THE PRACTICES AND THE BELIEFS OF A GRAMMAR TEACHER

Sitohang, Susanne Andrea Humisar (2016) THE PRACTICES AND THE BELIEFS OF A GRAMMAR TEACHER. Dialektika, 4 (7). ISSN 2338 2635

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Abstract

Penelitian mengenai “teacher‟s beliefs” dan pengajaran ini dilaksanakan di Prodi Sastra Inggris, Fakultas Sastra, Universitas Kristen Indonesia Jakarta. Penelitian ini mengkaji kondisi nyata mengenai proses belajar mengajar yang terjadi di Prodi tersebut melalui sudut pandang seorang dosen. Hasil penelitian menunjukkan bahwa seorang dosen, dalam kehidupan profesionalnya, dipengaruhi oleh seperangkat “beliefs” atau keyakinan yang merupakan kumpulan dari pengalaman-pengalaman belajar dan mengajarnya. “Beliefs” ini juga merupakan buah pengalaman-pengalamannya dalam mengatasi situasi atau kondisi yang dihadapinya dalam konteks mengajar di mana dia berada. Hasil studi ini dapat dijadikan dasar untuk melakukan perubahan-perubahan dalam proses belajar mengajar. Ini dapat dilakukan dengan adanya pangkalan data yang berisi “beliefs” dari dosen-dosen dan dijadikan bahan untuk forum diskusi, pertukaran ide dalam forum profesional, yang bertujuan akhir mencapai berbagai alternatif dalam proses pengajaran dan pembelajaran bahasa. This study on teachers‟ beliefs and instructional practices set in the English department of FS UKI sheds some light on the real conditions of the teaching and learning processes taking place in the department as seen from the perspective of a teacher. The study suggests that a teacher, in her professional life, is influenced by a set of beliefs which is an accumulation of her learning and teaching experiences. The beliefs also result from her experiences in coping with the teaching and learning context that she is in. The study has revealed what beliefs about learning, teaching, and language as possessed by the teacher. There might be a need for the department to put to use the findings of this study to help teachers deal with the tensions in their professional life as well as to help teachers develop better professionally. Teachers need the support of the context they are in to better handle the teaching and learning processes.This can be done by creating a database of beliefs held by different teachers, as well as the practices reflecting the beliefs. These beliefs are then brought to forums for discussion, a professional gathering of exchanging ideas, getting to know the possible existing alternatives to teaching and learning a language.

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