TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES.

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Suciana Wijirahayu , 2015

TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

A Dissertation

Submitted in Partial Fulfillment of the Requirements for

The Degree of Doctor in Education

By :

SUCIANA WIJIRAHAYU

NIM 0808002

ENGLISH EDUCATION PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

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Suciana Wijirahayu , 2015

TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

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Suciana Wijirahayu , 2015

TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

Approval Page

This dissertation entitled “Teachers’ Beliefs about EFL Learning Strategies and Classroom Practices” has been approved by the supervisors.

Bandung, 26 November 2015

Approved by:

Prof. H Fuad Abdul Hamied, M.A. Ph.D. Main supervisor (Promotor)

Dr.Wachyu Sundayana, M.A. Co-supervisor (Co-promotor)

Pupung Purnawarman, MSc. Ed, Ph.D Head of Study Program

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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

also declare that it has not previously or concurrently submitted for any other degree at UPI or other Institutions.

Bandung, 26 November 2015

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Suciana Wijirahayu , 2015

TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

By Suciana Wijirahayu

Abstract

The purpose of this multiple case study was to examine whether teachers’ beliefs about EFL Learning Strategies were reflected in their actual classroom practices. There were seven teachers who participated in this research. One of the data gathering instruments in this case study was a questionnaire that inquires the participants beliefs about EFL Learning Strategies (BALLI and SILL) to the classroom practices and how these beliefs influence their classroom practices in Primary, Junior High as well as Senior High education. In addition to the questionnaire, semi structured interviews with participants were held to examine their beliefs in detail. Finally, in order to see whether participants’ beliefs matched with their actual practices in their classrooms practices, the participants were observed and video-recorded for triangulation for the data. Three sessions classroom observations of the courses as well as video recordings of those courses were also examined by the researcher. O’Malleys language learning strategies scheme was used to classify the transcript of classroom video recordings. The result of the analysis of participants’ responses to the questionnaire, video-recorded classroom observations and interviews were presented qualitatively in the findings section. The results showed that all of the seven teachers beliefs about EFL Learning strategies were uniquely reflected in their classroom practices suitable to their experience in acquiring and applying LLS in learning English. Moreover, the finding shows that teachers beliefs were interrelated and strengthened by the experience of applying LLS in their classroom practices.

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Abstract

Acknowledgement

Table of Contents

List of Tables

List of Diagrams

List of Figures

CHAPTER I: INTRODUCTION

1.1 Background of the Study……….. 1

1.2 Research Questions………... 5

1.3 The Objectives of the study……….. 6

1.4 The Significance of the Study……….…... 6

1.5 Definitions of Key Terms ……….……… 7

CHAPTER II: REVIEW OF THE LITERATURE..……….… 8

2.1 Beliefs about Language Learning …….……….. 8

2.1.1 The Importance of Studying Beliefs about Languag Learning………... 9

2.1.2 Categories of Beliefs about Language Learning……..……….……..……… 10

2.1.2.1 Beliefs about the Nature of English Language Learning……… 11

2.1.2.2 Beliefs about Learning and Communication Strategies ……… 12

2.1.3 Methodology for Assessing Beliefs about Language Learning………. 14

2.2 Teachers’ Beliefs ……….…………..… 15

2.2.1 The distinction between teachers’ beliefs and knowledge ……… 18

2.2.2 Teacher Beliefs and Practice ………..……… 18

2.2.3 Research Review on Teachers’ Beliefs ……… 19

2.3 Language Learning Strategies………... 21

2.3.1 Classification of Language Learning Strategies………..……… 22

2.3.1.1 Memory Strategies ……….…………. 23

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2.3.1.5 Affective Strategies .……… 28

2.3.1.6 Social Strategies ..………..…. 28

2.3.2 Factors Affecting strategy Choice ……….………. 29

2.3.3 Previous studies about language learning strategies ………. 31

2.3.3.1. Duration ………. 31

2.3.3.2. Degree of awareness ……….. 32

2.3.3.3. Affective variables ……….. 35

2.3.3.4. Career Orientation ………..…… 36

2.3.3.5. Beliefs and Language Learning Strategies ……… 37

2.3.3.6. Strategy Training ………..….. 38

2.3.3.7. Beliefs, Language Learning Strategies and Classroom Practices …….. 40

CHAPTER III : METHOD…..………...44

3.1 Research Design ………..……….. 44

3.2 Subjects of the Research ..………..……….45

3.3 The instruments ………48

3.3.1 Questionnaires ……… 48

3.3.2 Initial meeting and the pre-observation interviews ……….50

3.3.3 Classroom observation ………..… 51

3.3.4 The Post-observation conference and interviews ………51

3.3.5 Data analysis procedures ……… 51

CHAPTER IV: RESULTS AND DISCUSSION………..… 55

4.1 Case Study 1: T1 ……….……….. 55

4.1.2 T1’s Beliefs about Language Learning and Language Learning Strategies …… 55

4.1.2 T1’s Classroom Practices and Observation ……….. 61

4.2 Case Study 2: T2 ……….……….. 65

4.2.1 T2’s Beliefs about Language Learning and Language Learning Strategies …… 65

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4.3.2 T3’s Classroom Practices and Observation ……… 80

