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Sabita, Mutyara
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An Analysis of Teacher Beliefs and Practices in Grammar Teaching: A Case Study of EFL High School Teachers Sabita, Mutyara; Pujiawati, Nia; Fauzi Miftakh, Fauzi Miftakh
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.833-846

Abstract

This study aimed to explore teachers' beliefs about grammar teaching. Using a qualitative case study design, the researcher conducted interviews and observations to collect data. The data analysis method was adopted from Miles and Huberman (1994). The findings revealed a strong alignment between teachers' stated beliefs about grammar and their actual teaching practices. This consistency suggests that teachers effectively translated their beliefs into actions during lessons. Such alignment is expected to contribute positively to the overall teaching and learning process, as it ensures that the instructional methods are in harmony with the teachers' perspectives on grammar. The study highlights the importance of understanding teachers' beliefs as a key factor in improving grammar instruction.
An Analysis of Teacher Beliefs and Practices in Grammar Teaching: A Case Study of EFL High School Teachers Sabita, Mutyara; Pujiawati, Nia; Miftakh, Fauzi
Journal of Educational Sciences Vol. 8 No. 4 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.833-846

Abstract

This study aimed to explore teachers' beliefs about grammar teaching. Using a qualitative case study design, the researcher conducted interviews and observations to collect data. The data analysis method was adopted from Miles and Huberman (1994). The findings revealed a strong alignment between teachers' stated beliefs about grammar and their actual teaching practices. This consistency suggests that teachers effectively translated their beliefs into actions during lessons. Such alignment is expected to contribute positively to the overall teaching and learning process, as it ensures that the instructional methods are in harmony with the teachers' perspectives on grammar. The study highlights the importance of understanding teachers' beliefs as a key factor in improving grammar instruction.
Co-Authors Fauzi Miftakh, Fauzi Miftakh Miftakh, Fauzi Pujiawati, Nia