CHAPTER IV

RESEARCH 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 in School Based Curriculum at MTs. N Jeketro?, (2) Are
there any discrepancies between teachers beliefs and classroom practices based
on School Based Curriculum?, (3) how are those beliefs reflected in their
classroom practices of School Based Curriculum?, (4) what factors are
responsible for shaping teachers' beliefs and their classroom practices at MTs. N
Jeketro?, and the second section will explain the discussion of the finding.
A. Research Findings
The research findings were the data taken by the researcher from the
analysis of open ended questionnaire, document analysis and interview. Based
on the analysis, the English teachers beliefs about English teaching at MTs.N
Jeketro can be categorized into several components; (1) learning objective (2)
syllabus (3) learning material (4) classroom procedure (5) classroom
technique (6) teachers roles (7) students roles (8) assessment. These are the
following descriptions.
a. Learning objective
Learning objective is explicit descriptions on what student will do as
result of the instruction they receive. There are different assumptions
related to learning objective proposed by the four English teachers. T1
assumes that learning objective is a specific description about the
competence going to achieve. This is answer extract of open ended
questionnaire.
Tujuan pembelajaran adalah pernyataan spesifik tentang kemampuan yang
ingin dikuasai (OEQ.T1/1.a)

General learning objective that T1 expects is students can express or

practice English language in their daily life then the students can
understand text and write correctly. T1 affirms that deciding learning
objective before and after doing learning and teaching activity in class is
important because basically the learning activity needs to set before and
after as a picture of objective achieved and objective that will be carried
out in the class. To know the indicator achievements of the learning
objective. T1 always uses exercises or test to look at the students
understanding. When the learning objectives have not achieved yet, T1
will evaluate and brush up the material.
T2 has almost same opinion about the learning objective T2 claims
that learning objective is formulations in statement forms which will be
achieved as result of teaching and learning activity as T2 remarks that
Tujuan pembelajaran adalah rumusan-rumusan berbentuk pernyataan yang
hendak dicapai sebagai hasil kegiatan belajar mengajar (OEQ.T2/1.a)

The general objective that T2 expects is the students can communicate in

English from the simple things that they confront in their daily life. T2
stated that learning objective is important because it will be a guide to
determine steps to achieve learning objectives. T2 does reflection and
evaluation to know the indicator achievement. T2 will give the freedom to
students in learning and use the innovative methods if the learning
objectives have not achieved yet.
T3 noted that learning objective is that expected statements that can to
be able to be achieved in certain competences as attached in syllabus.
Tujuan pembelajaran adalah pernyataan yang diharapkan bisa di capai yang
berupa kompetensi tertentu sesuai dengan yang telah tercantum. dalam
silabus (OEQ.T3/1.a1)

The general objectives that T3 is the students can communicate written

and oral in English. T3 argued that determining the learning objective is
obviously important before and after doing teaching and learning activity
to evaluate and prepare all the things related to the material, learning
activity and evaluation in classroom. To know the indicator achievement,

T3 looks at the students activeness and tasks that T3 gives to the students.
If the learning objective has not achieved yet, T3 is going to evaluate
which part of material that the students find difficulties and repeat the
explanation in innovative ways.
Tujuan pembelajaran adalah Pencapaian indikator sesuai dengan materi yang
ada. (OEQ.T4/1.a1)

The general objective that T4 expects is the students can communicate

with their friends in simple expression, students understand grammatical
that used in daily and can understand the content of the text they read. T4
argued that making learning objective before and after learning activity is
important as a major guide in doing learning activity in the class
systematically. To know the indicator, T4 gives questions and exercises if
learning objective has not been achieved yet. T4 will give reflection and
evaluation in learning and simplify the material related to the indicator.
From the illustration above, the general objective that the four
English teachers will achieve are to develop students competency to
communicate in oral or written form which covers transactional or
interactional conversation and understand short functional text to reach
competency standard determined. The English teachers assume that
determining learning objective before and after doing teaching and
learning activity is highly important because it will guide the teachers to
look at the learning objectives that teachers have done and what the
teachers are going to do in the class. To know the indicator achievement,
the teachers use exercise, asking question and test. To achieve the learning
objective, the teachers will give innovative methods, simplify the material
and repeat the material related to learning objective. This is a table of
summary of learning objective found from the data analysis.
Table 4.1 teachers beliefs about learning objectives
Teachers beliefs about learning objectives
1. Learning objective is specific descriptive statements about the
competency expected to achieve as result of students learning in the
last leaning

