TEACHERS’ BELIEFS TOWARD THE TEACHING OF GRAMMAR AND THEIR ACTUAL CLASSROOM PRACTICES AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Sabbu, Sukma Widya Sasmi |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/52906/1/NASKAH.pdf http://eprints.umm.ac.id/52906/ |
Daftar Isi:
- Beliefs of English teachers about grammar teaching and the influence of such beliefs on their classroom practices remain relatively unexplored in the context of Indonesia universities where English is taught separately with other subjects. More precisely, this study explores English teachers' beliefs toward the teaching of grammar and their actual classroom practices. Qualitative method is utilized in this research. Three English teachers participated in this study. They provided insights into how grammar should be taught at English department. The instruments of this study are interview and observation to collect the data on teachers’ beliefs and their teaching practices in classroom. The findings showed that the teachers tend to have similar beliefs about grammar teaching. Through face-to-face interviews with teachers who taught grammar in English class, it was found that there were five ways of teaching grammar based on the teachers’ beliefs. They were: (1) explicit grammar teaching, (2) implicit grammar teaching, (3) inductive grammar teaching, (4) integrated grammar teaching, and (5) communicative grammar teaching. These beliefs are correlated with their strategies used when teaching grammar. Through observation, it showed that the teachers’ beliefs were indeed reflected in their actual classroom practices. Eventually, the implications of this study are identified that teachers' beliefs are the best indicator of the types of instructional decisions they make during their grammar teaching. Regardless of which method should be applied in grammar teaching, it is also important for teachers to be aware of their students' needs and situations regarding the role of grammar teaching.