THESIS ARIYATI S 891302007

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ENGLISH TEACHERS BELIEFS AND PRACTICES OF SCIENTIFIC APPROACH (SA) IN ENGLISH TEACHING: A CASE OF SMA

BOYOLALI A THESIS

Written as a Partial Fulfillment of the Requirements for Graduate Degree of English Education

By A R I Y A T I NIM. S 891302007

ENGLISH EDUCATION DEPARTMENT GRADUATE PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY SEBELAS MARET UNIVERSITY

SURAKARTA 2015

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iii

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v ABSTRACT

Ariyati.S891302007, 2015: English Teachers Beliefs and Practices of Scientific Approach (SA) in English Teaching: A Case of Indonesia. Thesis. Surakarta. English Education Department of Graduate School, Sebelas Maret University, 2015.

The objectives of this study are to explore the teachers beliefs in SA; to reveal how the beliefs are reflected in classroom practices; and to figure out the factors affecting their beliefs and practices of SA to the teaching of English.

This research was conducted at Boyolali from August 2014 to November 2014 with four experienced English teachers from four senior high schools. This qualitative research applied case study. Data were garnered from classroom observation, face-to-face interview, and documentation. Interactive models from Miles and Huberman was used to examine the data.

The findings show that (1) the participants believe in the conception of SA. They also believe that SA is important and gives impact to students progress. They believe that by applying SA, the target of language learning is acquired. As to learning procedure, they believe that scientific steps are conducted in sequence by combining some steps for each. (2) Teachers formulate their beliefs of applying the five-scientific steps by integrating all steps by keeping the sequence. Teachers argue that target of language learning can be attained by some ways, namely presence of theoretical and practical support, teachers guidance, providing variety of media and motivation to students. As regard classroom interaction, teachers let students apprehend the knowledge by working group and decide to combine English and L2 as means of communication. (3) There are five factors which influence teachers beliefs and practices of SA, namely learning and teaching experience, teachers motivation, sharing with colleagues and facility. This study concludes that teachers believe in the importance of SA, therefore they implement it in classroom. Anyway, there are factors which make the beliefs are not fully implemented.

It is recommended that teachers need to learn more about how to be effective teachers and learn 2013 curriculum as well. Adjustment of the document is necessary done by the policy maker. The school policy provides appropriate budgeting for the teachers professional development, learning facilities as local training. Further researcher is recommended to explore more the concerns.

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Keywords: Teachers Beliefs, Teachers Beliefs and Practices, Scientific Approach

MOTTO

SUCCESS NEEDS BRAVERY, PRESEVERANCE AND PRAYING (Ariyati, 2015)

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vii

DEDICATION

I dedicate this thesis to my mothers and my husband of their prayer and support this endeavor

To my headmaster, head of education department and regent of Kotawaringin Timur of their support to my study

To my brothers, sisters, teachers, friends of their prayer, advice, criticism and material supported to this research

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viii

ACKNOWLEDGMENT

I would like to thank to Allah SWT for his loving grace, provisions and blessing to accomplish this thesis.

I also would like to express the gratitude to those for having given their guidance, inspiration, and support to write this thesis:

1. The Dean of Teacher Training and Education Faculty for his legalization. 2. Dr. Abdul Asib, M.Pd., the Head of English Education Department of Graduate

Program for his support and approval for this thesis.

3. Prof. Dr. Joko Nurkamto, M.Pd., as the first consultant, for his great guidance and advice.

4. Dr. Hersulastuti, M. Hum, the second consultant, for her great guidance, and patience.

5. The principals of the schools for their permission to conduct this research. 6. The entire teachers and students who have been participated in this research.

I realize that this thesis is still far from being perfect. I welcome criticism and suggestion for the improvement.

Surakarta, March 2015 Ariyati

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LIST OF TABLES

Table 2.1 The learning material for Senior High School provides by Minister of Education and Culture Regulation number 59,

2014:491-493 10

Table 3.1 The Time Schedule of the Study .. 42

Table 3.2 Biographical information of participants 45

Table 4.1 Research Findings .. 53

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LIST OF FIGURES

Figure 2.1 The five components structure of belief .. 31 Figure 3.1 Illustration of Interactive Model by Miles & Huberman

(1984:23) 51

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LIST OF APPENDICES Appendix 1.

Appendix 2. Appendix 3. Appendix 4. Appendix 5.

Samples of Interview Transcript

Samples from Observation Notes ..

Results of Coding Process ..

Samples of Lesson Plan and Document Review ..

Figures of Research ..

106 130 162 186 195

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xii

TABLE OF CONTENT

TITTLE PAGE .

APPROVAL .

LEGITIMATION .

PRONOUNCEMENT ..

ABSTRACT .

MOTTO ...

DEDICATION .

ACKNOWLEDGMENT ..

LIST OF TABLES

LIST OF FIGURES ..

LIST OF APPENDICES ..

TABLE OF CONTENT

CHAPTER I INTRODUCTION ..

A. Background of the Study ...

B. Problem Statement

C. Objectives of the Study ..

D. Benefits of the Study ..

CHAPTER II LITERATURE REVIEW ..

A. Theoretical Description ..

1. Nature of 2013 Curriculum ..

a. Concept of 2013 Curriculum b. Characteristic of 2013 Curriculum

c. The Element of 2013 Curriculum in English Teaching . 1) Learning goal

2) Learning Material

3) Learning Procedure ....

4) Learning Assessment ..

2. The Nature of SA in 2013 Curriculum

i ii iii iv v vi vii viii ix x xi xii 1 5 5 5 6 7 7 7 7 9 10 10 10 11 17 18

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xiii a. Definition of SA

b. SA in English Teaching

1) Observing ...

2) Questioning ....

3) Exploring ...

4) Associating

5) Communicating .

3. Teachers Beliefs a. The Nature of Belief b. The Component of Belief

c. Teachers Practices ..

d. Teachers Beliefs and Practices ...

B. Review of Related Studies ..

1. Teacher Professional Development to Improve the Science and Literacy Achievement of English Language Learners (Hart.E, Lee:2003) . 2. Korean Teachers Beliefs about English Language Education and Their

Impacts upon the Ministry Of Education-Initiated Reforms (Yook:2010).. 3. Mathematics and Science Teachers Beliefs and Practices Regarding the

Teaching of Language in Content Learning (Tan: 2011)

4. Teacher Beliefs and Student Achievement in Technology-Rich Classroom Environments (Glassett & Schrum:2009)

5. Teacher beliefs and practice in science education

(Savasci-Acikalin:2009) .

6. The Relationship between Teachers Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices (Saad & Bou Joude:

2012) .

