Table of Content
1.5 The Organization of the Thesis ... 5
CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teachers’ Beliefs ... ... 6
2.2.1 The Notion of Belief ... ... 6
2.2.2 Understanding Teachers’ Beliefs ... ... 8
2.2.3 The Sources of Teachers’ Beliefs ... .. 11
2.2 Communicative Language Teaching ... . . 13
2.2.1 A Brief History of CLT ... 13
2.2.2 The Characteristics of CLT... 17
2.2.3 Classroom Activities and Group Working in CLT ... 19
CHAPTER III RESEARCH METHOD
3.1 Research Design... 33
3.2 Setting and Participants ... 35
3.3 Data Collection ... 37 4.1 English Teachers’ Beliefs about Communicative Language Teaching ... 46
4.1.1 Group Work / Pair Work ... 51
4.1.2 Error Correction ... 52
4.1.3 Grammar Role... 53
4.1.4 Teacher Role ... 54
4.1.5 Student Role ... 56
4.1.6 The Source of Teachers’ Beliefs ... 57
4.1.7 Synthesis and Interpretation... 59
4.2 The Implementation of Teachers’ Beliefs about CLT into Teaching and Learning Activities 61 4.2.1 Teachers Activities in the Classroom ... 62
4.2.2 Classroom Activities ... 65
4.2.3 Grammar Role... 67
4.2.4 Error Correction ... 69
4.2.5 Teacher and Student Role in the Class ... 71
4.2.6 Synthesis and Interpretation... 73
CHAPTER V CONCLUSION AND RECOMMENDATIONS 5.1 Conclusions ... 75
5.2 The Limitation and Recommendation ... 77
REFERENCES ... 79
1 CHAPTER I
INTRODUCTION
This chapter describes the general issues related to the present study. These
include the background of the study, research questions, purposes of the study,
significance of the study, definition of terms and the organization of the thesis.
1.1 Background of the Study
The conduct of this study was motivated by the fact that since the
implementation of 1984 curriculum, the communicative approach or
Communicative Language Teaching (henceforth CLT) has been adopted as an
official approach in English Language Teaching in Indonesia. However, the result
of the implementation of this approach does not contribute to the success of
teaching learning process. This is indicated by the students’ mark in final
examination which is considered low and their communicative proficiency is also
poor.
The teachers become the victim of the failure since they directly face the
students in the classroom. Applebaum (2007: 266) identified some difficulties in
teaching English in Indonesian context include teachers’ beliefs, the teachers are
not having enough knowledge nor experience about the approach in the classroom
implementation, CLT itself not having clear guidelines which made the teachers
still grammar-oriented and unlikely using English therefore the students are not
2 Furthermore, many other researchers have claimed that no matter what kind
of language approach or method is being implemented, teachers remain the ones
who take control on most of the values involved in the classroom by making a
series of decisions (Pajares, 1992 cited in Yero, 2002; Richards and Lockhart,
1995: 30).
These instructional decisions stem directly from the teachers’ beliefs which
are brought by teachers into their teching context, guide and affect their
pedagogical decisions and practices as well as their development throughout their
professional lives (Pajares, 1992 cited in Yero, 2002; Kagan, 1992 cited in
Zacharias, 2003; see also Anderson and Holt Reynolds, 1995; Fang, 1996;
Murphy, 1999; Ballone and Czerniak, 2001; Wilson et al, 2002; Minchew, 2004;
Richards et al, 2006 cited in Intansari, 2007). Individual teachers shape the
curriculum according to their own beliefs, teach their own personal values through
the implicit curriculum, and operate their classrooms in accordance with their own
particular definitions of teaching and learning (Yero, 2002).
Priyono (in Cahyono and Widiati, 2004: 31) confirms that although there is
a general consensus in Indonesia that teaching and learning English should be
done in a communicative way using the communicative language teaching (CLT)
approach, English teachers differ in their beliefs about what teaching methods
should be used. The teachers believe that communicative approach is appropriate
to be applied in teaching context but the implementation is far from expectation.
Lengkanawati (2007a) adds that in implementing the curriculum, teachers are lack
3 teachers to consider teaching beliefs which should be the guidance in teaching
foreign language, in this case English.
The importance of teachers’ beliefs in guiding teachers in the practice has
motivated the researcher to conduct this study. Based on this reason, this study is
aimed to explore the English teachers’ beliefs about communicative language
teaching and how they put the beliefs into practice especially at MTsN in Jambi
City.
