Problem Identification Problem Limitation
Richardson in Bernat, 2005, and said as strong filters of reality Arnold in Bernat, 2005. Belief can then be simply defined as our state
of the mind or our thoughts or our representation of our interpretation of reality; deeper than merely thought, however, belief possesses causal role
to the believers behaviors Arnold in Bernat, 2005. Belief, then, involves
one‟s past ones previous experiences, present the currently- held-belief and future.
Cotterall 1995 identifies six major belief dimensions based on learner
s‟ responses to her questionnaire as; the role of the teachers, the role of feedback, learner independence, learner confidence in study
ability, experience of language learning, approach to studying. He also adds that the beliefs and attitudes the learners hold have an important
influence on their learning behavior. They may either contribute to or impede the development of learning process Cotterall 1995.
Similarly, Peacock 2001, claims that some beliefs may be facilitative or det
rimental to language learning. Beliefs about one‟s own motivation and values of English learning, ability, and learning and
communication strategies can be seen as facilitative beliefs. Within the BALLI framework, some beliefs about foreign language aptitude, the
role of vocabulary and grammar, self-efficacy in speaking English can be detrimental to learners‟ language learning. Thus, it is important to
understand learner beliefs because successful learners develop insightful beliefs about language learning processes and their own abilities, which
have a facilitative effect on learning. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Horwitz referred to “beliefs” using the terms such as preconceptions, preconceived ideas, and preconceived notions.
According to Horwitz 1988, there were five main types of beliefs of foreign language learners as suggested in Horwitzs Beliefs about
Language Learning Inventory which are The difficulty of second language learning in general and the difficulty of learning the target
language, The role of language aptitude, The nature of language learning, Learning and communication strategies, Motivation and expectations.