ABSTRACT
Bayu Aribowo, 2013. Teacher’s Beliefs about English Language Exposure. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University
Language exposure is a means to provide students with English as much as possible to facilitate their English learning. However, English learning in the area of English as a foreign language has limited or less exposure since the students are exposed with English mostly in the classroom only. Related to this, the use of first language might also influence students in the exposure of English. Meanwhile, specific geographical and sociological condition can take part as well related to the exposure of English. Based on these facts and situations, it seems that observing the teacher’s beliefs about English language exposure in such a setting of study is worth doing.
This study tries to see such beliefs from the point of view of several aspects as the sources of exposure. They are materials, teacher talk, classroom interaction, and the use of first language. The problem formulated to answer is ‘What beliefs does the teacher hold about English language exposure?’
To give a thorough description and interpretation, a case study analysis was applied from the participant’s experience. The interview was conducted to one 8th grade English teacher of a chosen state junior high school and classroom observations were performed to validate the findings.
ABSTRAK
Bayu Aribowo, 2013. Teacher’s Beliefs about English Language Exposure. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University
Pemajanan bahasa adalah salah satu cara untuk menyediakan pengetahuan bahasa Inggris sebanyak mungkin kepada siswa dalam memfasilitasi mereka dalam pembelajaran bahasa Inggris. Meski begitu, proses pembelajaran bahasa Inggris sebagai bahasa asing lebih terbatas karena para murid hanya mendapatkan pajanan bahasa tersebut di dalam kelas saja. Pemakaian bahasa ibu juga bisa mempengaruhi pembelajaran bahasa Inggris di dalam kelas dalam hubungannya dengan pemajanan bahasa Inggris. Sementara itu, kondisi sosio-geografis tertentu juga bisa ikut mempengaruhi tingkat pemajanan tersebut. Berdasarkan fakta dan situasi tersebut, keyakinan guru dalam pemajanan bahasa Inggris di lokasi semacam itu dianggap pantas untuk diteliti.
Penelitian ini dilakukan untuk melihat keyakinan guru tersebut dari sudut pandang yang berhubungan dengan pemajanan bahasa. Aspek-aspek tersebut mencakup materi, ujaran guru, interaksi di dalam kelas, dan pemakaian bahasa ibu. Permasalahan yang akan dijawab pada penelitian ini adalah ‘Keyakinan seperti apa yang dimiliki guru mengenai pemajanan bahasa Inggris?’
Untuk memberikan penjelasan dan interpretasi yang mendalam, diterapkanlah analisis studi kasus dari pengalaman partisipan. Wawancara dilakukan terhadap satu orang guru bahasa Inggris kelas 8 di salah satu sekolah menengah pertama negeri terpilih dan juga observasi terhadap kelas-kelas yang ditunjuk dijalankan sebagai media validasi temuan.
TEACHER’S BELIEFS ABOUT
ENGLISH LANGUAGE EXPOSURE
A THESIS
Presented as Partial Fulfilment of the Requirements for the Degree ofMagister Humaniorain English Language Studies
BAYU ARIBOWO 116332005
ENGLISH LANGUAGE STUDY
SANATA DHARMA UNIVERSITY
TEACHER’S BELIEFS ABOUT
ENGLISH LANGUAGE EXPOSURE
A THESIS
Presented as Partial Fulfilment of the Requirements for the Degree ofMagister Humaniorain English Language Studies
BAYU ARIBOWO
116332005
ENGLISH LANGUAGE STUDY
SANATA DHARMA UNIVERSITY
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS
Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:
Nama : Bayu Aribowo
Nomor Mahasiswa : 116332005
Demi perkembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan
Universitas Sanata Dharma karya ilmiah saya yang berjudul:
TEACHER’S BELIEFS ABOUT
ENGLISH LANGUAGE EXPOSURE
Beserta perangkat yang diperlukan. Dengan demikian saya memberikan hak
kepada Perpustakaan Universitas Sanata Dharma untuk menyimpan, mengalihkan
dalam media lain, mengelolanya dalam bentuk pangkalan data,
mendistribusikannya secara terbatas, dan mempublikasikannya di internet atau
media lain untuk kepentingan akademis tanpa perlu meminta ijin dari saya
maupun memberikan royalti kepada saya selama tetap mencantumkan nama saya
sebagai penulis.
Demikian pernyataan ini saya buat dengan sebenarnya.
Dibuat di Yogyakarta. Pada tanggal: 23 Januari 2014
Yang menyatakan,
ACKNOWLEDGEMENTS
I would like to express my gratitude firstly to my parents who never stop
loving and caring for me, my brother who keeps his faith in me, as well as my
lovely beautiful girlfriend who is always so supportive in everything I do for the
present and future. Big respect is also paid to my friends in arms who are always
there for me in finishing this thesis until the last minute and for providing me
space to stand in the place where I can see things from the angle I never spotted
before. Never could I encounter such an adventurous path of life without their
presence. I would love to thank my mates in my hometown too since they really
know how to keep my sanity and insanity in its proper place. This thesis will
never be done without the help of the school I worked at, the teachers there, and
my magnificent students who might not know how they have influenced my life.
