CHAPTER IV RESEARCH FINDINGS AND DISCUSSION. chapter I: (1) teachers beliefs in teaching writing, (2) the factors that influence

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

This chapter is divided into three parts. The first is about the findings of the research. It is presented based on the structure of the research questions stated on chapter I: (1) teachers’ beliefs in teaching writing, (2) the factors that influence their beliefs and practices in teaching writing, and (3) the implementation of teachers’ beliefs in teaching writing. The second is about the discussion about the findings and theory generated from the result. The third is about the weaknesses of this research. The summary of the research findings based on the research questions is presented in the table 4.1. Table 4.1 Summary of Reseach Findings 1.

2.

Research Questions What are teachers’ beliefs in teaching writing?

Issues Arising Beliefs about teaching writing a. Education and teaching (language learning, English language teaching, role of teacher and students, teaching writing) b. Curricula (curriculum, syllabus, lesson plan, teaching approach in writing, materials selection, writing assessment) c. Teaching profession (planning, practicing, evaluating and reflecting teaching learning activities) What are the factors that influence their 2. Factors influence beliefs and practices in belief and practice in teaching writing? teaching writing a. Internal factor 1) Teaching experience 2) Learning experience b. External factor 1) Students 2) Class time 3) Teaching test and teaching subject 4) Classroom management 5) Student’s family 6) Colleagues commit to user 7) Motivation 8) Teaching media 1.



3.

How do teachers beliefs are implemented in teaching writing?

3.

Practice of teaching writing a. Preparation b. Teaching practice 1. Continous teaching 2. One finished teaching c. Evaluation

A. Research Findings 1. Teachers’ Beliefs in Teaching Writing From the data that was obtained from the research, this section presents teachers’ beliefs in teaching writing. Teachers’ beliefs in teaching writing that are investigated in this research include the teachers’ conception about (1) education and teaching, (2) curricula, and (3) teaching profession. The findings of teachers’ beliefs in teaching writing are based on the data that is obtained from questionnaire and interviews. The questionnaire is given to the teacher to elaborate the teachers’ conception about (1) education and teaching, (2) curricula, and (3) teaching profession. Moreover, the researcher also continues to deepen the data about teachers’ beliefs in teaching writing by doing interview to the teacher about the same points that have been answered by the teacher in questionnaire. From the teachers’ answer of the questionnaire and interviews transcription, the results of teachers’ beliefs in teaching writing are: a. Education and Teaching Teacher’s beliefs about education and teaching are related to teacher’s conception of language learning, English language teaching, roles of teacher and students, and teaching writing. From the data that has been collected through questionnaire and interview, both teachers have same views that teacher should master the

commit to user material, know students’ characteristics, create communicative and interesting



teaching, and have responsibility in enlightening students’ knowledge. It can be seen in teacher’s answer of questionnaire. “By knowing the background of students, we should understand how to give the material”, “the first is confident to teach, and understand what the material will be given to the students”. (TA/ Q.01) “Conceptions of language learning is easy, happy, communicative relation, and social relation. Teacher has roles as a guide, as a facilitator, and as a motivator. Concept of ELT is creative in learning, applying some methods and technique, various, and flexible teaching. Roles of teacher are to know the students, to understand them, to give best presentation, to present interesting materials, and to understand the goal, while roles of student are active, creative, and communicative. Vocabularies application, related topic and contain, sentence pattern, coherence, related generic structure (each text) are indicators of writing. Activities in writing is to give information of suitable vocabularies/ topic, to correct each sentence, paragraph, to give information how to make coherence in each sentence and paragraph”. (TS/ Q.01) Moreover, about roles of teacher and students, the teachers say that in English language teaching the teacher should have close relationship with the students because they are friendship. It is reflected on teacher’s interview answer. ““Kedekatan dengan anak dan penyampaian materi harus mampu memotivasi siswa untuk mau belajar”. [The closeness to students and material presentation should be able to motivate the students to learn]. (TA/ I.01) “They are as a friendship, because we are studying together”.(TA/ Q.01) “Siswa itu kawan share yang tidak boleh diperlakukan sebagai orang yang pasif atau hanya sebagai murid semata-mata. Dia adalah kawan share yang harus terbuka dan komunikatif “. [Students are friends for sharing that cannot treat as passive people or just as a student. They are frinds for sharing openly and communicatively]. (TS/ I.01) In teaching writing, the teachers believe that writing is written language that is

to useron the reason of the composers in used for communication to other commit people based



producing written work. Their beliefs about writing can be seen in the interview excerpt. “Writing itu bahasa yang berwujud tulisan yang harus kita berikan porsi yang sama dalam pembelajaran karena akan kita gunakan untuk berkomunikasi dengan orang lain tanpa harus bertemu dengan orangnya, seperti email, sms, chatting”. [Writing is written language that should have same portion in teaching learning, because we will use it to communicate to other people without meeting to them, such as by email, sms, chatting]. (TS/ I.01) “Writing adalah sebuah tulisan yang disalurkan oleh seorang penulis untuk mencapai suatu hasil yang diinginkan. Jadi tulisan itu adalah hasil karya yang nanti akan dinilai oleh orang lain.oleh karena itu tulisan haruslah berstruktur, komunikatif sesuai dengan tujuan yang ingin dicapai dari pembuatan tulisan tersebut”. [Writing is written product that is revealed by an author to achieve the goal he want. So, written product is creation that will be evaluated by other people. Therefore, it should be structurized and communicative in line with the aims of writing]. (TA/ I.01) The activities that are done by the teacher in writing class are giving information about vocabulary and topic, correcting each sentence and paragraph of the text being discussed, and explaining how to make coherent sentences. She does the activities because she has belief that language starts from letter, word, and sentence. Thus, she develops the vocabulary into sentences. Her beliefs can be seen in the transcription of questionnaire and interview. “In writing activity, I give information, suitable vocabularies/ topic, correct each sentence, paragraph, and give information how to make coherence in each sentence and paragraph”. (TS/ Q.01) ” Karena bahasa kan sejarahnya dari huruf menjadi kata kemudian dirangkai menjadi kalimat, kalimat dirangkai menjadi satu kesatuan paragraf. Dari situlah yang diajarkan dari kata dulu. Jadi dari vocab kita kembangkan ke kalimat kan gitu. Kalo kita langsung menulis mungkin ngga terlalu mudah karena bahasa Inggris itu belum terbiasa dipakai, sehinggga mungkin tidak selancar bahasa Indonesia”. [Because the history of language starts from letter to commitand to user words, words to sentences, sentences to paragraph. Therefore,



words should be taught first. From vocabulary, we develop it into sentences. If we write directly, it will not be easy, because English is not accustomed to be used. So it will not as smooth as bahasa Indonesia]. (TS/ I.01) On the other hand, they have different point of view in positioning the goal of producing writing work. IPA teacher has view that producing writing work might bring students become composers in the future, while IPS teacher positions goal of writing to communicate in written form. It is depicted in the excerpt. “Writing is one of four skills we must master and it will bring us to be composer”. (TA/ Q.01) “Some communication can be reached/ gained by writing”. (TS/ Q.01) b. Curricula Teacher’s beliefs about curricula are related to teacher’s conception of curriculum, syllabus, lesson plan, teaching approach in writing, materials selection, and writing assessment. Related to the data that has been collected, the teachers have same mindset that curriculum is basic standard to do teaching learning that covers all programs, syllabus is roadmap containing material description to be taught, and lesson plan is guide or basis for practicing what should be taught. “Curriculum is very important, because it is as the main program which we must bring to the students to understand the material”. She also answers that “syllabus is the plan of the material”, while the importance of lesson plan is “to make easy to give the material”. (TA/ Q.01) “Curriculum is very important to reach goal, because curriculum describes all materials, time, and method. It is also as a basis standard to do teaching and learning, way to teach, and outlines to teach. Syllabus is as materials description to be taught regularly, teacher motivation to teach better, and students’ motivation to learn commit user to teach, outline to be taught, better. Lesson plan is as a toguide



method, techniques, and books. It contains goal, competence, character, and steps to teach”. (TS/ Q.01) Dealing with teaching approach, IPA teacher uses contextual teaching approach because the students is easy to reveal something if it is real. The teacher also changes her teaching approach depended on students’ characteristics. Her beliefs can be seen in the excerpt. “Contextual teaching approach, karena anak untuk mengungkapkan sesuatu itu akan lebih mudah, jika itu nyata. Sehingga ide-ide anak ini nanti akan tertuang semuanya, karena anak mengalami. Approachnya berubah-ubah bergantung dengan karakter anak. Karena harus disesuaikan dengan pengetahuan anak. Menghandel anak ipa dan ips berbeda karena karakter keduanya juga berbeda”. [Contextual teaching approach, because the students will be easy to reveal their idea if it is real. So, students’ idea can be facilitated based on their own experience. The approach changes depending on students characteristics, because it should be synchronized with students’ knowledge. Handling IPA and IPS students are different, because their characteristics are different]. (TA/ I.01) Meanwhile, IPS teacher believes that teaching learning should be communicative. Therefore, communicative approach becomes her underlying approach in teaching. One of techniques that is used by her is peer-correction. She believes that peer-correction has communicative characteristic because the students are involved in correcting their friend’s work. She also says that her technique changes to avoid the boredom of students in learning. It can be seen in the excerpt. “Peer correction itu memiliki ciri kommunikatif dan sosial. Sosial karena setiap anak dilibatkan untuk mengoreksi milik temannya. Jadi mereka merasa percaya diri karena dipercaya untuk mengoreksi meskipun mungkin tidak bisa semua. Dari situ juga bisa mengetahui kelemahan anak dalam writing ketika mereka mengoreksi milik temannya. Saya juga berganti-ganti teknik mengajarnya. Kalo peer itu salah satu ya tidak selalu pake peer. Ya saya punya prinsip psychology tadi, agar tidak ada kejenuhan anak-anak dalam belajar”. commit to user and social characteristics. Social [Peer-correction has communicative



means that every student is involved in correcting writing work. thus, they feel confidence although not all students are able to do it.from this activity, we can also understand students’ weaknesses in writing when they correct their friend’s work. I also change my teaching technique, because I hold psychology view that students will be bored. Thus, to avoid it, I change my teaching technique]. (TS/ I.01) In material selection, both teachers believe that familiar topics in daily life ease students to learn and create imagination. “The familiarity of the topic is used to ease students”. (TA/ Q.01) “Materials selection depends on the class. It should be suitable with class materials, it relates with texts (curriculum), easy, daily topic, from news, radio, films that can be easy to create imagination”. (TS/ Q.01) The teachers also use main book and supplementary book in teaching writing, although they use different main and supplementary books. They use many books to complete the weaknesses of each book. “I use hand book “Good Writing” and “Look A Head Book” which is used in school”. (TA/ Q.01) “I use Look A Head, LKS, buku tutor from boarding class, Interchange, Guide to Pattern”. (TS/ Q.01) “Memakai banyak sumber karena pertimbangannya adalah untuk melengkapi keterbatasan handbook yang ada. Karena kalo hanya berdasarkan handbook yang ada, maka anak akan terbatas sekali dalam menulis. Namanya buku kan pasti ada kelemahankelemahannya, maka guru harus tau mencarikan ide untuk menunjang kelengkapan buku itu bagaimana”. [I consider using many resources because it is used to complete the weaknesses handbook that is used at school. If I only use the existing handbook, it will make the students restricted in writing. In addition, every book has its weaknesses, so teacher should find idea to complete the weaknesses of it]. (TA/ I.01)

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In doing writing assessment, both teachers have the same focus in evaluating writing skill i.e. structure, diction, and coherence, but IPS teacher adds topic and contain as the indicators to be evaluated.

