CHAPTER 1

INTRODUCTION
A. Background of the Study
Education is an effort of human to achieve better life. It can be a good way
if the components of education are fulfilled such as teacher, student, source, place
and environment support each other to produce qualified human resource in the
world. Teacher is a foundation for a country. A teacher enables good values,
culture and knowledge to be 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
properly. The practitioners in Education is such as a bridge that can connect
between knowledge and practice. Teacher is a central instructor determining the
teaching and learning to achieve educational goals.
Good and qualified teachers are essential for efficient functioning of
educational systems as well as for enhancing the quality of learning. It is relevant
with Wibowo (2014):
A good teacher and actions to be taken on his part in the classroom play a vital
role in provoking effective and efficient learning on the part of the students.
Teachers also have a fundamental role in their learners academic achievement
and their quality can highly influence student outcomes.

Combs cited in Mulkey (2015) remarks that the most important single case
of a persons success of failure educationally has to do with the question of what
the person believes about himself. A 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.

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

of education in international level, Indonesia takes place in the sixtieth nine table
in 2015 released by BBC (British Broadcasting Corporation). As a country has
been an independent country for seventy years, it is not satisfied achievement to
be in the sixtieth nine rank. Teacher belief is simply great topic to discuss, the idea
of education in Indonesia always changes without comprehensive evaluation. In
curriculum policy, the government changes easily from Curriculum BasedCompetency to Curriculum Based-School then coming up with K-13 (Curriculum
2013), although K-13 looks promising with the step by step of implementation
and followed up by giving guidance to the teachers. In teacher aspect, the Ministry
of Education sets a new policy to do research as much as possible to upgrade the
level as a civil servant or teachers by conducting research and publish their work
in local seminar or national seminar.
In Indonesia, English is a foreign language, so there are complex issues to
carry out teaching effectively such as the difficulties of using language, the
problems of teaching English, lack of teaching literacy etc. It makes English still
one of the most difficult subject to the 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 teachers beliefs have a strong effect on
teaching practice by converting those beliefs into a practical reality. Hence, every
English teacher needs to do 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.
Teacher belief is considered to greatly influence teaching practice
(Kocaman and Cansiz 2012:799). Similarly, Liao (2007:45) said that
understanding teachers specific beliefs about English teaching can inform
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researchers and teacher trainers about how teachers are likely to implement their
teaching, and how to provide appropriate teacher education programs. Teacher
belief is basically one of the important elements 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 students
learning environment. Johnson (1994:439) argues that teacher beliefs play a
critical role in how teacher learn to teach, how they interpret new knowledge
about learning and teaching and how that knowledge is translated into classroom
practices. Teacher belief is one concept that can lead positively and negatively in
teaching practice. How important teachers belief in practice indicates that
teachers belief is a central issue to know wheater teachers beliefs and practices
are discrepanancy or not and why those beliefs are shaped. (Farrell, 2013:9;
Kumaravadivelu, 2012:86; Masuda, 2012:239 cited in Diaz, 2013:172) that
indicates the link between Beliefs and practice in teacher education is fundamental
to understand the quality of language teaching and learning.
Freeman (2002) conveys that interests in teacher belief has constituted a
major area of research in general education. Teacher belief has gained much more
international attention in Education throughout the world recently, particularly in
Asian study, it can be traced in several study; Diab, Rula from Lebanon (2009)
concentrates on the EFL teachers and student teachers' beliefs on foreign language
aptitude, language learning difficulty and the effectiveness of learning strategies.
Caner, Mustafa; Suba, Gonca; Kara, Selma from Turk (2010) examine whether
teacher beliefs would play a role in their actual practices while teaching target
language in early phases of primary education, principally, in kindergarten and
first grades in a state school. Baiyinna, a Chinese, (2011) focused on students'
second language ability, the languages for classroom instruction and material
development. Shinde and Karekatti from India (2012) focused teachers beliefs

regarding teaching English to children, examined whether medium of instruction

makes any difference in their beliefs and determined what similar and different
beliefs might be held by in-service teachers from two different mediums. .Spawa,
Hassan and Fauziah (2013) investigated challenges faced by ESL teachers in
developing students' speaking skills in Malaysia. Peiser and Jones from NorthWest of England (2014) investigated teachers perceptions about the significance
of intercultural understanding (IU) in the modern foreign languages (MFL)
curriculum. Permatasari, an Indonesian, (2015) examined Native English Teachers
(NEST) Beliefs and its implementation in teaching speaking at University of
Muhammadiyah Surakarta and in 2015, a Turkish, Kaymakamolu investigated
the fit between the EFL teachers beliefs and practice regarding gender in the
Cyprus Turkish secondary state school context.
MTs.N Jeketro is the first state Islamic junior high school in Grobogan, the
largest regency after Cilacap in Central Java. It was announced officially in 1994
by Mulyono, the head of Grobogan regency. Teacher belief area is a fascinating
topic for the writer to provide the reflection and the improvement of English
teaching. In addition, MTs.N Jeketro is one of outstanding Islamic Junior High
School in Grobogan regency. It possesses experienced qualified teacher resources
especially in English. It could be looked the achievement of the school. The
school could gain mandate from ministry of religious affair, a branch of
Grobogan, to open immersion class program three years ago when Indonesia
Education was highly enthusiastic in immersion program. To support and maintain
the quality of the teachers in foreign language, the school signs a memorandum of
understanding (MoU) No. 215/MoU/LM-LEC/vi/2009 with English Learning
Center, an interactive multimedia language laboratory, located at Ahmad Yani
Street, 387 Katen, Surakarta, and phone. (0271) 713711. The institute is owned by
CV. Lentera at Warung Watu Street, I/III Singopuran, Kartasura 57164. Then from
2012 up to now, the school has invited the English instructors from Pare, Kediri,
well-known as a language village and inserted English conversation as a
compulsory subject to follow for the students.
On Wednesday, October 14th, 2015, the writer started the research by doing
interview and preliminary observation. In interview, the writer posed several
4

questions related to beliefs in English teaching. The teachers assumed that English
must be taught through pronouncing the words as well as enriching the vocabulary
in the beginning of the teaching and learning. In the preliminary observation, the
writer followed the teacher to come into the class. While the observation
conducted in the class the researcher found that the teachers beliefs are
congruence between teachers beliefs and practices, therefore the writer is simply
interested in teachers beliefs and practices of English teaching at MTs.N Jeketro
to investigate how they expressed their belief into teaching practices, to explore
the teachers beliefs demonstrated explicitly and implicitly and to investigate the
factors that influence their beliefs in teaching practices
Due to that fact, the writer would like to propose a thesis entitled English
teachers beliefs and classroom practices of English teaching, A case study at
MTs.N Jeketro.
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 Case Study to describe teachers beliefs and classroom
practices of English teaching.
2. The study is going to be conducted at MTs.N Jeketro, Grobogan, Central
Java
3. The object of the study is English teachers of Islamic Junior High School
(MTs.N Jeketro).
C. Problem Statements
1. What are teachers beliefs about English teaching at MTs N Jeketro?
2. How are those beliefs implemented in classroom practices?
3. What factors are responsible for shaping teachers' beliefs and their
classroom practices?
D. Objectives of the Study
1. To describe the teachers beliefs about English teaching.

2. To investigate the teachers beliefs implemented in the classroom

practices.
3. To analyze factors that influence teachers beliefs and their classroom
practices.
E. Benefits of the Study
1) Theoritical Benefits
a. To provide contribution to the development of English Language
Teaching.
b. To enrich literature review and the treasure of knowledge in scientific
study particularly in the aspect of teachers beliefs and practice study.
2) Practical Benefits
a. For School
The school can map the quality of teacher resources to conduct
follow-up for qualified teaching and learning practice in MTs.N Jeketro.
b. For English teacher
The teachers can evaluate their practice expressed in their teaching
and recognize their beliefs in English teaching.
c. For further study
The study is going to provide additional information for other
researchers who carry out the study about teachers belief of English
teaching, and assist to grasp holistic understanding of how teachers
belief effected the interpretation of their teaching practice and how they
use this interpretation to teach in class.

F. Research Paper Organization

In order to understand this thesis, the researcher uses a system of
presentation as follows:
Chapter I is Introduction. It contains; the background of the study, limitation
of the study, problem statements, Objectives of the study, enefit of
the study, Related literary Review

Chapter II contains; notion of teachers beliefs, the importance of teachers

beliefs, aspects of teachers beliefs, sources of teachers beliefs,
English teaching, the components of English teaching.
Chapter III contains; research methodology which consists of type of research,
research setting, data and data sources, techniques of data
collection, data validity and technique of data analysis.
Chapter IV is the description of teachers beliefs and classroom practices of
English teaching, the implementation of teachers beliefs and the
classroom practices and factors are responsible for shaping
teachers' beliefs and their classroom practices
Chapter V is Conclusion, Implication and Suggestion

CHAPTER II
REVIEW OF RELATED LITERATURE
In this chapter, the discussion is going to be divided into three parts, the first
is previous study, the second is the position of the study, then it is continued by
underlying theory that contains notion of teachers beliefs, the importance of

teachers beliefs, aspects of teachers beliefs, the sources of teachers beliefs,

learning activity, types of learning activity, teachers role and learners role.
A. Previous Study
There are some researchers have carried out the study related to teachers
beliefs and practice. The writer selected ten studies on teachers beliefs to be
discussed in this chapter. Those are conducted by (1) Muhammad (2006), (2)
Liao (2007), (3) Caner al. (2010), (4) Canh (2011), (5) Bayinna (2011), (6)
Winarsih (2012), (7) Yoshihara (2012), (8) Tran and Dang (2013), (9) Fatemi
and Mellati (2013), (10) Larenaz and Hernannez (2015).
1. Muhameds Work (2006)
Muhamed carried out a research entitled An Exploratory Study of the
Interplay between Teachers Beliefs, Instructional Practices & Professional
Development attempted to investigate teachers beliefs and practices. The
topic that he concerns is interconnections between teachers beliefs and
practice. The objectives of his study are; (1) to explore the interconnections
between teachers beliefs and practice (2) to explore instructional practices and
(3) to explore professional development.
This study combines qualitative and quantitative (mixed methods). The
study is partly quasi-experimental. The data source of the study employed is a
pre-test, treatment and post-test in natural condition. The techniques of
collecting data are interview and questionnaire survey from 197 teachers from
51 schools. Then he validates the data by using source triangulation (a large
number of participants), a variety of methods (questionnaires, observation and
interviews), and time triangulation (fifteen months). He combines two kinds of
analysis used in this study namely: 1. Quantitative analysis; by using statistical
analyses (SPSS 16) carried out on the data included a confirmatory factor
analysis and the calculation of descriptive statistics 2. Qualitative analysis;
Each data set (i.e. interview transcripts, field notes, etc) is read several times to
gain some sense of the main ideas. After that, the data are coded and analyzed
manually.
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The results indicate that (1) although in a few aspects, the teachers
followed their pedagogic beliefs, It was still found there was inconsistency in
teachers beliefs and their practices as a result of context, institution rules and
best previous experience (2) Instructional practices are congruence with their
teachers beliefs because teachers lack of openness to change, low professional
motivation and the lack of a supportive school culture (3) the professional
development have increased their understanding of inductive approaches to
classroom instruction.
2. Liaos Work (2007)
Liao in English Teaching and Learning Journal entitled Teachers
Beliefs and Practices about Teaching English to Elementary School Children
tried to figure out the teachers beliefs in Elementary school around northern
Taiwan. The topic that he emerged is the evaluation of teachers beliefs about
teaching children English. The objectives of his study study are; (1) to examine
the nature of childrens English development (2) to investigate teaching
methods and techniques and (3) to investigate self-efficacy as an English
teacher.
The type of the research is quantitative study by using survey approach.
The data source of this study are ninety-nine teachers as a sample, the
technique of collecting data employed is questionnaire and interview. Then, the
data analyzed by descriptive statistics, independent t-test analyses, and content
analysis.
The results of this study reveal that elementary school English teachers
in Taiwan, both in-service and pre-service ones, share a similar and consistent
set of beliefs. Most of them have common beliefs about: (1) the nature of
childrens English development is in line with their beliefs in which the
teachers do activities with English, moving around, having fun, and interacting
with others in the classroom, the consistency beliefs are a result of the
willingness to open to upgrade their competency as a teacher (2) English
teaching methods and techniques employed in the classroom, which are

basically in tune with the teaching principles of CLT, the teachers

understanding of how children learn English will determine their philosophy of
teaching, teaching styles, methods, and classroom management techniques to
do in the classroom and (3) a strong sense of self-efficacy as English teachers
in terms of doing their work, which may have a positive impact on their
performance based on the research findings of educational psychology.
3. Caners Work (2010)
Caner conducted a study with the topic of the study is teaching practices
and teaching activities of two teachers and their beliefs about teaching English
to young children within the frame of early childhood education principles. the
objective of the study is to examine whether teacher beliefs would play a role
in their actual practices while teaching target language in early phases of
primary education, especially, in kindergarten and first grades of a state school
in Eskisehir, Turk.
This study is illustrative case study. It is an intensive study of a single
group and empirical inquiry that investigates a phenomenon within its real-life
context. The data source is the participants are observed and video-recorded,
the technique of collecting data employed is questionnaire and interview. Then,
data analyzed based on the responses of the teachers in the questionnaire and
presented qualitatively.
The results showed that the teachers beliefs play important roles in
their classroom practices. Those beliefs guide the teachers to consider how
their students could learn best based on their age, level and interest through
using different activities and materials suitable for teaching English to young
learners. It is also observed that teachers use repetition, role-play, singing
songs, picture drawings and coloring in their classes with young learners. The
teachers stated that a specific training program is necessary for teaching
English to young learners because they encountered some difficulties while
teaching foreign language in the early grades of primary education.

10

4. Canhs Work (2011)

Canh did a study entitled A case study of Vietnamese teachers beliefs
and practices. The topic of the study is teachers beliefs and practices on
form- focused instruction. The objectives of the study is (1) to examine the
beliefs of secondary school teachers about form-focused instruction, (2)
explore sources for the beliefs (3) to investigate relationship between
experience, knowledge, beliefs and practice.
Type of the study is a case study employed in the study. The data source
taken by the researcher are a group of eight teachers with teaching experience
ranging from 24 to 2 years. To collect the data, the researcher used multiple
instruments including interviews, and classroom observations. The data were
collected within a period of seven months, from October 2008 to April 2009,
then the data were analyzed based on the themes emerged to answer research
question.
The findings of the study showed that (1) the teachers beliefs and their
practices are consistent because the teachers hold a positive belief about the
importance of explicit grammar instruction to the development of learners
communicative competence. They believe that explicit grammar instruction
enabled learners to communicate in English with greater accuracy and
confidence. Therefore, they reject the idea that grammar instruction should be
delayed until the next stage of learners interlanguage development. (2) There
is a complex interaction between teachers formal training, experiential
knowledge, and macro-contextual factors such as the syllabus, the textbook, the
examination system, the pupils language proficiency and expectations.
However, three factors that shape teachers beliefs are their experiential
knowledge, institutional factors such as the learning culture, the assessment
tradition and the professional community where teachers socialize (3) There are
no relationship between experience, knowledge, beliefs and practice. Actually
in experience aspect, their beliefs show the relationship but in knowledge
aspect the teachers do not follow pedagogical knowledge to implement.

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5. Baiyinnas Work (2011)

The following study is conducted by Baiyinna in 2011. The topic of the
study is Teacher and Learner Beliefs about English Teaching and Learning for
Mongolian University Students. The general objective of the study is to
examine Mongolian teacher, Han teacher and Mongolian learner beliefs about
the English teaching and learning of Inner Mongolian university students.
The type of the research is quantitative, by using survey method. The data
source is selected from 32 university teachers of English (22 Mongolian, 10
Han) and three different groups of 100 Mongolian students of English as a
sample of the study. Then, to collect the data, the researcher uses questionnaire
with a four point Likert scale. The data analysis used in this study is not only
reliability analysis by questionnaire sheets but also the internal consistency
reliability of the data is analyzed with SPSS 17.0.
The results of the study indicate that there are different beliefs among
teachers and students; particularly, the beliefs of the Han teachers differ from
those of Mongolian students. The study concludes that in order to improve
Mongolian students' English teaching and learning, it is important to fill the
belief discrepancy between teachers and students with regard to L3 acquisition,
which is regarded as one of the crucial factors influencing the teaching and
learning of English for Mongolian students in multilingual contexts in Inner
Mongolia, China.
6. Winarsihs Work (2012)
Winarsih attempted to explore the teachers beliefs in some senior English
teachers in Magelang. She came up with the topic focused is English Teachers
Beliefs and Their Factors. The objective of her study is to explores the factors
that affect teachers beliefs in Magelang.
The research type is ethnography study involved 5 SMA teachers to
investigate the factors that influence teachers beliefs in Magelang
Municipality. The data source of the study is interview, lesson plan, syllabus,
teacher and the researcher as a participant observer. The technique of collecting

12

data employed is syllabuses, lesson plans, and worksheets, recording,

questionnaire, structured interviews and classroom observations. While data
analysis used model of Spreadly (1980).
The result indicates that teachers 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 inservice program the teachers in this study did not identify it as being a
significant source of influence for them.
7. Yoshiharas Work (2012)
Yoshihara conducted a research entitled ESL Teachers Teaching
Beliefs and Practices explored teachers teaching beliefs and practices in an
ESL program in Hawaii. The topic of the study is an investigation of ESL
Teachers Teaching Beliefs and Practices. The objectives of the study are (1) to
examine teachers beliefs three teachers and practices in an ESL program in
Hawaii (2) to examine how they construct their teaching beliefs and practice
(3) to explore how do they apply their teaching beliefs to teaching practices.
The type of the research is qualitative, by using Case study. The data
source of this study selects purposive-sample (three ESL teachers in Hawaii) as
primary data, and the secondary data used is the copies of course statements,
assignments, textbooks, and syllabi. To gain the data, the researcher applies a
variety of techniques are interview (conducted with participants about their
teaching beliefs), observed classroom practices, and asked follow-up questions
by e-mail. Then, the researcher analyzed the data by the interpretation
employed is in a recursive, reflective, and triangulated manner, incorporating
insights from research participants as well as the researchers.
The results demonstrated that (1) their teaching beliefs matched their
teaching practices in several aspects, (2) there were differences between nonnative English teachers and native English teachers on constructing their
professional identities (3) Although they had similar teaching beliefs, their
13

concepts of students wants and demands were highly different because the
teachers deployed different approaches and strategies to guide their practices
and mediate their roles.
8. Tran and Dangs Work (2013)
Tran and Dang in their study entitled Culture teaching in English
language teaching: Teachers beliefs and their classroom practices exposed
English language (EL) teachers beliefs about culture teaching in ELT and their
classroom practices. The topic of their study is the integration of culture
teaching into English language teaching (ELT). The objectives of the study are
(1) to reveal beliefs about culture teaching in ELT do the teachers hold (2) to
find out the objectives of culture teaching, and (3) To investigate how teachers
incorporate culture teaching in their ELT.
This research combines quantitative and qualitative (mixed method). The
researcher sets the data source taken from thirty-eight EL teachers who are
teaching English at a foreign language center in Ho Chi Minh, Vietnam. The
researcher applies a questionnaire and a semi-structured interview, classroom
observation and field note to collect the data. Then to analyze the quantitative
data from the questionnaire, the descriptive statistics are used and Qualitative
data from interviews were all transcribed, coded, and put into themes of the
study.
The results showed that (1) most of the English Language teachers both
(VTEs/ Vietnamese teachers of English) and (NETs/ Native English teachers)
have positive attitudes on culture teaching in ELT. the teachers realized that the
important role of culture, and language could not be taught without including
its cultural information, (2) both VTEs and NETs defined the objectives of
culture teaching differently; VTEs tend to focus on the development of cultural
skills as the most important objective of culture teaching, but NETs tend to
focus on the development of cultural attitudes. This finding may imply that EL
teachers have different perspectives on the objectives of culture teaching in
ELT (3) teachers do not know how to incorporate culture in the language

14

classroom since they lack adequate training, how to incorporate culture in their
teaching practices as well as how to measure learners cultural competence and
changes in their attitudes as a result of culture teaching. Those facts can be
inferred to some actions to do. First, there should be conducted regular training
sessions or seminars relating to this topic in order to help EL teachers gradually
understand how to define culture and cultural/intercultural awareness and how
to integrate culture in ELT and the second, EL teachers should apply different
kinds of culture teaching activities and provide learners with cultural
information and knowledge which is suitable for learners language proficiency
levels and age.
9. Fatemi and Mellatis Work (2013)
Fatemi and Mellati conduted a study about the Relationship between
Iranian ELT Instructors Beliefs about Language Teaching and Their Practices
in Real Classrooms. They attempted to investigate teachers beliefs about
language teaching and their practices in real classrooms as a main topic. The
objectives of their study going to reveal are; (1) to examine the relationship
between state universities and different branches of Islamic Azad University
ELT instructors beliefs about language teaching and their real practices in the
classrooms in Iran. (2) to investigate relationship between ELT instructors
beliefs about language teaching in state universities and different branches of
Islamic Azad University in Iran, and (3) to see relationship between ELT
instructors practices in state universities and different branches of Islamic
Azad University in Iran.
The type of the study is quantitative, the data source of the study is
selected from 369 Iranian ELT instructors and 512 Iranian students as a sample.
To collect the data, the researcher applies a variety of technique are Teachers
Beliefs Questionnaire (TBQ) to investigate instructors beliefs about language
teaching and Students Satisfaction Questionnaire (SSQ) to investigate to what
extent Iranian instructors applied their beliefs in their practices. Besides, to
verify the results of questionnaires, the researcher interviews nine instructors.

15

The data analyzed by using quantitative and qualitative. In quantitative, the

data were entered into a data file and analyzed statistically using the Statistical
Package for Social Sciences (SPSS), version 18. Statistical analyses carried out
on the data included Pearson product-moment correlation coefficient and
Cronbachs alpha coefficient. Then, in qualitative data, each data set was read
several times to gain some sense of the main ideas being expressed. Then, the
data is coded and analyzed manually and subjectively.
The results revealed that (1) there is no significant relationship between
state universities and different branches of Islamic Azad University ELT
instructors beliefs about language teaching and their real practices in the
classrooms in Iran (2) there is no significant relationship between ELT
instructors beliefs about language teaching in state universities and different
branches of Islamic Azad University in Iran, (3) there is no significant
relationship between ELT instructors practices in state universities and
different. This study doesnt support the theory constructed. The teachers
beliefs seem discrepancy because of (a) internal factor; willingness, weak
beliefs and pedagogical knowledge, (b) external factor; teaching and learning
context, and institution vision.
10. Larenaz and Hernanez (2015)
Larenaz and Hernanez explored the teachers beliefs and their practices
in Chile. The topic of the study concerned by the researchers is EFL Teachers
Beliefs about the Teaching and Learning of English in Public Education. The
objective of the study is to explore teachers beliefs about teaching and
learning English.
This research is a case study. The data source of the study taken from
sixteen secondary school teachers of English a sample. All of them are
teachers of English who have gone through five years of formal training at a
university level; therefore, their proficiency level in English is at least upper
intermediate or above. Their teaching experience varies from 12 to 32 years.
To collect the data, the researcher various techniques are semi-structured

16

interview and a twenty-two statement survey were administered to the

participants. The data were analyzed by a semantic content analysis of all the
interview responses was conducted to identify categories and subcategories to
describe the content. Content analysis investigates the thematic content of text
and serves as a basis of inference. Initially, manual coding of each response
was conducted to identify words, phrases, or word-phrase clusters for the
purpose of this analysis. The Atlasti qualitative software was then used to
refine the analysis.
The result of the study demonstrated four categories are; (1) the
use of English in EFL lessons, (2) the teacher role, (3) the student role and (4)
the teaching components. In short, beliefs are rooted in teachers storage
containing cognitive and affective that hold different perspectives about
practices implemented in the classroom depending on the professional,
academic or personal experiences that shaped them.
11. Position of the Study
Based on the previous studies, the writer would like to reviews the
differences with the previous studies from the topic, objectives and method of
each study to see the position of the writers study as follows:
The first previous study came up with the topic focused on teachers
beliefs and practices to investigate the interconnections between teachers beliefs
and practice in secondary schools of the Maldives. The differences with
Muhameds work is placed on (a) the research approach (mixed method) (b) The
participants of this study involve a group of eight teachers.
Then, the second previous study concerned about teachers beliefs in more
specific area. There are three areas that the researcher is going to reveal namely;
nature of children development, teaching method and technique and self-efficacy
as English teacher. The differences with the current study are; (a) the type of the
research is survey and (b) the data analysis used are descriptive statistics,
independent t-test analyses, and content analysis.