CHAPTER III RESEARCH METHODOLOGY A. Setting of the Research

1. Place 2. Time

B. Research Design

18 24 24 25 26 27 27 28 28 30 33 34 37 37 38 39 39 40 40 42 42 42 42 43

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xiv

C. Data Sources .

D. Technique of Collecting Data ..

1. Observation 2. Interview

3. Review of document ..

E. Trustworthiness

1. Triangulation .

2. Member checking

F. Technique of Analyzing Data .

1. Data reduction

2. Data display .

3. Conclusion drawing/verification .

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION A. Research Findings

1. Teachers beliefs in SA ..

a. Conception of SA b. Importance c. Impact d. Expectation

e. Learning Procedure ...

2. Teachers Practices of SA ...

a. General Application ..

b. Learning Activity ..

1) The Integrated Scientific Steps ..

2) Classroom Interaction Mode .

c. The Way to Get the Target

1) Theoretical and Practical Support

2) Teacher s Guidance ...

3) Media .

4) Motivation

3. The factors Influence the Beliefs and its Implementation ..

44 46 46 47 49 49 50 50 51 51 51 52 53 54 54 54 57 59 60 62 63 63 64 64 68 69 69 70 70 71 73

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xv a. Learning Experience

b. Teaching Experience .. ..

c. Teachers Motivation .. . ..

d. Sharing with Colleagues

e. Facility ..

B. Discussion

C. Research Limitations .

CHAPTER FIVE CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion .

B. Implication .

C. Suggestion .

REFERENCES

APPENDICES .

73 73 74 74 74 76 91 93 93 94 96 98 106

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¤¥¦ § ¦¨© ª« scientific approach ¬ ® ¯ ° ª±²³° ° ª «´ ©µ¶ µ´¨ §ª ·´¨§ µ¸±¶´¨ ° ±¹º ¦¸§ ° ° ±¸ ¥´ ° °¸ µ ¦²¸ ¦» ¤ ¥¦¶ ¦´¨ ²µ² ¼ °§¦·° ·¨ª½ µ ³¦³ ¹¾ ® ´¨ ¦¸ ª© ·´§µ ¹¶ ¦ ¿ µ§¥ § ¥ª° ¦ µ² °¸ µ¦²¸ ¦» À² ¶ ´²¼±´¼¦ ¸ ª²§ ¦Á § Â ® µ° °§ µ¶¶ ³¦¹´§´¹¶ ¦» À² · ¨¦½µª±° ¸ ±¨¨ µ¸ ±¶±©Â §¦´¸ ¥¦¨ ° ¥´ ½ ¦ ¹ ¦¦² «´ © µ¶µ´¨ §ª ¼¦²¨ ¦ ¹´ ° ¦³ ´ ··¨ ª´¸¥ ¬ÃÄ® ¯Â ¿¥µ¸ ¥ µ²§¦²³° §ª ³¦½¦¶ ª· § ¥¦ °§±³¦²§ °Å ¸ ª©© ±²µ¸´§µ½¦´ ¹ µ¶µ§¾» Æ ª ¿ Â§¥¦ ¾ ¥´ ½ ¦ §ª ´··¶¾ § ¥¦ ²¦¿ ´ ··¨ ª´¸ ¥Â ¿¥µ¸¥ ¥´½¦ ²ª§ ¹¦¦² «´ ©µ¶ µ´¨ µ ² Ç ² ¼¶µ° ¥ § ¦´¸ ¥µ²¼» ¤ ¦´¸ ¥ ¦¨° ©¦¦§ ¿ µ§¥ ¸ª²«¶ µ¸§ µ ² ¼ §¥ ª±¼¥§ ° ´¹ ª±§ ¥ª¿ §ª ©´ È ¦ µ ²§ ¦¼¨´§ µ ª² ¹ ¦§¿ ¦¦² ® ´ ²³ ¶´ ²¼±´¼¦ §¦´¸ ¥µ² ¼» É ª²°¦Ê ±¦²§¶¾Â § ¦´ ¸ ¥¦¨° ¦Á·¨ ¦ °° ¸ ª²«±° µ ª² ¿¥ ¦² § ¥¦¾ § ¨ ¾ §ª µ ©·¶¦© ¦²§ § ¥µ° ²¦¿ ´ ··¨ª´¸ ¥ ¬®¼±°§ µ ¦²Â ËÌÍ£Î £Ï ¯» ¤¥µ ° ¹ ¦¸ ª©¦° ·¨ ª¹¶ ¦ © °µ ²¸ ¦ ¿¥´§ §¦´¸¥¦¨ ° ³ª µ² ¸¶´ ° °¨ ªª© ·¨´¸§µ¸¦° © ±°§ ¹ ¦ ¶ µ²¦´¨ ¿ µ§¥ § ¥¦ ¸±¨ ¨ µ¸ ±¶±© ¦Á·¦¸§´§ µ ª²»

®°° ±¨ ¦³¶¾Â §¦´¸¥¦¨ °Å ¹ ¦¶µ¦«° ª« ® ¨ ¦¸ª© ©¦²³¦³ ¹ ¾ ¸ ±¨ ¨µ¸±¶±© ·¶´ ¾ µ© ·ª¨§´ ²§ ¨ ª¶ ¦ § ª §¥¦µ¨ µ ²½ª¶ ½¦©¦²§ µ² ·¨´¸§ µ¸¦» Ð µ¸ ¥´¨³° ª² ¬ÍÑÑÏ Î ÍÌÒ¯ ³¦«µ ²¦° ¹ ¦¶ µ ¦«° ´ ° psychologically held understandings, premises, or propositions about the world that are felt to be true . Johnson (1994:439) says that beliefs have impact to both perception and judgment that effects what teachers say and do in the classroom. It is supported by Pajares (1992) who says that teachers beliefs have a greater influence than the teachers knowledge on designing lesson plan, on the decision they make and on the practices in classroom.

The implementation of SA is determined by the teachers beliefs in SA. Nevertheless, such kind of the study is rarely found in Indonesia, especially the study that focuses on teachers beliefs in SA in English teaching. Therefore, it is

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necessary to conduct a research dealing with teachers beliefs and practices of SA in ELT for Indonesian context.

The research was conducted at Boyolali. The writer chose to do the research in this city because she had worked there as an English teacher for six years. The teaching experience in this city enabled her to build relationships with the local educational officials who provided the way to conduct this research in some schools at this city.