IPA teacher believes that teacher should teach based on generic structure of the text to give basis for students in producing the text, and focusing the evaluation on structure, diction, unity, and coherence. She has objectives that structure will make structured sentences, diction will explain clearly about the sentences, and unity will make the sentences has united content. Her beliefs are showed in the excerpt of questionnaire. “I concern the topic of the material, for example “hortatory exposition”. The students have to know the thesis of their writing, after that the arguments which concern with the thesis, then the recommendation from the arguments”. (TA/ Q.01) “Karena anak harus dipahamkan dulu tentang teks yang akan dibuat, sehingga acuannya ada pada generic structure teks tersebut. Kemudian anak juga harus dipahamkan dengan language features yang ada pada teks, barulah diberi contoh. Hal ini akan mempermudah anak untuk menulis sebuah teks”. [The students should comprehend the text that they will make. Thus, the guideline is on generic structure of the text. Teacher should make students comprehend about language features of the text, and then teacher gives the example of the text.it will make students easy to produce the text]. (TA/ I.01) “Structure, diction, unity of writing is the indicators to be evaluated”. (TA/ Q.01) “Structure akan menjadikan susunan kalimat menjadi terstruktur, diction memberikan makna yang jelas terhadap kalimat yang ditulis, unity menjadikan kalimat-kalimat yang ditulis mempunyai kesatuan isi yang hendak disampaikan”. [Structure will structurize the sentences, diction will give clear meaning in the sentences that are written, and unity will unite the sentence so the written product will have united content]. (TA/ I.01) commit to user



On the other hand, she believes that mechanics is not crucial to be evaluated. The teacher also believes that students have known about writing indicators should be fulfilled in producing writing work, because she has informed it to students. She also gives error correction on students’ works and explains it to them one by one because she believes that the students will not understand their mistake if the teacher did not explain it to them. Her beliefs about it can be seen in the excerpt of interview. “Itu tadi hanya tiga yaitu structurenya, kemudian dictionnya, kemudian unitynya itu tadi. Kalo bentuk-bentuk tulisannya itu nanti saya pikir hal-hal kecil misalnya kurang titik, kurang koma, itu sebenarnya penting ya, tapi kan untuk lebih pentingnya ketiga indicator itu ditampakkan dulu. Kalo kurang titik kurang koma itu kadang saya beri kelonggaran. Paling nanti saya beri tambahan, saya titik saya koma, gitu ya itu. Selain itu anak-anak Insyaallaah tahu tentang tiga indicator tadi. Karena anak-anak sudah diberi sebuah informasi atau keterangan tulisan yang bagus itu seperti apa, karakter-karakter penilaian tentang writing itu apa gitu kan sudah disampaikan dulu. Error correctionnya dengan saya garis bawahi, benarnya ini gitu, sehingga anak menerima hasil karyanya dia akan paham o kesalahan saya ini, benarnya ini. Kalo hanya dicoret gitu saja kadang kan anak kurang puas letak kesalahan saya apa ya?. Nanti saya juga memasukan ide saya didalamnya gitu. Iya lha itu caranya dalam membagikan hasilnya dipanggil satu-satu. Saya di depan tak kasih tempat duduk satu. Jadi ketika mengambil tidak hanya mengambil saja tapi saya suruh duduk, dipahami bersama. Itu tadi ini hasilmu. O salahnya ini. Terus nanti mesti anak akan tanya bu ko ini salah. O lha ternyata disana sudah ada pembenaran. Gitu ya. Jadi kan akan sinkron semuanya”. [That are only three i.e. structure, diction, and unity. About the form of their writing, I think it is trivial, such as full stop and comma. It is actually important, but those three indicators are more important so they should be involved first. If their sentences do not have full stop or comma, I give them dispensation. Sometimes, I give full stop or comma on their works. My students know those three indicators because I have informed them about good writing and writing evaluation characteristics. I also give error correction by underlining and giving the correct sentences. Thus, when students read their work, they will understand their mistake. If it is only underlined, they eill not know their mistake. I will also input commit to user my idea. I will call the students one by one to come in front of the



class. I ask one chair for them. So, when they take their work, they have to sit and comprehend their work together with me]. (TA/ I.01)

Likewise IPA teacher, IPS teacher answers about writing indicators that are used by her are: “Vocabularies application, related topic and contain, sentence pattern, coherence, related generic structure (each text)”.(TS/ Q. 01) She also adds more explanation about the indicators she uses in the interview. “Sentence pattern tentu karena untuk bahasa Inggris harus dari belajar grammar dulu kalau tidak pakai grammar nanti serampangan. Koheren itu memang orang mengarang harus saling berhubungan kalau tidak maka akan tidak nyambung. Generic structure, karena kurikulum yang kemaren kan memang teks ya. Tekanannya kan teks. Jadi memang dari vocab kita kembangkan generic structurenya, tidak boleh keluar dari itu”. [Sentence pattern is needed because learning English should starts from learning grammar. If we don’t use grammar, it will be unstructurized. Coherence makes simultaneous paragraphs. If it is not coherent, it will not relate each other. Generic structure of the text should be focused because the curriculum is text based curriculum. The focus is on text, so we develop vocabulary by following generic structure. It is not allowed, if it is out of generic structure]. (TS/ I.01) Besides, she also checks the coherence, vocabulary, content, and grammar. She believes that content and grammar are enough to evaluate students’ writing work. The teacher also gives error correction by circling students’ wrong words or sentences. She believes that it directs the students to write grammatically. “Mengevaluasi kan otomatis kita lihat dihubungkan lagi dengan generic structure, kalo naratif judul dengan paragraf-paragrafnya connect nggak? Kemudian nanti kalimatnya koheren, kemudian nanti main sentencenya, kemudian match vocabnya, koherennya itu. Nilainya kan biasanya minimal dua, konten dengan vocab, minimal. Kalo koheren kan lebih jauh kalo kita udah kuliah ya. Kalo anak-anak tu konten itu isinya, kemudian grammar. Yang pokok dua itu untuk menilai writing. Kalo error correction itu memang kan harusnya dikembalikan kalo yang udah-udah itu kembalikan, terus dikasih to user lingkaran-lingkaran, commit ini yang salah saya betulkan gini. Kamu



membuat kok bahasa indonesia, o maksudnya yang begini, harusnya begini. Ni udah tak lingkari maunya. Atau kalo kamu membuat kalimat rancu ini bu nur kasih tanda tanya, ini maksudnya apa. Kadang siswa masih menggunakan pola bahasa Indonesia jadi nggak menyentuh grammarnya. Tapi dia ceritanya udah nyambung tapi grammarnya ngga nyambung. Terus saya lingkari, tanda tanya maksudnya kamu mau ngomong apa? O kalo kamu mau nulis ini kalimatnya begini. Tapi ya itu kendalanya karena muridnya banyak yang njlimet gitu ngga sering”. [Evaluating means that we have to correlate the text to generic structure, for example, does the narrative text title connect to its paragraphs?, then coherent sentence, main sentence, vocabulary, content will also be evaluated. The minimal indicators are content and vocabulary. Coherence is not applied in senior high school level but it will apply in college level. For students, content and grammar are enough for evaluation. When we make error correction, students’ works should be returned to the. I circle the wrong words and correct them. I sadi to my students that you make the sentence in bahasa Indonesia, it should be like this. If they make confusing sentence, I give question mark. Students sometimes use Indonesia sentence pattern, so it does not follow English grammar. They have made sequenced story but their grammar is not suitable. The obstacle is students’ numbers that make me cannot handle all students. Thus I don’t do it every meeting]. (TS/ I.01) c. Teaching Profession Teacher’s beliefs about teaching profession deal with how teacher creates their planning, practicing, evaluating, and reflecting in teaching learning activities. Based on the data that has been collected, both teachers agree that teacher should have good competence and skill, master the material, have good education, and be able to lead the students to learn. The teachers also have same view that teacher has intellectual and moral responsibility. IPA teacher details moral responsibility in the way of dressing and speaking, building students’ motivation and characteristic, while intellectual responsibility applies in transferring knowledge and giving motivation to the students to learn.

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“Teacher must have a skill how to be good teacher, she also has responsibility to make the material can change the characteristic of the students. She is also as the facilitator, as the guider, and as a friend. Teacher should prepare the material of the lesson, and the motivation to the students”. (TA/ Q.01) “Guru harus mempunyai skill yang bagus, pendidikan tinggi, mampu memanage kelas, dan bahasa yang digunakan mampu mengarahkan anak”. membuat anak merasa dekat dengan guru sehingga dalam menyampaikan materi, menasehati itu mesti ibarat mereka itu anak sendiri. Kemudian guru harus memberikan contoh yang bagus, dilihat dari bajunya, dilihat dari pakaiannya. Terus, kemudian cara bicaranya, bagaimana bicara dengan anak didik. Jadi guru itu sebuah sorotan, ya itu tadi kan sebuah panutan ya guru. Jadi tidak sembarang tingkah laku harus diperbuat. Jadi kita harus hati-hati memberi contoh pada anak karena itu akan terbaca disana”. [Teacher should have good skill, high education, be able to manage class, and have good language that can guide the students in teaching learning. They have to make students feel close to the teacher so in presenting material, advising them is like what we do to our son and daughter. Teacher should also give good example in the way of dressing, the way of speaking, and how to talk to students. so, teacher will become role model. Teacher has to aware about what they do, because students will feel it]. (TA/ I.01) “Teacher must have competence in teaching, Teacher must master what he wants to teach. She has intellectual and moral responsibility. She should prepare knowledge, competence, attitude, understand the materials to be taught, suitable technique and method”. (TS/ Q.01) “Guru harus mampu menguasai semua skill yang akan diajarkan. Selain itu juga harus mengkaitkan kompetensi tersebut dengan kehidupan sehari-hari, karena bahasa Inggris dapat digunakan untuk mengakses pengetahuan yang lain. Jadi bukan sekedar pintar bahasa Inggris saja tapi juga harus bisa mengkaitkan dengan science lain. Kompeten tidak hanya untuk ilmu. Tentang tanggung jawab guru secara intelektual itu berkaitan dengan pengetahuan, kalau moral itu tingkah laku atau sopan santun akhlak. Iya karena saya masih ingat konsepnya Habibi dulu yang dicanangkan itu muslim intelektual. Jadi buat apa kita punya murid menanamkan kepandaian tapi dia akhlaknya bejat. Buat apa kita menanamkan kecerdasan pada anak tapi dia agamanya nol. Kalo intelektual ya kita ngajarkan secara ilmu. Tapi kalo moral memang kita sering sentuhkan di dalam mengajar itu selingan-selingan yang membuat siswa-siswa merasa damai. Mengamalkan apa yang disampaikan yaitu dari segi commit to user motivasi-motivasi, memberikan kompeten tadi kemudian memberikan



contoh sikap dan sebagainya, karena mengamalkan itu lebih sempurna kalau hanya bicara nggak wibawa, maka harus menunjukkan keteladanan”. [Teacher has to master all skills to be taught. She also has to relate her competence in daily life, because English can be used to discover other knowledge. It is not only able to speak English but also able to relate it to other science, because competent does not only deal with science. About teachers’ responsibities, they have intellectual and moral responsibilities. Intellectual responsibility deals with knowledge, while moral responsibility deals with behavior or politeness. I still remember Habibi’s concept that labeled to intellectual moslem. He said that it is unuseful having smart students but they have bad moral. What the benefit of transferring intellectuality to students but their religion is zero. Thus, intellectual responsibility is applied when we are teaching, while moral responsibility is applied in the class as intermezzo.therefore, teacher should practice what she said in the classroom to show that teacher is really real model for students].(TS/ I.01) 2. Factors Influencing Teachers’ Beliefs and Practices in Teaching Writing In line with the result of the research, there are ten factors which influence teachers’ belief and practices in teaching writing. They are internal factors that include teaching experience, and learning experience, and external factors that include students, class time, teaching test and teaching subject, classroom management, student’s family, colleagues, motivation, and teaching media. The data about factors influencing belief and practice in teaching writing was obtained by interview and observation.

In the interview, IPA teacher is asked about the factors influencing her beliefs in teaching practice. There are six questions about factors that are asked by the researcher to the teachers. They are teaching experience, learning experience,

to user test and teaching subject, and classroom students, class time, teaching commit



management. From those six factors, the teacher answers that those six factors influence her beliefs and practice. Moreover, she also adds that there are other factors that influence her beliefs and practice in teaching writing. She states that student’s family and colleagues are also influencing factors.

