THESIS ARIYATI S 891302007

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ENGLISH TEACHERS BELIEFS AND PRACTICES OF SCIENTIFIC

APPROACH (SA) IN ENGLISH TEACHING: A CASE OF SMA

BOYOLALI

A THESIS

Written as a Partial Fulfillment of the Requirements for Graduate Degree of

English Education

By

A R I Y A T I

NIM. S 891302007

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

TEACHER TRAINING AND EDUCATION FACULTY

SEBELAS MARET UNIVERSITY

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ABSTRACT

Ariyati.S891302007, 2015:

English Teachers Beliefs and Practices of Scientific

Approach (SA) in English Teaching: A Case of Indonesia.

Thesis. Surakarta.

English Education Department of Graduate School, Sebelas Maret University,

2015.

The objectives of this study are to explore the teachers beliefs in SA; to

reveal how the beliefs are reflected in classroom practices; and to figure out the

factors affecting their beliefs and practices of SA to the teaching of English.

This research was conducted at Boyolali from August 2014 to November

2014 with four experienced English teachers from four senior high schools. This

qualitative research applied case study. Data were garnered from classroom

observation, face-to-face interview, and documentation. Interactive models from

Miles and Huberman was used to examine the data.

The findings show that (1) the participants believe in the conception of SA.

They also believe that SA is important and gives impact to students progress.

They believe that by applying SA, the target of language learning is acquired. As

to learning procedure, they believe that scientific steps are conducted in sequence

by combining some steps for each. (2) Teachers formulate their beliefs of

applying the five-scientific steps by integrating all steps by keeping the sequence.

Teachers argue that target of language learning can be attained by some ways,

namely presence of theoretical and practical support, teachers guidance,

providing variety of media and motivation to students. As regard classroom

interaction, teachers let students apprehend the knowledge by working group and

decide to combine English and L2 as means of communication. (3) There are five

factors which influence teachers beliefs and practices of SA, namely learning and

teaching experience, teachers motivation, sharing with colleagues and facility.

This study concludes that teachers believe in the importance of SA, therefore they

implement it in classroom. Anyway, there are factors which make the beliefs are

not fully implemented.

It is recommended that teachers need to learn more about how to be

effective teachers and learn 2013 curriculum as well. Adjustment of the document

is necessary done by the policy maker. The school policy provides appropriate

budgeting for the teachers professional development, learning facilities as local

training. Further researcher is recommended to explore more the concerns.

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Keywords

:

Teachers Beliefs, Teachers Beliefs and Practices, Scientific

Approach

MOTTO

SUCCESS NEEDS BRAVERY, PRESEVERANCE AND PRAYING

(Ariyati, 2015)

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DEDICATION

I dedicate this thesis to my mothers and my husband of their prayer and support

this endeavor

To my headmaster, head of education department and regent of Kotawaringin

Timur of their support to my study

To my brothers, sisters, teachers, friends of their prayer, advice, criticism and

material supported to this research

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ACKNOWLEDGMENT

I would like to thank to Allah SWT for his loving grace, provisions and

blessing to accomplish this thesis.

I also would like to express the gratitude to those for having given their

guidance, inspiration, and support to write this thesis:

1. The Dean of Teacher Training and Education Faculty for his legalization.

2. Dr. Abdul Asib, M.Pd., the Head of English Education Department of Graduate

Program for his support and approval for this thesis.

3. Prof. Dr. Joko Nurkamto, M.Pd., as the first consultant, for his great guidance

and advice.

4. Dr. Hersulastuti, M. Hum, the second consultant, for her great guidance, and

patience.

5. The principals of the schools for their permission to conduct this research.

6. The entire teachers and students who have been participated in this research.

I realize that this thesis is still far from being perfect. I welcome criticism and

suggestion for the improvement.

Surakarta, March 2015

Ariyati

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LIST OF TABLES

Table 2.1

The learning material for Senior High School provides by

Minister of Education and Culture Regulation number 59,

2014:491-493

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Table 3.1

The Time Schedule of the Study

.. 42

Table 3.2

Biographical information of participants

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Table 4.1

Research Findings

..

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LIST OF FIGURES

Figure 2.1

The five components structure of belief

..

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Figure 3.1

Illustration of Interactive Model by Miles & Huberman

(1984:23)

51

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LIST OF APPENDICES

Appendix 1.

Appendix 2.

Appendix 3.

Appendix 4.

Appendix 5.

Samples of Interview Transcript

Samples from Observation Notes

..

Results of Coding Process

..

Samples of Lesson Plan and Document Review

..

Figures of Research

..

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195

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TABLE OF CONTENT

TITTLE PAGE

.

APPROVAL

.

LEGITIMATION

.

PRONOUNCEMENT

..

ABSTRACT

.

