The Interpretation of teachers‟ beliefs based on theories of beliefs

As the result of the FGD, twenty-six teachers‟ beliefs were identified by the participants which consists of nine beliefs related to the first element, ten beliefs related to the second element, three beliefs related to the third element, and four beliefs related to the fourth element. The beliefs identified then classified into three areas of teachers‟ beliefs which consist of the teachers‟ beliefs about language, teachers‟ beliefs about language learning, and teachers‟ beliefs about language teaching. Based on the classification, it is revealed that there are five beliefs which represent the teachers‟ beliefs about language, nine beliefs which represent the teachers‟ beliefs about language learning, and twelve beliefs which represent the teachers‟ beliefs about language teaching. As explained above, there are five beliefs which represent the teachers‟ beliefs about language. First, the language itself is a set of habits and learners can get the input from the habit formation from drilling or repetitions all the time. Second, young leaners need simple instruction rather than complicated instructions. Third, the scaffolding of materials is important in teaching young learners. Fourth, young learners need examples in doing things and not the instructions only. The last, physical activities are necessary in teaching young learners and Total Physical Response TPR is a suitable method for teaching young learners. Then, there are nine beliefs which represen t the teachers‟ beliefs about language learning. First, young learners are good imitators and receivers of knowledge in learning language. Second, young learners need models in acquiring the language. Third, young learners are not ready to produce the language yet. Fourth, elicitation is not important as the introduction in teaching young learners. Fifth, young learners can only learn some amounts of new materials in one lesson. Sixth, young learners need various topics in one lesson of language learning. Seventh, young learners need various activities in one lesson of language learning. Eighth, young learners can learn language better if the pace of learning process is adequate. Ninth, the language learning process should be fun so the young learners are motivated to keep learning in the future. Finally, there are twelve beliefs which represent the beliefs about language teaching. First, teaching young learners is a teacher-centred process. Second, teaching young learners is knowledge transmission. Third, teaching young learners is management of learning. Fourth, teaching young learners must involve fun learning. Fifth, the environment has great influences in teaching language to young learners. Sixth, teaching media are useful to support the fun learning for young learners. Seventh, teaching media are useful to reduce the affective filters of the young learners particularly in producing language. Eighth, teaching media are useful to help the young learners learning the pattern or grammar implicitly. Ninth, young learners acquire language through social environment instead of acquiring language by themselves. Tenth, the teachers can help the young learners in acquiring the target language with gestures, body language, or movement. Eleventh, the language used in teaching young learners should be simple and direct. The last, the language used by the teachers influences the learning atmosphere in the classroom for young learners. Finally, the teachers‟ beliefs are interpreted based on the principles of TEYL proposed by Brewster, Ellis, and Girard 2002 and the theories of beliefs. Based on the principles of TEYL proposed by Brewster, Ellis, and Girard 2002, most of the teachers‟ beliefs identified are appropriate and beneficial for the young learners. There is only one belief which is not in line with the principles particularly the fifth principle and there is one principle seventh principle which is not reflected in the identified beliefs of the teachers. Based on the interpretation result, the teachers do not provide opportunities for the young learners to produce their own expression in the target language because they are still in the lower grade of primary school and to avoid forcing the young learners to produce the target language before they are ready. The other interpretation result is that the teachers actually believe that positive feedbacks are important to motivate the young learners during the English lesson, but they sometimes cannot apply the belief very well in their classroom practices. Meanwhile, based on the theories of beliefs, some results of interpretation are obtained. Firstly, related to the first area, the teachers‟ beliefs about language are based on the structural view. Secondly, related to the second area, the teachers beliefs about language learning are based on the view of language learning as the process which should be supported by suitable condition for the learning process to happen. Finally, related to the third area, the teachers‟ beliefs about language teaching are based on the view that language teaching is a transmission of knowledge and management of learning.

B. IMPLICATIONS

Based on the result of the research, there are two implications inferred by this research. Firstly, most of the beliefs that the teachers have in teaching young learners in primary school are already quite appropriate and beneficial to support the English development of the young learners. The beliefs are considered to be appropriate and beneficial since they have been appropriate to the characteristics of the young learners and the principles in teaching English to them. There is only one belief that should be reconsidered and adjusted to t he learners‟ needs. The belief is that the young learners need various topics in one lesson. This belief is not really beneficial to young learners since too many topics in one lesson can distract the focus of their attention and the materials cannot be internalized very well by them. Secondly, although the English teachers in primary school have already had the appropriate beliefs in teaching young learners, but sometimes they have not been able to apply the beliefs optimally in their classroom practices. In addition, although it seems that they have already planned the lesson very well, but sometimes they could not execute the plan very well. Taking for example, the teachers should give more opportunities for the young learners to produce their own sentences in order to use their knowledge in actual context. After the presentation and practice, it should be continued with the production. However, the teachers have not reached that final stage.

C. RECOMMENDATIONS

Based on the results and the implications of the research, there are some recommendations proposed for the English teachers in primary school and future researchers. For English teachers, there are four recommendations provided. Firstly, the more frequent reflections of their own classroom practices are recommended for the primary English teachers in order to keep adjusting their beliefs with the learners‟ needs. By doing so, it is hopefully that the quality of English teaching and learning in primary schools develops over time. Secondly,