ABSTRACT
The objectives of this study are: (1) to describe the teachers’ belief about language
learning of learner-centered approach in Junior high school in teaching English,
(2) to analyze the implementation of learner-centered approach employed by
junior school teacher in teaching English.
The research method is qualitative research in which the design is case study. The
place of study is Junior High School Al Irsyad Surakarta in the academic year of
2014. The techniques of collecting data are observation, interview, questionnaire,
and documentation. The technique of data validity is triangulation method and the
data analysis technique uses data reduction, data display, and data conclusion.
The analysis on the data shows: (1) Teachers are especially experienced, have
enough knowledge and skill to apply student centered approach to help students to
improve their learning. Teachers’ beliefs about student centered approach have
influenced by their experience as EFL learners. Therefore, teachers’ beliefs highly
play an important part in improving their effectiveness as the primary mediators
between the subject and the learners, highly influence by using different
techniques of authentic assessment, (2) the implementation of student centered
learning is focused on students activity through observing, delivering questions,
associating through discussion and communicating. Observing and delivering
questions are to acquire the information or the skill through presentation and
brainstorming. Practicing and discussion focus on the students’ Activity for
interaction, working together in discussion, sharing ideas and various activities in
centered learning activity, in which they increase learning motivation and group
discussion. Communicating focuses on delivering their result of discussion.
The implication of this study is that teachers’ beliefs about student centered
learning as well as their roles in the learning activity influence their belief toward
learning outcomes and what should the students do in learning activity, and the
assessesment process. In English language learning, teachers’ belief plays an
important role in affecting their effectiveness in teaching as the primary mediators
between the subject and the learners.
Key words: Students-Centered approah, Teachers’ perception