17

The third previous study focused on the investigation of the teachers

beliefs study in early phases of primary education (kindergarten and first grades of
a state school in Eskisehir, Turk). Then, this study took illustrative case study
approach to examine whether teacher beliefs would play a role in their actual
practices while teaching target language. This study is a bit same with the writers
study, the differences with the current study are (a) the process of teachers beliefs
to choose instructional design that suitable for age, level and interest (b) the
instrument used is questionnaire to collect the data.
The fourth previous study attempts to investigate teachers beliefs and
practices in form-focus instruction by using qualitative case study to understand
the cases emerged in real context. Carners study is a bit similar to the method that
the writer uses in the study but the area that the writer extends are highly different
in which the area will be explored by the writer is (a) teachers beliefs about
English teaching (b) data analysis adopted from Miles and Huberman.
Then, the next previous study emerged with the new topic in which a
couple of previous studies just concerned with teachers beliefs and practices. The
researcher tried to look at from the both teacher and student side, then the
researcher examines teacher and learner beliefs about English teaching and
learning for Mongolian University Students by doing survey with Likert Scale.
The sixth previous study strived to look into the factors that influence
teachers beliefs. The differences of the current study is (a) ethnography approach
at five purposive-sampling schools and the factor issues to explore (b) the
Spreadley Model (1980).
The seventh previous study focused on ESL Teachers Teaching Beliefs
and Practices in an ESL Program in Hawaii. The differences of the study are; (a)
the data collection by classroom observation and follow-up questions by e-mail.
(b) The data analysis and the interpretation employed is in a recursive, reflective,
and triangulated manner that incorporate insights from research participants as
well as the researchers.
The eight previous study came up with the cultural issues, their study
focus is the integration of culture teaching into English language teaching (ELT).

18

The differences with the current study are; (a) The instrument employed was an
open ended questionnaire and a semi-structured interview and (b) the study was
participated by thirty-eight EL teachers.
The ninth previous study focused on teachers beliefs about language
teaching and their practices in real classrooms. The differences with the current
study are; (a) The type of the study is quantitative, (b) the data source of the study
is 369 Iranian ELT instructors and 512 Iranian students as a sample, (c)The
technique of collecting data used by the researchers is Teachers Beliefs
Questionnaire (TBQ) and Students Satisfaction Questionnaire (SSQ).
And the last previous study concerned with EFL Teachers Beliefs about
the Teaching and Learning of English in Public Education. The differences with
the current study are; (a) The data of the study taken from sixteen secondary
school teachers of English a sample (b) the data are analyzed by a semantic
content analysis. Here is the table of previous studies reviewed by the writer, as
follows:
Table 2.1
Previous Studies about Teachers Beliefs
Author

Theme
focus

Design

Instrument

Data
Analysis

1. Muhamed
(2006)

Interconnecti
on between
Teachers
beliefs and
practice,
instructional
design,
Professional
development

Mixed
(Quantit
ative and
Qualitati
ve)

- Pre-test,
- Post-test
- Questionnair
e

- Statistical
Analysis
(SPSS 16)
- Qualitative
analysis

Results
All beliefs
(teachers
beliefs and
instructional
practice) are in
line with the
practice even
though there
was
inconsistency
as a result of
context,
institution
rules and best
previous
experience
Then, the
professional
development
have increased
their
understanding
of inductive

Current study
FOCUS
- Teachers
Beliefs in
English
teaching
- Discrepancy
between
Teachers
Beliefs and
Their
Practices
- Factors that
contribute to
shape
teachers
Beliefs and
Their practice
Design
Case Study
Data Technique

19

2. Liao
(2007)

Evaluation
of teachers
beliefs about

Quantitat
ive
(Survey)

- Quesionnair
e
- Interview

1) the
nature of
children
s English
develop
ment

- Descriptive
statistics
(independe
nt t-test
analyses)
- Content
analysis

2) teaching
methods
and
techniqu
es, and
3) selfefficacy
as an
English
teacher.

approaches to
classroom
instruction.
(1) the nature
of childrens
English
development
(doing
activities with
English,
moving
around, having
fun, and
interacting
with others in
the classroom,)
are consistent a
result of the
willingness to
open to
upgrade their
competency as
a teacher

Interview
Syllabi
Lesson Plan
Documentati
on
- Classroom
observation
Data analysis
Miles and
Hubberman

(2) English
teaching
methods and
techniques
understanding
of how
children learn
English will
determine their
philosophy of
teaching,
teaching styles,
methods, and
classroom
management
techniques to
do in the
classroom and

3. Caner

Examining

Qualitati

- Questionnair

- Questionn

(3) a strong
sense of selfefficacy as
English
teachers in
terms of doing
their work,
which may
have a positive
impact on their
performance
teachers

20

(2010)

whethet
teachers
Beliefs play
a role in their
actual
practice to
early
childhood
education

ve
(Case
Study)

e
- Interview
- Video
recorded

aire
presented
qualitative
ly
- and
interview

4. Canh
(2011)

Examining
between
experience,
knowledge,
beliefs and
practices

Qualitati
ve
(Case
study)

- Interview,
- classroom
observation

- Spreadly
(1980)

5. Baiyinna
(2011)

Investigation
of Han
teachers and
Mongolian
students
beliefs

Quantitat
ive
(Survey)

- Questionnair
e (Likert
Scale)

Statistical
Analysis
(SPSS
17.0)

beliefs play
important roles
in their
classoom
practices.
Those beliefs
guide the
teachers to
consider how
their students
could learn
best based on
their age, level
and interest by
using different
activities and
materials
suitable for
teaching
English to
young learners.
There are no
relationship
between
experience,
knowledge,
beliefs and
practice.
Actually in
experience
aspect their
beliefs shows
the relationship
but in
knowledge
aspect the
teachers do not
follow
pedagogical
knowledge to
implement.
different
beliefs among
teachers and
students
beliefs regard
to L3
acquisition
regarded as
one of the
crucial factors
influencing the
teaching and
learning of
English for

21

Mongolian
students in
multilingual
contexts.
6. Winarsih
(2012)

Teachers
beliefs and
Their factors

Qualitati
ve
(Ethnogr
aphy)

Syllabuses
lesson plans
worksheets
audiorecorded
- questionnair
e
- structuredinterviews

Spreadly
(1980)

7. Yoshihara
(2012)

Investigation
of Teachers
Beliefs and
Practices

Qualitati
ve
(Case
Study)

- Syllabi
- course
statement
- Assignment
- Textbook

- Recursive
Interpretat
ion
- Triangulat
ed manner

8. Tran and
Dang
(2013)

Teachers
Beliefs and
Practices in
Culture
teaching

Mixed
(Quantita
tive and
Qualitati
ve)

- Classroom
observation
- Semistructured
Interview
- Field note

- Quantitati
ve
(Descripti
ve
statistic)
- Qualitativ
e
(transcribe
d
interview)

teachers prior
experiences as
well as
experimentatio
n of language
learning appear
to play a
significant role
in the
formation of
beliefs.
The teachers
had similar
teaching
beliefs but
their concepts
of students
wants and
demands were
highly
different
because the
teachers
deployed
different
approaches and
strategies to
guide their
practices and
mediate their
roles.
English
Language
teachers have
different
perspectives on
the objectives
of culture
teaching in
ELT;
Vietnamese
Teachers tend
to focus on the
development
of cultural
skills as the
most important
objective of
culture
teaching, but

22

9. Fatemi
and
Mellati
(2013)

Relationship
teachers
Beliefs and
Practice in
real
classroom

Quantitat
ive

- Teachers
Belief
Questionnair
e (TBQ)
- Students
Satisfaction
Questionnair
e(SSQ)

- Statistical
analysis
- (SPSS 18)
- Pearson
Product
Moment
correlatio
n
coefficient
and
CronBach
s alpha
coefficient

10.Larenaz
and
Hernanez
(2015)

Exploring
teachers
beliefs and
practices

Qualitati
ve
(Case
Study)

- Semistructured
interview
- Statement
survey
- Interview

- Semantic
content
analysis

Native English
teachers tend
to focus on the
development
of cultural
attitudes.
The teachers
beliefs seem
discrepancy
because of
internal factor;
willingness,
weak beliefs
and
pedagogical
knowledge,
external factor;
teaching and
learning
context, and
institution
vision.
(1) the use of
English in EFL
lessons (2) the
teacher role (3)
the student role
(4) the
teaching
components
are in line with
their practices
as a result of
their willings
to open the
innovative
related to
pedagogical
knowledge in
ELT

The studies above indicated that teachers teaching beliefs and practices
are influenced by their language learning experiences, personal experiences,
training and institution supports. Those studies also demonstrated that each
teacher has diverse, multiple, and complex teaching beliefs and needs different
ways to attain them. However, there are not still enough qualitative studies on
teachers teaching beliefs and teaching practices in English teaching particularly
in Indonesia. The writer hopes this research fills a gap in the academic literature
about this issue.
23

From the review of current studies, the writer formulates the thesis with
the following description. (a) the objective of this research is to explore the
teachers beliefs and practices, (b) the participants of the research are four English
junior High school at MTs.N Jeketro, Grobogan regency (c) the focus of this
research on the discrepancy between teachers beliefs and their practices (d) the
research design used is qualitative type with case study method (e) then, the data
are going to be analyzed qualitatively by Miles and Hubberman (1994).
B. Underlying Theory
In this underlying theory, the writer elaborates all theories to gain a picture
of theories related to the problems in this research. The discussion of the theories
will be divided in two discussions. The first discussion of the underlying theories
comprises; teachers beliefs, the notion of teachers beliefs, the importance of
teachers beliefs, the aspects of teachers beliefs, and the sources of teachers
beliefs, then the second discussion of underlying theories comprise; learning
activity, notion of learning activity, types of learning activity, teachers roles and
students roles.
1. Teachers Beliefs
In this first discussion of underlying theory, the writer will describe notion
of teachers beliefs, the importance of teachers beliefs and the sources of
teachers beliefs.
a. Notion of Teachers Beliefs
The notion of teacher belief is still debatable. It can be traced on the
continuum of teachers 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. There are a variety of terminologies in
teachers beliefs. All the theorists have almost similar opinions about teachers

24

beliefs. It is needed to be familiar with the definitions of teachers beliefs to

understand what actually teachers beliefs are.
There are several experts define the meaning of teachers beliefs.
(Green,1971: 104) argues that a teacher belief seems as a proposition that is
accepted as true by the individual holding the belief. While, Borgs (2001) defines
a teacher belief is a proposition which may be consciously or unconsciously held,
and something is accepted as true by the individual, and therefore the beliefs
inspire and guide the peoples thought and behavior. Calderhead (1995, cited in
Ispri, 2015: 17) affirms that teachers' beliefs refer to teachers' pedagogical beliefs
or those beliefs of relevance to an individual teaching. Then, Fishbein and Ajzen
(1975, cited in Kaymakamolu, 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.

(Basturkmen, Loewen, & Ellis, 2004: 244) claim that teachers beliefs are
statements that teachers make about their ideas, thoughts and knowledge that are
expressed as evaluations of what should be done. That is supported by Richard
cited in Altan (2012) Beliefs can be defined as psychologically held
understandings, premises, or propositions about the world that are felt to be true.
Most definitions of belief propose that beliefs guide people s thinking and
action. Beliefs play an important role in many aspects of teaching, as well as in
life. They are involved in helping individuals make sense of the world,
influencing how new information is perceived, and whether it is accepted or
rejected. Beliefs color memories with their evaluation and judgment, and serve to
shape the understanding of events.
Based on the explanation above, 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.

25

b. The Importance of Teachers Beliefs

According to Liao (2007: 45) conveyed that understanding the importance
of teachers beliefs and practices are: (1) to inform researchers and teacher trainers
about how teachers implement their teaching in the classroom (2) to understand
how teachers conceptualize their approach and work (3) to understand teacher
professional development (3) to look at the quality education served by the
teachers (4) to find the factors that are responsible for shaping the beliefs (5) to
provide appropriate teacher education programs.
Williams and Burden: 1997 cited in Fauziati (2015: 55) assert that teachers
beliefs take essential role in the language learning process. Tsui (2003, cited in
Mellati, Fatemi and Motallebzadeh, 2013: 127) stated that teachers beliefs have
been given a great deal of attention in teacher education research literature
because of their important role in helping teachers to make sense of the complex
and multidimensional nature of classroom life, to identify goals, and to shape their
evolving perceptions of themselves as teacher.
In line with the previous opinions, Johnson (1994: 439) stated that teacher
beliefs play a critical role in how teacher learn to teach, how they interpret new
knowledge about learning and teaching and how that knowledge is translated into
classroom practices. Teacher belief is one concept that can lead positively and
negatively in teaching practice. How important teachers belief in practice
indicates that teachers belief is a central issue to know wheater teachers beliefs
and practices are discrepanancy or not and why those beliefs are shaped. (Farrell,
2013: 9; Kumaravadivelu, 2012: 86; Masuda, 2012: 239 cited in Diaz, 2013: 172)
that indicates the link between Beliefs and practices in teacher education is
fundamental to understand the quality of language teaching and learning.
Regarding with elaboration of the importance of teachers beliefs, it can be
concluded that understanding teachers beliefs have a variety of benefits to
support all aspects of education such as teachers professional development,
curriculum development and classroom practices.

26

c. Aspects of Teachers Beliefs

Recent studies related to teachers beliefs have explored various aspects of
beliefs such as belief about teaching, belief about learning, belief about subject
matter etc. Xu (2012: 1398) divides teachers beliefs into three dimensions,
namely beliefs about; (1) learner (2) learning and (3) teachers. Similarly, Reynold
(1992, cited in Ispri (2015: 18) confirmed that there are three aspects of teachers'
beliefs, those are (1) learning and learner, (2) teachers instructional roles and (3)
student activities. Basturkmen (2004: 215-217) added that there are five aspects of
teachers' beliefs: (1) practical (2) personal practical (3) subject matter content (4)
pedagogical content, and (5) curricular. Richard and Lockhart in Fauziati
(2015:55) offer a variety of guide lines for English teachers and researchers for
observing teachers beliefs, those are: belief about English and belief about
teaching with the following description.
1. Beliefs about English
Every single one has different perception with other ones. Some assume
that English is a difficult language to master, and some others see English is a
means of communication to acknowledge as international society. In Indonesia,
English is inserted in curriculum to prepare students in confronting global
challenges. English is also categorized as one of determining subjects to pass in
national examination. Teachers beliefs are crucial to examine the teachers hold
about English. Although several teachers may hold stereotypical impressions,
those beliefs reflect realities causing their classroom practice. Richards and
Lockhart (2007:32-33) develop guidelines to explore their beliefs with the
following questions; (1) Why do you think English is important? (2) Do you think
English is more difficult to learn than other languages? (3) What do you think the
most difficult aspects of learning English are (e.g., grammar, vocabulary,
pronunciation etc.)? (4) Which dialect of English do you think should be taught
(e.g., British, American, or others)? (5) Do you think English has any qualities
that make it different from other languages?.
2. Beliefs about teaching

27

Teaching is an art and personal activity. The teaching technique

demonstrated in the class depends on the beliefs the teachers hold. These are
guidelines to identify the teachers beliefs about teaching as follows: (1) How do
you define your classroom activities? (2) How do you see your role in the
classroom? (3) What roles are students expected to assume in your classroom? (4)
What are the qualities of a good teacher? (Richard and Lockhart (1996: 36).
From the elaboration above, teachers beliefs have various aspects namely:
belief about English, belief about teaching, belief about subject matter, belief
about curriculum and belief about instructional roles.
d. The Sources of Teachers Beliefs
The sources of beliefs can be complex. It can be from culture, policy and
the experience the teachers go through. Muijs & Reynolds (2011, cited in Marati,
2014:17) stated that beliefs are formed by several different factors that can make
them difficult to change such as: (1) the experience of teachers; when they were a
student in their school (2) teacher training; where they got some experiences that
can shape their new sets of beliefs and practices considering their teaching and
thus can modified their former beliefs (3) The school culture where they work
since they are involved as the integral part who take the norms and values from
the place, and (4) The experience of life and professional development that can
overtime modify their beliefs.
Sources of teachers beliefs can appear in a variety of factors like the writer
has discussed above, Borg (2003, cited in Melketo, 2012: 100) illustrates the
complexity of teachers beliefs in diagrammatical representation as follows:

Schooling (Knowledge, goal,

attitudes, images, assumption
Complexity
metaophors, conceptions,
perspectives, emotion)

Classroom
Chart 2.1
(Class size, Duration,
Sources of Teachers Beliefs
tecaher-student ratio)

Factors of
Teachers
Beliefs

28
Professional Coursework (teachers'
teaching experience, subject matter
and instructional activities)

Contextual factors
Teachers' time, student'
motivation, prior experience,
material

mandate and society

Similarly, Richard & Lockhart (1997:30) confirm that teachers' belief

systems are built up gradually over time and consist of both subjective and
objective dimensions. (Kindsvatter, Willen, and Ishler,1988 cited in Richard and
Lockhart,1997) assert that the source of teachers beliefs, they are; (1) their own
experience as language learners (2) Experience of what works best (3) Established
practice (4) Personality factors (5) educationally based or research-based
principles (6) Principles derived from an approach or method. While, the Chinese
educationist Xin Tao (1999) claims that the sources of teacher beliefs, as the result
of self-construction and cultural interaction, are the result of social history and
culture. In addition, Kennedy (1997 cited Xu 2012) claims that
it is not clear what the source of those beliefs might be - a product of their
upbringing, a reflection of their life experiences, or a result of socialization
processes in schools. Nevertheless, teachers and teacher candidates have strong
beliefs about the role that education can play, about explanations for individual
variation in academic performance, about right and wrong in a classroom, and
many other areas.

Based on the explanation above, it can be inferred that the sources of

teachers beliefs and practices are complex, it can be from teachers experience as
a learner, personality, institution policy, experience work best, teacher training and
school culture.
2. English Teaching
English teaching always attracts attention to the practitioners of education
particularly English teachers. Teaching is not simple task to do. Not many people
can do the burden of the responsibility. The teachers need to upgrade and have
certain qualifications to be a teacher. The process of teaching in the class must be

29

systematic and structured so that the participants of learning will understand

easily with the subjects. Westwood (2008: 1) defined that teaching is a matter of
transferring knowledge or skill through the giving of instruction.
MTs N Jeketro has implemented School Based Curriculum for eight years
since 2006. In the beginning of 2015, the school gain mandate from the branch of
religion ministry in Grobogan to apply Curriculum 2013. Not all the subjects in
the school apply Curriculum 2013, only one subject is taught by using the
curriculum namely the religion subject such as Arabic, Alquran Hadist, Islamic
law (Fiqh) etc. In Addition, the English teachers are suggested to implement the
learning cycles in School Based Curriculum that consists of (1) Building
Knowledge of Field (BKOF), (2) Modelling of the Text (MOT), (3) Joint
Construction of the Text (JCOT), and (4) Independent Construction of the Text
(ICOT). The learning cycle can be implemented in spoken cycle and written
cycle.
In language teaching, there are some components that can support the
teaching. Fauziati (2015: 69) uses some terms to call the components of language
teaching such as learning process, instructional design, or teaching methodology
that can cover eight components namely: (1) learning objective (2) syllabus (3)
instructional material (4) classroom procedure (5) classroom technique (6)
teachers roles (7) students roles and (8) assessment. These are descriptions of
teaching components as follows:
a. Learning Objective
In teaching and learning, learning objective has an essential part of the
teaching. The teaching which does not clear learning objective will not run
effective as result of the existence of learning objective, the learning can be
measured, controlled to achieve what the teachers expect to the students after they
have done the teaching and learning. There are some definitions mentioned by the
theorists. Reiser & Dick (1996, cited in Fauziati, 2015: 70) stated that learning
objective is explicit descriptions on what the students are going to do as a result of
the instruction they have acquired. Similarly, Arreola (1998) insisted that learning
objective is a statement of what students will do in the learning. Reise &
30

Dick,1996; cited in Fauziati, 2015: 69) insists that learning objective is general
statements of desired instructional outcomes that usually can be broken down into
a variety of much more specific behavior.
Heinich (2002, cited in Fauziati, 2015: 70) offers a format of learning
objective that is well-known as ABCD (Audience, Behavior, Condition, Degree).
The first, audience means that the teachers identify who is the students are. The
second, behavior means that identified and observable action or attitude what the
students will be able to demonstrate or perform as a result of instruction. The
third, condition means that condition under which the students will be needed to
perform the desirable behavior. The fourth, degree means that the degree of
measurement conducted after teaching and learning based on the standard.
b. Syllabus
Syllabus is a document that illustrates the core element that will be used in
planning a language course and demonstrate the basis for its instructional focus
and content (Richard, 2001: 152). Widdowson (1984 cited in Nunan, 1988: 6)
defined that syllabus is a framework containing activity possibly conducted, and it
could be a treat to pedagogy when it is assumed as absolute rules to determine
what is to be learned rather than the points of reference from which bearings can
be taken.
There are lots of syllabus types namely grammatical syllabus, lexical
syllabus, functional syllabus, topical syllabus, competence based syllabus, skilled
syllabus, task based syllabus and text-based syllabus, and integrated syllabus.
The first is grammatical syllabus is a syllabus designed in grammatical
item from simplicity to complexity. It has been used as the basis for planning in
general course, especially for beginner level. It is broadly used in language
teaching because
The second, lexical syllabus orientated on targeted vocabulary. It can be
classified in 4 levels: (1) elementary level: 1000 words, (2) intermediate level:
2000 words, Upper intermediate level: 2000 and advanced level: more than 2000
words.

