ELEMENTARY SCHOOL TEACHERS’ BELIEFS OF ENGLISH
TEACHING AND LEARNING FOR YOUNG LEARNERS
Rina Kristiana
Maria Christina Eko Setyarini
Faculty of Language and Literature Satya Wacana Christian University
Salatiga
Abstract
As teaching practice often influenced by teachers’ beliefs, the writer
conducted a study on teachers’ beliefs. The study was aimed to reveal the elementary school teachers’ beliefs of English teaching and learning for young learners. The research participants were 10 elementary school English teachers in Salatiga. The data were collected using a semi-structure interview. The results of this study showed that the teachers believed that English should be learned as early as childhood years. Thus, most teachers showed positive attitudes toward the importance of English learning in elementary school. The teachers believed that English teaching and learning should be fun. They believed that English learning in elementary school is a necessary action to introduce the basic knowledge of English such as vocabulary, spelling, pronunciation, and daily conversation which accommodates young learners’ needs of English learning in junior high school.
Keywords: teachers’ beliefs, English teaching and learning, young learners
INTRODUCTION
English has been taught as the first foreign language in Indonesia since early 1950s. In the past, it was only taught in high school. Then, based on Keputusan Menteri Pendidikan dan Kebudayaan R.I. No. 0487/4/1992, Bab VIII, English is allowed to be taught in elementary school in 1992, starting from grade 4 (Diah, 2008). This shows that the government gives positive attitudes towards English learning for young learners. In fact, parents also send their children to schools that use English as the medium of instruction while the children still very young.
There has been some experts point out that it is better to start the study of English as a Foreign Language Learning (EFLL) before the critical period (12 or 13 years old) because it will build more proficient speakers of English. Young learners tend to have short attention spans and a lot of physical energy. In addition, young learners are very much linked to their surroundings and are more interested in the physical and the tangible (Rivers, 1964). It is true
that, “their own understanding comes through hands and eyes and ears. The physical world is dominant at all times” (Scott & Ytreberg, 1990, p.2)
successful teaching and learning. He states that young learners are easily engaged with physical activities that capture their immediate interest. Consequently, the teachers, who may have different beliefs in teaching, should consider learning characteristics of young learners in order to achieve the learning goals.
Based on the research conducted by Breen, Hird, Milton, Twaite, & Oliver (2001),
there are nine principles had been summarized from 167 language teachers’ core beliefs.
First, the teachers selectively focus on the form of the language. Second, they focus on the form of vocabulary or meaning. Third, they enable the students to use the language
appropriately. Fourth, they address the students’ mental processing capabilities. Fifth, they take account of the students’ affective involvement. Sixth, they directly address the students’ needs or interests. Seventh, they monitor the students’ progress and provide feedback. Then, they facilitate the students’ responsibility. Ninth, they manage the lesson and the group.
Although, Breen, Hird, Milton, Twaite, & Oliver had shared some teachers’ beliefs in language learning, the writer think that there is lack of studies about teachers’ beliefs of English teaching and learning for young learners in Indonesia. Hence, the writer feels that
teachers’ belief of how English should be taught for young learners in Indonesia is a really important issue to be studied. As Richards (1998), points out, “a primary source of teachers’ classroom practices is belief systems—the information, attitudes, values, expectations, theories, and assumptions about teaching and learning that teachers build up over time and
bring with them to the classroom” (cited in Zacharias, 2003, p.11).
The study will be guided by one general research question i.e. “What are the elementary
school teachers’ beliefs of English teaching and learning for young learners?”
REVIEW OF LITERATURE Teachers’ beliefs
According to Borg (2011), the concept of belief has been studied for a long time. In the recent years, belief is commonly discussed in the English Language Teaching (ELT). There are four common features that make the concept of belief easy to be understood. The first is “based on philosophical research, a belief is a mental state which has as its content a proposition that is accepted as true by the individual who hold it”. The second is “belief has
close relationship with behavior because belief guides people’ thinking and action”. The third is “belief can be consciously and unconsciously held. It influences people’ emotive
commitment. It also guides people’ thought and behavior”. The fourth is “beliefs play big role in many aspect of teaching. It affects how new information is perceived and whether it is accepted or rejected. Belief is also defined as proposition which can be evaluated” (Borg, 2011, p.186).
Then, Borg defines teacher belief as “a term usually used to refer to teachers’
pedagogic beliefs, or that belief of relevance to an individual’steaching” (Borg, 2011, p.187). Pajares (1992) defines belief as individual personal knowledge, which are constructed from experience acquired through cultural transmission and serves as implicit theories to guide thoughts and actions. In this study, the meaning of belief will be specified into the role of
teachers’ belief in English teaching and learning for elementary school. The focus will be on the how teachers conceptualize their teaching in English classroom.
