ENGLISH TEACHERS’ BELIEFS AND PRACTICES IN COMMUNICATIVE LANGUAGE TEACHING :A Case Study of English Teachers at an MTsN in Jambi.

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Table of Content

Page

Declaration ... ... i

Acknowlegements ... .. ii

Preface... . iii

Abstract ... .. iv

Table of Content ... ... v

List of Tables ... .. vii

List of Appendices ... . viii

CHAPTER I INTRODUCTION 1.1 Background of the Study ... 1

1.2 Purposes of the Study... 3

1.3 Significance of the Study ... 4

1.4 Definitions of Terms ... 4

1.5 The Organization of the Thesis ... 5

CHAPTER II REVIEW OF RELATED LITERATURE 2.1 Teachers’ Beliefs ... ... 6

2.2.1 The Notion of Belief ... ... 6

2.2.2 Understanding Teachers’ Beliefs ... ... 8

2.2.3 The Sources of Teachers’ Beliefs ... .. 11

2.2 Communicative Language Teaching ... . . 13

2.2.1 A Brief History of CLT ... 13

2.2.2 The Characteristics of CLT... 17

2.2.3 Classroom Activities and Group Working in CLT ... 19

2.2.4 Error Correction in CLT ... 21

2.2.5 The Role of Grammar in CLT Class ... 22

2.2.6 Teacher Role in CLT ... 24

2.2.7 Student Role in CLT ... 25

2.3 English Curriculum ... .26

2.4 Related Research ... 29

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CHAPTER III RESEARCH METHOD

3.1 Research Design... 33

3.2 Setting and Participants ... 35

3.3 Data Collection ... 37

3.3.1 Questionnaire ... 37

3.3.2 Interview ... 39

3.3.3 Classroom Observation ... 41

3.3.4 Document Data ... 42

3.4 Data Analysis ... 42

3.5 Validity Issues ... 44

3.6 Concluding Remark ... 45

CHAPTER IV FINDINGS AND DISCUSSION 4.1 English Teachers’ Beliefs about Communicative Language Teaching ... 46

4.1.1 Group Work / Pair Work ... 51

4.1.2 Error Correction ... 52

4.1.3 Grammar Role... 53

4.1.4 Teacher Role ... 54

4.1.5 Student Role ... 56

4.1.6 The Source of Teachers’ Beliefs ... 57

4.1.7 Synthesis and Interpretation... 59

4.2 The Implementation of Teachers’ Beliefs about CLT into Teaching and Learning Activities 61 4.2.1 Teachers Activities in the Classroom ... 62

4.2.2 Classroom Activities ... 65

4.2.3 Grammar Role... 67

4.2.4 Error Correction ... 69

4.2.5 Teacher and Student Role in the Class ... 71

4.2.6 Synthesis and Interpretation... 73

CHAPTER V CONCLUSION AND RECOMMENDATIONS 5.1 Conclusions ... 75

5.2 The Limitation and Recommendation ... 77

REFERENCES ... 79

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1 CHAPTER I

INTRODUCTION

This chapter describes the general issues related to the present study. These include the background of the study, research questions, purposes of the study, significance of the study, definition of terms and the organization of the thesis.

1.1 Background of the Study

The conduct of this study was motivated by the fact that since the implementation of 1984 curriculum, the communicative approach or Communicative Language Teaching (henceforth CLT) has been adopted as an official approach in English Language Teaching in Indonesia. However, the result of the implementation of this approach does not contribute to the success of teaching learning process. This is indicated by the students’ mark in final examination which is considered low and their communicative proficiency is also poor.

The teachers become the victim of the failure since they directly face the students in the classroom. Applebaum (2007: 266) identified some difficulties in teaching English in Indonesian context include teachers’ beliefs, the teachers are not having enough knowledge nor experience about the approach in the classroom implementation, CLT itself not having clear guidelines which made the teachers still grammar-oriented and unlikely using English therefore the students are not exposed to use the language communicatively, teacher-centered, and so on.

