EXPLORING TEACHERS’ BELIEFS AND CLASSROOM PRACTICES THROUGH REFLECTIVE PRACTICE IN AN EFL CONTEXT

DWi Bayu Saputra, - (2018) EXPLORING TEACHERS’ BELIEFS AND CLASSROOM PRACTICES THROUGH REFLECTIVE PRACTICE IN AN EFL CONTEXT. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Latihan reflektif diyakini mampu menjembatani kesenjangan antara keyakinan guru dan praktik kelas mereka. Sayangnya, terlepas dari fakta bahwa itu telah diakui secara luas dalam konteks English as a Second Language, banyak guru menganggap praktik reflektif sebagai kegiatan yang memakan waktu. Selain itu, tidak ada studi yang telah dilakukan di bidang keyakinan guru dalam mengajar dan belajar dalam konteks EFL. Dengan demikian, penelitian kualitatif deskriptif ini bertujuan untuk menyelidiki keyakinan guru dalam mengajar dan belajar bahasa Inggris. Juga dicoba untuk mengidentifikasi apakah keyakinan mereka diimplementasikan dalam praktik kelas mereka. Data dikumpulkan melalui wawancara dan observasi kelas sebagai sumber utama. Tiga guru bahasa Inggris diselidiki untuk mendapatkan kepercayaan mereka tentang mengajar dan belajar. Temuan menunjukkan bahwa keyakinan guru dibentuk oleh pengalaman mengajar mereka dan pengalaman masa lalu mereka. Penelitian ini juga menggarisbawahi bahwa praktik mengajar guru dipengaruhi oleh keyakinan mereka tentang harapan peserta didik dalam belajar. Namun, tidak semua keyakinan mereka diterapkan di kelas karena beberapa faktor seperti faktor siswa, batasan waktu, dan kewajiban sekolah. Temuan penelitian ini menunjukkan bahwa para guru dituntut untuk terbiasa melakukan refleksi untuk mengeksplorasi keyakinan mereka untuk meningkatkan praktik mengajar mereka. ;--- Reflective practice is believed to be able to bridge a gap between teachers’ beliefs and their classroom practices. Unfortunately, despite the fact that it has been widely acknowledged in ESL context, many EFL teachers perceived reflective practice as a time-consuming activity. Furthermore, no study that has been conducted in the area of teachers’ beliefs in teaching and learning in an EFL context. Thus, this descriptive qualitative research aimed at investigating teachers’ beliefs in teaching and learning English. It is also attempted to identify whether or not their beliefs are implemented in their classroom practices. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed that the teachers’ beliefs were shaped by their teaching experiences and their past experiences. This study also underlined that the teachers’ teaching practices were influenced by their beliefs about the learners’ expectations in learning. However, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations. These research findings suggest that the teachers are required to be accustomed to doing reflections in order to explore their beliefs to improve their teaching practices.

Item Type:	Thesis (S2)
Additional Information:	Keyakinan guru; praktik kelas; praktik reflektif; Guru EFL ;Teachers’ beliefs; classroom practices; reflective practices; EFL teachers
Uncontrolled Keywords:	T_B.ING_1604619_DWI e-2018 ; Pembing : I Didi Suherdi,, II Rujab Siti Roadliyah, II Fuad Abdul Hamled, IV Nenden Sri Lengkanawati
Subjects:	P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Ryan Taufiq Qurrohman
Date Deposited:	10 Feb 2020 03:02
Last Modified:	10 Feb 2020 03:02
URI:	http://repository.upi.edu/id/eprint/46373

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