4.4 Case Study 4: T4 ……… 83

4.4.1 T4’s Beliefs about Language Learning and Language Learning Strategies…… 83

4.4.2 T4’s Classroom Practices and Observation ……….. 89

4.5 Case Study 5: T5 ……… 94

4.5.1 T5’s Beliefs about Language Learning and Language Learning Strategies…… 95

4.5.2 T5’s Classroom Practices and Observation ……… 100

4.6 Case Study 6: T6 ……… 103

4.6.1 T6’s Beliefs about Language Learning and Language Learning Strategies … 104 4.6.2 T6’s Classroom Practices and Observation ………. 108

4.7 Case Study 7: T7 ………. 112

4.7.1 T7’s Beliefs about Language Learning and Language Learning Strategies ….. 113

4.7.2 T7’s Classroom Practices and Observation ………. 116

4.8 Teachers’ Language Learning Strategies Classification in Classroom Practices……… 122

4.8.1 T1’s Learning Strategies in Classroom Practices ……….. 128

4.8.3 T3’s Learning Strategies in Classroom Practices……….……….. 131

4.8.5 T5’s Learning Strategies in Classroom Practices……… 136

4.8.8 Senior High School Teachers Classroom Practices………. 141

4.8.9 Junior High School Teachers Classroom Practices ………. 144

4.8.10 Elementary School Teachers Classroom Practices ……….. 147

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4.9.1 T1’ Beliefs underlying LLS Application in Classroom Practices……… 152

4.9.2 T2’ Beliefs underlying LLS Application in Classroom Practices ……… 155

4.9.5 T5’ Beliefs underlying LLS Application in Classroom Practices………. 165

4.9.6 T6’ Beliefs underlying LLS Application in Classroom Practices ……….. 169

4.9.7 T7’ Beliefs underlying LLS Application Classroom Practices……….. 174

CHAPTER 5 : CONCLUSION AND SUGGESTION………. 178

REFERENCE ……… 184

APPENDIX 1: BELIEFS ABOUT LANGUAGE LEARNING INVENTORY DATA …… 194

APPENDIX 2: STRATEGY INVENTORY FOR LANGUAGE LEARNING DATA ..…… 196

APPENDIX 3: INTERVIEW DATA……… 198

APPENDIX 4: POST CONFERENCE DATA………. 237

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Table 2.1. Learning Strategy Definition and Classification (O’Malley and Chamoot,

1990:19) ………..…… 41

Table 3.1. Background Information about the Participants…………..………....… 47

Table 3.2. Categories of Belief and the Items Representing the Beliefs………..… 50

Table 3.3. Kinds of Strategy and the Items Representing the Strategies………..… 50

Table 4.1. The Application of Metacognitive Strategy in the Classroom……….. 123

Table 4.2. The Application of Cognitive Strategy in the Classroom………. 125

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Figure 2.1. Teacher cognition, schooling, professional education and classroom practice… 17

Figure 3.1. Flowchart ……….... 54

Figure 4.1. BALLI T1……… 56

Figure 4.2. SILL T1……… 58

Figure 4.4. SILL T2………... 68

Figure 4.11. BALLI T6……….. 104

Figure 4.12. SILL T6………. 106

Figure 4.13. BALLI T7……….. 114

Figure 4.14. SILL T7………. 115

Figure 8.1. The Application of Metacognitive, Cognitive, Affective Strategy in T1 Classroom……… 129

Figure 8.2. The Application of Metacognitive, Cognitive, Affective Strategy in T2 Classroom………..….. 131

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Figure 8.7. The Application of Metacognitive, Cognitive, Affective Strategy in

T7 Classroom………...……….. 140

Figure 8.8. The Application of Metacognitive Strategy in SHS Classroom…..………….. 142

Figure 8.9. The Application of Cognitive Strategy in SHS Classroom……….………….. 142

Figure 8.10. The Application of Social or Affective Strategy in SHS Classroom…..……... 143

Figure 8.11. The Application of Metacognitive Strategy in JHS Classrooms………... 145

Figure 8.12. The Application of Cognitive Strategy in JHS Classrooms………... 146

Figure 8.13. The Application of Social or Affective Strategy in JHS Classrooms….……... 146

Figure 8.14. The Application of Metacognitive Strategy in ES Classrooms……..………... 148

Figure 8.15. The Application of Cognitive Strategy in ES Classrooms………….………... 148

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Diagram 2.1. Diagram of Cognitive Strategies (Source: Oxford, 1990: 44)....……….… 25

Diagram 2.2. Diagram of the Compensation Strategies (Source: Oxford, 1990:48)………… 26

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CHAPTER I

INTRODUCTION

1. 1 Background of the Study

The fact that English is a foreign language in Indonesia demands the

teachers as well as the students to have extra efforts to master English. There are

strengths and weaknesses among English teachers in their process of teaching and

learning English in Indonesia. One of the strengths is that they experienced to

have English classroom practices in the Indonesian context so they know exactly

the feeling to be Indonesian EFL learners. They know how to struggle to have

English mastery and how to acquire language learning strategies that could shape

their prior beliefs about language learning. However, it could also become their

weakness as well if they adopt erroneous beliefs about learning EFL since

classroom practices could not at all meet the students‟ need. Therefore, teachers‟

beliefs about language learning and language learning strategies in this case are

considered to be important factors that could influence the success of language

learning.