From the interview result, teaching experience influences her beliefs and practices because how long teacher teaches affects her ability in mastering the material that will be taught. The teacher also knows the characteristics of the students and how to handle different characteristics of students. She believes that different characteristics need different treatment. Thus, teaching experience enlightens teacher’s awareness about the students. Her reason about why teaching experience becomes influencing factor can be seen in the transcription of interview. “Yak, itu benar sekali latar belakang lama dan tidaknya mengajar itu karena seorang guru semakin lama mengampu mata pelajaran itu semakin menguasai materi yang akan disampaikan. Bahkan seorang guru akan tau seluk beluk anak karakter anak bagaimana cara menghandlenya itu tidak disamaratakan. O bagaimana menangani anak yang berpola serius, bagaimana menghandel anak berpola agak kurang serius jadi ini tidak boleh disamaratakan. Bagaimana kita menghandel anak supaya fokus dalam materi itu atau punya metode sendiri untuk menyatukan perbedaan-perbedaan karakter anak gitu”. [The length of teaching experience is one affecting factor, because the long the teacher teaches the more she will master the material. Moreover, teacher will know the characteristics of students. How to handle the students cannot be equalized. Teacher will know how to handle serious students and less serious students. it will shape teachers’ ability in uniting students’ different characteristics]. (TA/ I.02) Learning experience also becomes influencing factor because the teacher believes that the more she learns, the more she will have many tricks and methods to teach

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her students. Her explanation about this factor can be seen on the transcription of interview. “Yak itu benar sekali akan mempengaruhi dan itu sangat sangat berkompeten dalam menyampaikan materi. Suatu contoh ketika saya belum mengikuti seminar, belum sekolah s2 gitu, ibarat seperti itu, mungkin belum punya trik atau metode yang sya punya. Jadi dengan adanya seminar atau melanjutkan sekolah lagi itu punya wawasan, punya pandangan, atau sejenis pengalaman, o ternyata dengan mengikuti seminar itu kita punya trik baru yang belum saya punya, gitu. Jadi itu sangat mempengaruhi sekali dalam pengajaran writing”. [Learning experience will affect the way teacher presents the material. For example, when I don’t follow seminar and continue my s2 degree yet, I don’t have trick or method that I have now in teaching learning. Thus, by following seminar and continuing my s2 degree, I have more vision, knowledge, and experiences. Therefore, it very affects my teaching writing when I teach my students]. (TA/ I.02) Students are also one of factors influencing beliefs and practice of IPA teacher. She has reason that students’ characteristic, background knowledge, and motivation in learning are different from one to other students. Thus, the teacher have to make good relationship to make them closer to the teacher, so the teacher can handle what students need in learning. It can be seen in her interview answer. “Iya, itu sangat mempengaruhi sekali ketika mengahadapi anak kurang begitu serius. Bagaimana menyemangati anak supaya dia itu bersemangat atau punya ambisi untuk menulis. Lha itu maka perlu pendekatan tersendiri. Beda kalo anak itu latar belakangnya sudah bagus dulu, sudah punya skill tersendiri, itu kita tinggal memantau secara tidak spesifik. Beda kalo anak yang kurang begitu serius, maka ini perlu penanganan tersendiri, sehingga harus perlu pendampingan bahkan perlu-perlu apa, dituntun, dituntun bagaimana cara menulis yang bagus, bagaimana cara mengungkapkan ide yang bagus itu harus perlu pendekatan gitu”. [Motivation is affecting factor because when we find less serious students, we have to think how to make them motivated or ambitious to write. Therefore, it needs close relationship with students. It is different if the students have had good skill. We just need to supervise them. For less serious students, teacher should assist their needs in producing writing works. They have to be guided about how to write well and to how to reveal the ideas. Thus, it needs commit user relationship]. (TA/ I.02)



Class time is also influencing factor for IPA teacher in applying her beliefs in teaching practices. She believes that writing needs concentration. Therefore, it needs a lot of time to produce good writing work. On contrary, the class time for writing does not facilitate the students to reveal their idea maximally. Finnaly, they have to continue their writing work at home. Whereas, their idea has been cut but they have to continue it at home. Therefore, the teacher believes that class time affects their beliefs and practices in teaching writing. Her reason can be seen in the transcription of interview. “Iya, itu begini, ini misalnya kita akan mengajari menulis bagaimana, satu topik recount saja, dalam menulis recount pengalaman anak tersendiri itu pengalaman yang tidak terlupakan itu dituangkan dalam bentuk tulisan itu karena terbatasnya waktu sehingga kita tidak bisa mendeteksi kesalahan anak pada sekali tempo. Sehingga dengan adanya keterbatasan waktu akan mengcut atau memotong seharusnya anak bisa menyalurkan ide pada saat itu karena keterbatasan waktu maka anak berhenti pada saat itu. Dan itupun nanti anak akan melanjutkan di rumah. Lha itu ide yang akan disalurkan kan sudah terpotong sehingga apa yang ingin disampaikan mengingat kembali ketika anak itu sampai di rumah. Lha itu kendala-kendala pada penulisan. Padahal kalo menulis itu kan butuh konsentrasi tersendiri, waktu tersendiri, ibarat tempat tersendiri. Jadi ide itu akan tertuangkan dengan lancar. Lha karena keterbatasan waktu, maka mau tidak mau anak harus berhenti, karena itu, waktu itu tadi”. [For example, we teach the students about how to write recount text. The students have to reveal their idea in their writing. The class time that is limited make us cannot detect students’ mistake or error instantly. Therefor, they have to continue their writing at home. It means that we have to cut students idea in the classroom.When they will continue their writing at home, their idea has been cut. It becomes constraint for them. In other side, they need to concentrate in producing writing work. The limited time makes students have to stop their writing in the classroom]. (TA/ I.02) The next factor that affects teacher’s beliefs and practices is the goal of teaching

to user writing whether it is for teaching commit test or for teaching subject. From the interview,



the teacher summarizes that both goals are covered in her teaching. Therefore, both goals influence her beliefs in teaching practices. She believes that teaching writing is final examination oriented. Thus, she has to train the students to be able to answer the question such as jumbled test that is included in final examination. Therefore, she gives basic knowledge to the students about how to sequence the sentences to be good paragraph. Yet, she also has beliefs that writing should be taught in the term of how to produce good writing originally. It aims to facilitate the students when they want to be an author in the future. If they have gotten the knowledge about how to produce good writing, they are easy to produce writing work. Her answer can be seen in the transcription of interview. “Ya itu memang tujuan utama anak itu mengejarnya ke UN ya mbak. Karena mau tidak mau anak kan harus menempuh ujian itu. Jadi dari awal guru sudah menuntun atau memberi jadwal menuju bagaimana menulis dengan baik. Dan itupun sekarang sudah dimasukkan ke dalam UN writing itu ya. Seperti jumbled text itu ya. Itu kan bagaimana cara mengurutkan kalimat-kalimat sesuai yang sinkron atau sesuai dengan kaidah yang ada. Gitu, jadi kalo anak tidak diajari sedini mungkin bagaimana cara mengurutkan kalimat, bagaimana cara membentuk ide, itu kan belum begitu tertata rapi menuju ke UN nya. Tapi kalo sudah diajari sedini mungkin maka anak dengan lancarnya, dengan mudahnya, o sudah terbiasa menulis urutan kalimat-kalimat, kesinkronan kalimat-kalimatnya, unitynya. Itu maka akan menghadapi hal seperti itu sudah tidak kesulitan lagi. Dua-duanya jalan, satu adalah mengajari anak bagaimana menulis dengan bagus sesuai urutannya, kedua, arahnya pasti ya kesana ke UN nya tapi karena dengan adanya bagaimana cara mengajari writing dengan baik, itu kan tidak hanya UN nya yang kita tangkap, tapi seandainya nanti anak keluar itu suka menulis, itu dia dengan terbiasa o sudah bisa menulis dengan rapi. Jadi dua-duanya tertangkap disana”. [The main goal of teaching learning is to final exam where students should pass it. Thus, from the beginning the teacher has informed them how to write well, because writing skill also enters in final exam such as in jumbled text. It deals with how to sequence sentences based on the correct text. Both teaching test and teaching subject is applied in my writing class. First, I teach them how commit to user to write grammatically. Second, I teach them how to write not only for



facing final exam but also they can develop their ability in writing after they have graduated from senior high school]. (TA/ I.02) Furthermore, classroom management also becomes influencing factor for IPA teacher. She believes that time distribution for all skills should be taught will ease her in teaching each skill. Therefore, it can help her to prepare the activity in teaching writing that is suitable to the time. It is depicted in her interview answer. “Ya insya’Allah sudah 90 % itu sudah saya terapkan disana, karena dengan adanya pembagian waktu, dengan adanya pembagian apa namanya dengan silabus itu, sudah di apa, petak-petakan maka semuanya insya’allah sudah diterapkan disana karena sudah ada jobjobnya tersendiri. O dua jam untuk pelajaran writing, dua jam untuk readingnya, o dua jam untuk listeningnya itu sudah terpetak-petakkan. Sehingga semuanya akan tersalurkan pada jam yang telah ditentukan gitu”. [90% of classroom management has been done by me. I teach every skill based on the time management that has been divided in the syllabus. I have mapped what I should teach based on the time that has been divided in classroom management. Two hours for writing, two hours for reading, they have been mapped]. (TA/ I.02) In addition, the teacher also adds other factors that influence her beliefs and practices. She states that student’s family and colleagues are also influencing factors for her. Student’s family becomes influencing factor because she believes that how the family is aware about students’ responsibility at school and how they care to their children will form students’ characteristics toward their responsibility at school. If the family does not care about their children’s responsibility such as continuing the writing work at home, it is possible that the students will not care about their homework. It can be seen in the interview transcription. “Iya itu lepas dari pertanyaan mbaknya tadi ya, lepas dari itu sebenarnya faktornya masih ada. Mungkin latar belakang anak ya, latar belakang anak, kegiatan anak di rumah, itu kan namanya anak kan kehidupannya ada di sekolah ada di rumah. kalo di sekolah dia mungkin terpengaruhcommit denganto temen-temennya, dengan lingkungan user sekolahnya. Tapi kalo sudah dirumah anak kan,, bagaimana



pengelolaan anak itu di rumah gitu. Lha mungkin kalo di sekolah guru sudah menyarankan kamu harus menulis, diberi contoh bagaimana menulis yang bagus. Lha nanti kalo di rumah itu anak terpantau ndak? Dipantau oleh orang tuanya ndak? Lha gitu, kadang anak, ada beberapa anak yang diberi tugas melanjutkan writing di sekolah itu seharusnya dilanjutkan di rumah ternyata tidak dilanjutkan. Terus nunggu jam berikutnya. Tapi kan ada anak yang ketika diberi tugas disekolah dilanjutkan di rumah juga ada, karena sudah tertata rapi mungkin ya diingatkan oleh orang tuanya. Lha gitu, pengaruhnya disitu”. [Students’ background at home, what they do at home, how their parents treat them also becomes affecting factor. If they are monitored well by their parents about what they should do as a student, it will affect their responsibility in learning at school. Parents that aware about their children will make them monitored. As result, the monitor from parents will ease the teacher in teaching students at school]. (TA/ I.02) Moreover, the teacher also says that colleagues are influencing factor of beliefs and practices. She reveals that when the students have good partner in learning, it can develop their learning motivation, but if their colleagues are unmotivated and lazy, it may also affect students’ motivation in learning. Therefore, it needs cooperation between teacher, family, and colleagues to build students’ characteristics. Thus, it needs good communication between them. Teacher’s answer can be seen in her interview transcription. “Selain keluarga ya mungkin temen ya mbak. Temen di sekolah. Karena mungkin temen itu juga merupakan faktor utama bagaimana anak itu meningkatkan belajarnya. Ibarat seperti ini, kita kalau bergaul dengan anak yang bagus insya’allah akan ketularan bagusnya. Tapi kalo anak itu bergaulnya dengan anak yang kurang bagus lha itu kadang anak juga akan tersentuh dengan karakterkarakter, hal yang tidak bagus juga. Jadi yang kedua itu, tadi yang pertama dari pihak keluarga, yang kedua adalah faktor teman itu tadi. Jadi untuk memantau anak itu sebenarnya tidak bisa dibebankan pada guru sendiri itu tidak bisa. Jadi harus tiga-tiganya bersatu, pihak guru, pihak keluarga, pihak temen itu harus sinkron. Ya bagaimana untuk membentuk anak itu supaya bagus ya harus ini guru dengan orangtua biasanya ada komunikatif. Kalo ga aada komunikatif, ketika ada PR sudah dikerjakan atautobelum, commit user ada kegiatan apa itu nggak ada sinkronitasnya lha itu kadang kalau menemukan anak-anak di luar



pagar itu menjadi kendala dalam anak itu. Iya gitu, mungkin hanya itu”. [I think colleagues are main factor that can motivate students in learning. If they have diligent colleagues, insya’allah they will be diligent to. Yet, if their colleagues have bad character, they will be affected by them. Thus, it will impact in teaching learning process. Therefore, in making students with good characteristics, it needs to be supervised by teacher, family, and colleagues.parents should be communicative and active to know whether their children have homework or not, what kind of activities they do, so there is no student that is out of control]. (TA/ I.02) Not only IPA teacher, but IPS teacher also states that those six factors influence her beliefs and practices. Furthermore, IPS teacher also has different factors that affect her beliefs and teaching practices. They are motivation and teaching media. In line with the interview result, the first factor that affects teacher’s beliefs and teaching practices is teaching experience. The teacher believes that the more she practices teaching learning, the more she will be easy to handle the students psychologically. It can be seen in her interview transcription. “Background itu pasti mempengaruhi sekali. Kebetulan saya dulu kan pga 4 tahun sudah praktek ngajar SD, kemudian pga 6 tahun ada ujian lagi 2 kali, waktu di iain atau uin itu 2 kali jadi hampir 4 kali secara formal saya praktek mengajar secaraujian. Jadi semakin kita banyak praktek semakin bisa menguasai lapangan, secara psikologi, mudah menyentuh”. [Teaching experience is very influential factor, because I have practice my teaching since I learnt in PGA for six years. I have practice my teaching two times. In university level, UIN, I practice my teaching two times. So it can be said that I have taught 4 times before become the real teacher. Thus, the more we practice, the more we master the condition]. (TS/ I.02) The second factor is learning experience. The teacher expresses that learning experience is very affecting factor because knowledge that comes from it completes each other for the teaching process. It can be seen in her interview commit to user excerpt.