MOTTO

...

DEDICATION

.

ACKNOWLEDGMENT

..

LIST OF TABLES

LIST OF FIGURES

..

LIST OF APPENDICES

..

TABLE OF CONTENT

CHAPTER I INTRODUCTION

..

A. Background of the Study

...

B. Problem Statement

C. Objectives of the Study

..

D. Benefits of the Study

..

CHAPTER II LITERATURE REVIEW

..

A. Theoretical Description

..

1. Nature of 2013 Curriculum

..

a. Concept of 2013 Curriculum

b. Characteristic of 2013 Curriculum

c. The Element of 2013 Curriculum in English Teaching

.

1) Learning goal

2) Learning Material

3) Learning Procedure

....

4) Learning Assessment

..

2. The Nature of SA in 2013 Curriculum

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a. Definition of SA

b. SA in English Teaching

1) Observing

...

2) Questioning

....

3) Exploring

...

4) Associating

5) Communicating

.

3. Teachers Beliefs

a. The Nature of Belief

b. The Component of Belief

c. Teachers Practices

..

d. Teachers Beliefs and Practices

...

B. Review of Related Studies

..

1. Teacher Professional Development to Improve the Science and Literacy

Achievement of English Language Learners (Hart.E, Lee:2003)

.

2. Korean Teachers Beliefs about English Language Education and Their

Impacts upon the Ministry Of Education-Initiated Reforms (Yook:2010)..

3. Mathematics and Science Teachers Beliefs and Practices Regarding the

Teaching of Language in Content Learning (Tan: 2011)

4. Teacher Beliefs and Student Achievement in Technology-Rich

Classroom Environments (Glassett & Schrum:2009)

5. Teacher beliefs and practice in science education

(Savasci-Acikalin:2009)

.

6. The Relationship between Teachers Knowledge and Beliefs about

Science and Inquiry and Their Classroom Practices (Saad & Bou Joude:

2012)

.

CHAPTER III RESEARCH METHODOLOGY

A. Setting of the Research

1. Place

2. Time

B. Research Design

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C. Data Sources

.

D. Technique of Collecting Data

..

1. Observation

2. Interview

3. Review of document

..

E. Trustworthiness

1. Triangulation

.

2. Member checking

F. Technique of Analyzing Data

.

1. Data reduction

2. Data display

.

3. Conclusion drawing/verification

.

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION

A. Research Findings

1. Teachers beliefs in SA

..

a. Conception of SA

b. Importance

c. Impact

d. Expectation

e. Learning Procedure

...

2. Teachers Practices of SA

...

a. General Application

..

b. Learning Activity

..

1) The Integrated Scientific Steps

..

2) Classroom Interaction Mode

.

c. The Way to Get the Target

1) Theoretical and Practical Support

2) Teacher s Guidance

...

3) Media

.

4) Motivation

3. The factors Influence the Beliefs and its Implementation

..

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a. Learning Experience

b. Teaching Experience

..

c. Teachers Motivation

..

.

..

d. Sharing with Colleagues

e. Facility

..

B. Discussion

C. Research Limitations

.

CHAPTER FIVE CONCLUSION, IMPLICATION AND SUGGESTION

A. Conclusion

.

B. Implication

.

C. Suggestion

.

REFERENCES

APPENDICES

.

