Exploring Teachers’ Beliefs in Teaching English to Young Learners: a Case Study in Primary Level Education BAB 0
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EXPLORING TEACHERS’ BELIEFS IN TEACHING
ENGLISH TO YOUNG LEARNERS: A CASE
STUDY IN PRIMARY LEVEL EDUCATION
A THESIS
By:
DESY AWAL MAR’AN
S891408010
Written as a Partial Fullfilment of the Requirements for Graduate Education
Degree of English Language Teaching
ENGLISH EDUCATION OF GRADUATE PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2016
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ABSTRACT
Desy Awal Mar’an. S891408010. 2016. Teachers’ Beliefs in Teaching English
to Young Learners: A Case Study in Primary Education Level. A Thesis. First
Consultant: Diah Kristina, MA, Ph,D.; Second Consultant: Dr. Sumardi, M. Hum.
English Education Department, Graduate Program, Sebelas Maret University.
The objectives of the research are (1) to explore teachers’ beliefs about
teaching English in primary school, (2) to investigate how those beliefs are
reflected in classroom practices, and (3) to explore factors that affect the shaping
of teachers’ beliefs in teaching and learning process in primary school. This study
reports the results of a qualitative case study research design. The respondents of
this study were three English teachers of three different primary schools in Metro.
The data was taken by using semi-structured interview, documentation, classroom
observation and questionnaire. Then the data were analyzed using line by line
analysis.
The result of this study shows that: (1) there are nine beliefs which
include; beliefs about subject matter and curriculum, beliefs about teaching and
learning, beliefs about learners, beliefs about assessment, beliefs about school
context, beliefs about themselves and beliefs about teaching as profession, (2)
factors that shape teachers’ beliefs in teaching such as experience in learning and
teaching, teachers’ motivation, sharing with other teachers and school context
(facility) and (3) the results also prove that there are mismatches between
teachers’ beliefs and their practices in the classroom. This condition is caused by
several factors such as facilities, time allocation, classroom condition, and number
of students.
In accordance with the findings of the study, the institution should support
teachers in teaching processes in the form of providing appropriate facilities for
learning and teaching process. Then, all teachers and headmaster in one school
context could not be separated. A good teamwork among them will create better
service for students.
Key words: teachers’ beliefs, classroom practices, English for young learners
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ix
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According to (J ohnson in Farrel and Lim 20 0 5: 2) educational research
on teachers' beliefs share three basic assum ptions: (1) Teachers' beliefs
influence perception and judgm ent. (2) Teachers' beliefs play a role in
how inform ation on teaching is translated into classroom practices. (3)
Understanding teachers' beliefs is essential to im prove teaching
practices and teacher education program s
Farrel, Thom as, S.C and Lim , pooh cho Patricia (20 0 5). Conception of
Gram m ar Teaching: A Case Study of Teachers’ Beliefs and Classroom
Practices. TESL-EJ TOP 9(2)
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xi
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MOTTO
“The best human being is someone who is the most beneficial to others.”
(Hadith)
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vii
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DEDICATION
This thesis is dedicated to:
My beloved parents Sam’ani, S.Ag and Mariyam, who always give support and
pray for me.
My sister and brothers, Rani, Fadzkur and Ganda who always encourage me
All of my family who support and encourage me
My friends who inspire and encourage me
All people in my life
I dedicate this thesis
commit to user
viii
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ACKNOWLEDGEMENTS
In the name of Allah, The Beneficent and The Merciful.
The researcher would like to acknowledge her countless gratitude to Allah,
who has granted her health and determination to write this thesis. In addition,
there are many people who have generously contributed in improving this thesis.
Therefore, she would like to express her deep gratitude to the following people:
1.
The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for the permission to write the thesis.
2.
The Head of English Education Department of Graduate Program for
providing the facilities to complete the thesis writing.
3.
Diah Kristina, MA, Ph.D., the first consultant for her guidance, advice, and
patience during the writing process of this thesis.
4.
Dr. Sumardi, M. Hum., the second consultant for his guidance, advice, and
patience during the writing process of this thesis.
5.
The Principal of SD Muhammadiyah Metro Pusat, SD Wahdatul Ummah, and
SD N 6 Metro Timur, for the permission to conduct the research.
6.
The English teachers of SD Muhammadiyah Metro Pusat, SD Wahdatul
Ummah, and SD N 6 Metro Timur, Dika Masroana, S.Pd., Tri Moelyantini,
S.Pd., and Ayu, S.Pd., for their help, guidance, and cooperation during the
research.