According to Johnson (1992) the study of teachers’ beliefs shares three basic assumptions. First, teachers’ beliefs influence perception and judgment which affects what
teachers say and do in classrooms. Second, teachers’ beliefs play a critical role in how
understanding teachers’ beliefs is essential to improve teaching practices and professional
teacher preparation programs.
Some other researchers have shown how teachers’ beliefs play a critical role in affecting their teaching and the kinds of thinking and decision making that underlies their classroom practices (Richards, 1998; Richards & Lockhart, 1996; Smith, 1996;
Trappes-Lomax & McGrath, 1999). Additionally, these beliefs are constant sources of teachers’
reference, are built up over time, and are related to teachers’ theories of language, the nature of language teaching practices, roles of themselves as teachers, and relationships with their students (Johnson, 1992; Richards, 1998).
Bailey (1992) and Golombek (1998) affirm that the notion of changes in teachers’ beliefs proceeded by the changes in their teaching practices. Hampton (1994) proposed that
those teachers’ beliefs or “personal constructs” determine how they approach their teaching. Another research on teachers’ beliefs conducted by Zacharias (2003) finds out that beliefs system can be seen from teaching approaches, types of materials and activities that teachers use in the classroom. There are five sources of teachers’ beliefs suggested by Richards, Kindsvatter, Willen, and Ishler (1988, cited in Zacharias, 2003), they are teachers’ experience as language learners, experience from teaching, teachers’ own personality, expectation from the school, parents, the government, and the local society, education-based or research-based principles.
THE STUDY
This study is a qualitative study as to find out the elementary school teachers’ beliefs
of English teaching and learning. Qualitative study starts with the assumption that the research topic must be understood holistically (McKay, 2006). This research describes and
analyzes people’s individual and collective social actions, beliefs, thoughts, and perceptions (McMillan & Schumacher, 2006).
This study was conducted in some elementary schools in Salatiga, Central Java, Indonesia. The writer chose the area because it helped the writer to understand how English is taught in some elementary schools which located in the closest environment. The participants of this study were 10 elementary school English teachers from several schools in Salatiga. The participants were selected based on the purposive sampling or criterion-based selection (Blackledge, 2001 as cited in Zacharias, 2011). The writer purposefully selected a group of teachers who fulfill the criteria of graduated from English Education and have been teaching English in elementary school for more than one year. The writer thought that the length of teaching English will give strong influence of the data given by the teachers.
Semi-structure interview was used to answer the research questions in this study. The questions are carefully designed to elicit the interviewee’s ideas and opinions on the topic of interest, as opposed to leading the interviewee toward preconceived choices. The interviewer does not do the research to test a specific hypothesis (David, & Sutton, 2004). The interview was in Bahasa Indonesia to provide greater flexibility for the participants to answer the questions. The interview was 10-20 minutes on average, recorded using mobile phone voice recorder.
Table 1
The participants’ background info
FINDING AND DISCUSSION
The Reasons for Acquiring English in Early Age
When the writer asked the participants opinion about how English should be learnt, all ten teachers agreed that English should be learned as early as childhood years. As results, in elementary schools, the basic knowledge of English is taught. This opinion was clearly stated by teacher B, she said:
Untuk pembiasaan mungkin mulai sejak dini, dengan pembelajaran yang sederhana saja. P engalaman saya sendiri, dulu di SD cuma belajar sedikit. ketika di SMP, bahasa Inggris itu sudah mulai rumit, jadi saya tidak suka. dan itupun mempengaruhi nilai. Jadi kalau dibiasakan sejak dini anak akan memiliki dasar
[As habit, English can be started to be taught from early age using simple language learning. Based on my own experience, I just learnt little about English, when I entered junior high school English learning became more complicated so I did not like it. It directly influenced the grade. So if English learning became a habit from the early age, the young learners will have the basic of English.]
Teacher B seemed to understand that learning English in older age is difficult. It happened because she did not have the basic knowledge like vocabularies and basic structure from early on. She might also know the difference between learning English in early age and older age since she teaches elementary school students. From her past learning and teaching experiences, teacher B was able to compare the benefit of learning English in the elementary and junior high school level. Teachers’ belief of English should be learnt as early as childhood years goes along with the Critical Period Hypothesis (CPH) which tells about the Teacher Educational Background Teaching Context Teaching
experience Teacher A English Department of SWCU Public School 5 Years Teacher B English Department of SWCU Public School 8 years
Teacher C English Department of ABA Jogjakarta
Public School 8 years
Teacher D English Department of SWCU Public School 2 years Teacher E English Department of SWCU Public School 5 years
Teacher F English and Literature of STIBA SWCU
Public School 7 years 6 months
Teacher G Tadris Bahasa Inggris of STAIN Public School 7 years Teacher H English Department of STAIN Public School 1 years Teacher I English Department of SWCU Public School 9 years
Teacher J English Department of Negeri Surakarta University
younger the English learners, the better they acquire the language. Basically, language learning is a habit formation (Brown, 2001). As the result, the length of learning English gives big influence the proficiency of English itself (Haryoseputro, 1978).