Belief is „imbued with emotive commitment‟ (Borg 2001: 186) and

serving further as a guide to thought and behavior. It is also part of cognition

(Borg 2003:82). Beliefs are formed early in life as a result of a person‟s education

and experience (Jonson 1994, Mohamed 2006), and strong beliefs about learning

and teaching are well established by the time a student completes schooling. Teacher‟s fundamental commitment to their student‟s learning and that their teaching makes a difference is a basis for their efforts to teach well (Griffith,

Gore & Ladwig 2006). In other words, teachers‟ beliefs about learning and

teaching are well established time to time from their education and experience

and shape fundamental commitment in their efforts to teach well in classroom

practices.

Recent studies about teachers‟ beliefs related to language learning

strategies and classroom practices have been made especially in EFL contexts.

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believed that reading strategies play an important role in reading comprehension

and that it is necessary to teach reading strategies in reading classes. The results

also revealed that there is inconsistency between teachers' beliefs and their self

reported classroom practices. Nguyen (2007:46) found in his study related to teachers‟ beliefs about teaching reading strategies and their classroom practices that classroom practices were based on a logical system of beliefs, yet, teachers‟

beliefs were complicated, therefore, further studies were suggested.

Teachers‟ beliefs about language learning influenced the activities they arranged in their classroom. Kuzborska (2011) reported her study in Lithuanian university context that teacher‟s beliefs were congruent with practices and was reflected in reading instruction, emphasizing vocabulary, reading aloud,

translation, and whole class discussion of texts.

Related to TEFL in Indonesia Hamied (2005) stated, “ As a higher education institution‟s core missions include teaching, research and public service, and as teaching is the essence of the three core missions, all higher education policies and programs in ensuring the nation‟s competitiveness, enhancing autonomy, and ascertaining institutional health should be maintained

and developed to support teaching, bolster all its entailing teaching activity

components, and reinforce all facilities it calls for”. He further explained that

teaching required the teacher to play various different roles exhibited in a single

setting of teaching.

Lukmana (2006) reported that social dynamics between students and

teachers could be revealed by critically looking at texts in form of audio

recording. Verbal reactions from the interaction in the class were analyzed using

a critical discourse analysis theory based on the principles of

systemic-functional-grammar. In his study at that time, it was found that interpersonal relationship

was still very much dominated by the teachers who had the managerial authority

as well as knowledge in class. Nevertheless, Suherdi (2011) strengthened, “ A

radical shift from knowledge-based to skill-oriented teaching is now on stage in

TEFLIN (Teachers of English as a Foreign Language in Indonesia). The teaching

orientation which has been dominated by explanation of linguistic rules is now

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fulfill their need of communication in English.” It is supported by Emilia (2012:

4) in the introduction to the concepts related to the application of the approach.

She provided a guide to teachers by saying , “ Before you teach texts utilizing

SFL GBA, it is better for you to understand some concepts related to SFL GBA

that is also the basic principle of systemic functional linguistic. Some of the basic

principles are text, the context, the characteristic of a good text and

intertextuality.”

In fact, not all pre-service teachers are aware of their beliefs about

language learning and language learning strategies. Therefore, they could not yet

make use of various strategies to improve their English mastery. The relevance between student teachers‟ beliefs about the nature of language learning and Metacognitive strategy in language learning in an Indonesian context was

reported by Wijirahayu (2009). Metacognitive strategies in this case were actions

which go beyond purely cognitive devices, and which provide a way for learners

to coordinate their own learning process. Related to strategies in teaching writing,

based on the issue that the Indonesian high school students‟ writing ability was

still low, a study was conducted by Sudaryat (2010). The implementation of

Text-Based Modeling Strategy (TBMS) was offered. The finding shows that the

procedure composed and applied in the TBMS, that has never been done before,

contributes positively to the increasing of writing competence.

Lengkanawati (2004) found that cognitive strategies were used more

frequently by Indonesian as a foreign language (IFL) students in Australia than

by EFL learners in Indonesia. Based on the observation, the academic atmosphere

in the EFL classroom in in Indonesia was not as active and stimulating as in the

IFL classroom. She also reported that the intensity of the use of compensation

strategies with IFL students in Australia was higher than that by EFL learners in

Indonesia.

She further explained,“If we take a look at the indicators in the compensation strategies, these strategies are used to overcome students' limitation

in knowledge in the target language. Again, this has something to do with the

educational habit common within Australian families. This kind of behavior will

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taking principle in learning a language is very important.” It was related to Oxford (1990) statement that not only beginners and advanced learners who

employed guessing, even native speakers used guessing when they have not

heard anything well enough, when they do not know a new word, or when the

meaning is hidden between lines. Less proficient language learners need these

compensation strategies even more, because they run into knowledge roadblocks

more often than do individuals who are skilled in the language.

Indeed, Wenden and Rubin (1987:104) supplied preliminary evidence that

learner beliefs about language-learning could influence their language-learning

strategies. In interviews with language learners, they found numerous instances

where learners were not only able to enumerate their beliefs about

language-learning, but even more importantly, they described learning strategies consistent

with these beliefs.

Some other researches proved that there is a relation between beliefs and

language learning strategies. A significant correlation between student teachers‟

beliefs about the nature of language learning and social strategies in language

learning has been reported from a research conducted by Wijirahayu (2009) in

one class of graduate program of English Education in one of private university

in Jakarta. Learning a language involves other people, and appropriate social

strategies are very important in this process. Three sets of social strategies, each

set comprising two specific strategies are included here: Asking Questions,

Cooperating with Other, and Empathizing with Others (Oxford, 1990:145).

