teaching

methods and techniques and (3) to investigate self-efficacy as an English

teacher.

The type of the research is quantitative study by using survey approach.

The data source of this study are ninety-nine teachers as a sample, the

technique of collecting data employed is questionnaire and interview. Then, the

data analyzed by descriptive statistics, independent t-test analyses, and content

analysis.

The results of this study reveal that elementary school English teachers

in Taiwan, both in-service and pre-service ones, share a similar and consistent

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set of beliefs. Most of them have common beliefs about: (1) the nature of

children’s English development is in line with their beliefs in which the

teachers do activities with English, moving around, having fun, and interacting

with others in the classroom, the consistency beliefs are a result of the

willingness to open to upgrade their competency as a teacher (2) English

teaching methods and techniques employed in the classroom, which are

basically in tune with the teaching principles of CLT, the teachers’

understanding of how children learn English will determine their philosophy of

teaching, teaching styles, methods, and classroom management techniques to

do in the classroom and (3) a strong sense of self-efficacy as English teachers

in terms of doing their work, which may have a positive impact on their

performance based on the research findings of educational psychology.

3. Caner’s Work (2010)

Caner conducted a study with the topic of the study is teaching practices

and teaching activities of two teachers and their beliefs about teaching English

to young children within the frame of early childhood education principles. the

objective of the study is to examine whether teacher beliefs would play a role

in their actual practices while teaching target language in early phases of

primary education, especially, in kindergarten and first grades of a state school

in Eskisehir, Turk.

This study is illustrative case study. It is an intensive study of a single

group and empirical inquiry that investigates a phenomenon within its real-life

context. The data source is the participants are observed and video-recorded,

the technique of collecting data employed is questionnaire and interview. Then,

data analyzed based on the responses of the teachers in the questionnaire and

presented qualitatively.

The results showed that the teachers’ beliefs play important roles in

their classroom practices. Those beliefs guide the teachers to consider how

their students could learn best based on their age, level and interest through

using different activities and materials suitable for teaching English to young

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learners. It is also observed that teachers use repetition, role-play, singing

songs, picture drawings and coloring in their classes with young learners. The

teachers stated that a specific training program is necessary for teaching

English to young learners because they encountered some difficulties while

teaching foreign language in the early grades of primary education.

4. Canh’s Work (2011)

Canh did a study entitled “A case study of Vietnamese teachers’ beliefs

and practices”. The topic of the study is teachers’ beliefs and practices on

form- focused instruction. The objectives of the study is (1) to examine the

beliefs of secondary school teachers about form-focused instruction, (2)

explore sources for the beliefs (3) to investigate relationship between

experience, knowledge, beliefs and practice.

Type of the study is a case study employed in the study. The data

source taken by the researcher are a group of eight teachers with teaching

experience ranging from 24 to 2 years. To collect the data, the researcher used

multiple instruments including interviews, and classroom observations. The

data were collected within a period of seven months, from October 2008 to

April 2009, then the data were analyzed based on the themes emerged to

answer research question.

The findings of the study showed that (1) the teachers’ beliefs and their

practices are consistent because the teachers hold a positive belief about the

importance of explicit grammar instruction to the development of learners’

communicative competence. They believe that explicit grammar instruction

enabled learners to communicate in English with greater accuracy and

confidence. Therefore, they reject the idea that grammar instruction should be

delayed until the next stage of learners’ interlanguage development. (2) There

is a complex interaction between teachers’ formal training, experiential

knowledge, and macro-contextual factors such as the syllabus, the textbook, the

examination system, the pupils’ language proficiency and expectations.

However, three factors that shape teachers’ beliefs are their experiential

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knowledge, institutional factors such as the learning culture, the assessment

tradition and the professional community where teachers socialize (3) There are

no relationship between experience, knowledge, beliefs and practice. Actually

in experience aspect, their beliefs show the relationship but in knowledge

aspect the teachers do not follow pedagogical knowledge to implement.

5. Baiyinna’s Work (2011)

The following study is conducted by Baiyinna in 2011. The topic of the

study is Teacher and Learner Beliefs about English Teaching and Learning for

Mongolian University Students. The general objective of the study is to

examine Mongolian teacher, Han teacher and Mongolian learner beliefs about

the English teaching and learning of Inner Mongolian university students.

The type of the research is quantitative, by using survey method. The data

source is selected from 32 university teachers of English (22 Mongolian, 10

Han) and three different groups of 100 Mongolian students of English as a

sample of the study. Then, to collect the data, the researcher uses questionnaire

with a four point Likert scale. The data analysis used in this study is not only

reliability analysis by questionnaire sheets but also the internal consistency

reliability of the data is analyzed with SPSS 17.0.

The results of the study indicate that there are different beliefs among

teachers and students; particularly, the beliefs of the Han teachers differ from

those of Mongolian students. The study concludes that in order to improve

Mongolian students' English teaching and learning, it is important to fill the

belief discrepancy between teachers and students with regard to L3 acquisition,

which is regarded as one of the crucial factors influencing the teaching and

learning of English for Mongolian students in multilingual contexts in Inner

Mongolia, China.

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6. Winarsih’s Work (2012)

Winarsih attempted to explore the teachers’ beliefs in some senior English

teachers in Magelang. She came up with the topic focused is English Teachers’

Beliefs and Their Factors. The objective of her study is to explores the factors

that affect teachers’ beliefs in Magelang.

The research type is ethnography study involved 5 SMA teachers to

investigate the factors that influce teachers’ beliefs in Magelang Municipality.

The data source of the study are interview, lesson plan, syllabus, teacher and

the researcher as a participant observer. The technique of collecting data

employed is syllabuses, lesson plans, and worksheets, recording, questionnaire,

structured interviews and classroom observations. While data analysis used

model of Spreadly (1980).

The result indicates that teachers’ prior experiences as well as

experimentation of language learning appear to play a significant role in the

formation of beliefs. Pre-service education often provides the first step in the

professional development of teachers. It exposes pre-service teachers to new

perspectives as well as prepares them in knowledge and skills. In line with in-

service program the teachers in this study did not identify it as being a

significant source of influence for them.

7. Yoshihara’s Work (2012)

Yoshihara conducted a research entitled “ESL Teachers’ Teaching

Beliefs and Practices” explored teachers’ teaching beliefs and practices in an

ESL program in Hawaii. The topic of the study is an investigation of ESL

Teachers’ Teaching Beliefs and Practices. The objectives of the study are (1) to

examine teachers’ beliefs three teachers and practices in an ESL program in

Hawaii (2) to examine how they construct their teaching beliefs and practice

(3) to explore how do they apply their teaching beliefs to teaching practices.

The type of the research is qualitative, by using Case study. The data

source of this study selects purposive-sample (three ESL teachers in Hawaii) as

primary data, and the secondary data used is the copies of course statements,

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assignments, textbooks, and syllabi. To gain the data, the researcher applies a

variety of techniques are interview (conducted with participants about their

teaching beliefs), observed classroom practices, and asked follow-up questions

by e-mail. Then, the researcher analyzed the data by the interpretation

employed is in a recursive, reflective, and triangulated manner, incorporating

insights from research participants as well as the researchers.

The results demonstrated that (1) their teaching beliefs matched their

teaching practices in several aspects, (2) there were differences between non-

native English teachers and native English teachers on constructing their

professional identities (3) Although they had similar teaching beliefs, their

concepts of students’ wants and demands were highly different because the

teachers deployed different approaches and strategies to guide their practices

and mediate their roles.

8. Tran and Dang’s Work (2013)

Tran and Dang in their study entitled “Culture teaching in English

language teaching: Teachers’ beliefs and their classroom practices” exposed

English language (EL) teachers’ beliefs about culture teaching in ELT and

their classroom practices. The topic of their study is the integration of culture

teaching into English language teaching (ELT). The objectives of the study are

(1) to reveal beliefs about culture teaching in ELT do the teachers hold (2) to

find out the objectives of culture teaching, and (3) To investigate how teachers

incorporate culture teaching in their ELT.

This research combines quantitative and qualitative (mixed method). The

researcher sets the data source taken from thirty-eight EL teachers who are

teaching English at a foreign language center in Ho Chi Minh, Vietnam. The

researcher applies a questionnaire and a semi-structured interview, classroom

observation and field note to collect the data. Then to analyze the quantitative

data from the questionnaire, the descriptive statistics are used and Qualitative

data from interviews were all transcribed, coded, and put into themes of the

study.