31

The third, functional syllabus is orientated on the language need for

current situations such as (On an airplane, at a back, at a school, on the telephone,
at home, at post office etc.
The fifth, topical syllabus is organized around the topics and themes, or
other unit of contents. The general objective of the topical syllabus is on the
content than grammar, function or situation.
The sixth, competence-based syllabus is designed based on the
specifications of the learners competencies. Competences are description of the
essential skills, knowledge and attitude required for effective performances of
particular tasks and activities. Competence-based syllabus broadly used in social
survival and work-oriented language program.
The seventh, skill syllabus is organized around the different underlying
abilities that are engaged in using a language for purposes such as reading,
writing, listening or speaking
The eighth, task-based syllabus is designed students to complete the target
language such as finding solution to a puzzle, reading a map and giving direction
or reading a set of instruction and assembling toy. Tasked as the basis for syllabus
design are: jigsaw task, information gap-task, problem solving tasks, decision
making task, opinion exchange task.
The ninth, a text-based syllabus is a type of integrated syllabus combining
the elements of different types of syllabus such as exchange, forms, procedures,
information texts, story text, and persuasive text.
The tenth, integrated syllabus is a framework syllabus for course such as
grammar linked to skills and texts, task linked to topics and functions.
c. Instructional Material
Instructional material is one of determining aids that help teachers in doing
teaching. The instructional material is used by the teachers to make his or her
teaching very effective is mentioned teaching aids and instructional material Patel
and Jain (2008, cited in Sulaikah,2013: 26). In line with the previous definition,
Fauziati (2015: 196) explained that:

32

Instructional material is any systematic description of techniques and

exercises to be used in the classroom teaching; it provides the content of
the lesson, the balance of skills taught, and the language practice of the
student. For the teacher it provides primarily to supplement the teachers
instruction and for the student it gives the major source of the content that
they have to learn.
The teachers can select a variety of materials such as a text book,
workbooks, worksheet or nor printed material (cassette or radio material, videos,
newspaper or computer) Sulaikah (2013: 40). Tomlinson in Richard (2001, cited
in Sulaikah, 2013: 41) categorized good language teaching material into three: (1)
material should achieve impact, make learners feel happy, and develop students
confidence, (2) Material should facilitate students self-investment, pay attention
to students difference attitudes, stimulate left and right brain and give feedback.
d. Classroom Procedure
Classroom Procedure is a sequence of teaching conducted in the
classroom. There are some classroom procedures in English teaching and learning
as follows:
Presentation Practice Production (PPP) is a classroom procedure that tends
to give exercise in its implementation. The procedure has been one of outstanding
procedure commonly used since the early Gramma Translation Method. The
sequence of the procedure is Presentation; in the session the teachers will open
the class by suggesting the students to pay attention on the material that the
teachers are going to present, the students need to make note or summary about
what the teachers explain. Then, Practice; the teachers will ask for the students to
start working a couple of exercises to answer related to the material, the principle
of this session is the more students do the exercises, the better students will
understand the material. The las sequence is Production; the students are expected
to demonstrated their understanding about the material by producing the new
examples in the end of the teaching and learning activity (Richard, 2009: 162).
Harmer (2001: 27) mentions three elements of classroom procedure in the
classroom namely ESA is abbreviation of (Engage, Study and Active), In the first
sequence, Engage : the teachers will attempt to attract the students to engage in
33

the learning by showing the picture or playing video related to the topic of the
discussion, the second, Study : the teachers explain the material and demand the
student to focus on the subject taught by writing the explanation or making
summary of what the teachers have explained, the third, Activate : the teachers
stimulate the students to be active in the class by suggesting the students to work
in group and in the last minutes they will present the result of the discussion they
do.
Hammond (1992, cited in Sudjana & Nuryanti, 2011: 6) uses another term
of classroom procedure with Teaching Learning Cycle (TCL) that is adopted in
Indonesia to succeed the implementation of School Based Curriculum. The
teaching and learning cycles has four continuums namely: (1) Building
Knowledge of Field (BKOF); the teachers give brainstorming to the material that
will be discussed, the activity includes apperception, introducing vocabulary and
grammar that are conducted in an interactive condition between teachers and
students so that the condition can support the students to increase their curiosity,
(2) Modelling of the Text (MOT); the teachers give certain texts (genre) to
understand how the structure of the texts are formed and the functions of the text,
(3) Joint Construction of the Text (JCOT); the teachers are asked for the students
to construct or modify a certain text in group as the follow-up of BKOF and MOT
and (4) Independent Construction of the Text (ICOT); in this last sequence, the
teachers will provide opportunities for the students to produce a certain text
independently.
e. Classroom Technique
Anthony (1963, cited in Kumaradivelu, 2008: 84) mentioned that
technique is a certain trick, strategy or contrivance used to gain an immediate
goal. In another word, it can be understood as a technique is the planned
implementation of the methods to use in the classroom. In language teaching
development, there are various kind of techniques. (Larsen, Freeman and
Anderson, 2011: 43-50) classify some techniques based on the approach the
teachers use in the classroom, these are the descriptions:

34

The teachers who use the Grammar Translation Method Approach will
take the following techniques: (1) Translation of a literary passage; the teachers
will instruct the students to translate their own language into target language (2)
reading comprehension questions; the teachers give a text to comprehend then the
students require to explain the content of the reading (3) cognate (4) fill in the
blank (5) Deductive application of rule; the teachers explain the grammar with the
examples then the students will work based on the exercise and (6) memorization;
the teachers demand the students to memorize the important vocabulary in the
lesson.
The teachers who use Direct Method will take the following techniques:
(1) reading aloud; the teachers and the students read the passage together loudly
(2) question and answer exercise; the teachers provide exercises which needed to
write in short answer (3) dictation; the teachers read some words then the students
will jot down what the teachers read, and (4) conversation practice; the teachers
demand the students to practice a conversation in the class.
The teachers who use Audio Lingual Method will take the following
techniques: (1) dialogue memorization; the teachers provide some dialogues then
the students need to memorize their own part (2) drill; the teachers guide the
students to pronounce or follow how the teachers pronounce the words (3) chain
drill (4) complete the dialogue; the teachers ask for the students to complete the
dialogue based on story told or listening played in the class.
f. Teachers Roles
Teachers have their own perspectives about their roles in classroom, some
say teacher is a great orator who can influence the learners to do what he or she
suggests. And other ones say that a teacher is someone who can motivate, help
and guide the students to achieve the learning goal. In this part, the writer picks up
some classifications of teachers roles proposed by (1) Richards & Lockhart,
1994; Brown, 1995, (2) Harmer (2007) and Scrivener (1994).
Richards & Lockhart, (1994); Brown (1995) cited in Renandya (2012: 67)
have similar categorization of teachers role in three roles, namely: (1) Needs
Analyst, according to Richard & Lockhart (1994) a teacher as needs analyst must
35

be able to survey the students learning needs and styles and uses the information
gathered from the survey as a basis for planning and developing future courses.
Good teachers conduct needs analyses on an on-going basis and make use of the
information to customize their lessons so that the needs and aspirations of the
individual students can be optimally reached (2) Materials Developer, the teacher
classified as material developer is a teacher writes his or her own teaching
materials, or where that is not possible, selects published materials and adapts
them according to curricular requirements, learner needs, his/her own teaching
styles and socio-cultural factors, and (3) Monitor and Assessor of Students
Learning, the teacher as Monitor and Assessor of Students Learning is a
teacher who assesses the students learning continually in order to monitor their
progress, or lack of progress, and uses this information as a basis for developing
remedial lessons, revising course materials or introducing new teaching
methodologies, or other course improvement purposes.
While, Harmer (2007:108-110) used other terms to categorize teachers
roles in several roles, those called as (1) A controller, the teacher as controller is
when the teacher takes responsibility to the classroom throughout the process of
diverse activities and provides learners with knowledge by lecturing and
explaining, (2) A Prompter, the prompter is a teacher does this role when the
learners require help with vocabulary or when they are lost in the prescribed task
during the lesson for instance during a role play activity or a discussion, (3) A
participant or facilitator, teacher as a participant is a teacher who gets involved in
the activities and tasks given to students and provides them with his support only
when required, (4) A Resource, a resource is the teacher serves students as their
resource when the need arises to gather some information, (5) A Tutor, a tutor
assists individuals and groups to develop ideas during work on bigger projects.
In the other hand, Scrivener (1994: 6) simplifies the teachers roles into
three categories: (1) The explainer, the teachers tend to be teacher-centered in
which the learners just have a little involvement during the lesson (2) The
involver, this role is similar to the Harmer concept called a participant, in which
the aim is to get students attention by creating engaging and interesting tasks

36

which may contribute to enhanced students performance and active participation

in the class and (3) The enabler is the compilation of a few different teachers
roles including a guide, a counsellor or a resource, depending on the
circumstances and students needs.
Based on the discussion above, the teachers roles have essential roles to
support learners role in teaching and learning. The teachers can be needs analyst,
material developer, monitor and assessor of students learning, a controller, and a
prompter.
h. Students Roles
Baile (2009, cited in Mujahidin, 2015: 58) categorizes students roles into
three roles namely: (1) Active participant, learner must be an active participant, it
has meaning that they are supposed to contribute to the classroom discussion by
not only answering direct question posed by the teacher but answers question
posed by their peers, (2) Motivated participant, the learner should have high
motivation to take part to achieve good result. They must encourage to involve in
the class. If they are truly interested in learning. It is their job to think. When
thinking, student should be able to find some prior experience or knowledge to be
learned. In the case they should mentally prepare themselves to learn more about
the new concept or idea and (3) Coordinator, the learner role here is to take given
information or instructions and coordinate that task for himself or group members
and begin task. The learner must be a task monitor by checking himself/herself in
term of task on task study time, noise level and quality work. He or she should be
responsible for gathering material needed for assignment and also put back
material when finished (Mujahidin 2015: 58).
Meighan (1990, cited in Xu, 2012: 1398) categorized students roles in
language teaching and learning: (1) Resisters; the learners are seen as person
doesnt want to learn and must be forced to learn (2) Receptacles; the learner are
treated as a person can be filled up with knowledge based on their capacities (3)
Raw material; the learners are described as a person can be shaped into valuable
and fine human beings (4) Clients; the learners are a person that comes
specifically for knowledge (5) Partners; the learners are assumed as peer who
37

spend time with the teacher for mutual growth and development, (6) Individual
explorers, the learners are seen as autonomous learner who explores on his own
learning and come to his own conclusion and (7) Democratic explorers; the
learners are seen as a group of learners who decide together about their goals and
objectives in learning. If teachers consider their students as resisters, receptacles
or raw materials, they will force learners to master a language, fill learners with
knowledge, and shape learners according to the teacher s wishes. While, if
teachers consider their students as clients, partners, individual explorers or
democratic explorers, then they will change the nature of the relationship between
teachers and learners. The teachers will have the language learning activities from
learners needs, and take themselves as co-learners, facilitators and co-operators.
Oz (2014) divides the learners role into three, they are (1) Recorder, the
learners are encouraged to write down the important information during the
lesson, (2) Summarizer, the learners summarize the material delivered by the
teacher during the class, (3) Assessor, the learners evaluate their own progress of
each work (portfolios) in the lesson.
Based on the explanation above, there are two experts in Education who
classify the students roles: (1) Meighan (1990) proposed students roles into
seven classifications: (a) resister (b) receptacle (c) raw material d) client (e)
partner (f) individual explorer (g) democratic explorer while (2) Baile (2009)
classifies into three classifications: (a) active participant (b) motivated participant
and (c) coordinator (3) Oz (2014) mentions three roles; (a) recorder (b)
summarizer (c) assessor. Understanding students roles in language teaching will
be helpful to pick the appropriate role for the learners to achieve the learning goal
in education.
g. Assessment
Assessment is one of important parts in language teaching. From the
assessment the teachers can look at the rate of improvement conducted in the
classroom. Basically, assessment is a general term used in education to assess the
students achievement by looking at the students performance, but education

38

instructor or trainer use the term interchangeably. It is required to clarify the term
to know the appropriate term in teaching.
Haryati (2007: 15) differentiates assessment and evaluation. Assessment is
a process of getting information how far the learning achieved based on the
competency, whereas, evaluation refers to identification of activity to see whether
a program that has been planned can run efficiency or not on the program.
Griffin & Nix (1991, cited in Haryati, 2007: 15) insist that assessment is a
statement taken from the facts to explain the learners characteristic. Cross (1989,
cited Resmini) defines that assessment is a program conducted continuously to
decide the success of learning. Based on Government rule no. 19. 2005 (cited in
Inasari, 2013) assessment is divided into three: (1) daily test, this kind of test is
conducted periodically to measure the achievement of one competency or more
based on the indicator (2) semester test, the test is carried out to measure students
competency after eight to nine weeks teaching (3) final test, the test is conducted
to measure the students competency in the end of the semester, (4) school
examination, the test is carried out by the local school to gain the
acknowledgement on students achievement as a pass requirement of the school
and (5) national examination, the test is conducted nationally under National
Education Standard Board. Additionally, assessment is categorized in 3 types
based on its function (1) formative test, the test is conducted by the teachers in the
learning process to know the achievement of the teaching and learning (2)
summative test, the test is carried out in the certain end of teaching and learning
period (3) diagnostic test, the test is to investigate the students weakness and the
factors.
C. Theoretical Framework
This theoretical framework is a structure that is produced from the
compilation of literature reviews that set in this study. There are a couple of
literature reviews used by the writer to conceptualize the theoretical framework to
help in answering the research questions: (1) what are teachers beliefs about
English teaching (2) what are teachers beliefs about teachers roles (3) how are

39

the teachers beliefs implemented in the classroom practice (4) what factors are
responsible for shaping teachers beliefs.
Understanding teachers beliefs in English teaching needs to clarify the
concept of teachers beliefs, commonly teachers beliefs have a variety of terms
such as teacher cognition, teacher knowledge and others. There are some theorists
proposed the definitions of teachers beliefs (Green, 1971; Calderhead, 1995; and
Borg, 2001), the writer selects Borgs concept to use because it offers vivid
definition, Borg affirms that a teacher belief is a proposition which may be
consciously or unconsciously held, and something is accepted as true by the
individual, and therefore the beliefs inspire and guide the humans thought and
behavior. While, in the aspects of teachers beliefs three theorists have different
aspects to categorize, the first, Reynold categorized the aspects into three; (1)
learning and learner, (2) teachers instructional roles and (3) student activities and
the second, Basturkmen categorized into five aspects; (1) practical (2) personal
practical (3) subject matter content (4) pedagogical content, and (5) curricular, the
third, Richard divides into four beliefs; (1) beliefs about English (2) beliefs about
teaching (4) beliefs about learning (5) beliefs about curriculum (6) beliefs about
language teaching as profession. The writer tends to select Richards concepts
because the theorist provides a good classification with the guideline of the
interview to explore the aspects of teachers beliefs. Then, in the sources of
teachers beliefs, there are several theorists proposed about the sources of
teachers beliefs; Muijs & Reynold, Borg and Richards and Lockhart. The writer
prefers to pick up the concepts of Muijs & Reynold about sources of teachers
beliefs; (1) experience of the teacher (2) teacher training (3) school culture (4) life
experience and professional development. The sources of teachers beliefs are
suitable with the context of this research than two theorists, Borg with schooling,
knowledge, goal, metaphor, classroom, contextual factors etc. and Richards &
Lockhart with own experience as learner, experienced work best, established
practice, personal factors and others.
English teaching has large domain to discuss, this research, the writer
constraints with some components namely: learning objective, syllabus,

40

instructional objective, classroom procedure, classroom technique, teachers roles

students roles and assessment.
Learning objective is a picture of the instructional goal that the teachers
will do in the class. Reiser & Dick (1996) claim that learning objective is the
explicit descriptions of the goal will be achieved after teaching. Heinich (2002)
offers a concept as ABCD (Audience, Behavior, Condition, Degree) to break
down the learning objective, so that the learning objective can be easier to
understand.
Syllabus is a reference for teaching.

The English teaching must be

prepared and pick the syllabus that is suitable for the students. According to
Richard (2001: 152) defines that syllabus is a learning instrument covers the detail
description of the teaching such as learning objective, indicator, media and
assessment. The syllabus has various kinds. It depends on the orientation of the
teaching and learning that the teachers are going to reach.
In language teaching, the teachers have a number of instructional media to
use. Tomlinson & Richardson (2001) divide the kinds of instructional material
into two; the first is printed material includes textbook, workbook and handbook.
The second is non-printed material such as video and picture. Jain & Patel (2008)
proposed that instructional material is supplement or source that can be utilized as
media to support teaching and learning.
Classroom needs to be managed properly to make good learning
environment. The classroom procedure is one of influential parts in teaching to set
earlier to guarantee the learning quality service. There are some types of
classroom procedures: (1) Presentation Practice Production (PPP) is proposed by
Richard (2009), the procedure stresses on the exercise or drill in the lesson, (2)
Engage Study Activate (ESA) is an alternative procedure after PPP started to
leave. (3) BKoF, MOT, JCOT, ICOT is a classroom procedure offered by the
government to accompany the implementation of School Based Curriculum. The
procedure is introduced by Hammond (1992).
The technique is a strategy to implement the method chosen by the
teachers. Classroom technique can assist the teachers to reach the objective

41

determined. Larsen, freeman and Anderson (2011) propose a variety of techniques

in language teaching for instance translation of certain passage to the target
language, memorization, drill and deductive application of rule.
The teachers roles, the important teachers roles in teaching and learning
decides the quality of teaching for the learners. In teachers roles Richards &
Lockhart (1994), Harmer (2007) and Scrivener (1994) have different perspectives,
Richards & Lockhart (1994) classify teachers roles into (1) need analyst, (2)
material developer and (3) monitor and assessor of students learning, Harmer
(2007) classifies into five roles; (1) a controller (2) a prompter (3) a participant (4)
a resource (5) a tutor, whereas Scrivener (1994) divides into three; (1) the
explainer (2) the involver and (3) the enabler, in the classifications of teachers
roles the writer tends to pick up Harmer (2007) as result of the possibility roles
based on the preliminary observation of this present study. The students roles can
be separated with the teachers roles in this study, to know the students roles the
writer tends to use Mighan (1990) who supported by Xu (2012) because the
concept match with the object of the present study that would like to explore,
Meighan divides the students roles into seven; (1) resisters (2) receptacles (3) raw
material (4) clients (5) partners (6) individual explorers and (7) Democratic
explorers than the concept of Baile and Oz. Baile (2009) classifies into three
classifications: (1) active participant (2) motivated participant and (2) coordinator,
and Oz (2014) mentions three roles; (1) recorder (2) summarizer (3) assessor.
Teaching and learning needs to be assessed to know the success of
learning. Assessment helps the teachers to map the students improvement after
joining learning activity. Griffin & Nick (1991) assert that assessment is a way to
describe the students competency by collecting the information or fact from the
students.
Although, there are a number of great theories provided by the theorists,
the writer needs to choose the appropriate theories based on the context of the
study to use as underlying theories and it doesnt mean that other theorists do not
give valuable contributions to this present study, furthermore the concepts offered
by the other theorists are highly helpful to balance the underlying theories chosen

42

by the writer as alternative theories so that the combination of the theories can
enrich underlying theories to investigate the teachers beliefs and classroom
practices at MTs.N Jeketro.

CHAPTER III
RESEARCH METHODOLOGY
In this chapter, the writer provides a picture of research methodology that
consists of seven unit discussions, those are: research type, research context, data
and data sources, the technique of data collection, data validity, technique of data
analysis and theoretical framework that will be described vividly as follows:
A. Type of Research
The type of this research is a qualitative with case study approach.
Qualitative research is a research procedure that produces descriptive data in
written or oral words from the subjects (informants) of the study (Bogdan and
Taylor 1975, cited in Moleong, 2004: 3). Whereas, case study is an
investigation and analysis of a single case or collective case intended to capture
43

the complexity of the object of the study (Stake,1995: 86). Creswell (1998: 73)
adds that:
Case study is a qualitative approach in which the investigator explores a
bounded system (a case) or multiple bounded systems (cases) over time,
through detailed, in-depth data collection involving multiple sources of
information (e.g., observations, interviews, audiovisual material, and
documents and reports), and reports a case description and case-based themes.
For example, several programs (a multi-site study) or a single program (a
within-site study) may be selected for study.

