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ABSTRACT

Hamza Salem Mohamed. S89130249. 2015. Teachers’ Perception and Their 

Emplementation of Learner Centered Approach in Teaching English. Thesis. 

English Education Department. Graduate School. Sebelas Maret University of 

Surakarta. First Advisor: Dr. Ngadiso, M.Pd.; Second Advisor: Dra. Dewi 

Rochsantiningsih, M.Ed., Ph.D.

The objectives of this study are: (1) to describe the teachers’ belief about language 

learning of learner-centered approach in Junior high school in teaching English, 

(2) to analyze the implementation of learner-centered approach employed by 

junior school teacher in teaching English. 

The research method is qualitative research in which the design is case study. The 

place of study is Junior High School Al Irsyad Surakarta in the academic year of

2014. The techniques of collecting data are observation, interview, questionnaire,

and documentation. The technique of data validity is triangulation method and the 

data analysis technique uses data reduction, data display, and data conclusion.

The analysis on the data shows: (1) Teachers are especially experienced, have 

enough knowledge and skill to apply student centered approach to help students to 

improve their learning. Teachers’ beliefs about student centered approach have 

influenced by their experience as EFL learners. Therefore, teachers’ beliefs highly 

play an important part in improving their effectiveness as the primary mediators 

between the subject and the learners, highly influence by using different 

techniques of authentic assessment, (2) the implementation of student centered 

learning is focused on students activity through observing, delivering questions, 

associating through discussion and communicating. Observing and delivering 

questions are to acquire the information or the skill through presentation and 

brainstorming. Practicing and discussion focus on the students’ Activity for 

interaction, working together in discussion, sharing ideas and various activities in 

centered learning activity, in which they increase learning motivation and grou

p 

discussion. Communicating focuses on delivering their result of discussion.

The implication of this study is that teachers’ beliefs about student centered 

learning as well as their roles in the learning activity influence their belief toward 

learning outcomes and what should the students do in learning activity, and the 

assessesment process. In English language learning, teachers’ belief plays an 

important role in affecting their effectiveness in teaching as the primary mediators 

between the subject and the learners.

Key words: Students-Centered approah, Teachers’ perception