1.2 Research Questions
The following are the research questions of the study:
1. What are English teacher’s beliefs about communicative language
teaching?
2. How do the teachers implement their beliefs about communicative
language teaching into classroom practice?
1. 3 Purposes of the Study
The study focused on the teachers’ beliefs about CLT and its
implementation into classroom practice. Thus the purposes of this study are listed
as follows:
1. To find out the English teachers’ beliefs about CLT, and
4 1.4 Significance of the Study
As mentioned above, the aim of this study is to explore the beliefs of
English teachers toward communicative language teaching and to investigate
whether their beliefs are represented in their methodologies in serving students in
the classroom. Therefore, the finding of this study is expected to be a good
resource especially for Religion Department to design projects for teachers and
education development, especially in English teaching and learning.
The study findings can also benefit English teachers especially in Islamic
schools to do self development which can be valuable to strengthen their beliefs in
communicative language teaching and reflect it in the practice in order to give
better teaching for the students.
1.5 Definitions of Terms
There are some operational terms in this study needed to be defined in order to
avoid misunderstanding. The terms are:
1. English teachers are teachers who teach English as a foreign language in Indonesia. In this research, the English teachers teach English at MTsN in
Jambi city.
2. Teachers’ beliefs refer to teachers’ pedagogic beliefs. These beliefs are related to the convictions about language and the teaching and learning of
it. These beliefs are manifested in teachers’ teaching approaches, selection
of materials, activities, judgments and behaviors in the classroom (Borg,
5 3. Communicative Language Teaching is an approach to teaching English which contains a set of principles about the goals of language teaching,
how learners learn a language, the kinds of classroom activities that best
facilitate learning, and the roles of teachers and learners in the classroom
(Richards, 2006: 2).
1.6 The Organization of the Thesis
This thesis consists of five chapters. The first chapter is introduction which
highlights the basic description of this study. The second chapter deals with
theoretical framework building up the theories and references for this study.
The third chapter describes the methodology that was used to conduct this
research. The fourth chapter elaborates research finding and discussion. The fifth
or the last chapter summarizes the findings, presents the conclusion of the thesis
33
CHAPTER III
RESEARCH METHOD
This chapter describes some important elements related to research
methodology. The elements are research design, setting and participants, data
collection method, data analysis method, and validity issues.
3.1 Research design
In relation to its nature, purposes and research questions, this study employs
a case study research which uses qualitative method in order to document the
detail of information of how people interact in this situation. Silverman (2005: 6)
suggests that when we are concerned with exploring people’s life histories or
everyday behavior, a qualitative method should be used.
The case study is chosen since the focus of attention is the case, not the
whole population of cases (Stake, 1998 in Nunan, 1992: 75) that will be studied in
detail (Punch, 1998 in Silverman, 2005: 126) in order to arrive at a comprehensive
understanding of the groups under study and to develop general theoretical
statements about regularities in social structure and process (Becker, 1968, cited
in Merriam, 1988: 11). In addition, this study used multiple sources of evidence or
multiple data collections (Yin, 1993 and Freebody, 2003 cited in Emilia, 2005:
74) which include questionnaire, classroom observations, and interview which
was taken before and after the observation (see section 3.3)
To specify teachers’ beliefs about CLT, this study used questionnaire as
34 observations and interview were used in order to describe the implementation of
teachers’ beliefs about CLT in teaching learning process.
A pilot study was carried out before the main research. Alwasilah, (2008:
99) suggests that in qualitative research, pilot studies are useful, because they can
narrate an understanding of the concepts and theories held by the people we are
studying. Additionally, the participant can be chosen by using purposive
sampling. Therefore the pilot study was conducted by distributing a questionnaire
to two English teachers from other MTsN in Jambi city who were not involved as
the participant in the main study.
The consideration taking these two teachers were firstly because they taught
in a school which also succeeded in passing all their students in 2006/2007,
2007/2008 and 2008/2009 National Examination. Secondly, concerning teaching
experience, one teacher has 10 years experience in teaching English and the other
has 3 years experience. Thirdly, they both hold an undergraduate level of
education, majoring in English education. Finally, the respondents were
cooperative concerning the researcher as their fellow teacher in the same school,
therefore it eases the researcher to get the information needed.
