Travelling to Borobudur Temple for TC students in the last period of learning and Meeting Program held every week.
d. The Syllabus and Curriculum of BEC
Before telling about the syllabus and curriculum of BEC, it is better to know the definition of those terms first because most people could not
differentiate them. They indeed had similarity, but there was a significant difference between them both. From seeking the meaning of syllabus on web, the
writer got some definitions of its which were significant. A syllabus is a detailed outline of the course prepared by the instructor. A
syllabus will often include: a description of the purpose for the course; course requirements with specified dates midterms, final exam, papers, and other
projects; a week-by-week schedule of classes, topics, readings, and assignments. A curriculum is an academic standards
—the knowledge, skills, and habits of mind students are expected to acquire in particular grade levels or
clusters of grade levels —and the units of instruction, often with sample lesson
plans, illustrative student activities, and essential and supplementary resources that can help students reach those standards. It is often designed at the state or
school district level by a team of teachers, curriculum specialists, and other experts.
Based on the definitions above, I did not find any written syllabus and curriculum at BEC. The teachers of BEC had never prepared any written syllabus
at the start of the class. But they were used to explaining to the students about the subjects they taught on the first meeting. They also introduced themselves to the
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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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