Ó Ô ÕÖ×Ø Ù Ú ÛÜ ÝÞÝÚ ÛÚßÝ

1. What are the teachers beliefs in SA in English teaching at Senior High Schools at Boyolali?

2. How are their beliefs of SA reflected in classroom practices?

3. What are the factors that influence teachers beliefs and practices of SA in English teaching?

àÔ ábjectives of the Study

1. To explore the teachers beliefs in SA in English teaching at Senior High Schools at Boyolali.

2. To explore how their beliefs of SA in English teaching are reflected in classroom practices.

3. To find out the factors which influence their beliefs and practices of SA in English teaching.

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â ã äåæ åç è éêëçéìåíéîï ð 1. For the writer

The study is expected to be the resource to conduct the other studies which relate to the same area.

2. For the teachers

The findings will contribute to the teachers with useful views to the teaching practices.

3. For the curriculum developers

The finding will give evaluation of the implementation of that approach and it gives references to develop the curriculum.

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serves as basis for material decision and building communicative skill. Scientific-based approach is the basis for deciding the learning steps to get new knowledge and communicative skill by applying five scientific steps namely observing, questioning, experimenting, associating, communicating.

Observing gives priority to meaningful learning. It means that learning activities must be related to the real context. The teacher provides particular objects, in which students observe the objects. Observation process includes some activities as following: listening teacher s explanation, reading the text, observing social function, observing the generic structure, language features of the text, and the writing form. Questioning motivates the students to ask questions about their curiosity of the objects or materials they have. It has purpose to construct students knowledge. This activity is carried out by group discussion. There are some activities, which are able to be undergone such as questioning of the sentence pattern diversity, the content of a discourse as identifying main idea, reference, detailed information of a text, and so forth. Experimenting refers to the practice to get authentic learning result. The activities recommended are role-play, simulation and other structured activities. Associating refers to the learners ability to arrange various ideas, events and save them as chunk of memory. Teacher through manipulated situation can design the learning activity in this stagein-group activity. Many activities can be carried out in this stage, such as analyzing text, categorizing, grouping, summarizing and comparing various expressions, discussing the content of a discourse, and getting feedback from teacher. Networking deals with the activity to communicate the authentic learning_{commit to user}

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result to others. The activities can be demonstrating, writing and publicizing the work through wall magazine or learning journal, etc.

Curriculum also suggests teacher to apply other learning models in language teaching. There are three models proposed in English curriculum, namely discovery learning, project based learning and problem based learning (Minister of Education and Culture Regulation number 59, 2014:512-524).

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The steps have to be carried out in learning are the following: (a) Creating stimulus

The activity is carried out when the students observe phenomenon by reading, listening, watching. The phenomenon observed can be both simple phenomenon and complicated one.

(b) Preparing problem statement

Opportunity to identify problems dealing with a text is provided in this stage. Students are invited to select one and then create hypothesis formulation. (c) Data collecting

Students answer the hypothesis to collect data or information. Students can collect data by watching video, interviewing with participants, conducting research by their own self, and so on.

(d) Data processing

Data is analyzed after being collected. Data is classified into categories, and usually it is called coding for generalization. From generalization, students are expected to get new knowledge about the alternate answers._{commit to user}

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(e) Data verifying

In this stage, students are motivated to find out new concept by accurately investigating the fact to prove the hypothesis. Teacher gives opportunity to students to find out the new concept.

(f) Creating conclusion

Conclusion is the process of creating conclusion. It is based on the verification result.

Choosing this discovery learning, surely, has to ponder to the following points. Here are the considerations as what curriculum provides:

(a) The students classically have high initial skill to speak and write. (b) The class has not quite a few students.

(d) The suffice facility such as learning resource, media, learning tools must be provided.

gh irjject based learning

The learning steps of this model are the following:

(a) Teacher gives assignment by providing question in which the topic must be relevant to the expected competence.

(b) Designing project plan

The plan consists of rule of the game, deciding activity, which responds the essential question in the first step. Teacher and students conduct the plan collaboratively.

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Teacher and students design activity schedule collaboratively. They do some activities in the step, such as making timeline to complete the project, deciding the deadline, guiding students to create their own way to conduct the project, asking students to explain such way.

(d) Teacher controls the students activities and progress of the project.

Teacher guides and facilitates students in each process. Teacher is able to provide monitoring rubric to record the students activity.

(e) Examining the finding

Examining aims to give feedback to the students comprehension about the project evaluate the students progress; measure the achievement of learning standard, assist teacher to design the next learning strategy.

(f) Evaluating the students activity

Teacher together with students reflect toward their activities and their work individually and collaboratively. Teacher invites students to tell their feeling and experience during the process of completing the project. By improving their way to complete the work and answer the question provided at the first step, students and teacher get new inquiry to improve.

Project based learning has some requirements to the classroom practices. (a) Students are accustomed to problem solving activities.

(b) There is learning facility to support learning process. (c) There is monitoring of activity schedule.

(d) There must be clarity of the assignment and the expected result of students

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kl mrno pq rased learning

There are some activities of problem-based learning as the following: (a) The orientation of learning steps is focus on problem.

To start learning, teacher explains the learning goal and activities are going to do. Teacher also informs the way to evaluate the learning process. Those are necessary to lead students to the process.

(b) Teacher organizes the learning activity.

After orienting students to focus on particular problem, teacher groups the students to discuss their own. The next activities are both teacher and students decide the specific sub-topic, research activities and research schedule.

In this step, teacher urges students to collect data and carry out experiment in order to get well comprehension on a matter. It aims to assist students to compile the sufficient information to create their own ideas. Teacher also helps students to collect information from various sources. Here, the teacher motivates students by using questions in order that they think about a matter and many resources to get the problem solving. Students invite to create hypothesis, explanation and the solution last.

(d) Developing and communicating the work

That investigation, then followed by creating work and displaying the work. The work is able to write report, video, multimedia display, etc. The students

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show the work under the organization of the teacher. Teacher, parents, peers are able to be involved to be evaluator.

(e) Analyzing and evaluating the process of problem-solving

This is the last stage of problem-based learning. Teacher assists students analyze and evaluate their own investigating process.

4) searning Assessment

Learning assessment is necessary to know the students progress. For students, assessment helps them to recognize their weaknesses and strengthen in learning process. By knowing those, students are able to decide the appropriate way to treat well. The 2013 curriculum provides the ways to assess the attitude, knowledge and skills of students (Minister of Education and Culture Regulation number 59, 2014:528-541).

a) The assessment of attitude

The assessment of attitude can be carried out by observation, self-assessment, and peer-assessment.

b) The assessment of knowledge

The assessment of knowledge is done by applying three modes, namely handling written/spoken test; conducting observation toward discussion, question-answer and dialogue; giving assignment.

c) The assessment of skill

The assessment of skill is done by using some techniques, namely work-performance, portfolio and written assessment.

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In general, many writers in their field of researches have applied the term of SA. They sometimes use the term of scientific approach in different ways, such as scientific method, inquiry science. The different terms do not reduce the main principle of them.