Similar finding was reported by Suwaranak (2012) that a significant correlation

between students‟ beliefs about English language learning and their use of

learning strategies indicate that the beliefs to some extent related to strategy use.

Ganjabi (2011) studied the effective foreign language teaching: a matter of Iranian students‟ and teachers‟ beliefs and the recommendation from the findings is that teachers should include discussion about the nature of language

learning as a regular part of their instruction to confront students‟ erroneous

beliefs with new information. A similar case about LLS used by Iranian

Postgraduate Students, Kafipour, Noordin and Pazeshkian (2011) reported the

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their learning process. Wijirahayu (2013) studied pre-service teachers‟ beliefs in

utilizing film and role-play in EFL classroom practices and found that the

selected film related to the chosen theme by the pre-service teachers combined

with collaborative learning and performed in scenes role-play increased the their

beliefs about language learning and LLS.

Ariogul (2007:177) in his study about teachers‟ practical knowledge concluded, “Teachers‟ active, ongoing, and negotiation-based knowledge has been partly developed and shaped by their prior language learning experiences.

When the teachers experienced a discrepancy within the context of teaching or

when they struggled to understand their learners, their identities as former

language learners helped them in the process of their decision making and

instruction.” The study revealed that teachers‟ beliefs were complicated as it was

concluded by Nguyen (2007), therefore, further study about teachers‟ beliefs

about LLSS and their classroom practices was essential to be conducted.

Teachers‟ beliefs about language learning and language learning strategies play important role in the success of EFL learning and teaching. Prior

knowledge and experiences about applying language learning strategies influence the teachers‟ beliefs about language learning strategies and how they apply the strategies in their classroom practices. In other words, teachers‟ beliefs

about language learning strategies in EFL context have influence on how they

employ the strategies in language learning and in turn the beliefs influence how

they guide their students to use language learning strategies in their teaching

practices.

1.2 Research Questions

Based on the assumption that teachers have already had certain beliefs

about language-learning strategies and employed various strategies in their

language-learning, this study will specifically find the answers to the following

questions.

1. What beliefs about EFL learning strategies did the teachers in this study

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2. Which beliefs about EFL learning strategies of the teachers in this study

were reflected in their classroom practices and how were the strategies

applied in their classroom practices?

1.3 The Objectives of the Study

As beliefs about language-learning and language-learning strategies are

considered to be the important factors that influence the success of

language-learning, this study was aimed at investigating the reflection of teachers' beliefs

about language learning strategies in their classroom practices. In detail the

objectives were explained below.

1. To indicate the teachers‟ prior beliefs about EFL learning strategies.

2. To indicate the application of the teachers‟ beliefs about EFL learning

strategies in their classroom practices.

1.4 Significance of the Study

The study of teachers‟ beliefs about EFL learning strategies and

classroom practices is beneficial in a developing methodology to reveal the teachers‟ beliefs themselves since it is believed to be complicated. As EFL learning strategies and classroom practices are also variable, possible

modification of EFL learning strategies application in classroom practices could

be offered especially in the Indonesian context.

The teachers‟ beliefs about EFL learning strategies was important due to

the role in language-learning success or failure. Having known the teachers‟ prior

beliefs about EFL learning strategies and how they were employed in their

classroom practices would give a better understanding for the teachers on how

English language teaching could be improved by applying various LLSS as one

of alternatives to support students to be able to have more effective and more

autonomous in English language learning. Therefore, teachers‟ awareness of their

beliefs about EFL learning strategies and the decision they made to integrate

language learning strategies as part of essential experiences in their classroom

practices were suggested by this study. Based on this understanding, teachers could help the students to eliminate the beliefs that may hinder the students‟ efforts by introducing language learning strategies as alternatives to have a more

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1.5 Definitions of Key Terms

(1) Belief about language-learning in this case is feeling that something in

learning is real, true and valuable. Learner beliefs about

language-learning will profoundly influence their approach to language-language-learning

(Cotterall, 1995: 202).

(2) Teachers’ beliefs are a set of ideas rooted in the psychological and mental content of teacher and play a central role in guiding his/her teaching

behavior.

(3) Learning strategies are the steps taken by students to enhance their own

learning. Strategy use involves some degree of conscious awareness on the

part of the learner. When a behavior is used unconsciously, it is not strategy

because conscious awareness is not present (Oxford,1992: 9).

(4) Language learning strategies are conscious steps taken by students to

enhance their own language learning.

(5) Teachers’ beliefs about EFL strategies are a set of ideas rooted in the

psychological and mental content of teacher and play a central role in

guiding his/her teaching behavior related to EFL conscious steps taken by

learners to enhance their own language learning.

(6) Language learning strategy training is training that involves learning and

practicing one or more strategies with actual language tasks. This kind of

training gives the learner information on the value of the strategy, when it

can be used, how to use it, and how to evaluate the success of the strategy

(7) Classroom practices Sugirin (2012:1) implies that classroom practices are

creative and innovative actions the student-teachers employ in their practice

teaching practicum. In other words classroom practices are observable

action done by teachers and learners consciously, in participating a format

classroom interaction. In this study, classroom practices are the mechanism

of teaching and learning created by the teacher that is observable in the

class.

(8) Strategies in classroom practices are observable action done by teachers

and learners consciously, in participating a format classroom interaction.

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CHAPTER III

METHOD

This study investigated teachers’ beliefs about EFL learning strategies and

how the beliefs were reflected in their classroom practices. There were seven

teachers who were observed to reveal the beliefs about language learning and

language learning strategies they have and the ways the beliefs were reflected in

their classroom practices.