Upon the completion of the questionnaire, an interview with the respondents
followed. The questionnaire and interview were intended to probe their opinion
regarding the feasibility and understandability of the instruments. The most
significant findings of the pilot study were their criticism of the research
instrument. They noted that the questionnaire, which was fully adapted from the
35 meaning. To respond the criticism, before taking the questionnaire in the main
study, the questionnaire then was modified and once again given to the
respondents with an interval of a month (see Appendix 1).
The main study was conducted after the pilot study by distributing the
questionnaire which has been modified. Then the results of the questionnaire were
analyzed to find out the teachers’ beliefs about CLT. Based on the questionnaire
results, the researcher conducted classroom observations to get a clear picture on
how the teachers implement their beliefs into daily teaching learning process. The
researcher tried to understand every phenomenon that had been observed and gave
more attention on the implementation of the beliefs by having in-depth interview
before, and after the observation.
3.2 Setting and Participants
This study uses the purposive sampling in selecting the sample based on
the assumption that one wants to discover, understand, and gain in sight; therefore
one need to select a sample from which one can learn the most (Merriam, 1988:
48). One of the aims of selecting the sample purposively, according to Maxwell
(1996, cited in Alwasilah, 2008: 147) is because of the uniqueness or
representativeness of background, individual or activities. In addition, Lincoln and
Guba (1985, cited in Alwasilah, 2008: 72) and Arikunto (2005) suggest that
purposive sampling can be used when the researcher concerns on some
convenience considerations (limitation of time, site, energy and fund) in order to
36 This study was conducted in one Islamic Junior High School (MTsN) in
Jambi city for some reasons. Firstly, it was the model school for other Islamic
Junior High School (MTsN) in Jambi city. Secondly, the school succedeed to pass
all students in the National Exam (100%) from 2005/2006 up to 2008/2009
(Depag Kota Jambi, 2009). Thirdly, the school welcomes the researcher who
wants to conduct a research as a part of teachers’ professional development.
At the time of data collection, the school employed 5 English teachers and
they all agreed to take part in the study. However after they noticed that they
would also be observed, 2 of the teachers resigned after completing the
questionnaire. Therefore only three participants were involved in this study. The
participants were observed regularly at least three times a week, and interviewed
twice. The table below shows demographic data of the teachers. It shows each
teacher’s highest educational qualification, whether they held teaching
qualification (Teach Q), whether they were specifically trained as a language
teacher (ELT Q), the lenght of years they had been teaching (Yrs of Exp), their
ages (Age) and the number of classes they taught in the school at the time (No. Of
Classes). All names have been coded in order to maintain anonymity.
37 In addition, T1 and T3 are given the responsibility to handle local content
lesson which emphasizes the speaking ability. This is one of the school vision and
misssion to develop students who are educated in islamic way combined with the
general ability in order to compete with non Islamic junior high school.
3.3 Data Collection
As stated previously, the data for this research were collected using
qualitative research method. Patton (1980: 22 in Merriam, 1988: 67) states that
qualitative data consist of detailed descriptions of situations, events, people,
interactions, and observed behaviors; direct quotations from people about their
experiences, attitudes, beliefs, and thought; and excerpt or entire passages from
documents, correspondence, records, and caser histories.
The idea that qualitative case studies rely heavily upon qualitative data
obtained from interviews, observations, and documents (Merriam, 1988: 68)
which are conducted not only as the conclusion of the study but also in an
ongoing way (Frankel and Wallen, 1993: 383). Based on this theory, the
researcher collected the data by using questionnaires, interview, classroom
observation, and document data.
3.3.1 Questionnaire
Questionnaire provides a means of communications between respondents
and researcher (Labaw, 1937: 9) in order to get the respondents’ responses in a
form of written data. The questionnaire in this study was in form of closed
38 The respondents are expected to choose the answer category which comes closest
to or best represents their feeling, beliefs, attitudes, opinions, behavior, or
knowledge of a situation (Labaw, 1937: 131).
A questionnaire, including the major principles of CLT, namely group work,
quality and quantity of error correction, the place and importance of grammar, the
role and contribution of the learners, and the role of the teacher, served as the
instrument of the study. The questionnaire was originally developed by
Karavas-Doukas (1996: 191), consisted of 24 statements (12 favorable and 12 unfavorable)
which followed the Likert scale.
As stated in previous section, the modified questionnaire were presented to
the participants after a pilot study had been conducted. Advisors’ suggestions
were taken into consideration during the questionnaire modifying process. The
questionnare were placed in 5 categories order: Group work/Pair work, Error
Correction, Role of Grammar, Teacher Role, and Learner Role in order to ease
the teachers comprehend the questionnaire.
