APPROVAL

This is to certify that Proposal thesis entitled “Immersion English

Teachers’ Beliefs and Practices of English Teaching regarding Scientific

Approach (A phenomenology study in Gubug sub-district)” by Zaenul Wafa has

been approved by the Supervisors.

Surakarta,……………

First Supervisor

…………………………………...

Surakarta,…………….

Second Supervisor

……………………………………

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TABLE OF CONTENT

APPROVAL

TABLE OF CONTENT...........................................................................................2

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

B. Limitation of the Study.......................................................................................6

C. Problem Statement..............................................................................................6

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

E. Benefit of the Study.............................................................................................7

F. Related Literary Review......................................................................................7

1.Previous Study..................................................................................................7

2.Theoretical Review...........................................................................................9

3.Theoretical Framework...................................................................................16

G. Research Method...............................................................................................18

1.Research Type.................................................................................................18

2.Research Approach.........................................................................................18

3.Setting and Time.............................................................................................18

4.Subject of the study.........................................................................................18

5.Data and Data Source......................................................................................19

6.Technique of Collecting Data.........................................................................19

7.Data Validity...................................................................................................19

8.Technique of Analyzing Data.........................................................................20

H. Research Paper Organization............................................................................21

BIBLIOGRAPHY (APA system)..........................................................................22

VIRTUAL REFERENCE......................................................................................24

APPENDIX............................................................................................................24

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Immersion English Teachers’ Beliefs and Practices of English teaching

regarding Scientific Approach

(A Phenomenology study in Gubug Sub-district)

A. Background of the Study

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

the component of education fulfilled such as teacher, student, material, place and

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

Teacher is a foundation for a country. A teacher enables a 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. The

practitioners in Education is such a bridge that can connect between knowledge

and practice and teachers are a central instructor determining the teaching and

learning on track.

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.

Basically, Teacher belief is one of an important element 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

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students’ learning environment. Teacher belief is one concept that can lead

positively and negatively in teaching practice. How important teachers’ belief in

practice indicate that teachers’ belief is a central issues to reconstruct accountable

teaching practice.

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

education in international level, it takes place in the sixty nine in 2015 released by

BBC (British Broadcasting Corporation). As a country has been claiming as an

independent country for almost 70 years is not enough to be in the table.

Furthermore, Indonesia has been attempting to change the direction form teacher

centered- learning to student centered-learning. A number of seminar and

workshop conducted by government to change the traditional paradigm that

teacher hold and belief in teaching. The traditional paradigm grows in society and

in class about teachers is the teachers must be the only one informant in the class.

In Indonesia, English is 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 for 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 teachers

need 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.

In addition, those condition are exacerbated by Curriculum change in low

consideration by Ministry of national education and culture. Curriculum change is

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always interested to talk about, it can be traced from the beginning of Indonesian

curriculum to capture Indonesia curriculum direction (1) 1945 , grammar

translation-based curriculum (2) 1958, adopted, audiolingual based-curriculum (3)

1975, revised audio lingual-based curriculum, (4) 1984’s structure-based

communicative curriculum, (5) 1994’s meaning-based communicative

curriculum, (6) 2004’s competency-based curriculum then now Government

has launched C-13 or (the 13 Curriculum) that adopted scientific Approach in

teaching and learning (Sahirudin,2013:568).

Curriculum shift has been an unfinished phenomena in Indonesia. It always

reveals a various problems. A wave of protest starts from teachers as a doer in

school. They call into question that C-13 is a promising curriculum to promote

Indonesia Education. The implementation of C-13 looks in hurry. Although the

ministry of education and culture has been doing follow-up by seminar, producing

a book, guiding to implement scientific approach in classroom practice, the

teachers still encounter problems because of time limit between the socialization

and the beginning of academic year. The ministry of education and culture stated

that the problems of protest comes up because the different paradigm offered by

C-13 in which, it forces on learner center than teacher center. The teachers are a

bit shock and doubt that C-13 is a proper curriculum to apply in Indonesia

Recently, there are several studies in Indonesia discussing about the

implementation of scientific approach in classroom. Almost English teachers sigh

and meet difficulties to apply the sequence of scientific approach (observing,

questioning, experimenting, associating and communicating). (Sahirudin, 2013;

Ariyati nd; Kartikawati, 2015; Ariyati, 2015). They claim that scientific approach

cannot be implemented totally in skill aspect of English teaching.

