in elementary schools can be illustrated especially related to the system of TSs interaction consisting of the goals, process, and its sources.
1.2 Scope and Limitation of the Current Research
Classroom interaction consists of TSs interaction, TS interaction, and SS interaction. In this research, the focus is only on TSs teacher- class interaction.
Here, TSs interaction refers to the interaction between teacher and his her students during the English learning. Learning can happen anywhere but in this
research, the investigation will be focused in learning happening in the classroom. Interaction can be in the form of verbal and non- verbal. This current research
focuses more on the verbal one. The interaction can be initiated either by the teacher or the students. Since the initiator of the interaction is the teacher while
the teacher’s decision may be influenced by belief, this research focuses on investigating the belief of English primary teachers about the TSs interaction. The
participants are specified from Kanisius Elementary Schools.
1.3 Problem Formulation
Based on the background of the research, the problem of this research, as follows:
What belief do teachers hold about TSs interaction in English learning class? PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1.4 Goal of the Current Research
In relation to the research question, the main goal of this research is to find out the teachers’ belief in TSs interaction in English learning in class. The
investigation of this current research will deal with the goals, process, and the source of TSs interaction.
1.5 Significances of the Current Research
This research is aimed to find out the teachers’ belief in TSs interaction in English learning in Elementary school. Thus, theoretically, this research may
contribute to the concern of ELS especially in English teaching for Young Learners. Practically, this research may be beneficial for the teachers and the
school institution. First, it can be a source for doing teachers’ reflection which aims to improve the efficiency in teaching. Song, Hannafin, Hill 2007 state
that successful teachers often reconcile by recognizing differences between their underlying teaching belief and practices and student learning practices. Donaghue
2003 also argues that eliciting teachers’ belief is important for teachers’ development since belief affects the acceptance and uptake of new approaches,
techniques, and activities. Thus, through having the findings of this reseach, teachers can do self- reflection and be aware of their development process.
Besides, the findings may be useful for the institution to evaluate the English learning process. Later on, it can be a consideration whether or not the institution
should hold a teaching training for improving skills for interaction. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
CHAPTER 2 LITERATURE REVIEW
This section reviews the theories related to this current research. The theories are about teachers’ belief, TSs interaction, and English learning. Besides,
the relation between those construct are presented in the theoretical framework.
2.1 Theoretical Review
In this research, there are three constructs namely teachers’ belief, teacher- students interaction, and English learning class. Here, the theories about those
constructs are reviewed.
2.1.1 Teachers’ Belief
There are three theories reviewed in this part. They are the definition, sources, and the role of teachers’ belief in language teaching and learning.
2.1.1.1 Definition of Teachers’ Belief
Due to the finding of the ELT practitioners’ research about belief, there is no clear explicit meaning for belief. This is why Pajares 1992 considers belief as
a messy construct. Many researchers such as what Brown and Cooney 1982, Sigel 1985, Harvey 1986 in Pajares 1992 agree that belief is the major
determinant of behavior. Belief that someone holds guide how he she acts. Bandura, 1986; Dewey, 1933; Nisbett Ross, 1980; Rokeach, 1968 in Pajares
1992,p.2 support it because they agree that ‘belief is the best indicators of the decisions individuals make throughout their lives’. He she may find that what he
she believes on is true so what he she decides to do in his her life often be affected by his her belief.
In classroom setting, teacher may act according to what he she believes on. Borg 2003,p.2 defines teacher as an ‘active, thinking decision-makers who make
instructional choices by drawing on complex, practically-oriented, personalised, and context-sensitive networks of knowledge, thoughts, and belief. It means that
teachers’ belief play a role in the teachers’ decision- making. Pajares 1992, Richardson 1996, Richards, Gallo, Renandya 2001, and Phipps 2009 find
on the influence of teachers’ belief on classroom decision making. Compared to teachers’ knowledge, Pajares 1992 and Marion Williams et al. 1997 in Xu
2012 noted that teachers‘belief have a greater influence on the way they plan their lessons, on the kinds of decisions they make, and on their general classroom
practice. The teaching method, materials, tasks and activities a teacher designs and uses in class may be affected by his her belief. Thus, compared to
knowledge, teachers’ belief was the better predictor of how teachers behave in the classroom Marion Williams et al., 1997 in Xu, 2012.
Unfortunately, there is often a ‘discrepancy’ between what the teachers say about their belief and the way they act Marion Williams et al., 1997 in Xu, 2012.
Therefore, investigating belief is not merely done by interviewing the doers. Not all teachers are aware of their belief. Besides, Pajares 1992 also states that
understanding belief is not an easy thing to do since people tend to reluctant on representing their belief accurately. Therefore, it is better done through a ‘direct
observation or measurement such a survey’ than inferring from “what people say,
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