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The results showed that (1) most of the English Language teachers both

(VTEs/ Vietnamese teachers of English) and (NETs/ Native English teachers)

have positive attitudes on culture teaching in ELT. the teachers realized that the

important role of culture, and language could not be taught without including

its cultural information, (2) both VTEs and NETs defined the objectives of

culture teaching differently; VTEs tend to focus on the development of cultural

skills as the most important objective of culture teaching, but NETs tend to

focus on the development of cultural attitudes. This finding may imply that EL

teachers have different perspectives on the objectives of culture teaching in

ELT (3) teachers do not know how to incorporate culture in the language

classroom since they lack adequate training, how to incorporate culture in their

teaching practices as well as how to measure learners’ cultural competence and

changes in their attitudes as a result of culture teaching. Those facts can be

inferred to some actions to do. First, there should be conducted regular training

sessions or seminars relating to this topic in order to help EL teachers gradually

understand how to define culture and cultural/intercultural awareness and how

to integrate culture in ELT and the second, EL teachers should apply different

kinds of culture teaching activities and provide learners with cultural

information and knowledge which is suitable for learners’ language proficiency

levels and age.

9. Fatemi and Mellati’s Work (2013)

Fatemi and Mellati conduted a study about the Relationship between

Iranian ELT Instructors’ Beliefs about Language Teaching and Their Practices

in Real Classrooms. They attempted to investigate teachers’ beliefs about

language teaching and their practices in real classrooms as a main topic. The

objectives of their study going to reveal are; (1) to examine the relationship

between state universities and different branches of Islamic Azad University

ELT instructors’ beliefs about language teaching and their real practices in the

classrooms in Iran. (2) to investigate relationship between ELT instructors’

beliefs about language teaching in state universities and different branches of

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Islamic Azad University in Iran, and (3) to see relationship between ELT

instructors’ practices in state universities and different branches of Islamic

Azad University in Iran.

The type of the study is quantitative, the data source of the study is

selected from 369 Iranian ELT instructors and 512 Iranian students as a

sample. To collect the data, the researcher applies a variety of technique are

Teacher’s Beliefs Questionnaire (TBQ) to investigate instructors’ beliefs about

language teaching and Students’ Satisfaction Questionnaire (SSQ) to

investigate to what extent Iranian instructors applied their beliefs in their

practices. Besides, to verify the results of questionnaires, the researcher

interviews nine instructors. The data analyzed by using quantitative and

qualitative. In quantitative, the data were entered into a data file and analyzed

statistically using the Statistical Package for Social Sciences (SPSS), version

18. Statistical analyses carried out on the data included Pearson product-

moment correlation coefficient and Cronbach’s alpha coefficient. Then, in

qualitative data, each data set was read several times to gain some sense of the

main ideas being expressed. Then, the data is coded and analyzed manually and

subjectively.

The results revealed that (1) there is no significant relationship between

state universities and different branches of Islamic Azad University ELT

instructors’ beliefs about language teaching and their real practices in the

classrooms in Iran (2) there is no significant relationship between ELT

instructors’ beliefs about language teaching in state universities and different

branches of Islamic Azad University in Iran, (3) there is no significant

relationship between ELT instructors’ practices in state universities and

different. This study doesn’t support the theory constructed. The teachers’

beliefs seem discrepancy because of (a) internal factor; willingness, weak

beliefs and pedagogical knowledge, (b) external factor; teaching and learning

context, and institution vision.

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10. Larenaz and Hernanez (2015)

Larenaz and Hernanez explored the teachers’ beliefs and their practices

in Chile. The topic of the study concerned by the researchers is EFL Teachers’

Beliefs about the Teaching and Learning of English in Public Education. The

objective of the study is to explore teachers’ beliefs about teaching and

learning English.

This research is a case study. The data source of the study taken from

sixteen secondary school teachers of English a sample. All of them are

teachers of English who have gone through five years of formal training at a

university level; therefore, their proficiency level in English is at least upper

intermediate or above. Their teaching experience varies from 12 to 32 years.

To collect the data, the researcher various techniques are semi-structured

interview and a twenty-two statement survey were administered to the

participants. The data were analyzed by a semantic content analysis of all the

interview responses was conducted to identify categories and subcategories to

describe the content. Content analysis investigates the thematic content of text

and serves as a basis of inference. Initially, manual coding of each response

was conducted to identify words, phrases, or word-phrase clusters for the

purpose of this analysis. The Atlasti qualitative software was then used to

refine the analysis.

The result of the study demonstrated four categories are; (1) the use

of English in EFL lessons, (2) the teacher role, (3) the student role and (4) the

teaching components. In short, beliefs are rooted in teachers’ storage

containing cognitive and affective that hold different perspectives about

practices implemented in the classroom depending on the professional,

academic or personal experiences that shaped them.

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11. Position of the Study

Based on the previous studies, the writer would like to reviews the

differences with the previous studies from the topic, objectives and method of

each study to see the position of the writer’s study as follows:

The first previous study came up with the topic focused on teachers’

beliefs and practices to investigate the interconnections between teachers’ beliefs

and practice in secondary schools of the Maldives. The differences with

Muhamed’s work is placed on (a) the research approach (mixed method) (b) The

participants of this study involve a group of eight teachers.

Then, the second previous study concerned about teachers’ beliefs in more

specific area. There are three areas that the researcher is going to reveal namely;

nature of children development, teaching method and technique and self-efficacy

as English teacher. The differences with the current study are; (a) the type of the

research is survey and (b) the data analysis used are descriptive statistics,

independent t-test analyses, and content analysis.

The third previous study focused on the investigation of the teachers’

beliefs study in early phases of primary education (kindergarten and first grades of

a state school in Eskisehir, Turk). Then, this study took illustrative case study

approach to examine whether teacher beliefs would play a role in their actual

practices while teaching target language. This study is a bit same with the writer’s

study, the differences with the current study are (a) the process of teachers’ beliefs

to choose instructional design that suitable for age, level and interest (b) the

instrument used is questionnaire to collect the data.

The fourth previous study attempts to investigate teachers’ beliefs and

practices in form-focus instruction by using qualitative case study to understand

the cases emerged in real context. Carner’s study is a bit similar to the method that

the writer uses in the study but the area that the writer extends are highly different

in which the area will be explored by the writer is (a) teachers’ beliefs about

English teaching (b) data analysis adopted from Miles and Huberman.

Then, the next previous study emerged with the new topic in which a

couple of previous studies just concerned with teachers’ beliefs and practices. The

21

researcher tried to look at from the both teacher and student side, then the

researcher examines teacher and learner beliefs about English teaching and

learning for Mongolian University Students by doing survey with Likert Scale.

The sixth previous study strived to look into the factors that influence

teachers’ beliefs. The differences of the current study is (a) ethnography approach

at five purposive-sampling schools and the factor issues to explore (b) the

Spreadley Model (1980).

The seventh previous study focused on ESL Teachers’ Teaching Beliefs

and Practices in an ESL Program in Hawaii. The differences of the study are; (a)

the data collection by classroom observation and follow-up questions by e-mail.

(b) The data analysis and the interpretation employed is in a recursive, reflective,

and triangulated manner that incorporate insights from research participants as

well as the researchers.

The eight previous study came up with the cultural issues, their study

focus is the integration of culture teaching into English language teaching (ELT).

The differences with the current study are; (a) The instrument employed was a

questionnaire and a semi-structured interview and (b) the study was participated

by thirty-eight EL teachers.

The ninth previous study focused on teachers’ beliefs about language

teaching and their practices in real classrooms. The differences with the current

study are; (a) The type of the study is quantitative, (b) the data source of the study

is 369 Iranian ELT instructors and 512 Iranian students as a sample, (c)The

technique of collecting data used by the researchers is Teacher’s Beliefs

Questionnaire (TBQ) and Students’ Satisfaction Questionnaire (SSQ).