In 2013 Gubug sub-district just has two immersion classes held by SMPN 1

Gubug, and MTs. N Jeketro then in 2014 the Grobogan official gives mandate

SMPN 2 Gubug to open immersion class. It can be looked that Godong area

succeed in conducting and organizing immersion class.

In this part, the writer attempts to explore the experience of immersion

English teachers’ beliefs based on the phenomena that appears that several

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teachers encounter problems to implement the scientific approach into their

classroom practice. Based on the phenomena, the writer is highly interested in

immersion English teachers’ beliefs and practice of English teaching regarding

Scientific Approach in Gubug sub-district to describe Immersion English

Teachers’ Beliefs in teaching English, to investigate how they expressed their

belief into classroom practice, to describe factors influencing their practices and

capture the essence of the phenomena.

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

“Immersion English Teachers’ beliefs and practice of English teaching regarding

scientific Approach, a phenomenology study in Gubug”

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 phenomenology study to describe immersion teacher beliefs

and practice of English teaching regarding scientific approach.

2. The study is going to be conducted in Gubug sub-district, Central Java

3. The subject of the study is Immersion English teachers of Junior High

School in Gubug sub-district.

C. Problem Statement

Primary research Question

What are Immersion English Teachers’ Beliefs of English teaching regarding

scientific approach in Gubug sub-district?

Sub-questions

1. What beliefs do immersion English teachers hold about the

implementation of scientific approach in teaching English?

2. How are those beliefs reflected into classroom practice?

3. What do factors influence Immersion English Teachers’ Beliefs and

English teaching practice in Gubug sub-district?

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D. Objective of the Study

1. To describe immersion teacher beliefs about English teaching regarding

scientific approach.

2. To describe Immersion English Teachers’ Beliefs hold about the

implementation of scientific approach in teaching English

3. To describe and analyze beliefs of English teaching reflected into

classroom practice

4. To describe and analyze factors influencing immersion English teacher

beliefs and English teaching practice in Gubug sub-district?

E. Benefit of the Study

1. For English teacher

The teachers can evaluate their practice expressed in their teaching and

recognize their beliefs in teaching and learning activity regarding scientific

approach

2. For Educational Offices of Gubug

The Educational Offices of Gubug can map the quality of teacher

resources to conduct follow-up for qualified teaching and learning practice

in immersion schools.

F. Related Literary Review

1. Previous Study

In this research, the writer takes several studies to support and

locate the position of the study.

Li Xu (2012) “The Role of Teachers‘ Beliefs in the Language

Teaching-learning Process” stated that The formation of a teacher‘s

educational beliefs in the language teaching learning process will force an

imperceptible influence on forming active language teaching methods

and will bring about an improvement in students‘ language abilities.

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Winarsih (2012)”English Teachers’ Beliefs and Their Factors”

she concluded that 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.

Agustiana (2014) “Pre-service Teachers’ Beliefs about Teaching

English at English Teacher Education Department” she stated that most of

the beliefs about teaching English held by pre-service English teachers are

constructivist belief. From survey, they believe that constructivist belief is

more appropriate to apply in teaching rather than traditional belief.

Permatasari (2015) in her Case Study conducted in English

Education Department in undergraduate program of Muhammadiyah

University entitled “Native English teachers' beliefs in teaching English

speaking and its implementation in the English Classroom” proposed that

(1) Teacher talk influences how students learn both language and

classroom routines although there are typical learner, teacher and bookish

problems (2) Mini-lecture is always emphasized by teacher in

understanding and improving speaking processes where teacher analyze

the students' most repeated and major errors (3) four areas of

communicative competence were guided by instructional objectives where

it is in the form of either what the students should produce or what they

had to do and (4) the inside and outside factors are determined by the

teacher for reflecting the changes of teaching and learning process in order

that creating communicative atmosphere.