This case study approach is used because it is a suitable approach to

investigate teachers beliefs and practices about English teaching. The tendency
of case study itself is to investigate a decision or a set of decision and why the
decision taken, how it is applied and what the result of the decision. The main
point of case study tries to answer how and why of the research. In this
context of the research, the writer attempts to investigate how (the process of
teachers beliefs and practices about English teaching) and why (why
teachers beliefs implemented in classroom). Besides, the general objectives of
this research are (1) to explore teachers beliefs about English teaching (2) to
examine teachers beliefs about their practices (3) to explore and analyze
beliefs of English teaching implemented in classroom practices, (4) to explore
and analyze factors that influence teachers beliefs and their classroom
practices.
The uniqueness of case study is to provide an in-depth understanding of
a single case (teachers beliefs and practices about English teaching) in the
setting of the study, to find what is common and what is particular thing that
shape the case, to give insights about the wider issues of the object of the study
as well as facilitate understanding of the relationship between teachers beliefs
and their practices. According to Lincoln and Guba (1985) case study has
several uniqueness; (1) as a naturalistic strategy, case study provides space and
a big opportunity to the researcher to reconstruct a variety of subjective
construction for the informants of the study, (2) case study is built based on the
tacit knowledge (unrevealed knowledge), (3) case study can provide thick
description (3) case study offers grounded assessment about context. It means a
social phenomenon often depends on the personal orientations in its context.
44

The design type of case study employed is descriptive case study. It

started with the researcher presents a descriptive theory which establishes the
framework for the researcher to follow throughout the study and what is
searched by this approach is the formation and identification of a clear
theoretical orientation before stating research questions. The researcher must
also determine before beginning the research exactly what the unit of analysis
in the study will be.
The reasons why the writer selects qualitative research with case study
approach, because (1) the writer would like to investigate teachers beliefs and
practices in English teaching and (2) the chosen research will be expected to
provide holistic understanding of teachers beliefs, factors that influence
teachers beliefs and their practices at MTs.N Jeketro (An Islamic Junior High
School).
B. Research Setting
This research setting consists of two parts. The first part illustrates the time
of the research, the second part gives information about the place where the
research was carried out.
1. Time
The research was conducted from October 5 th to November 30th, 2015 in
the first semester of the academic year of 2015/2016. Here is the time schedule
of the research.
Table 3.1
Time Schedule of the Research
Teacher

Teacher 1
(T1)

Teacher 2

Activity
Preliminary observation
Interview
Observation 1
Observation 2
Observation 3
Discussion (Confirmation of

Date
October 6th , 2015
October 7th, 2015
October 9th, 2015
October 12th, 2015
October 15th, 2015

Setting
7H, 7J , 8B
Teacher Office
8B, 7I, 8C
8D,8A
8A, 7H

Teachers beliefs related to

October 16th, 2015

Teacher Office

the study)
Preliminary observation

October 19th, 2015

7G,7D
45

(T2)

Teacher 3
(T3)

Teacher 4
(T4)

Interview
Observation 1
Observation 2
Observation 3
Discussion (Confirmation of

October 20th, 2015

October 21st, 2015
October 22nd, 2015
October 27th, 2015

Teacher office
7F,7D
7E, 7B, 7A
7C, 7G,7E

Teachers beliefs related to

October 30th, 2015

Teacher Office

the study)
Preliminary observation
Interview
Observation 1
Observation 2
Observation 3
Discussion (Confirmation of

November 2nd, 2015

November 3rd, 2015
November 4th, 2015
November 5th, 2015
November 14th, 2015

9E, 9B, 9C
Library
9D, 9A 9G
9B, 9E, 9F
9D, 9C, 9A

Teachers beliefs related to

November 14th, 2015

Library

the study)
Preliminary observation
Interview
Observation 1
Observation 2
Observation 3
Discussion (Confirmation of

November 16th, 2015

November 17th, 2015
November 19th, 2015
November 20th, 2015
November 21st, 2015

9H, 8 I
Teacher Office
9I ,8F, 8I
8H, 9I, 8G
8E, 8F, 9H

Teachers beliefs related to

November 30th, 2015

Teacher Office

the study)
2. Place
The research is carried out at MTs N Jeketro. The school is not only one
of outstanding Islamic Junior High School but also the first state Islamic junior
high school in Grobogan regency, the second largest regency in Central Java,
located at Jalan Raya Jeketro. The school has slogan Excellent in
achievement, noble in attitude and advanced in technology. The vision of the
school is to produce excellent and skilled students based on the faith and
devotion in Allah, the missions are (1) to implement the learning and guidance
effectively so that the students grow optimally as their potential, (2) to increase
human resource and foster spirit, discipline, professionalism, competition, and
high performance intensively to all residents of Madrasah (Islamic School), (3)
to conduct education in a variety of skills to prepare students to have (life

46

skills), (4) to provide facilities and infrastructure that support teaching and
learning process (5) to grow and develop good attitude to all residents of
Madrasah (Islamic School) in daily life as well as religious atmosphere that
reflects the faith and devotion in Allah. The aim of the school is to produce
skillful, faithful, devoted students and have excellent achievements to live
independently and continue further education.
In addition, the school has approximately 1155 students with the
description; seventh grade consists of 400 students (A to J Class), eighth grade
consists of 380 students (A to I Class) and ninth grade consists of 375 students
(A to I Class) with 60 qualified teachers. This school possesses experienced
qualified teacher resources especially in English. It can be looked the
achievement of the school. The school could gain mandate from ministry of
religious affair, a branch of Grobogan, to open immersion class program three
years ago when Indonesia Education was highly enthusiastic in immersion
program. To support and maintain the quality of the teachers in foreign
language, the school signed a memorandum of understanding (MoU) No.
215/MoU/LM-LEC/vi/2009 with English Learning Center, an interactive
multimedia language laboratory, located at Ahmad Yani Street, 387 Katen,
Surakarta, and phone. (0271) 713711. The institute is owned by CV. Lentera at
Warung Watu Street, I/III Singopuran, Kartasura 57164. Then from 2012 up to
now, the school has invited the English instructors from Pare, Kediri, wellknown as a language village and inserted English conversation as a compulsory
subject to follow for the students.
C. Data and Data Sources
In qualitative research type, data is a collection of information or notes
based on the observation. The main data are words, note document and activity.
There are two classifications of data namely: (1) Primary data is verbal data,
attitude that are done by trusted subjects (informants) related to the problems
studied, and the researcher as participant observer (2) Secondary data is the date

47

resulted from documents (syllabus, lesson plan, observation). Whereas, the data
sources of this study are conceptualized in general category as follows:
1. Event
Event is all the teaching and learning activities carried on by the teachers
in the classroom. The activities will be taken as data. The event of this research
was started from October 5th to November 30th, 2015. This research took twentyfour meetings with the four English teachers of MTs.N Jeketro to investigate
teachers beliefs and their practices, the teacher did observation in six meetings
for each teacher, every meeting, the writer needed to come and observe teachers
class at least two to three classes as the schedule attached. The general
procedure of the research continuum is; in the first meeting, the writer came into
the class by doing preliminary observation, then deciding the general themes
appeared, then the second meeting the writer interviewed the teacher related to
the result of preliminary observation, the third meeting the writer took part in
the classroom while observing the teaching and learning activity, the fourth
meeting the writer still did observation to look at the consistency of the themes
appeared, the fifth meeting the writer crosschecked the themes were set by the
preliminary observation and interview then the sixth meeting the writer met the
teacher to confirm and clarify the result of the results of the first meeting to the
sixth meeting related to teachers beliefs and practices.
2. Informant
Informant is someone who can give some information about the situation
of the object of the study (Sutanti,2015: 38). Spradley (2000: 35) adds that
informant is a resource of the information in a research. The informants of this
study are four English teachers at MTs N Jeketro as follows:
The first teacher (T1) teaches English in the seventh grade (7I, 7H, 7J) to
eighth grade (8A, 8B, 8C, 8D), before teaching at MTs. N Jeketro, T1 was an
elementary school teacher, T1 did not teach English but T1 was a teacher class
who taught all subjects in the school, T1 has been taught in this school since
2011 and T1 has been teaching English for four years, T1 enjoys the teaching
and learning activity, the total of number training joined by T1 is four trainings.

48

The second teacher (T2) teaches the seventh grade (7A, 7B, 7C, 7D, 7E,
7F, 7G), T2 is a civil servant, T2 has eleven years of teaching experience, the
total of training joined is eleven trainings, T3 is a certified teacher (a teacher
who gains the incentive from the government based on the teaching experience
and the total of training joined).
The third teacher (T3) teaches in the ninth grade (9A, 9B, 9C, 9D, 9E,9F,
9G), T3 is the first English teacher the school has in the beginning, T3 has eight
years teaching experience, T3 is also a certified teacher, T3 is well-known as the
tenth grader teacher, T3 always takes responsible for teaching the tenth grade
because of the teaching experience, a total of training participated is eight
trainings.
The last teacher (T4) teaches in eighth (8E, 8F, 8G, 8H, 8I) to ninth grade
(9I, 9H), T4 has master degree qualification, T4 is a certified teacher, T4 has
thirteen years of teaching experience in the school and the total number of
training participated is fifteen training. This is the brief information about the
fourth English teachers:
Table 3.2
The Information of the English Teachers at MTs N Jeketro, 2015
No
1
2
3
4

Name
Teacher 1 (T1)
Teacher 2 (T2)
Teacher 3 (T3)
Teacher 4 (T4)

Teaching
experience
4 years
11 years
18 years
13 years

Qualification

A total of

Undergraduate
Undergraduate
Undergraduate
Master degree

Training
4
11
18
15

3. Document
Document is written texts that serve as a record or piece of evidence of
an event or fact (Smith, 1978 cited in Jenner, 2004: 284). The document in
this research used to analyze is lesson plan, syllabus, a transcript of interview
and materials (teachers books) and students works.

49

D. Technique of Data Collection

Technique of collecting data is the most essential unit because the
purpose of the research is to gain the data without knowing the technique of
data collection, a researcher will not gain standard data determined. The
technique of data collection can be done by observation, interviews, document,
and those components combined. In this study, the technique of data collection
used by the writer are:
1. Observation
Observation is a technique to collect the data by observing the
ongoing activity (Sukmadinata, 2007: 220). The observation used by this
study is participant observation. Sugiyono (2014: 204) stated that
participant observation is a researcher engages in daily life of the observed
person as data source of the study. In a simple proposition, the writer
involves in the daily teaching activity conducted by the the teachers starting
from preparing the lesson plan orientated in syllabus, choosing the suitable
material for the students, joining the teachers classes to capture the
understanding of teachers beliefs and their practices holistically. The
observation was conducted when the teachers had schedule to teach and the
writer followed the teachers in their class based on the agreement both the
writer and the teachers.
2. Interview
Interview is a process of acquiring data to find the problems that
need to be studied (Sugiyono, 2014: 194). Interview can assist the research
to reveal the truth from the subjects. There are two kinds of interview
namely: (1) structured interview and (2) unstructured interview. In this
research the writer used structured interview. According to Sugiyono (2014:
197) structured interview is an interview that has guideline to follow in
doing the interview. The structured interview was adopted from Richards
and Lockhart with some modifications as the context of the study, the
questions of the interview were formulated based on the research questions
that proposed by the writer in the chapter I.

50

According to Arikunto (1991: 128) interview is a process of

interaction, dialogue, question and answer verbally committed by two or
more persons directly to obtain the required information. To acquire the
thick information from the informants, the researcher conducted interview
before and after observation. The interviews were recorded and transcribed.
The interview done before observation was to gain the teachers beliefs
about English teaching. While, the interview done after observation to
crosscheck the consistency of the teachers beliefs and their practices to
examine the consistency of the teachers beliefs and practices at MTs. N
Jeketro.
3.

Document analysis
Document analysis is a technique of data collection by gathering and
analyzing documents, whether written documents, pictures, and electronic
(Dinata, 2004: 221). The document can be taken as inseparable unit of
analyses. Those documents are syllabus, lesson plan and material delivered
by the teachers and the documents will enhance the credibility of the
interpretations in research findings.

E. Data Validity
Validity in qualitative research means the interpretation of the
observations whether or not the researcher measures what must be measured
(Kirk and Miller,1986: 69) In quantitative study, the researchers often use
validity and reliability to examine the data validity and the major criterion of
quantitative must be valid, reliable and objective. In qualitative study, Shenton
(2004: 64) simplifies the concepts of validity and reliability transferred in the
table as follows:
Table 3.4
The Concepts of Validity and Reliability
Aspect
Truth Value
Implementation
Consistency
Natural

Quantitative
Internal Validity
External Validity
Reliability
Objectivity

Qualitative
Credibility
Transferability
Dependability
Confirmability
51

1. Credibility
According to Lincoln & Guba (1985) insist that credibility accounts for
what happened, accurately without contamination and interventions. Then, they
add that ensuring credibility is one of most important factors in establishing
trustworthiness. Alamu (2010:50) affirms that a credible study needs to show
evidence of lengthy engagement in the field. The techniques to validate the
data, the researcher can do the following options:
a. Extension of observation, means the researcher comes back to the setting
of the study to observe, do interview with the data sources encountered.
b. Triangulation is qualitative cross-validation. It assesses the sufficiency of
the data according to the convergence of multiple data source of multiple
data collection procedures.
c. Increasing perseverance is an activity to observe or capture the
phenomenon more accurate.
d. Analyzing negative case is a process of selecting irrelevant case with the
result of the study to clarify the case as a consideration to infer the result
of the study.
e. Member check is testing of data, analytic categorizes, interpretation, and
conclusion by the member of those stake-holding groups from whom the
data were originally collected (Ariyati, 2015:50).
2. Transferability
Transferability refers to the extent to which the findings from a study can
be applied to other settings and contexts. This is realized by providing rich,
thick description, to allow readers to determine how closely their situations
match and whether or not the findings of this study can be transferred to their
setting or context.
3. Dependability
Dependability refers to the extent to which the data and interpretation are
reliable and consistent. It means that if the study is repeated, in the same
52

context, with the same methods and with the same participants, the results are
going to be the same.
4. Confirmability
Confirmability is the degree to which the results could be confirmed or
corroborated by others (Guba & Lincoln, 2006). The study is objective, if the
result of the study is agreed by lots of participants and confirmability means
examining the result of the study related to the process. If the result of the study
is function from research process that has done, so the study has completed the
confirmability standard.
Maxwell (1996), Holliday (2002) and Moshbah (2007) highly
recommend triangulation as a technique to increase the validity of the study.
The use of triangulation is one of the principles of gaining credible qualitative
data (Alamu, 2010:50). In short, triangulation helps to gain credibility (internal
validity) and dependability (reliability) of the reported data. 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 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.
Humaidi, Hartuti (2013, cited in Mujahidin 2015:72) classify kinds of
triangulation as follows:
a. Method triangulation, if the information of data is from the interview, it
should be examined with the result of the observation
b. Research triangulation, if the information is from one of the researchers
team, it should be examined with other researchers
c. Data triangulation, if the information is from one respondent, it should be
examined to another respondent or documents.
d. Situation triangulation, it is the explanation or comment from one
respondent which delivered in two different situations, e.g. it is delivered
alone and with others

53

e. Theory triangulation, it is to find whether there is a parallel explanation

and analysis between one theory and other theories towards the research
data.
In this study, the writer uses data triangulation to acquire accountable
information through a variety of methods and data source gained such as
interview and observation, document, field note, picture and the writer as
participant observation to crosscheck the validity of the study. The data
triangulation can be drawn in the following figure.
Chart 3.1
Data Triangulation
Interviews of Participants
Picture
Video recorded

Lesson
Plan Analysis
F. Technique
of Data
Syllabus

Field note
Classroom Observation

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, 2002: 334). To
investigate teachers beliefs and practices about English teaching at MTs.N
Jeketro, the writer employed a techniques of data analysis formulated by Miles
and Hubberman (1993) as follows:
1. Data Reduction.
Data reduction is a process of analysis data to summarize, organize and
select the important data to gain the themes and patterns by wasting
unimportant data (Sugiyono, 2014: 340). By doing data reduction the
researcher will find a complete picture of the object of the study and
facilitate the researcher to decide the next step of data collection. The
process of data reduction can be done by computer and other software to
make coding in certain aspects.
2. Data Display.

54

After doing data reduction, the next step is data display. Data display is
a step of presenting the data from the data reduction (Sugiyono, 2014: 341).
The researcher displays the data in short description, chart, the relation
among the category and other formats. By data display, then the data is
organized, arranged in a pattern that can be more understandable.
3. Conclusion drawing/ Verification.
The last phase of analysis data is conclusion drawing or verification.
Conclusion drawing or verification is a step of drawing conclusion from the
beginning to the final process (Sugiyono, 2014: 342). In doing conclusion
drawing, the researcher begins to determine the meaning of the research then
conducts verification because preliminary conclusion sometimes is
temporary and still tentative and the findings will be changed if the
researcher finds the more valid proof when the researcher crosscheck to the
research setting but if not the preliminary conclusion is credible.

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION

55

In part, the researcher is going to depict the outline of this chapter, the first
is research findings and discussion will present then. This is the following
findings of this research entitled English teachers beliefs and classroom
practices of English teaching: A case study at MTs N Jeketro
A. Research Findings
In the research findings, the researcher would like to divide the
discussion into two sections. The first section will describe and discuss the
research finding based on the problem statements posed in the first chapter are
(1) what are teachers beliefs about English teaching at MTs. N Jeketro?, (2)
how are those beliefs implemented in their classroom practices?, (3) what
factors are responsible for shaping teachers' beliefs and their classroom
practices at MTs. N Jeketro?, and the second section will explain the discussion
of the research finding.
1. English Teachers Beliefs about English Teaching at MTs N Jeketro
Based on the analysis of open ended questionnaire, document analysis
and interview. the English teachers beliefs about English teaching at MTs.N
Jeketro can be categorized into several components; (1) learning objective
(2) syllabus (3) learning material (4) classroom procedure (5) classroom
technique (6) teachers roles (7) students roles (8) assessment. These are the
following descriptions.
a. Learning Objective
Learning objective is explicit descriptions on what student will do as
result of the instruction they receive. There are different assumptions
related to learning objective proposed by the four English teachers. T1
assumes that learning objective is :
Learning objective is a specific statement about the competency that will be
acquired
Tujuan pembelajaran adalah pernyataan spesifik tentang kemampuan yang
ingin dikuasai . (OEQ.T1/1.a)

General learning objective that T1 expects is students can express or

practice English language in their daily life then the students can
56

understand text and write correctly. T1 affirms that deciding learning

objective before and after doing learning and teaching activity in class is
important because basically the learning activity needs to set before and
after as a picture of objective achieved and objective that will be carried
out in the class. To know the indicator achievements of the learning
objective. T1 always uses exercises or test to look at the students
understanding. When the learning objectives have not achieved yet, T1
will evaluate and brush up the material.
T2 has almost same opinion about the learning objective T2 claims
that learning objective is:
The formulations in statement forms which will be achieved as result of
teaching and learning activity.
Tujuan pembelajaran adalah rumusan-rumusan berbentuk pernyataan
yang hendak dicapai sebagai hasil kegiatan belajar mengajar
(OEQ.T2/1.a)

The general objective that T2 expects is the students can communicate in

English from the simple things that they confront in their daily life. T2
stated that learning objective is important because it will be a guide to
determine steps to achieve learning objectives. T2 does reflection and
evaluation to know the indicator achievement. T2 will give the freedom to
students in learning and use the innovative methods if the learning
objectives have not achieved yet.
T3 noted that :
Learning objective is that expected statements that can to be able to be
achieved in certain competences as attached in syllabus.
Tujuan pembelajaran adalah pernyataan yang diharapkan bisa di capai
yang berupa kompetensi tertentu sesuai dengan yang telah tercantum.
dalam silabus. (OEQ.T3/1.a1)

The general objectives that T3 is the students can communicate written

and oral in English. T3 argued that determining the learning objective is
obviously important before and after doing teaching and learning activity
to evaluate and prepare all the things related to the material, learning

57

activity and evaluation in classroom. To know the indicator achievement,

T3 looks at the students activeness and tasks that T3 gives to the students.
If the learning objective has not achieved yet, T3 is going to evaluate
which part of material that the students find difficulties and repeat the
explanation in innovative ways.
T4 mentioned that :
Learning objective is an achievement of indicator that matches with the
material.
Tujuan pembelajaran adalah Pencapaian indikator sesuai dengan materi
yang ada. (OEQ.T4/1.a1)

The general objective that T4 expects is the students can communicate

with their friends in simple expression, students understand grammatical
that used in daily and can understand the content of the text they read. T4
argued that making learning objective before and after learning activity is
important as a major guide in doing learning activity in the class
systematically. To know the indicator, T4 gives questions and exercises if
learning objective has not been achieved yet. T4 will give reflection and
evaluation in learning and simplify the material related to the indicator.
From the illustration above, the general objective that the four
English teachers will achieve are to develop students competency to
communicate in oral or written form which covers transactional or
interactional conversation and understand short functional text to reach
competency standard determined. The English teachers assume that
determining learning objective before and after doing teaching and
learning activity is highly important because it will guide the teachers to
look at the learning objectives that teachers have done and what the
teachers are going to do in the class. To know the indicator achievement,
the teachers use exercise, asking question and test. To achieve the learning
objective, the teachers will give innovative methods, simplify the material
and repeat the material related to learning objective. This is a table of
summary of learning objective found from the data analysis.

58

Table 4.1
Teachers Beliefs about Learning Objectives
1. Learning objective is specific descriptive statements about the
competency expected to achieve as result of students learning in the
last leaning
2. General learning objective that four English teachers at MTs N
Jeketro is (1) students can communicate written and oral in English
(2) understand the grammatical used in their daily life and (3)
understand the content of the text.
3. It is important to make learning objective before and after teaching to
know the learnings that have done and the learning objective that is
going to apply in the class
4. The teachers ask question and do test to know the achievement of
learning objective.
5. The teachers will give innovative method, simplify the material to
achieve the learning objective and the teachers will repeat the
explanation, if the learning objective has not reached yet.

b. Syllabus
syllabus is a description of the contents of a course of instruction
and the order in which they are to be taught or delivered. Based on the
statements in the open ended questionnaire, the four English teachers have
different assumptions about the syllabus.
T1 insists that :
syllabus is a learning planning used as a guide to implement learning
activity in the class to achieve learning objective determined in
competency standard.
Silabus adalah ringkasan rencana pembelajaran yang dapat digunakan
sebagai acuan dalam pelaksanaan kegiatan pembelajaran di kelas untuk
mencapai tujuan pembelajaran yang telah ditetapkan dalam standar
kompetensi. (OEQ, T1/2a)

T1 insists that function of syllabus is a guide to develop learning

components such as competency standard, basic competence, indicator,
material, learning activity and evaluation. The kind of syllabus that T1

59

uses is School based curriculum syllabus. The consideration of selecting

the syllabus is matched the students need and students ability. T1
assumes that the School Based Curriculum syllabus is good.
T2 marked that :
syllabus is descriptions of standard competency that load basic
competence, material, learning activity, indicator, time and evaluation.
Silabus merupakan bentuk penjabaran standar kompetensi yang memuat
kompetensi dasar, pokok materi pembelajaran, kegiatan pembelajaran,
indicator pembelajaran, waktu dan evaluasi pembelajaran (OEQ, T2/2a)

T2 conveys that the function of syllabus is as a guide to do teaching and

learning and measurement to do evaluation for the success of learning
activity. To deciding the syllabus, T2 uses the available syllabus that is
made by MGMP (Subject Teacher Association).
T3 mentioned that:
syllabus is description about learning planning that contains
competency standard, material, learning activity, indicator and
assessment.
Silabus itu gambaran tentang rencana pembelajaran yang memuat
standar kompetensi, materi pembelajaran, kegiatan pembelajaran,
indicator, serta penilaian pembelajaran . (OEQ, T3/2a)

T3 uses a syllabus that is produced by the subject teacher association in

Grobogan. The syllabus is School based curriculum. The syllabus is used
as a guide and source to develop learning, compose lesson plan, manage
learning activity, provide learning source and assessment system.
T4 noted that :
syllabus is a set of planning about learning activity that is the
implementation of competency standard and basic competency to the
indicator material, activity and learning assessment to achieve certain
competency standard determined by BNSP.
Silabus merupakan seperangkat rencana tentang kegiatan pembelajaran
yang merupakan penjabaran dari standar kompetensi dan kompetensi
dasar ke dalam indikator, materi, kegiatan dan penilaian pembelajaran
untuk mencapai standar kompetensi tertentu yang telah ditetapkan oleh
BNSP (OEQ, T4/2a)

60

T4 insists that function of syllabus is a guide to develop learning

such as making lesson plan, learning activity management and assessment
system. T4 uses School Based Curriculum syllabus that is compiled by the
subject teacher association. To select the material, T4 reads learning
objective and the material in the syllabus.
From the explanations above, it can be concluded that syllabus is
descriptions of lesson planning that can be developed from the
competency standard containing some components namely: basic
competency, material, indicator, learning activity, and evaluation. The
steps to select the suitable material with the syllabus. The teachers look
and check available instructional material, then learn the content of the
material, learning objective and the indicator in syllabus. This is a table of
summary of syllabus points found from the data analysis.
Table 4.2
Teachers Beliefs about Syllabus
1. Syllabus is descriptions of lesson planning that can be developed
from the competency standard containing some components
namely: basic competence, material, indicator, learning activity and
assessment.
2. The syllabus that is used at MTs. N Jeketro is School based
Curriculum Syllabus
3. The teachers mention that syllabus consist of some components
such as competency standard, material, learning activity, indicator
and assessment
4. The function of syllabus is a guide to develop learning, to conduct
learning activity and to make scoring system that will be used

c. Instructional Material
Instructional material is teaching aids or tool that can facilitate the
teachers and students to support teaching and learning activity in the
classroom. There are some assumptions related to the Instructional
material conveyed by the four English teachers. T1 argued that:

61

Instructional material is material or substance that can be used as

supporting aid for the teacher to conduct learning activity in the class.
Materi pembelajaran adalah Media atau bahan yang digunakan sebagai
penunjang guru dalam melakukan kegiatan pembelajaran di kelas (OEQ,
T1/3a)

T1 uses workbook, picture and PowerPoints to sustain the teaching

English in the class. The steps T1 does is to pick the teaching source, T1 is
going to check and read the textbook, workbook available and if the
sources do not match with the students competency level. T1 will search
in the internet that fits with the students. T1 does not face the problems to
decide the source used because T1 can gain the source like video, handout
or picture in the internet easily. T1 claims that the students can understand
the material easily with the learning material T1 uses.
T2 assumes that:
Instructional material is material that can be utilized to develop the
teaching and learning quality in the class.
Materi pembelajaran adalah Materi yang dapat dimanfaatkan untuk
meningkatkan kualitas pembelajaran di kelas (OEQ, T2/3a)

T2 uses textbook, workbook and short video in the class. To decide the
teaching source, T2 reads and understand the material in textbook,
workbook or Kangguru Indonesia that school provides for the teachers and
students. T2 does not find the problems to select the teaching source. T2
feels that Instructional material can assist the students to understand the
material in the class. T3 insists that :
Instructional material is means or tool that can be used to facilitate the
learning activity.
Materi pembelajaran adalah Sarana atau alat yang dapat digunakan
untuk mempermudah kegiatan pembelajaran. (OEQ, T3/3a)

T3 utilizes picture, workbook and video to advance the teaching and

learning activity. T3 learns the material available such as textbook and
workbook that students use regularly. T3 does not have problems to pick

62

the source because the school material available is adequately complete.