7.
The students of SD Muhammadiyah Metro Pusat, SD Wahdatul Ummah, and
SD N 6 Metro Timur in the academic year of 2015/ 2016 for their cooperation
during the research.
8.
All friends and everyone who have helped the researcher in accomplishing
this thesis.
Finally, the researcher realizes that this thesis is probably still far from being
perfect. Therefore, constructive suggestion is needed for the progress of the next
study. The researcher hopes thaat this thesis would provide a positive contribution
to the educational development and the readers.
Surakarta, April 2016
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Desy Awal Mar’an
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
..................................................................................................
i
APPROVAL ..................................................................................................
ii
LEGITIMATION FROM THE BOARD OF EXAMINERS ....................
iii
PRONOUNCEMENT ....................................................................................
iv
ABSTRACT ..................................................................................................
v
..................................................................................................
vi
COVER
MOTTO
DEDICATION ................................................................................................ vii
ACKNOWLEDGEMENT ............................................................................. viii
TABLE OF CONTENTS...............................................................................
ix
LIST OF TABLES .........................................................................................
xi
LIST OF APPENDICES ............................................................................... xii
CHAPTER I INTRODUCTION
A. Backcground of the Study ........ ..........................................................
1
B. Problem Statement .................... ..........................................................
5
C. Objectives of the Study ............. ..........................................................
5
D. Significance of the Study .......... ..........................................................
6
CHAPTER II REVIEW OF RELATED THEORIES
A. The nature of Young Learners .... ........................................................
7
1. The characteristics of young learners ... .........................................
7
2. Development of young learners ........... .........................................
8
3. The teaching English for young learners ....................................... 12
B. Teachers’ Beliefs ......................... ........................................................ 18
1. Concepts of teachers’ beliefs
................................................... 18
2. Kind of teachers beliefs
................................................... 20
3. Sources of teachers beliefs
................................................... 27
4. Relation between beliefs and classroom practices ......................... 29
C. Review of Relevant Studies ........ ........................................................ 30
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CHAPTER III RESEARCH METHODOLOGY
A. Context of the Research
................................................................. 38
1. Subject of the Research
............................................................ 38
2. Object of the Research
............................................................ 38
3. Place and time of the research........................................................ 38
B. Research Method
................................................................. 38
C. Data and Source of the Data ................................................................ 39
1. Respondent
............................................................................... 39
2. Events
............................................................................... 40
3. Documents
............................................................................... 40
D. Techniques of Collecting the Data ....................................................... 40
1. Interview
.................................................................................... 40
2. Observation .................................................................................... 40
3. Documentation ............................................................................... 41
4. Questionnaire ................................................................................. 41
E. Validity of the Data
.......................................................................... 41
F. Technniques of Analyzing the Data ..................................................... 42
CHAPTER IV FINDING AND DISCUSSIONS
A. Research Findings ................................................................................ 44
1. Teachers’ Beliefs in Teaching English to Young Learners ........... 44
2. Teachers’ Practices in Classroom Activities .................................. 77
3. Factors in Shaping Teachers’ Beliefs and its Implementation ....... 83
B. Discussions
.................................................................................... 86
C. Research Weaknesses .......................................................................... 91
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
.................................................................................... 93
B. Implications
.................................................................................... 94
C. Suggestions
.................................................................................... 95
BIBLIOGRAPHY .......................................................................................... 97
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APPENDICES ................................................................................................ 101
x
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LIST OF TABLE
2.1 The characteristics of children 7-9 years old .............................
16
2.2 The characteristics of children 10-12 years old .........................
16
3.1 Time scheduled for the research
............................................
38
4.1The Teachers’ Description of Classroom Practices ....................
77
4.2 Summary of the Research Findings ...........................................
86
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LIST OF APPENDICES
Appendix 1 Interview results
Appendix 2 Questionnaire for Teachers
Appendix 3Syllabus and Lesson Plan
Appendix 4 Pictures of Teachers’ Performance
Appendix 5 Letter of Research Permission and having Conducted Research .
