ABSTRACT

Lately, there has been a greater focus on oral competence. Therefore, Communicative Approach has been adopted by the ministry of education in Libya as a method upon which the curriculum of secondary stage has been based. It is an attempt to improve students' oral proficiency. The success of any English course depends on several factors; the most important of which is the teaching methodology used by the teacher in the classroom. This study aims at investigating to what extent Libyan secondary school teachers are competent in implementing the principles of the Communicative Approach upon which the syllabus has been based, and whether they are capable of achieving the intended objectives of this approach. Two methods have been used to obtain the data in this study. They were classroom observation and a written questionnaire. Classroom observation was conducted to observe teachers’ performance inside the classroom and the written questionnaire was used to collect data about the teachers’ attitude to the Communicative Approach. The results obtained revealed that the subject’s behaviour does not meet the principles and techniques of the Communicative Approach. The results also showed that Libyan teachers are incompetent in implementing the principles and techniques of this approach. There are several reasons behind this failure. Most of them have not received adequate training programs related to the Communicative Approach. They face many problems which obliges them to resort to the traditional teaching methods.

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