According to Karavas-Doukas (1996), the maximum score that can be
obtained in the attitude scale and the one indicative of the most favorable
attitude/beliefs toward CLT is 120, the middle/neutral point is 72 and the
minimum/the one indicating the least favourable beliefs towards CLT is 24. Thus,
favourable statements (i.e statements consonants with principles of the CLT) is
scored 5 for “strongly agree” down to 1 for “strongly disagree”; for the scoring of
unfavourable items the scoring was reversed (unfavourable items scored 1 for
39 The questionnaire sets were given to the participants based on an
appointment. Similar to any questionnaire in general, a pre-notification letter was
attached on the first page of the questionnaire in order to establish the legitimacy
of the study. Within this letter, a brief description of the study, the reason for the
participants to complete the questionnaire, its confidentiality, and some stated
instructions to fill in the questionnaire were provided (see Appendix 2).
About a week afterward, the questionnaires were all then collected. In this
phase, the result of the questionnaire were counted and analyzed to find which
teachers tend to be favourable, neutral and least favourable beliefs toward CLT.
An interview to clarify the participants’ responses through self-visited and also a
confirmation of conducting a classroom observation were done. This process of
qustionnaire delivery, analysis, and confirmation took three weeks.
3.3.2 Interview
Interview, as the second instrument for collecting the data in this study, is
one of the most powerful tools used in attempting to understand people’s point of
view, beliefs and attitudes (Best and Kahn, 1998 in Naashia, 2006). Interviewing
is described as “a conversation with a purpose” (Kahn and Cannell, 1957: 159 in
Marshall and Rossman, 2006: 101) and conducted to check the accuracy of – to
verify or refute - the respondents’ answer through observation (Fraenkel and
Wallen, 1993: 385) or from questionnaires. By doing an interview, a researcher
can probe the respondents for additional information in response to interesting or
40 and Upshur, 1996: 130) as well as related information to the problems being
investigated (Silverman, 2000: 154; Creswell, 2008: 226).
One-to-one interviewing (Creswell, 1994: 150), was chosen as one of the
primary methods of data collection in this study for two reasons. Firstly, it
provided an ideal means of exploring the beliefs teachers had about CLT in
language learning and teaching. By asking questions about teaching approaches,
sources of influence and views of teaching, it was anticipated that the underlying
beliefs would be articulated. These were then compared with the results of
questionnaire in order to enrich the data gathered to answer the first research
question.
Secondly, interviewing helped to establish a rapport which can bring out
detailed information about teachers’ personal beliefs and theories of language
learning and teaching which was performed in the classroom observations as well
as to answer the second research question.
Two interviews were conducted with each teacher both in the teachers’ mother tongue (Bahasa Indonesia) and English, before and after the observation. All the interviews were audiotaped as suggested by Creswell (1994: 152) and
Alwasilah (2008: 203) and later transcribed for further analysis. The interviews were
semi-structured and the sample of questions for interviewing the teachers can be seen in Appendix 5.
In addition to these two formal interviews with the teachers, regular
41 proved to be valuable opportunities to informally discuss the teaching and
learning that occurred in the school, as well as to get to know the teachers better at
a more personal level. Teachers would often talk about their teaching without any
prompting on the researcher’ part, and discuss the difficulties they faced as well as
shed light on other matters of their professional lives.
3.3.3 Classroom Observation
Classroom observation is non judgemental description of classroom events
that can be analysed and given interpretation (Gebhard, 1999: 35 in Naashia,
2006). Certain kind of research questions can be best answered by observing how
people act or how things look (Fraenkel and Wallen, 1993: 384). The purpose of
observation in the context of the present study was not to evaluate the teaching.
Rather, observing the teachers in action allowed a means of assessing the extent to
which the teachers’ beliefs about CLT corresponded to what actually happened in
the classroom as the answer to the second research question.
As a complete observer, the researcher used audio visual recording in order
to record the teaching learning process. The recordings were then transcribed to
reveal the implementation of the beliefs teachers hold about CLT, especially
regarding to groupwork, error correction, grammar role, teacher role and student
role in class. The observation scheme, designed on the basis of literature on CLT,
for observing how well teachers practice what they theorize was modified from
Razmjoo and Riazi (2006) (See Appendix 6). A minimum of six hours of lesson
(three meetings) observations were made for each teacher started from April 13th,
42 3.3.4 Document Data
A valuable source of information in qualitative research can be documents
which consist of public and private records. Creswell (2008: 230) and Alwasilah
(2008: 156) suggest that records and documents provide valuable information in
helping researchers understand central phenomena in qualitative studies.