And the last previous study concerned with EFL Teachers’ Beliefs about

the Teaching and Learning of English in Public Education. The differences with

the current study are; (a) The data of the study taken from sixteen secondary

school teachers of English a sample (b) the data are analyzed by a semantic

content analysis. Here is the table of previous studies reviewed by the writer, as

follows:

22

Table 2.1

Previous Studies in Teachers’ Beliefs

Author Theme focus Design Instrument Data Analysis Results Current study 1. Muhamed

(2006)

Interconnection

between

Teachers’

beliefs and

practice,

instructional

design,

Professional

development

Mixed

(Quantitative

and

Qualitative)

- Pre-test,

- Post-test

- Questionnaire

- Statistical

Analysis

(SPSS 16)

- Qualitative

analysis

All beliefs

(teachers’ beliefs

and instructional

practice) are in line

with the practice

eventhough there

was inconsisteny as

a result of context,

instituion rules and

best previous

experience

Then, the

professional

development have

increased their

understanding of

inductive

approaches to

classroom

instruction.

FOCUS

- Teachers’ Beliefs

in English

teaching

- Discrepancy

between

Teachers’ Beliefs

and Their

Practices

- Factors that

contribute to

shape teachers’

Beliefs and Their

practice

Design

Case Study

Data Technique

- Interview

- Syllabi

- Lesson Plan

- Documentation

- Classroom

observation

Data analysis

Miles and

Hubberman

2. Liao

(2007)

Evaluation of

teachers’

beliefs about

1) the nature

of

children’s

English

developme

nt

2) teaching

methods

and

techniques,

and

3) self-

efficacy as

an English

teacher.

Quantitative

(Survey)

- Quesionnaire

- Interview

- Descriptive

statistics

(independent

t-test

analyses)

- Content

analysis

(1) the nature of

children’s English

development

(doing activities

with English,

moving around,

having fun, and

interacting with

others in the

classroom,) are

consistent a result

of the willingness

to open to upgrade

their competency

as a teacher

(2) English

teaching methods

and techniques

understanding of

how children learn

English will

determine their

philosophy of

teaching, teaching

styles, methods,

and classroom

management

techniques to do in

the classroom and

23

(3) a strong sense

of self-efficacy as

English teachers in

terms of doing their

work, which may

have a positive

impact on their

performance

3. Caner

(2010)

Examining

whethet

teachers’

Beliefs play a

role in their

actual practice

to early

childhood

education

Qualitative

(Case Study)

- Questionnaire

- Interview

- Video recorded

- Questionnair

e presented

qualitatively

- and interview

teachers’ beliefs

play important

roles in their

classoom practices.

Those beliefs guide

the teachers to

consider how their

students could

learn best based on

their age, level and

interest by using

different activities

and materials

suitable for

teaching English to

young learners.

4. Canh

(2011)

Examining

between

experience,

knowledge,

beliefs and

practices

Qualitative

(Case study)

- Interview,

- classroom

observation

- Spreadly

(1980)

There are no

relationship

between

experience,

knowledge, beliefs

and practice.

Actually in

experience aspect

their beliefs shows

the relationship but

in knowledge

aspect the teachers

do not follow

pedadogical

knowledge to

implement.

5. Baiyinna

(2011)

Investigation

of Han

teachers’ and

Mongolian

students’

beliefs

Quantitative

(Survey)

- Questionnaire

(Likert Scale)

Statistical

Analysis

(SPSS 17.0)

different beliefs

among teachers’

and students’

beliefs regard to L3

acquisition

regarded as one of

the crucial factors

influencing the

teaching and

learning of English

for Mongolian

students in

multilingual

contexts.

24

6. Winarsih

(2012)

Teachers’

beliefs and

Their factors

Qualitative

(Ethnography)

- Syllabuses

- lesson plans

- worksheets

- audio-recorded

- questionnaire

- structured-

interviews

Spreadly

(1980)

teachers’ prior

experiences as well

as experimentation

of language

learning appear to

play a significant

role in the

formation of

beliefs.

7. Yoshihara

(2012)

Investigation

of Teachers’

Beliefs and

Practices

Qualitative

(Case Study)

- Syllabi

- course statement

- Assignment

- Textbook

- Recursive

Interpretation

- Triangulated

manner

The teachers had

similar teaching

beliefs but their

concepts of

students’ wants and

demands were

highly different

because the

teachers deployed

different

approaches and

strategies to guide

their practices and

mediate their roles.

8. Tran and

Dang

(2013)

Teachers’

Beliefs and

Practices in

Culture

teaching

Mixed

(Quantitative

and

Qualitative)

- Classroom

observation

- Semi-structured

Interview

- Field note

- Quantitative

(Descriptive

statistic)

- Qualitative

(transcribed

interview)

English Language

teachers have

different

perspectives on the

objectives of

culture teaching in

ELT; Vietnamese

Teachers tend to

focus on the

development of

cultural skills as

the most important

objective of culture

teaching, but

Native English

teachers tend to

focus on the

development of

cultural attitudes.

9. Fatemi

and

Mellati

(2013)

Relationship

teachers’

Beliefs and

Practice in real

classroom

Quantitative - Teachers’ Belief

Questionnaire

(TBQ)

- Students’

Satisfaction

Questionnaire(SS

Q)

- Statistical

analysis

- (SPSS 18)

- Pearson

Product

Moment

correlation

coefficient

and

CronBach’s

alpha

coefficient

The teachers’

beliefs seem

discrepancy

because of internal

factor; willingness,

weak beliefs and

pedagogical

knowledge,

external factor;

teaching and

learning context,

and institution

vision.

25

10.Larenaz

and

Hernanez

(2015)

Exploring

teachers’

beliefs and

practices

Qualitative

(Case Study)

- Semi-structured

interview

- Statement survey

- Interview

- Semantic

content

analysis

(1) the use of

English in EFL

lessons (2) the

teacher role (3) the

student role (4) the

teaching

components are in

line with their

practices as a result

of their willings to

open the innovative

related to

pedagogical

knowledge in ELT

The studies above indicated that teachers’ teaching beliefs and practices

are influenced by their language learning experiences, personal experiences,

training and institution supports. Those studies also demonstrated that each

teacher has diverse, multiple, and complex teaching beliefs and needs different

ways to attain them. However, there are not still enough qualitative studies on

teachers’ teaching beliefs and teaching practices in English teaching particularly

in Indonesia. The writer hopes this research fills a gap in the academic literature

about this issue.

From the review of current studies, the writer formulates the thesis with

the following description. (a) the objective of this research is to explore the

teachers’ beliefs and practices, (b) the participants of the research are four English

junior High school at MTs.N Jeketro, Grobogan regency (c) the focus of this

research on the discrepancy between teachers’ beliefs and their practices (d) the

research design used is qualitative type with case study method (e) then, the data

are going to be analyzed qualitatively by Miles and Hubberman (1994).

26

B. Underlying Theory

In this underlying theory, the writer elaborates all theories to gain a picture

of theories related to the problems in this research. The discussion of the theories

will be divided in two discussions. The first discussion of the underlying theories

comprises; teachers’ beliefs, the notion of teachers’ beliefs, the importance of

teachers’ beliefs, the aspects of teachers’ beliefs, and the sources of teachers’

beliefs, then the second discussion of underlying theories comprise; learning

activity, notion of learning activity, types of learning activity, teachers’ roles and

learners’ roles.

1. Teachers’ Beliefs

In this first discussion of underlying theory, the writer will describe notion

of teachers’ beliefs, the importance of teachers’ beliefs and the sources of

teachers’ beliefs.

a. Notion of Teachers’ Beliefs

The notion of teacher belief is still debatable. It can be traced on the

continuum of teacher’s belief terms. Kaymakamoglu (2009) classified a few terms

of teacher beliefs as follows: in 1986 Clark and Peterson called it as “teacher

thinking” and Pajares in 1992 stated as “teacher beliefs”, Borko and Putnam in

1995 used a term “teacher knowledge” and “teacher craft knowledge” used by

Cooper and Mcntyre in 1996, “teacher image” by Black (2002), and in 2003 Borg

called as “teacher cognition” and others. Even, there are a variety of terminologies

in teachers’ beliefs. All the theorists have almost similar opinions about teachers’

beliefs. It is needed to be familiar with the definitions of teachers’ beliefs to

understand what actually teachers’ beliefs are.

There are several experts define the meaning of teachers’ beliefs.

(Green,1971: 104) argues that a teacher belief seems as a proposition that is

accepted as true by the individual holding the belief. While, Borg‘s (2001) defines

a teacher belief is a proposition which may be consciously or unconsciously held,

and something is accepted as true by the individual, and therefore the beliefs

inspire and guide the people‘s thought and behavior. Calderhead (1995, cited in

Ispri, 2015: 17) affirms that teachers' beliefs refer to teachers' pedagogical beliefs

27

or those beliefs of relevance to an individual teaching. Then, Fishbein and Ajzen

(1975, cited in Kaymakamoğlu, 2012:13) remarked:

Belief is a representation of the information a person holds about an object which

can be a person, a group of people, an institution, a behavior, a policy, an event

etc., and the associated attribute may be any object, trait, property, quality,

characteristic, outcome or event.

