educators and teacher trainers could not afford to ignore students’ beliefs if they expect their students to be open to particular teaching methods and to
receive the maximum benefit from them
6
. Moreover, knowing learners’ beliefs about effective language teaching
could increase teacher educators’ understanding to create effective language teaching program. Besides that, by
knowing the difference beliefs between teachers and students can help te
achers fulfil students’ needs. So, here the writer will investigate the beliefs between teacher and
student of XI grade students and English teachers in SMA Negeri 3 Tangerang Selatan to reveal the different beliefs between them regarding
different categorizes of effective language teaching.
2. Identification of the Problem
1. Students have lack confidence in teachers’ ability because of the different
beliefs between them.
2. Teachers give inappropriate instructional practices. 3. The different beliefs that teachers and learners hold might negatively
influence the effectiveness of language program.
3. The Limitation of the Study
The writer will limit the study only in comparing the items with significant difference between teachers’ and students’ beliefs on effective
English language teaching.
4. Research Question
The research question of this study is: “How do students’ beliefs about effective English language teaching
compared to the teacher’s beliefs?”
6
Mustafa Zülküf Altan, Beliefs about Language Learning of Foreign Language-Major University Students, Australian Journal of Teacher Education, 31, 2006, pp. 45-52.
5. The Objective of the Study
The objective of this study is to run a detail and comprehensive comparison between teachers’ and students’ beliefs about effective language
teaching.
6. The Significance of the Study
The significances of this research are:
1. English teacher and student, to help them improve their beliefs toward effective language teaching.
2. Student and teacher, to avoid the gap in teaching and learning process between them.
3. The future researchers who are going to conduct the same topic of this research, the researcher hopes this can give them some information for
their further related material research.
5
CHAPTER II THEORITICAL FRAMEWORK
A. Beliefs
1. The Nature of Belief
The term, beliefs about language learning, were not clearly defined by researchers in previous studies. It seems either that the researchers assumed
that the term can be understood intuitively or that the construct is too complex to be operationalized. Even according to Horwitz, one of the pioneer
researchers of the studies on beliefs about language learning refers to “beliefs” using the terms such as preconceptions, preconceived ideas, and
preconceived notions without giving specific descriptions about the
construct.
1
In a number of studies, the definition of beliefs alone is provided. Nevertheless, researchers do not seem to have reached the same consensus
about the meaning of beliefs. Because of its complexity, it may be difficult to generate a fixed set of meaning or to be defined precisely. But defining
beliefs is not always the challenge in this field, finding consistency across these definitions so that one can come to a meaningful research seems to be a
more impressive question for scholars in this field. According to Bandur in Fives and Gill’s book, beliefs more than truth guide our goals, emotions,
decisions, actions, and reactions.
2
Teachers are the one who responsible for the organization, structure, and tone of learning experiences and social
development in the classroom. Futrhermore, Hermans et al defined beliefs “as
a set of conceptual representations which store general knowledge of objects,
1
Jurat Vibulphol, Beliefs About Language Learning and Teaching Approaches of Pre- Service EFL Teacher in Thailand
, Oklahoma: Faculty of the Graduate College of the Oklahoma State University, 2004, p.9.
2
Helenrose Fives and Michele Gregoire Gill ed, International Handbook of Research on Teachers’ Beliefs, New York: Routledge, 2015, p.1.