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2 Furthermore, many other researchers have claimed that no matter what kind of language approach or method is being implemented, teachers remain the ones who take control on most of the values involved in the classroom by making a series of decisions (Pajares, 1992 cited in Yero, 2002; Richards and Lockhart, 1995: 30).

These instructional decisions stem directly from the teachers’ beliefs which are brought by teachers into their teching context, guide and affect their pedagogical decisions and practices as well as their development throughout their professional lives (Pajares, 1992 cited in Yero, 2002; Kagan, 1992 cited in Zacharias, 2003; see also Anderson and Holt Reynolds, 1995; Fang, 1996; Murphy, 1999; Ballone and Czerniak, 2001; Wilson et al, 2002; Minchew, 2004; Richards et al, 2006 cited in Intansari, 2007). Individual teachers shape the curriculum according to their own beliefs, teach their own personal values through the implicit curriculum, and operate their classrooms in accordance with their own particular definitions of teaching and learning (Yero, 2002).

Priyono (in Cahyono and Widiati, 2004: 31) confirms that although there is a general consensus in Indonesia that teaching and learning English should be done in a communicative way using the communicative language teaching (CLT) approach, English teachers differ in their beliefs about what teaching methods should be used. The teachers believe that communicative approach is appropriate to be applied in teaching context but the implementation is far from expectation. Lengkanawati (2007a) adds that in implementing the curriculum, teachers are lack of understanding of the CLT concept. Further, Lengkanawati (2007b) suggests

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3 teachers to consider teaching beliefs which should be the guidance in teaching foreign language, in this case English.

The importance of teachers’ beliefs in guiding teachers in the practice has motivated the researcher to conduct this study. Based on this reason, this study is aimed to explore the English teachers’ beliefs about communicative language teaching and how they put the beliefs into practice especially at MTsN in Jambi City.

1.2 Research Questions

The following are the research questions of the study:

1. What are English teacher’s beliefs about communicative language teaching?

2. How do the teachers implement their beliefs about communicative language teaching into classroom practice?

1. 3 Purposes of the Study

The study focused on the teachers’ beliefs about CLT and its implementation into classroom practice. Thus the purposes of this study are listed as follows:

1. To find out the English teachers’ beliefs about CLT, and

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4 1.4 Significance of the Study

As mentioned above, the aim of this study is to explore the beliefs of English teachers toward communicative language teaching and to investigate whether their beliefs are represented in their methodologies in serving students in the classroom. Therefore, the finding of this study is expected to be a good resource especially for Religion Department to design projects for teachers and education development, especially in English teaching and learning.

The study findings can also benefit English teachers especially in Islamic schools to do self development which can be valuable to strengthen their beliefs in communicative language teaching and reflect it in the practice in order to give better teaching for the students.

1.5 Definitions of Terms

There are some operational terms in this study needed to be defined in order to avoid misunderstanding. The terms are:

1. English teachers are teachers who teach English as a foreign language in Indonesia. In this research, the English teachers teach English at MTsN in Jambi city.

2. Teachers’ beliefs refer to teachers’ pedagogic beliefs. These beliefs are related to the convictions about language and the teaching and learning of it. These beliefs are manifested in teachers’ teaching approaches, selection of materials, activities, judgments and behaviors in the classroom (Borg, 2001: 186).

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5 3. Communicative Language Teaching is an approach to teaching English which contains a set of principles about the goals of language teaching, how learners learn a language, the kinds of classroom activities that best facilitate learning, and the roles of teachers and learners in the classroom (Richards, 2006: 2).

1.6 The Organization of the Thesis

This thesis consists of five chapters. The first chapter is introduction which highlights the basic description of this study. The second chapter deals with theoretical framework building up the theories and references for this study.

The third chapter describes the methodology that was used to conduct this research. The fourth chapter elaborates research finding and discussion. The fifth or the last chapter summarizes the findings, presents the conclusion of the thesis and offers some suggestions for further research.

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CHAPTER III

RESEARCH METHOD

This chapter describes some important elements related to research methodology. The elements are research design, setting and participants, data collection method, data analysis method, and validity issues.