“Ya sangat berpengaruh, karena pengetahuan itu kan nanti saling melengkapi. Misalkan dari pak joko, dia punya teori tentang pendidikan. Nah ketika saya kuliah dulu teori pendidikan mungkin beda dengan yang disampaikan oleh pak joko. Beliau itu kan udah s3 ya professor ya. Nah lebih mantap,lebih luas, saya merasakan lebih luas dari pak joko itu yang disampaikan. Dulu saya kuliah misalkan saya mendapatkan psikologi umum dengan waktu saya di aliyah itu justru berbeda. Waktu saya di pga kan saya dapat mata pelajaran ilmu jiwa. Ada Ilmu jiwa anak dan ilmu jiwa umum. Dan ternyata ketika kuliah itu saya juga mendapatkan mata kuliah ilmu jiwa umum. Cara menyampaikannya lebih luas waktu kuliah. Kalo waktu di PGA tu hanya global. Jadi istilah ini begini begini jawabannya begitu”. [Learning experience is affecting factor because knowledge will complete each other, e.g. I got theory about education from Mr. Joko. In other side, when I learn about education theory in the college, it is different with the previous one]. (TS/ I.02)

The third factor is students. The teacher comments that the number of students affects teacher’s attention to all students. It is difficult to correct all students’ writing work in teaching learning. Therefore, it makes the teacher assigning the students to write a text in pairs not individually. It relates with her statement in interview transcription. “Pengaruhnya ya sangat besar. Misalkan kita mengajar di kelas kecil 20 anak. Otomatis perhatian kita, mengoreksi juga bisa selesai. Misalkan ulangan menulis, mengarang, kita bisa mengoreksi langsung. Tapi kalo empat puluh, kadang-kadang sisa sepuluh atau separo itu harus saya bawa pulang koreksiannya.kan disitu harus mengoreksi disitu, anak-anak lebih bagus ketika saya ngoreksi, dia tau. Kalo saya ngoreksi di rumah atau di ruang guru mereka ngga tau. Itu kadang-kadang mungkin ngga paham yang saya coret-coret, saya lingkari, begitu. Jadi memang lebih marem anak-anak itu ketika kita mengoreksi didepan mereka. Nah, kelas gemuk itu kendalanya ya itu. Kita ngoreksi baru separo kelas 20 orang sedangkan misalnya kelasnya 36 misalkan. Kan sisanya ngga terkoreksi, dibawa pulang kan. Nah nanti saya koreksi besok saya bagi. Sedangkan yang 20 tadi commit to user ketika di kelas itu sudah melihat saya ngoreksi. Ah bu guru kok cuma



dapet sekian kan ini cuma salah dua bu.. ya kan ini grammar, walaupun kecil ya tetap salah seperti ini. Misalkan contohnya seperti itu. Tapi kalo yang saya koreksi di rumah, ini anak-anak ulangannnya yang kemarin. Belum tentu mereka baca yang saya lingkari saya coret itu paham gitu ternyata. Kan pernah saya ulangan writing tu, nanti dikumpulkan saja. Nggak langsung bu?. Ya waktunya udah tinggal beberapa menit. Udah besok aja, besok langsung ibu bagi. Kan enakan langsung bu, gitu. Anak –anak yang unggulan tu. Besoknya saya ngoreksi didepan mereka, tapi saya buat dua-dua tugasnya. Jadi dua orang satu karya itu bisa tercover. Kalo mereka sendiri-sendiri ya lama. Kalo karangannya panjang-panjang ya harus nerangkan dulu ini begini”. [Students’ number is very affecting factor. If we teach small class such as 20 students, our attention to the students can be maximal. We can also correct students’ work directly. If the students are 40, we cannot check it all. On the other hand, students are more interesting when their works are checked directly. If I check it at home, they do not understand my correction. They can ask directly why it is wrong if I check their works in the classroom. Sometimes, I assign one text for two people to make it more effective in correcting students work]. (TS/ I.02) The fourth affecting factor is class time. It affects the activity in teaching writing because limited time makes the students cannot finish their writing on time. Thus, to solve it, she assigns two students to produce one writing work to make the limited time can be used effectively. It can be seen in her interview answer. “Kalo writing pasti PR kebanyakan. Tapi tergantung ini si apa? Tugasnya. Kalo dialog kan cepet. Paling dialog itu selesai anak-anak kelas X. Ada dua tema dialog terus dibuat. Jadi kan saya terangkan. Tapi itu dua orang, satu meja tu dua orang yang ngerjakan. Kan temanya dua. Kalo temanya satu, satu orang. Itu selesai kok dikerjakan. Saya koreksi di kelas itu sisa 3 opo 5 gitu. Yang ngga terkoreksi itu saya bawa pulang. Jadi satu meja itu kan membuat dua dialog, tema, itu ngerjakan cepet anak-anak, bisa. Waktu itu tergantug tadi, kalo membuat naskah drama mungkin ngga selesai. Tapi kalo ini, anak tu imajinasinya bagus bisa selesai. Makanya itu saya pesenkan buatnya tidak usah panjang-panjang, tiga adegan saja cukup. Kalau mau panjang pendek-pendek”. [Class time commit dialognya to user makes writing should be continued at home as homework. But, it also



depends on the assignment. If it is dialog, the students can finish it at school. It is also done by pairs. If there is remained time, I check 3 to 5 of student’s work. The rest of students’ works are corrected at home. Thus, to make it effective, I ask the students to create short dialog. If it is drama, I suggest making it short]. (TS/ I.02) The fifth affecting factor is teaching test and teaching subject. The teacher states that these factors affect her goal of teaching because she cannot teach what is not based on these goals. She says that beside teaching the test, teaching the subject is also important to make students easy to create imagination and coherent text. Thus, these factors also affect how she teaches. Her statement can be seen in the interview answer. “Sangat berpengaruh. Jadi kita tidak bisa mengajarkan yang tidak berdasarkan tujuan itu. Nanti ngombro-ombro bahasa jawanya itu. Kalo saya dua-duanya. Karena mereka itu tanpa mengenal grammar yang bagus, mereka tidak bisa membuat imajinasi yang bagus. Kalo kita hanya grammar tok kan kaku nanti ceritanya. Contoh ini saja. Saya kemaren ketemu anak kelas X reguler itu, saya kan menerangkan tentang adjective order. Kemudian present tense, kan masih awalawal. Jadi kalian mengembangkannya dalam karangan itu deskriptionnya adjective order. Eh ngarangnya tu kan ada yang my class, my room, ada yang my school. Itu kan lain-lain setiap kelas beda-beda. Lha kok ngarangnya gini. My school is big. Terus yang kalimat kedua, it is large. Terus my school is green. Is is semua. Ehehehehheeh. Jadi saya lihat kok pengembangan paragrafnya kok monoton begini tapi hanya satu anak apa dua gitu. Dia tu kan maksudnya konek kan dengan yang saya sampaikan, mengembangkan ilmu grammar yang saya sampaikan tentang present tense. Tapi koherennya ngga ada. Ehehehheeh..saya sambil ngoreksi bisa ketawa saya. Jadi yang dia terima itu saklek itu. Grammarnya bener tapi ngga koheren”. [It is very affecting because if we teach not based on goal, it will scatter. I hold both teaching test and teaching subject. I have reason that without knowing grammar, they cannot create good imagination. Their story will be awkward. For the example, I teach to userpresent tense to the tenth grade about adjective ordercommit and simple



class. I instruct them to write descriptive text. They can choose the title such as my class, my room, and my school. She writes some sentences. First she writes “my school is big”, second, “it is large”, third she writes “my school is green”. She uses “is” in every sentence. Ehehehehheeh. I see that she develops monotonous sentences. Actually, she understands about what I explain, but there is no coherenre between sentences]. (TS/ I.02)

The sixth factor that affects her beliefs and practices is classroom management. The teacher comments that classroom management that covers all skills should be taught is not enough. Thus, the teacher should give many exercises to make it more effective. It can be seen in her interview answer. “Sangat berpengaruh, kalo yang saya sampaikan tempo hari kan gurunya dua. Misalkan saya dapet dua jam. Dulu pertama gurunya sendiri. Waktu kelas X itu saya ngajar tiga jam. Saya merasa sangatsangat kurang karena tiga jam itu untuk mengajar reading sama speaking aja kurang. Nanti kalo dibanding 4 skill kan sangat kurang gitu. Yang kelas X dulu reguler. Nah, kalo ini yang anak asrama kan ada tutor disamping itu kan di asrama pembelajarannya lebih, lingkungannya sangat mendukung. Kalo anak reguler memang harus lebih banyak dikasih tugas kalo ingin memang efektif. Kasih tugas pe er. Nah ini memang kendalanya juga anak-anak itu ngga bisa cepet. Ya bedanya gitu. Kalo anak asrama itu bisa cepet dia dikasih tugas. Ya ada yang mampu tapi ngga banyak dengan waktu yang sedikit harus mengcover semuanya ngga balance”. [It is very affecting. I have told that last time the teacher are two.thus one teacher gets 2 hours. When I teach X class, I get three hours for teaching reading and speaking. It is not enough. If it should be used to teach four skills, it will not cover all skills. Thus, for regular class, the teacher should give many exercises to make it effective. Yet, the students cannot work efficiently. It is very different to boarding class that can work efficiently in teaching learning. Thus, if teacher should cover all skill with unbalanced classroom management, it cannot work well]. (TS/ I.02)

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Furthermore, there are also the other factors affecting teacher’s beliefs and practices in teaching writing. The teacher states that there are other factors i.e. motivation and teaching media. Students’ motivaton becomes influential factor because it affects the way teacher teaches. If they have good ability in English, the teacher does not need to guide them intensively, but for those that still have low ability, the teacher needs to guide them and makes them enjoy writing. It is depicted in her interview answer. “Motivasi juga. Jadi anak-anak itu ternyata misalkan ada anak yang bagus bahasa Inggrisnya tu bagus. Dari pondok, ikut kursus itu bahasa Inggrisnya lebih bagus. Jadi berpengaruh, dulunya pernah mondok, kemudian sekolahnya di fullday, itu pengaruh juga. Jadi mereka sudah membawa basis yang bagus. Kalo mereka masih nol basis mengarangnya tu jadi kita harus membiasakan mereka seneng menulis. Nah untuk menulis itu kan tidak gampang menarik anak untuk terbiasa menulis, maka dimulai dengan diary. Nah saya mencoba untuk tahun ini kan kurikulumnya beda jadi nanti untuk sebulan atau berapa nanti saya suruh ngumpul. Jadi nanti mereka punya diari diedit ke bahasa Inggris lalu dikumpulkan. Atau kalo langsung bahasa Inggris itu bagus nanti diperbaiki bahasanya. Kan otomatis mereka tertarik. Saya baru mencoba kelas X, jadi kegiatan harian mereka”. [Students’ motivation is also affecting factor. Students who have good English skills will affect teaching learning process. Boarding students or students who follow additional class outside the school will have better English skill than other students. If the students do not have basis of English skill, teacher have to accustome them to love writing. To make them love writing, I have to make writing become their habitual activity. Thus, it can be started by writing diary. I have tried it for X class, so the students have their writing collections that have been edited together]. (TS/ I.02) Moreover, teaching media is also another affecting factor for the teacher. She says that teaching media will make the students interested in learning. If there is teaching media such as video and interesting books, it may ease the teacher in teaching. It can be seen in her interview answer. commit to user



“Saya juga punya gagasan buat media pembelajaran speaking di shooting. Membuat media yang membuat mereka itu menarik, ada ketertarikan keseharian. Daily activities. Keseharian dengan lingkungan. Media sangat, sangat berpengaruh walaupun itu ngga mutlak tapi saling mendukung. Perpus yang ada bacaan-bacaan yang menarik”. [I have an idea for teaching speaking. Teaching speaking should be recorded. The recording can be used as teaching media. so it is important to create teaching media that make students interested in learning. It can be taken from daily activities or their interaction to environment, because media is very influential although it is not the sole affecting factor. The library also should provide interesting books for students]. (TS/ I.02) 3. Teachers’ Beliefs Implementation in Teaching Writing This section discussed about the reflections of teachers’ beliefs in teaching writing. The data of teachers’ beliefs implementation in teaching writing is obtained from document analysis and the observation of teachers’ teaching practices in teaching writing. a. Preparation In this stage, the teachers prepare their planning in teaching writing. The preparation starts from syllabus they use and lesson plan they make. Syllabus that is used by the teachers is developed by following school based curriculum. It maps some genres that are taught in the classroom. In the syllabus, each genre has same standard and basic competences. The standard competence of writing skill in the syllabus is to express meaning in monologue or essay text in form of narrative, spoof, and hortatory exposition accurately, fluently, and received in daily life context. The basic competence of writing in syllabus is to express meaning in monologue or essay text in form of written language in form of hortatory exposition text. From that basic competence, the teachers develop some indicators commit to user



that can cover language features of genre and lead students to produce written text of the genre. They are also allowed to choose material that can be used in providing example for students.

