A Teacher’s Beliefs in Grammar and Her Teaching Practices: A Case Study of One Experienced EFL Teacher in A High School in Surakarta
Abstract
Borg (2009) states that there is a relationship between people’s action and their belief and knowledge. It makes educational researchers take more concern with a similar phenomenon which occurs in teaching learning process. Borg claims that ‘teachers’ mental lives play a role in their instructional practices’. This qualitative research reports a case study of teacher’s beliefs in grammar and her grammar teaching practice in SMA Negeri 5 Surakarta. The data were collected by in-depth interview with the teacher, in-depth interview with students, and passive classroom observation. The data were analyzed by qualitative data analysis proposed by Miles and Huberman (1994). The result of the research indicates that the teacher’s beliefs of grammar and teaching grammar influence her grammar teaching practices.
Keywords
Full Text:
PDFReferences
Al-siyabi, M.M. (2009) Teachers’ Practices and Beliefs about Explicit Grammar Teaching, in Simon Borg (Ed.).Researching English Language Teaching and Teacher Development in Oman (pp. 149-156). Ministry of Education: Sultanate of Oman. Retrieved at 10 December 2013 from http://www.moe.gov.com
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Lang. Teach. 36, 81-109. UK: Cambridge University Press. Retrieved 29 Januari 2013 from http://eprints.whiterose.ac.uk/1652/1/ borgs1_Language_Teaching_36- 2.pdf
Borg, S. (2009). Introducing language teacher cognition. Retrieved 29 January 2014 from http://www.education.leeds.ac.uk
Ezzi. (2012). Yemeni Teachers’ Belief of Grammar Teaching and Classroom Practices. English Language Teaching 5(8), 170-184.Retrieved 1
February 2014 from http://www.ccsenet.org
Farrell, T. C., & Lim, P. C. P. (2005).
Conceptions of grammar teaching: A case study of teachers' belief and classroom practices. TESL-EJ, 9 (2).
-13 retrieved from: http://www.sagepub.com
Farrell, Thomas S.C. &Bennis, Karren. (2013). Reflecting on ESL Teacher Beliefs and Classroom Practices: A Case Study. RELC Journal 44(22), 163-176. Retrieved 1 February 2014 from www.refflectiveinquiry.com
Larsen-Freeman. (2001). Teaching Grammar. In Celce-Murcia (Ed.).Teaching English as a Second or Foreign Language 3rd Edition (pp. 251-266).USA: Heinle&Heinle.
Miles &Huberman.(1994). Qualitative data analysis. California: Sage Publication
Nazari, Ahmad &Allahyar, Negah. (2012). Grammar Teaching Revisited: EFL teachers between Grammar Abstinence and Formal Grammar Teaching. Australian Journal of Teacher Education, 37(2), 73-87.
Retrieved 10 December 2013 from: http://ro.ecu.edu.au
Phipps & Borg. 2009. Exploring tension between teacher’s grammar teaching beliefs and practices. System 37, 390-
Retrieved 1 February 2014 from: http://www.education.leeds.ac.uk
Richards, Gallo & Renandya. (2001). Teachers’ Belief and the Process of Change. PAC Journal, 1(1), 41-64.
Retrived 1 January 2014 from http://aaboori.mshdiau.ac.ir
Teik, Ong Cheng. (2011). Pre-service teachers' beliefs about the teaching and learning of grammar.The English Teacher Vol XL: 27-47. Singapore: Nan yang Technological University. Retrieved 10 December 2013 from: http://www.melta.org.m
Uztosun, Mehmet Sercan. (2013). An Interpretative Study into Elementary School English Teachers’ Beliefs and Practices in Turkey. Turkish Online Journal of Qualitative Inquiry, 4(1), 20-32.
Wong &Barrea-Marlys. (2012). The Role of Grammar in Communicative Language Teaching: An Exploratory
of Second Language Teacher’s perception and Classroom practices. Electronic Journal of Foreign Language Teaching 9(1), 61-
Retrieved 1 February 2014 from: http://e- flt.nus.edu.sg/v9n12012/wongcy.pdf
Wu, Kam-yin. (2006). Teacher beliefs and grammar teaching practices: case studies of four ESL teachers. A thesis of Doctoral Philosophy: The University of Hong Kong. Retrieved
December 2013 from: http://hub.hku.hk
Refbacks
- There are currently no refbacks.