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ENGLISH TEACHERS’ BELIEFS AND PRACTICES IN COMMUNICATIVE LANGUAGE TEACHING :A Case Study of English Teachers at an MTsN in Jambi.

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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

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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

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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

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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

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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

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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,

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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

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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

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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

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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

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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.

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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

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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

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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

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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

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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,

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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

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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

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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

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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

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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

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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

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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

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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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Gambar

Table 3.1: Teacher Demographics
Table 3.2. System of Coding

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