(Basturkmen, Loewen, & Ellis, 2004: 244) claim that teachers’ beliefs are

statements that teachers make about their ideas, thoughts and knowledge that are

expressed as evaluations of what should be done. That is supported by Richard

cited in Altan (2012) Beliefs can be defined as psychologically held

understandings, premises, or propositions about the world that are felt to be true.

Most definitions of belief propose that beliefs guide people ‘s thinking and

action. Beliefs play an important role in many aspects of teaching, as well as in

life. They are involved in helping individuals make sense of the world,

influencing how new information is perceived, and whether it is accepted or

rejected. Beliefs color memories with their evaluation and judgment, and serve to

shape the understanding of events.

Based on the explanation above, it can be inferred that belief is

knowledge, perception and ideology that human possesses consciously or

unconsciously expressed to choose instructional design, material, and assessment

will use in teaching and learning activity.

b. The Importance of Teachers’ Beliefs

According to Liao (2007: 45) conveyed that understanding the importance

of teachers’ beliefs and practices are: (1) to inform researchers and teacher

trainers about how teachers implement their teaching in the classroom (2) to

understand how teachers conceptualize their approach and work (3) to understand

teacher professional development (3) to look at the quality education served by

the teachers (4) to find the factors that are responsible for shaping the beliefs (5)

to provide appropriate teacher education programs.

Williams and Burden: 1997 cited in Fauziati (2015: 55) assert that teachers’

beliefs take essential role in the language learning process. Tsui (2003, cited in

28

Mellati, Fatemi and Motallebzadeh, 2013: 127) stated that teachers’ beliefs have

been given a great deal of attention in teacher education research literature

because of their important role in helping teachers to make sense of the complex

and multidimensional nature of classroom life, to identify goals, and to shape their

evolving perceptions of themselves as teacher. In line with the previous opinions,

Johnson (1994: 439) stated that teacher’ beliefs play a critical role in how teacher

learn to teach, how they interpret new knowledge about learning and teaching and

how that knowledge is translated into classroom practices. Teacher belief is one

concept that can lead positively and negatively in teaching practice. How

important teachers’ belief in practice indicates that teachers’ belief is a central

issue to know wheater teachers’ beliefs and practices are discrepanancy or not and

why those beliefs are shaped. (Farrell, 2013: 9; Kumaravadivelu, 2012: 86;

Masuda, 2012: 239 cited in Diaz, 2013: 172) that indicates the link between

Beliefs and practices in teacher education is fundamental to understand the quality

of language teaching and learning.

Regarding with elaboration of the importance of teachers’ beliefs, it can be

concluded that understanding teachers’ beliefs have a variety of benefits to

support all aspects of education such as teachers’ professional development,

curriculum development and classroom practices.

c. Aspects of Teachers’ Beliefs

Recent studies related to teachers’ beliefs have explored various aspects of

beliefs such as belief about teaching, belief about learning, belief about subject

matter etc. Reynold cited in Ispri (2015: 18) categorizes that there are three

aspects of teachers' beliefs, those are (1) learning and learner, (2) teachers'

instructional roles and (3) student activities. Basturkmen (2004: 215-217) added

that there are five aspects of teachers' beliefs: (1) practical (2) personal practical

(3) subject matter content (4) pedagogical content, and (5) curricular. Richard and

Lockhart in Fauziati (2015:55) offer a variety of guide lines for English teachers

and researchers for observing teachers’ beliefs, those are: belief about English and

belief about teaching with the following description.

29

1) Beliefs about English

Every single one has different perception with other ones. Some assume

that English is a difficult language to master, and some others see English is a

means of communication to acknowledge as international society. In Indonesia,

English is inserted in curriculum to prepare students in confronting global

challenges. English is also categorized as one of determining subjects to pass in

national examination. Teachers’ beliefs are crucial to examine the teachers hold

about English. Although several teachers may hold stereotypical impressions,

those beliefs reflect realities causing their classroom practice. Richards and

Lockhart (2007:32-33) develop guidelines to explore their beliefs with the

following questions; (1) Why do you think English is important? (2) Do you think

English is more difficult to learn than other languages? (3) What do you think the

most difficult aspects of learning English are (e.g., grammar, vocabulary,

pronunciation etc.)? (4) Which dialect of English do you think should be taught

(e.g., British, American, or others)? (5) Do you think English has any qualities

that make it different from other languages?.

2) Beliefs about teaching

Teaching is an art and personal activity. The teaching technique

demonstrated in the class depends on the beliefs the teachers hold. These are

guidelines to identify the teachers’ beliefs about teaching as follows: (1) How do

you define your classroom activities? (2) How do you see your role in the

classroom? (3) What roles are students expected to assume in your classroom? (4)

What are the qualities of a good teacher? (Richard and Lockhart (1996: 36).

From the elaboration above, teachers’ beliefs have various aspects namely:

belief about English, belief about teaching, belief about subject matter, belief

about curriculum and belief about instructional roles.

d. The Sources of Teachers’ Beliefs

The sources of beliefs can be complex. It can be from culture, policy and

the experience the teachers go through. Muijs & Reynolds (2011, cited in Marati,

2014:17) stated that beliefs are formed by several different factors that can make

them difficult to change such as: (1) the experience of teachers; when they were a

30

student in their school (2) teacher training; where they got some experiences that

can shape their new sets of beliefs and practices considering their teaching and

thus can modified their former beliefs (3) The school culture where they work

since they are involved as the integral part who take the norms and values from

the place, and (4) The experience of life and professional development that can

overtime modify their beliefs.

Sources of teachers’ beliefs can appear in a variety of factors like the writer

has discussed above, Borg (2003, cited in Melketo, 2012: 100) illustrates the

complexity of teachers’ beliefs in diagrammatical representation as follows:

Figure 2.2

Similarly, Richard & Lockhart (1997:30) confirm that teachers' belief

systems are built up gradually over time and consist of both subjective and

objective dimensions. (Kindsvatter, Willen, and Ishler,1988 cited in Richard and

Lockhart,1997) assert that the source of teachers’ beliefs, they are; (1) their own

experience as language learners (2) Experience of what works best (3) Established

practice (4) Personality factors (5) educationally based or research-based

principles (6) Principles derived from an approach or method. While, the Chinese

educationist Xin Tao (1999) claims that the sources of teacher beliefs, as the result

of self-construction and cultural interaction, are the result of social history and

culture. In addition, Kennedy (1997 cited Xu 2012) claims that

Factors of

Teachers’

Beliefs

Schooling (Knowledge, goal,

attitudes, images, assumption

metaophors, conceptions,

perspectives, emotion)

Contextual factors

Teachers' time, student'

motivation, prior experience,

material

school and curriculum

mandate and society

Classroom

(Class size, Duration,

tecaher-student ratio)

Professional Coursework

(teachers' teaching experience,

subject matter and instructional

activities)

31

it is not clear what the source of those beliefs might be - a product of their

upbringing, a reflection of their life experiences, or a result of socialization

processes in schools. Nevertheless, teachers and teacher candidates have strong

beliefs about the role that education can play, about explanations for individual

variation in academic performance, about right and wrong in a classroom, and

many other areas.

Based on the explanation above, it can be inferred that the sources of

teachers’ beliefs and practices are complex, it can be from teachers’ experience as

a learner, personality, institution policy, experience work best, teacher training

and school culture.

2. Learning Activity

In this second discussion of underlying theory, the writer will describe

definition of learning activity, types of learning activity, teachers’ roles and

learners’ roles.

a. Notion of Learning Activity

Wasserman (2013: 277) affirms that the core unit of instructional design is

a learning activity; it organizes a unit of time, in or out of class, to address a

subset of course learning outcomes. While, Clark and Yinger (1979) in teaching

research suggests that the notion of activity is central to an understanding of

teaching. It influences both how teachers conceptualize teaching as well as the

ways they organize their lessons. The kinds of activities commonly used in ESL

classes are described and the decisions that teachers have to consider when

planning and using activities are discussed. Richards and Rodgers (2009) affirms

that learning activity as an activity is described as a task that has been selected to

achieve a particular teaching or learning goal.

