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All Journal HAYATI Journal of Biosciences IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al-Muaddib : Jurnal Kajian Ilmu Kependidikan Jurnal Disastri: Pendidikan Bahasa dan Sastra Indonesia Kreasi: Jurnal Inovasi dan Pengabdian Kepada Masyaraka Jurnal Teknologi Lingkungan Jurnal Audiens AS-SHIHA: JURNAL KESEHATAN Jurnal Ilmiah Kesehatan Mandira Cendikia Jurnal Ilmiah Program Studi Bahasa Sunda IJRE
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Exploring Teachers’ Beliefs and Their Practice Towards CLT In EFL Classroom Putri, Nadaa; Salsabila; Zafira, Meszalunna; Yuliyani, Atik; Haryanti
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8867

Abstract

Research in English as a Foreign Language (EFL) has consistently shown that teachers’ classroom practices are influenced by their pedagogical beliefs, although alignment between beliefs and practices is not always evident. This study explores junior high school teachers’ beliefs about Communicative Language Teaching (CLT) and examines the extent to which these beliefs are reflected in their classroom practices. Using a descriptive qualitative design, data were collected through semi-structured interviews and classroom observations. The findings reveal a clear misalignment between teachers’ stated support for CLT principles, such as student-centered learning, and their actual classroom practices, which remain largely teacher-centered with frequent use of the mother tongue. This gap is primarily attributed to students’ low English proficiency, low motivation, and limited technological resources. These constraints compel teachers to adapt their practices in ways that contradict their beliefs. The study highlights that mismatches between CLT beliefs and practices stem more from contextual limitations than from a lack of conceptual understanding. Practically, the findings suggest the need for context-sensitive CLT implementation, targeted professional development, and institutional support to help teachers enact communicative approaches more effectively in constrained EFL settings.
Co-Authors Agung Riyadi Ahmad Imam Meilana Aisyah, Munna Amami, Jihan Anas Ahmadi Arief Rachman Atik Yuliyani AYU RAHMAWATI Darni Diswandi Eka Danik Prahastiwi Erma Erfiana Faisal Hamzah Fajar Istikhomah Fitriana, Laila Garno, Yudhi Soetrisno Giri, Nyoman Adi Asmara Gunawan Gunawan Harjuna Jati, Panji Sati Hidayatullah Hilman Ahyadi Ihsan, Iif Miftahul Ikarini, Dewi Zafira Irianing Sutarjo, Jane ISKANDAR Jhon Harianto Hutapea Joko Prayitno Susanto Jumiati Ketut Maha Setiawati Makosim, Syahril Malik Ibrahim Mariati Tahir Megawati, Novi Meirinawati, Hanny Muhami Muhammad Qolbi Shobri Nurul Fitriya Pratiwi, Elsa Dian Putri, Nadaa Raharjo, Resdianto Permata Rahman Rahmantri, Cikita Ratu Siti Aliah Reski -, Reski Riardi Pratista Dewa, Riardi Pratista RIDA SURIANI Romadhona, Ekky Ilham Sabrina Herman, Adella Sachoemar, Suhendar Indrakusmaya Sahrullah Salsabila Sari Budi Moria Sembiring Setiadi, Ananto Setiarti Sukotjo Shinta Leonita Susianty, Nevi Syamsuddin Teguh Prayogo Widiastuti, Zeny Yuliadi Zamroni Yulita, Nova Zafira, Meszalunna Zafirah, Nisa