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EXPLORING TEACHERS’ BELIEFS IN TEACHING
ENGLISH TO YOUNG LEARNERS: A CASE
STUDY IN PRIMARY LEVEL EDUCATION
A THESIS
By:
DESY AWAL MAR’AN
S891408010
Written as a Partial Fullfilment of the Requirements for Graduate Education
Degree of English Language Teaching
ENGLISH EDUCATION OF GRADUATE PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
2016
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commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
commit to user
perpustakaan.uns.ac.id
digilib.uns.ac.id
ABSTRACT
Desy Awal Mar’an. S891408010. 2016. Teachers’ Beliefs in Teaching English
to Young Learners: A Case Study in Primary Education Level. A Thesis. First
Consultant: Diah Kristina, MA, Ph,D.; Second Consultant: Dr. Sumardi, M. Hum.
English Education Department, Graduate Program, Sebelas Maret University.
The objectives of the research are (1) to explore teachers’ beliefs about
teaching English in primary school, (2) to investigate how those beliefs are
reflected in classroom practices, and (3) to explore factors that affect the shaping
of teachers’ beliefs in teaching and learning process in primary school. This study
reports the results of a qualitative case study research design. The respondents of
this study were three English teachers of three different primary schools in Metro.
The data was taken by using semi-structured interview, documentation, classroom
observation and questionnaire. Then the data were analyzed using line by line
analysis.
The result of this study shows that: (1) there are nine beliefs which
include; beliefs about subject matter and curriculum, beliefs about teaching and
learning, beliefs about learners, beliefs about assessment, beliefs about school
context, beliefs about themselves and beliefs about teaching as profession, (2)
factors that shape teachers’ beliefs in teaching such as experience in learning and
teaching, teachers’ motivation, sharing with other teachers and school context
(facility) and (3) the results also prove that there are mismatches between
teachers’ beliefs and their practices in the classroom. This condition is caused by
several factors such as facilities, time allocation, classroom condition, and number
of students.
In accordance with the findings of the study, the institution should support
teachers in teaching processes in the form of providing appropriate facilities for
learning and teaching process. Then, all teachers and headmaster in one school
context could not be separated. A good teamwork among them will create better
service for students.
Key words: teachers’ beliefs, classroom practices, English for young learners
commit to user
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
According to (J ohnson in Farrel and Lim 20 0 5: 2) educational research
on teachers' beliefs share three basic assum ptions: (1) Teachers' beliefs
influence perception and judgm ent. (2) Teachers' beliefs play a role in
how inform ation on teaching is translated into classroom practices. (3)
Understanding teachers' beliefs is essential to im prove teaching
practices and teacher education program s
Farrel, Thom as, S.C and Lim , pooh cho Patricia (20 0 5). Conception of
Gram m ar Teaching: A Case Study of Teachers’ Beliefs and Classroom
Practices. TESL-EJ TOP 9(2)
commit to user
xi
perpustakaan.uns.ac.id
digilib.uns.ac.id
MOTTO
“The best human being is someone who is the most beneficial to others.”
(Hadith)
commit to user
vii
perpustakaan.uns.ac.id
digilib.uns.ac.id
DEDICATION
This thesis is dedicated to:
My beloved parents Sam’ani, S.Ag and Mariyam, who always give support and
pray for me.
My sister and brothers, Rani, Fadzkur and Ganda who always encourage me
All of my family who support and encourage me
My friends who inspire and encourage me
All people in my life
I dedicate this thesis
commit to user
viii
perpustakaan.uns.ac.id
digilib.uns.ac.id
ACKNOWLEDGEMENTS
In the name of Allah, The Beneficent and The Merciful.
The researcher would like to acknowledge her countless gratitude to Allah,
who has granted her health and determination to write this thesis. In addition,
there are many people who have generously contributed in improving this thesis.
Therefore, she would like to express her deep gratitude to the following people:
1.
The Dean of Teacher Training and Education Faculty of Sebelas Maret
University for the permission to write the thesis.
2.
The Head of English Education Department of Graduate Program for
providing the facilities to complete the thesis writing.
3.
Diah Kristina, MA, Ph.D., the first consultant for her guidance, advice, and
patience during the writing process of this thesis.
4.
Dr. Sumardi, M. Hum., the second consultant for his guidance, advice, and
patience during the writing process of this thesis.
5.
The Principal of SD Muhammadiyah Metro Pusat, SD Wahdatul Ummah, and
SD N 6 Metro Timur, for the permission to conduct the research.
6.
The English teachers of SD Muhammadiyah Metro Pusat, SD Wahdatul
Ummah, and SD N 6 Metro Timur, Dika Masroana, S.Pd., Tri Moelyantini,
S.Pd., and Ayu, S.Pd., for their help, guidance, and cooperation during the
research.