The data obtained from document were collected to provide further
information regarding the actual practice of teaching English. In this case, the
documents needed include the syllabus being followed, the scheme of work
planned for school term, a random selection of teachers’ lesson plans, and
worksheets.
3.4 Data Analysis
The data for this research were analyzed through qualitative data analysis.
Creswell (1994) states that the data emerge from qualitative study are descriptive,
that is, data are reported in words (primarily the participant’s words). Therefore,
all data were categorized and analyzed on the basis of the research questions. An
ongoing data analysis and interpretation in this study was conducted. The
following are the description of analyzing the data.
Firstly, the researcher analyzed the data from the questionnaire by using
each item as a point of interest to see how teachers responded to them. For
example, when one looks at Item #3 about Group work/Pair work wasting time, 2
disagreed and 1 took Neutral. The responses of those who chose “Neutral” was
aggregated with “Agree” and “Strongly Agree” and presented in the table under
43 statement. Another way of putting this would be that just over 66.7% of the
respondents did not clearly disagree with this statement. The reason for this
decision was that those who disagreed with this statement were not strong in their
belief that group work and pair work are important forms of activity in order to
develop communicative skills. In other word, as group work and pair work
features fairly prominently in the literature on CLT, those who chose a weak
response have been deemed not to be strongly committed to this feature of
teaching. The tables that are presented in the section are therefore to be read so
that the “Rest” represents an aggregate and it also represents an attitude that is not
consistent with the espousal of a CLT approach in the classroom.
Secondly, after finding out the teachers favourable attitude/beliefs about
CLT (the data which were used to answer the first research question; it is to find
out the English teachers’ beliefs about CLT), an interview was used as crosscheck
information from the questionnaire and also a confirmation for the classroom
observation.
Thirdly, the data on teachers’ practices, in order to answer the second
research question, were collected through classroom observation. The data were
used to describe the implementation of teachers’ beliefs about CLT into classroom
practice by means of observation checklist which was designed on the basis of
characteristics in CLT. The data were also confirmed with an interview after the
observation and consulted with the questionnaire results.
Finally, the data from interview (before and after the observation) were
44 order to find out the research question (Alwasilah, 2008: 177). A system of coding
to indicate each participants was made in order to ease the data analysis. The
coding and the categorization were as follows:
Table 3.2. System of Coding
Coding Meaning
T1 Participant I
T2 Participant II
T3 Participant III
I Interviewer
3.5 Validity Issues
It is essential to ensure the trustworthiness of the research, and thus its
findings, by addressing the issues of validity and reliability. Maxwell (1996 in
Alwasilah, 2008: 170) suggests that validity is a goal rather than a product. It also
refers to appropriateness, meaningfulness and usefulness of the inferences
researchers make based on the data collected (Silverman, 2005: 210). Meanwhile,
reliability refers to the consistency of these inferences over time (Fraenkel and
Wallen, 1993: 400).
The data gathered from the field can be proven to be valid by doing several
steps. The first step is methods of triangulation. Triangulation of data is collecting
information from a diverse range of individuals and settings, using a variety of
methods (Maxwell, 1996, in Alwasilah, 2008: 175; Creswell, 1994: 167); which
was conducted to make a contrast and comparison of all the data obtained from
different sources (Freebody, 2003 in Emilia, 2006).
Therefore the data of this study were collected using a variety of methods
45 in order to ensure the validity and reliability. This is also done by giving the
questionnaire which was adapted from the original version to the respondents in a
pilot study, gaining their response, and modified the questionnaire with the help
from researcher’s supervisor before given to the respondents in the research.
The next step is member checking. This step suggests the researcher to
consult the transcriptions of the interview (before and after the observation) with
the respondents to check the appropriacy of the answer (Creswell, 2008: 267;
Alwasilah, 2008: 177) as well as to ensure the truth value of the data (Creswell,
1994: 167). By doing so, the researcher wanted to make sure that the researcher
had understood about their beliefs and practices from the observations and
conversation with them as well as to convince that the story was the participants’
own stories.