Therefore, the credit goes to all of them too. Lastly, the appreciation is given to all
TABLE OF CONTENT
TITLE PAGE ... i
ADVISOR’S APPROVAL PAGE ... ii
DEFENCE APPROVAL PAGE ... iii
STATEMENT OF ORIGINALITY ... iv
LEMBAR PERNYATAAN PUBLIKASI ... v
ACKNOWLEDGMENTS ... vi
TABLE OF CONTENTS ... vii
LIST OF FIGURES ... x
LIST OF CODES AND ABBREVIATION ... xi
ABSTRACT ... xii
ABSTRAK ... xiii
CHAPTER I INTRODUCTION A. Background of the study ... 1
B. Problem limitation ... 7
C. Problem formulation ... 7
D. Research goals ... 7
E. Research benefit ... 8
CHAPTER II LITERATURE REVIEW A. Theoretical review ... 9
1. Teacher’s belief ... 9
a. Definition ... 9
b. Nature ... 14
c. Role ... 17
2. English as a foreign language learning ... 19
a. Overview ... 19
b. Characteristics of EFL learners ... 21
3. Theory of language exposure ... 23
1) Type of input ... 24
2) Sources of input... 28
a) Materials ... 28
(1) Authentic materials ... 29
(2) Modified/simplified materials... 30
b) Teacher talk ... 32
c) Classroom interaction ... 34
b. The role of first language in EFL class ... 36
B. Theoretical framework ... 39
CHAPTER III METHODOLOGY A. Research method ... 41
B. Nature and sources of data ... 43
C. Data setting and participant ... 43
D. Data collection method ... 45
1. Interview ... 46
2. Observation ... 47
E. Data analysis ... 48
F. Triangulation ... 49
CHAPTER IV FINDINGS AND DISCUSSIONS A. Introduction ... 50
B. English teaching and learning in the setting of the study ... 50
C. Teacher’s belief about English language exposure ... 52
1. Material ... 53
a. The characteristics of the material... 53
b. The teaching method of the material ... 59
c. Focus of the material ... 61
2. Teacher talk ... 64
a. The use of teacher talk... 64
b. The limitation of teacher talk ... 67
3. Classroom interaction... 70
a. Teacher-student interaction ... 70
b. Student-student interaction ... 73
4. First language ... 75
D. Discussion ... 80
1. Material ... 80
2. Teacher talk ... 83
CHAPTER V CONCLUSION
A. Conclusions ... 90
B. Implications ... 95
C. Recommendations ... 96
BIBLIOGRAPHY ... 98
APPENDICES ... 106
A. Interview transcription and coding ... 106
LIST OF FIGURES
1. Figure 2.1: Teacher cognition, schooling, professional education, and
classroom practice... 18
2. Figure 2.2: Three circles of English... 20
3. Figure 2.3: Resource and result of classroom interaction... 36
4. Figure 3.1: Stages of data analysis adapted from Creswell... 48
LIST OF ABBREVIATIONS AND CODES
Abbreviations
RSBI : Rintisan sekolah berstandar internasional/Designated international standard school
SKL : Standar kompetensi lulusan/ Learning outcome EFL : English as a foreign language
ESL : English as a second language L1 : First language
L2 : Second language
Codes
MT-C : Material characteristics MT-TM : Teaching method MT-F : Material focus
TT-U : Teacher talk using English
TT-L : Teacher talk limitation using English
CIT-U : Classroom interaction using English between teacher and students CIT-P : The purpose of interaction using English between teacher and
students
CIS-U : Classroom interaction using English among students CIS-P : The purpose of interaction using English among students FL-U : The use of first language use
ABSTRACT
Bayu Aribowo, 2013. Teacher’s Beliefs about English Language Exposure. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University
Language exposure is a means to provide students with English as much as possible to facilitate their English learning. However, English learning in the area of English as a foreign language has limited or less exposure since the students are exposed with English mostly in the classroom only. Related to this, the use of first language might also influence students in the exposure of English. Meanwhile, specific geographical and sociological condition can take part as well related to the exposure of English. Based on these facts and situations, it seems that observing the teacher’s beliefs about English language exposure in such a setting of study is worth doing.
This study tries to see such beliefs from the point of view of several aspects as the sources of exposure. They are materials, teacher talk, classroom interaction, and the use of first language. The problem formulated to answer is ‘What beliefs does the teacher hold about English language exposure?’
To give a thorough description and interpretation, a case study analysis was applied from the participant’s experience. The interview was conducted to one 8th grade English teacher of a chosen state junior high school and classroom observations were performed to validate the findings.
ABSTRAK
Bayu Aribowo, 2013. Teacher’s Beliefs about English Language Exposure. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University
Pemajanan bahasa adalah salah satu cara untuk menyediakan pengetahuan bahasa Inggris sebanyak mungkin kepada siswa dalam memfasilitasi mereka dalam pembelajaran bahasa Inggris. Meski begitu, proses pembelajaran bahasa Inggris sebagai bahasa asing lebih terbatas karena para murid hanya mendapatkan pajanan bahasa tersebut di dalam kelas saja. Pemakaian bahasa ibu juga bisa mempengaruhi pembelajaran bahasa Inggris di dalam kelas dalam hubungannya dengan pemajanan bahasa Inggris. Sementara itu, kondisi sosio-geografis tertentu juga bisa ikut mempengaruhi tingkat pemajanan tersebut. Berdasarkan fakta dan situasi tersebut, keyakinan guru dalam pemajanan bahasa Inggris di lokasi semacam itu dianggap pantas untuk diteliti.
Penelitian ini dilakukan untuk melihat keyakinan guru tersebut dari sudut pandang yang berhubungan dengan pemajanan bahasa. Aspek-aspek tersebut mencakup materi, ujaran guru, interaksi di dalam kelas, dan pemakaian bahasa ibu. Permasalahan yang akan dijawab pada penelitian ini adalah ‘Keyakinan seperti apa yang dimiliki guru mengenai pemajanan bahasa Inggris?’
Untuk memberikan penjelasan dan interpretasi yang mendalam, diterapkanlah analisis studi kasus dari pengalaman partisipan. Wawancara dilakukan terhadap satu orang guru bahasa Inggris kelas 8 di salah satu sekolah menengah pertama negeri terpilih dan juga observasi terhadap kelas-kelas yang ditunjuk dijalankan sebagai media validasi temuan.
CHAPTER I
INTRODUCTION
This chapter covers introductory parts about this research such as
background of the study, problem limitation, problem formulation, research goals,
and the benefit of the study
.
A.Background of the study
Exposure is one way, either naturally or given, which will affect human’s
brain or mental condition to recognize, comprehend, and be more aware about the
discussion being exposed. Related to the language learning as the focus of the
study, exposure becomes a significant aspect on how someone can acquire the
language. There are several experiences or studies in the past that show how
substantial exposure to language is in language learning or acquisition. One of
them is about Akbar, a 16th century Mogul emperor of India, as told in an article
in New York Times online (Galliot, 2007). He desired to learn whether language
was innate or acquired through exposure to the speech of adults. He had a belief
that people learn language by listening to each other and therefore a child could
not develop language alone. He then ordered a house built for two infants and
stationed a mute nurse to care for them. The result was obvious. The children did
not acquire speech, which seemed to verify Akbar’s hypothesis that language is
acquired and does not simply emerge spontaneously in the absence of exposure to
The article also tells another experience about exposure in the more recent
era. The online newspaper shows the importance of exposure in language
acquisition by covering a news about Ana Gabriella Rodriguez, a 23 year-old
graduate student at the Institut d'Études Politiques in Paris, who had an impressive
ability to effortlessly switch among five languages; English, French, Spanish,
Portuguese, and Hungarian. It is related to her parents’ job as Venezuelan
diplomats since she moved frequently following them in several countries with
different languages including Caracas, Washington, Lisbon, and Budapest, in
addition to Paris. This demonstrates how someone can acquire a language with the
help of exposure, in this case from the place they live. Provided with the language
they are unfamiliar with yet, they are required to hear and practice the language
they have in contact every day, making them receive maximum amount of
exposure. As a result, language acquisition is inevitable.
