about teaching English to young learners. By doing so, it is expected that the teachers are always be able to improve the quality of their teaching which surely
can improve the success of English teaching and learning in Indonesia. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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CHAPTER II LITERATURE REVIEW
In this chapter, some related theories are discussed to support the study on teachers‟ beliefs in teaching English to young learners in primary school. Those
theories are presented and clarified to formulate the conceptual framework of this study.
A. THEORETICAL REVIEW
The theoretical review covers theories related to the research topic. They are theories about teachers‟ beliefs, teaching English to young learners TEYL in
primary school, classroom practice, and relationship between teachers‟ beliefs and
classroom practice. First of all, the discussion of theories about teachers‟ beliefs is elaborated through some subheadings namely definition of teachers‟ beliefs,
sources of teachers‟ beliefs, and areas of teachers‟ beliefs. Meanwhile, the discussion of teaching English to young learners in primary school is elaborated
through the explanations about the definition and characteristics of the young learners in primary school, and also the principles in teaching English to young
learners in primary school. Next, the theories about classroom practices and theories about the relationship between teachers‟ beliefs and classroom practice
are presented systematically. Finally, the explanations about all key constructs above are used to formulate the theoretical framework of this research.
1. Teachers‟ Beliefs
In order to gain a deep and wide understanding about teachers‟ beliefs, the discussion of teachers‟ beliefs are elaborated from the definitions and concepts
proposed by some experts and researchers. After that, the clarifications of the concepts used in this research are presented to give clear direction to the
discussion of the topic.
a. Definition of t eachers‟ beliefs
The discussion about t eachers‟ beliefs should be preceded by the
clarification of „belief‟ as the basic concept. Pajares 1992 defined belief as an “individual‟s judgment of the truth or falsity of a proposition, a judgment that can
only be inferred from a collective understanding of what human beings say, intend, and do” in Khalid Bingimlas Mary Hanrahan, 2010:416. Meanwhile,
according to Borg, a belief can be defined as “a proposition which may be consciously or unconsciously held and serves as a guide to thought and beh
avior” 2001:186. In addition, he also remarked that since belief is considered as a truth
by an individual so it influences the individual significantly in viewing the world, perceiving new information, and understanding the events Borg, 2001:186-187.
Based on the explanations above, it can be inferred that belief is an individual‟s judgment about the truth or falsity of a proposition that is consciously or
unconsciously held and serves as a basis to think and behave, which only can be acknowledged by t
he understanding of the individual‟s saying, intention, and action.
Teachers‟ beliefs are also defined in some different ways by many researchers. Borg defined teachers‟ beliefs as “a term for teachers‟ pedagogic
beliefs, or those beliefs of relevance to a n individual‟s teaching” 2001:187.
Similarly, Kagan 1992 defined teachers‟ beliefs as the “unconsciously held assumptions about students, classrooms, and the academic material to be taught”