T4 assumes that :
Learning material is teaching equipment that can be used to support and
achieve the learning objective.
Materi pembelajaran adalah Peralatan mengajar yang digunakan untuk
mendukung dan mencapai tujuan pembelajaran di kelas. (OEQ, T4/3a)

Before T4 determines the sources T4 is going to read and learn the

explanation in the textbook and workbook, the easiest explanation will be
used in the class. T4 insists that T4 does not get any difficult problems to
determine the teaching source and if the teacher is creative. Teacher can
use the school facility such as LCD or language laboratory. T4 adds that
learning material T4 uses is able to make his job easier to teach English in
the class.
From the opinions of T1, T2, T3 and T4, it can be concluded that
Instructional material is tool or equipment that can be used by the teachers
to develop and advance the teaching and learning quality. This is a table of
summary of learning material found from the data analysis.
Table 4.3
Teachers Beliefs about Instructional Material
1. Instructional material is tools that can be utilized to develop the
teaching and learning quality.
2. The teachers select or pick the source from internet, textbook or
workbook that matches with students ability.
3. The teachers not only utilize printed material such as picture,
workbook and textbook but also non-printed material like powerpoints
and video to support teaching and learning activity.
d. Classroom Procedure
Classroom procedure is a sequence of delivering material in the
learning activity. The English teachers at MTs N Jeketro have a variety
opinion about classroom procedure. T1 mentions that :

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Classroom procedure is a set of activity and interaction between

students and teachers controlled through learning plan.
Prosedur pembelajaran adalah rangkaian aktivitas dan interaksi antara
siswa dan guru yang dikendalikan melalui perencanaan pembelajaran.
(OEQ, T1/4a)

the consideration of selecting the kinds of classroom procedure is to look

the content in the learning material and determine time allocation in
classroom procedure. The classroom procedure T1 applies in the class is
based on the government rules. T2 asserts that :
Classroom procedure is a series of presenting teaching in the class.
Prosedur pembelajaran adalah urutan penyampaian pengajaran di kelas
(OEQ, T2/4a)

Before T2 decides the classroom procedure, T2 is going to look the

learning objective achieved by the students then selecting the classroom
procedure suitable with the students to experience meaningful learning. T3
assumes that :
Classroom procedure is systematic steps in learning process to create
meaningful learning situation for the students.
Prosedur pembelejaran adalah tahapan-tahapan yang berurutan dalam
proses pembelajaran untuk menciptakan suasana pembelajaran yang
bermakna kepada siswa (OEQ, T3/4a)

T3 will learn available material then T3 will arrange the classroom

procedure T3 uses in the class. T3 follows the classroom procedure that
determined by the government namely: Building Knowledge of the Field
(BKOF), Modelling Text (MOT), Joint Construction of Text (JCOT),
Independent Construction of Text (ICOT). T4 argued that :
Classroom procedure is a series of steps in learning procedure to create
meaningful learning situation.
Prosedur pembelajaran adalah rangkaian tahapan-tahapan dalam proses
pembelajaran untuk menciptakan suasana pembelajaran yang bermakna
bagi siswa. (OEQ, T4/4a)

T4 will ponder the indicator, learning objective and the material to make
classroom procedure that can cover the content of learning material. The
64

classroom procedure T4 applies in class is based on the sequences of

learning cycle; Building Knowledge of the Field (BKOF), Modelling Text
(MOT), Joint Construction of Text (JCOT), Independent Construction of
Text (ICOT).
From the description above, it can be concluded that the English
teachers at MTs N Jeketro determine a couple of considerations to select
classroom procedure namely indicator, learning objective and the students.
The four English teachers use classroom procedure in cycle model namely
Building Knowledge of the Field, Modeling of the Text, Joint Construction
of the Text, Independent Construction of the Text. This is a table of
summary of classroom procedure found from the data analysis.
Table 4.4
Teachers Beliefs about Classroom Procedure
1. Classroom procedure is a series of steps in teaching and learning
process to make meaningful learning condition.
2. The teachers follow classroom procedure determined by the
government namely (1) Building Knowledge of the Field, (2)
Modeling of the Text, (3) Joint Construction of the Text, and (4)
Independent Construction of the Text to implement in the class.

e. Classroom Technique
Technique is any strategy or technique used in the language
classroom for realizing lesson objectives. The four English teachers at
MTs N Jeketro have different assumption about classroom technique.
These are the assumptions as follows: T1 mentioned that :
Classroom technique is a tactic or technique used by teacher to present
teaching source chosen based on learning objective.
Tehnik pembelajaran adalah suatu taktik atau cara yang digunakan oleh
guru untuk menyampaikan bahan-bahan pengajaran yang telah dipilih
sesuai tujuan pembelajaran

65

T1 stated that oral repetition, role play and drilling is proper technique to
apply in the class. T1 affirms that those techniques have matched with the
learning objective and the students competency. T2 stated that :
Classroom technique is way or effort used by teacher to achieve
learning objective.
Tehnik pembelajaran adalah cara atau upaya yang digunakan oleh guru
untuk mencapai tujuan pembelajaran yang telah ditetapkan.

T2 insists that role play, oral repetition, discussion and drill are used
during teaching in class. To find the precise technique, T2 brushes up and
learn the topic will be taught in the class
T3 claimed that:
Classroom technique is implementation of teaching plan that teacher
chooses to gain instructional indicator.
Tehnik pembelajaran adalah implementasi perencanaan pengajaran yang
guru pilih untuk mencapai indikator pembelajaran

T3 claims that T3 uses reading aloud, drill and role play in the class. T3
sets the technique implemented in the class after looking and
understanding the topic of the lesson. T4 said that :
Classroom technique is technique or strategy used a teacher to acquire a
learning objective.
Tehnik pembelajaran adalah cara atau strategi yang digunakan oleh guru
dalam rangka mencapai suatu tujuan pembelajaran

T4 mentions that T4 takes role play, oral repetition and memorizing

vocabulary to apply in the class. The consideration of selecting the
technique, T4 makes sure whether the technique is suitable with the
material and language skill that T4 reaches based on learning objective. In
open ended questionnaire, the fifth column, b point the teachers are asked
a question what technique do you try to use in the class?. T1, T2 and T4
have similar beliefs related to techniques they are going to use in class
namely; (1) oral repetition, (2) memorizing vocabulary and (3) role play.
This is an answer extract of open ended questionnaire written by T1.

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Repeating word, phrase or sentence, memorizing vocabulary and

understanding text in the material.
Pengulangan kosa kata, frasa atau kalimat, menghafal kosa kata dan
memahami bacaan yang ada dalam materi (OEQ, T1/5.c)

While the T2 and T3 have two additional techniques from the T1 and T4
stated before namely (1) discussion and (3) reading comprehension.
From the illustration above the four English teachers beliefs can be
classified into five techniques; (1) oral repetition, (2) memorizing
vocabulary and (3) reading comprehension (4) discussion and (5) role play.
This is a table of summary of classroom technique found from the data
analysis.
Table 4.5
Teachers Beliefs about Classroom Technique
1. Classroom technique is a strategy or technique that is used by
teacher to implement learning objective plan to achieve the indicator.
2. Classroom techniques used by the teachers are oral repetition,
memorizing vocabulary, reading aloud, drill, reading comprehension,
discussion and role play

f. Teachers Roles
Teachers have a variety of roles in teaching. They are forced to
have multiple roles in the class not only to transfer knowledge but also to
build the students characters. The writer finds different assumptions about
teachers roles stated by the four English teachers at MTs N Jeketro.
T1 mentions that T1 tends to look the roles as a facilitator who
assist the students to grow optimally and as a controller in learning and as
a resource in the class. T1 does not engage the students to decide or select
learning objective but in evaluation, T1 sometimes engages the students to
evaluate their achievement. If the students find problems to understand the
material T1 will repeat the explanation and if just a few students gain
problems to understand the material T1 is going to explain individually. T1

67

appreciates the students who pose their opinion in the class and if the
opinion is not precise, T1 will attempt to guide and give corrections to the
students. This is an extract of open ended questionnaire stated by T1.
I do appreciate students opinions, but if their opinions are wrong, I will
attempt to revise or give them correction.
Saya sangat menghargai pendapat dari siswa-siswi, tetapi jika
pendapatnya itu salah, saya akan tetap berusaha meluruskanya atau
memberinya koreksi. (OEQ,T1/6e)

T2 claims that T2 look her roles as 1. a facilitator in learning 2. an

organizator who can arrange and plan learning activity working optimally,
3. Evaluator who can give evaluation to the task, exercise and learning
activity. T2 will help the students to understand the material and T2 will
repeat the explanation. T2 has similar assumption with T1, T2 does not
invite the students to select or determine learning objective and evaluation
and T2 will inform the students about the assessment system T2 applies in
the class. T2 assumes that T2 always support and motivate the students to
pose their opinion even the opinion will be good or bad.
T3 insists that the T3s role takes many roles in the class. T3 is not
only as a facilitator with giving the guide to the students but as source to
explain and give knowledge. T3 does not discuss the learning objective to
the students but T3 involves the students to evaluate their work or task. T3
will repeat the explanation of the material discussed in simple way to
make the students understand. T3 will provide opportunity to the students
to pose opinions.
T4 claims that T4 takes roles as facilitator and informant or source.
T4 will always facilitate and support the students in learning starting from
providing material and transfer knowledge. T4 does not engage students to
decide the learning objective because T4 and his partner have formulated
the learning objective in MGMP (subject teacher association). In the
teaching and learning, T4 will ask question to the students about the
material that they have not understood yet. T4 appreciates and support the

68

students to state or share their opinion and T4 will correct the students
opinion in calm attitude.
Table 4.8
Teachers Beliefs about Teachers Roles
1. As a facilitator
The teachers help the students, accompanying the students during
teaching and learning activity, providing the textbook and
workbook
2. A source
The teachers explain the material and giving the information
3. An organizator
Grouping the students, directing the students and stating the rules
during teaching and learning activity
4. An Evaluator
Telling and assessing what the students have learned and giving
score that the students do

g. Students Roles
In teaching and learning, there are a variety of roles like raw
material, active participant and others. The four English teachers at MTs N
Jeketro have a number of assumptions about the students roles. T1 argues
that :
Student is a person who can be a partner in class and a person who is
given knowledge or insight based on the competency.
Siswa adalah seseorang yang bisa dijadikan partner belajar di kelas dan
seseorang yang diberi pengetahuan atau wawasan sesuai dengan
kompetensi yang siswa miliki. (OEQ, T1/7a)

T1 does not engage the students to set the topic or material in the class. T1
will ask for the passive students to do some exercises or answer question.
T2 assumes that :
the students role is a resister means that student is basically a
person who do not want to learn and must be forced to learn.

69

Siswa adalah seseorang yang sebenarnya tidak ingin belajar dan harus
didorong untuk belajar (OEQ, T2/7a)

T2 does not give portion to students to select the learning objective or

material in the class. T2 will come closer to the student and motivate the
students to be active in the class. T3 mentions that :
Student is a person who can be shaped into valuable and good human
being.
Siswa adalah seseorang yang bisa dibentuk dan didik menjadi manusia
yang baik dan bermanfaat. (OEQ, T3/7a)

T3 does not invite the students to set the learning objective. T3 designs
learning activity that demands the students to be active in the class. T4
claimed that :
Student is a person who must be active and need to be motivated to
achieve learning objective.
Siswa adalah seseorang yang harus aktif dan perlu diberi motivasi untuk
mencapai tujuan pembelajaran. (OEQ, T4/7a)

T4 takes dominant role in the teaching. T4 doesnt engage the students to

set the material and learning objective. T4 gives chance the students to be
active by asking the students to read the text or do the exercise in the
board.
From the explanation above, it can be inferred that classroom
technique is there are lots of different roles mentioned by the teachers,
namely teacher as a partner, resister, raw material, active participant and
motivated participant. This is a table of four English teachers beliefs about
students roles.
Table 4.7
Teachers Beliefs about Students Roles
Teachers see the students roles as
1. Students are a partner in teaching and learning (a partner)
2. Students are a person doesnt want to learn and must be forced to
learn (a resister)
3. Students are a person can be educated and formed into good
70

human (a raw material)

4. Students are active in class (active participant)
5. Student are given motivation to learn (motivated participant)
6. Student is a person can be filled with knowledge (receptacle)

h. Assessment
Assessment is a process of collecting information to determine
the students competency by judging or giving certain score. T1 claims
that :
Assessment is a process to measure students competence based on
indicator oriented on learning objective.
Penilaian adalah proses untuk mengukur kemampuan siswa sesuai
indikator penilaian yang telah ditetapkan dalam silabus yang berdasar
pada tujuan pembelajaran (OEQ, T1/8a)

T1 adds that assessment must be valid with what the students study or
learn and can cover speaking, reading, listening and writing aspect from
the beginning and the final learning for one semester. T1 orientates on the
learning process that students do in the class. T3 uses variation in
assessment to know the success of learning such as multiple choice,
match the vocabulary from Indonesian to target language (English). T2
assumes that :
Assessment is a process of giving score based on the information
collected through learning activity that the students follow.
penilaian adalah keputusan untuk memberikan penilaian terhadap
informasi yang didapat lewat kegiatan pembelajaran yang dilakukan
oleh siswa. (OEQ, T2/8a)

the teachers assessment need to do and evaluate regularly. T2

needs to use in authentic assessment. T2 gives variation model provided
in workbook such as daily test in fill in blank form and homework in
essay form. T3 argued that :
Assessment is a process of collecting information comprehensively that
are carried out regularly to know the competency students or
achievement in learning through assessing their individual or group task.

71

Penilaian adalah suatu proses pengumpulan informasi secara

menyeluruh yang dilakukan secara terus menerus untuk mengetahui
kemampuan atau keberhasilan siswa dalam pembelajaran dengan menilai
kinerja siswa baik kinerja secara individu maupun dalam kegiatan
kelompok. (OEQ, T3/8a)

T3 conveys that the assessment that the teacher does must be based on all
chapters discussed in book. The assessment used is knowledge,
activeness, attitude based assessment. T3 does not always use variation in
assessment. T3 just uses short answer question to know the
understanding of text discussed. T4 mentions that:
Assessment is a process of collecting information to what extent the
students understanding related to the materials that have presented as
evaluation to decide better learning activity.
Penilaian merupakan sebuah proses pengumpulan informasi tentang
sejauh mana pemahaman siswa berkaitan materi yang telah
disampaikan sekaligus sebagai bahan evaluasi untuk menentukan
kegiatan pembelajaran yang lebih baik. (OEQ, T4/8a)

T4 uses the objective assessment from the beginning of teaching to the

last teaching. T4 uses assessment based on three aspects to evaluate like
what T4 said in open ended questionnaire. This is the extract.
Assessment in the class is not only based on the cognitive aspect but
also affective and psychomotor.
Penilaian dikelas yang berbasis tidak hanya pada aspek kognitif saja
tetapi juga afektif dan psikomotor siswa. (OEQ, T4/8c)

T4 uses variety of assessment in the class such as essay, changing the

sentence into the certain tense and completing dialogue in the workbook.
Based on the descriptions, the assessment that the four English
teachers are objective, valid and continuous assessment that covers all
aspects such as cognitive, affective and psychomotor. The teachers also
apply some variations in their assessment like multiple choice, essay,
short answer question, matching vocabulary and completing dialogue.
This is a table of teachers beliefs about assessment.
Table 4.8
Teachers Beliefs about Assessment
72

1. Assessment is way to know and measure students individual or

group competence about the materials that have been presented and
as evaluation source.
2. Assessment should be objective, valid and continuous.
3. Assessment must be able to covers all aspects such as cognitive,
affective and psychomotor.
4. The teachers use multiple choice, essay, short answer question,
matching vocabulary and completing dialogue.
Table 4.9
Summary of Teachers Beliefs at MTs N Jeketro about English Teaching
No
1

Aspects of
Beliefs
Learning
objective

T1

Teachers Beliefs
T2
T3

a. learning
objective is a
specific
description
about the
competence
going to
achieve

a. learning
objective is
formulations in
statement forms
which will be
achieved as
result of teaching
and learning
activity

b. teacher will
give test to
know the
achievement
of learning
objective
c. It is important
to set learning
objective

b. teacher will
ask question to
know the
achievement
of learning
objective
c. It is important
to set learning
objective

d. teacher repeats
the
explanation in
innovative
ways, if
learning
objective has
not reached
yet

d. teacher repeats
the
explanation in
innovative
ways, if
learning
objective has
not reached yet

a. learning
objective is
expected
statements that
can to be able to
be achieved in
certain
competences as
attached in
syllabus.
b. teacher will
ask question
to know the
achievement
of learning
objective
c. It is important
to set learning
objective
d. teacher gives
innovative
ways in
teaching the
topic, if
learning
objective has
not reached
yet

Summary
T4
a. learning
objective is an
achievement of
indicator that
matches with
the material.

b. teacher will
ask question
to know the
achievement
of learning
objective
c. It is
important to
set learning
objective
d. teacher
simplify the
material
related to
indicator

a. Learning
objective is
specific
descriptive
statements
about the
competency
expected to
achieve as
result of
students
learning in
the last
leaning
b. teacher will
ask question
to know the
achievement
of learning
objective
c. teachers
repeat the
explanation
in innovative
ways and
simplify the
material, if
learning
objective has
not reached

73

Syllabus

Instructional
Material

a. syllabus is a
learning
planning used
as a guide to
implement
learning
activity in the
class to
achieve
learning
objective
determined in
competency
standard

a. syllabus is
descriptions of
standard
competency that
load basic
competence,
material,
learning activity,
indicator, time
and evaluation.

a. syllabus is
description
about learning
planning that
contains
competency
standard,
material,
learning activity,
indicator and
assessment.

b. teacher uses
School based
curriculum
syllabus

b. teacher uses
School based
curriculum
syllabus

c. syllabus is a
guide to
develop
learning
components
such as
competency
standard, basic
competence,
indicator,
material,
learning
activity and
evaluation.

c. syllabus is
descriptions of
standard
competency that
load basic
competence,
material,
learning activity,
indicator, time
and evaluation.

b. teacher uses
syllabus of
School based
curriculum
syllabus
c. syllabus is
description
about learning
planning that
contains
competency
standard,
material,
learning activity,
indicator and
assessment.

d. syllabus as a
guide in
teaching

d. syllabus is a
guide

d. syllabus is a
guide to develop
teaching

a. Instructional
material is

a. instructional
material is

a. instructional
material is

syllabus is a set
of planning
about learning
activity that is
the
implementation
of competency
standard and
basic
competency to
the indicator
material,
activity and
learning
assessment to
achieve certain
competency
standard
determined by
BNSP.
b. teacher uses
School based
curriculum
syllabus

yet
a. Syllabus is
descriptions of
lesson
planning that
can
be
developed
from
the
competency
standard
containing
some
components
namely: basic
competence,
material,
indicator,
learning
activity
and
evaluation.
b. teacher uses
School based
curriculum
syllabus

c. syllabus is a
set of planning
about learning
activity that is
the
implementation
of competency
standard and
basic
competency to
the indicator
material,
activity and
learning
assessment to
achieve certain
competency
standard
determined by
BNSP
d. syllabus is a
guide and a
schedule to do
teaching

c. The teachers
mention that
syllabus
consist of
some
components
such as
competency
standard,
material,
learning
activity,
indicator and
assessment

a. instructional
material is

a. Instructional
material is

d. syllabus is a
guide to
develop and
conduct
learning in
class

74

Classroom
procedure

Classroom
Technique

material or
substance that
can be used as
supporting aid
for the teacher
to conduct
learning
activity in the
class.
b. teacher uses
textbook,
picture and
workbook to
support
learning

material that can

be utilized to
develop the
teaching and
learning quality
in the class

means or tool
that can be used
to facilitate the
learning activity

teaching
equipment that
can be used to
support and
achieve the
learning
objective.

tools that can

be utilized to
develop the
teaching and
learning
quality.

b. teacher uses
Powerpoint,
textbook and
workbook in the
class

b. teacher uses
textbook and
workbook in the
class

b. teacher uses
textbook and
workbook that
match with
students
ability

a. classroom
procedure is a
set of activity
and interaction
between
students and
teachers
controlled
through
learning plan.

a. classroom
procedure is a
series of
presenting
teaching in the
class.

a. classroom
procedure is
systematic steps
in learning
process to create
meaningful
learning
situation for the
students.

a. classroom
procedure is a
series of steps
in learning
procedure to
create
meaningful
learning
situation

b. The teachers
to select or
pick the source
from internet,
PPT, textbook
or workbook
that matches
with students
ability.
a. Classroom
procedure is a
series of steps
in teaching and
learning
process to
make
meaningful
learning
condition.

b. teacher uses
Building
Knowledge of
the Field,
Modeling of
the Text, Joint
Construction
of the Text,
and
Independent
Construction
of the Text to
implement in
the class.

b. teacher
implements
BKoF,MOT,
JCOT, and ICOT

b. teacher uses
the government
recommendation
namely
BKoF,MOT,
JCOT, and
ICOT

b. teacher
applies
Building
Knowledge of
the Field,
Modeling of
the Text, Joint
Construction of
the Text, and
Independent
Construction of
the Text to
implement in
the class.

b. The teachers
follow
classroom
procedure
determined by
the
government
namely (1)
Building
Knowledge of
the Field, (2)
Modeling of
the Text, (3)
Joint
Construction
of the Text,
and (4)
Independent
Construction
of the Text to
implement in
the class.

a. a tactic or
technique used

a. classroom
technique is way

a. classroom
technique is

a. classroom
technique is

a. Classroom
technique is a

75

by teacher to
present
teaching
source chosen
based on
learning
objective.

or effort used by
teacher to
achieve learning
objective.

implementation
of teaching plan
that teacher
chooses to gain
instructional
indicator

technique or
strategy used a
teacher to
acquire a
learning
objective.