Stoddart, et al (2002: 665) introduces the term of inquiry science in their paper. Although the term sounds different from SA, it is necessary to recognize it since it principally has the similar meaning to SA. Baker and Saul (1994) as quoted in Stoddart, et al ( 2002: 666) define inquiry science is the approach that engages students in the exploration of scientific phenomena, and language activities are explicitly linked to the objects, process hands-on experimentation, and naturally occurring events in the environment. It is supported by National Research Council (1999) which has opinion that inquiry science promotes students construction of meaning through exploration of scientific phenomenon, observations, experiments, and hands-on activities (Stoddart, et al, 2002:665). Blackwell and Martin (2011) also acknowledge the term of SA in their book entitles A SA to Scientific Writing. They define SA as a framework of systematic approach, which consists of 1) rationale (background of the study); 2) objectives (the particular goals of the study); 3) the activity (experiment and analysis of the data); 4) findings (result from that experiment); 5) implications (conclusion of the findings) (p.10-11). Furthermore, Lee (2001:469) says that SA is the approach

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includes questioning, finding and synthesizing information, designing investigations, monitoring scientific procedure, drawing valid conclusion.

Drawn from those definitions, those experts define SA as the activity, which designed systematically to get the goal. There are some systematic steps, namely observation, question, experiment, associate done to get conclusion.

There is still different perspective among the language experts in Indonesia about the placement of SA in the sense that whether it is regarded as approach or method. The writer with her dully perspective tries to translate the curriculum message about what is actually SA addressed.

Drawn from the learning principle provided in 2013 curriculum, it is shown that this curriculum is under the influence of constructivism. Constructivist theory as Vygotsky has interest in language development. Vygotsky believes that interaction with other people by using language plays an important role in the process of attaining the level of students conceptual understanding (Vygotsky, 1978 in Muijs & Reynolds, 2008:26). By using language, the content of interaction can be meaningfully translated. This theory is compatible with systemic functional linguistics theory (Halliday & Matthiesen, 2004, Eggins, 2004) from which the 2013 curriculum is developed (Agustien, 2014:40). The theory regards language as a source of making meaning, for interacting with others and for communication. Language as a resource for making meaning means that from language, students do not only learn the system of language but also how language works in practice (Mickan, 2014:5). Students are able to negotiate their meanings by selecting of wording of text suitable for social context._{commit to user}

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Negotiating meanings to others means that students interact with others, so that the communication emerges.

Furthermore, Derewianka (2011) as quoted in Agustin (2014:40) bears a meaning for that theory as a functional approach, which views how language works to make us possible to do everything in daily life. Derewianka, then, provides some things which students need to know. Those deal with what students need to know about how to use language for attaining different purposes, sharing ideas about their experience of the world, making connections between these ideas, interacting with others, constructing coherent text in spoken and written modes.

The English curriculum is linear with this theory. English language teaching in Indonesia focuses on how language works to enable students do many things in life by using English (Minister of Education and Culture Regulation number 59, 2014: 483). It means that students have to have particular purpose when they share ideas to others. The sharing will be properly conveyed if the ideas delivered by using appropriate lexico-grammatical and ability to make connection between clauses or sentences to create coherent text that can be clearly understood (Agustin, 2014:41). To get successfully communication, learners need to practice and make it as habit. In this context, the language features are tied as the tool to language practice and the learning aspects are carried on to support the practice beyond the classroom.

Hosnan (2014:35) says that SA is relevant with the learning theory proposed by Vygotsky, Bruner, and Piaget. Those names are not new to the education field._{commit to user}

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They clearly express the main of constructivism conception that nowadays emerges as the greatest influence of educational practices (Brown, 2004:11). Teachers give warm welcome to the core idea of constructivism since it gives priority on students learning. The conception is now recognized as social constructivism in which the ideas of Vygotsky, Bruner, and Piaget live.

Vygotsky beliefs that social environment has important role to students cognitive development. Social interaction can help students to know and create meanings from the things they discover. In his theory he introduces zone of proximal development (ZPD) as the core influential concept in pedagogical field. ZPD is the area where the guidance should be given to the students when they have difficulties to master a material they find until they are independently able to learn. The teacher needs to provide suitable learning environment, which helps students to develop the skill on their own. He also views that the effective way to develop skill is cooperative learning. It means that connection with peers to help each other must be built and connection among students and teacher as caregiver must be maintained (Muijs & Reynolds, 2008: 26-27).

Bruner (1986), furthermore, develops the concept of Vygotsky s ZPD, by creating scaffolding concept (Foley, 1993:1). He beliefs that learning process must be carried on in appropriate social interaction. It is linear with what Vytgotsky says that social interaction has influential role of learning (Schunk, 2012:242). There are four main themes of the learning theory of Bruner (Hosnan, 2014:35). Firstly, students learn if only they think. Secondly, applying the cognitive process in discovery, students will meet with intellectual satisfaction._{commit to user}

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Thirdly, the only mode to learn the techniques to discover thing is by providing the opportunity to discover. Fourthly, by carrying out the process of discovery, the students recognition will get. Those are really appropriate with the cognitive process required by science- based learning.

Piaget has less distinction with what Vytsgotsky thinks about the role of social interaction in learning. According to Vytgotsky, the social interaction precedes learning. Anyhow, Piaget places learning precede social interaction. Piaget believes that involvement of mental and physical process is necessary to understand the world. He applies the term schema, which describes both the mental and physical actions involved in understanding and knowing the world (Cherry, 2014:1). The schema of children will develop into the schema of adult. The process of shift is called adaptation. He suggests that the adaptation can be carried out through accommodation and assimilation. Through accommodation and assimilation, the students can construct new knowledge from their experience. In addition, to make balance between accommodation and assimilation, children go through mechanism called equilibration. All the process needs teacher s guidance and the active role of students in learning. That is important in learning process.

The writer agrees with Hein (1999:4-4) who provides the guiding principles applying those theories in learning process.

1) Learning is an active process. Learning is not passive absorption of knowledge, but it involves the active role of students to get knowledge.

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2) Learning has to provide mental activities and physical action. Physical action is not enough to support learning, therefore the activities which engage students mind is also necessary.

3) Learning involves language. Language is mediation in learning. Interaction between students with their environment is mediated by language (Vygotsky as quoted in Schunk, 2012:242). The language is expected to be the mediation of cognitive shifting.

4) Learning is social activity. Learning is associated with the communication with other people such as teacher, peers, family. It is not limited in classroom but also beyond the classroom.

5) Learning is contextual. Learning is not isolated from the learning situation. Learning cannot be separated from human s life.