In that article, Fred Genesee, a professor of psycholinguistics at McGill
University in Montreal, provides a scientific foundation for it that a child simply
needs to be exposed to a different language for at least 30 percent of his or her
waking time to acquire it. He also signifies the importance of immersion in an
environment where the new language is needed for adults who are in the process
of learning additional language. This suits Krashen’s theory of second language
acquisition that concludes several studies stating that more exposure to a second
language results in increased proficiency (1985: 14).
The events above signify the importance of exposure in language learning
setting of this study. Since English becomes the focus in this study, it is quite
necessary to see the position of English nowadays in language learning. Hasman
(2004:21) suggests that “English has been an international language for only 50
years
.
If the pattern follows the previous language trends, we still have about 100years before a new language dominates the world”. It is one reason why English is
learnt world-wide intensively even in the EFL context. Learning a foreign
language in the classroom obviously has several differences in its application if
compared to the story life of Rodriguez above in acquiring the language. Firstly,
there is a pattern that must be followed by the learners so that they can learn such
a language accordingly to their level of comprehension. This pattern is what is
called curriculum. Secondly, a figure is needed to guide the learners in learning
the language. This figure is the one who will direct the learner in the learning
process, provide them with the knowledge needed, and verify their understanding.
This important figure is the teacher.
It must be noted too that EFL students learn English mostly in the
classroom. It’s also related to the role of English as the foreign language where
the language is not used as a daily basis or regularly as a means of communication
by the students. Then, most students treat English as one subject at school only,
meaning that they learn English with quite limited intensity and mark-oriented
instead of proficiency construction
.
Moreover, their primary source of English asthe input is received when they are at school, specifically from English lesson
only
.
Considering the story about how Rodriguez acquired the languages above,Nation (2003) emphasizes that it is very important that L2 use is maximized in the
classroom where learners have little opportunity to meet and use the L2 outside
the classroom. These arguments then function as the essential starting point to see
the teacher’s beliefs about language exposure in teaching English in the classroom
context.
Looking on the other side of such matters, the exposure of English is also
strongly related to the use of first language in the classroom practice, which in fact
is still in question whether it will help learners in acquiring the knowledge about
language or even become an obstacle for them to achieve the goal of language
learning
.
How the use of first language is scientifically debatable is confirmed byJadallah’s (unknown year) research that shows a number of studies having been
conducted, which either support or oppose the use of first language in EFL
classroom, showing that each side has their own reason in the promotion or
restriction of first language based on the findings from those research
.
Meanwhile,teachers, no matter if they care or not, realize this fact and it, either direct or
indirectly, affects their performance in the classroom mainly in how they use
either English or first language in the classroom
.
Therefore, seeing those realitiesabove, it is quite a meaningful interest to see what teachers, who hold an essential
position in education process, have in mind about exposing English to maximize
the input for the students while considering the role and part of the first language
in the classroom especially in the place where this research was conducted with its
To clarify the stance of this research, several studies with related topics are
considered worth to discuss in this part
.
There have been numerous research in thepast related to teachers’ belief
.
Borg (2003) explains how teachers’ belief hasbeen majorly discussed in its relationship with curricular aspect of language
teaching such as grammar teaching and literacy instruction in foreign and second
language context
.
Apart from biological factors, exposure is clearly of crucial importance in
enhancing language acquisition as well as learning
.
The significance of languageexposure has been discussed in previous discussions and studies in the same field
.
Lubega (1979), for instance, conducted a research which took Uganda as its object
of research where people there speak English as a second language
.
He found thatlanguage exposure is “vital to language learning and the type and level of
language proficiency that emanates from the language learning process is almost
entirely determined by language exposure”
.
It shows how exposure takes asignificant value even if the language has the function as a secondary language
.
Itimplies that even they already have people around them speaking the language,
they still need to maintain close contact to the language in their learning process
.
Another study by Solcova (2011) on teaching speaking skills, also brings
the indirect discussion about the importance of the way teacher interacts in the
class as the form of language exposure
.
In some part, he explains that theare acquired subconsciously, teachers are a source of input for learners and even
more so in an EFL context where the language lessons might be the only
opportunity for some learners to listen to English being studied
.
This kind ofstudy tries to view that the language exposure is described to be substantial
moreover in the area where English is not a primary language spoken in the
society
.
Ajileye (1998) in her research sees the effect of exposure to English
language activities outside the classroom in students’ writing
.
It was observed thatthere exists a significant mutual relationship between the degree of exposure to
English language use outside the classroom and performance in written English
.
She makes sure that an exploitation of opportunities for English language
activities would definitely enhance proficiency in English language
.
All of those studies indicate the same conclusion that language exposure
becomes one of many significant language learning aspects that can improve
learners’ proficiency in English
.
This research then is made to see how teachersconstruct this fact as their belief which might or can affect or is reflected in their
experience and way of teaching in the classroom, especially in the place where the
object of the study performs her professional line of work
.
B.Problem limitation
There is a time constraint in carrying out this research
.
Therefore, I limitbelief about language exposure is the focus area of the research
.
Exposure in thisstudy refers to the total amount of contacts with the target language in the
classroom
.
Thus, the teachers’ belief’s limitation covers several objects related tothings connected to the input the learners acquired in the classroom whenever the
lesson is performed such as teacher talk, teaching material, and classroom
interaction
.
It also considers the first language the teachers would likely use andwould obviously confront to the exposure of English
.
C.Problem formulation
This research is conducted to provide the answer for the following
research question: What beliefs does the teacher hold about English language
exposure?
D.Research goals
This research is brought up with a purpose as framed previously
.
The aimof this research is to identify and describe the teacher’s beliefs about language
exposure the students acquire in the classroom from several aspects covering it
like materials, teacher talk, classroom interaction, and the one that influence them
as done by the use of the first language
.