Based on the explanation above, the writer assumes that learning activity

is an activity designed and planned by teachers to achieve learning goal in a

teaching and learning activity.

b. Types of Learning Activity

In the classroom practice, teachers tend to choose the learning activities

based on their assumptions and beliefs about how students learn and on the kind

of methodology that they believe best supports the learning process (Richards &

32

Rodgers, 2009: 162). Types of learning have various types in language teaching to

follow. The best type of learning activity is learning activity taken based on the

context the teachers confront in their classroom. Here are types of learning

activities that are proposed by Wasserman (2013) and Richard (2009).

Wasserman (2013) divides the learning activities in teaching are: (1)

Guided-Discovery Learning, this activity requires students to construct knowledge

in one of five forms: conceptual, process, tool, context, or way of being (2)

Interactive Lecture, the activity is concerned in the lecturing during the class and

at the of the class the teacher extends additional period of time to open discussion

related the material delivered (3) Student Teaching, this activity emphasizes on

the learners’ performance to deliver the topic of the subject.

While, another expert in Education Richard (2009: 161-164) uses different

types of language learning activities that classified into seven categories: (1)

Presentation activities, the activities focus on presenting the new material in the

classroom by the teacher during the teaching and learning. This could be a lexical

item, a grammatical item, a function, a discourse feature, oral learning strategy,

(2) Practice activities is defined as an activity concerned to measure the

understanding of the lesson has been previously presented by performing in front

of the class. Practice activities in language teaching often involve a degree of

control over student performance or involve the use of a model. For instance, in a

conversation lesson, dialogues may be used to practice sentence patterns,

grammar, or functions, and drills may be used to practice pronunciation and to

develop sentence fluency, (3) Memorization activities is an activity focused on

memorization of information or learning material. The memorization activities

may be used as a strategy to help and consolidate new learning items as a

preparation for a subsequent activity. For example, students may be asked to

memorize a list of vocabulary which they will later use in a speaking task (4)

Comprehension activities, the main activity in comprehension activity is to

develop or demonstrate students’ understanding of written or spoken texts. For

example, students may read a passage and make inferences about the author's

attitude toward the topic or listen to a lecture and write a summary of it. Several

33

activities in the reading and listening classes above focus on comprehension skills,

(5) Application activities, these are defined as activities which require learners to

demonstrate a creative way or skills that have been previously presented and

practiced. For example, after the students practice a dialogue in certain sentence

patterns or functions were used, students may now perform a role play when they

have to use the patterns and functions creatively in a situation involving transfer

and negotiation of meaning, (6) Strategy activities, these activities concern on task

which is to develop particular learning strategies and approaches to learning. in

order to improve learners’ use of systematic guessing when encountering new

vocabulary in a reading text, learners may be given exercises which train them to

focus on suffixes, prefixes, and word order as useful linguistic clues for guessing

the meanings of new words in a text, (7) Affective activities, These activities

concern on tasks which have no specific language learning goal but are intended

to improve the motivational climate of the classroom and to develop the students’

interest, confidence, and positive attitudes toward learning.

c. Teachers’ Roles

Teachers have their own perspectives about their roles in classroom, some

say teacher is a great orator who can influence the learners to do what he or she

suggests. And other ones say that a teacher is someone who can motivate, help

and guide the students to achieve the learning goal. In this part, the writer picks up

some classifications of teachers’ roles proposed by (1) Richards & Lockhart,

1994; Brown, 1995, (2) Harmer (2007) and Scrivener (1994).

Richards & Lockhart, (1994); Brown (1995) cited in Renandya (2012: 67)

have similar categorization of teachers’ role in three roles, namely: (1) Needs

Analyst, according to Richard & Lockhart (1994) a teacher as needs analyst must

be able to survey the students’ learning needs and styles and uses the information

gathered from the survey as a basis for planning and developing future courses.

Good teachers conduct needs analyses on an on-going basis and make use of the

information to customize their lessons so that the needs and aspirations of the

individual students can be optimally reached (2) Materials Developer, the teacher

34

classified as material developer is a teacher writes his or her own teaching

materials, or where that is not possible, selects published materials and adapts

them according to curricular requirements, learner needs, his/her own teaching

styles and socio-cultural factors, and (3) Monitor and Assessor of Students’

Learning, the teacher as Monitor and Assessor of Students’ Learning is a

teacher who assesses the students’ learning continually in order to monitor their

progress, or lack of progress, and uses this information as a basis for developing

remedial lessons, revising course materials or introducing new teaching

methodologies, or other course improvement purposes.

While, Harmer (2007:108-110) used other terms to categorize teachers’

roles in several roles, those called as (1) A controller, the teacher as controller is

when the teacher takes responsibility to the classroom throughout the process of

diverse activities and provides learners with knowledge by lecturing and

explaining, (2) A Prompter, the prompter is a teacher does this role when the

learners require help with vocabulary or when they are lost in the prescribed task

during the lesson for instance during a role play activity or a discussion, (3) A

participant, teacher as a participant is a teacher who gets involved in the activities

and tasks given to students and provides them with his support only when

required, (4) A Resource, a resource is the teacher serves students as their resource

when the need arises to gather some information, (5) A Tutor, a tutor assists

individuals and groups to develop ideas during work on bigger projects.

In the other hand, Scrivener (1994: 6) simplifies the teachers’ roles into

three categories: (1) The explainer, the teachers tend to be teacher-centered in

which the learners just have a little involvement during the lesson (2) The

involver, this role is similar to the Harmer’ concept called a participant, in which

the aim is to get students attention by creating engaging and interesting tasks

which may contribute to enhanced students’ performance and active participation

in the class and (3) The enabler is the compilation of a few different teacher’s

roles including a guide, a counsellor or a resource, depending on the

circumstances and students’ needs.

35

Based on the discussion above, the teachers’ roles have essential roles to

support learners’ role in teaching and learning. The teachers can be needs analyst,

material developer, monitor and assessor of students’ learning, a controller, a

prompter and other role.

d. Learners’ Roles

Baile (2009, cited in Mujahidin, 2015: 58) categorizes learners’ roles into

three roles namely: (1) Active participant, learner must be an active participant, it

has meaning that they are supposed to contribute to the classroom discussion by

not only answering direct question posed by the teacher but answers question

posed by their peers, (2) Motivated participant, the learner should have high

motivation to take part to achieve good result. They must encourage to involve in

the class. If they are truly interested in learning. It is their job to think. When

thinking, student should be able to find some prior experience or knowledge to be

learned. In the case they should mentally prepare themselves to learn more about

the new concept or idea and (3) Coordinator, the learner role here is to take given

information or instructions and coordinate that task for himself or group members

and begin task. The learner must be a task monitor by checking himself/herself in

term of task on task study time, noise level and quality work. He or she should be

responsible for gathering material needed for assignment and also put back

material when finished (Mujahidin 2015: 58).

Meighan (1990, cited in Xu, 2012: 1398) categorized learners’ roles in

language teaching and learning: (1) Resisters; the learners are seen as person

doesn’t want to learn and must be forced to learn (2) Receptacles; the learner are

treated as a person can be filled up with knowledge based on their capacities (3)

Raw material; the learners are described as a person can be shaped into valuable

and fine human beings (4) Clients; the learners are a person that comes

specifically for knowledge (5) Partners; the learners are assumed as peer who

spend time with the teacher for mutual growth and development, (6) Individual

explorers, the learners are seen as autonomous learner who explores on his own

learning and come to his own conclusion and (7) Democratic explorers; the

36

learners are seen as a group of learners who decide together about their goals and

objectives in learning. If teachers consider their students as resisters, receptacles

or raw materials, they will force learners to master a language, fill learners with

knowledge, and shape learners according to the teacher ‘s wishes. While, if

teachers consider their students as clients, partners, individual explorers or

democratic explorers, then they will change the nature of the relationship between

teachers and learners. The teachers will have the language learning activities from

learners‘ needs, and take themselves as co-learners, facilitators and co-operators.

Oz (2014) divides the learners’ role into three, they are (1) Recorder, the

learners are encouraged to write down the important information during the

lesson, (2) Summarizer, the learners summarize the material delivered by the

teacher during the class, (3) Assessor, the learners evaluate their own progress of

each work (portfolios) in the lesson.