6) One needs knowledge to learn. Teaching must be related to condition of students and provide the way to learn based on the students previous knowledge.

7) Motivation is key component of learning. Motivation is necessary in learning to make students have positive thinking to learning task. Kyriachou (2012:52, 58) suggests two ways to enhance students motivation. The first way is providing questions or problems to create students motivation to learn. The second way is providing direct feedback.

The curriculum adapted those theories of language and language learning and the science- framework defined before. That adaptation is known as SA. It is

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showed in the curriculum document, which provides systematically steps done by the students to get the new knowledge of how language used in the environment.

b. A in nglish eaching

2013 curriculum has destination to create the independent learners and fully motivation to learn (Minister of Education and Culture Regulation number 68A, 2013). In line with that destination, the learning process in lesson plan is designed to develop the students motivation, interest, curiosity, creativity, initiative, inspiration, autonomy, learning skill and learning habit. In this context, the government beliefs that SA is suitable to be approach in learning process.

SA is applied to all level of study to hold learning process. This approach also is used to all subjects include English. (Mulyasa, 2013: 172). The learning process must touch the three competences, namely attitude, skill and knowledge. Attitude relates to the question of why . Skill refers to the question of how . In addition, knowledge deals with the question what . This curriculum elaborates the steps of developing language teaching and learning activity by using SA as following:

1)bserving

The goal of observing is introducing text, which is going to learn. Activities conducted in this step rely on the five senses as seeing, hearing, watching, listening, and reading the material in the form of interpersonal, transactional and functional text and the aspects of the text namely social function, text structure, language features. Thus, the alternative activities in this stage are able to be activity like watching conversation video, watching simple movie, read a_{commit to user}

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storybook, newspaper, magazine, brochures, leaflets, banner, and poster written in English.

In this stage, teacher has some rules, include:

a) Teacher assists students to list items to know to get comprehension and produce the target text.

b) Providing list of items from which students can select some. c) Teacher makes some items in the input salient.

(Priyana, 2014:292).

uestioning

Questioning is the process of constructing knowledge about social function, language features, text structure. The goal of this stage is to develop the students curiosity and critical thinking. It is the concept of asking about the social function of a text and the generic structure through group or class discussion (Minister of Education and Culture Regulation number 59, 2014: 497). The activities carried out in this stage are:

a) Teacher provides opportunity to students to conduct question-answer.

b) Asking students to formulate questions based on the identified items in observation.

c) Encouraging students to propose temporary answers based on their knowledge.

(Priyana, 2014: 294).

The role of the teacher in this stage is the following: a) Teacher assists students to make questions._{commit to user}

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b) Teacher provides a number of questions from which the students can start with. (Priyana, 2014: 292).

xploring

Exploring activity is the activity to internalize knowledge and the skill learned by the students. The learners language ability is trained through this stage by doing some activities as role-play, simulation, presentation, discussion, and playing game. The activities carried out in this stage are the following:

a) Students collect the fact, which is going to communicate.

b) Students explore and construct experimenting in order to get vocabularies, structure and other language features for communicating the fact.

c) Teacher pays attention, gives feedback, or asks the peer s presentation in order to enrich the understanding of text.

d) Students communicate the statements orally.

e) Students write each statement in the students own notebook.

(Minister of Education and Culture Regulation number 59, 2014:498)

The activities are able to be done by conducting role play, simulation, presentation, discussion, and playing game.

The role of teacher in this stage is providing worksheet and learning resource for students (Priyana, 2014: 292). Worksheet is necessary to help students to explore the material. And learning resource is going to assist students to collect the information to answer their formulated questions.

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4) Associating

Associating activity is the process of developing the ability to classify and compare ideas and phenomena to be a part of memories. For English, in this step, the students are guided to classify and compare text based on the social function, text structure, and language feature and connect information inter-texts for enrichment to create text. The activities can be role play, rewriting, and communicating the fact.

The role of the teacher in this stage is to help students to see pattern to answer question in stage two and help to draw conclusion (Priyana, 2014:292).

5) ommunicating

Communicating aims to develop ability to express or present all the knowledge and skill learned or not, spoken or written. In this activity, not only knowledge and skill will be presented but also the problems and success in the learning process. This activity describes completely students ability of attitude, knowledge, and skill. The activity that can be conducted in communicating process are presenting their works in front of the class, writing a report, publish their writing wall magazine or social media.

The teacher has role to give feedback and correction, and enrich the knowledge that students construct (Priyana, 2014:291). Feedback and correction are the teachers respond to students construct of new knowledge.

Based on the previous explanation, the writer defines SA as the basic conception which forms the background of formulating learning method based on

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rs s ¡ur¢

Writers have defined the term, beliefs, in different ways. Savasci-Acikalin (2009:2) states that although educational literature has paid great attention to beliefs, there is still no clear definition of it. As Pajares (1992:307) argued, the difficulty in studying teachers beliefs has been caused by definitional problems, poor conceptualizations, and differing understandings of beliefs and belief structures . A recent study (Mansour, 2009:35) indicates that because teachers beliefs tend to be more experience-based than theory-based, beliefs can neither be clearly defined, nor do they have a single correct clarification . Thus, different writers give different definitions for belief. However, to make it clear, the single definition is necessary.

Pajares (1992:316) defines belief as an individual s judgment of truth or falsity of a proposition, a judgment that can only be inferred from a collective understanding of what human beings say, intended, and do. Richardson (1996:103) defines belief as psychologically held understandings, premises, or propositions about the world that are felt to be true . Rokeach (1972:113) as quoted in Savaski-Acikalin (2009:2) defines beliefs as any simple proposition, conscious or unconscious, inferred from what a person says or does, capable of being preceded by the phrase I believe that . Yero (2002: 21) infers beliefs are judgments and evaluations that we make about ourselves, about others, and about the world around us [and] . . . generalizations about things such as causality or the meaning of specific actions . In addition, Fishben and Ajzen as quoted in_{commit to user}

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Kavanoz (2006:3) state that belief is representation of the information someone holds about an object, or a persons understanding of himself and his environment. Standen (2002) as quoted in Bingimlas & Hanrahan (2010: 416) defines beliefs as personal assumptions about relationships, knowledge, society; professional beliefs about teaching and learning; beliefs about change and development. Furthermore, Tatto and Coupland (2003: 123) say that belief is conviction of the truth that the most of the conviction is relied on examination of evidence by individuals or by social group for their validation.

Anyhow, Pajares (1992: 324-326) summarizes the findings of research on beliefs as follows:

1) Beliefs are formed early and none to be self-perpetuated, none to be persistent against the contradiction caused by time, experience, reason and schooling. 2) Epistemological beliefs play a key role in knowledge interpretation and

cognitive monitoring.

