the connection of a new idea with the teacher‟s own situation affect teachers to shift their beliefs with the proper one. In addition, a change is derived from a change in
the teaching context such as the themes of the teaching materials. In carrying out their responsibilities, teachers are required to do number of government‟s demand to
be a professional teacher. In doing so, there are some criteria made by the government to fulfil, such as minimum 24 lesson hours teaching each week. This
case also influences teachers to change their beliefs. Furthermore, a change is influenced by a realization of something based on his or her experiences as a learner
and a conflict between the teachers‟ new beliefs and their practices. In conclusion,
teachers‟ belief refers to what teachers assume as the correct one which is influenced by the experience from internal and external factors in doing
their teaching responsibility. There is no absolute correct and incorrect in formulating beliefs. The properly admitted belief is the one which is born out to be
effective in language learning and has sufficient theoretical foundation.
2.1.1.2 The source of teachers’ beliefs
Teachers‟ belief may be dynamic. It is influenced dominantly by the practical things instead of theoretical things. A teacher tends to change their beliefs under the
influence of their fellow teachers actual teaching practice or their own teaching practice Kagan: 1992. Nevertheless, a number of
sources of teachers‟ belief exist in teaching work field. The idea of investigating belief is supported by the theory
proposed by Borg 2012 who mentions that in order to understand what teachers do in meeting an effective language learning, it is not enough to know their behavior.
Researchers need to observe what they believe, know, feel, and do.
Teachers‟ belief reveal in each English teacher due to several factors. Kindsvatter, Willen, and Ishler in Richards and Lockhart 1996 suggest the sources
of teachers‟ belief. Before being teachers, all teachers have gone through a phase in
which they were learners. The manifestations about how they were taught contribute to forming their beliefs about teaching. Moreover, teaching experience can be the
primary source of teachers‟ belief. By witnessing how a method works for a
particular group of students might lead to the beliefs about such a method. In addition, within a school, an institution or a community, certain teaching styles or
methods may be preferred. Hence, a method or an approach rooted in a community or a school system for quite some time might be taken for granted as the most
effective. Another source is some teachers are likely to have a preference for a particular teaching method or activity simply because it matches their personality.
New finding and approach based principles encourage teachers form their beliefs. Teachers drive their beliefs due to new finding on principles in language
education. The existing approach and method also direct teachers‟ belief. For
example teachers who feel comfortable learning using Grammar Translation Method GTM are likely to apply this method as well in their teaching activity.
Convincingly, experience is determined to be the broad factor formulating belie
fs. Richards and Rodgers 2001 add that teachers‟ approaches are formulated at the same way they expand their experience and knowledge. This process portrays an
established approach which reflects their beliefs, values, principles, and experiences. In oth
er words, teachers‟ experiences either as learner of a training or program or as teachers themselves is considered as the big factors fostering beliefs. Nevertheless,
Marland 1995 opposes by arguing that the way teachers were taught does not merely influence their beliefs. It is more due to their personal experience especially
as teachers. Overwhelming factors formulate teachers‟ belief. A belief which is also called
as a cognition is derived from “schooling, professional coursework, contextual factors,
and classroom practice” Borg: 1997 as cited in Borg: 2003. Schooling factor in this case includes a training program which was experienced by a teacher
during her his role as a learner and a teacher at the past. A belief may be formed and changed as there is a contextual factor, professional coursework, and classroom
practice. The teachers need to adapt what they have believed and what they need to do in a particular context. Teachers may believe that a GTM is old fashioned but in
preparing their students to have a TOEFL, a GTM may be a must to teach.
2.1.1.3 The role of teachers’ beliefs