Based on the explanation above, there are two experts in Education who

classify the learners’ roles: (1) Meighan (1990) proposed learners’ roles into seven

classifications: (a) resister (b) receptacle (c) raw material d) client (e) partner (f)

individual explorer (g) democratic explorer while (2) Baile (2009) classifies into

three classifications: (a) active participant (b) motivated participant and (c)

coordinator (3) Oz (2014) mentions three roles; (a) recorder (b) summarizer (c)

assessor. Understanding learners’ roles in language teaching will be helpful to

pick the appropriate role for the learners to achieve the learning goal in education.

37

CHAPTER III

RESEARCH METHODOLOGY

In this chapter, the writer provides a picture of research methodology that

consists of seven unit discussions, those are: research type, research context, data

and data sources, the technique of data collection, data validity, technique of data

analysis and theoretical framework that will be described vividly as follows:

A. Type of Research

The type of this research is a qualitative with case study approach.

Qualitative research is a research procedure that produces descriptive data in

written or oral words from the subjects (informants) of the study (Bogdan and

Taylor 1975, cited in Moleong, 2004: 3). Whereas, case study is an investigation

and analysis of a single case or collective case intended to capture the complexity

of the object of the study (Stake,1995: 86). Creswell (1998: 73) adds that:

Case study is a qualitative approach in which the investigator explores a bounded

system (a case) or multiple bounded systems (cases) over time, through detailed,

in-depth data collection involving multiple sources of information (e.g.,

observations, interviews, audiovisual material, and documents and reports), and

reports a case description and case-based themes. For example, several programs

(a multi-site study) or a single program (a within-site study) may be selected for

study.

This case study approach is used because it is a suitable approach to

investigate teachers’ beliefs and practices about English teaching. The tendency of

case study itself is to investigate a decision or a set of decision and why the

decision taken, how it is applied and what the result of the decision. The main

point of case study tries to answer “how” and “why” of the research. In this

context of the research, the writer attempts to investigate “how” (the process of

teachers’ beliefs and practices about English teaching) and “why” (why teachers’

beliefs implemented in classroom). Besides, the general objectives of this research

are (1) to explore teachers’ beliefs about English teaching (2) to examine teachers’

beliefs about their practices (3) to explore and analyze beliefs of English teaching

38

implemented in classroom practices, (4) to explore and analyze factors that

influence teachers’ beliefs and their classroom practices.

The uniqueness of case study is to provide an in-depth understanding of a

single case (teachers’ beliefs and practices about English teaching) in the setting

of the study, to find what is common and what is particular thing that shape the

case, to give insights about the wider issues of the object of the study as well as

facilitate understanding of the relationship between teachers’ beliefs and their

practices. According to Lincoln and Guba (1985) case study has several

uniqueness; (1) as a naturalistic strategy, case study provides space and a big

opportunity to the researcher to reconstruct a variety of subjective construction for

the informants of the study, (2) case study is built based on the tacit knowledge

(unrevealed knowledge), (3) case study can provide thick description (3) case

study offers grounded assessment about context. It means a social phenomenon

often depends on the personal orientations in its context.

The design type of case study employed is descriptive case study. It started

with the researcher presents a descriptive theory which establishes the framework

for the researcher to follow throughout the study and what is searched by this

approach is the formation and identification of a clear theoretical orientation

before stating research questions. The researcher must also determine before

beginning the research exactly what the unit of analysis in the study will be.

The reasons why the writer selects qualitative research with case study

approach, because (1) the writer would like to investigate teachers’ beliefs and

practices in English teaching and (2) the chosen research will be expected to

provide holistic understanding of teachers’ beliefs, factors that influence teachers’

beliefs and their practices at MTs.N Jeketro (An Islamic Junior High School).

B. Research Setting

This research setting consists of two parts. The first part illustrates the time of

the research, the second part gives information about the place where the research

was carried out.

39

1) Time

The research was conducted from October 5th to November 30th, 2015 in the

first semester of the academic year of 2015/2016. Here is the time schedule of the

research.

Table 3.1

Teacher Activity Date Setting

Teacher 1

(T1)

Preliminary observation October 6th , 2015 7H, 7J , 8B

Interview October 7th, 2015 Teacher Office

Observation 1 October 9th, 2015 8B, 7I, 8C

Observation 2 October 12th, 2015 8D,8A

Observation 3 October 15th, 2015 8A, 7H

Discussion (Confirmation of

Teachers’ beliefs related to

the study)

October 16th, 2015 Teacher Office

Teacher 2

(T2)

Preliminary observation October 19th, 2015 7G,7D

Interview October 20th, 2015 Teacher office

Observation 1 October 21st, 2015 7F,7D

Observation 2 October 22nd, 2015 7E, 7B, 7A

Observation 3 October 27th, 2015 7C, 7G,7E

Discussion (Confirmation of

Teachers’ beliefs related to

the study)

October 30th, 2015 Teacher Office

Teacher 3

(T3)

Preliminary observation November 2nd, 2015 9E, 9B, 9C

Interview November 3rd, 2015 Library

Observation 1 November 4th, 2015 9D, 9A 9G

Observation 2 November 5th, 2015 9B, 9E, 9F

Observation 3 November 14th, 2015 9D, 9C, 9A

Discussion (Confirmation of

Teachers’ beliefs related to

the study)

November 14th, 2015 Library

40

Teacher 4

(T4)

Preliminary observation November 16th, 2015 9H, 8 I

Interview November 17th, 2015 Teacher Office

Observation 1 November 19th, 2015 9I ,8F, 8I

Observation 2 November 20th, 2015 8H, 9I, 8G

Observation 3 November 21st, 2015 8E, 8F, 9H

Discussion (Confirmation of

Teachers’ beliefs related to

the study)

November 30th, 2015 Teacher Office

2) Place

The research is carried out at MTs N Jeketro. The school is not only one of

outstanding Islamic Junior High School but also the first state Islamic junior high

school in Grobogan regency, the second largest regency in Central Java, located at

Jalan Raya Jeketro. The school has slogan “Excellent in achievement, noble in

attitude and advanced in technology”. The vision of the school is to produce

excellent and skilled students based on the faith and devotion in Allah, the

missions are (1) to implement the learning and guidance effectively so that the

students grow optimally as their potential, (2) to increase human resource and

foster spirit, discipline, professionalism, competition, and high performance

intensively to all residents of Madrasah (Islamic School), (3) to conduct education

in a variety of skills to prepare students to have (life skills), (4) to provide

facilities and infrastructure that support teaching and learning process (5) to grow

and develop good attitude to all residents of Madrasah (Islamic School) in daily

life as well as religious atmosphere that reflects the faith and devotion in Allah.

The aim of the school is to produce skillful, faithful, devoted students and have

excellent achievements to live independently and continue further education.

In addition, the school has approximately 1155 students with the description;

seventh grade consists of 400 students (A to J Class), eighth grade consists of 380

students (A to I Class) and ninth grade consists of 375 students (A to I Class) with

60 qualified teachers. This school possesses experienced qualified teacher

resources especially in English. It can be looked the achievement of the school.

41

The school could gain mandate from ministry of religious affair, a branch of

Grobogan, to open immersion class program three years ago when Indonesia

Education was highly enthusiastic in immersion program. To support and

maintain the quality of the teachers in foreign language, the school signed a

memorandum of understanding (MoU) No. 215/MoU/LM-LEC/vi/2009 with

English Learning Center, an interactive multimedia language laboratory, located

at Ahmad Yani Street, 387 Katen, Surakarta, and phone. (0271) 713711. The

institute is owned by CV. Lentera at Warung Watu Street, I/III Singopuran,

Kartasura 57164. Then from 2012 up to now, the school has invited the English

instructors from Pare, Kediri, well-known as a language village and inserted

English conversation as a compulsory subject to follow for the students.

C. Data and Data Sources

In qualitative research type, data is a collection of information or notes

based on the observation. The main data are words, note document and activity.