By having this goal, it is expected that thereaders will see and understand how the teacher’s beliefs in the setting of the
study are reflected and later on can have the benefits as stated in the following
E.Benefit of the study
As any other research done in the area of English language teaching, this
study also has its own significance in its accomplishment
.
Such importance ispartitioned into two kinds
.
The first one is the practical benefit.
This study wasdone in an educational institution that had certain kind of demographical and
sociological characteristics
.
Because of that, this research hopefully could providesome insight for other educational practitioners in such institution with similar
characteristics to construct, deconstruct, or even reflect their own belief about
language exposure which might affect them in their way of teaching
.
Thisresearch is also beneficial for the teachers, mainly who teach in the same level of
education as the participant, to evaluate their use of English in the classroom for
maximum result of their students’ output or proficiency
.
The second one is scientific benefit
.
This research gives advantages inproviding valuable information related to the teachers’ beliefs about language
CHAPTER II
LITERATURE REVIEW
In this chapter, there are two sub-chapters that consist of theoretical review
and theoretical framework
.
The theoretical review will contain discussion andportrayal about all the theories and the literature used for the research
.
Meanwhile, the theoretical framework as the second sub-chapter connects the
theoretical review with the assumptions, therefore determines the type of data and
how to analyze them
.
A.Theoretical review
In theoretical review, the theories related to the topic of this research are
presented and given in detail
.
It also covers the key constructs which is relevant toanswer the research question
.
Those theories are the theory of teachers’ belief,theory of English as a foreign language, and the theories of language exposure
.
1.Teachers’ belief
a.Definition
As a previous trend, research on education were done covering aspects
such as techniques and methods of teaching
.
Then, like teaching techniques andinto more various grounds including not only about what people do in education
but also about what people think about education
.
Since the mid-1980s, researchon teaching and teacher education has shifted dramatically from a focus on
behaviors to an interest in cognition (Richardson, 1996)
.
One topic about thisconcentration is about teachers’ belief
.
Before discussing about teachers’ belief, one must understand the meaning
of the word ‘belief’ itself as the key concept
.
There are indeed many definitionsabout beliefs
.
Dewey (1933), as one amongst the first to realize the importance ofbeliefs in education, described belief as the third meaning of thought, ‘something
beyond itself by which its value is tested; it makes an assertion about some matter
of fact or some principle of law’ (p
.
6).
For him, belief is crucial since “it coversall the matters of which we have no sure knowledge and yet which we are
sufficiently confident of to act upon and also the matter that we now accept as
certainly true, as knowledge, but which nevertheless may be questioned in the
future” (p
.
6).
Derived from that, Pajares (1992) describes belief as an“individual’s judgment of the truth or falsity of a proposition, a judgment that can
only be inferred from a collective understanding of what human beings say,
intend, and do” (p
.
316).
Bernat (2005), for instance, has summed up the definitions about beliefs
from many researchers since the post-world war era
.
Some of those definitionssuitable for the theoretical background of this research is insights, culture of
conceptions of learning, and very strong filters of reality
.
Even though not toodetailed, these definitions however can become a really good base of
understanding to initially recognize what teachers’ belief is, later on, what it deals
with, and what it is related to
.
Pajares (1992), quoting Bandura (1986), Dewey(1933), Nisbett & Ross (1980), and Rokeach (1968), signifies beliefs as the best
indicators of the decisions individuals make throughout their lives
.
Moreover,although he sees belief as a messy concept, he states that beliefs and belief
systems serve as personal guides in helping individuals to define and understand
the world and themselves
.
M. Borg (2001: 186) states that “there is as yet noconsensus on meaning and the concept has acquired rather fuzzy usage” about
belief
.
However, she later on sums up that “belief is a preposition that may beconsciously or unconsciously held, is evaluative in that it is accepted as true by
the individual, and is therefore imbued with emotive commitment”
.
Going into the details, when we are talking about teachers’ belief, we
should see the understanding about it given by Nespor (1987) which has been
used as a foundation theory in every research related to the teachers’ belief
.
Without direct definition about teachers’ belief, he delivers the comprehension
about belief with the accepted idea that teachers’ way of thinking and
understanding are vital components of their practice
.
From this point of view, it isnoticeable that teachers’ belief, in the realm of ideas is what the teachers think and
what teachers know regarding to their profession which affect them in their
affects them in conceptualizing tasks
.
In the other way, their experience alsobecomes a factor that shape teachers’ belief (Nespor, 1987: 317)
.
In anothersource, Kagan (1992) gives her own classification about teachers’ belief
.
Shebelieves that teachers’ belief is “a particularly provocative form of personal
knowledge that is defined as a pre- or in-service teachers’ implicit assumptions
about students, learning classrooms, and the subject matter to be taught” (1992:
66)
.
In the matter of fact, she realizes that this definition is actually misleadingsomehow knowing that the studies about teachers’ belief are mostly focused on
specific academic context such as beliefs about teaching math, science, history, or
else
.
However, she agrees with Feimar-Nemsen and Floden (1984) that pull a redline on the research taking teachers’ belief as their attention that the goals on
studying teachers’ belief is to get inside the teachers’ heads to describe their
subjective knowledge and belief
.
Quoting Calderhead (1996), teacher beliefs, as well as teacher knowledge
and teacher thinking, comprise the broader concept of teacher cognition
.
Even so,teachers’ belief and teacher cognition share the same characteristics, as Kagan
(1990) mention it as something that “is somewhat ambiguous, because researchers
invoke the term to refer to different products, including teachers’ interactive
thoughts during instruction; thoughts during lesson planning; implicit beliefs
about students, classrooms, and learning; [and] reflections about their own
Starting from her definition about belief previously, M. Borg (2001: 187)
also comes up with a conclusion about teachers’ belief which refers to teachers’
pedagogic belief or those beliefs of relevance to an individual’s teaching
.
Furthermore, she claims that teachers’ belief serves as a guide to thought and
behavior
.
More recent discussion about the term teachers’ belief is brought byBorg with his developing definition over time
.
Belief comes together withknowledge, theories, assumptions, and attitudes to form personal pedagogical
systems that play a significant role in shaping teachers’ instructional decisions
(1998)
.
In another year, he implicitly alters his theoretical discussion aboutteachers’ belief with similar concept he calls teacher cognition
.
Language teachercognition includes what second or foreign language teacher think, know, believe
and additionally, as part of teacher cognition constructs, attitudes, identities, and
emotion (2012)
.