b. teacher uses
some
techniques:
oral repetition,
memorizing
vocabulary,
and role play

b. teacher takes
oral repetition,
discussion and
role play
technique in the
class

b. teacher uses
oral repetition,
discussion and
reading
comprehension
technique in the
class

b. teacher takes
oral repetition,
memorizing
vocabulary and
role play
technique

Teachers roles

a. teacher is a
facilitator
b. teacher takes
role as
resource,

a. teacher is a
facilitator
b. teacher as
organizator and
evaluator

a. teacher is a
facilitator
b. teacher as a
source and
informant in
teaching

a. teacher is a
facilitator
b. teacher as an
informant and
resource

Students roles

a. students are a
partner in
teaching and
learning (a
partner)

a. students are a
person doesnt
want to learn
and must be
forced to learn
(a resister)

a. students are
active in class
(active
participant)

b. Student are
given
motivation to
learn
(motivated
participant)
c. the students
must be active
in teaching and
learning
activity

b. Student is a
person can be
filled with
knowledge
(receptacle)

a. students are a
person can be
educated and
formed into
good human
(a raw
material)
b. Student is a
person can be
filled with
knowledge
(receptacle)

d. the students
do not have a
role to set
learning
objective and

d. the students
do not have a
role to set
learning
objective and

c. the students
must be active
in teaching
and learning
activity

c. the students
must be
active in
teaching and
learning
activity
d. the students
do not have a
role to set
learning
objective and

b. Student are
given
motivation to
learn
(motivated
participant)
c. the students
must be active
in teaching and
learning
activity

strategy or
technique that
is used by
teacher to
implement
learning
objective plan
to achieve the
indicator.
b. the teachers
use a various
techniques:
1. oral
repetition
2. memorizing
vocabulary
3. discussion
4. reading
comprehension
5. role play
The teachers
take some
roles in class:
1. teacher as
facilitator
2. teacher as
an informant
3. teacher as
organizator
4. teacher as
an evaluator
Teachers see
the students
roles in class
as
1. partner
2. receptacle
3. a raw
material
4. active
participant
5. motivated
participant

d. the students
do not have a
role to set
learning
objective and

76

Assessment

material
a. teacher gives
assessment in
the class
b. assessment
focuses on
learning
process

material
a. teacher gives
assessment in
the class
b. Assessment
orientates on
process

material
a. teacher gives
assessment in
the class
b. assessment is
based on
students
activeness,
attitude and
process

c. the teacher
uses a short
and answer
question to
assess the
students
d. the teacher
uses
completing a
dialogue to
assess the
students

b. the teacher
uses an essay
to assess the
students

c. the teacher
uses a short
and answer
question to
assess the
students
d. the teacher
uses
completing a
dialogue to
assess the
students

c. the teacher
uses a short
and answer
question to
assess the
students
d. the teacher
uses
completing a
dialogue to
assess the
students

material
a. teacher gives
assessment
in the class
b. Assessment
orientates
on process
and
cognitive,
psychomoto
r and
affective
b. the teacher
uses an
essay to
assess the
students
c. the teacher
uses a short
and answer
question to
assess the
students
d. the teacher
uses
completing a
dialogue to
assess the
students

a. teacher
gives
assessment
in the class
b. Assessment
orientates on
process,
cognitive,
psychomoto
r and
affective,
the teachers
use formative
assessment
with different
model
1. essay
2. multiple
choice
3. completing
dialogue
4. short
question
to assess the
students

2. The Implementations of the Teachers Beliefs about the Teaching and

Learning process
Based on the classroom observation analysis and interview conducted
during the research, the findings of the research demonstrate that the
implementation of teachers beliefs on English teaching and learning process
can be categorized into two parts. The first is the consistency between teachers
beliefs and practices, the second is the discrepancies between teachers beliefs
and practices.
a. The Consistency Between Teachers Beliefs and Classroom Practices
There are some consistencies between teachers beliefs and classroom
practices namely (1) learning objective (2) syllabus (3) instructional material

77

(4) classroom technique (5) teachers roles (6) students roles and (7)
assessment.
1. Learning Objective
Based on the result of the classroom observation. The researcher
found that all English teachers at MTs N Jeketro have some consistencies
between teachers beliefs and learning objective. These are the following
descriptions:
T1 made the learning objective in the lesson. T1 set learning
objective based on the syllabus that T1 had. In the classroom practice, T1
stated the learning objective to the students before T1 begun to teach the
topic of the lesson. To achieve the indicators attached in the learning
objective, T1 gave exercises and test provided in the workbook. When T1
thought that the students did not understand enough about the lesson and
the achievement of indicator had not reached, T1 would explain the
material again in innovative ways.
T2 had balance between the beliefs and classroom practice. T2 wrote
implicitly the learning objective in the lesson plan to set in the lesson. T2
did written test and oral test to know the achievement of the indicator in the
learning activity. The T2 would repeated the explanation of the lesson in
the class, if the students had problems about the topic of the lesson then T2
asked for the students to pay attention with the explanation.
T3 inserted instructional objective in the lesson plan. To know the
indicator of the lesson T3 asked questions to the students and looked the
students activeness in the learning. T3 encouraged the students to answer
T3s oral questions. T3 would repeat the explanation about the material if
T3 found the students could not answer the oral question or work the task
given by T3.
T4 attached the learning objectives in lesson plan. In some
observations conducted in the class. The T4s beliefs about learning
objective and the practices were consistent. To know the indicator of
learning T4 gave exercise after T4 explained the material and T4 gave

78

innovative way, if the students did not understand the topic. For instance,
On February 22nd, 2016, T4 explained the past tense forms and few students
had not understood yet, then T4 repeated the explanation by making chart
of simple past tense.
From the illustration above, it can be concluded that the four English
teachers beliefs and their classroom practice are consistence. They
attached the learning objective in the lesson plan. To know the achievement
of the learning they gave written test, oral question and looked the students
activeness in the class and when the teachers found few students have not
understood yet about the lesson. They repeat their explanation in the class.
This is the result of classroom observation conducted during the research.
Table 4.10
Result of Classroom Observation of Teachers Beliefs about
Learning Objective
Teachers Beliefs about
Learning Objective
1. Availability of learning
objective in lesson plan
2. Teachers give test or ask
questions to know the
achievement of learning
objective
3. Teachers repeat the
explanation of material, if the
students have not understood
yet

Checklist of
Classroom
Note
Practices
Yes
No
The teachers attach the

learning objective

implicitly in the lesson plan

Most teachers give test or
exercise in every meeting
in the class
The teachers repeat the
explanation when the
students cannot answer
given by the teachers or
find the problem to
understand the material in
the class.

2. Syllabus
The teachers beliefs about the syllabus are almost same and complete
each other. This illustration of classroom practiced demonstrated by the T1,
T2, T3 and T4 as follows:

79

T1 had syllabus to implement in the classroom. T2 used School based

curriculum. The syllabus that T1 used consisted of some components
namely competency standard, material, learning activity indicator and
assessment. T1 used the syllabus as a guide to do teaching and learning
activity in the class.
T2 prepared the syllabus before T2 carried out the learning. T2
claimed that components of syllabus consisted of competency standard,
basic competency, material, learning activity, indicator, time and
evaluation. The syllabus that T2 used was School Based curriculum
syllabus (KTSP) recommended by BNSP.
T3 had syllabus produced by MGMP (Subject Teacher Association).
T3 participated in composing the syllabus with English teachers in Gubug.
The type of the syllabus used by T3 was School based curriculum syllabus
orientating on the book of school based curriculum.
T4 prepared teaching stuffs like syllabus, lesson plan and annual
program in the beginning of the semester. The syllabus that T4 used was
school based curriculum with some components; competency standard,
material, learning activity, indicator and assessment. T4 implemented the
syllabus as a guide to monitor learning that T4 had done.
Based on the illustration, it can be inferred that the teachers had
shared similar beliefs about syllabus. They wrote syllabus components in
their syllabus like what they mentioned in the open ended questionnaire to
invent their beliefs. All the teacher agreed with the syllabus as guide to do
teaching and learning activity in the class. This is the result of classroom
observation of teachers beliefs about syllabus.
Table 4.11
Classroom Observation of Teachers Beliefs about Syllabus

Teachers Beliefs about Syllabus

1. Availability of syllabus before

Checklist of
Classroom
Note
Practice
Yes
No
The teacher prepared the

syllabus and lesson plan

80

teaching
2. Syllabus consist of competency
standard, basic competency,
material, learning activity,
indicator and assessment
3. Syllabus is a guide to do teaching
and learning

before teaching
The teachers wrote
competency standard,
basic competency,
material, learning
activity, indicator and
assessment in the
syllabus
The teaching and
learning orientated on
the syllabus that the
teachers selected

3. Instructional Material
In the classroom practices. All the English teachers almost have
similarity. They use workbook provided by the school to support learning
in the class. these are the descriptions of the implementation reflected by
the teachers as follows:
T1 facilitated the teaching and learning with instructional material.
The instructional material that T1 used was textbook entitle English in
Focus and a workbook entitle Incer to support learning activity in the
class. T1 instructed the students to bring the book. T1 taught based on the
sequence of the topics presented in the workbook. T1 had other
instructional material such as textbook and video or PPT but T1 often used
the workbook regularly.
T2 prepared and brought the instructional material to advance the
teaching that T2 carried out. T2 picked picture, workbook and textbook in
the teaching. On Wednesday, T2 taught a topic family member. T2
facilitated a picture including members of family like father, mother, sister
and others to show the members of family. Then, T2 asked for the students
to guess the names of the family that T2 pointed in the picture.
T3 utilized instructional material in the teaching and learning. The
kind of instructional material that T3 used was printed material namely
workbook and textbook. T3 used the workbook regularly in very teaching
T3 did.

81

T4 used the instructional material to sustain the teaching and

learning. T4 selected workbook and textbook as main source to teach in
the class. T4 always uses the workbook regularly in every teaching.
From the illustration, it can be concluded that the English teachers
at MTs N Jeketro utilized the instructional material in their teaching. The
kind of instructional material used was printed material and unprinted
material. The printed material was textbook, picture and workbook and
unprinted material was video.
Table 4.12
Classroom Observation of Teachers Beliefs about Instructional
Material
Teachers Beliefs about
Instructional Material
1. Teachers use instructional
material to support and
facilitate teaching and
learning in the class.
2. The teachers use workbook to
do teaching in the class

Checklist of
Classroom
Practice
Yes
no

3. The teachers use textbook to

do teaching in the class

Note
The teachers use
instructional material in their
teaching
The teachers used workbook
entitled Medali (Media
Belajar Berprestasi,
published by Penerbit dan
Percetakan Indonesia Jaya,
Surakarta, 2015) for the
seven grade and Incer for
the eight and nine grade
The teaching and learning
orientated on the syllabus
that the teachers selected

4. Classroom Technique
Based on the classroom observation, the teachers beliefs and
practices about classroom technique are consistent. This is the illustration
of the implementation of teachers beliefs and practices about classroom
technique.
T1 took some techniques in the class such as oral repetition,
memorizing vocabulary and role play. T1 often uses oral repetition in

82

every teaching in the class. T1 ask for the students to repeat the words that
T1 reads or pronounces. While memorizing vocabulary and role playing
are not too often to use in the class. T1 uses the memorizing vocabulary
technique when the topic of the lesson is about regular and irregular verb.
T1 implements the role playing when the topic of the lesson is about
expression such as greeting, showing happiness and parting then T1
demands the students to make role playing in front of the class.
In some the meetings that the writer follows in the T2s class. T2
demonstrates a couple of techniques in English teaching namely: oral
repetition, memorizing vocabulary and discussion. T2 has almost similar
classroom practice with T1. T1 and T2 have similarity in classroom
techniques namely: oral repetition, memorizing vocabulary and discussion
technique. Before T2 takes oral repetition to apply in the beginning, T2
asks for the students to pronounce or read the topic of the lesson, if many
students get difficulty to pronounce correctly. T2 will ask for the students
to follow how T2 pronounces.
The result of classroom observation that T3 exhibits is T2 uses oral
repetition, reading comprehension and discussion technique in the class.
Most learning activity that T3 conducts is oral repetition. T3 uses the oral
repetition technique to teach many different discussions such as reading
(narrative text), and short functional expression (giving opinion
expression). When T3 gets task to teach reading T3 uses reading
comprehension in which T3 demands the students to comprehend entire
text provided by the teacher.
T4 applied several techniques in the class for instance oral
repetition, memorizing vocabulary and role play. In most teaching and
learning that T4 always uses oral repetition in many topics like teaching
about short functional expression, genre and grammatical focus. T4 asks
for the students to repeat how T4 pronounces the letter, phrase and
sentence. While memorizing vocabulary technique used when T4 teaches
regular and irregular verb. T4 implemented role play in the class when the

83

topic of the lesson is about narrative or recount text. T4 would demand the
students to perform individually or in a group.
Table 4.13
Result of Classroom Observation of Teachers Beliefs about Classroom
Technique
Teachers Beliefs about
Classroom Technique

Checklist of
Classroom
Practice
Yes
No

1. The teachers use oral

repetition technique in
teaching

2. The teachers use discussion

technique in teaching

3. The teachers use reading

comprehension technique in
teaching

Note
The teachers take oral
repetition technique by
asking for the students to
repeat what they say
The teachers divide the
students into some groups to
discuss
The teachers give time for the
students to comprehend the
reading task

5. Teachers Roles
In the classroom practices, the writer still found the similarity of
teachers beliefs and practices were consistent. Here are the descriptions of
the result of the four English teachers demonstrated in class.
T1 was a friendly and active teacher in the class. T1 took the role
in the class as a facilitator. T1 was helpful to support the students in
teaching and learning. During the lesson, T1 took main role as an
informant or resource that explained the material. T1 always engaged the
students to participate actively in the class by giving direct question to the
students. Although T1 took major role, T1 still gave a chance or
opportunity to the students to pose their opinion or asked questions when
the students had not understood yet what T1 had already explained. T1
encouraged the students after T1 explained the topic of the lesson to ask
questions related to the lesson. T1 had good response when T1 found one
or some of the students attempted to pose opinions T1 gave appreciation
by clapping hand and saying good Job, great question and that is good.
This was an extract of interview stated by the student of the eight grade.
84

T1 always gives appreciation to us by saying good job, great question

and that is good after the students do the task or ask question to T1.
T1 selalu memberikan apresiasi kepada kami dengan mengatakan good
Job, great question and that is good setelah siswa mengerjakan tugas
atau bertanya kepada beliau (S1, 10 April 2016, R. 8A)

T2 had consistency of the beliefs that T2 mentioned. T2 reflected

as a facilitator in the teaching and learning. T2 assisted the students to
understand the material and accompanied the students to do task given by
T2. T2 engaged the students in the teaching by posing questions about the
material and the students required to respond the question or invited the
students to tell what they knew about the lesson that would be discussed
ahead. T2 suggested the students to ask question after the teacher
explained the material in the class and gave opportunity to pose questions
or concluded the material and T2 was happy to answer the question posed
by the students. T2 had additional roles demonstrated. Those are teacher as
organizator and teacher as evaluator. T2 did organizator during the
teaching by organizing task given, instructing the students to work in the
group and T2 as evaluator, T2 assessed the students performance by
giving score in the end of the lesson.
T3 set the role as a facilitator. T3 facilitated the students to learn
the lesson in the class. T3 not only helped the students to understand the
material but also guided the students to do their tasks. T3 engaged the
students to contribute actively by inviting the students to discuss the
material. T3 provided chance for the students to ask question or tell their
understanding of the lesson. T3 looked comfortable and gave good
appreciation to the students posed opinion or expressed their opinion by
clapping hand and saying good student.
In the teaching, T4 showed that T4 was a facilitator. T4 assisted the
students to understand the lesson and provided a variety of learning source
such as textbook or workbook. T4 provided chance to participate actively
like asking question or concluding the lesson of that day in the teaching
and learning. T4 was enthusiastic and happy when some students raised
85

their hand to ask question or doing the task given by the teacher on the
white board.
The description above indicated that the English teachers at MTs N
Jeketro have a variety of roles in the class: (1) teacher as facilitator, (2)
teacher as an informant or source. The teachers not only engage the
students to contribute in the learning by asking question to the students but
also give opportunities to the students to express opinion or idea. The
teachers welcome to questions posed by the students. They appreciate the
students by clapping hand and saying good job, thats good etc. This
table is the explanation of the teachers reflected in the classroom.
Table 4.14
The Result of Classroom Observation of Teachers Beliefs about
Teachers Roles

Teachers Beliefs about

Teachers Roles
1. A facilitator

Checklist
of
Classroom
Practice
Yes
No

T2 does Telling and assessing

what the students have learned
and giving score that the
students do

3. An organizator

4. An Evaluator

5. the teachers engage the

students in teaching and
learning activity

The teachers help and guide the

students during the learning
Most teachers present the
material as the major source in
the learning, it can be looked
through how the teachers
account for the material in
detail and ask for the students
to write down what the teacher
say
T2 does Grouping the students,
directing the students and
stating the rules during
teaching and learning activity

2. An informant or source

Note

The teachers always ask for the

students to ask question, answer
the task in the board.

86

6. Teachers give chance to

students to pose their
opinion
7. The teachers appreciate
and give respect for
students answer

After the teaching and learning,

the teachers give opportunity to
the students.

The teachers give appreciation

by clapping hand, saying good
job, thats good etc

6. Students Roles
The teachers had different perspective how they looked their
students roles in the class. these are the result of the classroom
observation conducted by the writer focusing on the teachers beliefs and
classroom practices about the students roles.
T1 though that student was a partner. T1 seemed happy when T1
could help the students to learn something. T1 and the students had good
relationship. It could be looked how the students were not awkward when
T1 asked for the students to pose the opinion. This was one of the
quotation of the interview.
It is interesting to study English with T1. T1 always asks question about
our condition when T1 calls us and ask about the difficult material that we
find
Menyenangkan bisa belajar bahasa Inggris dengan T1, beliau selalu
menanyakan kabar setiap mengabsen kami dan menanyakan apa ada
materi yang sulit yang kami termui (S1, February 5th, 2016- 8A)

T1 claimed that student was a person who needed support or motivation to

booster the learning spirit. T1 was a teacher who invited the students to be
active learners by ordering the students to conveying the students
understanding about the material or asking students to do the task in the
whiteboard. T1 did not offer the material to learn but T1 informed in the
topics that T1 would be studied for one semester ahead.
In the classroom practice, T2 looked students as a resister and a
receptacle. The indication of T2s beliefs could be seen when T2 gave
tasks to the students. T2 would not give additional mark to the students
who did not work their task.

87

T2 often tells, if we do not work the task so we will not be given

additional task because we do not do the task
T2 sering mengatakan jika kami tidak mengerjakan tugas maka kami
tidak akan diberi nilai tambahan tugas karena kami tidak mengerjakan
(S2, February 15th, 2016- 8D)

T2 always convinced that the important thing in the class was the students
willing to follow the learning. Then, T2 saw the students as a receptacle
meant that student was a person who could be filled with knowledge based
on the capacity. T2 was not easy to temper to the students when the
students had not understood yet the material. T2 tried to give additional
explanation based on the students capacity. The efforts of T2 to activate
the students in the class, T2 would point one or some students to read the
material in the class or read the reading text in the class. T2 had not invited
the students to discuss about the material or set the learning objective.
T3 assumed that the student as a raw material and receptacle. T3
looked the student as a person can be educated and formed into good
human. In the classroom practice, T3 took control of the teaching and
learning totally while being as a facilitator. T3 set the topic of the lesson
and the teacher did not give students to select or set the lesson that T3
would teach in the class. T3 applied strong rules in the class and the
students must be followed for instance the students who did not bring any
dictionary would pay three thousand rupiahs then collected to the treasurer
of the class and for the students who did not do the task given by the
teacher. They must stand up in front of the class and memorize a couple of
vocabulary that the teacher determined. This is an extract of the interview
mentioned that:
In the class, T3 applies discipline value for instance students do not
bring a dictionary or disturb other students, the students must stand up in
front of the class and memorize vocabulary that T3 gives.
Dikelas T3, siswa dituntut disiplin, misalnya siswa tidak membawa
kamus atau gaduh siswa harus berdiri di depan kelas dan menghafalkan
kosa kata yang T3 berikan. (S3, April 5th, 2016- 9B)

88

The rule went well and the students obeyed the rule although in some last
class like G class or H class there were still student broke the rule. T3 was
a teacher who encouraged the students to active in the class. the writer
often found the teacher demanded the students to translate the text,
mention the word in English and told the summary that the student made.
T3 did not discuss to the students about the learning objective in the class
because in every teaching the teacher was ready with teaching source like
workbook, textbook and picture or worksheet. T4 reflected the belief about
the student that a student was a person who could be filled with
knowledge. The belief was consistent during the classroom observation.
T3 concentrated on the knowledge transfer and T3 enforced the students to
master the material such as translating text from Indonesian to English
then the students required to tell the result of the translation and the
students needed to report the translation.
T4 saw the student as an active participant and motivated
participant. The classroom practice T4 demonstrated was T4 always posed
the question to the students directly and stimulated the students to respond
the question. This is the extract of the interview.
Before T4 explains the material that will be learned, usually T4 gives
short questions to the students related the previous material
T4 sebelum menjelaskan materi yang akan dipelajari biasanya beliau
memberikan pertanyaan-pertanyaan singkat kepada siswa yang
menyangkut materi yang akan diajarkan. (S4, February 20 th, 2016- 8G)

T4 would change seat location of the passive student then the passive
student would be gathered with the active student and for the student who
disturbed other students would be changed to the first line closed to the
board. Then, student as a motivated participant, T4 looked that student was
a person who needed to be motivated to learn. T4 sometimes gave advice
to the students to booster their motivation by telling T4s life experience or
other motivational stories.

89

Table 4.15
Result of Classroom Observation of Teachers Beliefs about
Students Roles

Teachers Beliefs about Students

Roles
1. Students are a partner in teaching
and learning (a partner)
2. Students are a person doesnt want
to learn and must be forced to learn
(a resister)
3. Students are a person can be
educated and formed into good
human (a raw material)
4. Students are active in class (active
participant)

Checklist
of
Classroom
Practice
Yes
No

5. Student are given motivation to

learn (motivated participant)

6. Student is a person can be filled

with knowledge based on the
capacity (receptacle)

Note
T1 accompanies the
students and guides the
students in the teaching
T2 applies the activity
unable the students to
follow the instruction
T3 uses tight rule in the
class to make students
on teaching track
T4 and T1 inculcate the
learning that support
the students to
participate actively
T4 and T2 give
motivation to the
students to keep spirit
in the learning
T2 and T3 guide in the
learning and give the
explanation based on
the students capacity

7. Assessment
The result of the classroom observation about English teachers
beliefs about assessment are consistent. These are the descriptions of the
implementation of teachers beliefs about assessment aspect at MTs N
Jeketro as follows:
T1 did assessment in the teaching and learning. The kind of
assessment used was formative assessment. It could be seen the availability
of the assessment instruments. In doing the assessment, T1 concentrated on
the assessment based on process in which T1 always brought the

90

instruments of the assessment in the class. The model of assessment that T1

implemented was short and answer question and completing the dialogues
in the workbook.
T2 used assessment in the class. T2 prepared assessment instrument
every meeting. T2 informed to the students the aspects of the assessment
such as activeness, attitude and the test that T2 carried out for one semester.
The assessment that T2 picked was assessment based on the learning
process that the students had done for a semester. The model of the
assessment was short and answer question.
T3 conducted assessment in the teaching. T3 always wrote down
the score of the students works. T3 would call the students names one by
one or checking the students tasks in the class. When T3 had not given yet
the assessment to do T3 would do scoring based on the students
contribution (activeness). T3 considered all the results of assessment
conducted by T3. It could be inferred that T3 applied the formative
assessment. While, the model of assessment that T3 utilized was similar to
T1 and T2 namely short and answer question and completing a dialogue.
In the classroom practice, T4 reflected that T4 did the assessment
in the teaching and learning. T4 prepared the teaching instrument and its
assessment. The focus of the assessment that T4 mentioned included three
aspects of assessment namely cognitive, affective and psychomotor. T4
filled those aspects while did the teaching. The type of assessment that T4
used was formative assessment stressing on the whole teaching and learning
for one semester. The model of assessment that T4 made was essay, short
and answer question and completing dialogue. T4 used essay model when
T4 attempted to measure the students comprehension about text. T4 used
short and answer question when T4 tested the grammatical aspect and T4
implemented completing a dialogue to arrange and compose conversation to
know the students writing skill.

