intend, and do- fundamental prerequisites. Technically, White 1999 in Liao 2007 claimed that:
“1 Belief has an adaptive function to help individuals define and understand the world and themselves, and 2 belief is instrumental in defining tasks and
behaviors. Thus, the belief systems that teachers develop are often held to be true and can guide their teaching behaviors.”
2.1.1.2 Sources of Teachers’ Belief
Belief is not created incidentally. It exists through process in which it is affected by various factors. Belief systems are dynamic and permeable mental
structures, susceptible to change in light of experience Muijs Reynolds, 2002 in Liao, 2007. On the other words, belief is affected by experiences and vice
versa. Richards 1998 and Borg 2003 agree that teachers’ belief are significantly affected by experiences in their prior learning and teaching practices,
classroom observations that they were exposed to, their previous training courses, and other contextual factors. The same finding is also proved by Liao 2007
supported by Johnson, 1992; Richards Lockhart, 1996; Smith, 1996 who state that English teachers may have belief about the ideal approaches in teaching
which are affected by their previous educational
experiences, cultural backgrounds, and social interaction, which may further shape their belief about
English teaching. Besides affected by the past experiences, Pajares 1992 states that belief
is affected by evaluation and judgment. Belief is different from knowledge which is based on objective fact. Logically, the experiences that the teacher has are
evaluated, judged and finally born to be his her belief. Once a belief exists, it may PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
change any time as any experiences the teacher finds as truth can influence it. Though, Marion Williams et al. 1997 argue that belief tends to be culturally
bound, to be formed early in life and to be resistant to change. Reviewing to the theories above, it is concluded that belief are values
hold by someone, influenced by experiences of prior learning, practice, training or other related meaningful events that considered to be true by the person. Those
values affect the person in his her action. Thus, belief can be observed through their action.
2.1.1.3 The Role of Teachers’ Belief in Language Teaching and Learning
Teachers always bring their belief in every situation in their lives, including in situations and decisions related to language teaching. Thus, the implementation
in teaching is affected by the teachers’ belief. It is apparent that belief hold by teachers belongs to crucial aspect in language teaching. Kuzborska 2011 also
emphasizes that teachers’ belief play a central role in some aspects of teaching and learning process including the classroom practice. Concisely, teachers’ belief
affects the system of language teaching either the goal, process, or the components. First, teachers’ belief underlies the decision in formulating the goal
Graves, 2000. The quality of the output is also influenced by the teachers’ belief. If the teachers’ belief resulted on the working decision for the students, the goals
of teaching can be accomplished well. It has been confirmed by Kuzborska 2011 who finds the significant relationship between teacher belief and student
achievement. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