3.1 Research design

In relation to its nature, purposes and research questions, this study employs a case study research which uses qualitative method in order to document the detail of information of how people interact in this situation. Silverman (2005: 6) suggests that when we are concerned with exploring people’s life histories or everyday behavior, a qualitative method should be used.

The case study is chosen since the focus of attention is the case, not the whole population of cases (Stake, 1998 in Nunan, 1992: 75) that will be studied in detail (Punch, 1998 in Silverman, 2005: 126) in order to arrive at a comprehensive understanding of the groups under study and to develop general theoretical statements about regularities in social structure and process (Becker, 1968, cited in Merriam, 1988: 11). In addition, this study used multiple sources of evidence or multiple data collections (Yin, 1993 and Freebody, 2003 cited in Emilia, 2005: 74) which include questionnaire, classroom observations, and interview which was taken before and after the observation (see section 3.3)

To specify teachers’ beliefs about CLT, this study used questionnaire as main instrument for collecting the data. The data, both from classroom

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34 observations and interview were used in order to describe the implementation of teachers’ beliefs about CLT in teaching learning process.

A pilot study was carried out before the main research. Alwasilah, (2008: 99) suggests that in qualitative research, pilot studies are useful, because they can narrate an understanding of the concepts and theories held by the people we are studying. Additionally, the participant can be chosen by using purposive sampling. Therefore the pilot study was conducted by distributing a questionnaire to two English teachers from other MTsN in Jambi city who were not involved as the participant in the main study.

The consideration taking these two teachers were firstly because they taught in a school which also succeeded in passing all their students in 2006/2007, 2007/2008 and 2008/2009 National Examination. Secondly, concerning teaching experience, one teacher has 10 years experience in teaching English and the other has 3 years experience. Thirdly, they both hold an undergraduate level of education, majoring in English education. Finally, the respondents were cooperative concerning the researcher as their fellow teacher in the same school, therefore it eases the researcher to get the information needed.

Upon the completion of the questionnaire, an interview with the respondents followed. The questionnaire and interview were intended to probe their opinion regarding the feasibility and understandability of the instruments. The most significant findings of the pilot study were their criticism of the research instrument. They noted that the questionnaire, which was fully adapted from the real version, was something new for them and they found it hard to catch the

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35 meaning. To respond the criticism, before taking the questionnaire in the main study, the questionnaire then was modified and once again given to the respondents with an interval of a month (see Appendix 1).

The main study was conducted after the pilot study by distributing the questionnaire which has been modified. Then the results of the questionnaire were analyzed to find out the teachers’ beliefs about CLT. Based on the questionnaire results, the researcher conducted classroom observations to get a clear picture on how the teachers implement their beliefs into daily teaching learning process. The researcher tried to understand every phenomenon that had been observed and gave more attention on the implementation of the beliefs by having in-depth interview before, and after the observation.

3.2 Setting and Participants

This study uses the purposive sampling in selecting the sample based on the assumption that one wants to discover, understand, and gain in sight; therefore one need to select a sample from which one can learn the most (Merriam, 1988: 48). One of the aims of selecting the sample purposively, according to Maxwell (1996, cited in Alwasilah, 2008: 147) is because of the uniqueness or representativeness of background, individual or activities. In addition, Lincoln and Guba (1985, cited in Alwasilah, 2008: 72) and Arikunto (2005) suggest that purposive sampling can be used when the researcher concerns on some convenience considerations (limitation of time, site, energy and fund) in order to acquire a certain objective.

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36 This study was conducted in one Islamic Junior High School (MTsN) in Jambi city for some reasons. Firstly, it was the model school for other Islamic Junior High School (MTsN) in Jambi city. Secondly, the school succedeed to pass all students in the National Exam (100%) from 2005/2006 up to 2008/2009 (Depag Kota Jambi, 2009). Thirdly, the school welcomes the researcher who wants to conduct a research as a part of teachers’ professional development.

