1991: 235-250 also find that there are four main categories of teachers‟ beliefs
that strongly affect the curriculum implementation process. These beliefs are: beliefs on how students acquire knowledge, beliefs about the teacher‟s role in the
classroo m, beliefs related to the level of the student‟s ability in a particular age
group and beliefs about the relative importance of the content topics. To sum up, teachers‟ beliefs are considered as fundamental step in
teaching EFL students in the explanation of knowledge, information and teaching behavior when joining the teaching profession.
3. Factors Influencing Teachers’ Beliefs
It has been noted that teachers‟ beliefs are coming from different
background. Richardson 1996: 102-119 highlightes three major sources of teacher beliefs: personal experience, experience with schooling and instruction,
and experience with formal knowledge both school subjects and pedagogical knowledge. Robson 2002: 95-113 argues that teachers might have been
influenced by the way they themselves acquired work-related knowledge in their first occupations, although without direct observation of their practice, it
was impossible to confirm this. In Addition, Kukari 2004: 95-110 also finds that there is a dialectical
and mutually constitutive relationship between cultural and religious practices of teaching and learning. Holt-Reynolds 1992: 325-349 has suggested that
teachers‟ entry beliefs and perceptions strongly influence both the way they view the theoretical components of teacher training and the teaching behaviours during
field experience. Lortie 1975 describes this entry beliefs as the apprenticeship of perpustakaan.uns.ac.id
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observation, wherein one‟s past observations of teachers in the context of the
classroom influence one‟s conception of what it means to be a teacher. Fang
1996: 47-65 focuses on a group of factors related to school in the formation of teachers‟ beliefs, the administrative support, attitude of colleagues, school
atmosphere, stu dents‟ abilities and backgrounds in addition to the rules and
regulations that applied in a particular school. Moreover, Borg 2011: 186-188 asserts that teacher education is more
likely to have an impact on teachers‟ practices when it is based on an
understanding of the beliefs teachers hold. This understanding of beliefs is necessary at all levels of teaching pre-service teachers, new teachers and older
teachers more set in their teaching practices. Powell et al., 1992: 225-238 consider entering beliefs and conceptions act as filter for interpreting their teacher
education and classroom experiences. Hsieh 2002 studied indicated that teachers‟ demographic background, educational background, career banckground
had significant effects on teacher s‟ beliefs about EFL learning. Factors influenced
the beliefs system including individual‟s learning experiences, public opinions and examples of other people, motivation of EFL learning, and knowledge of
educational theory. To sum up, factors influencing teach
ers‟ beliefs can be from personal experience, experience with schooling and instruction, and experience with
formal knowledge both school subjects and pedagogical knowledge that influence practices of teaching and learning.
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4. Teachers’ Beliefs toward the Use of Authentic Materials