3) Belief substructures, such as educational beliefs, have tobe understood in terms of their connections not only to each other but also to other, perhaps more central, and beliefs in the system.

4) By their nature and origin, some beliefs are more incontrovertible than others. 5) The earlier belief incorporates into the belief structure; the more difficult it is to

change.

6) Beliefs change during adulthood is a relatively rare phenomenon. 7) People s beliefs strongly affect their behavior.

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8) Beliefs cannot directly observe or measure but it must infer from what people say, intended, and do.

9) Beliefs about teaching well establishes by the time a student at college.

b. £he ¤omponent of ¥elief

Rokeach (1972) as quoted in Savasci-Acikalin (2009:3) states that belief has three components. The components are cognitive, affective and behavioral. A cognitive component addresses to person s knowledge about what is true or false, desirable or undesirable. Affective component talks about a positive or negative in an argument. Behavioral component leads to action when it is active. He makes the same between the structure of belief and atom in the way of belief is organized. According to this theory, some beliefs compose the core of the system and the central beliefs are more necessary and resistant to change. Attitude, values as the part of belief can also relate to central strand of the web. The strength of the web is probably understood by their functional connections to other beliefs and structures. This connectedness lets one to take action.

Roseman (1994) proposes five components of belief to give wider perspective of belief structure provided by Rokeach. These components are evaluative, behavioral, identification, normative and explanatory. According to him, evaluative component will describe alternative outcomes differing in desirability. It provides motivation for handling the belief strongly. Behavioral component is a means for controlling the outcomes. Each part of activities and outcomes connect to other particular groups or individual who has particular features and identification component denotes this activity. Identification_{commit to user}

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component works to know whether the new outcome can affect the other groups/individuals or not. To determine whether the outcome effectively works or not, the normative component then works. The normative component provides confidence that the new outcome will be the winner in the difference environment of imputed morality and legitimacy. The explanatory component is going to describe how the proposed activity can create the expected outcomes. The opposing argument needs this explanatory component to respond (Chan, Leung, 1999:8).

Roseman s idea of the organization of belief seems to be richer than Rokeach. Roseman can describe how to provide fuller organization of beliefs components. He also is able to show the clear relation of those components from the specific belief to specific behavior.

The idea about the belief component or structure develops so far. Chan and Leung (1999: 9) propose five components of belief, namely cognitive, affective, evaluative, identification, and conative. Furthermore, they synthesize the components beliefs theory of Rokeach (1968), Roseman (1994) and Pajares (1992) to create the belief structure. He proposes a hypothetical belief structure as the following (1999:10)

Figure 2.2 The five components structure of belief

Cognitive

Evaluative Identification

Affective

Conative BELIEF

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The cognitive component addresses to the component, which processes the knowledge element of belief. Here is the Piaget s concept of schemata is taken. One is able to assimilate or accommodate new information unless the information is compatible with the existing belief. The effective component works when one cannot accept and accommodate the new information. This process undergoes since there is no congruence between the new information and the existing belief. Therefore, emotional condition gives significant impact to one s perception of new information. The strength of emotional condition will meet with experience embedded in existing belief. Stronger feeling is usually possessed by experience related to self . Identification component works to recognize which people or object which is affected. If the self is involved, it will connect the new information with existing belief belongs to a person. The new information, which is incompatible with the previous belief, is going to modify in order to accommodate the new belief of information. In this case, emotion influences the way one figures out the contradictory information.

When one assimilates the new information, evaluative component conducts the decision to try it. Evaluative component is going to compare the value of existing belief and the new information. The component will evaluate the effectiveness of the outcome of the existing belief and the new one. The self can be strong and weak. The weak condition in which one is not involved in the new information will lead students to consider the possible outcome by trying the new information. In this step, the conative component takes place.

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Drawn from the views about component of belief, the writer tends to apply the belief component proposed by Chang and Leung in this research. They provide wider description about the beliefs components and the way components work. There is clearly description about the connection among the components. In specific situation, one s belief is most likely to change. Their theory about how the components work is fuller than previous theories.

Based on the nature and the component of belief, writer defines belief as personal judgment/conviction of the truth inferred from collective understanding of what are said, intended, done about particular object. The particular object in this research deals with scientific approach (SA) which is recommended by 2013 curriculum as new approach in language learning viewed from cognitive, affective, identification, evaluative and conative dimensions.

The current studies about teachers beliefs have also brought the report of teachers practices (Kuzborska, 2011; Incecay, 2011; Khader, 2012; Saad and BouJoude, 2012). Richardson (1996) as quoted in Keys and Bryan (2011:635) says that teachers practices are the reflection of their beliefs. Teachers bring their views, which interfere with their classroom practices.

A number of studies have found the inconsistencies between teachers belief and their practices. Some factors are presumed to give impact to the fact. Hiep (2007) says that the factors consist of large class sizes, belief in students and teachers role, students low motivation, and teachers limited skill in creating communicative activities (as quoted in Orafi, 2008: 48). Peacock (2001) as quoted_{commit to user}

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in Cheong Min Yook (2010:5-6) says that teaching experience and teacher education are other factors which have impact on teachers beliefs and have powerful image on what teaching should be like. Orafi (2008) in his research about language teaching in Libya has found some contextual factors dealing with how teachers implement the curriculum in this country. Those are the lack of understanding about the curriculum expectation, the mismatch between the focus of exam and the aims of curriculum, the absence of proper training, the ineffective role of inspector (p.224).

Those researches provide the different factors, which contribute to teachers practices. Regardless to the differences, the researches show that those factors have important involvement in affecting teachers classroom practices.

¯° ±²³´µ ²rs ¶²· ¸²¹s ³ º¯»¼³ ´t¸´ ²s

Teachers' beliefs have become an important issue in research on teaching. Van Canh and Barnard (2009:247) state that teachers beliefs and instructional practices have increasingly attracted educational writers attention. Orafi (2008: 43) shows description that interest in teachers' thinking expanded throughout the 1980s and the 1990s on the assumption that it is very crucial to understand how teachers conceptualize their teaching. In ELT, research on teachers' beliefs emerged in the mid-1990s. The research has focused on the importance of teachers beliefs in language teaching. Freeman and Richards (1996: 1) argued for the need to consider teachers' views about teaching in order to understand language teaching:

In order to get better understand language teaching, we need to know more about language teachers: what they do, how they think, what they know, andcommit to user

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how they learn. Specifically, we need to understand more about how language teachers conceive of what they do: what they know about language teaching, and how they think about their classroom practice.