The teachers’ belief of the importance of learning English starting from elementary school level might also be influenced by their opinion on globalization. They noticed that English is used in all aspects of life like technology, education, social, and working field. Teacher D, for example, explained her opinion as follows:
Harusnya bahasa Inggris harus diajarkan sejak dini. Karena untuk kebutuhan pasar global. Kita tidak bisa menampik bahwa adanya pihak luar yang memberikan pengaruh, kita tidak bisa menerima itu mentah-mentah. Kita harus memiliki background knowledge.
[English should start to be taught in the early age because it becomes a need in the globalization era. We cannot ignore some foreigners who give influences; we cannot accept their input directly. We should have background knowledge of what they give for us.]
In relation to English uses in the globalization era, teacher G believed that English should be taught as early as possible because it is the main tool to follow the development of technology and knowledge. She explained as follows:
Bahasa Inggris itu mencerminkan modernisasi. ilmu teknologi yang tinggi. Kalau kita menguasai bahasa Inggris maka kita akan memahami teknologi dan ilmu pengetahuan.
[English symbolizes modernization, a high technology. If we do not acquire English, we will not know about technology and knowledge]
Based on the all ten teachers’ narratives, it seems that English is increasingly being used as a tool for interaction among nonnative speakers. English is also a tool for international communication in transportation, commerce, banking, tourism, technology, diplomacy and scientific research (Brown, 2001). Thus, English learning should be started in early age.
Teachers’ Beliefs of the Approaches for Teaching English for Young Learners
Along with the need of English learning in the earlier ages, all ten teachers believed that English should be learnt in fun way, even when young learners do not really aware if they are learning something. Teacher A explained her belief of how English should be learnt as follows:
Belajar itu sebenarnya dilakukan ketika anak dalam keadaan tidak sadar. Jadi ketika anak mempelajarinya itu bukan hanya dengan melihat atau menulis, mendengar tapi dilakukan, learning by doing. Jadi dengan atmoshphere yang cukup nyaman, jadi dalam keadaan anak tidak stress, ketakutan atau di bawah teakanan.
Teacher A truly believed that considering young learners’ emotions or feelings are really important in English teaching and learning. Then, based on the teacher C observation along her teaching, she believed that English learning became so demanding for young learners in elementary school. Teacher C stated as follows:
Sejauh ini anak-anak senang mempelajari bahasa Inggris karena itu dianggap menyenangkan. P elajarannya tidak membebani, karena pembelajaran bahasa asing yang mereka tidak tahu sebelumnya.
[Up to these days young learners are happy to learn English because they consider English learning is fun. The lessons do not become a burden because they do not know about foreign language learning before.]
Based on teachers’ teaching experiences in English learning, it seemed to be the implementation of what had been carried out by Brown (2001). He stated that children up to the age of eleven are in the intellectual stage. The teachers need to remember their limitations.
The teachers also shared that young learners’ awareness of the importance of English in the recent days. Actually, every young learner has different level of awareness. By seeing that fact, teacher E told:
Kalau disini achievement siswa masih sangat kurang, Bukan karena materi atau apa. Mereka mempunyai low motivation. Karena begini orientasi pendidikan disini bukan sesuatu yang penting. Kita sebagai guru, tidak hanya focus pada bahasa Inggris sendiri. Kami juga berfokus akan bagaimana membangun motivasi anak-anak akan pentingnnya pendidikan bagi mereka. Jadi berawal dari motivasi itu sendiri.
[In this school, young learners’ achievements are quite low. It is not because the materials, but because of their low motivation. In this area, education is not so important. We as the teachers do not only focus on English learning. We also focus on how we build young learners’ motivation toward the importance of education for them. All in all, learning is started from the motivation itself.]
Teacher E believed that motivation really plays big role in young learners’ achievement. Likewise, Rivers (1964) pointed out that developing motivation which comes from young learners themselves is an earliest stage of foreign language learning.
