Teachers‟ Beliefs and Classroom Practice

teacher, learner, and material, teaching activity, teaching media, and teachers‟ use of language. Furthermore, the teaching activity will be discussed through lesson structure, teaching technique, and classroom management. Then, the teaching media that will be explained are flashcards, songs, and games. All the elements of the classroom practice above are discussed in details to identify the teacher s‟ practices about teaching English to young learners in primary school. The classroom practices done in the classroom can be used to identify the three areas of the teachers‟ beliefs which include the beliefs about language, the beliefs about language learning, and the beliefs about language teaching. The teachers‟ beliefs about language can be seen from the teachers‟ decisions about what to teach and how to teach it Graves, 2000:28. Then, the teachers‟ beliefs in learning are reflected in the process, the roles of learners, and the focus of learning in their classrooms Graves, 2000:29. Meanwhile, the teachers‟ beliefs about teaching could be seen through the teachers‟ role, teaching method, and teaching resources that used in the classroom Richards and Lockhart, 1996:36. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55

CHAPTER III METHODOLOGY

This chapter discusses the methodology of the research. The methodology explains how the research is conducted which consists of research method, research procedure, research object, data, data gathering, data analysis and interpretation, and also trustworthiness.

A. RESEARCH METHOD

This study is a qualitative research. According to Fraenkel, Wallen, and Hyun, a qualitative research is a study that “investigates the quality of relationships, activities, situations, or materials” 2015:424. In other words, a qualitative research enables the researcher to describe in detail a particular activity of situation and all that happen within it. In addition, a qualitative research is a research that gives voices to participants to describe their interpretations about the underlying factors beneath the observable behaviours and actions Cohen, Manion, and Morrison, 2011:219. Referring to the theories above, a qualitative method was chosen for this research because of two reasons. First, this method enabled the researcher to provide a detailed understanding of actions, intentions, and behaviours in a particular setting. Second, this method gave voices to the participants to describe their interpretations in identifying the beliefs of the teachers which underlie the teachers‟ actions and attitudes in the primary classroom. Since this research used a qualitative method, six steps in a qualitative research proposed by Fraenkel et al. 2015:427-429 were conducted. First, the