3.6 Concluding Remark
As the aims of this study are to explore teachers’ beliefs about CLT and its
implementation in classroom practice, this study employs a qualitative case study
approach which will explain the case in detail. The researcher used a multiple
techniques and tools such as audio-videotaping, questionnaires, interviews, and
classroom observations in gathering the data needed. The data from the
instruments are presented and analyzed in the next chapter in order to answer the
75 CHAPTER V
CONCLUSION AND RECOMMENDATIONS
This chapter consists of two sections. The first part is the conclusion of the
research conducted based on the research questions which are elaborated in the
previous chapter. The second part is some recommendations for the researchers
who are interested in doing further research.
5.1 Conclusions
As have been stated previously, the purpose of this study is to find out
teachers’ beliefs about CLT and how the teachers implement their beliefs into
teaching learning process. There are some conclusions to be drawn based on the
data findings and discussion in previous section.
Regarding teachers’ beliefs about Communicative Language Teaching, it
was found that the teachers agree and appreciate the principles of CLT in which
two teachers had favorable attitude about CLT, and one teacher took a neutral
position. Most of the teachers favor group work as one of the characteristics of
CLT which emphasized on students-centered approach as well as they appreciate
the students role in the classroom. These beliefs were contributed from teachers’
early learning and teaching experience, and spelled out in the way they are
teaching under the influence of the school policy.
However, these beliefs were not strongly implemented in teaching learning
activities. The teachers are found to be inconsistent with their classroom practices
76 deduced that the implementation of CLT at English teachers under investigation
failed.
From the observation, it is found the teachers were using grammar-based
methodologies such as the P-P-P which should have been replaced by fluency
activities based on interactive small-group work. Similarly, the students do not
develop fluency or progress in their grammatical development since teachers
rarely used group-work or pair-work in the activities. The teacher-centered were
thought to be the best used in the activities related to the large class size and time
allocation, in which the class holds more than forty students with the time
allotment of forty minutes for an English lesson.
With regard to the goals of CLT, this study finds that the teachers frequently
used Indonesian to discuss the topic and, to a great extent, to explain grammatical
aspects of the target language due to their poor mastery of English, especially in
T1 and T3 classes. However this situation can also be contributed by the students’
who are normally passive in class and only respond to the teacher’s questions
when asked. There at least three primary reasons accounting for this class
situations. First, the students’ previous trainings do not expose this sort of
interactive learning model to them. Second, their cultural values and beliefs
somehow do not encourage them to challenge neither their teachers nor their
classmates as it may somewhat indicate that they are showing off. Third, the study
shows that their command of English is relatively very poor – lack of vocabulary
and expressions as well as mastery of grammar – so as to make them speak
77 In conclusion, this study reveals that the teachers espouse firmly primary
goal of CLT – to teach students to be able to use the language – believing that this
is consonant with the students’ ultimate goal of learning English in context.
Despite the difficulties they had within their contexts and students, they all tried to
form their own models of CLT, which is the most influential finding in this study.
5.2 The Limitation and Recommendation
Based on the conclusion above there are some recommendations to put
forward to make the study valuable for further research.
1. The study only considers teachers’ beliefs in one particular pedagogical
situation- the first and the second grade of Islamic Junior High school with 3
teachers as participants. The time to collect the data only within period of
three weeks. Therefore, the findings discussed in this study cannot be
generalized for all teachers in Indonesia. Also, because of the same
constraint, the conduct of classroom observations only three times per
teacher, while repeated observations would have certainly enabled the
researcher to draw a more detailed picture of actual classroom practice.
2. Future research which seeks at variation grade with several teachers is needed
to find out the possible effect of teachers’ beliefs about CLT into its practice.
3. The results in this study were drawn from the analysis of questionnaire,
interview data and part of participants’ classroom observations, however due
to the constraints of time, document data were not available. Different sources
78 4. Professional knowledge in subject matters and teacher training should be
equipped with foreign language teachers. Literature suggests that
incongruence between belief and practice is an issue that should be addressed
by teacher educators, so that teachers become better equipped to reconcile
beliefs and practice in order to provide more effective instruction. Therefore,
it is recommended that teachers do self-reflection on their teaching activities
in order to improve their future instruction.
5. The government, in this case the Religion Department, should provide more
complete teaching facilities as well as seminar or in-service training to
facilitate teachers to achieve an effective teaching and improve the quality of
their professional activities.
6. Future studies could also investigate the other type of beliefs that has not
been touched in this research. They could even use this study results to make
a correlative study between teachers’ beliefs and the practices in a more
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