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scientific approach

¬ ® ¯ ° ª±²³° ° ª «´ ©µ¶ µ´¨ §ª ·´¨§ µ¸±¶´¨ ° ±¹º ¦¸§ ° ° ±¸ ¥´ ° °¸ µ ¦²¸ ¦» ¤ ¥¦¶ ¦´¨ ²µ² ¼ °§¦·° ·¨ª½ µ ³¦³ ¹¾ ® ´¨ ¦¸ ª© ·´§µ ¹¶ ¦ ¿ µ§¥ § ¥ª° ¦ µ² °¸ µ¦²¸ ¦» À² ¶ ´²¼±´¼¦ ¸ ª²§ ¦Á § Â ® µ° °§ µ¶¶ ³¦¹´§´¹¶ ¦» À² · ¨¦½µª±° ¸ ±¨¨ µ¸ ±¶±©Â §¦´¸ ¥¦¨ ° ¥´ ½ ¦ ¹ ¦¦² «´ © µ¶µ´¨ §ª ¼¦²¨ ¦ ¹´ ° ¦³ ´ ··¨ ª´¸¥ ¬ÃÄ® ¯Â ¿¥µ¸ ¥ µ²§¦²³° §ª ³¦½¦¶ ª· § ¥¦ °§±³¦²§ °Å ¸ ª©© ±²µ¸´§µ½¦´ ¹ µ¶µ§¾» Æ ª ¿ Â§¥¦ ¾ ¥´ ½ ¦ §ª ´··¶¾ § ¥¦ ²¦¿ ´ ··¨ ª´¸ ¥Â ¿¥µ¸¥ ¥´½¦ ²ª§ ¹¦¦² «´ ©µ¶ µ´¨ µ ² Ç ² ¼¶µ° ¥ § ¦´¸ ¥µ²¼» ¤ ¦´¸ ¥ ¦¨° ©¦¦§ ¿ µ§¥ ¸ª²«¶ µ¸§ µ ² ¼ §¥ ª±¼¥§ ° ´¹ ª±§ ¥ª¿ §ª ©´ È ¦ µ ²§ ¦¼¨´§ µ ª² ¹ ¦§¿ ¦¦² ® ´ ²³ ¶´ ²¼±´¼¦ §¦´¸ ¥µ² ¼» É ª²°¦Ê ±¦²§¶¾Â § ¦´ ¸ ¥¦¨° ¦Á·¨ ¦ °° ¸ ª²«±° µ ª² ¿¥ ¦² § ¥¦¾ § ¨ ¾ §ª µ ©·¶¦© ¦²§ § ¥µ° ²¦¿ ´ ··¨ª´¸ ¥ ¬®¼±°§ µ ¦²Â ËÌÍ£Î £Ï ¯» ¤¥µ ° ¹ ¦¸ ª©¦° ·¨ ª¹¶ ¦ © °µ ²¸ ¦ ¿¥´§ §¦´¸¥¦¨ ° ³ª µ² ¸¶´ ° °¨ ªª© ·¨´¸§µ¸¦° © ±°§ ¹ ¦ ¶ µ²¦´¨ ¿ µ§¥ § ¥¦ ¸±¨ ¨ µ¸ ±¶±© ¦Á·¦¸§´§ µ ª²»

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psychologically held understandings, premises, or propositions about

the world that are felt to be true . Johnson (1994:439) says that beliefs have

impact to both perception and judgment that effects what teachers say and do in

the classroom. It is supported by Pajares (1992) who says that teachers beliefs

have a greater influence than the teachers knowledge on designing lesson plan,

on the decision they make and on the practices in classroom.

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necessary to conduct a research dealing with teachers beliefs and practices of SA

in ELT for Indonesian context.

The research was conducted at Boyolali. The writer chose to do the research

in this city because she had worked there as an English teacher for six years. The

teaching experience in this city enabled her to build relationships with the local

educational officials who provided the way to conduct this research in some

schools at this city.

Ó Ô ÕÖ×Ø Ù Ú ÛÜ ÝÞÝÚ ÛÚßÝ

1. What are the teachers beliefs in SA in English teaching at Senior High

Schools at Boyolali?

2. How are their beliefs of SA reflected in classroom practices?

3. What are the factors that influence teachers beliefs and practices of SA in

English teaching?

àÔ á

bjectives of the Study

1. To explore the teachers beliefs in SA in English teaching at Senior High

Schools at Boyolali.

2. To explore how their beliefs of SA in English teaching are reflected in

classroom practices.

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â ã äåæ åç è éêëçéìåíéîï ð

1. For the writer

The study is expected to be the resource to conduct the other studies which

relate to the same area.

2. For the teachers

The findings will contribute to the teachers with useful views to the teaching

practices.

3. For the curriculum developers

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(27)

serves as basis for material decision and building communicative skill.

Scientific-based approach is the basis for deciding the learning steps to get new knowledge

and communicative skill by applying five scientific steps namely observing,

questioning, experimenting, associating, communicating.

(28)

result to others. The activities can be demonstrating, writing and publicizing the

work through wall magazine or learning journal, etc.

Curriculum also suggests teacher to apply other learning models in language

teaching. There are three models proposed in English curriculum, namely

discovery learning, project based learning and problem based learning (Minister

of Education and Culture Regulation number 59, 2014:512-524).

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The steps have to be carried out in learning are the following:

(a) Creating stimulus

The activity is carried out when the students observe phenomenon by reading,

listening, watching. The phenomenon observed can be both simple

phenomenon and complicated one.

(b) Preparing problem statement

Opportunity to identify problems dealing with a text is provided in this stage.

Students are invited to select one and then create hypothesis formulation.

(c) Data collecting

Students answer the hypothesis to collect data or information. Students can

collect data by watching video, interviewing with participants, conducting

research by their own self, and so on.

(d) Data processing

(29)

(e) Data verifying

In this stage, students are motivated to find out new concept by accurately

investigating the fact to prove the hypothesis. Teacher gives opportunity to

students to find out the new concept.

(f) Creating conclusion

Conclusion is the process of creating conclusion. It is based on the

verification result.

