OUTLINE OF CHAPTER IVRESEARCH FINDINGS AND DISCUSSION

In this chapter, the writer would like to divide the discussion into two

sections. The first section will describe and discuss the research finding based on

the problem statements posed in the first chapter are (1) what are teachers’ beliefs

about English teaching at MTs. N Jeketro?, (2) Are there any discrepancies

between teachers’ beliefs and practices?, (3) how are those beliefs reflected in

their practices?, (4) what factors are responsible for shaping teachers' beliefs and

their practices?, and the second section will explain the discussion of the finding.

A. Research Findings1. Teachers’ Belief of English teaching at MTs. N Jeketro

Based on the analysis of open ended questionnaire, semi-structured

observation and interview. The teachers’ beliefs of English teaching at

MTs.N Jeketro can be categorized into several components; (1) learning

objective (2) syllabus (3) instructional material (4) classroom procedure (5)

classroom technique (6) teachers’ roles (7) students’ roles (8) assessment.

These are the following descriptions.

a. Learning objective

1. General objective

Students can experience teaching and learning English though

meaningful learning activity.

2. Specific objective

a). Listening

b).Speaking

c). Reading

d).Writing

b. Syllabus

1. Syllabus design

School Based Curriculum (Kurikulum Tingkat Satuan Pendidikan)

2. Kind of syllabus

Integrated syllabus

c. Instructional Material

1. Printed material

a). Handbook

b). Workbook

c). Textbook

2. Visual material

a). Video

b). PowerPoint (PPT)

c). Picture

d. Classroom Procedure

Learning cycle: Building Knowledge of the Field (BKOF), Modelling

Text (MOT), Joint Construction of Text (JCOT), Independent

Construction of Text (ICOT).

e. Classroom Technique

1. Oral Repetition

2. Memorizing Vocabulary

3. Conversation Practice

4. Fill in Blank Exercise

5. Reading Comprehension

6. Role Play

f. Teachers’ roles

1. Facilitator

2. Resources

3. Organization

4. Evaluator

g. Students’ roles

1. Raw Material

2. Resister

3. Active participant

4. Partner

h. Assessment

1. Kinds of Assessment

a). Formative

b).Summative

2. Model of Assessment

a). Multiple choice

b).Short question and answer

c). Jumbled text

2. The Discrepancies between English teachers’ beliefs and their practices

in English teaching to what the factors contribute the discrepancies.

No Teachers’ beliefs Their practices Discrepancy Factorsa. Learning objective

1. General objective2. Specific objective

Multiple learning objective discrepancy

School and Government

Policyb. Syllabus

As a primary guide

1. Syllabus DesignSchool Based Curriculum

2. Kind of syllabus Integrated syllabus

Syllabus as a primary guide

1. School Based Curriculum

2. Integrated syllabus

no discrepancy

Understanding of Curriculum

c. Instructional Material1. Printed material

a). Handbookb). Workbookc). Textbook

2. Visual materiala). Videob).PowerPoint (PPT)c). Picture

Workbook used dominantly as main

instructional material

almost discrepancy,

although there is a still

consistent belief

(workbook usage)

Personal factor

d. Classroom ProcedureLearning cycle:

Building Knowledge of the Field (BKOF), Modelling Text (MOT), Joint

Presentation, Practice, production

(PPP)

Discrepancy Personal factor

Construction of Text (JCOT), Independent Construction of Text (ICOT)

e. Classroom Technique1. Oral Repetition2. Memorizing

Vocabulary3. Conversation

Practice4. Fill in Blank

Exercise5. Reading

Comprehension 6. Role Play

Oral repetition

Reading comprehension

There are some

discrepancies and in some cases, four

English teachers’

beliefs are consistence

Teacher Training

f. Teachers’ roles1. Facilitator2. Resources3. Organization4. Evaluator

Teachers asA facilitatorResourcesand Evaluator

No discrepancy(most beliefs

are consistence)

o Personal factor

o Teacher Training

g. Learners’ roles1. Raw Material2. Resister3. Active participant4. Partner

Learners aso A Raw Materialo A Resistero An active o A participanto A Partner

No discrepancy

Personal factor

h. Assessment1. Kinds of

Assessmenta). Formativeb). Summative

2. Model of Assessment

a). Multiple choiceb). Short question

and answerc). Dialogue

completion task

Assessment used by the teachers.

1. Kinds of Assessment

a). Formativeb). Summative

2. Model of Assessment

a). Multiple choice

b). Short question and answer

c). Dialogue completion task

No discrepancy

School and government

policy

3. The reflection of teachers’ beliefs and practices at MTs. N Jeketro

a. Multiple Learning Objective

b. Integrated Syllabus

c. Workbook oriented

d.Genre Based Instruction

e. Deductive Grammar

f. Presentation, Practice, Production

g.Oral repetition

h.Student-centered learning

i. Formative Assessment

j. Short question and answer

4. Factors of shaping teachers’ beliefs and practices

a. Personal Factors

b.Teacher Training (Seminar)

c. Understanding of Curriculum

d. School and government policy

B. Discussion of Findings

1. The comparison between research finding of the current study and research finding of previous study

Research finding of the current study Research finding of previous study

1. English Teachers’ Beliefs about English teaching in School Based Curriculum at MTs. N Jeketro

a. Learning Objectiveb. Syllabusc. Instructional Materiald. Classroom Proceduree. Classroom Techniquef. Teachers’ Rolesg. Students’ Rolesh. Assessment

2. The discrepancies between English teachers’ beliefs and their classroom practices at MTs. N Jeketro.

1. Caner et. al (2010)Two English teachers’ beliefs

about classroom activities in Turk are oral repetition, roleplay, singing songs, picture drawings reported that

there are no discrepancies between teachers’ beliefs and practices.

2. Canh (2011)etc

3. The reflections of English teachers’ beliefs and classroom practices demonstrated at MTs N Jeketro.

4. The factors are responsible for shaping English teachers’ beliefs and practices at MTs N Jeketro, Grobogan

2. Compatibility between research finding of the current study and the

theory

No Research finding of the current study

The theories