students then and vice versa. This was such an oral syllabus. The main reason why the written syllabus and curriculum were not existed at BEC
was because BEC was supposed to be only six-month course divided into two three-month periods. The limited short time caused the teachers focused on
teaching the students based on the curriculum already determined. Although having been determined, the curriculum could be applied flexibly. This depended
on the time provided to teach the materials. Because the teachers of BEC did the same teaching each period, the curriculum was not supposed to be worth to write.
The syllabus was also clear enough to be told to the students orally. Similar to curriculum, syllabus also contained the course‘s purpose, the
general learning goals or objectives, the materials for the course, the format or activities of the course, the equipment needed for the course, how students will be
evaluated and a course calendar or schedule Barbara Gross Davis, 1993. Therefore, in this subchapter, the writer is going to describe the materials and
student activities, the teaching evaluation system and the time schedule of BEC.
B. Review of Relevant Research
There are some previous studies relates to the teachers‘ beliefs and
teaching practice in the classroom. Here I present some of the research as follows:
1. Exploring Teachers’ Beliefs and the Process of Change Richards,
Renandya, Gallo 2001
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Richards, et.al. 2001 conducted the study which explores 1 the core beliefs language teachers hold about the processes of teaching and learning; 2
how teachers see their teaching as having changed over time; and 3 what the sources of change were. They administered a questionnaire to 112 second
language teachers, the majority of whom were from Southeast Asian countries. 14 teachers from Australia also took part in the survey. Information was collected in
relation to each of questions abo ve, namely the teachers‘ beliefs, the changes
teachers reported in their approach to teaching and the sources teachers reported for those changes. They conclude that this study does shed some light on the three
questions and the three assumptions about teacher development which they began this study: 1 teachers‘ beliefs play a central role in the process of teacher
development; 2 changes in teachers‘ practices are the result of changes in teachers‘ beliefs and 3 the notion of teacher change is multidimensional and is
triggered both by personal factors as well as by the professional contexts in which teachers work.
For teachers‘ beliefs, they found a high number of responses about the role of grammar and grammar teaching, and beliefs about learners. Although
many of these teachers also reported that they are following a communicative methodology, many of the respondents still held firmly to the belief that grammar
is the central to language learning and direct grammar teaching is needed by their EFLESL students. While there was also evidence that this belief is changing,
more responses indicated that the view of grammar as foundational has not changed. On the other hand, their study confirms that teachers believe learners
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should take responsibility for their learning, teachers should equip learners for the task of learning, and teaching should meet learners‘ need.
Their second survey attempted to shed light on the second assumption, that changes in teachers‘ practices are the result of changes in teachers‘ beliefs.
The responses on learner-centeredness offer clear evidence in support of this view. Yet, they did not find the same support for this assumption in the category
of materials and resources, or grammar teaching. There is little evidence that the respondents use additional materials and more variety of resources because of a
change in their beliefs about language teaching materials or how materials are chosen.
The results of their research support the third assumption that teacher change is multi-dimensional and triggered by many factors. Their question about
the sources of change reveals that many avenues bring about significant changes in teachers‘ practice. The clear thread running through many of the responses they
received is that collaborations offer the support, ideas and the encouragement necessary to implement positive change. Additionally, reflection and self-
appraisal are clearly beneficial for including change.
2. Teacher Cognition in Grammar Teaching: A Literature Review Borg,