From syllabus, the teachers develop their teaching planning into lesson plan. In lesson plan, IPA teacher starts the class by reviewing generic structure and language features of the text. The teacher also asks the students to make checklist to ease their writing. The teacher asks the students to write the text, to make draft, to consult draft, to do peer-correction, and to ask to the teacher about their difficulties in while activity. In addition, teacher gives feed back, then students repair their writing. In post activity, students collect their work. What teacher wrote in her lesson plan is applied for one meeting. She finishes one text in one meeting. Technique that is used by the teacher is three phase technique that consists of prewriting stage, writing stage, and revising. It can be seen in lesson plan that the teacher instructs students to make draft, consult the draft, to do peercorrection, and to repair their writing.

In other side, lesson plan that is made by IPS teacher shows that the teacher plans her teaching practice in two meetings for one text. The technique that is applied by the teacher is 2 cycles 4 stages. In the first meeting, she did building knowledge of field by questioning and answering about kinds of horor film existing in the book, and writing vocabulary related to the text being learnt and translating it in bahasa Indonesia. Next step that is planned by the teacher is modeling of text. In this step, students listen to narrative text, read it, answer the commit to user



questions and identify the sequenced events in the text, find the generic structure of the text, identify language features of the text, do exercise related to the text, and identify communicative function of the text. In the second meeting, the teacher does joint construction of text where the students produce text in group, find keywords of other group story, discuss the setting of the story, and present their discussion result. The next step, the teacher does independent construction of text where students write narrative text related to myth. The process is started by drafting, revising draft, and developing draft in a narrative text.

b. Teaching Practice From the observation, IPA teacher starts her teaching by greeting the students, then she brainstorms by reviewing the previous lesson about hortatory exposition in speaking class. The teacher explains the material by writing generic structure of the text on the white board in while activity. Teaching learning process is continued by asking the students about the example of what she explains. Next, the teacher explains about language features that are used in the text being explained. Having finished her explanation, she instructs the students to write a thesis statement. She also guides the students to write. To make it clearer, she restates the instruction to write thesis and arguments and focuses on its unity. In the writing process, she guides the students by suggesting them to make draft and to develop the paragraph. Knowing that the students feel difficult, she helps the students by coming closer to them and assisting the students in writing process until the time finished. In post activity, she instructs the students to collect their work and dismisses the class.

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In next meeting, the teacher starts the class by greeting the students and checks students’s attendance list. From the observation, it can be seen that the teacher continues her teaching from the previous meeting. Thus, in the next meeting she instructs the students to divide their works to their friends. Then, she invites one student to come in front of the class to write one of student’s writing work. She instructs the students to correct their friend’s work. It shows that the teacher conducts peer-correction.

In the process of peer-correction, students seem that they have difficulties to do it. Teacher comes to the students to help them to correct their friend’s work. Some students seem very enthusiatic to do peer-correction. It can be seen by their motivation to ask to the teacher when they feel difficult. Twenty minutes later, the teacher asks the students whether they have finished or not. The students that have been helped by the teacher are asked by other students to share what the explanation she gets. In doing peer-correction, the students open dictionary, so they translate it to understand what their friends write. In the middle of peercorrection, the teacher asks students to pay attention on the white board. She instructs the students to correct together the wrong words and structure. One by one of students comes in front of the class to correct it by changing or omitting the wrong words or grammar. Having finished correcting the text together, the students are instructed by the teacher to continue their correction and give score. Suddenly, the teacher asks permission to leave the class first because there is a guest from DEPAG. In post activity, the teacher says to the students that she

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cannot continue the activity because there is a guest, so she has to close the meeting early.

From the result of observation, it can be revealed that IPA teacher directs her writing class continously. In the first meeting, she tries to rebuild students’ knowledge about the text which will be written. She reviews the previous lesson to recall students’ schemata about the text which will be written. Having finished recalling students’ schemata, the teacher explains briefly about the generic structure and language features of the text that will be learnt. Next, the teacher instructs the students to produce writing work based on their thesis statement in the previous lesson. She also comes closer to the students to make sure that they did not find difficulty. If they face some difficulties in writing, she helps them directly. Yet, there are some students that still confuse to produce the text. Sometimes, they bargain not to produce long arguments. Although they are still weak in their vocabulary, all students seem that they try to fulfill the assignment. In the next meeting, the teacher applies peer-correction to the students’ writing work in the previous meeting. Some students seem that they face difficulty in correcting their friends’ work. Sometimes, they ask their friend about what their friends mean in their writing work. In order to help her students, the teacher comes to her students to check whether they need help or not. In the middle of the peer-correction, the teacher gives example of how to correct writing work. She focuses it on the grammar and vocabulary. From the observation, peer-correction

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can be applied in IPA class but it is still not too effective because the students do not have enough knowledge to do it.

In line with lesson plan and what teacher does in teaching practice, it can be seen that there is a contrary between her planning and her teaching practice. What teacher writes in her lesson plan is applied for one meeting. She finishes one text in one meeting. Technique that is used by the teacher is three phase technique that consists of prewriting stage, writing stage, and revising. Meanwhile, in observation, she teaches one text in two meetings. Peer-correction is also applied by the teacher in her second meeting. If it is compared between her lesson plan and her teaching practice, it can be concluded that she applies her lesson plan in her teaching. Yet, in lesson plan she only provides (2x45 minutes) or one meeting for one text but the fact she applies it in two meetings.

IPS teacher starts her teaching by greeting the students and brainstorms them by motivating them in learning. She also introduces the text will be learnt. In while activity, the teacher explains the generic structure of narrative text. Then, she asks the students to comprehend the text in the LKS by checking vocabulary, finding the generic structure, and understanding the meaning of the text. The teacher points one student to read the first paragraph and to translate it. She also asks the students about the difficult words and explains it. After comprehending the text, teacher divides paper to the students and instructs them to write narrative text or to adapt the text from the story they have ever read. In the middle of the writing process, the teacher gives example of the draft by writing title, orientation, commit to user



complication, resolution, and coda. The teacher also reminds them about time. One paragraph should be done minimally in 5 minutes. Teacher helps the students to translate words they do not understand. When there is student who still confuses what should be written, she motivates her by giving ideas of some titles in narrative. Teacher checks the development of students’ writing by coming closer to them. She also motivates the students by saying that she will give reward for those who can write originally.

In post activity, the teacher asks the students to continue their writing work after break because the lesson time is up. The students who have finished their work can collect their work. Teacher motivates the students to write everything they heard. Teacher tells short experience of the professor that practice writing by writing what he hears. Teacher also instructs the students to answer the exercise in LKS based on the text they have read in while activity. Teacher closes the class by greeting to the students.

In next meeting, the teacher starts the class by greeting and introducing the topic that will be learnt. The teacher also reviews and comprehends together with the students about the generic structure of hortatory exposition. In while activity, she writes draft of hortatory text. She instructs to the students to write hortatory text with the title Why Should We Study Hard?. The teacher informs the students that they will do peer-correction by exchanging their work to their friends. She tells the students to make condensed paragraph and to use simple vocabulary. In the process of writing, the teacher comes to the students one by one to help the commit to user



students when they find difficulty. Not all students understand about what the teacher has been explained. There is student who asks to her friend about what thesis is. In the middle of the teaching learning process, the teacher asks permission to take medicine in the office. The teacher also admonishes a student that rolls her uniform to her arm.

During the process of writing, the teacher always checks the students work. When she finds the student who cannot produce text, she motivates by giving example of thesis statement. She also always tells the students about story of successful people. The teacher corrects directly in helping the students to produce writing work. Furthermore, she motivates the students by promising to give reward for those who can get A score. After some minutes producing writing work, the teacher instructs the students to exchange their work to their friends, but there is obstacle that is found to do peer-correction. Not all students can finish their writing work at the same time, but the teacher instructs them to continue it. The teacher helps the student who has finished their writing work to do peercorrection. Having assisted the student in doing peer-correction, she instructs the student who has finished and has good ability in English to help other students to do peer-correction. On contrary, there are still some students that do not pay attention when their friend tries to help them.

In post activity, the teacher instructs the students to collect their writing work that has been corrected by their friends. For those who had not finished yet, the teacher

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instructs to finish peer-correction then collect it later. Then, the teacher closes the class.

In accordance with the result of observation, it can be seen that IPS teacher always starts her teaching writing by explaining the material that will be written. In building basic knowledge to the students, the teacher involves them to identify the generic structure of text that will be written. She makes the example of writing draft on the white board. She motivates the students all the time in writing process. The motivations are in the form of story of successful people, or in the form of aids to help their writing. She also always monitors the development of students’ writing work. In addition, she admonishes the student that has impolite behavior in the classroom. Yet, from the observation, it also can be seen that the students cannot understand well what teacher instructs. There are many students who still confuse to produce writing work. It is depicted by their behavior in teaching learning process. There are students who ask to their friend about what thesis is. Moreover, peer-correction that is done by the teacher in her class cannot work well. It is caused by the ability of each student is different. Not all students can finish their writing work based on the time that has been determined. Thus, it becomes difficulty in applying peer-correction. In addition, not all students understand what they have to do in correcting their friends’ work. It can be caused by their knowledge about some indicators that should be fulfilled in writing is less.

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In lesson plan, the teacher plans her teaching practice in two meetings for one text. It contrasts to her teaching practice that has been observed. In observation, she teaches one text in one meeting. Technique that is applied by the teacher is similar in lesson plan. Yet, she does not do joint construction of text in her teching practice. From overall observation, there is difference of teacher’s teaching practice in teaching writing. IPA teacher tends to continue her teaching in next meeting. She teaches one text in two meetings. From the way she teaches, it can be seen that she always relates the previous meeting to the next meeting. It is depicted when she starts her teaching writing by recalling students’ schemata about the previous lesson. Meanwhile, IPS teacher tends to finish one text in one meeting. Therefore, in every meeting she teaches different text.

c. Evaluation In making evaluation, the teacher instructs the students to write a text of genre. The teacher plans to evaluate the students by using written test in form of structurized essay test. In teaching practice, the teacher applies peer correction to the students. The indicators of writing assessment that are planned by the teacher in lesson plan are different. IPA teacher writes performance test without describing the indicators she uses. IPS teacher writes content, generic structure, and grammar as writing indicators she uses. On the other hand, their beliefs about writing indicators they use in assessing students’ writing work are structure, diction, and coherence. Additionally, IPS teacher adds topic and contain as the commit to user



indicators to be evaluated. In their teaching practice, the teachers do not specify writing indicators they use. They only write the score on students’ work without specify the score for each indicator.

4. Schematic Representation of the Findings Dealing with the result of teachers’ beliefs and practices in teaching writing, it can be seen that in education and teaching both of the teachers have same beliefs that teacher should master the material, know students’ characteristics, create communicative and interesting teaching, and have responsibility in enlightening students’ knowledge.

Moreover, about roles of teacher and students, the teachers say that in English language teaching the teacher should have close relationship with the students because they are friendship. In teaching writing, the teachers believe that writing is written language that is used for communication to other people based on the reason of the composers in producing written work. On the other hand, they have different point of view in positioning the goal of producing writing work. IPA teacher has view that producing writing work might bring students become composers in the future, while IPS teacher positions goal of writing to communicate in written form.

About curricula, the teachers have same mindset that curriculum is basic standard to do teaching learning that covers all programs, syllabus is roadmap contained material description to be taught, and lesson plan is guide or basis for practicing

user what should be taught. Dealingcommit with toteaching approach, IPA teacher uses



contextual teaching approach because the students will be easy to reveal something if it is real. The teacher also changes her teaching approach depended on students’ characteristics.

Meanwhile, IPS teacher believes that teaching learning should be communicative. Therefore, communicative approach becomes her underlying approach in teaching. One of techniques that is used by her is peer-correction. She believes that peer-correction has communicative characteristic because the students are involved in correcting their friends’ work. She also says that her technique changes to avoid the boredom of students in learning. In material selection, both teachers believe that familiar topics in daily life ease students to learn and to create imagination. The teachers also use main book and supplementary book in teaching writing, although they use different main and supplementary books. They use many books to complete the weaknesses of each book.

In doing writing assessment, IPA teacher evaluates structure, diction, and coherence, but IPS teacher adds topic and contain as the indicators to be evaluated. IPA teacher also believes that mechanics is not crucial to be evaluated. Additionally, both teachers relate their evaluation to generic structure of the text. They also give error correction by circling students’ wrong words or sentences. They believe that it will direct the students to write grammatically and to make them understand their mistake in writing.