2. General learning objective that four English teachers at MTs N

Jeketro is (1) students can communicate written and oral in English
(2) understand the grammatical used in their daily life and (3)
understand the content of the text.
3. It is important to make learning objective before and after teaching to
know the learnings that have done and the learning objective that is
going to apply in the class
4. The teachers ask question and do test to know the achievement of
learning objective.
5. The teachers will give innovative method, simplify the material to
achieve the learning objective and the teachers will repeat the
explanation, if the learning objective has not reached yet.

b. Syllabus
syllabus is a description of the contents of a course of instruction
and the order in which they are to be taught or delivered. Based on the
statements in the open ended questionnaire, the four English teachers have
different assumptions about the syllabus.
T1 assumes that syllabus is a learning planning used as a guide to
implement learning activity in the class to achieve learning objective
determined in competency standard.
Silabus adalah ringkasan rencana pembelajaran yang dapat digunakan
sebagai acuan dalam pelaksanaan kegiatan pembelajaran di kelas untuk
mencapai tujuan pembelajaran yang telah ditetapkan dalam standar
kompetensi (OEQ, T1/2a)

T1 insists that function of syllabus is a guide to develop learning

components such as competency standard, basic competence, indicator,
material, learning activity and evaluation. The kind of syllabus that T1
uses is School based curriculum syllabus. The consideration of selecting
the syllabus is matched the students need and students ability. T1
assumes that the School Based Curriculum syllabus is good.

T2 marked that syllabus is descriptions of standard competency

that load basic competence, material, learning activity, indicator, time and
evaluation.
Silabus merupakan bentuk penjabaran standar kompetensi yang memuat
kompetensi dasar, pokok materi pembelajaran, kegiatan pembelajaran,
indicator pembelajaran, waktu dan evaluasi pembelajaran (OEQ, T2/2a)

T2 conveys that the function of syllabus is as a guide to do teaching and

learning and measurement to do evaluation for the success of learning
activity. To deciding the syllabus, T2 uses the available syllabus that is
made by MGMP (Subject Teacher Association).
T3 mentioned that syllabus is description about learning planning
that contains competency standard, material, learning activity, indicator
and assessment.
Silabus itu gambaran tentang rencana pembelajaran yang memuat standar
kompetensi, materi pembelajaran, kegiatan pembelajaran, indicator, serta
penilaian pembelajaran (OEQ, T3/2a)

T3 uses a syllabus that is produced by the subject teacher association in

Grobogan. The syllabus is School based curriculum. The syllabus is used
as a guide and source to develop learning, compose lesson plan, manage
learning activity, provide learning source and assessment system.
T4 noted that syllabus is a set of planning about learning activity
that is the implementation of competency standard and basic competency
to the indicator material, activity and learning assessment to achieve
certain competency standard determined by BNSP.
Silabus merupakan seperangkat rencana tentang kegiatan pembelajaran
yang merupakan penjabaran dari standar kompetensi dan kompetensi
dasar ke dalam indikator, materi, kegiatan dan penilaian pembelajaran
untuk mencapai standar kompetensi tertentu yang telah ditetapkan oleh
BNSP (OEQ, T4/2a)

T4 insists that function of syllabus is a guide to develop learning

such as making lesson plan, learning activity management and assessment
system. T4 uses School Based Curriculum syllabus that is compiled by the

subject teacher association. To select the material, T4 reads learning

objective and the material in the syllabus.
From the explanations above, it can be concluded that syllabus is
descriptions of lesson planning that can be developed from the
competency standard containing some components namely: basic
competency, material, indicator, learning activity, and evaluation. The
steps to select the suitable material with the syllabus. The teachers look
and check available instructional material, then learn the content of the
material, learning objective and the indicator in syllabus. This is a table of
summary of syllabus points found from the data analysis.
Table 4.1 teachers beliefs about syllabus
Teachers beliefs about syllabus
1. Syllabus is descriptions of lesson planning that can be developed
from the competency standard containing some components
namely: basic competence, material, indicator, learning activity and
evaluation.
2. The syllabus that is used at MTs. N Jeketro is School based
Curriculum Syllabus
3. The teachers mention that syllabus consist of some components
such as competency standard, material, learning activity, indicator
and assessment
4. The function of syllabus is a guide to develop learning, to conduct
learning activity and to make scoring system that will be used

c. Instructional Material
Instructional material is teaching aids or tool that can facilitate the
teachers and students to support teaching and learning activity in the
classroom. There are some assumptions related to the Instructional
material conveyed by the four English teachers.
T1 argued that Instructional material is material or substance that
can be used as supporting aid for the teacher to conduct learning activity in
the class.