3.1 Research Design

This study is a qualitative research that was classified into multiple case

study. It was started by having preliminary research on teachers' beliefs about

language-learning and their language-learning strategies and continued by field

research to identify how their teaching practices were affected by their beliefs

about EFL learning strategies. The purpose of this multiple case study was to

examine whether teachers’ beliefs about EFL Learning Strategies were reflected

in their actual classroom practices. There were seven teachers who participated

in this research. One of the data gathering instruments in this case study was a

questionnaire that inquires the participants’ beliefs about EFL Learning

Strategies (BALLI and SILL) In addition to the questionnaire, semi structured

interviews with participants were held to examine their beliefs in detail. Finally,

in order to see whether participants’ beliefs matched with their actual practices in

their classroom practices, the participants were observed and video-recorded for

triangulation for the data. O’Malleys language learning strategies scheme was

used to classify the transcript of classroom video recordings. The result of the

analysis of participants’ responses to the questionnaire, video-recorded

classroom observations and interviews were presented qualitatively in the

findings section.

Alwasilah (2000) suggested six guides in reporting a case study and two

of them were the role of the writer and how to write the report. He stated that the

a case study is written in an informal style and the role of the writer is to

perform point of views based on respondent perception in how the phenomenon

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interpretive or evaluative except some parts that suited to the writer interest. It

means that the writer’s interpretation is suggested to be separately discussed

from the respondents’ perception. To avoid interpretative and evaluative

elaboration in this study, a comprehensive interpretation of the data based of references were presented mostly in the discussion about teachers’ beliefs underlying language learning strategies application in classroom practices

(subtitle 4.9) and conclusion.

3.2 Subjects of the Research

Seven teachers who were teaching in elementary, secondary and high

school (private and public) around Jakarta participated in the research. Almost

all of them have finished their study of an English education graduate program of

a private university in Jakarta. Two of them have been sent by the government to

present their paper in a collaborative workshop at one state university in

Australia.

The seven teachers were selected as the participant of this research to represent the variety of classroom practices reflected from different teachers’ beliefs about EFL learning strategies for different levels. The similarity was only

because they were graduated from the same English department graduate

program, therefore the exposure of language learning strategy from the latest

formal education courses would be similar. In this case they were representatives

from senior high , junior high and primary schools from state and private

institution.

All of the seven participants were named T1 to T7. Two participants were

called teacher (T1) and teacher 2 (T2) who were both from state high school.

The other three were from junior high school and they were named teacher 3 (T3)

from private junior high school, Teacher 4 (T4) from private junior high school

and Teacher 5 (T5) from state junior high school. The last two were from primary

school and they were named teacher 6 (T6) from state primary school and teacher

7 (T7) from private international primary school.

Although T1 and T7 were both from state senior high school, in fact, they

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were from private junior high school, yet they had different school environment

and facilities that influence their beliefs and application of EFL learning

strategies. T6 was selected as she was a teacher in famous state primary school

and T7 was selected because he was a teacher in private international primary

school. Both T6 and T7 were chosen to complete the variety to understand the complexity of the phenomenon in EFL classroom practices related to teachers’ beliefs about language learning strategies. The details of those seven teachers are

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Table 3.1 : Background information about the Participants

Teachers School Gender Age Degree Number

of years

of

teaching

English

Extra degree

or workshops

1 State Senior

High School

female 49 2nd Degree

of

English

25 More than 2

methodology

workshops (2

international)

2 State Senior

High School

female 47 2nd Degree

of

English

15 More than 2

methodology

workshops (1

international)

3 Private

Junior High

School

male 34 2nd

Degree

of

English

9 2

Methodology

workshops

(national)

4 Private

Junior High

School

of

English

11 More than 2

methodology

workshops (2

international)

5 State

Junior High

School

of

English

15 2

Methodology

workshops

(national)

6 State

Primary

School

of

English

1st

15 More than 2

methodology

workshops (1

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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

Degree

non

English

7 International

Private

Primary

School

male 41 2nd Degree

of

English

20 2

Methodology

workshops

(national)

3.3. The Instrument

Some instruments were used to obtain data needed to be analyzed to

answer the research questions in this study. Questionnaires, interviews and

classroom observations were the main instruments.

3.3.1 Questionnaires

This study was started by utilizing items in BALLI and SILL

questionnaires that to reveal the teachers’ beliefs about language learning and

strategy in language learning that served as indicators to identify which beliefs

about language learning and language learning strategies employed by each

teacher. Combining a case study with a questionnaire lead to “an intensive, holistic description and analysis of a single instance, phenomenon, or social unit” was introduced by Merriam (1998) in Lihua (2010). The identification was

continued by delivering interview to enrich the data obtained related to teachers’

beliefs about language learning strategies.

The instrument of BALLI (Beliefs About Language-learning Inventory)

questionnaire used in this study was designed by Horwitz (1987) and adapted to

the Indonesian context by Wijirahayu (2009). There were 34 Likert-scale items.

She divided the beliefs into 5 categories. They are foreign language aptitude,

difficulty of language-learning, nature of language, learning and communication

strategies, and motivation.

The SILL questionnaire designed by Oxford (1990) and adapted by

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strategies the student-teacher employed. The questionnaire contains 50 statements

representing five major strategies. They are memory strategy, cognitive strategy,

compensation strategy, metacognitif strategy, affective strategy and social

strategy.