All ten teachers shared their experiences of teaching English in elementary school related to the teaching approach, teaching methods, and class management. Teacher D understood that teaching English does not only deliver the materials to young learners, but as a teacher she should consider young learners’ psychology aspect. Moreover, the teachers must able to get young learners’ interest of learning English. As has been stated by teacher F:
Yang penting mereka tertarik dulu pada bahasa Inggris. Guru juga harus membuat bahasa Inggris itu menjadi hal yang menarik.
Additionally, teacher I gave more details of how English should be taught, she explained as below:
Iya menurut saya bahasa Inggris itu diajarkannya seperti mata pelajaran bahasa Indonesia. Jadi skillsnya akan sama, speaking, writing, reading, listening. Seperti kita mengajarkan bahasa Indonesia atau bahasa lainnya, dimulai dengan speaking seperti anak kecil yang sedang belajar bahasa dari mendengarkan lalu bicara. Kalau menulis dan membaca itu bisa nanti nanti
[English should be taught like Bahasa Indonesia. The skills that will be taught are the same, such as speaking, writing, reading and listening. Just the same when we teach Bahasa Indonesia or other languages, it is started with speaking like a child who is learning a language stated from listening, speaking. Writing and reading skills can be explored later.]
Teacher I’s belief was the same with what has been shared by Hakuta (1998, as cited in
Gunarsa, 2006). He explained that the process of second or foreign language learning should be the same with first language learning.
Teachers’ Beliefs of English Teaching Strategies for Young Learners
All ten teachers agreed that get young learners’ interest of learning English is the first thing to do in teaching English. The teachers shared that Audio Visual Aids (AVA) is really useful to conduct a fun learning. Essentially, the use of audio visual aids depends on the materials which are going to be taught. Teacher B shared what AVA which usually being used is, she told:
Menggunakan gambar, benda aslinya…Menggambar sendiri, kliping. Menyanyi, diputarkan film, lagu mereka bisa mengisi yang rumpang.
[Use pictures, the real objects . . . draw pictures by themselves, make clipping, sing a song, play films, use song lyrics so they can fill in the blanks.]
Instead of considering the use of AVA, the teachers also shared the strategy which being used in teaching English. The teachers thought that the use of AVA should be followed by
the teachers’ creativity. Teacher D explained:
Gunakan kreatifitas, segala fasilitas yang ada. Kadang kita juga harus belajar menggunakan secondary stuff. Jangan terus-terusan berpacu dengan LKS. Walaupun itu juga penting. Lihat dari situasi anak sendiri.
[Use the creativity, all of the facilities provided. Sometimes we should learn to use the secondary stuffs. As results, we do not always refer to young learners’ workbooks, although it is also important. The teachers also see young learners’ condition.]
Furthermore, the teachers also had to pay attention to the important of telling the rules and teaching goals before the materials are delivered. Teacher A informed:
Rulesnya juga harus jelas. Jadi kadang ada guru yang masuk kelas tidak disampaikan rulesnya, goal.
Teacher A believed that by explaining the rules and learning goals, young learners are helped to follow the materials which being explained. Young learners will also know what the teacher expectations of teaching a certain material are. Moreover, they will also know what the use of learning a certain material is. All in all, the class will be more pleasant.
The main goal of English learning in elementary school is teaching the basic knowledge of English, such as the vocabularies, daily conversation, and simple structures. Based on the main goal, teachers A, C, and I believed that speaking and listening skill are the most important skill to be explored. For example, teacher I stated:
Kalau untuk anak SD, tetap listening dan speaking skill dulu yang harus diajarkan. Itu sebagai dasar dari bahasa. Kalau kita tidak bisa mendengarkan kita akan susah menulis.
[For elementary school students, listening and speaking are the most important skills to be explored. Those are the basic of language. If we cannot listen, we will find difficulties in writing.]
Teacher A, C and I believed that there is no use of language learning if the learners are not able to communicate in the language which being learnt. Actually, teacher I had observed her own surroundings, she found that so many people graduated from senior high school who cannot speak in English, but they are able to write in English. Although teacher A, C, and I really concerned to teach speaking and listening skills, it did not mean two other skills which are reading and writing are not being explored. Since all four skills (speaking, listening, writing, and reading) are related to each other, teacher B, D, E, F, G, H and J believed that all four skills have to be explored equally. As has been said by teacher D:
Semua skills, reading, writing, speaking and listening. Ya karena semua itu berhubungan. sedangkan pada saat penilaian akhir kita tergantung kekuatan reading dan writing. kalau writing itu identik dengan listening. Kalau reading identik dengan speaking. Sebenarnya itu semua kesatuan. Kalo dalam standard test, itu semua dikotak-kotakkan. Kamu lulus kalau kamu dapat nilai ini. Pembelajaran bahasa Inggris itu tidak terpacu sama hal itu. Tidak hanya mendapat nilai 100 di written test. Bisa mengerjakan grammar tapi kalau tidak bisa speaking , itu bukan hal yang baik. Dan sayangnya banyak orang seperti itu. Pendidikan bahasa Inggris itu ngga harus tetang written saja, tapi lebih ke bagaimana kita menggunakan dalam kehidupan sehari-hari.