Materi pembelajaran adalah Media atau bahan yang digunakan sebagai

penunjang guru dalam melakukan kegiatan pembelajaran di kelas (OEQ,
T1/3a)

T1 uses workbook, picture and PowerPoints to sustain the teaching

English in the class. The steps T1 does is to pick the teaching source, T1 is
going to check and read the textbook, workbook available and if the
sources do not match with the students competency level. T1 will search
in the internet that fits with the students. T1 does not face the problems to
decide the source used because T1 can gain the source like video, handout
or picture in the internet easily. T1 claims that the students can understand
the material easily with the learning material T1 uses.
T2 assumes that instructional material is material that can be
utilized to develop the teaching and learning quality in the class. This is an
extract of open ended questionnaire posed by the T1.
Materi pembelajaran adalah Materi yang dapat dimanfaatkan untuk
meningkatkan kualitas pembelajaran di kelas (OEQ, T2/3a)

T2 uses textbook, workbook and short video in the class. To decide the
teaching source, T2 reads and understand the material in textbook,
workbook or Kangguru Indonesia that school provides for the teachers and
students. T2 does not find the problems to select the teaching source. T2
feels that Instructional material can assist the students to understand the
material in the class.
T3 insists that instructional material is means or tool that can be
used to facilitate the learning activity.
Materi pembelajaran adalah Sarana atau alat yang dapat digunakan untuk
mempermudah kegiatan pembelajaran (OEQ, T3/3a)

T3 utilizes picture, workbook and video to advance the teaching and

learning activity. T3 learns the material available such as textbook and
workbook that students use regularly. T3 does not have problems to pick
the source because the school material available is adequately complete.
T4 assumes that learning material is teaching equipment that can
be used to support and achieve the learning objective.

Materi pembelajaran adalah Peralatan mengajar yang digunakan untuk

mendukung dan mencapai tujuan pembelajaran di kelas (OEQ, T4/3a)

Before T4 determines the sources T4 is going to read and learn the

explanation in the textbook and workbook, the easiest explanation will be
used in the class. T4 insists that T4 does not get any difficult problems to
determine the teaching source and if the teacher is creative. Teacher can
use the school facility such as LCD or language laboratory. T4 adds that
learning material T4 uses is able to make his job easier to teach English in
the class.
From the opinions of T1, T2, T3 and T4, it can be concluded that
Instructional material is tool or equipment that can be used by the teachers
to develop and advance the teaching and learning quality. This is a table of
summary of learning material found from the data analysis.
Table 4.4 teachers beliefs about Instructional material
Teachers beliefs about Instructional material
1. Instructional material is tools that can be utilized to develop the
teaching and learning quality.
2. The teachers to select or pick the source from internet, textbook or
workbook that matches with students ability.
3. The teachers not only utilize printed material such as picture,
workbook and textbook but also non-printed material like powerpoints
and video to support teaching and learning activity.
d. Classroom Procedure
Classroom procedure is a sequence of delivering material in the
learning activity. The English teachers at MTs N Jeketro have a variety
opinion about classroom procedure.
T1 mentions that classroom procedure is a set of activity and
interaction between students and teachers controlled through learning plan.
Prosedur pembelajaran adalah rangkaian aktivitas dan interaksi antara
siswa dan guru yang dikendalikan melalui perencanaan pembelajaran
(OEQ, T1/4a)

the consideration of selecting the kinds of classroom procedure is to look

the content in the learning material and determine time allocation in
classroom procedure. The classroom procedure T1 applies in the class is
based on the government rules.
T2 asserts that classroom procedure is a series of presenting
teaching in the class.
Prosedur pembelajaran adalah urutan penyampaian pengajaran di kelas
(OEQ, T2/4a)