7.
The students of SD Muhammadiyah Metro Pusat, SD Wahdatul Ummah, and
SD N 6 Metro Timur in the academic year of 2015/ 2016 for their cooperation
during the research.
8.
All friends and everyone who have helped the researcher in accomplishing
this thesis.
Finally, the researcher realizes that this thesis is probably still far from being
perfect. Therefore, constructive suggestion is needed for the progress of the next
study. The researcher hopes thaat this thesis would provide a positive contribution
to the educational development and the readers.
Surakarta, April 2016
commit to user
Desy Awal Mar’an
ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
TABLE OF CONTENTS
..................................................................................................
i
APPROVAL ..................................................................................................
ii
LEGITIMATION FROM THE BOARD OF EXAMINERS ....................
iii
PRONOUNCEMENT ....................................................................................
iv
ABSTRACT ..................................................................................................
v
..................................................................................................
vi
COVER
MOTTO
DEDICATION ................................................................................................ vii
ACKNOWLEDGEMENT ............................................................................. viii
TABLE OF CONTENTS...............................................................................
ix
LIST OF TABLES .........................................................................................
xi
LIST OF APPENDICES ............................................................................... xii
CHAPTER I INTRODUCTION
A. Backcground of the Study ........ ..........................................................
1
B. Problem Statement .................... ..........................................................
5
C. Objectives of the Study ............. ..........................................................
5
D. Significance of the Study .......... ..........................................................
6
CHAPTER II REVIEW OF RELATED THEORIES
A. The nature of Young Learners .... ........................................................
7
1. The characteristics of young learners ... .........................................
7
2. Development of young learners ........... .........................................
8
3. The teaching English for young learners ....................................... 12
B. Teachers’ Beliefs ......................... ........................................................ 18
1. Concepts of teachers’ beliefs
................................................... 18
2. Kind of teachers beliefs
................................................... 20
3. Sources of teachers beliefs
................................................... 27
4. Relation between beliefs and classroom practices ......................... 29
C. Review of Relevant Studies ........ ........................................................ 30
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ix
perpustakaan.uns.ac.id
digilib.uns.ac.id
CHAPTER III RESEARCH METHODOLOGY
A. Context of the Research
................................................................. 38
1. Subject of the Research
............................................................ 38
2. Object of the Research
............................................................ 38
3. Place and time of the research........................................................ 38
B. Research Method
................................................................. 38
C. Data and Source of the Data ................................................................ 39
1. Respondent
............................................................................... 39
2. Events
............................................................................... 40
3. Documents
............................................................................... 40
D. Techniques of Collecting the Data ....................................................... 40
1. Interview
.................................................................................... 40
2. Observation .................................................................................... 40
3. Documentation ............................................................................... 41
4. Questionnaire ................................................................................. 41
E. Validity of the Data
.......................................................................... 41
F. Technniques of Analyzing the Data ..................................................... 42
CHAPTER IV FINDING AND DISCUSSIONS
A. Research Findings ................................................................................ 44
1. Teachers’ Beliefs in Teaching English to Young Learners ........... 44
2. Teachers’ Practices in Classroom Activities .................................. 77
3. Factors in Shaping Teachers’ Beliefs and its Implementation ....... 83
B. Discussions
.................................................................................... 86
C. Research Weaknesses .......................................................................... 91
CHAPTER V CONCLUSIONS, IMPLICATIONS, AND SUGGESTIONS
A. Conclusions
.................................................................................... 93
B. Implications
.................................................................................... 94
C. Suggestions
.................................................................................... 95
BIBLIOGRAPHY .......................................................................................... 97
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APPENDICES ................................................................................................ 101
x
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF TABLE
2.1 The characteristics of children 7-9 years old .............................
16
2.2 The characteristics of children 10-12 years old .........................
16
3.1 Time scheduled for the research
............................................
38
4.1The Teachers’ Description of Classroom Practices ....................
77
4.2 Summary of the Research Findings ...........................................
86
commit to user
xi
perpustakaan.uns.ac.id
digilib.uns.ac.id
LIST OF APPENDICES
Appendix 1 Interview results
Appendix 2 Questionnaire for Teachers
Appendix 3Syllabus and Lesson Plan
Appendix 4 Pictures of Teachers’ Performance
Appendix 5 Letter of Research Permission and having Conducted Research .
commit to user
xii