teachers preferred to apply the traditional teaching methods that were the ‗lecturing‘ and ‗question-answer‘ method. Both of the methods applied in the
teaching and learning process, especially in grammar teaching, were responded positively by the students. They felt comfortable and enjoyable in following the
course in which resulted in the good quality of English. It meant that they have a good competence both in spoken and written form considering the correct
grammatical rules. So, it could be stated that the students‘ perception about the teaching process influenced the teachers‘ beliefs in teaching reflected in the
teaching method applied in the classroom for further enhance the students‘ strong motivation to learn. Therefore, the teachers should have such beliefs that the
studens would be enjoy in every single activities of teaching and learning in the classroom.
C. Weaknesses of the Study
Like any other studies in the field, this study has some weaknesses. Firstly, due to the time management and secondly is the participants.
The issue of time management has been thoroughly explained in chapter III which mainly related to the course scheduling problems. There were major
delays which was largerly caused by the inability to foresee that the course activities were ineffective for conducting research activities due to conflicts with
course teaching agendas. The observed classroom, sometimes, has the different agenda with what should they do at the time. Since the researcher did not know
the exact time of teaching grammar, he often got nothing when doing a journey to perpustakaan.uns.ac.id
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BEC Pare Kediri East Java. The researcher‘s daily activities and personal predicaments also contributed to this matter.
Regarding the participants, the study was conducted with different sample size and personal data for each research question. The first research
questions, for example, the researcher interviewed the six teachers. Meanwile for the second research question, there were four teachers joined the questionnaire
instrument. The third research questions answered by three classroom observations by the three teachers. Finally the last research question was
conducted with four students. The inconsistencyof the participants hopefully did not influence the
validity of the research since the researcher believes that mostly the teachers at BEC Pare Kediri has the equal and same beliefs, values and ideology which
contributes to their way of teaching grammar. For that reason, there is no doubt that findings of this study are acceptable and well-organized.
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CHAPTER V CONCLUSIONS, IMPLICATION AND SUGGESSTIONS
This chapter presents the conclusions, implication and suggestions derived from the results of the research.
A. Conclusion
The m ain purpose of this study was to investigate the teachers‘ beliefs
towards grammar teaching at Basic English Course BEC Pare Kediri East Java. The detailed findings of the study could be classified into four parts as the
research questions have been proposed in the beginning. 1.
BEC teachers believe that grammar is defined as structural patterns or rules which construct a language and their arrangements. They also believe that
correct grammatical structure is a must to be applied both in spoken and written form. The grammatical units being taught are mostly about tenses
and other sentence structures such as conditional sentences, passive voice, gerund, etc. The teaching grammar place the highest level of importance.
The error in grammatical structures will be corrected directly by both teachers and students. Those kinds of beliefs have been influenced by some
factors, such as: Mr. Kalend doctrine, teachers‘ experiences, teachers‘ teaching goals, and the use of references. Moreover, the steps of teaching
consist of opening, explanation, examples, exercises, and practices. The teachers also believe that the steps of teaching could be applied in the
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