Before T2 decides the classroom procedure, T2 is going to look the

learning objective achieved by the students then selecting the classroom
procedure suitable with the students to experience meaningful learning.
T3 assumes that classroom procedure is systematic steps in
learning process to create meaningful learning situation for the students.
Prosedur pembelejaran adalah tahapan-tahapan yang berurutan dalam
proses pembelajaran untuk menciptakan suasana pembelajaran yang
bermakna kepada siswa (OEQ, T3/4a)

T3 will learn available material then T3 will arrange the classroom

procedure T3 uses in the class. T3 follows the classroom procedure that
determined by the government namely: Building Knowledge of the Field
(BKOF), Modelling Text (MOT), Joint Construction of Text (JCOT),
Independent Construction of Text (ICOT).
T4 argued that classroom procedure is a series of steps in learning
procedure to create meaningful learning situation.
Prosedur pembelajaran adalah rangkaian tahapan-tahapan dalam proses
pembelajaran untuk menciptakan suasana pembelajaran yang bermakna
bagi siswa (OEQ, T4/4a)

T4 will ponder the indicator, learning objective and the material to make
classroom procedure that can cover the content of learning material. The
classroom procedure T4 applies in class is based on the sequences of
learning cycle; Building Knowledge of the Field (BKOF), Modelling Text
(MOT), Joint Construction of Text (JCOT), Independent Construction of
Text (ICOT).

From the description above, it can be concluded that the English

teachers at MTs N Jeketro determine a couple of considerations to select
classroom procedure namely indicator, learning objective and the students.
The four English teachers uses classroom procedure in cycle model
namely Building Knowledge of the Field, Modeling of the Text, Joint
Construction of the Text, Independent Construction of the Text. This is a
table of summary of classroom procedure found from the data analysis.
Table 4.4 teachers beliefs about classroom procedure
The teachers beliefs about Classroom procedure
1. Classroom procedure is a series of steps in teaching and learning
process to make meaningful learning condition.
2. The teachers follow classroom procedure determined by the
government namely (1) Building Knowledge of the Field, (2)
Modeling of the Text, (3) Joint Construction of the Text, and (4)
Independent Construction of the Text to implement in the class.

e. Classroom Technique
Technique is any of a wide variety of exercises, activities, or tasks
used in the language classroom for realizing lesson objectives. In open
ended questionnaire, the fifth column, b point the teachers are asked a
question what technique do you try to use in the class?. T1, T1 and T4
have similar beliefs related to techniques they are going to use in class
namely; (1) oral repetition, (2) memorizing vocabulary and (3) role play.
This is an answer extract of open ended questionnaire written by T1.
Pengulangan kosa kata, frasa atau kalimat, menghafal kosa kata dan
memahami bacaan yang ada dalam materi (OEQ, T1/5.c)

While the T2 and T3 have two additional techniques from the T1 and
T4 stated before namely (1) discussion and (3) reading comprehension.
From the illustration above the four English teachers beliefs can be
classified into five techniques; (1) oral repetition, (2) memorizing
vocabulary and (3) reading comprehension (4) discussion and (5) role play.

This is a table of summary of classroom technique found from the data

analysis.
4.5 teachers beliefs about classroom technique
Teachers beliefs about classroom technique
1. Classroom technique is a strategy or technique that is used by
teacher to implement learning objective plan to achieve the indicator.
2. Classroom techniques used by the teachers are oral repetition,
memorizing vocabulary, reading comprehension, discussion and role
play
f. Teachers roles
Teachers have a variety of roles in teaching. They are forced to
have multiple roles in the class not only to transfer knowledge but also to
build the students characters. The writer finds different assumptions about
teachers roles stated by the four English teachers at MTs N Jeketro.
T1 mentions that T1 tends to look the roles as a facilitator who
assist the students to grow optimally and as a controller in learning and as
a resource in the class. T1 does not engage the students to decide or select
learning objective but in evaluation, T1 sometimes engages the students to
evaluate their achievement. If the students find problems to understand the
material T1 will repeat the explanation and if just a few students gain
problems to understand the material T1 is going to explain individually. T1
appreciates the students who pose their opinion in the class and if the
opinion is not precise, T1 will attempt to guide and give corrections to the
students. This is an extract of open ended questionnaire stated by T1.
Saya sangat menghargai pendapat dari siswa-siswi, tetapi jika
pendapatnya itu salah, saya akan tetap berusaha meluruskanya atau
memberinya koreksi (OEQ,T1/6e)

