coding of meaning. In addition, the teachers also believe that TPR is the suitable method to teach young learners. All characteristics above indicate that the
teachers believe in structural view which considers the language as the structurally connected elements for the coding of meaning.
2 Teachers’ beliefs about language learning
Richards and Rodgers 2001:22-23 remarked on two types of theories about language learning, namely the process-oriented theories and condition-
oriented theories. The first type puts emphasis on building the learning processes such as habit formation, induction, and so on. Meanwhile, the second type puts
emphasis on the conditions for the process of learning to happen. The beliefs identified in this area suggest that the teachers put emphasis on
the process and also the condition for language learning. The first until the fifth belief puts emphasis on the process meanwhile the sixth until the ninth beliefs
puts emphasis on the condition. In addition, TPR is based on the learning theory which addresses both the process and condition aspect of learning. Thus, it can be
inferred that the teachers view the language learning as the process which should be supported by suitable condition for the learning process to happen.
3 Teachers’ beliefs about language teaching
As has been explained in chapter two, Graves remarked that beliefs about teaching
and teachers‟ role are closely related with beliefs about learning 2000:30. The beliefs about teaching and teachers‟ role in the teaching process
are the result of the teachers‟ beliefs about learning process which should happen in the classroom. Relate
d with the beliefs about teaching, it can be viewed as “a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
knowledge transmission, a management of learning, a provision of learning structures, or a collaborative process‟ Graves, 2000:31.
Based on the beliefs about language learning that the teachers have, it can be seen that the teachers also believe in the importance of process and suitable
condition in facilitating a successful learning in the primary classroom. In addition, the beliefs identified in this area also suggest that teaching language is a
process of knowledge transmission which are supported by the management of learning. The management of learning here also refers the management of
learning atmosphere in order to facilitate the learning process for young learners in the primary classroom.
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CHAPTER V CONCLUSIONS, IMPLICATIONS, RECOMMENDATIONS
This chapter consists of three sections. The first section presents the conclusions of the research based on the analysis and interpretation results. Then,
the second section states the implications of the research. Finally, some recommendations for English teachers in primary school and future researchers
are provided in the last part.
A. CONCLUSIONS
This research aims to identify the teachers‟ beliefs about teaching English to young learners in primary school based on their classroom practices. In order to
achieve the aim above, a video-recording of an English lesson in a primary school was taken as the object of research. Then, the classroom practices done by the
teachers in the video-recording were observed and analysed by the participants of this research. After that, some elements of the classroom practice observed in the
video were discussed by the participants in a Focus Group Discussion FGD. The elements of the classroom practice discussed by the participants of the
research in the FGD were the roles of learners, teachers, and materials, the teaching activity, teaching media, and also teacher‟s use of language.
Furthermore, the first and second elements of the classroom practices were divided into some sub-elements. The first element was divided into three sub-
elements namely the role of learners, the role of teachers, and the role of materials meanwhile the second element was divided into three sub-elements, namely the
lesson structure, the teaching technique, and classroom management. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
