Threesje Roza Souisa (2009) Teachers' beliefs on classroom practice / Threesje Roza Souisa. Masters thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
The study of teachers beliefs forms part of the process of understanding how teachers conceptualize their work. In order to understand how teachers approach their work it is necessary to understand the beliefs they operate from. The beliefs play an important role in the process of teachers development. Teachers beliefs in this study refers to the rich store of knowledge that teachers have which affects teachers planning teachers interactive thoughts or perceptions and teachers decisions (Clark and Peterson 1986). The study is aimed at identifying and explaining teachers beliefs about the 2004 curriculum with reference to teachers beliefs about the use of teaching techniques the use of teaching materials the use of assessment the student profiles in learning English and the sources of beliefs that contributed to the process of teachers development. In order to achieve the objectives above a descriptive qualitative design is used in the study with three kinds of collecting data i.e. (1) in-depth interviewing activity (2) participant observation activity and (3) review of documents activity. The study was conducted in Ambon with the three of English teachers as the subjects of the study. Miles and Huberman procedure and triangulation method are applied in analyzing the data. The results of the study show that in general what teachers do in the classroom reflect their beliefs about the nature of language learning and language teaching. In understanding the concept of the 2004 curriculum the teachers stated that the curriculum is the same as the previous curriculum but to implement the curriculum optimally the teachers should have skills and competencies with the support of education facilities. The teachers beliefs about the 2004 curriculum is manly important thing before they develop their beliefs about classroom practices with reference to the use of teaching techniques the use of teaching materials the use of assessments the students profiles and the sources of beliefs that contributed to teachers development. The teachers beliefs about the use of teaching techniques are necessary important to facilitate students with different language skills. They state that the use of teaching techniques like communicative language teaching cooperative learning with variety of activities can help students to achieve their competence as it is demanded on the 2004 curriculum. The teachers beliefs about the use of teaching materials are essential to enrich their teaching materials. They state that the materials both in textbooks or supplementary materials and authentic materials are used to encourage students to apply the language skills not only to achieve the competencies based on the 2004 curriculum but also to the world outside the classrooms and schools. The teachers beliefs about the use of assessments are crucial to develop students progress in mastering the subject. They state that students should assess individually and continuously and the use of assessments both informally and formally classroom-based or authentic are needed to help the teachers to gather information of students progress in mastering the competence and to be used as a feedback to evaluate the effectiveness of their teaching practices. The teachers beliefs about student profiles in learning English are important to facilitate students with variety of learning strategies. They state that students learn in their own ways and it is the teacher responsibility to teach in meaningful ways in order all students will be able to grasp the content of their teaching. They state that the value of their job is to help the students to be more active creative independent and purposeful students of the target language. The sources of the beliefs as experienced teachers come from their own learning as students as teachers their training and workshop reading books articles experience of work best communicating with other teachers and self -exploration of their own teaching. The teachers state that the process of their development job to be professional not only require academic proficiency but it should be supported by their rich experiences in their fieldwork. From the conclusions above there are several suggestions that should be considered for the improvement in implementing the curriculum for the future time as following 1) a new curriculum must be presented to teachers in a way that emphasizes the match between current teachers beliefs and the curriculum 2) in developing teachers beliefs on classroom practices teachers should be given special training related to the curriculum and English teaching methodology 3) teachers need to explore their beliefs by cooperating with other teachers to improve their beliefs and their development work 4) teachers need more time to comprehend the curriculum well before they transfer their beliefs on classroom practices 5) continue evaluation of the program for improvement and revision of the curriculum is needed. .
| Item Type: | Thesis (Masters) |
|---|---|
| Subjects: | L Education > L Education (General) |
| Divisions: | Fakultas Sastra (FS) > Departemen Sastra Inggris (ING) > S2 Pendidikan Bahasa Inggris |
| Depositing User: | library UM |
| Date Deposited: | 04 Mar 2009 04:29 |
| Last Modified: | 09 Sep 2009 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/58347 |
Actions (login required)
 |
View Item |