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2. Theoretical Review

Teacher beliefs have been major study for several years. Scholars

and practitioners in education agree with the proposition that teacher belief

is being inseparable part in Education. 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. (Borg, 2001:186) said that

teaching decision are made under the influence of beliefs and teaching

becomes a personal act because beliefs are “accepted” as true by the

individual.

a. Notion of teacher belief

Proposed a fixed concept of teacher belief cannot be easily

described. It is needed to be familiar with the terminology of the term to

conceptualize teacher belief itself. There are some definitions about

belief, According to Richard in Altan (2012) Beliefs can be defined as

‘psychologically held understandings, premises, or propositions about

the world that are felt to be true. Then Fishbein and Ajzen (1975) 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”

Even there are variety of terms in defining teacher belief (Jones &

Carter, 2007; Pajares, 1992; Verloop, Veen, Driel, 2013) defined that

teacher beliefs is complicated due to a lack of consensus about

appropriate definitions of the construct of beliefs as well as different

perspectives on the relationship between knowledge and beliefs.

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In a simple proposition, 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. Aspect of teachers’ beliefs

The further step to know the area or aspect of teachers’ belief, it is

necessary to conceptualize as a notion about what should be covered

in teachers’ beliefs. Pajares (1992: 307-332) stated that there are four

aspect of teachers’ beliefs, those toward to 1) technology, 2)subject

matter, 3)content and pedagogy, 4) diversity student and teacher’s

thinking. Basturkmen (2010) clarify that there are five aspect of

teachers’ beliefs, they are; 1) practical 2) personal practical, 3) subject

matter 4) content, 5) pedagogical content and curricular. Whereas

Borg (2001) mentions that there are three aspect of teachers’ belief,

they are 1) learning and learner, 2) teachers’ instructional role and 3)

student activities. While Johnson (1994) shares three basic

assumptions which relates to the aspect of teachers’ beliefs 1)

teacher’s belief influence both perception and judgment which in turn

affect what teachers say and di in classroom, 2) teacher belief play

critical role in how teacher learn to teach, that is how they interpret

new information about learning and teaching and how information is

translated into classroom practice, 3) understanding teacher belief is

essential to improve teaching practice and professional teacher

preparation program.

c. Immersion English Teacher

Government is going to develop Indonesia Education toward

international standard school orientated on technology and science

development, it can be looked in law on year 2003 no.20, section 50 verse

3 recommend that regional officials are supposed to conduct at least one

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educational institution (school) in all level education toward international

standard school (Diknas, 2008: 3). To succeed the program the

government launches the immersion class or bilingual class to

accommodate the goal.

Johnson & Swain (1997) in Ofelia Garcia and Colin Baker in

Faridi defined that immersion class is a class in which the students not

only learn target language (English) but also learn other subject using

English as instructional teaching and learning. Student who study in

immersion class generally use English in their class, they do not live in

place where the target language used (English speaking country) and the

teachers are required to master in both languages mother tongue and target

language.

In Indonesia, immersion program has started in academic year of

2004/2005 for 31 junior high schools, senior high schools level in 30

provinces in Indonesia used English as Instructional language for English,

Mathematics and Science subject called immersion class (Diknas, 2008:

4).

In Central Java, immersion class is a result of visitation of Culture

and Education department of Central Java province to a state of Australia

country, Queensland on July to August 2002. The Central Java delegation

were surprised with students’ proficiency of Indonesian language joining

immersion class for Indonesian language in Park Ridge State High School

(Diknas, 2008: 7)

Immersion English teachers are those teaching in class used

English as Instructional language. It is expected by using English as

instructional language in class, the students can exposure English in its

context.

Muntamah (2011) cited in Byram dalam Woods (2007) stated that

English teachers who teach in immersion class required to use

understandable explanation in teaching English and the teachers’ ability;

(1) linguistic competence (the ability to apply knowledge about rules and

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standard language to produce and interpret spoken and written language),

(2) sociolinguistic competence (ability to produce meaning of language

stated by interlocutor and make it explicit with speaker) and (3) discourse

competence (ability to use, find and negotiate strategy to produce and

interpret monolog or dialog related to speaker’s culture to certain goal.

d. Scientific Approach

Scientific method was first introduced to American science

education at the end of the century 19th, as the emphasis on formalistic

laboratory methods which lead to the scientific facts (Hudson, 1996;

Rudolph, 2005). The scientific method has the characteristics of "doing

science ". This method allows teachers or curriculum developers to

improve the process learning, namely by breaking the process into steps

or stages containing detailed instructions for the students to carry out in

learning activities (Maria Varelas and Michael Ford, 2008: 31).

Ministry of education and culture of Indonesia has published the

new curriculum namely the 13 curriculum based on the education

regulation no. 32 year 2013 about the change of ministry of education

regulation year 2005 related to the national education standards. The

2013 Curriculum claimed that it is different from the previous

one, competency based-school level curriculum in several aspects. One

of the differences is that 2013 curriculum uses the Scientific Approach.