At the time of data collection, the school employed 5 English teachers and they all agreed to take part in the study. However after they noticed that they would also be observed, 2 of the teachers resigned after completing the questionnaire. Therefore only three participants were involved in this study. The participants were observed regularly at least three times a week, and interviewed twice. The table below shows demographic data of the teachers. It shows each teacher’s highest educational qualification, whether they held teaching qualification (Teach Q), whether they were specifically trained as a language teacher (ELT Q), the lenght of years they had been teaching (Yrs of Exp), their ages (Age) and the number of classes they taught in the school at the time (No. Of Classes). All names have been coded in order to maintain anonymity.

Table 3.1: Teacher Demographics Participants Gender Highest

Qualification

Teach Q

ELT Q

Yrs of Exp

Age No. Of Classes

T1 M S1 Degree √ √ 10 38 6

T2 F S1 Degree √ - 4,5 34 6

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37 In addition, T1 and T3 are given the responsibility to handle local content lesson which emphasizes the speaking ability. This is one of the school vision and misssion to develop students who are educated in islamic way combined with the general ability in order to compete with non Islamic junior high school.

3.3 Data Collection

As stated previously, the data for this research were collected using qualitative research method. Patton (1980: 22 in Merriam, 1988: 67) states that qualitative data consist of detailed descriptions of situations, events, people, interactions, and observed behaviors; direct quotations from people about their experiences, attitudes, beliefs, and thought; and excerpt or entire passages from documents, correspondence, records, and caser histories.

The idea that qualitative case studies rely heavily upon qualitative data obtained from interviews, observations, and documents (Merriam, 1988: 68) which are conducted not only as the conclusion of the study but also in an ongoing way (Frankel and Wallen, 1993: 383). Based on this theory, the researcher collected the data by using questionnaires, interview, classroom observation, and document data.

3.3.1 Questionnaire

Questionnaire provides a means of communications between respondents and researcher (Labaw, 1937: 9) in order to get the respondents’ responses in a form of written data. The questionnaire in this study was in form of closed questions in which the actual answer categories are provided to the respondents.

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38 The respondents are expected to choose the answer category which comes closest to or best represents their feeling, beliefs, attitudes, opinions, behavior, or knowledge of a situation (Labaw, 1937: 131).

A questionnaire, including the major principles of CLT, namely group work, quality and quantity of error correction, the place and importance of grammar, the role and contribution of the learners, and the role of the teacher, served as the instrument of the study. The questionnaire was originally developed by Karavas-Doukas (1996: 191), consisted of 24 statements (12 favorable and 12 unfavorable) which followed the Likert scale.

As stated in previous section, the modified questionnaire were presented to the participants after a pilot study had been conducted. Advisors’ suggestions were taken into consideration during the questionnaire modifying process. The questionnare were placed in 5 categories order: Group work/Pair work, Error Correction, Role of Grammar, Teacher Role, and Learner Role in order to ease the teachers comprehend the questionnaire.

According to Karavas-Doukas (1996), the maximum score that can be obtained in the attitude scale and the one indicative of the most favorable attitude/beliefs toward CLT is 120, the middle/neutral point is 72 and the minimum/the one indicating the least favourable beliefs towards CLT is 24. Thus, favourable statements (i.e statements consonants with principles of the CLT) is scored 5 for “strongly agree” down to 1 for “strongly disagree”; for the scoring of unfavourable items the scoring was reversed (unfavourable items scored 1 for “strongly agree” up to 5 for “strongly disagree”).

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39 The questionnaire sets were given to the participants based on an appointment. Similar to any questionnaire in general, a pre-notification letter was attached on the first page of the questionnaire in order to establish the legitimacy of the study. Within this letter, a brief description of the study, the reason for the participants to complete the questionnaire, its confidentiality, and some stated instructions to fill in the questionnaire were provided (see Appendix 2).

About a week afterward, the questionnaires were all then collected. In this phase, the result of the questionnaire were counted and analyzed to find which teachers tend to be favourable, neutral and least favourable beliefs toward CLT. An interview to clarify the participants’ responses through self-visited and also a confirmation of conducting a classroom observation were done. This process of qustionnaire delivery, analysis, and confirmation took three weeks.