91

Table 4.16
Result of Classroom Observation of Teachers Beliefs about
Assessment

Teachers Beliefs about

Assessment
1. Teachers give assessment
in the class
2. Assessment orientates on
teaching and learning
process
3. The teachers use an essay
to assess the students
4. The teachers use a short
and answer question to
assess the students
5. The teachers use
completing a dialogue to
assess the students

Checklist
of
Classroom
Practice
Yes
No

Note
The teachers do the assessment in
every meeting
The teachers write down the result of
assessments that they have done
The teachers use essay when they
examine the comprehension of the
students
The teachers use short and answer
question when they want to know the
understanding of grammatical
knowledge
The teachers apply completing the
dialogue to test the student writing
skill

b. The Discrepancies Between Teachers Beliefs and Classroom Practices

Based on the classroom observation conducted there is one
discrepancy between teachers beliefs aspect and classroom practice namely
Classroom procedure. This is the following illustrations:
1. Classroom Procedure
All the English teachers in MTs N Jeketro conveyed that they use
building of knowledge, Modelling text, Joint construction of text and
Independent. They claimed that they the sequence of the learning cycle.
Based on the result of classroom observation, the writer found the
discrepancy between teachers beliefs and the classroom practices. All the
English teachers preferred PPP (Presentation, Practice, Production)
classroom procedure to building of knowledge, Modelling text, Joint
construction of text and Independent. These are the illustration as follows:

92

T1 came to the class, checking the attendance list, then T1 asked

about the previous material. T1 mentioned the learning objective of the day
while suggesting the students to take out the workbook. T1 did apperception
related to the topic of the day. T1 gave question to some students if the
student could not answer the question, T1 explained it again. T1 was not to
talk much. It was about seven to fifteen minutes to explain or present the
material. After that, T1 suggested the students to work the task in the
workbook. In some meeting, T1 produced own material like worksheet to
the students. While waiting the students worked the task, T1 looked around
and checked the students task, if they gained the difficulty to work T1
would guide and assist the students. After the student had finished their
work, T1 would call the students or offered the students to jot down the
answers on the white board.
T2 prepared the stuffs that T2 used in the class. T2 entered to the
class and greeted to the students. T2 implemented the same classroom
procedure. At first, T2 asked the previous topic that had discussed if the
students did not have the problems, T2 would get on the next topic in the
workbook then T2 presented the material based on the sequence of the
workbook as primary source in the class. T2 had just explained the material
for about five to twelve minutes. T2 preferred the students to work the task
to listening the explanation of T2. T2 had almost similarity how T2 treated
the students in the class by monitoring the students activeness and checking
the task given. T2 provided fifteen to twenty minutes for the students to
work the task then T2 would suggest the students to change the work with
other friends to correct the students task and T2 would pointed out the
students to work in front of the class and wrote down the students work on
the white board.
The implementation of the classroom procedure practice was PPP
(Presentation practice and production). In the beginning, T3 opened the
class by greeting and checking the attendance list. Then T3 started stating
the learning objective in the class. T3 asked for the students to take the

93

workbook then paid attention to the explanation of the lesson. T3 begun to

read the text then explained after that T3 ordered the students work in group
or work individually based on the instruction in the workbook. T3 gave a
couple of minutes for the students to do the task and T3 checked what the
students were doing by looking around the classroom and asking about the
task that T3 gave. When the T3 looked the students had done their task.
Then, the teachers called the student name and the students must do the task
in the white board.
T4 had similar classroom procedure that other teachers did. T4
applied PPP (presentation, practice, production). The sequence of the
learning was in the early time of the teaching, T4 gave short question about
the previous material and T4 tried to correlate the previous material to the
recent material then T4 presented the material and explained in detail. After
T4 did presenting the material, T4 would demand the students to work the
task or exercise available in the workbook. T4 would asked for the students
to change their works with other friends and T4 would choose some students
to read or write the students answers.
Table 4.16
Result of Classroom Observation of Teachers Beliefs about
Classroom Procedure
Teachers Beliefs about
Classroom Procedure
1. Teachers use Building
Knowledge of the Field
(BKOF), Modelling Text
(MOT), Joint Construction of
Text (JCOT), Independent
Construction of Text (ICOT).

Checklist of
Classroom
Practice
Yes
No

Note
The teachers do not use the
BKof, MoT, JCT,ICOT in
their classroom procedure
but they tended to PPP
classroom procedure which
has 3 sequences (1)
presentation (2) practice (3)
Production

From the descriptions stated above, the writer would like to infer the
results of classroom observation conducted during the research. English
teachers beliefs and classroom practices on English teaching and learning

94

process point out that there are consistency and discrepancies of English
teachers beliefs and their classroom practices. The consistent beliefs are
about (1) learning objective (2) syllabus (3) instructional material (4)
classroom technique (5) teachers roles (6) students roles and (7)
assessment, while the discrepancy of the beliefs is the classroom procedure.
This table will summarize the results of consistencies of teachers beliefs
and discrepancy of the teachers beliefs about English teaching.
Table 4.17
The Results of Consistencies of Teachers Beliefs and Discrepancy of the
Teachers Beliefs about English Teaching
Aspects
of
Beliefs
LEARNING OBJECTIVE

Result

Teachers Beliefs
T1

T2

a. learning
objective
specific
description
achieved
in learning

a. learning
objective
must be
described
in the
lesson plan

a. writing the
learning
objective
before and
after doing
the teaching

T3

b. teacher
gives test
to know
the
achieveme
nt of
learning
objective

b. teacher
gives test
to know
the
achieveme
nt of
learning
objective

b. teacher looks
the students
activeness
and tasks to
know the
achievement
of learning
objective

c. teacher
will repeat
the
explanatio
n of the
material in
innovative
ways, if
the
learning
objective
has not
reached
yet.

c. teacher will
do
explanatio
n of the
lesson in
innovative
ways

c. teacher will
repeat the
explanation
of the
material, if
the learning
objective has
not reached
yet.

T4
a. Stating
learning
objective
in the
teaching
and
learning
b. teacher
asks
question
and gives
test to
know the
achieveme
nt of
learning
objective
c. teacher
will give
innovative
media, if
the
learning
objective
has not
reached
yet.

Checklist
of
Classroom
Practices
Yes
No

Note

The teachers
attach the
learning
objective
implicitly in
the lesson plan
Most teachers
give test or
exercise in
every meeting
in the class

The teachers
repeat the
explanation
when the
students
cannot answer
given by the
teachers or
find the
problem to
understand the
material in the
class.

95

SYLLABUS

Availabilit
y of
syllabus

INSTRUCTIONAL MATERIAL

CONSISTENCIES OF ENGLISH TEACHERS BELIEFS AND CLASSROOM PRACTICES ABOUT ENGLISH

a.

a. Availability
of syllabus

a. Availability of
syllabus

b. the teacher
uses
school
based
curriculum
c. syllabus
consists of
component
s;
competenc
y standard,
material,
learning
activity,
indicator
and
assessment
d. syllabus as
a guide to
do
teaching
and
learning
activity in
class

b. the teacher
uses school
based
curriculum

b. the teacher
uses school
based
curriculum

c. syllabus
consists of
component
s;
competenc
y standard,
material,
learning
activity,
indicator
and
assessment
d. syllabus as
a guide to
do teaching
and
learning
activity in
class

c. syllabus
consists of
components;
competency
standard,
material,
learning
activity,
indicator and
assessment

a. the
availability
of
instruction
al material
b. the teacher
uses
textbook to
facilitate
learning
activity

a. the
availability
of
instruction
al material
b. the teacher
uses
workbook
to support
learning
activity

a. the
availability of
instructional
material

c. syllabus as a
guide to do
teaching and
learning
activity in
class

b. the teacher
uses textbook
to facilitate
learning
activity

a.
Availabilit
y of
syllabus
b. the teacher
uses
school
based
curriculum
c. syllabus
consists of
component
s;
competenc
y standard,
material,
learning
activity,
indicator
and
assessment
d. syllabus as
a guide to
do
teaching
and
learning
activity in
class

a. the
availability
of
instruction
al material
b. the teacher
uses
instruction
al material
as teaching
aid to
support
learning

The teacher
prepared the
syllabus and
lesson plan
before
teaching

The teaching
and learning
orientated on
the syllabus
that the
teachers
selected

The teachers
wrote
competency
standard,
basic
competency,
material,
learning
activity,
indicator and
assessment in
the syllabus
The teachers
use
instructional
material in
their teaching
The teachers
used workbook
entitled
Medali (Media
Belajar
Berprestasi,
published by
Penerbit dan
Percetakan
Indonesia
Jaya,
Surakarta,
2015) for the
seven grade
and Incer

96

STUDENTS ROLES

TEACHERS ROLES

CLASSROOM TECHNIQUE

TEACHING

c. the teacher
uses
printed
material
such as
picture and
workbook
in the class
a. oral
repetition

c. the teacher
takes printed
material
namely
textbook and
workbook

c. the teacher
uses printed
material such
as textbook
and
workbook in
the class

c. textbook
and
workbook

a. oral
repetition

a. oral repetition

a. oral
repetition

b.memorizing
vocabulary

b. discussion

b. discussion

b.memorizing
vocabulary

c. role play

c. role play

c. reading
comprehensio
n

c. role play

a. teacher is a
facilitator

a. teacher is a
facilitator

a. teacher is a
facilitator

a. teacher is a
facilitator

b. teacher
takes role
as
resource,

b. teacher as
organizator
and evaluator

b. teacher as a
source and
informant in
teaching

b. teacher as
an informant
and resource

a. students
are a
partner in
teaching
and
learning (a
partner)

a. students
are a
person
doesnt
want to
learn and
must be
forced to
learn (a
resister)
b. Student is a
person can
be filled
with
knowledge
(receptacle
)
c. the
students
must be

a. students are a
person can be
educated and
formed into
good human
(a raw
material)

a. students
are active in
class (active
participant)

b. Student is a
person can be
filled with
knowledge
(receptacle)

b. Student are
given
motivation to
learn
(motivated
participant)

c. the students
must be
active in

c. the
students must
be active in

b. Student are
given
motivation
to learn
(motivated
participant
)
c. the
students
must be

for the eight

and nine grade
The teaching
and learning
orientated on
the syllabus
that the
teachers
selected
The teachers
use some
techniques
such as oral
repetition,
memorizing
vocabulary,
discussion,
role play and
reading
comprehensio
n tehcnique
the teachers
take a
facilitator as
main role in
the class.
And other
roles instead
of facilitator
are teacher as
source,
evaluator and
organizator
T1
accompanies
the students
and guides the
students in the
teaching
T2 applies the
activity unable
the students to
follow the
instruction
T3 uses tight
rule in the
class to make
students on
teaching track
T4 and T1
inculcate the
learning that
support the

97

ASSESSMENT

active in
teaching
and
learning
activity

active in
teaching
and
learning
activity

teaching and
learning
activity

teaching and
learning
activity

d. the
students do
not have a
role to set
learning
objective
and
material
a. teacher
gives
assessment
in the class

d. the
students do
not have a
role to set
learning
objective
and
material
a. teacher
gives
assessment
in the class

d. the students
do not have a
role to set
learning
objective and
material

d. the
students do
not have a
role to set
learning
objective and
material

a. teacher gives
assessment in
the class

a. teacher
gives
assessment
in the class

b. assessment
focuses on
learning
process
(objective
and valid)

b. Assessment
orientates
on process

b. assessment is
based on
students
activeness,
attitude and
process

b.

c. the teacher
uses a short
and answer
question to
assess the
students

b. the teacher
uses an
essay to
assess the
students

c. the teacher
uses a short
and answer
question to
assess the
students

d. the teacher
uses
completing
a dialogue
to assess
the
students

c. the teacher
uses a
short and
answer
question to
assess the
students

d. the teacher
uses
completing a
dialogue to
assess the
students

d. the teacher
uses
completing
a dialogue
to assess
the
students

Assessme
nt
orientates
on process
and
cognitive,
psychomo
tor and
affective
b. the teacher
uses an
essay to
assess the
students
c. the teacher
uses a
short and
answer
question to
assess the
students

d. the teacher
uses
completing
a dialogue
to assess
the
students

students to
participate
actively

T4 and T2 give
motivation to
the students to
keep spirit in
the learning
T2 and T3
guide in the
learning and
give the
explanation
based on the
students
capacity
The teachers
use essay
when they
examine the
comprehensio
n of the
students
The teachers
use short and
answer
question when
they want to
know the
understanding
of
grammatical
knowledge
The teachers
apply
completing the
dialogue to
test the student
writing skill

98

CLASSROOM PROCEDURE

TEACHINGDISCREPANCY OF ENGLISH TEACHERS BELIEFS ABOUT ENGLISH

b. teacher
uses
Building
Knowledge
of the
Field,
Modeling
of the Text,
Joint
Constructio
n of the
Text, and
Independen
t
Constructio
n of the
Text to
implement
in the class.

b. teacher
implements
BKoF,MOT,
JCOT, and
ICOT

b. teacher uses
the government
recommendation
namely
BKoF,MOT,
JCOT, and
ICOT

b. teacher
applies
Building
Knowledge
of the Field,
Modeling of
the Text,
Joint
Construction
of the Text,
and
Independent
Construction
of the Text to
implement in
the class.

The teachers
do not use the
BKof, MoT,
JCT,ICOT in
their
classroom
procedure but
they tended to
PPP
classroom
procedure
which has 3
sequences (1)
presentation
(2) practice
(3) Production

3. The Factors are responsible for shaping Teachers' Beliefs and Their
Classroom Practices at MTs N Jeketro.
Based on the interview carried out by the researcher, there are four factors
that shape the teachers beliefs and classroom practices at MTs N Jeketro.
Those are (1) experience as language learner (2) training (3) personality factor
(4) experience works best. This is the following explanation of the factors
shape the English teachers beliefs.
a. Experience as language learner

99

Not all English teachers have a dream to be English teachers. One of

the teachers (T3), in the beginning T3 had a dream to be an engineer of
agriculture because T3 did not pass the entrance examination, finally T3
selected to be an English teacher as T3s interest. T1, T2 and T4 agreed that
that education has huge impact to build the beliefs. the education process
from the first the teachers studied English to the last education they gain
strongly shape their beliefs. Then, T1 insisted that:
the education process which I undergo in the beginning of English learning
after I graduated from English education has important role to shape my
beliefs to conduct teaching and learning activity
Proses pendidikan yang saya alami ketika saya pertama kali belajar bahasa
inggris sampai setelah saya lulus dari pendidikan bahasa Inggris ikut berperan
dalam pembentukan keyakinan saya dalam menyelenggarakan kegiatan
belajar mengajar. (T1, Interview,2, R14, March 16th, 2016)

From the discussion above, it can be summed up that education during

the study in school as well as in university play important role in shaping
teachers beliefs and how the beliefs drive them to follow and implement in
the practice.
b. Training
Most teacher believe that training has big impact to the teacher beliefs
and classroom practices. T1, T2, T3 and T4 are aware that training time by
time can modify the beliefs they have hold. T1 noted that
The training that I participate strongly influence my beliefs that I have, it
strengthen my classroom practices
Pelatihan-pelatihan yang saya ikuti berpengaruh terhadap beliefs yang saya
punya dan itu juga menguatkan praktik pengajaran selama di kelas. (T2,
Interview,2, R 14, March15th, 2016)

From the information above, it can be concluded that the trainings

they participate assist them to enrich the teaching foundation and regularly
shape their beliefs. when they conduct teaching, they feel that there are
assumptions underlie before selecting a precise approach, method, roles in
the teaching and learning as well as leaning activity.
c. Personality factor

100

T3 argued that personality drives the teacher to do what the inside

belief tells and indirectly it is reflected in the practice. Although, personality
factor has emerged as dominant belief, it cannot be ignored that personality
factor is caused by the accumulation of teaching experience, training and
books as well as article publication to shape the belief.
Personally, my beliefs come from the personal factors, it probably is resulted
from my teaching experiences in the class. Tranings, books or articles that I
read exaggerate a push and ideas how I am supposed to teach in the class, elder
brother.
Kalau saya pribadi dari dorongan personal saya, itu mungkin juga hasil dari
akumulasi pengalaman saya saat mengajar di kelas, pelatihan-pelatihan, bukubuku atau artikel yang saya baca akhirnya muncul suatu dorongan dan gagasan
bagaimana saya mengajar di kelas mas. (T3, Interview,2, R14, March 14 th,
2016)

d. Teaching experience works best

All teachers believed that the most dominant factors that influence
teachers beliefs are teaching experience works best. They affirmed that
automatically what they have undergone cause the implementation in the
classroom. T4 added:
What we undergo in the class influences our teaching practice, then it
contributes strongly if the event that we undergo many times.
Apa yang kita alami dikelas secara tidak langsung mempengaruhi praktik
pengajaran kita selanjutnya dan itu mengakar kuat jika kejadian itu kita alami
berulang kali. (T4, Interview, R14, March 30th, 2016)

B. Discussion of the Research Findings

The discussion of research findings is underlid on analysis of the
research findings. In this part, the writer would like to divide the discussion
into two sections. The first section will discuss about the comparison between
research findings of the current study and research findings of previous studies,
then the second section will discuss about the compatibility between research
findings of the current study and the theories.

101

1. The Comparison between Research Findings of the Current Study and

Research Findings of Previous Studies.
This part, the writer would like to compare the findings of the
current study with the previous studies to place the position of the research.
These are the following descriptions:
a. The Consistencies of English Teachers Beliefs and Classroom Practice
Based on the analysis of the research, the writer finds the
consistencies between teachers beliefs and the classroom practices.
There are seven consistent components of English teachers beliefs at
MTs N Jeketro. These descriptions will give vivid description of the
research.
1) Learning objective
Drawn from the analysis of the findings, almost the English
possess similar beliefs about learning objective, although they have
same ideas about the learning objective. The teachers show the
various actualizations in the classroom. T1 and T4 declare the
learning objective implicitly in the beginning of the teaching,
whereas T2 and T3 mention the learning objective explicitly. Before
doing the teaching. They prepare the teaching instruments to
facilitate the teaching, T1 and T2 revise the learning objective based
on the classroom situation. T3 and T4 simplify the learning objective
by doing reflections of the previous teaching result.
This current research finding of teachers beliefs and the
classroom practice is in line with Muhameds work (2006). He
insisted that there is interconnection between teachers beliefs and
practices. The teachers at MTs N Jeketro attached their learning
objective in their lesson plan. They mention in the beginning of the
teaching. They measure the learning objective by doing test, giving
exercise and asking question to the students to know the students
understanding of the lesson.

102

2) Syllabus
Syllabus is the descriptions of the instructional contents in the
teaching. Good and systematic syllabus will result the good quality
of teaching and learning implementation in the class. The English
teachers (T1, T2, T3 and T4) have same beliefs about the syllabus.
The teachers use School Based Curriculum syllabus consisting of
competency standard, material, learning activity, indicator and
assessment based on BNSP (National Education Standard Board).
They take syllabus as a guide to do teaching and learning in the
class.
In the classroom practices, the teachers demonstrate their
beliefs such as preparing the syllabus and teaching instruments
(journal, attendance list and lesson plan). The writer finds that the
teachers use the fixed format of school based curriculum syllabus
consisting competency standard, material, learning activity, indicator
and assessment. They bring and use the syllabus regularly in every
teaching.
This current findings study of the teachers beliefs about
syllabus is correspondent with Caners work (2010). Caner mentions
that the teacher belief takes essential roles in the classroom and those
beliefs can guide the teachers to translate or actualize their beliefs in
the classroom practice.
3) Instructional Material
The

teachers

demonstrate

the

importance

of

the

instructional material in teaching. They prepare all the stuff of

teaching to use in the class. They use workbook, textbook, video and
picture to facilitate the learning. They have many choices to pick one
of those instructional material, but all the teachers tend to select the
workbook as primary source in teaching. The seventh and eighth
grade teachers use a workbook entitled Medali (published by

103

Indonesia Jaya), whereas the ninth grade teachers use Incer

(Indonesia Cerdas).
The findings of this study not only is congruent with Liaos
work (2007) but also Caners work (2010). Liao proposes that strong
beliefs about the pedagogical knowledge is going to lead and result
the same tune with the classroom practices. In addition, this current
finding supports Canhs Work (2011), the study reveals that the
teachers beliefs and their practices are consistent because the
teachers hold a positive belief.
4) Classroom Technique
Based on the observation conducted the writer, the English
teachers beliefs about classroom techniques are consistent what the
teachers beliefs and their practices. Classroom technique greatly
assists the teachers to carry out the teaching effectively. The proper
choice of selecting classroom technique are going to increase the
good learning situation.
The four English teachers at MTs N Jeketro reflect
resemble beliefs about the classroom techniques with different
variations or practices. T1 and T4 have similar techniques to use
namely oral repetition and role play while T2 and T3 have additional
technique; (1) discussion and (2) reading comprehension. Those
beliefs are different from one teacher to other teachers. The beliefs
are congruent with their practice. They use the techniques that they
mention in open ended questionnaire regularly in the teaching.
This finding is not only in line with the previous study
proposed by Muhammed (2006) and Liao (2007) but also support
Caners work (2010), he focuses on the teachers beliefs about
repetition, role-play, singing and picture drawing in kindergarten and
first grades of a state school in Eskisehir, Turk.
5) Teachers Roles

104

In the classroom, the four English teachers at MTs N

Jeketro almost share the similar beliefs about the teachers roles
namely (1) teacher as facilitator (2) teacher as a source (3) teacher as
an organizator and (4) teacher as an evaluator. Those beliefs are
consistence with their classroom practices. All the teachers
demonstrate teacher as a facilitator and as a source. During the
teaching, they assist the students by giving instruction to the students
and they explain the material of the day to help the students
understand the material taught.
This finding of the study strengthen the previous study
conducted by Larenaz and Hernanez (2015). They explore some
objects in teachers beliefs domain: (1) the use of English in ELT
lesson (2) teachers roles (3) students roles and (4) teaching
components. They concluded that the teachers beliefs and their
practices are congruent. They add that teachers beliefs are roots of
perception storage in their mind which drive as well as a filter to
implement the beliefs in the class.
6) Students Roles
The English teachers have some beliefs about the students
roles. T1 assumes that student is a partner in the learning. T1 adds
another role of the student instead of student as a partner is student
as motivated participant who needs motivation to have good passion
in learning. T2 sees the students roles as resister and receptacle.
Students as a resister is student seen as person basically doesnt want
to learn and need to be encourage to study or learn. The student as
receptacle is a student assumed as person who can be filled with
knowledge and insight to grow optimally as human being. T3 looks
the students roles as a raw material and receptacle. The role material
means that student is seen as person who can be educated and form
into good human. T4 views the students roles as an active
participant and motivated participant. The students as active

105

participant means that student is seen as subject of learning, they

must be active and participate actively in the learning.
This current finding is in line the previous study carried out
by Larenaz and Hernanez (2015). They find that the teachers beliefs
are the source as well as storage of the teachers to implement the
design of teaching the teachers make in the class. Although, they
insist that the teachers beliefs are root of the classroom practices
they mention that the external factor (depending on the professional,
academic or personal experiences that shaped them) can change the
consistencies of the beliefs and practices.
7) Assessment
Teaching and learning in the class require assessment to
know the improvement or development of the learning activity.
Assessment is way to know and measure students individual or
group competence about the materials that have been presented and
as evaluation source.
The teachers beliefs and the classroom practice about
assessment are obviously varied. T1 and T2 tend to orientates on the
process of learning in the class, then T3 looks the assessment based
on the students activeness, attitude and learning process while T3
proposes that assessment must be based on the three aspect namely
cognitive, affective and psychomotor. The classroom practices of the
four English teachers at MTs N Jeketro illustrate the beliefs with the
different models for instance T2 and T2 take short and answer
question in oral form to assess the students understanding and
sometimes T1 and T2 use completing a dialogue. T3 and T4 use
short and answer question in written question to examine the
understanding of the grammatical structure. In assessment all the
teachers will calculate the whole scores recapitulated as assessment
source like daily test, mid-term test and final test to convert into
proper score that illustrate the competency of the students.

