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from zero, there must be 1, or 2, or 3. Moreover, to me a successful teacher is the one who has given the students knowledge and it will stay
longer in their mind after they become adult people Dewi – interview .
5.2.1.2.2 Self-efficacy beliefs
The first aspect of teacher efficacy beliefs in the interview was related to the teachers‘ efficacy for English and was explored using the question ―Do you
think your English is sufficient to support your teaching?‖ In responding to this
question, Dewi said that she was confident in her English and was aware of the potential support gained from her English in carrying out her teaching duties in
general. In her interview she said, ‖It really supports me much, because I like
knowing anything outside my own subject. I like reading, I like asking somebody else just for learning and to support my own subject‖.
Dewi responded confidently to the question about the instructional strategies she used in her classroom. She said that she usually used mixed methods. She
believed that there was no single best method, or one best approach in teaching English. She also critiqued the tendency of recommending one approach called
the genre-based approach in the CBIT. She commented that this approach was only one of the ways of teaching English.
When it came to the question about her confidence in her ability to manage the classroom, Dewi expressed her class management preferences by saying:
I don‘t like to have strict class because language cannot be taught in a strict class like in mathematic or science, so sometimes I lower the
students‘ anxiety by sometimes telling jokes or talking about their
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interest, or something then I will lead them back to my own topic. That is what I usually do in my class Dewi
– interview. When dealing with disruptive students, Dewi said that she used a personal
approach by moving closer to the students and talking with them. She also tried to be reasonable by telling the student about the possible impact of their
behavior on their own future. She said,
Well, I usually come closer to them or ask them to come in front or sit infront of me. But I usually say ‗Ok I just want to see your face and get
closer to you‘. And then while teaching, when the other students are doing the tasks I usually talk with them what actually make such things. It
works so far… so far so good Dewi – Interview. She also spoke about the other techniques she used to deal with disruptive
students. She said,
Usually I give them illustration that If we are still like this we will be left behind, and so on, and so on. Sometimes I give them a small gift, like a
candy. But not always…, because… in my opinion if every time I give them a candy, they will just think about the candy not their efforts to
speak Dewi – Interview.
For Dewi, student engagement was an important issue in English teaching. It should be implanted from the beginning of the teaching period, in her case at
the beginning of semester. To improve student engagement, she encouraged discussion with the students. She said,
Ehm ... active involvement of the students. Usually at the first semester, every time I come to the class, usually at the beginning of semester, I
usually ask them to discuss together what we want to have during the semester. Not only for me but also them, they have to be responsible to
the teaching learning process. And then, by doing so, by discussing it, they will know what they have to do Dewi
– interview.
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In addition, Dewi was in a sense quite flexible and tolerant with the English spoken by her students. For her, although she was quite aware of the quiet
nature of her students, the most important thing was to make the students speak English in the classroom. Therefore, she did not respond to students who spoke
Indonesian in her classes. In addition, she argued that the students were quiet because of the demanding nature of the teachers and the teaching. Students did
not speak English because they were afraid of making inappropriate English. In this case, Dewi proposed a solution by encouraging the students to really talk in
whatever level of English they had at that time –no matter what geographical
accent the English had. The purpose was to make the students feel comfortable when talking. By doing so, she believed that the students would slowly develop
enough courage to really speak English.
When I ask them in English and they respond to me in Indonesian, I do not want to give them a response. So whatever their English is, usually I
say that no matter what your English is, Bantulnese English, Slemanese English, Godeanese English, try to speak English. By producing English,
I will help you. If you do not produce anything it is really difficult for me to help you out. I usually say like that. Hmmm... when they do group
discussion, sometimes I hear strange English, ‗litle-litle sih I can‘ or litle- litle to me‘ sithik-sithik aku. For me that is ok, that is only a stepping
stone for them to motivate them to speak Dewi – interview.
In terms of her readiness in implementing the curriculum, Dewi ranked herself eight to nine on a ten-point scale. This indicated that she considered herself as
being ready. When asked further about this very high confidence, she said that it was because she had her own
‗ingredients‘ to implement the curriculum, without elaborating on what these ‗ingredients‘ were.
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In addition, she critically compared the old and the new curricula by saying:
Actually Curriculum 1994 is good, because we promote communicative approach in which we have to communicate in English as much as
possible in class, not all the time. Now the latest curriculum is, I think, a kind of combination of communicative approach and text-based or genre-
based approach. Because they have different philosophical background, we as teachers should be very creative enough in mixing two kind of
ingredient to be the best one to reach the goal of teaching and learning English Dewi
– interview. She also emphasized the important roles of a teacher in the implementation of
the new curriculum by saying that:
So far, what I see actually it must be focused on students, because we will think about students learning, learner centre, and so on and so on. But the
students cannot do anything without the facilitator, and we are as English teachers are facilitators. What I want to say is no matter what the
curriculum is, as English teacher I have to facilitate our students to speak English, to listen, to improve their four skills, yes so that when they have
to write something they can do their best Dewi
– interview.
5.2.1.2.3 The contribution of CBIT