3.3.2 Interview

Interview, as the second instrument for collecting the data in this study, is one of the most powerful tools used in attempting to understand people’s point of view, beliefs and attitudes (Best and Kahn, 1998 in Naashia, 2006). Interviewing is described as “a conversation with a purpose” (Kahn and Cannell, 1957: 159 in Marshall and Rossman, 2006: 101) and conducted to check the accuracy of – to verify or refute - the respondents’ answer through observation (Fraenkel and Wallen, 1993: 385) or from questionnaires. By doing an interview, a researcher can probe the respondents for additional information in response to interesting or important answer that arises unexpectedly from the planned questions (Genesee

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40 and Upshur, 1996: 130) as well as related information to the problems being investigated (Silverman, 2000: 154; Creswell, 2008: 226).

One-to-one interviewing (Creswell, 1994: 150), was chosen as one of the primary methods of data collection in this study for two reasons. Firstly, it provided an ideal means of exploring the beliefs teachers had about CLT in language learning and teaching. By asking questions about teaching approaches, sources of influence and views of teaching, it was anticipated that the underlying beliefs would be articulated. These were then compared with the results of questionnaire in order to enrich the data gathered to answer the first research question.

Secondly, interviewing helped to establish a rapport which can bring out detailed information about teachers’ personal beliefs and theories of language learning and teaching which was performed in the classroom observations as well as to answer the second research question.

Two interviews were conducted with each teacher both in the teachers’ mother tongue (Bahasa Indonesia) and English, before and after the observation. All the interviews were audiotaped as suggested by Creswell (1994: 152) and Alwasilah (2008: 203) and later transcribed for further analysis. The interviews were semi-structured and the sample of questions for interviewing the teachers can be seen in Appendix 5.

In addition to these two formal interviews with the teachers, regular informal conversations were held, often prior to or following observations. These

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41 proved to be valuable opportunities to informally discuss the teaching and learning that occurred in the school, as well as to get to know the teachers better at a more personal level. Teachers would often talk about their teaching without any prompting on the researcher’ part, and discuss the difficulties they faced as well as shed light on other matters of their professional lives.

3.3.3 Classroom Observation

Classroom observation is non judgemental description of classroom events that can be analysed and given interpretation (Gebhard, 1999: 35 in Naashia, 2006). Certain kind of research questions can be best answered by observing how people act or how things look (Fraenkel and Wallen, 1993: 384). The purpose of observation in the context of the present study was not to evaluate the teaching. Rather, observing the teachers in action allowed a means of assessing the extent to which the teachers’ beliefs about CLT corresponded to what actually happened in the classroom as the answer to the second research question.

As a complete observer, the researcher used audio visual recording in order to record the teaching learning process. The recordings were then transcribed to reveal the implementation of the beliefs teachers hold about CLT, especially regarding to groupwork, error correction, grammar role, teacher role and student role in class. The observation scheme, designed on the basis of literature on CLT, for observing how well teachers practice what they theorize was modified from Razmjoo and Riazi (2006) (See Appendix 6). A minimum of six hours of lesson (three meetings) observations were made for each teacher started from April 13th, 2009 to April 25th, 2009.

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42 3.3.4 Document Data

A valuable source of information in qualitative research can be documents which consist of public and private records. Creswell (2008: 230) and Alwasilah (2008: 156) suggest that records and documents provide valuable information in helping researchers understand central phenomena in qualitative studies.

The data obtained from document were collected to provide further information regarding the actual practice of teaching English. In this case, the documents needed include the syllabus being followed, the scheme of work planned for school term, a random selection of teachers’ lesson plans, and worksheets.

3.4 Data Analysis

The data for this research were analyzed through qualitative data analysis. Creswell (1994) states that the data emerge from qualitative study are descriptive, that is, data are reported in words (primarily the participant’s words). Therefore, all data were categorized and analyzed on the basis of the research questions. An ongoing data analysis and interpretation in this study was conducted. The following are the description of analyzing the data.