Related to teaching profession, the teachers agree that teacher should have good

to user competence and skill, master thecommit material, have good education, and be able to



lead the students to learn. The teachers also have same view that teacher has intellectual and moral responsibility. They detail moral responsibility in the way of dressing and speaking, building students’ motivation and characteristic, while intellectual responsibility applies in transferring knowledge and giving motivation to the students to learn.

About their teaching practices, the teachers have different way in teaching writing. IPA teacher does continous teaching in teaching writing, while IPS teacher does one finished teaching. IPA teacher’s continous teaching is done in two meetings, the first is producing writing work and the second is peer-correction. In the first meeting, the teacher reviews the previous meeting, explains topic being discussed, assigns students to write, and assists them in producing the text. In the second meeting, the teacher explains the students about doing peer-correction, instructs students to do peer-correction, assists students to do it, and gives example of doing peer-correction focusing on the grammar and vocabulary.

Meanwhile, IPS teacher does teaching writing in one finished meeting. The teacher applies one text for one meeting. Each meeting that is done by the teacher is various. It consists of brainstorming the students by giving motivation, explaining the text will be learnt, leading the students to comprehend the text, instructing them to produce the text, and assisting them in writing process. Sometimes she also adds the activity by doing peer-correction. In doing peercorrection, the teacher also starts her teaching by reviewing the generic structure of the text, giving example of draft, instructing the students to produce the text, commit to user



informing that they will do peer-correction, assisting students in producing the text, helping the students to do peer-correction, and instructing them to collect their work. The researcher’s main inference from the finding of study can be represented in the figure 4.1. Figure 4.1 Schematic Representation of Teacher’s Beliefs and Practices in Teaching Writing Teachers’ Beliefs in Teaching Writing

Same Beliefs

Different Beliefs

 1.

2.

3.

1.

2.

3.

1.

2.

Education and Teaching Teacher should master the material, know students’ characteristics, create communicative and interesting teaching, and have responsibility in enlightening students’ knowledge. The teacher said that in English language teaching the teacher should have close relationship with the students because they are friendship. Writing is written language that is used for communication to other people based on the reason of the composers in producing written work.  Curricula The teachers have same mindset that curriculum is basic standard to do teaching learning that covers all program, syllabus is roadmap containing material description to be taught, and lesson plan is guide or basis for practicing what should be taught. In material selection, the teachers believe that familiar topic in daily life will ease students to learn and create imagination The teachers also use main book and supplementary book in teaching writing, although they use different main and supplementary books. They use many books to complete the weaknesses of each book.  Teaching Profession The teachers agree that teacher should have good competence and skill, master the material, have good education, and be able to lead the students to learn. The teachers also have same view that teacher has intellectual and moral responsibility. IPA teacher details moral responsibilities in the way of dressing and speaking, building students’ motivation and characteristic, while intellectual responsibility applies in transferring knowledge and giving motivation to the students to learn.

Teaching Practice

 4.

 4.

5.

Continous Teaching

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One Finished Teaching

Education and Teaching They have different point of view in positioning the goal of producing writing work. IPA teacher has view that producing writing work might bring students become composers in the future, while IPS teacher positions goal of writing to communicate in written form. Curricula IPA teacher uses contextual teaching approach because the students will be easy to reveal something if it is real. The teacher also changes her teaching approach depended on students’ characteristics. IPS teacher believes that teaching learning should be communicative. Therefore, communicative approach becomes her underlying approach in teaching. In doing writing assessment, the teachers focus in structure, diction, and coherence, but IPS teacher adds topic and contain as the indicators to be evaluated. IPA teacher also believes that mechanics is not crucial to be evaluated. In other side, both of them also relate the evaluation to generic structure of the text. They give error correction by circling students’ wrong words or sentences. They believe that it will direct the students to write grammatically and make students understand their mistake.



B. Discussion This part discussed the researcher’s theoretical propositions grounded on the findings of the study accompanied by justifications from the points of view of curricular demands and theoretical insights.

From the description of the result in the previous section, it can be theorized that the way teachers practice in teaching writing in this research are leaded by what teachers’ beliefs about education and teaching, curricula, and teaching profession in teaching writing. There are ten influencing factors which affect teachers’ beliefs and practices in teaching writing that consist of teaching experience, learning experience, students, class time, teaching test and teaching subject, classroom management, student’s family, colleagues, motivation, and teaching media. 1. Teachers’ Beliefs in Teaching Writing From the result of the research, teachers’ beliefs about education and teaching are in line with curriculum demand and theoretical insight of communicative language teaching. The teachers believe that teacher should master the material, know students’ characteristics, create communicative and interesting teaching, and have responsibility in enlightening students’ knowledge. The teachers say that in English language teaching the teacher should have close relationship with the students because they are friendship.

Their beliefs are in line with school based curriculum that is used in this school. Mulyasa (2007: 162) reveals that teacher should be built as facilitator and learning commit to user



partner to students. Teachers’ job is not only to convey the information to students, but also teachers should be trained as facilitator that can facilitate the easiness for students in learning, so the students can learn in high motivated nuance and comfort situation. In line with Mulyasa, Richard (2006: 23) states some core assumptions of current communicative language teaching are the roles of the teacher in the language classroom are that of a facilitator, who creates a classroom climate conducive to language learning and provides opportunities for students to use and practice the language and to reflect on language use and language learning. The classroom is a community where learners learn through collaboration and sharing. It shows that teachers’ beliefs about education and teaching, in this case focuses on language learning, are affected by the curriculum and concept of communicative language teaching. It is caused by the length of communicative approach implementation that has been used since 1990. Richard (2006: 22) also says that communicative language teaching today refers to a set of generally agreed upon principles that can be applied in different ways, depending on the teaching context, the age of the learners, their level, their learning goals, and so on. The flexibility of communicative language teaching might also become the reason of teachers’ beliefs about education and teaching.

Furthermore, the findings of the research about education and teaching also summarize teachers’ beliefs in teaching writing. In line with the findings, both teachers believe that writing is written language that is used for communication to commit to user



other people based on the reason of the composers in producing written work. Their belief about writing is in line with some definitions of writing that have been revealed by some expert in chapter II of this research. The researcher sums up the definition of writing from some experts i.e. the process of thinking to explore, to arrange, and to express thought and ideas into written or printed form in order to convey meaning in which the writer and reader communicate via text in an interactive process.

On the other hand, they have different point of view in positioning the goal of producing writing work. IPA teacher has view that producing writing work might bring students become composers in the future, while IPS teacher positions goal of writing to communicate in written form. It can be said that IPA teacher is more visionary in positioning the goal of writing than IPS teacher. It is affected by her principle that she produces writing work to be a valuable work. Yet, positioning goal of writing as means of communication in written form is the main purpose of writing. Related to writing process that has been summed up in chapter II, it indicates that IPA teacher tries to encourage the students to complete the process of writing until the last process named publishing. Dealing with teachers’ beliefs about curricula, the teachers have same mindset that curriculum is basic standard to do teaching learning that covers all programs, syllabus is roadmap containing material description to be taught, and lesson plan is guide or basis for practicing what should be taught. In line with their beliefs about it, Chodidjah (2012: 37) explains that curriculum is the road map of commit to user



education activities which has to contain objectives that teachers should achieve at a certain period of time. Curriculum determines the instructional materials to use, the teaching techniques to apply as well as assessment for the learning. Brown (1995) in Chodidjah (2012: 37) suggests that the teaching activities called syllabuses are predominantly concerned with the choices necessary to organize the language content of a course or program. In addition, Chodidjah (2012: 37) states that lesson planning is as the smallest unit to bring to class should clearly bring about the concept from the curriculum and from the syllabus. It shows that teachers’ beliefs about curriculum, syllabus, and lesson plan are in line with theoretical insight. In material selection, both teachers believe that familiar topics in daily life ease students to learn and create imagination. The teachers also use main book and supplementary book in teaching writing, although they use different main and supplementary books. They use many books to complete the weaknesses of each book. Mulyasa (2007: 226) states that in every learning and competence forming, the teacher can use various methods and various media to reach the learning goal. In this case, the teacher is hoped to choose method of teaching and media that can build up activities and creativities of the students. Thus, it is free for the teacher to choose material that can be used to facilitate students to learn. Considering the material that is used in the classroom, Richard (2006: 24) mentions some characteristics of classroom activities in communicative language teaching. One of the characteristics is classroom materials typically make use of authentic texts

commit user to create interest and to provide validto models of language. Based on this



characteristic, the teacher has followed the characteristics by choosing familiar topics in daily life.

The teachers also use main book and supplementary book in teaching writing, but they use different main and supplementary books. The book that is used by the teachers also follow the curriculum. It can be seen in the textbook, the publisher develops the material based on the underlying approach that is used in the curriculum. The book is presented by following genre based approach steps. Therefore, it can also be concluded that in teaching writing, the teachers are also leaded by the steps that have been adhered in text book. Besides, the teachers also have supplementary book for their own basic knowledge in teaching writing. It is based on their beliefs that each book has weaknesses. Thus, they have to complete it by other books.

In school based curriculum, ELT is based on text based syllabus. Writing is mostly viewed as the students’ reproduction of text based on the genre offered by the teacher. Thus, genre based approach becomes underlying approach that is applied by the teacher in teaching writing. Chodidjah (2012: 33) states that genre based approach is considered to be the most appropriate to be adopted in 2006 curriculum, because it gives more room for students and teachers to go through process of producing text. Yet, when the teacher is asked about what approach they use in teaching writing, they answer differently. IPA teacher says that she uses contextual teaching approach in her teaching because she triggers the students by familiar topics near them. Meanwhile, IPS teacher says that she uses commit to user



communicative approach that is embodied by doing peer-correction to the students. The teachers also changes their teaching approach depended on students’ characteristics. It depicts that the teachers did not hold genre based approach as their approach in teaching writing.

On contrary, the teachers do not provide specific approach in lesson plan that is used in their teaching. They only plan technique to teach writing. IPA teacher plans to use three phase technique in teaching writing, while IPS teacher plans to use 2 cycles 4 stages (building knowledge of field, modeling of text, joint construction of text, independent construction of text) which can be called as genre based approach.

In doing writing assessment, both teachers focus in structure, diction, and coherence, but IPS teacher adds topic and contain as the indicators to be evaluated. IPA teacher also believes that mechanics is not crucial to be evaluated. In other side, they also relate the evaluation to generic structure of the text. They give error correction by circling students’ wrong words or sentences. They believe that it directs the students to write grammatically and makes them understand their mistake.

Their beliefs about indicators that should be assessed are not completely in line with the theory of writing indicators. Jacobs’ et.al. in Hughes (2003: 104) propose that in assessing writing, teacher should assess content, organization, vocabulary, language use, and mechanics. Therefore, it can be concluded that the teachers are

to user as writing indicators in their missed in inserting mechanics commit and content



assessment. It is based on belief that the teachers hold about writing assessment particularly about mechanics in writing. The teacher believes that paying attention of writing assessment on mechanics can be placed after the students are able to complete structure, diction, and unity. It can be seen in her interview answer. “Itu tadi hanya tiga itu tadi yaitu antara structurenya, kemudian dictionnya, kemudian unitynya itu tadi. Kalo bentuk-bentuk tulisannya itu nanti saya pikir hal-hal kecil misalnya kurang titik, kurang koma, itu sebenarnya penting ya, tapi kan untuk lebih pentingnya itunya dulu ditampakkan dulu. Kalo kurang titik kurang koma itu kadang saya beri kelonggaran. Paling nanti saya beri tambahan, saya titik saya koma, gitu ya itu. Tapi kalo sudah tiga itu tersalur didalamnya itu merupakan suatu apa ya poin bagi saya. Ah anak ini sudah bagus gitu”. [Structure, diction, and unity are more important so they should be involved first. If their sentences do not have full stop or comma, I give them dispensation. If those three indicators have been included, it is a point for me that my students can produce their writing]. (TA/ I.01)

Meanwhile, Harmer (2004: 49) states that many people judge the quality of what is written not just on the content, the language, and the writer’s handwriting but also on their use of punctuation. If capital letters, commas, full stops, sentence and paragraph boundaries, etc. are not used correctly, this cannot only make a negative impression but can of course, also make a text difficult to understand.

It shows that using punctuation correctly is important skill. Therefore, teachers’ belief that the mistake on mechanics does not urgently need to get attention is on contrary with the theory. Moreover, in lesson plan, IPA teacher does not attach her scoring rubric to assess writing work, while IPS teacher attaches scoring rubric that consists of content, organization, and structure. It indicates that teacher’s beliefs do not always reflect in their teaching practice. Their belief about lesson plan that is as guide or basis for practicing what should be taught does not directly

to user lead them to write it completely. commit The format of lesson plan that is written by the



teacher has followed the curriculum. Yet, the teachers do not completely attach what they will apply in writing assessment.