With this new curriculum, it is expected that Indonesia can

promote its national education. The new curriculum among other

things, is intended to empower teachers to develop the competency in

learning activities relevant to the learner’s need, based on actual

condition of the school, and the necessity to link it to the environment.

This approach is called a scientific approach.

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Zulyetti (2015) cited in Permendikbud No. 103 of 2014, the learning

process in scientific approach consists of five basic learning

experiences, namely:

1. Observing

2. Questioning

3. Experimenting

4. Associating

5. Communicating

These five basic learning can be specified in a variety of learning

activities that are listed in the following table:

BASIC

LEARNING

APPROACH LEARNING ACTIVITIES

Observing Seeing, Reading, Listening, observing, Watching Multimedia

Questioning Asking, Giving Feedback, Expressing ideas

Experimenting Critical Thinking, Discussing, Doing experiment

Associating Linking with other materials, Making a statement

Communicating Presenting, Dialoguing, inferring or concluding

Fuaziati (2013:156) proposed detail the scientific approach regarding

classroom procedure in learning cycle which consists of five main steps, as

follows:

1) Observing: this cover activity such as reading, listening scrutinizing

and watching (with or without device). These are intended to develop

students’ attitude such as seriousness, thoroughness, and curiosity in

looking for information.

2) Questioning: this includes raising questions about the information the

students do not understand from what is observed or request for

additional information about what is observed (starting from factual

questions to hypothetical ones. The purpose is to develop the students’

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creativity, curiosity, and the ability to formulate question to develop

critical thought necessary for intelligent living and lifelong learning.

3) Gathering information or experimenting: this includes doing

experiments, reading references other than textbooks, observing object

or events, or conducting interview with resource persons. The purpose

is to develop the students’’ attitude such as meticulousness, honesty,

politeness, and tolerance and to develop the students’’ ability to

communicate, to implement information gathered through variety of

ways to learn, develop study habits and lifelong learning.

4) Associating or information processing: this covers processing

information already gathered from the previous steps or activities such

gathering information and observation. There are intended to develop

students’ attitudes such as honesty, thoroughness, discipline,

obedience, hard work as well as to develop students’ ability to apply

the procedures, to think inductively and deductively in making

conclusion.

5) Communicating: this covers some activities such as delivering the

observation, presenting the conclusions verbally or in written form, or

through other media. The purpose of this activity is to develop the

students’ attitude such as honesty, thoroughness, tolerance, as well as

to develop their ability to think systematically and to express their idea

briefly but succinctly and to develop their language skills.

1. Learning principles regarding the 13 Curriculum

The 13 curriculum has five basic learning experiences then it is

supported with learning principles to promote Indonesia education.

Education and Culture Department formulates learning principle applied in

the 13 curriculum are (a) from learners as receiver of knowledge to the

learners who search knowledge (b) form the teacher as the only one source

to multiple source-based learning based learning (c) textual education to

process as reinforcement for scientific approach (d) content based learning

to competency based learning (e) partial learning to integrated learning (f)

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single-answer oriented learning to multi truth dimension (g) verbalism

learning to applicative skill (h) improvement and balance between hard

skill and soft skill (i) prioritizing learners’ empowerment as lifelong

learning (j) learning implemented values and giving real example, building

interest and develop learners’ creativity in teaching and learning process

(k) learning occurred in home, school and in society (l) learning applied

principle that everyone is a teacher , everyone is a student, and wherever is

a class (m) utilizing technology and information and communication to

raise efficiency and affectivity in teaching and learning (n) acknowledge

that individual diversity and learners’ cultural background.

e. Teacher belief and practice

Although a relationship between beliefs and classroom practice is

well established, it is not as straightforward as it might seem. Hativa &

Goodyear (2002) state that “research has shown, though not

necessarily simple, links between these areas of (a) teacher

thinking, beliefs and knowledge, (b) teachers’ classroom practices and

(c) student learning”. Researchers conducted some studies to

investigate the relationship between beliefs and practice. Borg

(1998) studied an experienced EFL teachers’ personal pedagogical

system (i.e. stores of beliefs, knowledge, theories, assumptions, and

attitudes) and his practice regarding grammar teaching in an English

language institute in Malta to discuss the nature of the teachers’

pedagogical system that influenced his practice. In his study he

illustrated how the teachers’ instructional decisions were influenced by

the interaction of his personal pedagogical system, his educational

and professional experiences and the contexts he teaches in.