T2 claims that T2 look her roles as 1. a facilitator in learning 2. an

organizator who can arrange and plan learning activity working optimally,
3. Evaluator who can give evaluation to the task, exercise and learning
activity. T2 will help the students to understand the material and T2 will
repeat the explanation. T2 has similar assumption with T1, T2 does not

invite the students to select or determine learning objective and evaluation

and T2 will inform the students about the assessment system T2 applies in
the class. T2 assumes that T2 always support and motivate the students to
pose their opinion even the opinion will be good or bad.
T3 insists that the T3s role takes many roles in the class. T3 is not
only as a facilitator with giving the guide to the students but as source to
explain and give knowledge. T3 does not discuss the learning objective to
the students but T3 involves the students to evaluate their work or task. T3
will repeat the explanation of the material discussed in simple way to
make the students understand. T3 will provide opportunity to the students
to pose opinions.
T4 claims that T4 takes roles as facilitator and informant or source.
T4 will always facilitate and support the students in learning starting from
providing material and transfer knowledge. T4 does not engage students to
decide the learning objective because T4 and his partner have formulated
the learning objective in MGMP (subject teacher association). In the
teaching and learning, T4 will ask question to the students about the
material that they have not understood yet. T4 appreciates and support the
students to state or share their opinion and T4 will correct the students
opinion in calm attitude.
4.8 Teachers beliefs about teachers roles
Teachers beliefs about teachers roles
1. As a facilitator
The teachers help the students, accompanying the students during
teaching and learning activity, providing the textbook and
workbook
2. A source
The teachers explain the material and giving the information
3. An organizator
Grouping the students, directing the students and stating the rules
during teaching and learning activity
4. An Evaluator
Telling and assessing what the students have learned and giving

score that the students do

g. Students roles
1. Raw Material
2. Resister
3. Active participant
4. Partner
h. Assessment
T1 claims that assessment is assessment is a process to measure
students competence based on indicator oriented on learning objective.
Penilaian adalah proses untuk mengukur kemampuan siswa sesuai
indikator penilaian yang telah ditetapkan dalam silabus yang berdasar
pada tujuan pembelajaran (OEQ, T1/8a)

T1 adds that assessment must be valid with what the students study or
learn and can cover speaking, reading, listening and writing aspect from
the beginning and the final learning for one semester. T1 orientates on the
learning process that students do in the class. T3 uses variation in
assessment to know the success of learning such as multiple choice,
match the vocabulary from Indonesian to target language (English).
T2 assumes that assessment is a process of giving score based on
the information collected through learning activity that the students
follow. This is an extract of T1s statement taken form summary of open
ended questionnaire.
penilaian adalah keputusan untuk memberikan penilaian terhadap
informasi yang didapat lewat kegiatan pembelajaran yang
dilakukan oleh siswa (OEQ, T2/8a)
the teachers assessment need to do and evaluate regularly. T2
needs to use in authentic assessment. T2 gives variation model provided
in workbook such as daily test in fill in blank form and homework in
essay form.

T3 argued that assessment is a process of collecting information

comprehensively that are carried out regularly to know the competency
students or achievement in learning through assessing their individual or
group task. This is an extract of open ended questionnaire mentioned by
the T3.
penilaian adalah suatu proses pengumpulan informasi secara menyeluruh
yang dilakukan secara terus menerus untuk mengetahui kemampuan atau
keberhasilan siswa dalam pembelajaran dengan menilai kinerja siswa
baik kinerja secara individu maupun dalam kegiatan kelompok (OEQ,
T3/8a)

T3 conveys that the assessment that the teacher does must be based on all
chapters discussed in book. The assessment is used is knowledge,
activeness, attitude based assessment. T3 does not always use variation in
assessment. T3 just uses short answer question to know the
understanding of text discussed.
T4 mentions that assessment is a process of collecting
information to what extent the students understanding related to the
materials that have presented as evaluation to decide better learning
activity.
Penilaian merupakan sebuah proses pengumpulan informasi tentang
sejauh mana pemahaman siswa berkaitan materi yang telah
disampaikan sekaligus sebagai bahan evaluasi untuk menentukan
kegiatan pembelajaran yang lebih baik (OEQ, T4/8a)

T4 uses the objective assessment from the beginning of teaching

to the last teaching. T4 uses assessment based on three aspects to
evaluate like what T4 said in open ended questionnaire. This is the
extract.
Penilaian dikelas yang berbasis tidak hanya pada aspek kognitif
saja tetapi juga afektif dan psikomotor siswa (OEQ, T4/8c)
T4 uses some variation of assessment in the class such as essay, changing
the sentence into the certain tense and completing dialogue in the
workbook. This is a table of the teachers at MTs N Jeketro about the
assessments.