There are two classifications of data namely: (1) Primary data is verbal data,

attitude that are done by trusted subjects (informants) related to the problems

studied, and the researcher as participant observer (2) Secondary data is the date

resulted from documents (syllabus, lesson plan, observation). Whereas, the data

sources of this study are conceptualized in general category as follows:

1) Event

Event is all the teaching and learning activities carried on by the teachers

in the classroom. The activities will be taken as data. The event of this research

was started from October 5th to November 30th, 2015. This research took

twenty-four meetings with the four English teachers of MTs.N Jeketro to

investigate teachers’ beliefs and their practices, the teacher did observation in

six meetings for each teacher, every meeting, the writer needed to come and

observe teachers’ class at least two to three classes as the schedule attached. The

general procedure of the research continuum is; in the first meeting, the writer

came into the class by doing preliminary observation, then deciding the general

themes appeared, then the second meeting the writer interviewed the teacher

42

related to the result of preliminary observation, the third meeting the writer took

part in the classroom while observing the teaching and learning activity, the

fourth meeting the writer still did observation to look at the consistency of the

themes appeared, the fifth meeting the writer crosschecked the themes were set

by the preliminary observation and interview then the sixth meeting the writer

met the teacher to confirm and clarify the result of the results of the first

meeting to the sixth meeting related to teachers’ beliefs and practices.

2) Informant

Informant is someone who can give some information about the situation

of the object of the study (Sutanti,2015: 38). Spradley (2000: 35) adds that

informant is a resource of the information in a research. The informants of this

study are four English teachers at MTs N Jeketro as follows:

The first teacher (T1) teaches English in the seventh grade (7I, 7H, 7J) to

eighth grade (8A, 8B, 8C, 8D), before teaching at MTs. N Jeketro, T1 was an

elementary school teacher, T1 did not teach English but T1 was a teacher class

who taught all subjects in the school, T1 has been taught in this school since

2011 and T1 has been teaching English for four years, T1 enjoys the teaching

and learning activity, the total of number training joined by T1 is four trainings.

The second teacher (T2) teaches the seventh grade (7A, 7B, 7C, 7D, 7E,

7F, 7G), T2 is a civil servant, T2 has eleven years of teaching experience, the

total of training joined is eleven trainings, T3 is a certified teacher (a teacher

who gains the incentive from the government based on the teaching experience

and the total of training joined).

The third teacher (T3) teaches in the ninth grade (9A, 9B, 9C, 9D, 9E,9F,

9G), T3 is the first English teacher the school has in the beginning, T3 has eight

years teaching experience, T3 is also a certified teacher, T3 is well-known as the

tenth grader teacher, T3 always takes responsible for teaching the tenth grade

because of the teaching experience, a total of training participated is eight

trainings.

The last teacher (T4) teaches in eighth (8E, 8F, 8G, 8H, 8I) to ninth grade

(9I, 9H), T4 has master degree qualification, T4 is a certified teacher, T4 has

43

thirteen years of teaching experience in the school and the total number of

training participated is fifteen training. This is the brief information about the

fourth English teachers:

Table 3.2

No Name Teaching

experience

Qualification A total of

Training

1 Teacher 1 (T1) 4 years Undergraduate 4

2 Teacher 2 (T2) 11 years Undergraduate 11

3 Teacher 3 (T3) 18 years Undergraduate 18

4 Teacher 4 (T4) 13 years Master degree 15

3) Document

Document is written texts that serve as a record or piece of evidence of an

event or fact (Smith, 1978 cited in Jenner, 2004: 284). The document in this

research used to analyze is lesson plan, syllabus, a transcript of interview and

materials (teachers’ books) and students’ works.

D. Technique of Data Collection

Technique of collecting data is the most essential unit because the purpose

of the research is to gain the data without knowing the technique of data

collection, a researcher will not gain standard data determined. The technique of

data collection can be done by observation, interviews, document, and those

components combined. In this study, the technique of data collection used by the

writer are:

1) Observation

Observation is a technique to collect the data by observing the ongoing

activity (Sukmadinata, 2007: 220). The observation used by this study is

participant observation. Sugiyono (2014: 204) stated that participant

observation is a researcher engages in daily life of the observed person as data

source of the study. In a simple proposition, the writer involves in the daily

teaching activity conducted by the the teachers starting from preparing the

44

lesson plan orientated in syllabus, choosing the suitable material for the

students, joining the teachers’ classes to capture the understanding of teachers’

beliefs and their practices holistically. The observation was conducted when

the teachers had schedule to teach and the writer followed the teachers in their

class based on the agreement both the writer and the teachers.

2) Interview

Interview is a process of acquiring data to find the problems that need to

be studied (Sugiyono, 2014: 194). Interview can assist the research to reveal

the truth from the subjects. There are two kinds of interview namely: (1)

structured interview and (2) unstructured interview. In this research the writer

used structured interview. According to Sugiyono (2014: 197) unstructured

interview is an interview that has guideline to follow in doing the interview.

The structured interview was adopted from Richards and Lockhart with some

modifications as the context of the study, the questions of the interview were

formulated based on the research questions that proposed by the writer in the

chapter I, these are the examples of a guideline of interview can be seen in the

following table.

Table 3.3

Research question A Guideline of Interview

1. What are teachers' beliefs about English

teaching?

a) In your opinion, is it important to

study English? Why do the students

need to study English?

b) Some people assume that studying

English is difficult, we need to study

grammar, vocabulary, speaking and

reading, in your opinion, what is the

difficult aspect in English?

c) What do you feel when you teach

English?

2. What are teachers’ beliefs about teachers’

roles?

d) Could you describe your role in

doing teaching and learning in the

classroom?

e) In doing the teaching and learning, a

teacher needs to prepare material,

where do you take material?

45

3. What are teachers’ beliefs about learners’

roles?

f) How you see your learners’ role in

your class in your classroom?

g) Should we use teaching methods?

What methods do you usually use in

your class?

4. What are teachers’ beliefs about learning

activity?

h) If you don’t mind, would you like to

illustrate your learning activity in

your classroom?

i) How English should teach in the

class?

5. What factors are responsible for shaping

teachers' beliefs and their classroom

practice?

j) In your opinion, what do the factors

shape your teaching practices in

your classroom?

According to Arikunto (1991: 128) interview is a process of interaction,

dialogue, question and answer verbally committed by two or more persons

directly to obtain the required information. To acquire the thick information

from the informants, the researcher conducted interview before and after

observation. The interviews were recorded and transcribed. The interview done

before observation was to gain the teachers’ beliefs about English teaching.

While, the interview done after observation to crosscheck the consistency of

the teachers’ beliefs and their practices to examine the consistency of the

teachers’ beliefs and practices at MTs. N Jeketro.

3) Document analysis

Document analysis is a technique of data collection by gathering and

analyzing documents, whether written documents, pictures, and electronic

(Dinata, 2004: 221). The document can be taken as inseparable unit of

analyses. Those documents are syllabus, lesson plan and material delivered by

the teachers and the documents will enhance the credibility of the

interpretations in research findings.

46

E. Data Validity

Validity in qualitative research means the interpretation of the observations

whether or not the researcher measures what must be measured (Kirk and

Miller,1986: 69) In quantitative study, the researchers often use validity and

reliability to examine the data validity and the major criterion of quantitative must

be valid, reliable and objective. In qualitative study, Shenton (2004: 64) simplifies

the concepts of validity and reliability transferred in the table as follows:

Table 3.4

Aspect Quantitative Qualitative

Truth Value Internal Validity Credibility

Implementation External Validity Transferability

Consistency Reliability Dependability

Natural Objectivity Confirmability

1) Credibility

According to Lincoln & Guba (1985) insist that credibility accounts for

what happened, accurately without contamination and interventions. Then, they

add that ensuring credibility is one of most important factors in establishing

trustworthiness. Alamu (2010:50) affirms that a credible study needs to show

evidence of lengthy engagement in the field. The techniques to validate the data,

the researcher can do the following options:

a) Extension of observation, means the researcher comes back to the setting of

the study to observe, do interview with the data sources encountered.

b) Triangulation is qualitative cross-validation. It assesses the sufficiency of

the data according to the convergence of multiple data source of multiple

data collection procedures.

c) Increasing perseverance is an activity to observe or capture the phenomenon

more accurate.

d) Analyzing negative case is a process of selecting irrelevant case with the

result of the study to clarify the case as a consideration to infer the result of

the study.

47

e) Member check is testing of data, analytic categorizes, interpretation, and

conclusion by the member of those stake-holding groups from whom the

data were originally collected (Ariyati, 2015:50).

2) Transferability

Transferability refers to the extent to which the findings from a study can be

applied to other settings and contexts. This is realized by providing rich, thick

description, to allow readers to determine how closely their situations match and

whether or not the findings of this study can be transferred to their setting or

context.