In another study, Borg (2001) investigated the relationship between

the two EFL teachers’ perceptions of their KAG (Knowledge about

Grammar) and their practices and found that the teachers perceptions

influenced their practice. The connection between teacher beliefs and

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practices is, however, complicated by the fact that teachers may

sometimes not be able to adopt practices that reflect their beliefs.

f. Teacher beliefs and their Factors

There are a variety factors influencing teacher belief it can be

society, supporting school circumstance, background of Education or

others. Cultures have great influence on learning and behavior (Pollard

et al., 2005). How teachers learn to teach, how they interpret new

knowledge and how this knowledge is transferred into practice are all

influenced by beliefs which are the result of their own socio -historical

and cultural experience because “every teacher is the product of their

culture, their training, their learning and their experiences” (Harmer,

2003 :291). Therefore, teachers need to be understood as identities with

their experiential backgrounds and in their social contexts. With this

understanding, in the late 20th century, a considerable amount of

pedagogical research based on a view of teaching and learning as

a cultural construction was conducted in cognitive psychology, cultural

anthropology, linguistics, and comparative education (McClure, 1999).

While Richard and Tung (2000)

Teaching is an activity which is embedded within a set of

culturally bound assumptions about teachers, teaching, and learners.

These assumptions reflect what the teacher’s responsibility is believed to

be, how learning is understood, and how students are expected to interact

in the classroom.

Permatasari (2015) in her Case Study conducted in English Education

Department in undergraduate program of Muhammadiyah University

entitled “Native English teachers' beliefs in teaching English speaking

and its implementation in the English Classroom” remarked that there

are 4 factors; (1) Workshop/training, (2) Self-discovery (3) Interactions

with fellow teacher and (4) Experience

The work context in which learning and teaching take place

reflects the cultural assumptions of society, and so the decisions

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teachers make about teaching, learning and learners are highly

context bound, thus culture bound. For Richards and Lockhart

(2000:30) “beliefs and values serve as the background to much of the

teachers’ decision making and action, and hence constitute what has

been termed the “culture of teaching”.

It would be simplistic to ignore that the situation at hand, in other

words, the context the teachers function in, can disturb teachers

implementation of their beliefs. Therefore, work context and classroom

context cannot be ignore when examining what teachers do in their

actual classroom practice. Hallden et al. (2007) argue that

to identify what a person does, we have to take into account both the person’s beliefs about an actual problem, as well as beliefs about the situation at hand in which the task is presented. What someone is doing is thus determined by that person’s beliefs about possible means to arrive at an end, as well as beliefs about what is appropriate to do in a specific situation.

3. Theoretical Framework

Research literature suggests that teacher beliefs directly affect

their perceptions and judgment of learning and teaching interactions

in their classrooms and they in turn influence their classroom

behavior (Clark & Peterson, 1986; Clark & Yinger, 1987).

Besides, teacher beliefs may function as a “contextual filter”

through which teachers may screen their classroom experiences, and

interpret and adapt their subsequent classroom practices (Clark &

Peterson, 1986). For this reason, Higgins and Moseley (2001) indicate that

for professional development “an understanding of teachers’ thinking and

beliefs is a vital ingredient in effective support”.

In this part of discussion the writer would like to account for the framework

of this study based on the phenomena of curriculum shift from competency based-

school level curriculum to the 13 curriculum was perceived by Immersion English

teachers and teachers’ sigh in implementing into classroom practice regarding

scientific approach. The writer picks up a phenomenology study to describe

Immersion English Teachers’ Beliefs in teaching English regarding scientific

17

approach, to investigate how they expressed their belief into classroom practice, to

describe factors influencing their practices and capture the essence of the

phenomena.

G. Research Methodology

1. Research Type

The type of research is phenomenology study. Creswell (1998:51)

stated that a phenomenological study describes the meaning of the lived

experience for several individuals about a concept or phenomenon. The

writer picks up this research for describing, analyzing and interpreting a

culture-sharing of the Immersion English Teachers’ Beliefs and practice

regarding scientific approach.