Firstly, the researcher analyzed the data from the questionnaire by using each item as a point of interest to see how teachers responded to them. For example, when one looks at Item #3 about Group work/Pair work wasting time, 2 disagreed and 1 took Neutral. The responses of those who chose “Neutral” was aggregated with “Agree” and “Strongly Agree” and presented in the table under the heading “Rest” (see Table 2). This gave 33.3% to those who agreed with this

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43 statement. Another way of putting this would be that just over 66.7% of the respondents did not clearly disagree with this statement. The reason for this decision was that those who disagreed with this statement were not strong in their belief that group work and pair work are important forms of activity in order to develop communicative skills. In other word, as group work and pair work features fairly prominently in the literature on CLT, those who chose a weak response have been deemed not to be strongly committed to this feature of teaching. The tables that are presented in the section are therefore to be read so that the “Rest” represents an aggregate and it also represents an attitude that is not consistent with the espousal of a CLT approach in the classroom.

Secondly, after finding out the teachers favourable attitude/beliefs about CLT (the data which were used to answer the first research question; it is to find out the English teachers’ beliefs about CLT), an interview was used as crosscheck information from the questionnaire and also a confirmation for the classroom observation.

Thirdly, the data on teachers’ practices, in order to answer the second research question, were collected through classroom observation. The data were used to describe the implementation of teachers’ beliefs about CLT into classroom practice by means of observation checklist which was designed on the basis of characteristics in CLT. The data were also confirmed with an interview after the observation and consulted with the questionnaire results.

Finally, the data from interview (before and after the observation) were transcribed, coded, categorized and interpreted to complete the questionnaire in

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44 order to find out the research question (Alwasilah, 2008: 177). A system of coding to indicate each participants was made in order to ease the data analysis. The coding and the categorization were as follows:

Table 3.2. System of Coding

Coding Meaning

T1 Participant I

T2 Participant II

T3 Participant III

I Interviewer

3.5 Validity Issues

It is essential to ensure the trustworthiness of the research, and thus its findings, by addressing the issues of validity and reliability. Maxwell (1996 in Alwasilah, 2008: 170) suggests that validity is a goal rather than a product. It also refers to appropriateness, meaningfulness and usefulness of the inferences researchers make based on the data collected (Silverman, 2005: 210). Meanwhile, reliability refers to the consistency of these inferences over time (Fraenkel and Wallen, 1993: 400).

The data gathered from the field can be proven to be valid by doing several steps. The first step is methods of triangulation. Triangulation of data is collecting information from a diverse range of individuals and settings, using a variety of methods (Maxwell, 1996, in Alwasilah, 2008: 175; Creswell, 1994: 167); which was conducted to make a contrast and comparison of all the data obtained from different sources (Freebody, 2003 in Emilia, 2006).

Therefore the data of this study were collected using a variety of methods such as a questionnaire, observations, and also interviews (method triangulation)

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45 in order to ensure the validity and reliability. This is also done by giving the questionnaire which was adapted from the original version to the respondents in a pilot study, gaining their response, and modified the questionnaire with the help from researcher’s supervisor before given to the respondents in the research.

The next step is member checking. This step suggests the researcher to consult the transcriptions of the interview (before and after the observation) with the respondents to check the appropriacy of the answer (Creswell, 2008: 267; Alwasilah, 2008: 177) as well as to ensure the truth value of the data (Creswell, 1994: 167). By doing so, the researcher wanted to make sure that the researcher had understood about their beliefs and practices from the observations and conversation with them as well as to convince that the story was the participants’ own stories.

3.6 Concluding Remark

As the aims of this study are to explore teachers’ beliefs about CLT and its implementation in classroom practice, this study employs a qualitative case study approach which will explain the case in detail. The researcher used a multiple techniques and tools such as audio-videotaping, questionnaires, interviews, and classroom observations in gathering the data needed. The data from the instruments are presented and analyzed in the next chapter in order to answer the research questions.

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75 CHAPTER V

CONCLUSION AND RECOMMENDATIONS

This chapter consists of two sections. The first part is the conclusion of the research conducted based on the research questions which are elaborated in the previous chapter. The second part is some recommendations for the researchers who are interested in doing further research.