Teachers beliefs are thought to have influence on the classroom practices (Kuzborska, 2011: 1). Language teachers beliefs as well as the comprehension of teaching have important role in teaching practices. Bingimlas & Hanrahan (2010: 416) indicate that a teacher belief is one of the factors that influence the implementation and establishment of new activities in the classroom. It is supported by Briscoe (1991) as quoted in Orafi, 2008: 43 who conducted a case study to investigate a chemistry teacher's attempts to implement more student-centered practices focusing on problem-solving relevant to the use of chemistry in daily life. Briscoe concluded that teacher's perception of his role as a "knowledge giver" disturbed his attempts to incorporate cooperative learning into his classroom. Similarly, Smith (1996) conducted research on the influence of teachers' beliefs on the pedagogical decisions. The result of the study proved that teachers beliefs had significant impact on how the teacher design and organize curricula, lesson tasks and instruction. Smith (1996: 214) concludes, "Teachers' decisions revealed an eclectic use of theory but an internal consistency between individual beliefs and practices". According to Yero (2002), beliefs give influence on how teachers and pre-service teachers behave. Here is her statement about teachers beliefs and practice:

If teachers believe a program they have been told to use is based on a solid foundation, and if the program is based on beliefs similar to their own, they will notice ways in which the program works. If they believe it is a waste of time, they will notice evidence supporting that belief. (P. 24)

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Beliefs have important role in language teaching. According to K. Johnson (1994), there are three basic assumptions on teachers beliefs: First, teachers beliefs have impact to both perception and judgment that affects what teachers say and do in the classroom. Second, teachers beliefs have important critical role in how teachers learn to teach, and how they translate the beliefs into classroom practices. Third, triggering teaching practices and professional teacher preparation programs are able to gain by understanding teachers beliefs (p. 439). Richards, Gallo, and Renandya (2001: 41) also summarize the roles of teachers beliefs. They cover the following roles: (a) Teachers beliefs play a central role in the process of teacher development; (b) Changes in teachers practices are the result of changes in teachers beliefs; and (c) 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.

In teaching context, teachers beliefs play important role. Teachers beliefs give impact to the classroom practices and the teachers professional growth (Kuzborska, 2011: 102). Furthermore, Kuzborska says that teachers beliefs influence their goal, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in. In addition, Ghaith in Khader (2012: 73) defines teachers beliefs a scholastic conception of several dimensions related to the beliefs in education and teaching, curricula and the teaching profession in general, and that such beliefs form the education culture which affects pedagogical objectives and values. Melketo (2012) supports that definition. Melketo says that teachers beliefs are the teachers pedagogic beliefs regarding to_{commit to user}

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convictions about language and the teaching and learning of it. The beliefs reflect in their learning approaches, selection of materials, activities, judgments, and behaviors in the classroom. Smith (1996) says that teachers' beliefs have significant impact on how the teacher design and organize curricula, lesson tasks and instruction.

Drawn from the researches, teachers beliefs give crucial impact on teachers practices in many ways. They show that teachers beliefs are able to influence the nature of teachers practices in classroom.

½ ¾¿Àview of ¿elated Átudies

1. Âeacher Ãrofessional Äevelopment to Åmprove the Ácience and Æiteracy

Achievement of Çnglish Æanguage Æearners (Èart.Ç, Æee :2003)

Hart and Lee (2003) conducted a research that has goal to enable teachers to promote science and literacy achievement for culturally and linguistically diverse elementary students. This paper has two objectives: (a) to examine teachers initial beliefs and practices about teaching English language and literacy in science and (b) to examine the impact of the intervention on teachers beliefs and practices. The participants of the research are 53 third- and fourth-grade teachers at six elementary schools in a large school district with a highly diverse student. The results of this research are:

a. At the end of the year, teachers expressed more elaborate and coherent conceptions of literacy in science instruction.

b. They provided more effectively linguistic scaffolding in an effort to enhance students understanding of science concepts._{commit to user}

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c. Teachers require continuing support in the form of professional development activities in order to implement and maintain reform-oriented practices that promote the science and literacy achievement of culturally and linguistically diverse students.

ÉÊ ËÌÍÎÏÐ ÑÎ ÏÒÓ Îrs Ô Î ÕÖÎ×s ÏØ Ì Ùt ÚÐ ÛÕÖsÓ ÜÏÐ ÛÙ ÏÛÎ ÚÝuÒ ÏÞÖ Ì Ð ÏÐÝ ÑÓ ÎÖr ß àpacts upon the Ministry áf Úducation ß Ð- itiated âeforms (Yook: 2010)

Yook conducted this study that expanded ESL/EFL teachers beliefs by investigating the relationship among Korean teachers beliefs about English language education in Korea, sources of their beliefs, their perceptions of the Ministry of Education, Science, and Technology (MOE)-initiated reforms in English language education, and the degree of implementation of the reforms in their classroom teaching.

The findings of the study are:

a. The major participants had beliefs to apply communication-oriented approaches (COA) to English language teaching recommended by the MOE. b. Major sources of the participants beliefs seemed to be their experiences as

learners in overseas English programs and domestic in-service teacher education programs with practical curricula.

c. The teacher participants perceptions of the reforms general direction were largely consistent with their COA-based beliefs, but their perceptions of specific reform policies and measures were dictated by their concerns with realities of EFL education and their positions.

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d. Their negative perceptions of reform policies were the main obstacles to the implementation of the reform policies and measures in their classroom teaching.

3ã äåæç è éåæêës åì í îëêèìëè ï èå ëç èrs ð èñ ê èòs åì í óå ër têëès ôèõå öí ê ì õ tç è ï èå ëçêìõ÷òøåìõùå õèêìú ÷ìtèìt øèå öìêìõûïåìüýþÿÿ

This study examined secondary mathematics teachers and science teachers implementation of a language of instruction policy in Malaysia, which made English the medium for mathematics and science instruction. The study explored the math and science teachers beliefs about the use of English as the medium for learning and about how these beliefs influence their classroom practices. The result of the study indicates:

a. Teachers beliefs about their respective roles as only content teachers or only language teachers limit students language learning opportunities.

b. Factors such as curricular requirements, exam pressure and time constraints also shape classroom interactions, and have implications for student learning as well.

c. The findings reveal the lack of collaboration between content and language teachers, and the need for sustained professional development concerning content and language integration for both groups of teachers.

4. ï èå ëçèr ð èñêèòs åì íîtuíèìt ëç ê èvement in ïechnology ô-ich úlassroom nvironments (lassett &

îchrum:2009)

Glassett and Schrum conducted this research to examine how participants incorporate the technology and the professional development into their_{commit to user}

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classrooms, and examined student achievement over the two years through randomly matched classrooms without the technology program. It also examined the ways in which pedagogical beliefs and practices evolved from participation, if at all. Results indicate a change in the pedagogical stance of the educators involved and a small positive impact on student achievement.

er s practi ce in science education (Savasci-Acikalin:2009)

The first purpose of the study was to clarify the definitions and nature of beliefs and knowledge in order to understand the relationship between teacher beliefs and practice. The second purpose of this paper is analyzing research studies in terms of their weakness and strengths with some recommendations for further research.