In doing error correction, both teachers believe that it makes students comprehend their mistake and understand how to write correctly. The way the teachers do error correction is by underlining or circling the wrong words. They do error correction outside the class because the time does not enough if it is done in the classroom. Besides circling or underlining the wrong words, IPA teacher calls the students one by one in front of the class to inform their mistake. Meanwhile, IPS teacher also informs it to the students about their mistake in writing but she did not do it routinely. What they do in error correction is justified by the students. The students reveal in interview that the teachers circle or underline mistake of their writing works. It can be seen in excerpt of student’s interview answer. “Kalau dikelas ya dikelas e.. e.. ini dikerjakan sekarang harus selesai hari ini nah ibu guru paling itu ngoreksi, kalau ada yang salah anaknya nanti dipanggil. Umpamanya Tiara majukan kamu ini salah ini salah yang bener ini yang bener ini nah gitu”. [If in the class, em..in the class, the teacher said it should be done and finished today. The teacher checks our works. If there is mistake in our writing, the teacher will call us. For example, Tiara, this is your mistake, it is right and it is wrong]. (SA/ I.03) “Kita suruh umpamanya cerita ya mbak la kita kan suruh nulis itu ya, terus habis itu dikoreksi bu guru. Ini ada yang salah kurang apa, seharusnya gini terus mbetulin ini-ininya. Digarisbawahi kadang dilingkari”. [We are usually instructed to write story. Then the teacher checks our works. She shows us that it is wrong. It should be like this. She underlines or circles the wrong words or grammar]. (SA/ I.03) “Biasanya itu dibuletin. Kita tanya terus ini salah terus dibuletin terus dibenerin pake spidol merah gitu bolpen merah ini yang bener caranya begini”. [The teacher usually circles our works. We ask to the teacher why is it wrong? The teacher corrects our mistake by circling commit it with red pen and informs us to theuser way to write it correctly]. (SS/ I.03)



Related to teaching profession, the teachers agree that teacher should have good competence and skill, master the material, have good education, and be able to lead the students to learn. Their beliefs are in line with Richards (2006: 3). He proposes that communicative competence includes the following aspects of language knowledge i.e. 1) knowing how to use language for a range of different purposes and functions; 2) knowing how to vary our use of language according to the setting and the participants (e.g., knowing when to use formal and informal speech or when to use language appropriately for written as opposed to spoken communication); 3) knowing how to produce and understand different types of texts (e.g., narratives, reports, interviews, conversations); 4) knowing how to maintain communication despite having limitations in one’s language knowledge (e.g., through using different kinds of communication strategies).

The teachers also have same view that teacher has intellectual and moral responsibilities. They detail moral responsibility in the way of dressing and speaking, building students’ motivation and characteristic, while intellectual responsibility applies in transferring knowledge and giving motivation to the students to learn.

Their beliefs about moral and intellectual responsibility are in line with BCTF and CUPE joint paper (2009: 6-9). In this paper, there are some teachers’ responsibilities that include moral and intellectual responsibilities. Teachers’ responsibilities are designing instructional program, planning learning activities, identifying the appropriate instructional learning resources, reviewing and commit to user



reinforces learning activities for concept and skill development, developing school-based learning goals for individuals and groups, instructing, supervising, and facilitating student learning, defining the use of specific techniques, strategies, and appropriate language, as required in individual situations, ensuring assessment and learner profiles are current, reporting to parents (a) informal, ongoing, and (b) formal, written report, and sharing relevant student related information on behaviour, social, emotional, and physical health subject to privacy regulations. Additionally, Lumpkin (2008: 49) states that a teacher with character demonstrates that integrity is prized possession. Teachers with character serve as role models for telling the truth, respecting others, accepting, and fulfilling responsibilities, playing fair, earning and returning trust, and living a moral life. They should model the importance of engaging in a lifelong quest to do the harder right, rather than the easier wrong. Teacher with character teach their students that individuals make morally principled decisions through the moral reasoning process. They can help their students know what their values are, believe in these values as an integral part of who they are, and live in alignment with these values. Teachers can play an essential role in helping students learn and apply a moral-reasoning process. Lesson learned inside the classroom and through teacherstudent interactions outside of the classroom should be based on virtues. Integrity, honesty, trust, fairness, respect, and responsibility should characterize teachers in their relationship with students. Based on the theory above, it shows that teacher is role model for students in building students’ moral. Thus, what teachers believe that they have moral responsibility is also in line with this theory.

2. Factors Affecting Beliefs and Practices There are ten factors which affect teachers’ beliefs in teaching writing that consist of teaching experience, learning experience, students, class time, teaching test and commit to user



teaching

subject,

classroom

management,

student’s

family,

colleagues,

motivation, and teaching media. These factors are in line with the factors that have been revealed by Borg. Borg (2003: 94) comments that factors such as parents, principals’ requirements, the school, society, curriculum mandates, classroom and school lay-out, school policies, colleagues, standardized tests and the availability of resources may hinder language teachers’ ability to carry out instructional practices reflecting their beliefs. From the factors that are revealed by Borg, the results of influencing factors that are found in this research that are in line to Borg’s are students’ family, colleagues, and classroom management. In this study, students’ family becomes affecting factor because the teacher reveals that how students’ family monitors their children at home will affect what teacher will do in the classroom. The teacher explains that the students who do not get caring and attention about their homework affects teaching learning process. Meanwhile, the teacher has prepared what she will do in the classroom. If there is student who does not do their homework, the teacher cannot apply well her planning in the classroom. It is in accordance with Grolnick, Friendly, and Bellas (2009) in Usher (2012: 1) that even if parents are unable to assist their children with a specific subject area or skill, they can still play a vital role by encouraging students’ feelings of competence and control and positive attitudes towards academics. This review found that families can have a strong influence on a variety of school outcomes, including the development and maintenance of commit to user



positive motivation. However, this factor only influence IPA teacher, while IPS teacher does not express this factor as affecting factor.

IPA teacher summarizes that students’ colleagues are also factor affecting beliefs and practices. It cannot be denied that children are still affected by their environment. The teacher claims that colleagues may give positive and negative impact depended on their characteristics. Usher (2012: 3) explains that social support from peers was more complicated. While students were more likely to participate in extracurricular activities, see value in learning, and identify with school when they had peer support, results for compliance were mixed and depended on the type of peer support and the values espoused by a student’s chosen friend group.

Larrivee (2005) in Allen (2010: 2) notes that classroom management is a critical ingredient in the three-way mix of effective teaching strategies, which includes meaningful content, powerful teaching strategies, and an organizational structure to support productive learning. The teachers reveal that classroom management is one of factors affecting their beliefs and practices. It happens when they will determine what teaching strategies they will do in every skill, they have to consider the time that is mapped for every skill. Thus, they can adapt their teaching planning effectively. Meanwhile, both teachers have same difficulty dealing with the time for writing lesson. They say that time allocation for writing lesson that has been mapped is not enough to cover writing lesson in the

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classroom. Therefore, they have to manage teaching learning effectively so that they can cover it.

Moreover, Melketo (2012) in his research says that beliefs are influenced mainly by contextual factors such as class time, students’ expectations, teaching the test rather than teaching the subject and focusing on classroom management concerns. Related to the contextual factors that are found by Melketo, class time, teaching the test, and teaching the subject factors are in line with his findings. Class time concerns with the provided time that is used for teaching learning process. The teachers clarify that class time for writing lesson does not enough. As result, the teachers should create their planning in teaching writing such as assigning writing works in pairs. They have beliefs that students need concentration in writing their idea. Yet, the limited time makes them cannot concentrate well. It also makes the teachers cannot correct students’ writing works directly. Both teachers feel same difficulty about class time for writing. In one side, writing needs much time, in another side the provided time is not appropriate with goal of teaching writing.

Teaching the test and teaching the subject also become affecting factors of teachers’ beliefs and practices in teaching writing. The teachers hold beliefs that teaching writing means teaching the students to be able to write well and to pass final examination. Therefore, the teachers create the teaching learning in writing based on these two goals. There is no different between IPA and IPS teachers in positioning the goal of their teaching. They position the goals of teaching writing related to curriculum orientation. By following the goals, the teachers teach the commit to user



students in line with curriculum border that ends in final exam. Yet, they also teach writing to make students able to write well in the future.

Furthermore, Borg and Phipps (2009: 381) conclude that the dichotomy of beliefs and practices may stem from teachers’ professional course work and prior experiences inside and outside school with teaching, learning experiences, students, or their activities. This study also found that teaching experience, learning experience, and students are factors influencing teachers’ beliefs and practices.

Teaching experience and learning experience factors that are explained by the teachers in this study relate to the length of their teaching experience, their education, and their participation in many seminars or discussions. The teachers say that the long they have learning experience, the more they have many ideas and methods in teaching. They also know about students’ characteristics through their teaching experience. It can be concluded that teaching and learning experiences shape teacher’s beliefs and practice particularly in handling many difficulties that happen in the classroom. This is in line with Tsui (2003) in Khanalizadeh and Allami (2012: 341) that says teachers’ beliefs may be changed or modified as teachers gain experience or as they encounter critical incidents that challenge them. They may also be very resistant to change. In this case, both teachers have ever followed seminar and discussion. Yet, their teaching experience is different. Seeing from the length of teaching experience, IPS teacher have longer teaching experience than IPA teacher. But, IPA teacher seems better commit to user



in understanding students’ characteristics. IPA students look more enjoyable the writing class than IPS students. It might be caused by the old of the teacher. IPA teacher is younger than IPS teacher. Thus, the closeness to the students is different between IPA and IPS teacher. Additionally, the difference of students’ learning motivation might cause the difference of teachers’ treatment in teaching learning. IPS teacher always motivates the students in writing process. She also promises the students with reward. It shows that IPS students need to be encouraged in producing writing work because they are lack of motivation in learning English. Teaching media is one of factors affecting teacher’s beliefs and practices in teaching writing that is stated by IPS teacher. The teacher clarifies that her beliefs about teaching writing cannot be implemented well because there is limited teaching media at the school. She reveals that she has many ideas to make teaching learning more interesting, but it is restricted by the facilities in the school. Thus, teaching media becomes affecting factor for her in presenting her ideas in her teaching. In same side, Zhao et al. (2002) in Ertmer (2003: 23) suggest an innovation is less likely to be adopted if it deviates too greatly from the prevailing values, pedagogical beliefs, and practices of the teachers and administrators in the school. It shows that teacher may use her teaching innovation to provide students resources for learning. Students and motivation are also factors affecting teachers’ beliefs and practices in this study. In student factor, IPS teacher focuses the effect on number of students in the classroom that makes her beliefs about teaching writing cannot be commit to user



applied well in teaching practice, such as correcting students’ work. In this case, she cannot correct all her students’ works because the number of students is big. Meanwhile, IPA teacher comments that students’ motivation factor cannot be separated to student factor. She says that the difference of students’ motivation in writing make her need to assist the students in teaching learning. Therefore, IPA teacher does not state motivation as separated factor to student.

In other side, IPS teacher reveals that motivation is separated part of student factor. The point of her views about motivation is not different from IPA teacher. She said that high skill students will have high motivation in learning English, while low skill students will have low motivation. Additionally, Hammann (2005: 17) finds that student with high levels of writing enjoyment also reported high levels of cognitive involvement. In fact, IPS students seem not enjoy writing class. It is caused by the lack ability of students’ writing skill that makes them have low motivation. Thus, their motivation affects teacher’s planning in teaching writing. As result, in teaching practice IPS teacher always motivates the students to write. In line with teacher’s action, Bruning & Horn (2000) in Hamman (2005: 17) reinforce that teachers are responsible for creating motivational conditions for writing in a classroom. It can be concluded that IPS teacher tries to follow the teory proposed by Bruning and Horn.

In addition, another aspect which also relates to teachers’ beliefs and practices in teaching writing is students. In this research, the researcher also interviews the students about what their opinion about writing lesson, and how teacher teaches commit to user



writing. In accoerdance with the interview result, it can be concluded that the students see writing as important subject, because it becomes device for them to express what they feel by producing writing work. Meanwhile, about the way the teachers teach writing, they have different opinion. IPA students feel that they enjoy the way the teacher teaches them, while IPS students feel that they are difficult to understand what the teacher explain to them. The difference of students’ opinion is affected by how they see English lesson. IPS students feel that English is difficult, thus when the teacher explains it, they find many difficulties to understand it. Therefore, the teacher also reveals that she has to guide the students and appreciate whatever they can produce in their writing. It can also be seen in observation. The teacher gives freedom to the students whether they will produce their own writing or adapt from the story they have ever heard. As the result, many students took story from internet, yet there are some students that produce their own writing. Whereas, the teacher has informed them not to take story from internet, but from those writing works that have been collected, almost all writing works paste from internet. It indicates that students’ ability in producing writing work is low. Their motivation also affects their want to produce it by themselves. 3. The Implementation of Teachers’ Beliefs in Teaching Writing In accordance to teachers’ beliefs in teaching writing, there are some beliefs that are implemented by the teachers, but some beliefs are not implemented by them. Related to education and teaching, the teachers believe that teacher should master

commit to user the material, know students’ characteristics, create communicative and interesting



teaching, and have responsibility in enlightening students’ knowledge. The teachers say that in English language teaching the teacher should have close relationship with the students because they are friendship. These beliefs are implemented by the teacher in teaching learning. The teachers are able to explain to the students about the material being taught. They also try to have close relationship to the students. It can be seen when the teachers instruct the students to produce written work, they ask to the teacher directly about things they do not understand. They do not worry to ask teachers’ help in producing their work.