Lastly, Flavell (1987) views beliefs about language learning as “acomponent of meta-cognitive knowledge, which include all that individuals
understand about themselves as learners and thinkers, including their goals and
needs”
.
From all of the reviews about belief above, it can be inferred thatteachers’ belief is what teachers view, think, and assume to be true in their point
of view which will influence them in their professional performance and, on the
contrary, may be affected by their experience as well yet not all beliefs they
possess can be molded into doable action since there are limitations from many
perspectives, such as personal, social, administrative, or other teacher-related
b.Nature
Every entity always has its own distinctive nature, and so does teachers’
belief
.
What comes first concerning the nature of teachers’ belief is that teachers’belief appear to be relatively stable and resistant to change (Brousseau, Book, and
Byers, 1988; Herman and Duffy, 1989; in Kagan, 1992)
.
Another assumption alsocomes up and states that a teacher’s belief tend to be associated with a congruent
style of teaching that is often evident across different classes and grade level
(Evertson & Weade, 1989; Martin, 1989 in Kagan, 1992)
.
Bryan (2003, in Irez, 2006) also concludes the nature of belief from the
contribution of many researchers and theorists
.
Accordingly, beliefs arepsychological constructs that include understandings, assumptions, images, or
propositions that are felt to be true
.
It is the one that drives a person’s actions andsupport decisions and judgments
.
Besides, teachers’ belief has highly variable anduncertain linkages to personal, episodic, and emotional experiences of an
individual and, although undeniably related to knowledge, it is different from
knowledge in that beliefs do not require a condition of truth
.
From that latter grasp about the nature of teachers’ belief, it signifies the
importance of apprehending the difference between belief and knowledge
.
Asmany researchers have found, it is not so much that knowledge differs from
beliefs, but that beliefs themselves constitute a form of knowledge (Murphy,
2000)
.
In another way, Ernest (1989, in Pajares, 1992) differentiates both terms byaffective outcome, but he acknowledged that beliefs also possess a slender but
significant cognitive component
.
Different from the others, Kagan (1992) directlypoints out that he argues that most of a teacher’s professional knowledge can be
regarded as belief
.
She claims that knowledge is considered a belief that has beenaffirmed as true on the basis of objective proof or consensus of opinion
.
Murphy (2000) later makes a further distinction between beliefs and
knowledge based on Nespor (1987)
.
Beliefs are considered ‘static’, meaningwhereas knowledge can be evaluated or judged, beliefs are something in contrary
since there is usually a lack of consensus about how they are to be evaluated
.
Notonly in evaluative aspect, both terms also deal with their relationship with the
truth
.
Beliefs are said not to require a truth condition whereas knowledge mustsatisfy the ‘truth condition’ (Savasci-Acikalin, 2009)
.
Other than that, he alsoconcludes that beliefs refer to suppositions, commitments, and ideologies and
knowledge refers to factual propositions and the understandings that inform
skillful action
.
While knowledge is based on objective fact, belief is differentlybased on evaluative judgment
.
The proper illustration of belief and knowledge is portrayed by Nespor
(1987)
.
Teachers may have similar scientific knowledge.
They are likely to teachin different ways because teachers’ beliefs are more powerful than their
knowledge in influencing the way in which they teach
.
For this too, Mansourshows that “there is an interactive relationship between knowledge and beliefs
.
The settled or developed teachers’ beliefs act as an information organizer and
priority categorizer, and in turn control the way it could be used
.
In theinteractions between knowledge and beliefs, beliefs control the gaining of
knowledge and knowledge influenced beliefs” (p
.
28).
It must also be understood that teachers’ belief is something resistant to
change (Brousseau et al., 1988)
.
However, Murphy (2010: 7) mentions thatchanging belief is a complex, perhaps even mysterious, process
.
Though doable,Woods (1996) clarifies that teachers cannot simply at will 'change' one belief by
itself
.
Instead, the change can only be encouraged but not mandated.
Pajares (1992) mentions that Piaget’s concepts of assimilation and
accommodation result in belief change
.
“Assimilation is the process whereby newinformation is incorporated into existing beliefs in the ecology; accommodation
takes place when new information is such that it cannot be assimilated and
existing beliefs must be replaced or reorganized” (p
.
320).
Beside thosetheoretical terms, reflection, that is intentionally, actively, and deliberately
examining one’s experiences and beliefs, also the one that contributes to
conceptual change (Di Pietro and Walker, 2005)
.
It must be understood that changing belief is not about abandoning beliefs
but replacing them with more relevant beliefs (Nespor, 1987 in Murphy, 2010)
.
This opinion is supported by Dwyer et al (1990) who recommend implementing
gradually replacing them with more relevant beliefs shaped by experiences in an
altered context
.
Those concepts give a thorough comprehension on the wayteachers’ belief changes and how it works with the other belief
.
c.Role
What is also significant in the discussion about teachers’ belief is its role
in many aspects related to it, mainly to the teaching and learning practice, method,
and development
.
Nespor (1987) conducted teacher belief study and the result“suggests that beliefs and belief systems have two important uses for teachers
-task definition and cognitive strategy selection; and facilitation of retrieval and
reconstruction in memory processes-while serving the overall function of allowing
teachers to deal with ill-structured domains” (p
.
321).
Practically, “teachers’ beliefplay a major role in teachers’ decision making about curriculum and instructional
tasks” (Nespor, 1987;Pajares, 1992 in Savasci-Acikalin, 2009)
.
Richardson (1996) states, "attitudes and beliefs are a subset of a group of
constructs that name, define, and describe the structure and content of mental
states that are thought to drive a person’s actions" (p
.
102).
To put it briefly,teachers’ belief determines what the teachers do in their professional occupation
.
Additionally, “teachers’ beliefs are closely linked to teachers’ strategies for
coping with challenges in their daily professional life and to their general
well-being, and therefore they shape students’ learning environment and influence
Borg (2003), placing teachers’ belief and teachers’ cognition in a par, tells
how teacher cognition plays a pivotal role in teachers’ life as explained in the
[image:34.595.98.496.187.557.2]scheme below
.
Figure 2.1 : Teacher cognition, schooling, professional education, and classroom practice(Borg, 1997 in Borg, 2003: 82)
From the diagram above, it shows what teachers’ belief, which is a part of
teachers’ cognition, affect and is affected by
.