The statements of beliefs were grouped into five categories of beliefs. The

categories of beliefs and the items included in each category are listed in the

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Table 3.2. Categories of Belief and the Items Representing the Beliefs

No Groups of Belief Items

1. Foreign Language Aptitude 1, 2, 6, 10, 11, 16, 19, 30, 33

2. The Difficulty of Language- learning 3, 4, 5,15, 25, 34

3. The Nature of Language- learning 8, 12, 17, 23, 27, 28

4. Learning and Communication Strategies 7, 9, 13, 14, 18, 21, 22, 26

5. Motivation 20, 24, 29, 31, 32

The SILL questionnaire was designed by Oxford (1990). Version 7.00 of

the SILL questionnaire was used because the subjects were the learners of

English. The questionnaire contains 50 statements representing five major

strategies. The kinds of strategy and the items representing the strategies are

listed in Table 3.3

Table 3.3. Kinds of Strategy and the Items Representing the Strategies.

No Kinds of Strategy Items

1. Memory strategies 1-9

2. Cognitive strategies 10–23

3. Compensation strategies 24–29

4. Metacognitive strategies 30–38

5. Affective strategies 39–44

6. Social strategies 45–50

The analysis of the results of the BALLI questionnaire and SILL

questionnaire was used as indicators to elaborate what beliefs and strategies the

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cross checked to the data from the interviews that were conducted during the field

research.

3.3.2 Initial meeting and the pre-observation interview

Before classroom observations, an initial meeting was held. Firstly, the

explanation of the purpose of the study and the planned sequence of classroom

observations and follow-up interviews in which the teachers and the researcher

involved in were discussed. Secondly, a 30-minute semi-structured interview

were carried out individually with the participant teachers to elicit their

perceptions of their teaching practice. While interviewing, the researcher followed the participants’ responses and let the relevant questions flow out instead of just following what was listed in the interview scheme. Finally, the

general review would be done, whether most of the questions on the interview

scheme are covered. The interview lasted 30 to 40 minutes, which was recorded

in later transcribed into English. Some basic questions related to the research

question were delivered:

1. How did you start learning English?

2. What kind of language learning strategies do you think could help you to

improve your English mastery?

3. Why do you think those strategies could help you to master English?

4. Do you share the strategies with your students? Why?

5. How do you share the strategies with your students?

6. Do you get and apply more language learning strategies during your study

in universities?

7. How do you get those strategies?

8. Did you share the strategies differently after you have graduated? Why?

The additional framework of interview adapted from Vibuphol (2004)

was also used to identify the teachers’ beliefs about EFL learning strategies. The

categories of language learning beliefs were (1) ideal English learner, (2) ideal

English teacher, (3) ideal English classroom, (4) difficulties in the language

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3.3.3 Classroom observations

Classroom observations were employed to develop a deeper

understanding of the different ways teachers approached their lessons. In this

study, 42-hour classroom observations of the seven participants were recorded

over a period of 12 weeks. A detailed account of decision making through

qualitative field notes, video recordings and stimulated recall are expected. An

observation scheme was prepared before each session. While observing, the focus

was on the interactive decisions about language learning strategies. The

researcher observed as many emerging events as possible, such as the tasks

designed by the teachers and the students’ responses in various activities. All the

classes were audio-video-taped for the post-observation interview.

Classroom observations would be transcribed and analyzed based on O’Malley schema. Interviews of teachers’ beliefs about teaching and learning, including beliefs about the nature of English language learning and the nature of

language learning strategies in classroom practices were used to support and

triangulate the data elaborated.

3.3.4 The post-observation conference and interview

In the videotaped post-observation conferences, the participants watched

the videos of their lessons (stimulated recall technique) with the researcher and

were encouraged to comment on what happened during the lessons, and how

pre-active decisions about language learning strategies and interpre-active decisions are

conceptualized, designed, and implemented from their perspective. These

comments revealed their beliefs about teaching and learning and the role that

beliefs and theoretical knowledge played in their pedagogical decisions on

language learning strategy.

3.3.5. Data Analysis

Some stages of data analysis were prepared to report the result of this

study. The analysis of teachers’ beliefs about EFL learning strategies was

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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES

applied in classroom reported in 4.8 were analyzed again to elaborate teacher’

beliefs underlying LLSS application in their classroom practices and it is reported

in subtitle 4.9. Detail explanation about the analysis was presented below.

1. Teachers’ beliefs about language learning and language learning strategies

identified from BALLI and SILL questionnaire data were coded and

visualized into figures and explained from each category of BALLI and

SILL and verified with the data from the interview.

2. Data from the classroom practices (transcript) and observation from each

teacher were elaborated in one subtitle.

3. To make it easier for the researcher to elaborate the facts discovered from

the classroom practices, the transcripts were analyzed based on learning strategies defined and classified by O’Malley and Chamot (1990:119) see table 2.1.

4. The result of the classification for each of classroom practices was

visualized in the form of figures to be elaborated in T1, T2, T3, T4, T5, T6,

and T7 Learning Strategies in Classroom Practices.

5. The result of seven teachers’ learning strategies was grouped to SHS

(Senior High School), JHS (Junior High School) and ES (Elementary

School) Teachers Classroom Practices.