Choosing this discovery learning, surely, has to ponder to the following

points. Here are the considerations as what curriculum provides:

(a) The students classically have high initial skill to speak and write.

(b) The class has not quite a few students.

(c) The teacher focuses on comprehension.

(d) The suffice facility such as learning resource, media, learning tools must be

provided.

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ject based learning

The learning steps of this model are the following:

(a) Teacher gives assignment by providing question in which the topic must be

relevant to the expected competence.

(b) Designing project plan

The plan consists of rule of the game, deciding activity, which responds the

essential question in the first step. Teacher and students conduct the plan

collaboratively.

(30)

Teacher and students design activity schedule collaboratively. They do some

activities in the step, such as making timeline to complete the project,

deciding the deadline, guiding students to create their own way to conduct the

project, asking students to explain such way.

(d) Teacher controls the students activities and progress of the project.

Teacher guides and facilitates students in each process. Teacher is able to

provide monitoring rubric to record the students activity.

(e) Examining the finding

Examining aims to give feedback to the students comprehension about the

project evaluate the students progress; measure the achievement of learning

standard, assist teacher to design the next learning strategy.

(f) Evaluating the students activity

Teacher together with students reflect toward their activities and their work

individually and collaboratively. Teacher invites students to tell their feeling

and experience during the process of completing the project. By improving

their way to complete the work and answer the question provided at the first

step, students and teacher get new inquiry to improve.

Project based learning has some requirements to the classroom practices.

(a) Students are accustomed to problem solving activities.

(b) There is learning facility to support learning process.

(c) There is monitoring of activity schedule.

(31)

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ased learning

There are some activities of problem-based learning as the following:

(a) The orientation of learning steps is focus on problem.

To start learning, teacher explains the learning goal and activities are going to

do. Teacher also informs the way to evaluate the learning process. Those are

necessary to lead students to the process.

(b) Teacher organizes the learning activity.

After orienting students to focus on particular problem, teacher groups the

students to discuss their own. The next activities are both teacher and students

decide the specific sub-topic, research activities and research schedule.

(c) Teacher assists both students individual research and students collaborative

research.

In this step, teacher urges students to collect data and carry out experiment in

order to get well comprehension on a matter. It aims to assist students to

compile the sufficient information to create their own ideas. Teacher also

helps students to collect information from various sources. Here, the teacher

motivates students by using questions in order that they think about a matter

and many resources to get the problem solving. Students invite to create

hypothesis, explanation and the solution last.

(d) Developing and communicating the work

(32)

show the work under the organization of the teacher. Teacher, parents, peers

are able to be involved to be evaluator.

(e) Analyzing and evaluating the process of problem-solving

This is the last stage of problem-based learning. Teacher assists students

analyze and evaluate their own investigating process.

4)

s

earning Assessment

Learning assessment is necessary to know the students progress. For

students, assessment helps them to recognize their weaknesses and strengthen in

learning process. By knowing those, students are able to decide the appropriate

way to treat well. The 2013 curriculum provides the ways to assess the attitude,

knowledge and skills of students (Minister of Education and Culture Regulation

number 59, 2014:528-541).

a) The assessment of attitude

The assessment of attitude can be carried out by observation, self-assessment,

and peer-assessment.

b) The assessment of knowledge

The assessment of knowledge is done by applying three modes, namely

handling written/spoken test; conducting observation toward discussion,

question-answer and dialogue; giving assignment.

c) The assessment of skill

(33)

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In general, many writers in their field of researches have applied the term of

SA. They sometimes use the term of scientific approach in different ways, such as

scientific method, inquiry science. The different terms do not reduce the main

principle of them.

(34)

includes questioning, finding and synthesizing information, designing

investigations, monitoring scientific procedure, drawing valid conclusion.

Drawn from those definitions, those experts define SA as the activity, which

designed systematically to get the goal. There are some systematic steps, namely

observation, question, experiment, associate done to get conclusion.

There is still different perspective among the language experts in Indonesia

about the placement of SA in the sense that whether it is regarded as approach or

method. The writer with her dully perspective tries to translate the curriculum

message about what is actually SA addressed.

(35)

Negotiating meanings to others means that students interact with others, so that

the communication emerges.

Furthermore, Derewianka (2011) as quoted in Agustin (2014:40) bears a

meaning for that theory as a functional approach, which views how language

works to make us possible to do everything in daily life. Derewianka, then,

provides some things which students need to know. Those deal with what students

need to know about how to use language for attaining different purposes, sharing

ideas about their experience of the world, making connections between these

ideas, interacting with others, constructing coherent text in spoken and written

modes.