Several features that influenceteachers’ belief is firstly their experience in the classroom as a learner which form
their perception of their early training in teaching
.
Not only shaping their belief, italso has effects their professional coursework
.
Professional coursework andeach other
.
Another aspect is the contextual factors, such as motivation,expectations, society demand, standardized tests and school, which modify not
just teachers’ beliefs but practice in the classroom as well
.
Classroom practiceitself, as professional coursework, similarly intertwines with teachers’ belief
.
2.English as a foreign language learning
a.Overview
Talking about English language learning, we must understand first about
Kachru’s 3 circles of English
.
World widely, the area of the English use is dividedinto three areas of circle
.
These circles represent the types of spread, the patternsof acquisition, and the functional allocation of English in diverse cultural context
(Kachru, 1992: 356)
.
The first is inner circle which refers to the traditionalcultural and linguistic bases of English
.
It covers countries using English as itsprimary language for daily use
.
The second one is the outer circle that representsthe institutionalized non-native varieties in the regions that have through extended
period of colonization
.
In the other words, it is countries that use English assecond language
.
The third one is the expanding circle which includes regionswhere the performance varieties of the language are used essentially in EFL
context or we can say, it includes those nations which acknowledge the
importance of English as an international language
.
There, English does not haveFigure 2.2: Three circles of English(Kachru, 1992: 356)
Not only representing what has been said before, this classification then
somehow influences the English language learning in every region because the
significance of such language also differs in each circle
.
In the case of English asa foreign language, Broughton et al (1980) emphasizes that foreign language “is
taught in schools, often widely, but it does not play an essential role in national or
social life” (p
.
6).
In the expanding circle countries, English, as a world language,is taught among others in schools, but there is no regional variety of English
which embodies such countries’ cultural identity
.
Even so, learners of English as alanguage learners
.
He gives the example of Japan in which both British andAmerican varieties are equally acceptable and both are taught, foreign students of
English in Mexico and the Philippines tend to learn American English, Europeans
tend to learn British English, whilst in Papua New Guinea, Australasian English is
the target variety
.
Those choices of variety are partly influenced by theavailability of teachers, partly by geographical location and partly by political
influence (p
.
7).
Still, not only the function of English that is different in each circle, it also
has different use too especially for the learners
.
In a foreign language learningsituation, counting English, “the language is not spoken in the immediate
environment of the learner, although mass media may provide opportunities for
practicing the receptive skills
.
There is little or no opportunity for the learner touse the language in natural communication situations” (Ringbom, 1987: 27)
.
Itindirectly shows the importance as well as the role of English in the countries
where English counts as foreign language
.
b.Characteristics of EFL learners
Ringbom (1987: 27) makes distinctions between second language learners
and foreign language learners under the heading of time, input, teacher’s role, and
skills
.
From there, the characteristics of foreign language learners can besummarized as follows
.
First, the foreign language learner can spend only a veryon learning is limited to the classroom hours and the time spent in preparation for
the lessons
.
Secondly, the foreign language learner is also exposed to a verylimited quantity of highly structured, selected and sequenced input
.
In fact, headds as the third one, foreign language learning mainly takes place in a classroom
situation and/or by study at home while there is little or hardly any learning from
peers
.
Fourth, talking about most classrooms, the dependence on written materialmakes the oral skills less important since the classroom situation does not provide
a genuine need for practicing spoken language in a natural communication
context, even if various contrived oral uses of the language may be employed
.
Thesequencing of skills largely depends on the aims and methods of the course
.
He also demonstrates that, in the case of foreign language learning, the
learners’ success is somehow dependent on a number of factors, especially the
general attitudes to the teacher and the classroom situation and the learners’
motivation
.
“Since the foreign language learner's whole personality is notinvolved in the learning process, most social and affective factors lose at least
some of their importance in a foreign language learning context
.
Culture shock ishardly experienced at all, until the learner goes to the foreign country” (Ringbom,
1987: 29)
.
Getting more specific, the characteristics of Indonesian EFL learners have
been a major topic in several discussions
.
Exley (2005) portrays how someliterature defines Indonesian students has the characteristics of more passive,
report that in EFL in Indonesia, teachers have significant value because they are
required to present a critical evaluation of ideas for students to memorize
.
Onestudy by Beh (1997, in Exley, 2005) found that students in urban areas have
higher levels of motivation in learning English than students in rural areas
.
Thereasons for this cover both teachers and students side, and the difficulties students
have concern with affording the required text
.
3.Theory of language exposure
The development of language depends on exposure to some specific
linguistic experience (Curtis et
.
al 1974).
This kind of experience could be invarious forms that later on will sharpen language skills such as what is read or
heard for the receptive skills and what is spoken or written as the ones enhancing
the productive skills
.
Although it is undoubtedly true, there is still debate aboutwhether language learning is biologically-based or is directly related to the
environment or language exposure and it has been a question for a long time
(Agah, 2011)
.
Related to this, there are different opinions rising up.
Di Vesta (1974) and Chomsky (1970) propose that language is an innate
ability and exposure does not make a significant difference in gaining this ability
.
In the other hand, Olson (1970) believed that language learning is directly related
to the environment
.
Despite the fact that there are two opposite parties related tolanguage exposure, learners are automatically exposed with such language
and this input can be discussed together with the role of first language which
accompanies it in the practice of language learning
.
a.Input
1) Type of input
Krashen (1985: 14) portrays the conclusion from several studies that more
exposure to a second language results in increased proficiency while others show
little or no relationship between exposure and proficiency
.
However, according tohis review of those studies, such relationship exists in some school situation
where exposure really entails comprehensible input
.
In the opposite side, there isweaker or no relationship where exposure does not entail comprehensible input
.
Input itself can be non-interactive in the form of texts that learners listen to
or read (Ellis, 2008)
.
In other words, input is everything given to the learnersabout the language in any model of knowledge and skill
.
It may also come in theform of active participation in conversation
.
Input that learners receive holds avery important role in a language learning process since “being exposed to a
language can be the best input for a learner” (Agah, 2011: 9)
.
Ellis (1985)suggests eight central conditions favorable for language acquisition and one, and
the first one, is a high quantity of input directed at the learner
.
With input also,learners are ‘given the opportunity to make sense of what they hear or see, to
notice the contexts in which the samples of the language are used, to interact with
line with what Krashen (1985), as the representation of the innatist point of view,
introduces as input hypothesis theory
.