Teachers’ Beliefs of Elementary School English Teacher as Teaching Resource
Another important thing to be noticed is the educational background of the English teacher in elementary school. In fact, there are some English teachers who do not graduate from English education. As stated by teacher B it would be very risky for young learners’ competence of English. Teacher B gave advice as the following:
Tentang guru kalau bisa mencari sarjana Inggris. Karena di SD itu sebagai dasar jadi harus yang benar. Mungkin kebanyakan orang masih berpikir karena bahasa Inggris masih muatan lokal, belum ada kurikulumnya, banyak guru yang buka lulusan bahasa Inggris mengajar bahasa Inggris. Itu bisa menjadi hal yang berbahaya karena bahasa Inggris untuk di sekolah dasar itu adalah sebagai dasar ke jenjang pendidikan yang selanjutnya.
[About the teacher, it is better to look for English majors. Since meterials of English learning in elementary school is a basic so it has to be correct. Perhaps, many people still think that English is still as local content which does not have the curriculum yet. There are so many teachers who do not graduate from English course teach English. It can be very dangerous because English learning in elementary school is as a foundation for the higher level of education.]
Teacher B believed that teacher as one of some other teaching resources, should have acquire English first. In the other words, it is not logical if people who do not master English teach English for young learners. Teacher D also added that the quality of English teachers should be improved, she wished as follows:
Diharapkan ada peningkatan kualitas guru juga. Karena pendidikan s1 kalaupun berhenti ya berhenti segitu saja. Jadi mungkin ada perhatian dari pemerintah kota atau pemerintah pusat . Kalau guru dipintarkan maka murid juga akan lebih pintar seperti itu.
[It is hoped, there is a quality improvement of the teachers too. Thus, there is an attention from the government. If the teachers are smart, the learners will be smart too. ]
Teacher D really understood about the condition of English learning in her environments those are Salatiga and Getasan. As had been shared by the other nine teachers, English teachers in elementary school play big role in giving the basic knowledge of English for young learners.
In brief, this study found that the teachers understood the need of English in these days therefore they believed that English learning in elementary school is a good start to prepare young learners for their next level education and to help them keep up with the globalization. The teachers believed that young learners are in the intellectual development thus they are easier to learn new languages (Tarigan, 1998). The teachers also understood the characteristics of young students, such as they are easy to be bored, be distracted, and be engaged with fun activities. Thus, they believed that fun learning is really needed (Brown, 2001). In order to conduct fun learning, the teachers used some kinds of teaching resources which attract young learners’ attention.
(Brown, 2001). In this case, the English teachers in elementary schools could gather and share their teaching experiences. In relation to this case, there is an existing program held by the local government periodically which is called Kelompok Kerja Guru (Subject Matter Teachers Group). KKG can be defined as a place where the teachers can discuss all related aspects in the process of teaching and learning at the elementary school level. By joining KKG, the teachers are able to enrich their teaching strategies that are needed to teach the learners.
CONCLUSION
This study aimed to find out the elementary school teachers’ beliefs of English teaching and learning. Based on the teachers’ narratives, they were highly aware of the need of English learning in the early childhood education. The teachers believed that English is really needed to keep up with the globalization era. They also believed that English learning in the elementary school will also prepare the students for further English learning in the higher level of education.
The teachers believed that English teaching and learning should be fun. To be able to conduct a pleasant English learning, the teachers should know young learners’ emotion. The teachers had to build a comfortable atmosphere in class. As pedagogical implementation from the findings, it would be better if English teachers use AVA (such as pictures, video, songs, puzzle, etc) which is supported by some interactive teaching strategies in their teaching. English teachers have to create a warm atmosphere in the classroom by considering the
learners’ feelings, needs, and emotion.
There are two limitations of this study. First, this study focused on two teaching context in small areas, those are Salatiga and Getasan- Central Java. Those two places are really closed. Therefore, the findings cannot be generalized for all teaching context in Indonesia. Second, this study involved a small number of participants, further research can extent the number of the participants to cover more issues that happen in the school system. The writer would also suggest that there needs to be further research that looks at what
teachers’ perceptions toward the policy of English as a local content in elementary school are.
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