Hamza Salem Mohamed. S89130249. 2015. Teachers’ Perception and TheirEmplementation of Learner Centered Approach in Teaching English. Thesis.English Education Department. Graduate School. Sebelas Maret University ofSurakarta. First Advisor: Dr. Ngadiso, M.Pd.; Second Advisor: Dra. DewiRochsantiningsih, M.Ed., Ph.D.The objectives of this study are: (1) to describe the teachers’ belief about languagelearning of learner-centered approach in Junior high school in teaching English,(2) to analyze the implementation of learner-centered approach employed byjunior school teacher in teaching English.The research method is qualitative research in which the design is case study. Theplace of study is Junior High School Al Irsyad Surakarta in the academic year of2014. The techniques of collecting data are observation, interview, questionnaire,and documentation. The technique of data validity is triangulation method and thedata analysis technique uses data reduction, data display, and data conclusion.The analysis on the data shows: (1) Teachers are especially experienced, haveenough knowledge and skill to apply student centered approach to help students toimprove their learning. Teachers’ beliefs about student centered approach haveinfluenced by their experience as EFL learners. Therefore, teachers’ beliefs highlyplay an important part in improving their effectiveness as the primary mediatorsbetween the subject and the learners, highly influence by using differenttechniques of authentic assessment, (2) the implementation of student centeredlearning is focused on students activity through observing, delivering questions,associating through discussion and communicating. Observing and deliveringquestions are to acquire the information or the skill through presentation andbrainstorming. Practicing and discussion focus on the students’ Activity forinteraction, working together in discussion, sharing ideas and various activities incentered learning activity, in which they increase learning motivation and groupdiscussion. Communicating focuses on delivering their result of discussion.The implication of this study is that teachers’ beliefs about student centeredlearning as well as their roles in the learning activity influence their belief towardlearning outcomes and what should the students do in learning activity, and theassessesment process. In English language learning, teachers’ belief plays animportant role in affecting their effectiveness in teaching as the primary mediatorsbetween the subject and the learners.Key words: Students-Centered approah, Teachers’ perception