Surabiya. ?Teachers? Beliefs and Classroom Practices in Teaching Grammar: A Case Study at Basic English Course (BEC) Pare Kediri.” Thesis, English Education Department, Graduate School, Sebelas Maret University. 2014 Consultant I: Prof. Dr. Joko Nurkamto, M. Pd, Consultant II. Dr. Sumardi, M. Hum.
This study is a case study which has four main objectives: 1) to identify teachers‘ beliefs in teaching grammar at Basic English Course in Pare Kediri East Java, 2) to identify the principles which underly the teachers‘ beliefs in teaching grammar at Basic English Course in Pare Kediri East Java, 3) to describe how teachers' beliefs in teaching grammar reflected in the classroom practice at Basic English Course in Pare Kediri East Java and 4) to identify learners‘ perceptions toward teachers‘ beliefs and practices in teaching grammar at Basic English Course in Pare Kediri East Java.
The writer uses the descriptive qualitative research. The data was collected through interviewing the respondents (teachers and students); observing the class and from the questionnaire. In analyzing the data, this study used the Grounded Theory research method, which was discovered by Glaser and Strauss (1967) to expand theory that emerges from the reality (data) where the theory is developed from. Moreover, the data of questionnaire was adapted from Lee Kit (2008).
The analysis of teachers‘ beliefs yields the following results. 1) BEC teachers believe that teaching grammar is placed the highest level of importance. The beliefs have been influenced by some factors, such as: Mr. Kalend doctrine, teachers‘ experiences, teachers‘ teaching goals, and the use of references. 2) There are four principles underlying the teachers‘ beliefs. They are: a) grammar is best taught in natural use of language, b) grammar should be taught explicitly or deductively, c) both of teachers and students are responsible in grammatical error correction and d) the spoken and written grammatical errors should be corrected immediately. 3) The classrooms observation showed the teachers‘ practices in teaching grammar apply some methods, such as Communicative Language Teaching (CTL), Grammar Translation Method (GTM) and Drilling Method with the stages of teaching and learning process are opening activities, main activities and closing activities. 4) The learners‘ perception towards teachers‘ beliefs and practices in teaching grammar at BEC Pare Kediri East Java has brought into three points of views: a) the learners‘ experiences is practice-oriented, b) the learners has good impressions and high motivation and c) the learners‘ view that teaching and learning grammar process is suit with their needs.
In accordance with the pedagogical implication of this study, the findings of this study invite the formal school to adapt the certain method in teaching grammar applied at BEC Pare Kediri which may lead to achieve the same learning outcomes. The method, for sure, should provide teachers with adequate guidelines to cope with the different needs, learning preferences and expectations of their students. Additionally, this study encourages the BEC management to provide their teachers with more professional development program related to grammar teaching.