A LINK BETWEEN TEACHERS’ BELIEFS AND CLASSROOM PRACTICE ON USING STORYTELLING TO TEACH ENGLISH TO
KINDERGARTEN STUDENTS
THESIS
Submitted in Partial Fulfillment
Of the Requirements for the Degree of
Sarjana Pendidikan
Estriani Hana Sulistiawati
112008004
ENGLISH TEACHER EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
i
A LINK BETWEEN TEACHERS’ BELIEFS AND CLASSROOM PRACTICE ON USING STORYTELLING TO TEACH ENGLISH TO
KINDERGARTEN STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Estriani Hana Sulistiawati
112008004
ENGLISH TEACHER EDUCATION PROGRAM FACULTY OF LANGUAGE AND LITERATURE SATYA WACANA CHRISTIAN UNIVERSITY
1
A Link between Teachers’ Beliefs and Classroom Practice on Using Storytelling to Teach English to Kindergarten Students
Estriani Hana Sulistiawati
Abstract
In teaching English, it is important to explore the teacher’s beliefs which underlie teachers’ practice in classroom. As a consequence, the writer inquired about how the classroom practice reflects the teachers’ beliefs on using storytelling to teach English to kindergarten students. The writer conducted a research based on the research question about how the classroom practice reflect the teachers’ beliefs on using storytelling to teach English to kindergarten students. The aim of the study was investigating the relationship between the teachers’ beliefs and their practices in using storytelling to teach English in kindergarten schools, Salatiga. The present study employed a qualitative method. The instrument of data collection was structured interview. The sample of the study consisted of 10 teachers from 2 different Kindergarten schools in Salatiga. The findings showed a) The classroom practice on using storytelling b) Storytelling is beneficial. This present study was conducted to make the teachers aware of the relationship between their classroom practice and their beliefs. Einardottir (2003) argues that raising teachers’ awareness of their beliefs is an important aspect in curriculum development and teacher education (cited in Fleer, 2010).
Key words: teachers’ beliefs, classroom practice, storytelling, teaching English
