TEACHERS' PERCEPTIONS AND BELIEFS TOWARD TEACHING NARRATIVE WRITING

LAFINA SYIFAUL 'ULA, 12510174023 (2020) TEACHERS' PERCEPTIONS AND BELIEFS TOWARD TEACHING NARRATIVE WRITING. [ Thesis ]

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Abstract

‘Ula, Lafina Syifaul. Registered student 12510174023. 2020. “Teachers’ Perceptions and Beliefs toward Teaching Narrative Writing”. Magister degree (S-2) Thesis English education program. State Islamic Institute (IAIN) of Tulungagung. Advisor(s): Dr. Erna Iftanti, M.Pd. and Dr. Ida Isnawati, M.Pd. Keyword(s): Teachers’ perceptions, Teachers’ Beliefs, Teaching Narrative Writing Teachers’ perceptions and beliefs in teaching narrative writing can assist the learners in improving their writing skills and also facilitate language learning. They can affect the way teachers give guidance, instructions, and feedback on the students’ narrative writing. As unconsciously the teachers implement their beliefs and perception in their practices, the way they implement it under their perceptions and beliefs standard are interesting to know. This study aims to know the teachers’ perceptions and beliefs in teaching narrative writing and their specific way of implementing their beliefs and perceptions in the teaching narrative writing practice. It is important to know that different beliefs and perceptions will result in different outputs. To collect the data, the researcher used qualitative research. The researcher will be the key instrument in researching since it is qualitative. The subjects in this research are teachers who teach narrative writing and have been teaching for more than seven years, hence called experienced teachers. The technique of data collection method used is an in-depth interview and documentation. To gain triangulation, the researcher also does an in-depth interview with the students and principal working in the teachers’ school. The data in this research is utterances spoken by the teachers regarding their perceptions and beliefs in teaching narrative writing and how they implement it. The data analysis in this research noticed and identified teachers’ perceptions and beliefs uttered in their interviews. The result of the data analysis shows that the teachers view narrative as a text that serves amusement and entertainment to the reader and it needs grammar mastery and vocabulary mastery to do. believe that narrative writing is learned and requires practice. It needs continuous regular practice to master. It also needs the students to think critically. It is better to teach narrative writing alongside grammar and vocabulary mastery since they will enhance students’ understanding of narrative writing itself. Teachers prefer to use guided writing rather than any other kind of approach in teaching narrative writing. This is because they believe that guidance is a must in the process of teaching narrative writing to students. Allowing the students to make mistakes is also one essential part when the teachers are giving feedback on the student’s writing. Later, the feedback will be given in the form of written feedback between lines on students’ papers. However, balancing out the praise and criticism given and lastly directly giving the feedback to the students rather than summarizing it at the end of students’ paper. In conclusion, teachers tried to make their teaching narrative writing practice based on what are their perceptions and beliefs. When they have a specific perception of one thing, they will analyze and think about how to make their beliefs in the teaching process. They believe that what they choose is the best way to teach the students for it is based on their perceptions and analysis. Perceptions and beliefs can make teaching narrative writing not as hard for teachers. When they understand something and believe in it, they tend to use it consciously or unconsciously; there will be no hard feelings about teaching something that is in line with their beliefs. Perceptions and beliefs in teaching narrative writing will affect teachers’ choice in the materials, approach, strategies, and kind of feedback used in the classroom. In this research, based on the teachers’ perceptions and beliefs, the students feel happy and improve their understanding of narrative writing.

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