5.1 Conclusions

As have been stated previously, the purpose of this study is to find out teachers’ beliefs about CLT and how the teachers implement their beliefs into teaching learning process. There are some conclusions to be drawn based on the data findings and discussion in previous section.

Regarding teachers’ beliefs about Communicative Language Teaching, it was found that the teachers agree and appreciate the principles of CLT in which two teachers had favorable attitude about CLT, and one teacher took a neutral position. Most of the teachers favor group work as one of the characteristics of CLT which emphasized on students-centered approach as well as they appreciate the students role in the classroom. These beliefs were contributed from teachers’ early learning and teaching experience, and spelled out in the way they are teaching under the influence of the school policy.

However, these beliefs were not strongly implemented in teaching learning activities. The teachers are found to be inconsistent with their classroom practices regarding the characteristics of CLT as resulted from the questionnaire. It can be

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76 deduced that the implementation of CLT at English teachers under investigation failed.

From the observation, it is found the teachers were using grammar-based methodologies such as the P-P-P which should have been replaced by fluency activities based on interactive small-group work. Similarly, the students do not develop fluency or progress in their grammatical development since teachers rarely used group-work or pair-work in the activities. The teacher-centered were thought to be the best used in the activities related to the large class size and time allocation, in which the class holds more than forty students with the time allotment of forty minutes for an English lesson.

With regard to the goals of CLT, this study finds that the teachers frequently used Indonesian to discuss the topic and, to a great extent, to explain grammatical aspects of the target language due to their poor mastery of English, especially in T1 and T3 classes. However this situation can also be contributed by the students’ who are normally passive in class and only respond to the teacher’s questions when asked. There at least three primary reasons accounting for this class situations. First, the students’ previous trainings do not expose this sort of interactive learning model to them. Second, their cultural values and beliefs somehow do not encourage them to challenge neither their teachers nor their classmates as it may somewhat indicate that they are showing off. Third, the study shows that their command of English is relatively very poor – lack of vocabulary and expressions as well as mastery of grammar – so as to make them speak Indonesian most of the time in class setting.

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77 In conclusion, this study reveals that the teachers espouse firmly primary goal of CLT – to teach students to be able to use the language – believing that this is consonant with the students’ ultimate goal of learning English in context. Despite the difficulties they had within their contexts and students, they all tried to form their own models of CLT, which is the most influential finding in this study.

5.2 The Limitation and Recommendation

Based on the conclusion above there are some recommendations to put forward to make the study valuable for further research.

1. The study only considers teachers’ beliefs in one particular pedagogical situation- the first and the second grade of Islamic Junior High school with 3 teachers as participants. The time to collect the data only within period of three weeks. Therefore, the findings discussed in this study cannot be generalized for all teachers in Indonesia. Also, because of the same constraint, the conduct of classroom observations only three times per teacher, while repeated observations would have certainly enabled the researcher to draw a more detailed picture of actual classroom practice. 2. Future research which seeks at variation grade with several teachers is needed

to find out the possible effect of teachers’ beliefs about CLT into its practice. 3. The results in this study were drawn from the analysis of questionnaire,

interview data and part of participants’ classroom observations, however due to the constraints of time, document data were not available. Different sources of data would serve better for data triangulization for further research.

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78 4. Professional knowledge in subject matters and teacher training should be equipped with foreign language teachers. Literature suggests that incongruence between belief and practice is an issue that should be addressed by teacher educators, so that teachers become better equipped to reconcile beliefs and practice in order to provide more effective instruction. Therefore, it is recommended that teachers do self-reflection on their teaching activities in order to improve their future instruction.

5. The government, in this case the Religion Department, should provide more complete teaching facilities as well as seminar or in-service training to facilitate teachers to achieve an effective teaching and improve the quality of their professional activities.

6. Future studies could also investigate the other type of beliefs that has not been touched in this research. They could even use this study results to make a correlative study between teachers’ beliefs and the practices in a more comprehensive way.

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