In that theory, he proposes that languageacquisition depends solely on what is called comprehensible input, which is a type
of input slightly ahead of the learners’ current stage but which they can
comprehend through means such as situational cues
.
He formulates this into i+1(the learners’ current level + a bit beyond current level of competence)
.
The input hypothesis has several corollaries (Krashen, 2003)
.
First is thatthe speaking ability is not the cause but the product of acquisition
.
Althoughspeaking can indeed indirectly assist in language acquisition, the ability to speak
is not the cause of language learning or acquisition
.
Krashen insists that speechemerges by itself as a result of building competence through comprehensible
input
.
This comprehensible input, according to Krashen, is most likely to begained from interacting with another speaker of the language
.
In this case, theother speaker of the language is the teacher
.
Second, grammar knowledge will be automatically gained after enough
input is mastered
.
Krashen strongly believes that this is done and acquired byexactly every language learner similarly using Chomsky’s point of view about
language acquisition device and it is a better method of developing grammatical
As for the third, the teaching order is not based on the natural order
.
Instead, students will acquire the language in a natural order by receiving
comprehensible input
.
Comprehensible input itself is divided into several types
.
Park (2002)suggests three potential sources of comprehensible input
.
One is pre-modifiedlanguage input
.
In this kind of input, any input, whether it is spoken or written,can be simplified or modified in order to provide comprehension by presenting
less difficult vocabulary items and complex syntactic structures which are beyond
readers’ acquired language proficiency
.
Adjusting the syntactic and lexical featureof the input can increase the comprehensibility of the text by, for example,
providing definitions of difficult vocabulary items, paraphrasing sentences
containing complex syntactic structures, or enriching semantic detail
.
Furthermore, elaboration can be a preferred manner because elaborated input
retains the material that language learners need for developing their interlanguage
and provides with natural discourse model (Kim, 2003 in Bahrani, 2012)
.
Otherthan that, elaborated adjustments have the potential to supply the learners with
access to the linguistic items they have not acquired yet (Larsen-Freeman & Long,
1991)
.
Urano (2002, in Bahrani, 2012) and Kong (2007, in Bahrani, 2012) alsoclaim that lexical elaboration is more favorable than lexical simplification for the
sake of sentence comprehension in reading and incidental vocabulary acquisition
.
might help language acquisition, over-elaborated language input could be in fact
counter-productive
.
Two is interactionally modified input
.
It is represented by the changes tothe target structures or lexicons to accommodate potential or actual problems in
understanding a message in a conversation
.
It is a type of language input that isinteractionally modified through negotiation of meaning to make input
comprehensible
.
This kind of comprehensible input is concluded from the studyby Ellis (1994, in Bahrani, 2012) where three kinds of input conditions and their
potential to facilitate comprehension were considered; the unmodified input, the
pre-modified input, and interactionally modified input
.
The result shows that lattersignificantly facilitates comprehension more than the other types of input
.
It isnecessary to put border between modified input and interactionally modified input
in order to make a clear distinction of them
.
According to Long (1982, 1983 inPark, 2002), interactionally modified input only emerges when both parts of a
conversation negotiate meaning to make their speech more comprehensible
.
Whenlanguage learners face communicative problems and they have the opportunity to
negotiate solutions to them, they are able to acquire new language
.
Three is modified output
.
Modified output is the response tointeractionally modified input
.
Similar with interactionally modified input, it mustoccur in an interactional environment (Ellis, 1999)
.
Negotiation of meaning in amodified output of one learner will automatically turn into and work as another
learner’s comprehensible input
.
2) Sources of input
In the classroom situation where the learners study the language, there are
various sources of input that are available during the learning activity
.
Thesesources of inputs are commonly similar for regular language class in elementary,
junior high, or senior high school. They come from the materials, teacher talk,
and classroom interaction (either student with student or student with teacher)
.
a) Materials
Material in ELT, especially EFL as the point of interest in this study, is
one of the most important resources of input in language learning
.
Today, thesources of material used in the school are various
.
It moves far from conventionalones represented by written text in the form of books and advances in a variety of
forms such as interactive slides, audio, video, online source like websites, or in
the appearance of short functional text like posters, announcements,
advertisements, recipes, and many more fitting the necessity of the learners
.
However, in Indonesian context, these material sources are made following the
curriculum and the approach applied
.
English curriculum of 2006, as the one usedin this thesis’ object of the study, aims students’ English communication skill in
daily life as stated in its target competence
.
Therefore, the materials used oftenmimic the real life as if the students are put into the factual situation where they
practitioners to make use of what is called as authentic material
.
In the other hand,there are some limitations or obstacles that prevent the teachers in using such
materials and choose to use modified or simplified materials instead
.
(1) Authentic materials
The use of authentic materials in an EFL classroom is what many teachers
involved in foreign language teaching have discussed in recent years (Kilickaya,
2004)
.
Rogers and Medley (1988) defines authentic material as 'appropriate' and'quality' in terms of goals, objectives, learner needs and interest and 'natural' in
terms of real life and meaningful communication (p
.
467).
While Harmer (1991)regards authentic texts as materials which are designed for native speakers; they
are real text; designed not for language students, but for the speakers of the
language
.
Jordan (1997, p.
113) refers to authentic texts as texts that are notwritten for language teaching purposes
.
Nunan and Miller (1995) define authenticmaterials as those which were not created or edited expressly for language
learners
.
This means that most everyday objects in the target language qualify asauthentic material
.
Authentic materials is confirmed to be useful in increasing students'
motivation for learning, makes the learner be exposed to the 'real' language as
discussed by Guariento & Morley (2001, p
.
347).
In short, “authentic materialsare materials that we can use with the students in the classroom and that have not
(Sanderson, 1999)
.
There are some benefits in using this kind of materials (Philipsand Shettlesworth 1978; Clarke 1989; Peacock 1997, in Richards, 2001)
.
First,they have positive effect on learner’s motivation
.
Second, they provide authenticcultural information
.
Third, they provide exposure to real language.
Fourth, theyrelate more closely to learners’ needs
.
The last one, they support a more creativeapproach to teaching
.
However, in the other hand, Richards (2001) also points out that using
authentic materials also carries some disadvantages which often occur in the area
of EFL learning
.
It is obvious that authentic materials often contain difficultlanguage, unneeded vocabulary items and complex language structures, which not
only causes a burden for the teacher in lower-level classes but also cause
difficulties in comprehension for the learners
.