The English curriculum is linear with this theory. English language teaching

in Indonesia focuses on how language works to enable students do many things in

life by using English (Minister of Education and Culture Regulation number 59,

2014: 483). It means that students have to have particular purpose when they

share ideas to others. The sharing will be properly conveyed if the ideas delivered

by using appropriate lexico-grammatical and ability to make connection between

clauses or sentences to create coherent text that can be clearly understood

(Agustin, 2014:41). To get successfully communication, learners need to practice

and make it as habit. In this context, the language features are tied as the tool to

language practice and the learning aspects are carried on to support the practice

beyond the classroom.

(36)

They clearly express the main of constructivism conception that nowadays

emerges as the greatest influence of educational practices (Brown, 2004:11).

Teachers give warm welcome to the core idea of constructivism since it gives

priority on students learning. The conception is now recognized as social

constructivism in which the ideas of Vygotsky, Bruner, and Piaget live.

Vygotsky beliefs that social environment has important role to students

cognitive development. Social interaction can help students to know and create

meanings from the things they discover. In his theory he introduces zone of

proximal development (ZPD) as the core influential concept in pedagogical field.

ZPD is the area where the guidance should be given to the students when they

have difficulties to master a material they find until they are independently able to

learn. The teacher needs to provide suitable learning environment, which helps

students to develop the skill on their own. He also views that the effective way to

develop skill is cooperative learning. It means that connection with peers to help

each other must be built and connection among students and teacher as caregiver

must be maintained (Muijs & Reynolds, 2008: 26-27).

(37)

Thirdly, the only mode to learn the techniques to discover thing is by providing

the opportunity to discover. Fourthly, by carrying out the process of discovery, the

students recognition will get. Those are really appropriate with the cognitive

process required by science- based learning.

Piaget has less distinction with what Vytsgotsky thinks about the role of

social interaction in learning. According to Vytgotsky, the social interaction

precedes learning. Anyhow, Piaget places learning precede social interaction.

Piaget believes that involvement of mental and physical process is necessary to

understand the world. He applies the term schema, which describes both the

mental and physical actions involved in understanding and knowing the world

(Cherry, 2014:1). The schema of children will develop into the schema of adult.

The process of shift is called adaptation. He suggests that the adaptation can be

carried out through accommodation and assimilation. Through accommodation

and assimilation, the students can construct new knowledge from their experience.

In addition, to make balance between accommodation and assimilation, children

go through mechanism called equilibration. All the process needs teacher s

guidance and the active role of students in learning. That is important in learning

process.

The writer agrees with Hein (1999:4-4) who provides the guiding principles

applying those theories in learning process.

(38)

2) Learning has to provide mental activities and physical action. Physical action

is not enough to support learning, therefore the activities which engage

students mind is also necessary.

3) Learning involves language. Language is mediation in learning. Interaction

between students with their environment is mediated by language (Vygotsky

as quoted in Schunk, 2012:242). The language is expected to be the mediation

of cognitive shifting.

4) Learning is social activity. Learning is associated with the communication

with other people such as teacher, peers, family. It is not limited in classroom

but also beyond the classroom.

5) Learning is contextual. Learning is not isolated from the learning situation.

Learning cannot be separated from human s life.

6) One needs knowledge to learn. Teaching must be related to condition of

students and provide the way to learn based on the students previous

knowledge.

7) Motivation is key component of learning. Motivation is necessary in learning

to make students have positive thinking to learning task. Kyriachou (2012:52,

58) suggests two ways to enhance students motivation. The first way is

providing questions or problems to create students motivation to learn. The

second way is providing direct feedback.

(39)

showed in the curriculum document, which provides systematically steps done by

the students to get the new knowledge of how language used in the environment.

b.

A in

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2013 curriculum has destination to create the independent learners and fully

motivation to learn (Minister of Education and Culture Regulation number 68A,

2013). In line with that destination, the learning process in lesson plan is designed

to develop the students motivation, interest, curiosity, creativity, initiative,

inspiration, autonomy, learning skill and learning habit. In this context, the

government beliefs that SA is suitable to be approach in learning process.

SA is applied to all level of study to hold learning process. This approach

also is used to all subjects include English. (Mulyasa, 2013: 172). The learning

process must touch the three competences, namely attitude, skill and knowledge.

Attitude relates to the question of why . Skill refers to the question of how . In

addition, knowledge deals with the question what . This curriculum elaborates

the steps of developing language teaching and learning activity by using SA as

following:

1)

bserving

(40)

storybook, newspaper, magazine, brochures, leaflets, banner, and poster written in

English.

In this stage, teacher has some rules, include:

a) Teacher assists students to list items to know to get comprehension and

produce the target text.

b) Providing list of items from which students can select some.

c) Teacher makes some items in the input salient.

