Exploring Teachers’ Beliefs in Teaching English to Young Learners: a Case Study in Primary Level Education BAB 0

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EXPLORING TEACHERS’ BELIEFS IN TEACHING

ENGLISH TO YOUNG LEARNERS: A CASE

STUDY IN PRIMARY LEVEL EDUCATION

A THESIS

By:

DESY AWAL MAR’AN S891408010

Written as a Partial Fullfilment of the Requirements for Graduate Education Degree of English Language Teaching

ENGLISH EDUCATION OF GRADUATE PROGRAM FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY SURAKARTA

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ABSTRACT

Desy Awal Mar’an. S891408010. 2016. Teachers’ Beliefs in Teaching English

to Young Learners: A Case Study in Primary Education Level. A Thesis. First

Consultant: Diah Kristina, MA, Ph,D.; Second Consultant: Dr. Sumardi, M. Hum. English Education Department, Graduate Program, Sebelas Maret University.

The objectives of the research are (1) to explore teachers’ beliefs about teaching English in primary school, (2) to investigate how those beliefs are reflected in classroom practices, and (3) to explore factors that affect the shaping of teachers’ beliefs in teaching and learning process in primary school. This study reports the results of a qualitative case study research design. The respondents of this study were three English teachers of three different primary schools in Metro. The data was taken by using semi-structured interview, documentation, classroom

observation and questionnaire. Then the data were analyzed using line by line

analysis.

The result of this study shows that: (1) there are nine beliefs which include; beliefs about subject matter and curriculum, beliefs about teaching and learning, beliefs about learners, beliefs about assessment, beliefs about school context, beliefs about themselves and beliefs about teaching as profession, (2) factors that shape teachers’ beliefs in teaching such as experience in learning and teaching, teachers’ motivation, sharing with other teachers and school context (facility) and (3) the results also prove that there are mismatches between teachers’ beliefs and their practices in the classroom. This condition is caused by several factors such as facilities, time allocation, classroom condition, and number of students.

In accordance with the findings of the study, the institution should support teachers in teaching processes in the form of providing appropriate facilities for learning and teaching process. Then, all teachers and headmaster in one school context could not be separated. A good teamwork among them will create better service for students.

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Accordin g to (J ohn son in Farrel an d Lim 20 0 5: 2) education al research on teachers' beliefs share three basic assum ption s: (1) Teachers' beliefs in fluen ce perception an d judgm en t. (2) Teachers' beliefs play a role in how in form ation on teachin g is tran slated in to classroom practices. (3) Un derstan din g teachers' beliefs is essen tial to im prove teachin g practices an d teacher education program s

Farrel, Thom as, S.C an d Lim , pooh cho Patricia (20 0 5). Con ception of Gram m ar Teaching: A Case Study of Teachers’ Beliefs an d Classroom

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MOTTO

“The best human being is someone who is the most beneficial to others.”

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DEDICATION

This thesis is dedicated to:

My beloved parents Sam’ani, S.Ag and Mariyam, who always give support and pray for me.

My sister and brothers, Rani, Fadzkur and Ganda who always encourage me All of my family who support and encourage me

My friends who inspire and encourage me All people in my life

I dedicate this thesis

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ACKNOWLEDGEMENTS

In the name of Allah, The Beneficent and The Merciful.

The researcher would like to acknowledge her countless gratitude to Allah,

who has granted her health and determination to write this thesis. In addition,

there are many people who have generously contributed in improving this thesis.

Therefore, she would like to express her deep gratitude to the following people:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University for the permission to write the thesis.

2. The Head of English Education Department of Graduate Program for

providing the facilities to complete the thesis writing.

3. Diah Kristina, MA, Ph.D., the first consultant for her guidance, advice, and

patience during the writing process of this thesis.

4. Dr. Sumardi, M. Hum., the second consultant for his guidance, advice, and

patience during the writing process of this thesis.

5. The Principal of SD Muhammadiyah Metro Pusat, SD Wahdatul Ummah, and

SD N 6 Metro Timur, for the permission to conduct the research.

6. The English teachers of SD Muhammadiyah Metro Pusat, SD Wahdatul

Ummah, and SD N 6 Metro Timur, Dika Masroana, S.Pd., Tri Moelyantini,

S.Pd., and Ayu, S.Pd., for their help, guidance, and cooperation during the

research.

7. The students of SD Muhammadiyah Metro Pusat, SD Wahdatul Ummah, and

SD N 6 Metro Timur in the academic year of 2015/ 2016 for their cooperation

during the research.

8. All friends and everyone who have helped the researcher in accomplishing

this thesis.

Finally, the researcher realizes that this thesis is probably still far from being

perfect. Therefore, constructive suggestion is needed for the progress of the next

study. The researcher hopes thaat this thesis would provide a positive contribution

to the educational development and the readers.

Surakarta, April 2016

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TABLE OF CONTENTS

COVER ... i

APPROVAL ... ii

LEGITIMATIONFROMTHE BOARD OF EXAMINERS ... iii

PRONOUNCEMENT ... iv

CHAPTER I INTRODUCTION A. Backcground of the Study ... ... 1

B. Problem Statement ... ... 5

C. Objectives of the Study ... ... 5

D. Significance of the Study ... ... 6

CHAPTER II REVIEW OF RELATED THEORIES A.The nature of Young Learners .... ... 7

4. Relation between beliefs and classroom practices ... 29

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CHAPTER III RESEARCH METHODOLOGY

A. Context of the Research ... 38

CHAPTER IV FINDING AND DISCUSSIONS A. Research Findings ... 44

1. Teachers’ Beliefs in Teaching English to Young Learners ... 44

2. Teachers’ Practices in Classroom Activities ... 77

3. Factors in Shaping Teachers’ Beliefs and its Implementation ... 83

B. Discussions ... 86

C. Research Weaknesses ... 91

CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS A. Conclusions ... 93

B. Implications ... 94

C. Suggestions ... 95

BIBLIOGRAPHY ... 97

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LIST OF TABLE

2.1 The characteristics of children 7-9 years old ... 16

2.2 The characteristics of children 10-12 years old ... 16

3.1 Time scheduled for the research ... 38

4.1The Teachers’ Description of Classroom Practices ... 77

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LIST OF APPENDICES

Appendix 1 Interview results

Appendix 2 Questionnaire for Teachers

Appendix 3Syllabus and Lesson Plan

Appendix 4 Pictures of Teachers’ Performance