106

The finding of study is correspondent with Yoshiharas work

(2011). He states that teachers beliefs and practice are significant or
match with the beliefs. In another study conducted by Tran and
Dangs Work (2013) insists that the teachers beliefs have positive
correlation between teachers beliefs and their classroom practices.
b. Discrepancy of English Teachers Beliefs and Classroom Practices
Based on the result of analysis on open ended questionnaire and
classroom observation. The writer detects that not teachers beliefs and
classroom practice is consistent. The writer found that there is one
aspect of the English teaching components is discrepancy with the
teachers beliefs namely classroom procedure. This is the following
explanation:

1. Classroom Procedure
In the classroom, the writer has found the discrepancy
between teachers beliefs and classroom practices. The teachers claim
that they take learning cycle recommended by the Indonesian
Government consisting of Building of Knowledge (BKoF), Modelling
of the Text (MoT), Joint Construction of the Text (JCOT) and
Independent Construction of the Text (ICOT), but in the classroom
practice, the writer does not find the consistency between teachers
beliefs and their classroom practice. The writer finds that they tend to
use PPP (Presentation, Practice and Production) in every teaching and
learning.
This current finding supports Fatemi and Mellatis Work
(2013). They concentrate on ELT instructors beliefs about language
teaching. They attempt to examine relationship between teachers
beliefs and practice. They reveal that there is no correlation between
state universities and different branches of Islamic Azad University

107

ELT instructors beliefs about language teaching and their real

practices in the classrooms in Iran.
c. The Factors shape Teachers Beliefs and Classroom Practices
The factors or source of teachers beliefs and classroom
practices are influenced by a number of factors and those factors are
bounded with the context. In this current study, the writer conveys that
the factors are responsible for shaping the teachers beliefs and practice
are (1) experience as a language learner, (2) teacher training or
workshop they participate, (3) personality factor and (4) experience
works best. While, Canh (2011) proposes three factors that shape
teachers beliefs are (1) experiential knowledge, (2) institutional factors
such as the learning culture, the assessment tradition and (3) the
professional community where teachers socialize.
Muhammed (2006) has own perspective related the source of
teachers beliefs. He mentions there are two factors (1) personal
motivation, the personal factor will drive the teachers in every
classroom practice and (2) school culture, the policy that the school
creates is a role that the teachers are supposed to follow to synchronize
among the teachers.
2. The Compatibility between Research Findings of the Current Study
and the Theories.
In this part, the writer would like to explain the discussion of the
findings between the previous studies and current study then the findings
will be correlated with the theories to see the compatibility with the theories.
a. Consistencies of English Teachers Beliefs and Classroom Practices
Based on the discussion between previous studies and the
current study, the writer finds the compatibility between teachers
beliefs and the classroom practices. These are the following
descriptions:
1) Learning objective

108

Depart from the comparison of the previous studies and the

current study, the teachers beliefs about learning objective is specific
descriptive statements about the competency expected to achieve as
result of students learning in the last leaning. The finding is
compatible the theories proposed by Reiser & Dick (1996), they stated
that learning objective is explicit descriptions on what the students are
going to do as a result of the instruction they have acquired.
The English teachers mention that it is important to set the
learning objective before and after teaching to know the learning have
done and the learning objective that is going to apply. The importance
of the learning objective is in tune with the theory is revealed by Wong
(Wong, et al., 2011: 53), he adds that learning objective is essential to
guide and set the evaluation of learning, selecting the proper source,
the effective model of the assessment will be used.
The English teachers at MTs N Jeketro have set the learning
objective before and after doing teaching in the classroom. All the
teachers attach write down the learning objective. To know the
achievement of the learning objective, they measure the teaching by
doing asking question, doing the exercise in the workbook and
conducting test at the end of the teaching.
2) Syllabus
In the open ended questionnaire, the teachers define the
syllabus is descriptions of lesson planning that can be developed from
the competency standard containing some components namely: basic
competence, material, indicator, learning activity and evaluation. The
teachers beliefs about the syllabus is compatible with Widdowson
(1984) and Nunan, (1988), they assume that syllabus is a framework
containing activity possibly conducted, and it could be a treat to
pedagogy when it is assumed as absolute rules to determine what is to
be learned rather than the points of reference from which bearings can
be taken.

109

The syllabus implemented at MTs N Jeketro is School Based

Curriculum Syllabus or in another term it was known as Level of
Education Curriculum Unit Syllabus consisting of some components
such as competency standard, material, learning activity, indicator and
assessment of the learning.
The teachers add that syllabus is a guide to conduct the
teaching and learning on track. The statement is congruent with
(Richard, 2001: 152), he defined that syllabus is a core element in the
teaching and the teaching must be orientated on the syllabus as a
guide. The importance of the syllabus in the teaching seen clearly
because the teachers always teach based on the syllabus they bring and
have.
3) Instructional Material
The teachers assume that instructional material is tools that
can be utilized to develop the teaching and learning. The beliefs about
instructional material is compatible with Patel and Jain (2008, cited in
Sulaikah, 2013: 26), they defined that instructional material is the
material and aids are used by the teachers to make his or her teaching
very effective is mentioned teaching aids and instructional material.
The statement is correspondent with Fauziati (2015: 196) noted that
instructional material gives primarily supplement that provides source
and content to use in the classroom for the teachers.
The teachers take the instructional material to facilitate the
teaching and learning in the class. The kinds of the instructional
material used by the teachers are printed material such as workbook,
textbook and picture and unprinted material such as PowerPoints and
video to support the learning. The selection of the instructional
material is relevant with Cunningsworth (1995, cited in Fauziati, 2015:
75) which utilize the instructional material as teaching source in the
classroom.
4) Classroom Technique

110

Drawn from the analysis of the findings, the four English

teachers mention that classroom technique is any strategy or technique
used in the language classroom for realizing lesson objectives.
Implementation occurred in classroom. Their beliefs about the
classroom technique is closely in line with the definition stated by
Anthony (1963: 96), he reveals that classroom technique could be a
certain trick, strategy or contrivance used to accomplish an immediate
objective.
The classroom technique used by the teachers are various. T1
and T4 take oral repetition and role play technique while T2 and T3
have additional technique, in some meetings T2 implements discussion
technique and T3 utilizes reading comprehension technique to teach
the reading or understanding the genre (text).
The findings are relevance with the theory conveyed by
Freeman & Anderson (2012: 43), they classify some techniques in
language teaching into four: (1) Translation of a literary passage, (2)
reading comprehension, (3) Fill in the blank exercise, (4)
Memorization. Those techniques are categorized as the classical
method.
5) Teachers Roles
The teachers have various roles in the classroom. Basically,
teachers beliefs can be shaped or constructed as result of self-narration
that the teachers make about their selves. The roles of the English
teachers at MTs N Jeketro can be classified into four roles: (1) a
facilitator, (2) a source or information, (3) an organizator and (4) an
evaluator.
According to Moon cited in Hamzah (2008) the teachers in
School Based Curriculum have multiple roles as follow: (1) teacher as
a designer of instruction, who can formulate the learning objective,
prepare the teaching instrument, design and select the appropriate
method for the students, (2) teacher as facilitator of the instruction,

111

means the teacher must be able to facilitate the instructional stuff or

material in the classroom by providing workbook, textbook or
handbook for the students to learn, (3) teacher as a director of learning,
means teacher have obligation to motivate the students and appreciate
or praise the students to booster their achievement, (4) teacher as an
evaluator, means teacher must be able to construct or make authentic
assessment, set the indicator to assess in the learning joined by the
students.
In some of the aspect of this current finding are not only
correspondent with the expectation of School Based Curriculum such
as teacher as facilitator, organizator and evaluator but also Harmer
(2007:108-110) namely teacher as facilitator and source in learning.
On the other hand, the lack of the less roles the teachers demonstrated
means that the teachers must be update and synchronize their roles
with the demand of School Based Curriculum set by the National
Education Standard Board.
6) Students Roles
The teachers beliefs about the students roles can be varied
depending on what perspectives or assumption the teachers see. In this
research found that the teachers beliefs about the students roles
categorize the roles into six: a partner, a resister, a raw material,
motivated participant, receptacle and active participant.
(1) students as a partner, means that the teachers see the
students are a partner in learning which they can coordinate, discuss
and construct the knowledge, (2) students as a resister, means the
teachers look the students as a person who does not want to learn and
required to force to exposure learning (3) students as a raw material,
the students are assumed as a person who can be shaped, educated,
controlled to be good model (4) students as a motivated participant is
seen as a person who must be given motivation to learn
enthusiastically (5) students as receptacle is assumed as a person can

112

be filled knowledge based on the competency, (6) students as an active

participant is looked as a person who must be active in the learning
and has passion to learn.
This current finding is in tune with Meighan (1990) cited in Xu
(2012) assumes that the teachers have a couple of assumption how the
teachers see the students roles in the class, Xu classifies the students
roles into six roles: (1) resisters (2) receptacles (3) raw material (4)
partners (5) individual explorers (6) democratic explorers.
7) Assessment
Assessment is one of integral components in teaching. It can
be separated in the teaching and learning process. The teachers have
the beliefs that assessment is way to know and measure students
individual or group competence about the materials that have been
presented and as evaluation source. The existence of the assessment
will depict large picture of the teaching in the classroom. That
statement about assessment is compatible with Browns theory (2003:
34). The English teachers at MTs N Jeketro apply the assessment based
on the process that cover three aspect of assessment as consideration to
judge and give the score namely cognitive, affective and psychomotor.
The type of the assessment is categorized as formative
assessment. The score of the assessment is based on the learning
process that include weekly test, mid-term test and final test. While the
models of the assessment are varied based on the competency that will
be evaluated or examined such as multiple choice, essay, short and
answer question.
b. Discrepancy of English Teachers Beliefs and Classroom Practice
In the analysis of the research finding is detected that not
teachers beliefs and classroom practice is consistent. The writer found
that there is one aspect of the English teaching components is
discrepancy with the teachers beliefs. This fact is supported by some
previous studies conducted by Muhammeds work (2006), Baiyinnas

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Work (2011), then Fatemi and Mellatis Work (2013). This is the
following explanation:
1) Classroom Procedure
The teachers have shared same idea about classroom procedure.
They proclaim that classroom procedure is a series of steps in teaching
and learning process to make meaningful learning condition. The
statement is correspondent with Fauizati (2015: 76), it is stated that
classroom procedure is a detailed step by step description of how the
teaching and learning presented. The teachers at MTs N Jeketro claim
that the classroom procedure follows National Education Standard
Board namely: Building of Knowledge (BKoF), Modelling of the Text
(MoT), Joint Construction of the Text (JCOT) and Independent
Construction of the Text (ICOT).
In the classroom practices, the writer does not find the
consistency of the four English teacher, however they implement PPP
(Presentation

Practice

Production).

All

the

teachers

always

demonstrate the sequences of PPP, the first the teachers ask the
students to open the workbook and listen to the teachers explanation,
after that the teachers will suggest the students to do or work the task
available in the workbook or textbook and in the last minutes of the
teaching, the teachers will demand the students to write the answers of
the questions on the white board while the teachers are doing
assessments based on those works.
There are a number of classroom procedures such as scientific
approach, ESA (Engage, Study, Activate) and Three Phase Technique.
The English teachers prefer to use PPP (Presentation Practice
Production) because the effectiveness of the implementation of PPP
than other classroom procedure. They claim that the students still find
the problems to follow the new procedure recommended in School
Based Curriculum Building of Knowledge (BKoF), Modelling of the

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Text (MoT), Joint Construction of the Text (JCOT) and Independent

Construction of the Text (ICOT).
The current finding of this study is relevant with the theory
proposed by Richard & Rodger (2009: 162). The selection of PPP
classroom procedure because PPP is a common classroom procedure
that have been used for years. The procedure is easily followed both
the teachers and the students.
c. The Factors shape Teachers Beliefs and Classroom Practices
Teachers beliefs always draw the attentions to discuss in
teaching. Recognizing the main source how the beliefs are constructed
or shaped can assist the teachers, education trainers and education
itself to advance the quality of teaching for the better education. The
current findings of the study find the main sources of teachers beliefs
at MTs N Jeketro namely (1) experience as language learner (2)
training or workshop the teachers participate (3) the personality factor
and (4) experience works best in the classroom.
This current finding supports and affirms what Muijs &
Reynolds work (2011), the similarity of the source of teachers beliefs
is in the experience as language learner and teacher training. Muijs &
Reynold adds the other factors of teachers beliefs are (1) the school
culture where they work since they are involved as the integral part
who take the norms and values from the place, and (2) the experience
of life and professional development that can overtime modify their
beliefs.
This current finding is also in tune with Borg (2003), he uses
the different terms. He prefers to use prior experience instead of
experience as language learner, Coursework (seminar or training),
teachers teaching experience (experience works best in the teaching).
Similarly, the finding supports and insists the theory conveyed
by Kindsvatter, Willen, and Ishler (1988) cited in Richard and
Lockhart (1997), they attempt to investigate the dominant factors
construct the teachers beliefs, they bound the factors into six: (1) their

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own experience as language learners (2) Experience of what works

best (3) Established practice (4) Personality factors (5) educationally
based or research-based principles (6) Principles derived from an
approach or method.

CHAPTER V
CONCLUSION, IMPLICATION AND SUGGESTION
This chapter consists three sections, namely (1) conclusion, (2) implication
and (3) suggestion. In the conclusion section, the researcher summarizes the
research findings derived from the analysis of open ended questionnaire,
classroom observation and interview to answer the problem statements posed in
the first chapter, in the implication, the researcher does reflection during the
research and in the suggestion, the researcher proposes some advices about what
to do next and what the improvement require to be done. This is the depiction of
the current research as follows:
A. Conclusion
In this part, the researcher will present the research finding and
discussion of the finding at MTs N Jeketro to answer the research questions that
are delivered in the first chapter. The result of research finding can be summed up
as follows :
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1. Teachers Beliefs
The first is the beliefs of learning objective, the teachers believe that
learning objective is specific descriptive statements about the competency
expected to achieve as result of students learning in the last leaning. The
learning objective is important to set before and after doing the teaching. The
teachers need ask question and give exercise to know the students
understanding.
The second is the beliefs of syllabus, the teachers believe that syllabus
is descriptions of lesson planning that can be developed form the competency
standard containing some components namely: basic competence, material,
indicator, learning activity and assessment. The function of syllabus is a guide
to develop learning, to conduct learning activity and to make scoring system
that will be used.
The third is the beliefs of instructional material, the teachers believe
that instructional material is tools that can be utilized to develop the teaching
and learning quality. The teachers select or pick the source from internet,
textbook or workbook that matches with students ability. The teachers not
only utilize printed material such as picture, workbook and textbook but also
non-printed material like PowerPoints and video to support teaching and
learning activity.
The fourth is the beliefs of classroom procedure, the teachers believe
that classroom procedure is a series of steps in teaching and learning process
to make meaningful learning condition. The teachers follow classroom
procedure determined by the government namely (1) Building Knowledge of
the Field, (2) Modeling of the Text, (3) Joint Construction of the Text, and (4)
Independent Construction of the Text to implement in the class.
The fifth is the beliefs of classroom technique, the teachers believe
that classroom technique is a strategy or technique that is used by teacher to
implement learning objective plan to achieve the indicator. The classroom
techniques are precise to use to support the curriculum are oral repetition,

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memorizing vocabulary, reading aloud, drill, reading comprehension,

discussion and role play.
The sixth is the beliefs of teachers roles, the teachers believe that the
teachers roles in the class are :(1) a facilitator, the teachers help the students,
accompanying the students during teaching and learning activity, providing
the textbook and workbook, (2) a source, the teachers explain the material
and giving the information, (3) an organizator, teacher group the students,
directing the students and stating the rules during teaching and learning
activity, (4) an evaluator, teachers tell and assess what the students have
learned and giving score that the students do.
The seventh is the beliefs of students roles. The teachers believe that
the students roles are as (1) a partner, students are a partner in teaching and
learning, (2) a resister, students are a person doesnt want to learn and must
be forced to learn, (3) a raw material, students are a person can be educated
and formed into good human, (4) active participant, students are active in
class, (5) motivated participant, student are given motivation to learn, (6)
receptacle, student is a person can be filled with knowledge.
The eighth is the beliefs of assessment, the teachers believe that
assessment is way to know and measure students individual or group
competence about the materials that have been presented and as evaluation
source. Assessment should be objective, valid and continuous. Then the
orientation of assessment must be able to covers all aspects such as cognitive,
affective and psychomotor.
2. Teachers Beliefs and Classroom Practices
There are some consistencies between teachers beliefs and classroom
practices particularly on learning objective, syllabus, instructional material,
classroom technique, teachers roles, students roles and assessment. The
consistencies are as a result of good understanding of the teaching literacy or
and theories of learning, although there is still inconsistency or discrepancy
between teachers beliefs and classroom practices.

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The inconsistency between teachers beliefs and the classroom

practice is on the beliefs about classroom procedure. The classroom
procedure implemented by the four English teachers is PPP (Presentation,
Practice, Production) because of the personality factor, lack understanding of
the implementation of Building Knowledge of the Field (BKoF), Modeling of
the Text (MOT), Joint Construction of the Text (JCOT) and Independent
Construction of the Text (ICOT) to implement in the class.
3. The Factors Contribute to Shape Teachers Beliefs
The factors contribute to shape the teachers beliefs at MTs N Jeketro
are experience as language learner, training or workshop, personality factor
and teaching works best.
Based on the summary above, the researcher can conclude that teachers
beliefs take vital role for teachers to conceptualize and actualize how the
teaching is going to be presented. Teachers beliefs have a number of areas to
understand the teachers perspectives about language teaching. The stronger
beliefs that the teachers hold, the more consistent beliefs will be. Due to that
fact, a teacher must develop the positive beliefs about the teaching to reach
education goal.
B. Implication
In this section, the researcher will present implication of the research as
the reflection done by the researcher on the research findings during the
research as follows:
1. The Importance of Consistency between Teachers Beliefs and Practices
The consistency between teachers beliefs and classroom practices
are important. The consistency not only will be able to lead the teachers to
implement the beliefs based on the current curriculum but also ensure the
relevancy of teaching quality and their practices. In addition, the
consistency will provide positive contribution to succeed current
curriculum. The teachers need to follow the current curriculum and revise

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traditional beliefs that the teachers hold about teaching to increase the
professional development as a teacher.
2. The Importance of Understanding Theories of Teaching
Teaching is not an easy thing. It needs combination between skill
and knowledge. Lack of understanding about the theories of teaching will
make the teaching and learning run ineffectively. It is important for the
teachers to understand the theories of teaching because the teachers who
do not have good foundations of theories of teaching tend to teach what
they want to teach. Sukirman (2012, cited in Glicman, 1991) insists that a
teacher is called good teacher if the teachers can: (1) master the material
that will be taught (what to teach), and (2) understand and master the
teaching methodology to present teaching (how to teach).
3. Reducing Inconsistency between Teachers Beliefs and Practices
The inconsistency between teachers beliefs and practices are caused
by teachers vague knowledge of the teaching theories. The vagueness in
pedagogical procedures increases the potential misunderstanding and
discrepancy between teachers beliefs and classroom practices. To reduce
the inconsistency of teachers beliefs, the teachers need to have good
understanding of the teaching knowledge about the present curriculum and
the teachers need to upgrade their teaching skill and competency.
C. Suggestion
After doing the analysis of research finding, the researcher would like to
propose some suggestions as follows:
1. For Prospective Researchers
The researcher realizes that this study is far from perfect. There are still
many weaknesses. In this study, the researcher limits the study only on
teachers beliefs about English teaching including learning objective, syllabus,
instructional material, classroom procedure, classroom technique, teachers
roles, students roles and assessment at MTs N Jeketro. The researcher suggests
to the prospective researcher to conduct the research on teachers beliefs of
English teaching by making comparison of teachers beliefs and classroom
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practices between two or more different schools. So, the research will be able
to provide complete picture of teachers beliefs and practices.
2. For the Teachers
Based on the research finding, the researcher still finds the
inconsistency between teachers beliefs and practices. The teachers tend to
implement PPP (Presentation Practice Procedure) which the teachers often
teach the grammatical material separates from the text as result of the
instruction seems to orientate on the grammar not text or genre based on the
governments recommendation. In relation to the roles of English teachers,
there are several things that must be considered such as less giving motivation
to the students so that the students have low motivation and self-confident to
learn English, and less technique and instructional material used in the
classroom make the students bored to follow the teaching and learning.
Actually, the teaching and learning at MTs N Jeketro has been good enough but
it is still not maximal. The researcher suggests to the teachers improve their
quality of teaching by giving a variety of techniques and media in the
classroom and doing self-reflections after teaching to increase the professional
development as a teacher. Hence, their teachers beliefs and classroom practice
will be consistent and relevant.
3. For the Principal
Based on the research finding, the teachers beliefs and classroom
practice are not entirely consistent. Most teachers do not understand enough
about the implementation of School Based Curriculum that orientate on the
genre based approach and the classroom procedure so that the teachers still use
an old fashioned procedure namely PPP (Presentation, Practice, Production) in
the class. In addition, the existence of principals roles to control and supervise
how the English teachers at MTs N Jeketro conduct the teaching and learning
must be guide regularly. The researcher suggests the principal to do carry out
training or workshop for the teachers to assist the teachers in implementing the
teaching appropriately.

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