Based on the descriptions, the assessment that the four English

teachers are objective, valid and continuous assessment that covers all
aspects such as cognitive, affective and psychomotor. The teachers also
apply some variations in their assessment like multiple choice, essay,
short answer question, matching vocabulary and completing dialogue.
This is a table of teachers beliefs about assessment.
4.8 teachers beliefs about Assessment
Teachers beliefs about assessment
1. Assessment is way to know and measure students individual or
group competence about the materials that have been presented and
as evaluation source.
2. Assessment should be objective, valid and continuous.
3. Assessment must be able to covers all aspects such as cognitive,
affective and psychomotor.
4. The teachers use multiple choice, essay, short answer question,
matching vocabulary and completing dialogue.

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 classroom
practices in English teaching based on School Based Curriculum to
what the factors contribute the discrepancies.
No
Teachers beliefs
a. Learning objective
1. General objective
b.

2. Specific objective
Syllabus
As a primary guide

Their practices
Multiple learning
objective

Discrepancy

Factors
School and

discrepancy

Government
Policy

Syllabus as a
primary guide

1. Syllabus Design
School Based

1. School Based

no

Understanding

Curriculum

discrepancy

of Curriculum

Learning Material

almost

Personal

1. Printed material

discrepancy,

factor

Curriculum
2. Kind of syllabus
Integrated syllabus
c.

2. Integrated
syllabus

a). Handbook

Workbook used

although

b). Workbook

dominantly as main

there is a still

c). Textbook

learning material

consistent

2. Visual material

belief

a). Video

(workbook

b).PowerPoint (PPT)
d.

usage)

c). Picture
Classroom Procedure
Learning

cycle:

Building Knowledge
of the Field (BKOF),
Modelling

Text

(MOT),

Joint

Construction of Text

Presentation,
Practice, production

Discrepancy

(PPP)

Personal
factor

(JCOT), Independent
Construction of Text
e.

(ICOT)
Classroom Technique
1. Oral Repetition

There are

2. Memorizing

some

Vocabulary
3. Conversation

Oral repetition

Practice
4. Fill in Blank

Reading

Exercise

comprehension

5. Reading

Teachers roles
1. Facilitator

Teachers as

2. Resources

A facilitator

3. Organization

Resources

4. Evaluator

and Evaluator

Learners roles

cases, four
English

Teacher
Training

teachers
consistence

6. Role Play

g.

and in some

beliefs are

Comprehension

f.

discrepancies

Learners as

No
discrepancy
(most beliefs
are
consistence)
No

o Personal
factor
o Teacher
Training
Personal

h.

1. Raw Material

o A Raw Material

2. Resister

o A Resister

3. Active participant

o An active

4. Partner

o A participant

Assessment
1. Kinds of
Assessment
a). Formative

discrepancy

factor

o A Partner
Assessment used
by the teachers.
1. Kinds of
Assessment

b). Summative

a). Formative
b). Summative

2. Model of
Assessment
a). Multiple choice

2. Model of
Assessment

b). Short question

a). Multiple

and answer

choice

c). Dialogue
completion task

No
discrepancy

b). Short
question and
answer
c). Dialogue
completion
task

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

School and
government
policy

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

1.
English teaching in School Based
2. Caner et. al (2010)
Curriculum at MTs. N Jeketro

Two English teachers beliefs

about classroom activities in Turk

a. Learning Objective
b. Syllabus
c. Learning Material
d. Classroom Procedure
e. Classroom Technique
f. Teachers Roles
g. Students Roles
h. Assessment

are

oral

repetition,

roleplay,

singing songs, picture drawings

reported that
there are no discrepancies
between teachers beliefs and
practices.

2. The

discrepancies

between

English teachers beliefs and their

3. Canh (2011)
classroom practices at MTs. N etc
Jeketro.
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

current study

of

the

The theories