6. Comparing Teachers’ Beliefs about Language Learning Strategies is

presented in subtitle 4.8.11

7. To find the reflection of teachers’ beliefs about language learning and

Language Learning Strategies in classroom practices, then each of the

analyses in subtitle 4.8 was matched to the previous analyses in subtitle

4.1 to 4.7 and analyzed in 4.9.1 to 4.9.7 in the form of Teachers’ Beliefs

underlying LLSS Application in Classroom Practices.

Malik and Hamied (2014: 269) stated: “The central purpose of a case

study investigation is to explore the uniqueness of a case or organization. As

such, the methodology used in conducting case study research implies to plan,

design prepare for the process for data collection and data analysis.” Therefore,

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classroom practices, starting from data gathering up to the analysis is presented in

figure 3.1 below.

Teachers’ Beliefs about EFL Learning Strategies and Classroom Practices Figure 3.1 Flowchart

Indicators for Teachers’

Beliefs about Language Learning and Strategy Inventory for Language

learning (BALLI & SILL)

Initial meeting and the pre-observation interview Classroom observations The post-observation conference and interview

General overview of Teachers’ Beliefs about Language learning and Language Learning Strategies

Information from the teachers about their beliefs about LLSs and the mechanism in their classroom practices

Facts and mechanism of how teachers applied beliefs about language learning strategies in their classroom practices

Classification of the application of LLSS in Classroom Practices Using O’ Malley’s Scheme

[image:33.596.112.561.205.656.2]

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CHAPTER V

CONCLUSION AND SUGGESTIONS

In this multiple case study, seven teachers have their own unique story

related to their beliefs about EFL learning strategies and classroom practices. The

beliefs about EFL language learning strategies were proven reflected in the ways

they delivered material in their classroom practices. Consequently variations of

language learning strategies were found in their classroom practices.

Revisiting the Research Questions

This section aims to look back at the three questions that guided this research

study. The purpose is to synthesize all the information that was presented in the

finding sections.

What beliefs about strategies did the teachers in this study have in their

language learning? Basically the teachers‟ beliefs about EFL learning strategies were elaborated from language learning strategies they employed starting from

how they learn English for the first time, their impression about the language, the

influence from their teachers, the ways they struggle to maintain the language,

their experience of applying English and language learning strategies and their

teaching experiences. Every teacher has a unique story and experience that

influence the beliefs about EFL learning strategies and classroom practices.

Which beliefs about language learning strategies of the teachers in this

study were reflected in their classroom practices and how were the strategies

applied in their classroom practices? The language learning strategy choices that

were applied in classroom practices were varied and were a reflection of

teachers‟ prior beliefs about EFL language learning strategies. The more LLSs the teachers knew and applied in their language learning the more variety of

LLSs they offered to the students to be utilized to practice EFL.

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and the school environment influenced the teachers‟ beliefs about LLSs employment. The higher the level the more complicated language learning

strategies were introduced in classroom practices.

In senior high school, both of T1 and T2 believed in applying LLSs yet

they shared the strategies in different ways. T1 believed in employing various

strategies herself and created class situations that trigger the students to acquire

various strategies, including utilizing information technology and this was in line

with Kafipour, Noordin and Pazeshkian‟s (2011) suggestion from the finding in their study that the teachers should encourage the learners to actively employ all

the strategies in their learning process. T1, also believed that teaching is an art

therefore she always thought of creativity or ways to create challenges for herself

to produce an interesting class atmosphere for learning not only for the students

but also for herself. T1 introduced various cognitive strategies in language

learning as well as metacognitive and Social Affective LLS by showing models

through multimedia in language learning. Therefore, the students were

enthusiastic to practice applying the strategies in their performance especially in

classroom practices. As her students enthusiastically performed progress in

language learning in her classroom practices as she expected, her beliefs about

introducing various language learning strategies to the students were stronger.

T2 believed in almost all of the strategies, especially communicative

strategies and Social Affective strategies, yet she applied her beliefs about LLSs

in different ways by using authentic material like “English in Mind” as student handbook. Students were expected to find information and make use of authentic

expression from the handbook, although many times difficulties appeared

especially related to the pattern and vocabularies. Lin (2010) discovered three

possible factors that led learners to successful grammar learning. They were

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classroom practices which in turn helped the learners attain satisfaction.

Therefore, in her classroom practices T2 believed that explanation and review on

pattern were completely needed. In this case whiteboard explanation was the

option. Moreover, she believed that facilities for the students to get authentic

exposure was badly needed and should be supported by having international

cooperation with schools overseas. This was possible, especially for T2‟s state school that was located in central Jakarta. Yet, learners‟ beliefs about ideal classroom practices that could support their language learning were not always in

line with the teachers. Buyukyazi (2010) reminded by the result of his study that

EFL learners had a broad range of beliefs, both similar to and different from

those reported by their teachers. Therefore, teachers‟ awareness and reflection about EFL learning strategies were essential for better classroom practices.

All of the teachers in Junior High School joining as participants in this

research also believed that language learning strategies were useful in language

learning therefore they practiced the strategies in their classrooms. Nevertheless,

they have different experiences in acquiring LLSS and applied the strategies

differently in their classroom practices. Generally, memorizing and translating

new words to mother tongue was dominantly traced in T3‟s classroom practices. The use of mother tongue was not entirely matched by what they did in the

classroom (Zacharias 2005) this was recognized as erroneous beliefs held by

those learners concerning dependent on translation as a learning strategy (Abid

2012) and He always pressed his students to memorize more than 10 words per

day as one of the exercises. It was a reflection of his past experience and beliefs

in acquiring new vocabularies. T3‟s goal by focusing on memorizing strategy in this case was to compensate students‟ weakness in comprehension especially to face national exam. Yet, this strategy was believed by T3 to be successful to help

the students to pass the national exam for more than two years, therefore it was

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beliefs about language learning strategies and classroom practices was proven in

this case.