(Priyana, 2014:292).

uestioning

Questioning is the process of constructing knowledge about social function,

language features, text structure. The goal of this stage is to develop the students

curiosity and critical thinking. It is the concept of asking about the social function

of a text and the generic structure through group or class discussion (Minister of

Education and Culture Regulation number 59, 2014: 497). The activities carried

out in this stage are:

a) Teacher provides opportunity to students to conduct question-answer.

b) Asking students to formulate questions based on the identified items in

observation.

c) Encouraging students to propose temporary answers based on their

knowledge.

(Priyana, 2014: 294).

(41)

b) Teacher provides a number of questions from which the students can start

with. (Priyana, 2014: 292).

xploring

Exploring activity is the activity to internalize knowledge and the skill

learned by the students. The learners language ability is trained through this stage

by doing some activities as role-play, simulation, presentation, discussion, and

playing game. The activities carried out in this stage are the following:

a) Students collect the fact, which is going to communicate.

b) Students explore and construct experimenting in order to get vocabularies,

structure and other language features for communicating the fact.

c) Teacher pays attention, gives feedback, or asks the peer s presentation in

order to enrich the understanding of text.

d) Students communicate the statements orally.

e) Students write each statement in the students own notebook.

(Minister of Education and Culture Regulation number 59, 2014:498)

The activities are able to be done by conducting role play, simulation,

presentation, discussion, and playing game.

(42)

4) Associating

Associating activity is the process of developing the ability to classify and

compare ideas and phenomena to be a part of memories. For English, in this step,

the students are guided to classify and compare text based on the social function,

text structure, and language feature and connect information inter-texts for

enrichment to create text. The activities can be role play, rewriting, and

communicating the fact.

The role of the teacher in this stage is to help students to see pattern to

answer question in stage two and help to draw conclusion (Priyana, 2014:292).

5)

ommunicating

Communicating aims to develop ability to express or present all the

knowledge and skill learned or not, spoken or written. In this activity, not only

knowledge and skill will be presented but also the problems and success in the

learning process. This activity describes completely students ability of attitude,

knowledge, and skill. The activity that can be conducted in communicating

process are presenting their works in front of the class, writing a report, publish

their writing wall magazine or social media.

The teacher has role to give feedback and correction, and enrich the

knowledge that students construct (Priyana, 2014:291). Feedback and correction

are the teachers respond to students construct of new knowledge.

(43)

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Writers have defined the term, beliefs, in different ways. Savasci-Acikalin

(2009:2) states that although educational literature has paid great attention to

beliefs, there is still no clear definition of it. As Pajares (1992:307) argued, the

difficulty in studying teachers beliefs has been caused by definitional problems,

poor conceptualizations, and differing understandings of beliefs and belief

structures . A recent study (Mansour, 2009:35) indicates that because teachers

beliefs tend to be more experience-based than theory-based, beliefs can neither

be clearly defined, nor do they have a single correct clarification . Thus, different

writers give different definitions for belief. However, to make it clear, the single

definition is necessary.

(44)

Kavanoz (2006:3) state that belief is representation of the information someone

holds about an object, or a persons understanding of himself and his

environment. Standen (2002) as quoted in Bingimlas & Hanrahan (2010: 416)

defines beliefs as personal assumptions about relationships, knowledge, society;

professional beliefs about teaching and learning; beliefs about change and

development. Furthermore, Tatto and Coupland (2003: 123) say that belief is

conviction of the truth that the most of the conviction is relied on examination of

evidence by individuals or by social group for their validation.

Anyhow, Pajares (1992: 324-326) summarizes the findings of research on

beliefs as follows:

1) Beliefs are formed early and none to be self-perpetuated, none to be persistent

against the contradiction caused by time, experience, reason and schooling.

2) Epistemological beliefs play a key role in knowledge interpretation and

cognitive monitoring.

3) Belief substructures, such as educational beliefs, have tobe understood in terms

of their connections not only to each other but also to other, perhaps more

central, and beliefs in the system.

4) By their nature and origin, some beliefs are more incontrovertible than others.

5) The earlier belief incorporates into the belief structure; the more difficult it is to

change.

(45)

8) Beliefs cannot directly observe or measure but it must infer from what people

say, intended, and do.

9) Beliefs about teaching well establishes by the time a student at college.

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elief

Rokeach (1972) as quoted in Savasci-Acikalin (2009:3) states that belief has

three components. The components are cognitive, affective and behavioral. A

cognitive component addresses to person s knowledge about what is true or false,

desirable or undesirable. Affective component talks about a positive or negative in

an argument. Behavioral component leads to action when it is active. He makes

the same between the structure of belief and atom in the way of belief is

organized. According to this theory, some beliefs compose the core of the system

and the central beliefs are more necessary and resistant to change. Attitude, values

as the part of belief can also relate to central strand of the web. The strength of the

web is probably understood by their functional connections to other beliefs and

structures. This connectedness lets one to take action.