In addition, both teachers believe that writing is written language that is used for communication to other people based on the reason of the composers in producing written work. This belief applies in teaching practice when the teacher instructs the students to choose their own topic in producing written work. The teachers still lead the students to write following genre being learnt although the students are free to choose their own topic. It means that the teachers direct the students to produce text in line with aim of genre, but they are free to express their goal of producing their work in order to communicate with the readers.

Meanwhile, the teachers have different point of view in positioning the goal of producing writing work. IPA teacher has view that producing writing work might bring students become composers in the future, while IPS teacher positions goal of writing to communicate in written form. This belief does not apply well in teachers’ teaching practice. If the teachers want the students to be a composer and to communicate in written form, the teacher should inform the instruction clearly, commit to user



so students know to whom they write and goal of producing their work. However, the teachers do not do it in teaching practice. In teaching practice, the teachers do not write the instruction on the white board. They only instruct it directly. In warning the time for writing, the teachers also said it directly. Whereas, when the students are under pressure, they cannot concentrate on their works well. What they do in teaching practice is contrasted to belief they hold about writing. They believe that in writing students need many time, thus they need to concentrate. What they do in teaching practice might be caused by the existence of researcher in the classroom that observed teachers’ teaching practice. It cannot be denied that the existence of other people make the teacher did not teach naturally. It is also proved from the interview result to the students. The student reveals that the teacher acts unusual the way she usually teaches. ” E sebenernya enak bisa diterima tapi hehe kayaknya gimana ya. Pas waktu mengarang itu kemaren ga sreg banget gitu bu. Kita kan udah ga sreg sama bahasa Inggrisnya terus bu gurunya itu muter terus muter tempat kita terus itu lho. Jadi kayak ga sreg ga enak terus konsentrasi kita juga males gitu. Ya ga nyaman, terus biasanya kan ga seperti itu gitu lho. Biasanya ya duduk cerita di depan ga seperti ya jarang terus kemaren ko seperti itu gitu lho”. [Em…actually the way the teacher teaches is easy to understand, but em…how to say it? hehehehe…when the writing class, I feel uncomfortable with what she did. We feel uncomfortable to learn English and at the same time, the teacher walks around us, so it make us cannot concentrate well. It makes us lazy to write, because the teacher is not usual in doing it. She usually sits in front of the class and tells story. But yesterday she is different]. (SS/ I.03) Meanwhile, Lindemann in Clark et. al. (2003: 207) reveals that although there will always be variables in the directions for an assignment, the writer must have explicit information about some of them: (a) the purpose of the writing, (b) the

to user audience, (c) the role the writercommit is to take in relation to the subject and the



audience, (d) the form the writing should take, and (e) criteria for success. Moreover, Ryder, Vander Lei, and Roen (1999) in Clark et. al. (2003: 207) claim that it is especially important that students know from the beginning who they are writing for. “Because writing is an interactive process, an audience has an impact on all parts of a text-the way a topic is developed, the organization, the diction, the tone, and so on”.

Dealing with curricula, the teachers have same mindset that curriculum is basic standard to do teaching learning that covers all programs, syllabus is roadmap containing material description to be taught, and lesson plan is guide or basis for practicing what should be taught. Teachers’ beliefs about curriculum, syllabus, and lesson plan are implemented by the teachers. The teachers teach the materials that have been covered in curriculum. Thus, they use it as basis for teaching the students in each semester. The more specific description about materials that are taught by the teacher is in syllabus. In syllabus, the teachers describe standard competence and basic competence into indicators. From the indicators, the teachers develop them into more practical process in lesson plan. Therefore, it can be concluded that the teachers apply their beliefs.

Furthermore, both teachers believe that familiar topics in daily life will ease students to learn and create imagination. In teachers’ teaching practice, IPA teacher gives example about topic around the students, such as the separation between boys and girls in the classroom. In line with the topic, some classes in this school separate boys and girls in different classroom. Likewise, IPS teacher commit to user



brainstorms the students with text about generosity. In fact, the students have infaq box in their classroom that is used to help other people. From chosen topic, it means that the teachers apply their beliefs in teaching practice.

Related to material selection, the teachers use main book and supplementary book in teaching writing, but they use different main and supplementary books. The teachers use supplementary book to increase their knowledge about writing. The supplementary book is usually in form of teachers’ book. In teaching practice, IPA teacher did not use the book as the media, while IPS teacher builds students’ understanding by using LKS. It indicates that students’ characteristics in IPA and IPS classes are different. Thus, the teachers also apply different ways in building students’ knowledge. It is strengthened by teachers’ statement in interview. The teacher says that the characteristic of the students is different. IPA teacher comments that her students have good ability in understanding what teacher explains. She states that it will be different in handling IPA and IPS students. In addition, IPS teacher also says that IPS students have less ability than boarding students. It can be seen in their interview answer. “Jadi kalo teknik itu sebenarnya sama, cuma kita membaca, anak ini pengetahuannya seberapa gitu. Mungkin saya menghandle anak ips, bukan ips itu yang rendahan gitu ya, tapi kan bisa membaca, o anak eksak itu begini, diperelakukan seperti ini, anak ips diperlakukan seperti ini. Itu ga bisa disamakan, ga bisa. Anak ipa kan sudah dikasih gambaran langsung jalan sendiri. Tapi kalo anak ips kan harus dituntun satu per satu. Itulah modelnya saja yang dibedakan. Kalo teknik tetap sama”. [So, basically, technique is same between IPA and IPS students. But we have to classify how far students’ knowledge is. Thus, I treat differently in handling IPS students and IPA students. I don’t underestimate IPS students, but we can know that students in IPA and IPS have different characteristics, so they commit to user cannot be equalized. IPA students are able to write although teacher



only give example. But IPS students need to be guided one by one. Thus, it is only different treatment but the technique for IPA and IPS is same]. (TA/ I.01) ““Sudah itu basisnya lebih bagus yang anak boarding atau pondok”. [Students basic knowledge between boarding and regular class is different. Boarding class is better than regular class]. (TS/ I.01)

About teaching approach, IPA teacher says that she use contextual teaching approach in her teaching because she triggers the students by familiar topics near them. Meanwhile, IPS teacher says that she uses communicative approach that is embodied by doing peer-correction to the students. Their belief about teaching approach is not implemented in teaching practice. The teachers tend to use genre based approach rather than the approach they hold. It cannot be denied that text based syllabus directs them to teach following generic structure of genre being taught.

In teaching practice, IPA teacher shows that she applies peer-correction as her teaching technique. She does not use it all the time in her teaching. It is applied in the last when the students have produced text. From her teaching practice, it also indicates that she teaches by using genre based approach although she does not reveal it as her teaching approach. It is grounded on her teaching steps that involve steps of genre based approach. It is depicted when she starts her teaching by recalling students knowledge about the text will be learnt (building knowledge of field), explaining the generic structure and language features of the text (modeling of text), asking the students to write arguments of the text they have been learnt in the previous meeting (joint construction of text), and instructing commit to user



students to develop their arguments into text (independent construction of text). Hence, it can be concluded that the teacher applied four stages of genre based approach in her teaching.

Likewise, IPS teacher also does not say that she uses genre based as her teaching approach. Yet, in her lesson plan what she writes in her teaching technique are included in genre based approach. Meanwhile in teaching practice, it can be inferred that she also applies genre based approach. It can be seen when she practices her teaching writing, she starts it by asking the students to read and to find difficult vocabulary of narrative text in their LKS. In this stage, teacher and students comprehend the difficult vocabulary and function of the words by translating the text into bahasa Indonesia (building knowledge of field). She continues it by asking the students to identify the generic structure of the text (modeling of text). Then, she instructs them to write or to adapt the text from the story they have ever heard (joint construction of text). In this stage, teacher gives example of title and draft on the white board. In the last, students produce writing work of narrative text (independent construction of text).

Concerning about writing assessment, both teachers focus in structure, diction, and coherence, but IPS teacher adds topic and contain as the indicators to be evaluated. Meanwhile, in teaching practice, the teachers do not apply the indicators in assessing students’ work. It can be seen in their lesson plan, IPA teacher does not make scoring rubric, while IPS teacher makes scoring rubric that consists of content, generic structure, and grammar. Both teachers do not write commit to user



specifically into the details of writing indicator they use. It might be caused that teachers have known about indicators they use so they do not specify it in students’ work. Teachers also states that since what students write is make sense, grammatically correct, and having good diction, it can be said that the students have produced good writing.

Furthermore, in teaching and assessing writing, White in Clark et. al. (2003: 207) has provided a list of questions that guide teachers as they make assignments. They are: 1) What do I want the writer to do? Is it worth doing? Why? Is it interesting and appropriate? What will it teach-specifically? What will the assignment tell me?; 2) How do I want the writer to collaborate or work alone? do the assignment? Will the writers collaborate or work alone?; 3) Does the assignment give enough information about required length and the use of sources?; 4) For whom are the writers writing? Who is the audience? What do they know about the topic? What are their predispositions toward it? Is the teacher the only audience or part of the audience?; 5) How much time do the writers need for the assignment? How much class time is needed for the process? How much time outside of class is necessary?

Therefore, from the theory above, it is a need for teachers to specify the instruction, indicators, and time in making writing assessment.

In accordance to beliefs in teaching profession, the teachers agree that teacher should have good competence and skill, master the material, have good education,

user beliefs are implemented by the and be able to lead the students commit to learn.toThese



teachers. Both teachers have been graduated from magister degree. They also master the material that can be seen in their explanation in the classroom. They are able to present the material well that start from branstorming and explaining genre being learnt. They also do their role as facilitator for students in producing written work.

Moreoever, both teachers have intellectual and moral responsibilities. Intellectual responsibility details in the way they convey teaching materials. The way they convey the material in the classroom is quite good. They explain sequentially from the goal of genre, its generic structure, and language features of genre. Dealing with moral responsibility, it is depicted in the way they dress, the way they speak to the students. The way they dress reflects that they are good Moslem woman. They wear blouse, skirt, and veil. It becomes role model for students in wearing their uniform. The teachers are not reluctant to admonish the students who roll her uniform into her arm by using the language between teacher and student. All they do in the classroom show that they try to place themselves to be role model for students. From teachers’ beliefs that cannot be applied well in teaching practice, it can be concluded that there is inconsistency between teachers’ beliefs and their teaching practices in teaching writing. It is in line with what has been reviewed by Phipps and Borg (2009: 381) in their work. One of their conclusions is teacher’ beliefs about teaching and learning are at the same time, not always reflected in what teachers do in the classroom. It means that belief does not always guide what commit to user



teachers do in their teaching practice. Moreover, Phipps and Borg (2009: 381) also propose that approach to studying the relationship of beliefs and practices reflect some assertions. One of them is contextual factors, such as a prescribed curriculum, time constraints, and high-stakes examinations, mediate the extent to which teachers can act in accordance with their beliefs. It indicates that curriculum is potential to affect teachers’ beliefs. Furthermore, inconsistency of teachers’ beliefs and teaching practice also found in other research. Thompson (1984) cited in Aguirre and Speer (2000: 329) described a teacher named Lynn who professed to believe that mathematics instruction should encourage students to ask questions and participate actively in class discussions. However, Thompson observed that Lynn's practice primarily consisted of lectures followed by routinized seatwork. These practices, which severely restricted student participation, interaction and the opportunity to ask questions, were inconsistent with Lynn's professed beliefs.

C. Research Weaknesses There are two main issues which become the main weaknesses of this research. They are time management and sample size. Time management related to school scheduling program and teacher’s available time. There were major delays that were caused by the availability of teacher’s time to do interview and observation. It is also added by unpredicatable ineffective time to conduct research dealing with school agenda such as national examination and holidays. Personal difficulties of the researcher are also contributed to this matter. commit to user



Regarding to sample size, it will be richer and deeper if it involves more participants or informants. Nevertheless, the researcher believes that as far as the propositions concluded in this research supported the result of the data and it has answered research questions, it is already sufficient enough.

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CHAPTER IV RESEARCH FINDINGS AND DISCUSSION. chapter I: (1) teachers beliefs in teaching writing, (2) the factors that influence

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