DISERTASI dan TESIS Program Pascasarjana UM, 2018

Ukuran Huruf:  Kecil  Sedang  Besar

. Investigating the Match between Beliefs and Classroom Practices about Communicative Language Teaching (CLT).

Trifita Setyaningrum




Setyaningrum, T. 2018. Investigating the Match between Beliefs and Classroom Practices about Communicative Language Teaching (CLT). Thesis. Graduate Program in English language teaching, State University of Malang. Advisors: (I) Dr. Johannes Ananto Prayogo, M.Pd., M.Ed. (II) Prof. Dr. Ali Saukah, M. A., Ph. D.


Keywords: teacher’s belief, communicative language teaching, classroom practices

Teachers’ allegiance in practicing what they believe about teaching is important. This qualitative research seeks to investigate the match between beliefs and classroom practices about communicative language teaching (CLT).Classroom practices which determine teachers’ performance have a strong impact on the teaching and learning atmosphere which in turn will influence the learners. Even professional teachers have different CLT translations when it is to put into classroom practices for it is highly correlated to their teaching belief system.

This study employed a survey design through questionnaire and interview by involving eight professional English teachers in Malang municipality. Classroom observations were held as a confirmation to previous data collected. The 25 questionnaire items revealed the teachers’ belief about CLT and in the classroom practices based on its principles. The data were then gathered, reduced, grouped, and verified.

The finding shows that professional teachers in Malang: (1) hold a positive belief on the seven CLT principles (84%) where the highest belief score (96%) is in the aspect of student roles (SR) which indicates that they support learner-centered classroom management, (2) show mostly matched (82%) classroom practices based on their beliefs on the principles of CLT where the principle of teacher roles (TR) has the strongest influence on how the classroom management is running and the aspect of fluency and accuracy are shown the most frequently discrepant in the classroom practices, and (3) conduct discrepant classroom practices (2%) compared to their beliefs about CLT due to meaning misinterpretations which brings about misscommunication.

Finally, it can be concluded that the teachers’ classroom practice in CLT has some degrees of discrepancy to deal with the main goal of CLT, especially in terms of prioritizing fluency, teaching grammatical items, organizing large class, and providing various learning sources. The researcher suggests the findings of this research be used by teachers as to pay more attention on how their teaching beliefs are practiced, by policy makers/principals as to make sure that teachers’ practices are consistent with their beliefs, and for future research as to present more comprehensive data on how teachers practice their beliefs in classroom activities.