3) Dependability

Dependability refers to the extent to which the data and interpretation are

reliable and consistent. It means that if the study is repeated, in the same context,

with the same methods and with the same participants, the results are going to be

the same.

4) Confirmability

Confirmability is the degree to which the results could be confirmed or

corroborated by others (Guba & Lincoln, 2006). The study is objective, if the

result of the study is agreed by lots of participants and confirmability means

examining the result of the study related to the process. If the result of the study is

function from research process that has done, so the study has completed the

confirmability standard.

Maxwell (1996), Holliday (2002) and Moshbah (2007) highly recommend

triangulation as a technique to increase the validity of the study. The use of

triangulation is one of the principles of gaining credible qualitative data (Alamu,

2010:50). In short, triangulation helps to gain credibility (internal validity) and

dependability (reliability) of the reported data. Triangulation means using more

than one method to collect data on the same topic. This is a way of assuring the

validity of research through the use of a variety of methods to collect data on the

same topic, which involves different types of samples as well as methods of data

collection. However, the purpose of triangulation is not necessarily to cross-

validate data but rather to capture different dimensions of the same phenomenon.

48

Humaidi, Hartuti (2013, cited in Mujahidin 2015:72) classify kinds of

triangulation as follows:

1) Method triangulation, if the information of data is from the interview, it

should be examined with the result of the observation

2) Research triangulation, if the information is from one of the

researcher’s team, it should be examined with other researchers

3) Data triangulation, if the information is from one respondent, it should

be examined to another respondent or documents.

4) Situation triangulation, it is the explanation or comment from one

respondent which delivered in two different situations, e.g. it is

delivered alone and with others

5) Theory triangulation, it is to find whether there is a parallel explanation

and analysis between one theory and other theories towards the research

data.

In this study, the writer uses data triangulation to acquire accountable

information through a variety of methods and data source gained such as

interview and observation, document, field note, picture and the writer as

participant observation to crosscheck the validity of the study. The data

triangulation can be drawn in the following figure.

Figure 3.1

(Data Triangulation)

Interviews of Participants

Picture

Video recorded

Lesson Plan

Syllabus Field note

Classroom Observation

49

F. Technique of Data Analysis

Data analysis is the process of systematically searching and compiling the

data obtained from interviews, field notes, and other materials, so it can be

understood easily, and its findings can inform others (Sugiyono, 2002: 334). To

investigate teachers’ beliefs and practices about English teaching at MTs.N

Jeketro, the writer employed a techniques of data analysis formulated by Miles

and Hubberman (1993) as follows:

1) Data Reduction.

Data reduction is a process of analysis data to summarize, organize and

select the important data to gain the themes and patterns by wasting

unimportant data (Sugiyono, 2014: 340). By doing data reduction the

researcher will find a complete picture of the object of the study and facilitate

the researcher to decide the next step of data collection. The process of data

reduction can be done by computer and other software to make coding in

certain aspects.

2) Data Display.

After doing data reduction, the next step is data display. Data display is a

step of presenting the data from the data reduction (Sugiyono, 2014: 341). The

researcher displays the data in short description, chart, the relation among the

category and other formats. By data display, then the data is organized,

arranged in a pattern that can be more understandable.

3) Conclusion drawing/ Verification.

The last phase of analysis data is conclusion drawing or verification.

Conclusion drawing or verification is a step of drawing conclusion from the

beginning to the final process (Sugiyono, 2014: 342). In doing conclusion

drawing, the researcher begins to determine the meaning of the research then

conducts verification because preliminary conclusion sometimes is temporary

and still tentative and the findings will be changed if the researcher finds the

more valid proof when the researcher crosscheck to the research setting but if

not the preliminary conclusion is credible.

50

G. Theoretical Framework

This theoretical framework is a structure that is produced from the

compilation of literature reviews that set in this study. There are a couple of

literature reviews used by the writer to conceptualize the theoretical framework

to help in answering the research questions: (1) what are teachers’ beliefs about

English teaching (2) what are teachers’ beliefs about teachers’ roles (3) what are

teachers’ beliefs about learners’ roles (4) what are teachers’ beliefs about

learning activity (3) what are factors responsible for shaping teachers’ beliefs.

Understanding teachers’ beliefs in English teaching needs to clarify the

concept of teachers’ beliefs, commonly teachers’ beliefs have a variety of terms

such as teacher cognition, teacher knowledge and others. There are some

theorists proposed the definitions of teachers’ beliefs (Green, 1971; Calderhead,

1995; and Borg, 2001), the writer selects Borg’s concept to use because it offers

vivid definition, Borg affirms that a teacher belief is a proposition which may be

consciously or unconsciously held, and something is accepted as true by the

individual, and therefore the beliefs inspire and guide the humans’ thought and

behavior. While, in the aspects of teachers’ beliefs three theorists have different

aspects to categorize, the first, Reynold categorized the aspects into three; (1)

learning and learner, (2) teachers’ instructional roles and (3) student activities

and the second, Basturkmen categorized into five aspects; (1) practical (2)

personal practical (3) subject matter content (4) pedagogical content, and (5)

curricular, the third, Richard divides into four beliefs; (1) beliefs about English

(2) beliefs about teaching (4) beliefs about learning (5) beliefs about curriculum

(6) beliefs about language teaching as profession. The writer tends to select

Richard’s concepts because the theorist provides a good classification with the

guideline of the interview to explore the aspects of teachers’ beliefs. Then, in the

sources of teachers’ beliefs, there are several theorists proposed about the sources

of teachers’ beliefs; Muijs & Reynold, Borg and Richards and Lockhart. The

writer prefers to pick up the concepts of Muijs & Reynold about sources of

teachers’ beliefs; (1) experience of the teacher (2) teacher training (3) school

culture (4) life experience and professional development. The sources of

51

teachers’ beliefs are suitable with the context of this research than two theorists,

Borg with schooling, knowledge, goal, metaphor, classroom, contextual factors

etc. and Richards & Lockhart with own experience as learner, experienced work

best, established practice, personal factors and other.

There are some classifications of teachers’ beliefs about learning activity

mentioned by the first, Wasserman (2013) divides into three; (1) guided-discovery

learning (2) interactive lecture (3) student teaching and the second, Richard

(2009) differentiates into seven learning activities; (1) presentation activities, (2)

practice activities (3) memorization activities (4) comprehension activities, (5)

application activities (6) strategy activities (7) affective activities. The writer likes

Richard classifications rather than Wasserman as a result of the rich classification

mentioned by Richard. After knowing the concept of learning activity the writer

tries to complete the theory about the teachers’ roles, the important teachers’ roles

in teaching and learning decides the quality of teaching for the learners. In

teachers’ roles Richards & Lockhart (1994), Harmer (2007) and Scrivener (1994)

have different perspectives, Richards & Lockhart (1994) classify teachers’ roles

into (1) need analyst, (2) material developer and (3) monitor and assessor of

students’ learning, Harmer (2007) classifies into five roles; (1) a controller (2) a

prompter (3) a participant (4) a resource (5) a tutor, whereas Scrivener (1994)

divides into three; (1) the explainer (2) the involver and (3) the enabler, in the

classifications of teachers’ roles the writer tends to pick up Harmer (2007) as

result of the possibility roles based on the preliminary observation of this present

study. The learners’ roles can be separated with the teachers’ roles in this study, to

know the learners’ roles the writer tends to use Mighan (1990) who supported by

Xu (2012) because the concept match with the object of the present study that

would like to explore, Meighan divides the learners’ roles into seven; (1) resisters

(2) receptacles (3) raw material (4) clients (5) partners (6) individual explorers

and (7) Democratic explorers than the concept of Baile and Oz. Baile (2009)

classifies into three classifications: (1) active participant (2) motivated participant

and (2) coordinator, and Oz (2014) mentions three roles; (1) recorder (2)

summarizer (3) assessor.

52

Although, there are a number of great theories provided by the theorists,

the writer needs to choose the appropriate theories based on the context of the

study to use as underlying theories and it doesn’t mean that other theorists do not

give valuable contributions to this present study, furthermore the concepts offered

by the other theorists are highly helpful to balance the underlying theories chosen

by the writer as alternative theories so that the combination of the theories can

enrich underlying theories to investigate the teachers’ beliefs and practices at

MTs.N Jeketro. This is a figure to illustrate the theoretical framework of the

study.

Figure 3.2

Theoretical Framework of the Present Study

53

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