(46)

component works to know whether the new outcome can affect the other

groups/individuals or not. To determine whether the outcome effectively works or

not, the normative component then works. The normative component provides

confidence that the new outcome will be the winner in the difference environment

of imputed morality and legitimacy. The explanatory component is going to

describe how the proposed activity can create the expected outcomes. The

opposing argument needs this explanatory component to respond (Chan, Leung,

1999:8).

Roseman s idea of the organization of belief seems to be richer than

Rokeach. Roseman can describe how to provide fuller organization of beliefs

components. He also is able to show the clear relation of those components from

the specific belief to specific behavior.

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The idea about the belief component or structure develops so far. Chan and

Leung (1999: 9) propose five components of belief, namely cognitive, affective,

evaluative, identification, and conative. Furthermore, they synthesize the

components beliefs theory of Rokeach (1968), Roseman (1994) and Pajares

(1992) to create the belief structure. He proposes a hypothetical belief structure as

the following (1999:10)

Figure 2.2 The five components structure of belief

Cognitive

Evaluative

Identification

Affective

(47)

The cognitive component addresses to the component, which processes the

knowledge element of belief. Here is the Piaget s concept of schemata is taken.

One is able to assimilate or accommodate new information unless the information

is compatible with the existing belief. The effective component works when one

cannot accept and accommodate the new information. This process undergoes

since there is no congruence between the new information and the existing belief.

Therefore, emotional condition gives significant impact to one s perception of

new information. The strength of emotional condition will meet with experience

embedded in existing belief. Stronger feeling is usually possessed by experience

related to self . Identification component works to recognize which people or

object which is affected. If the self is involved, it will connect the new

information with existing belief belongs to a person. The new information, which

is incompatible with the previous belief, is going to modify in order to

accommodate the new belief of information. In this case, emotion influences the

way one figures out the contradictory information.

(48)

Drawn from the views about component of belief, the writer tends to apply

the belief component proposed by Chang and Leung in this research. They

provide wider description about the beliefs components and the way components

work. There is clearly description about the connection among the components. In

specific situation, one s belief is most likely to change. Their theory about how

the components work is fuller than previous theories.

Based on the nature and the component of belief, writer defines belief as

personal judgment/conviction of the truth inferred from collective understanding

of what are said, intended, done about particular object. The particular object in

this research deals with scientific approach (SA) which is recommended by 2013

curriculum as new approach in language learning viewed from cognitive,

affective, identification, evaluative and conative dimensions.

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The current studies about teachers beliefs have also brought the report of

teachers practices (Kuzborska, 2011; Incecay, 2011; Khader, 2012; Saad and

BouJoude, 2012). Richardson (1996) as quoted in Keys and Bryan (2011:635)

says that teachers practices are the reflection of their beliefs. Teachers bring their

views, which interfere with their classroom practices.

(49)

in Cheong Min Yook (2010:5-6) says that teaching experience and teacher

education are other factors which have impact on teachers beliefs and have

powerful image on what teaching should be like. Orafi (2008) in his research

about language teaching in Libya has found some contextual factors dealing with

how teachers implement the curriculum in this country. Those are the lack of

understanding about the curriculum expectation, the mismatch between the focus

of exam and the aims of curriculum, the absence of proper training, the ineffective

role of inspector (p.224).

Those researches provide the different factors, which contribute to teachers

practices. Regardless to the differences, the researches show that those factors

have important involvement in affecting teachers classroom practices.

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Teachers' beliefs have become an important issue in research on teaching.

Van Canh and Barnard (2009:247) state that teachers beliefs and instructional

practices have increasingly attracted educational writers attention. Orafi (2008:

43) shows description that interest in teachers' thinking expanded throughout the

1980s and the 1990s on the assumption that it is very crucial to understand how

teachers conceptualize their teaching. In ELT, research on teachers' beliefs

emerged in the mid-1990s. The research has focused on the importance of

teachers beliefs in language teaching. Freeman and Richards (1996: 1) argued for

the need to consider teachers' views about teaching in order to understand

language teaching:

(50)

how they learn. Specifically, we need to understand more about how

language teachers conceive of what they do: what they know about language

teaching, and how they think about their classroom practice.