The findings of the research indicate that the relationship between teacher beliefs and practice is controversial and has a complex nature.

6. The Relationship between Teachers Knowledge and Beliefs about Science and Inquiry and Their Classroom Practices (Saad & Bou Joude: 2012)

This study intended to investigate relationships between teachers attitude toward science, knowledge and beliefs about inquiry, and classroom teaching practices. The study answered three questions, namely, what are teachers beliefs and knowledge about inquiry? What are teachers teaching related classroom practices? Do teachers knowledge and beliefs about inquiry relate to their science classroom practices? The result of the study showed that:

a. Most teachers have limited views of nature of science and unfavorable beliefs and attitudes about inquiry. _{commit to user}

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b. There is no consistent relationships between teachers beliefs, views of nature of science, and classroom practices.

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¢£¤ £¥¦§¨ © £¤ ª «¬ ª¤ £¦® ª¯ °±¦²¥ ¬² ²± ² ¨ £ ³¦ ª²£¦ ²± §±¬©´ §² ² ¨ £ ¦£¤ £¥ ¦§¨ ª ¬ ¥ °°¦±°¦ ª¥²£ ³¥®µ ¶©· £¦¸ £² ¥· ¹º»¼» ½ ¥ ¤ ¾´ ±² £© ª¬ ¿¨ £¥¬ ¥§¨ ± ¹ÀÁº ÂÃÄ½ ¤ ¥®¤ ²¨¥² ² ¨ £¥ °°¦ ±°¦ ª¥² £ ¯£² ¨ ±© ±·±«®ª¤ «±ª ¬«² ±© £²£¦¯ª¬£²¨ £¯ ¥²£¦ª¥· ³£ §¥ ¬ ¤²´ ©®¥ ¬© ²¨ £ °±¤¤ ªÅ· £ §± ¬§· ´ ¤ ª±¬ ³£ §¥¬ ¥§¾´ ª¦ £µ Æ¨£ ³¦ ª ² £¦ §±¬©´ §²£© ²¨ ª¤ ¦£¤ £¥ ¦ §¨ Å® ´ ¤ ª¬« ¾´¥· ª²¥² ª £ ¥ °°¦ ±¥ §¨ ª ¬ ²¨ £ ²®° £ ±Ç §¥ ¤£ ¤²´©®µ È£¦ ¦ª¥¯ © £Çª ¬£¤ §¥ ¤ £ ¤²´©® ¥ ¤ É¥ ¬ ª ¬² £¬¤ ª£¸ ¨ ±· ª ¤² ª § © £¤§¦ ª°²ª±¬ ¥¬© ¥¬¥·®¤ ª¤ ±Ç ¥ ¤ª ¬«· £ ª ¬¤²¥ ¬§£¸ °¨ £¬±¯ £¬±¬¸±¦ ¤ ±§ª¥·´¬ª² (1998:27). By applying it, the writer can investigate the phenomenon, single instance, or social unit.

Furthermore, Merriam (1998: 29) states that case study has some attributes. The attributes are:

1. It is the process of investigating the phenomenon. The process can be viewed from two ways as stated by Reichardt and Cook in Merriam (1998:33). The first way of process is monitoring and the second one is causal explanation. Monitoring, here, consists of describing context and population, discovering the extent to which the treatment or program has been implemented, providing immediate feedback or feedback of a formative type and the like. The second meaning of the process is causal explanation: discovering or confirming process by which the treatment had the effect that it did.

2. It is particularistic, descriptive and heuristic.

Particularistic means that case study emphasizes on certain situation, event, program or phenomenon. Descriptive means the product of the study is rich and thick description of phenomenon. Moreover, heuristic means the case study focuses on illuminating understanding of phenomenon.

The writer conducted this research under the qualitative approach in the form of case study. Merriam (1998:33) argues that case study is appropriate to thecommit to user

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a. Participants who have experiences relating to the phenomenon that is investigated.

b. Those, who are verbally fluent and able to communicate their feelings, thoughts, and perceptions in relation to the research,

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lmno pqnq prs ts usntvw p u q x ytsuszq n tnz{s x| yst u ys vq prsu xt pz|xt}nq pxz xz n qxy p v , supports it. This explanation gives description that the total number of participants in purposive sampling is more determined by the informational rather than statistical consideration.

2. Event

The event involved was classroom-teaching activities in which the English teachers employed SA.

3. Documents

Documents were the secondary data resource of this research. Documents included in this research were cover teachers lesson plan and material, transcript from interview and observation.

~ ~

Technique of collecting data is intended to get data from the participants. This writer took observation and interview as the main techniques of collecting data.

Observation is carried out to get data from the data sources. According to Stake (2010:90), many qualitative writers prefer observation data to other kinds. The information from observation can be seen, heard, or felt directly. Furthermore, he says that the eye sees a lot (and misses a lot), simultaneously when, where, and why (as newspaper people aparticularly relating them to the story or the asthat is, to the research question. It is in line with what Vanderstoep and Johntson say that observation (especially direct observation) becomes the common qualitative research technique (2009; Cresswell, 2009). Directcommit to user

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igures of Research

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THESIS ARIYATI S 891302007

MOTTO

DEDICATION

ppendix

igures of Research

Parts

Dokumen yang terkait

Abstract dissertation Antitheses French

Analisis de los culturemas en la traduc

Analisis metodologico de tesis

Biografia del compositor mexicano Arnulf

Campana de penetracion pornografica masi

ART F Ariyati, Umbu Tagela Karateristik kepribadian Judul

ART F Ariyati, Umbu Tagela Karateristik kepribadian Full text

Thesis George Abdiel Agios S

ariyati spd mpd 196806061995122005

Strukturisasi skripsi tesis atau diserta (1)

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THESIS ARIYATI S 891302007

MOTTO

DEDICATION

ppendix

igures of Research

Parts

Dokumen yang terkait

Abstract dissertation Antitheses French

Analisis de los culturemas en la traduc

Analisis metodologico de tesis

Biografia del compositor mexicano Arnulf

Campana de penetracion pornografica masi

ART F Ariyati, Umbu Tagela Karateristik kepribadian Judul

ART F Ariyati, Umbu Tagela Karateristik kepribadian Full text

Thesis George Abdiel Agios S

ariyati spd mpd 196806061995122005

Strukturisasi skripsi tesis atau diserta (1)

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