2. Object of the study

Sugiyono (2009:38) defined object of the study is an attribute or

the nature or value of people, objects or activities that have a certain

variation set by the researchers to be learned and then withdrawn

conclusions. The object of study are Immersion English teachers’ beliefs

and practice of English teaching regarding scientific approach.

3. Subject of the study

In this study, the writer does not use the term population. But the

writer uses sampling purposive in which a sample of the data is the

immersion English teachers of Junior High school in Gubug sub-district.

4. Setting and Time

The research is going to be conducted in Gubug sub-district

starting from August 18th,2015 to October 4th, 2015. Gubug is one of sub-

districts located in Grobogan, the second largest regencies in Central Java,

takes important role to succeed immersion class program and Gubug is the

only one sub-district given mandate by Education and culture Official of

Grobogan regency to open three immersion classes in a sub-district;

SMPN 1 Gubug, SMPN 2 Gubug and MTs.N Jeketro.

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5. Data and Data Source

The data source of this study are interview, lesson plan, syllabus,

teacher and the researcher as a participant observer. The data of this study

is conceptualized through the results of observation and interview.

6. Technique of Collecting Data

In terms of the way or data collection techniques, the data collection

techniques can be done by observation, interviews, questionnaires,

documentation, and those components combined. As in this study, the

researcher will use data collection methods as follows:

a. Observation

The observation is carried out by means of observation and recording

of the object under study, then recording conducted necessary to obtain the

corresponding data to the research. Methods of data collection will be

conducted to explore teacher beliefs of English teaching in Gubug.

b. Interview

The interview is a process of interaction, dialogue, question and

answer verbally committed by two or more persons directly to obtain the

required information (Arikunto,1991:128). In the interview, the interview

took only a guideline that outlines the things that will be requested. the

targeted interviews conducted by researchers directly is :

1) Immersion English teachers in Gubug sub-district.

2) Students, to check data validity in describing teacher beliefs and

practice of English teaching in Gubug sub-district.

c. Documentation

Documentation is a technique of data collection by gathering and

analyzing documents, whether written documents, pictures, and electronic

(Dinata, 2004:221).

7. Data Validity

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

19

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

8. Technique of Analyzing Data

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, :334)

In analyzing data had been collected, the researcher uses

phenomenology research formulated by Miles and Hubberman (1993). As

using this technique, the researcher collects data, arranges data and presents

data. The qualitative method is kind of research without using any calculation

or statistic procedure. To discover Immersion English Teachers’ Beliefs of

English teaching in Gubug sub-district.

a) Data Reduction.

Data reduction is a form of analysis that classifying, directing, and

organizing data in such way, so that it can be reduced data verification.

Collecting the data obtained from interviews, observations, and

documentations.

b) Data Display.

The data have been reduced and then made the presentation of data. The

presentation of data can be done in the form of brief description, charts,

relationship between categories, and so on. The most frequent form of data

display for qualitative research data in the past has been narrative text. By

data display, then the data is organized, arranged in a pattern of

relationships that would be easily understood.

c) Conclusion Drawing/Verification.

Conclusion drawing and verification. Presented preliminary conclusion is

still tentative and will change if not found evidence that supports strong

data collection on the next stage. The conclusion in qualitative research

may be able to answer the formulation of the problem that formulated

from the beginning, but maybe not, because it has been stated issues and

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problems in the qualitative research is still tentative and will be developed

after research in the field.

H. Research Paper Organization

In order to make easy to understand this thesis, the researcher

uses a system of presentation as follows:

Chapter 1 is introduction. It contains; the background of the study,

limitation of the study, Problem statement, objectives of the

study, Benefit of the study, Related literary Review

Chapter II contains; notion of teacher belief, aspect of teacher beliefs,

Immersion English teacher, scientific approach, teacher belief and

practice, Teacher Beliefs and their factors

Chapter III is research methodology which consists of type of research,

research approach, setting and time, subject of the study, data and

data source, technique of collecting data, data validity and

technique of analyzing data.

Chapter IV is the description of immersion teachers’ beliefs about English

teaching regarding scientific approach, the description Immersion

English Teachers’ Beliefs hold about the implementation of

scientific approach in teaching English, Analysis of Immersion

English teachers’ beliefs of English teaching reflected into

classroom practice and factors influencing immersion English

teacher beliefs and English teaching practice in Gubug sub-district

Chapter V is closure which consists of conclusion and suggestion

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VIRTUAL REFERENCE

APPENDIX

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