d Cathy, believed that
rhetorical organization
was the conceptual essence of English writing. In her instruction, she focused on outline, thesis statement,
topic sentence, or paragraph development. When she paid attention to language e.g. parallel sentence structures, the aim was also to help students to improve
their rhetorical organization. She evaluated her teaching in terms of elements such as proper paragraphs.
e Charles,
techniques of writing
was the key conceptualization. He emphasized grammatical uses of language, and organized each lesson around one element
of grammar. He lectured a lot, and assessed his teaching in terms of students ‘
progress in organization and the ability to use grammar. Regarding to the previous study above, it can be concluded that the
teachers‘ beliefs will reflect on their classroom decision and practices while conducting the teaching and learning process.
f. Teachers’ Belief in Teaching Context
According to Van Canh and Barnard 2009: 247, the relationship between teachers‘ belief and instructional practices has increasingly attracted
educational researchers‘ attention. In general, research on teachers‘ thought processes is based on the three major assumptions: 1 teaching is largely
influenced by teachers‘ cognition, 2 teaching is guided by teachers‘ thoughts and judgments, and 3 teaching constitutes a high-level decision making process.
However, it was not until recently that understanding how second language perpustakaan.uns.ac.id
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teachers‘ cognitive processes influence their classroom instruction began to draw the attention of second language teacher education researchers.
Borg 2009: 2-3 summarizes what is generally accepted today about the nature of teachers‘ cognition and its relationship to what teachers do:
1 Teachers‘ cognition can be powerfully influenced by their experiences as
learners; 2
These cognitions influence what and how teachers learn during teacher education;
3 Teachers‘ cognition acts as a filter through which teachers interpret new
information and experience; 4
Teachers‘ cognition may outweigh the effects of teacher education in influencing what teachers do in the classroom;
5 Teachers‘ cognition can be deep-rooted and resistant to change;
6 Teachers‘ cognition can exert a persistent long-term influence on teachers‘
instructional practices; 7
Teachers‘ cognition, at the same time, not always reflected in what teachers do in the classroom;
8 Teachers‘ cognition interacts bi-directionally with experience i.e. beliefs
influence practices but practices can also lead to changes in beliefs To sum up, it can be agreed that belief in teaching context is a a
proposition which may be consciously or unconsciously held; b is evaluative in that it is accepted as true by the individual; and c is therefore imbued with
emotive commitment, which further serves as guide to thought and behavior. perpustakaan.uns.ac.id
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2. Teaching Grammar