Teachers beliefs are thought to have influence on the classroom practices

(Kuzborska, 2011: 1). Language teachers beliefs as well as the comprehension of

teaching have important role in teaching practices. Bingimlas & Hanrahan (2010:

416) indicate that a teacher belief is one of the factors that influence the

implementation and establishment of new activities in the classroom. It is

supported by Briscoe (1991) as quoted in Orafi, 2008: 43 who conducted a case

study to investigate a chemistry teacher's attempts to implement more

student-centered practices focusing on problem-solving relevant to the use of chemistry in

daily life. Briscoe concluded that teacher's perception of his role as a "knowledge

giver" disturbed his attempts to incorporate cooperative learning into his

classroom. Similarly, Smith (1996) conducted research on the influence of

teachers' beliefs on the pedagogical decisions. The result of the study proved that

teachers beliefs had significant impact on how the teacher design and organize

curricula, lesson tasks and instruction. Smith (1996: 214) concludes, "Teachers'

decisions revealed an eclectic use of theory but an internal consistency between

individual beliefs and practices". According to Yero (2002), beliefs give influence

on how teachers and pre-service teachers behave. Here is her statement about

teachers beliefs and practice:

(51)

Beliefs have important role in language teaching. According to K. Johnson

(1994), there are three basic assumptions on teachers beliefs: First, teachers

beliefs have impact to both perception and judgment that affects what teachers say

and do in the classroom. Second, teachers beliefs have important critical role in

how teachers learn to teach, and how they translate the beliefs into classroom

practices. Third, triggering teaching practices and professional teacher preparation

programs are able to gain by understanding teachers beliefs (p. 439). Richards,

Gallo, and Renandya (2001: 41) also summarize the roles of teachers beliefs.

They cover the following roles: (a) Teachers beliefs play a central role in the

process of teacher development; (b) Changes in teachers practices are the result

of changes in teachers beliefs; and (c) The notion of teacher change is

multidimensional and is triggered both by personal factors as well as by the

professional contexts in which teachers work.

(52)

convictions about language and the teaching and learning of it. The beliefs reflect

in their learning approaches, selection of materials, activities, judgments, and

behaviors in the classroom. Smith (1996) says that teachers' beliefs have

significant impact on how the teacher design and organize curricula, lesson tasks

and instruction.

Drawn from the researches, teachers beliefs give crucial impact on

teachers practices in many ways. They show that teachers beliefs are able to

influence the nature of teachers practices in classroom.

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earners (

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,

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ee :2003)

Hart and Lee (2003) conducted a research that has goal to enable teachers to

promote science and literacy achievement for culturally and linguistically diverse

elementary students. This paper has two objectives: (a) to examine teachers

initial beliefs and practices about teaching English language and literacy in

science and (b) to examine the impact of the intervention on teachers beliefs and

practices. The participants of the research are 53 third- and fourth-grade teachers

at six elementary schools in a large school district with a highly diverse student.

The results of this research are:

a. At the end of the year, teachers expressed more elaborate and coherent

conceptions of literacy in science instruction.

(53)

c. Teachers require continuing support in the form of professional development

activities in order to implement and maintain reform-oriented practices that

promote the science and literacy achievement of culturally and linguistically

diverse students.

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pacts upon the Ministry

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eforms (Yook: 2010)

Yook conducted this study that expanded ESL/EFL teachers beliefs by

investigating the relationship among Korean teachers beliefs about English

language education in Korea, sources of their beliefs, their perceptions of the

Ministry of Education, Science, and Technology (MOE)-initiated reforms in

English language education, and the degree of implementation of the reforms in

their classroom teaching.

The findings of the study are:

a. The major participants had beliefs to apply communication-oriented

approaches (COA) to English language teaching recommended by the MOE.

b. Major sources of the participants beliefs seemed to be their experiences as

learners in overseas English programs and domestic in-service teacher

education programs with practical curricula.

(54)

d. Their negative perceptions of reform policies were the main obstacles to the

implementation of the reform policies and measures in their classroom

teaching.

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This study examined secondary mathematics teachers and science teachers

implementation of a language of instruction policy in Malaysia, which made

English the medium for mathematics and science instruction. The study explored

the math and science teachers beliefs about the use of English as the medium for

learning and about how these beliefs influence their classroom practices. The

result of the study indicates:

a. Teachers beliefs about their respective roles as only content teachers or only

language teachers limit students language learning opportunities.

b. Factors such as curricular requirements, exam pressure and time constraints

also shape classroom interactions, and have implications for student learning

as well.

c. The findings reveal the lack of collaboration between content and language

teachers, and the need for sustained professional development concerning

content and language integration for both groups of teachers.

4.

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vement in

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echnology

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lassroom

nvironments (

lassett &

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chrum:2009)

(55)

classrooms, and examined student achievement over the two years through

randomly matched classrooms without the technology program. It also examined

the ways in which pedagogical beliefs and practices evolved from participation, if

at all. Results indicate a change in the pedagogical stance of the educators

involved and a small positive impact on student achievement.

e

r

s

practi

ce in science education (Savasci-Acikalin:2009)

The first purpose of the study was to clarify the definitions and nature of

beliefs and knowledge in order to understand the relationship between teacher

beliefs and practice. The second purpose of this paper is analyzing research