Related to this, Tamo (2009) agreesthat authentic materials should be used in accordance with students’ ability and
add that suitable tasks can be given to learners in which total understanding is not
important
.
She also consents about the opinion that in the earlier stages,non-authentic materials can be used
.
However, she stresses too that upon students’dealing with materials from their own subject area, authentic materials should be
introduced
.
(2) Modified/simplified materials
“For language learners, difficult language is the problem with authentic
have become the barrier in the language learning process in some cases
.
Toomany unrecognized words or structure is the main issue for the learner to study
the language
.
It will however still become the source of input.
But if an utterancein the material, as an instance, is presented but the message cannot be conveyed
because of so many foreign vocabularies, not only the learners will fail to at least
infer the message but also the input will not be a comprehensible one
.
As for thisreason, the education practitioner often choose to use or make modified or
simplified material to adjust the language knowledge they need to pass so that it
would be understandable for the learners
.
Day (2002) emphasizes that simplified materials carry an outstanding
strength which is they are the best material for teaching beginning and
intermediate students because they are already set to the right linguistic level
.
Widdowson (1978, in Guariento and Morley, 2001) believes that simplification
can take place, within the conventions of a given language field, while
maintaining authenticity in the sense of learner’s response
.
To achieve this goal,the text has to be simplified into a form which engage the learner’s interest and
impress him as being in some way relevant to his concerns
.
At lower level,“materials do not have to be given an artificial ‘genuine-look in order to be
accepted by the learner
.
What matters more is that they should be executed”(Guariento and Morley, 2001)
.
In other words, the simplified materials are moresuitably and preferably chosen for the junior level of language learner in the EFL
Even though simplified material is very helpful, it is not free from
infirmity
.
Guariento and Morley (2001) mention that not so little textbook writersmake recourse to simplification with a haste that is often undignified resulting in a
not ‘well-executed’ text
.
In the other case, texts lose their redundant feature andare shortened in the listening material
.
b) Teacher talk
Even in the most autonomous, learner-centered class of language learning,
the involvement of a teacher is obligatory and inevitable
.
Lewton-Brain (1993)suggests that teachers should support the students to have an evaluation on their
work, guide the clarity of a lesson, conceptualizing and making a decision of
something
.
They should also give a help to the students so the students understandwhere they go
.
This can be done by giving criticism, observation and sharingexperience
.
In other occasion, the teachers must be able to perceive the strongpoints and interest of the students then helps the students to grow up
.
How teachers’ role takes part in the learning process significantly is
explained by Gass and Selinker (2001, in Leaver, Ehrman and Shekhtman, 2005)
.
They strongly emphasize that acquiring a second language truly depends on
acquiring the sound system of that language
.
In the class, the students can get thereal example directly
.
In the context of language class, they can learn thepronunciation and accent from the teachers as well as sentence arrangement and
the source of assistance to learn English’ (Razak, 2003)
.
From this point, it isevident to see the teacher as the one source of input in the classroom for the
learners especially from what is familiar with the term teacher talk
.
Several definitions of teacher talk are developed by some theorists
.
Richards (1992: 471) defines teacher talk as a various language which the teacher
uses in the learning teaching process
.
Meanwhile, Brown (2006) regards teachertalk as simply the time when the teacher is speaking
.
In more detail, Osborne(1999) classifies teacher talk as speech used by teachers that is characteristically
modified in four areas: phonology (consisting of morphology and vocabulary),
syntax, and discourse
.
By this definition, it is very important for the teachers toadjust their talk to the students, such as using vocabularies accordingly to the
students’ level, for the sake of students’ comprehension
.
As a conclusion, teacher talk is the language used by the teacher to
communicate with the students which has been modified and adjusted to the
students’ level of language proficiency (Jonathan, 2008)
.
Practically, thepedagogical system in most of the school in Indonesia is teacher-centered,
meaning that the teacher would likely do the most talking in the class
.
Therefore,teacher talk is the main medium that is used by the teacher to pass the skills and
knowledge to the students
.
However, recent studies have been done with further findings about
not only function as input but in fact also shapes learners’ contributions to the
discourse as inhibiting or increasing learners’ participation and scaffolding
learners’ production (Walsh, 2002 in Ellis, 2008)
.
Seeing its effect andsignificance, teacher talk can be regarded as one of the most significant resource
of input in the classroom
.
c) Classroom interaction
Classroom interaction is a media for learners mainly to increase students’
oral proficiency because they can directly practice using the language they learn
.
“Interaction provides learners with opportunities to encounter input or to practise
the L2” (Ellis, 2008: 784)
.
Derived from Krashen’s input hypothesis, Long (1996)concludes that interactional hypothesis referred to when learners engaged with
their interlocutors in negotiations around meaning, the nature of the input might
be qualitatively changed. In other words,
“Language is acquired as learners actively engage in attempting to communicate in the target language
.
The hypothesis is consistent with the experiential philosophy of “learning by doing”.
Acquisition will be maximized when learners engage in tasks that “push” them to the limits of their current competence.
” (Nunan, 1999: 51)By interacting in the classroom, learners have not only the chance to perform their
language competency but also the opportunity to learn more from the interaction
because, instead of functioning as an output, classroom interaction also has a role
to be the input for the other learners since one’s output can be others’ input as
previously mentioned
.
It emphasizes the importance of comprehensible input andmeaning
.
When the interaction is in progress, they may not fully understand theutterances coming from the interlocutor, but they will try to understand and
interpret the meaning of the utterances
.
Long’s interaction hypothesis supports that the development of language
proficiency is promoted by direct interaction and communication
.
Ellis (1988: 95)also underlines that “interaction contributes to development because it is the
means by which the learner is able to crack the code”
.
Similar with what Nunansays, he concludes that by interaction, learners can infer what is said even though
they still have the absence of understanding about some linguistic item in the
message because it is not yet a part of his competence
.
Acting as the source of input, classroom interaction comes in every
communication means inside the classroom either it’s between teacher and
students or among students
.
Naimat (2011) in his research confirms as well aboutthe significance of interactional method in a foreign language class, stressing
about the interaction between teacher and students
.
Because teachers areconsidered knowledgeable in their classroom, the interaction would likely initiate
the transfer of knowledge as the immersion of input for the learners
.
Teachers talkas previously discussed can also r