T4 on the other hand practiced communicative strategies by providing

listening exposure, discussion, collaboration, elaboration and exploration in the

whole session of her classroom practices. T4 believed that teaching is a calling.

Whitbeck (2000) in Lang (2004) reported that distinguishing between what was

new knowledge about teaching and what was a personal belief was very difficult.

There were three categories of beliefs he offered, namely a belief in teaching as

calling, an early identification with teachers as role models, and a self-view of

being a teacher. She shared the strategies to develop students‟ curiosity, to provide chances and challenges for them to be more confident in using English in

real situation. All of these efforts were a reflection of her beliefs that the

language strategies worked for her in language learning, therefore it would also

work for her students. This was one of the signs that her beliefs about LLS were

strengthened. Kinoshita (2002) believed that strategies were teachable, the

format of instruction should be direct and explicit and strategies instruction

contributed to improve language performance and proficiency.

T5 who believed strongly with collaborative strategies asked her students

to cooperate by having interactive communication and helping each other in

form of interviewing friends about family, close friend, and etc. For T5

collaborative strategies would help all of the students to explore their potential,

especially for the ones who shy so everyone could develop their ability in

English. She acquired this belief, especially in doing her research in the graduate

program of English education. Sato (2008) reported the result of a yearlong

classroom research on how learner beliefs have been influenced by their peers as

Japanese university students, developed a cohesive community in an English

class aiming at developing their language strategies.

T6 believed that a teacher, especially English for young learner should be

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also realized that in an EFL context, English was used as a medium of

instruction only in English class, therefore she used simple instruction that could

be understood by the students and motivate them to learn more. She utilized a

projector to show pictures, songs as well as expressed in the whole three sessions

on her classroom practices. Shinde and Karekatti (2012) reported their research

regarding beliefs about medium of instruction to primary school children that

pre-service expected to have training on how to make their talk effective and relevant

in classrooms. T6 tried to refresh her students before she began the material by

singing songs. Moreover, drilling was practiced intensively in her class to create

more opportunity for the students to practice their English.

T7 delivered the instruction in normal speed like he is talking to an adult

without simplifying the expression. This was influenced by the environment in

international school as well as related to his beliefs that language should be learnt

naturally so that the students could use that in a real global situation. T7

encouraged his students to prepare themselves starting from a very beginning as

he considered the students to be more autonomous and ready to use English as a

medium of instruction. T7 trained the students to do more complicated tasks by

combining drawing and writing in composing more than one paragraph.

Although there were differences in the application in classroom practices as a

medium of instruction , there were also similarities of the primary teachers in this

study in believing about the nature of language learning that children learn

language better than adults. Both of them believed in applying language learning

strategies by providing the students environment and task that make it possible

for the students to practice the language related to the contexts. Cain (2012)

found that experiences in school, at home and as teachers in primary school

impacted on teachers‟ ability to enact their beliefs about teaching and learning in

the classroom.

Related to the conclusion of T1, T3 and T4, it could be summed up that

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theories and assumption about EFL language learning strategies amassed from

different origins. These beliefs influence teachers‟ perception and judgments and become the lens through which the teachers interpret and view events and make

decisions about LLSS employment. In the same way, what occurs in the

classroom (instructional practice), the task, the discourse and learning

environment, teachers used are product of decisions teachers have to make

(Wood 1996). In other words, their beliefs about learning affect the way they

assume the material should be taught and their beliefs about teaching shape how

they organize classroom activities including language learning strategies

application so that learning will take place. As an interplay the classroom

practices, interaction also influenced and shaped teachers‟ beliefs (Gutierrez 2004) in this case about language learning strategies.

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Suggestions

1. Further research about teachers‟ beliefs underlying more specific language learning strategies are suggested to get a better understanding

about the teacher development and improvement for classroom practices.

2. In EFL context, there are a lot of limitations/hurdles for the students as

well as teachers to expose English in classroom practices. Therefore, it is

suggested for the teacher to be aware of their beliefs about language

learning and language learning strategies that influence their classroom

practices.

(1) Teachers are suggested to create a conducive atmosphere classroom

that makes it possible for the learners to increase awareness of

different ways languages are learnt and possible strategies that lead to

successful language learning. In certain contexts, establishing a norm

of tolerance, enhancing risk-taking and acceptance of mistakes and

encouraging the learners to personalize the classroom environment

suitable to their need are beneficial to increase EFL learners‟

possibility of success.

(2) Teachers are suggested to be creative to select the materials and

approaches suitable to the students need, experience and background

to introduce the LLSS.

3. Language learning strategies have been proven to lead the students to

have more effective and autonomous in language learning. Therefore, it is

suggested for the teacher to introduce more variety of LLSS to make it

possible for the students to have better achievement of EFL.

4. Since not all of the English teachers acquired comprehensive knowledge

and experience in applying LLSS strategies in their classroom practices. It

is suggested for them to develop action research in teaching LLSS

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understanding about the potential of LLSS to be applied in language

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REFERENCE

Abakhorn, J