enough, using movements and examples in making
sentences. A356P1
Physical activities are
necessary in teaching young
learners and Total Physical
Response TPR is a
suitable method for teaching
young learners.
TPR is a kind of method that very suitable for young
learners. Mostly the students like to do such activities or
actions
through physical
activities. A288P4
Classroom management
Teaching young learners must
involve fun learning.
I think it also reflects the
teachers‟ beliefs that young learners need fun learning.
They are
very active,
enthusiastic also. That‟s why the teachers should be like
that in teaching. A286P1
The environment
has great influences in
teaching language to
young learners. Yes, because attitudes relate
to what teachers feel, what teachers’
look or
appearance because
the
students can feel that. Here the teachers always feel
happy, of course the students also follow to feel happy. So
they provide what we call affective
filter so
the teachers
create good
atmosphere in the class from themselves and it can be
shared to
the students. A291P2
3 Teaching
media Flashcards,
songs, and games
The media are useful to
support the fun learning for the
young learners. … yes, they put a lot of songs
because they believe that the students can learn well
through songs.
It’s part of fun learning but then they
should be more selective. A296P1
The media are useful to reduce
the affective filters during
the lesson for So do I. The game is aimed
to
create comfortable
atmosphere for the students to produce the language.
The teachers
tried to
young learners, especially in
producing language.
motivate the students by using games but if the
teachers directly point the students to produce the
language, they will feel like they are pushed to produce
the language. A344P4
The media are useful to help
the young learners to learn
the pattern or grammar
implicitly. Like what we agreed that
they learn the patterns or grammar implicitly, I guess
the
meaning is
more dominant. Implicitly and
indirectly,
the students
learnt the
patterns. A381P1
4 Teachers‟
use of language
Teachers‟ use of language
Young learners might acquire
language through social
environment instead of
acquiring language by
themselves. If the students seem do not
know the meaning, the teacher help them by using
gestures and also giving examples
so that
the meaning is clear for the
students. A253P1
The teachers can help the
learners in understanding
the utterances in the target
language by using gesture,
body language, or movement.
If the students seem do not know the meaning, the
teacher help them by using gestures and also giving
examples
so that
the meaning is clear for the
students. A253P1
The language used in
teaching young learners should
be simple and direct.
In giving questions, I think
it‟s still the same. As I noticed, mostly the teachers
only use yes-no questions, for example:
Do you
have pencil? Or Do you have
something?” or What is it? But still they still use
English, second language
and it‟s good. A258P2 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
The language used by the
teachers influences the
learning atmosphere in
the classroom. Yes, I do agree that the
teacher should consistently use second language all the
time. A253P1
2. Classification of the Teach ers‟ Beliefs
As explained in chapter two, the classroom practices done by the teachers are analys
ed to identify the three areas of teachers‟ beliefs. First, the teachers‟ beliefs about language can be traced from the roles of materials and teaching
techniq ue. Second, the teachers‟ beliefs about language learning can be traced
from the roles of learners and lesson structure. Lastly, the teachers‟ beliefs about language teaching can be observed from the roles of teachers, classroom
management, teaching media, and teachers‟ use of language.
a. Teachers‟ beliefs about language
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.
b . Teachers‟ beliefs about language learning
There are nine beliefs which re present 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.
c . Teachers‟ beliefs about language teaching
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 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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.
3. Interpretations of the Teachers‟ Beliefs
This sub-section is divided into two main parts. In the first part, the t
eachers‟ beliefs identified are interpreted by using the principles of teaching young learners in primary school according to some experts in TEYL in order to
reveal the appropriat eness of the teachers‟ beliefs with the principles in teaching
young learners. Meanwhile, in the second part, the teachers‟ beliefs in the three areas are interpreted by using the theories of beliefs in order to gain better
understandings of the teachers‟ beliefs about language, language learning, and language teaching.
a. The Interpretation of teachers‟ beliefs based on theories of TEYL
The interpretations in this part are conducted by using the theories of TEYL. As proposed by Brewster, Ellis, and Girard 2002:26; 39-40, there are eight main
principles in teaching English to young learners. Those principles are: 1 Teachers should provide the contextualized language use of L2 and its visual support to
optimize the natural ability of children in grasping meaning like in their L1; 2 Teacher can use repetition to familiarize the sound and meanings of words, but
should be combined with variety and adjusted with the learners‟ needs; 3 Teachers should provide sufficient contextualized input for the learners; 4
Teachers can optimize “the children‟s skills at guessing and predicting” in learning the language; 5 Teachers should encourage the learners to talk in
expressing their intended meaning by using meaningful communicating activities; 6 Teachers should adjust the difficulty level of the materials and activities to
maximize the learners‟ motivation in learning; 7 Teachers should adjust the feedback in order to maintain learners‟ motivation during the learning process;
and 8 Teachers should encourage the learners to listen and act before speaking at t
he beginning phase of learning”. Brewster, Ellis, and Girard, 2002:26; 39-40. Most of the t
eachers‟ beliefs which identified previously are in line with the principles in teaching young learners proposed by Brewster, et.al. There is only
one belief which is not in line with the principles, namely the belief that the young learners are not ready to produce the language yet. This belief is particularly not in
line with the fifth principle that it is necessary to encourage the young learners to produce their own utterances in expressing their intention. The teachers in the
video do not provide many meaningful communicating activities. It means that they do not encourage the young learners to express their intended meaning. The
young learners in the lesson are only expected to produce language according to the teachers‟ instruction and not according to their own intention. In other words,
the teachers believe that it is not necessary to encourage the young learners to produce their own utterances in expressing their intention since they are not ready
yet to do it. Besides, there is no belief which is in line with the seventh principle. As
mentioned previously, the seventh principle is related to the belief that positive feedback is necessary to motivate the young learners during the learning process.
Actually the teachers in the video have given some positive feedbacks to the young learners. However, the numbers are very few and not very clear. As the
result, the feedbacks are not really meaningful for the young learners so the feedbacks are not really motivating them.
Related with the fifth principle, the teachers believe that the young learners are not ready yet to produce their own language because of some reasons. First,
the young learners are still in the lower primary school. Since the context of English language in Indonesia is still as a foreign language, the young learners do
not have wide contact with the language. Consequently, the young learners who are in the lower primary school still needs many inputs in order to facilitate them
in producing their own expressions in the target language. Therefore, the teachers focus the lesson to give as many inputs as possible before providing the
opportunities for the young learners to produce their own expressions in the target language.
Second, the teachers attempt to create fun English learning. As what has identified by the participants during the discussion, the dominant atmosphere of
the English lesson in the video is fun. It indicates that the teachers in the video emphasize the fun learning so the young learners will have good impressions
toward English lesson and keep motivated in learning it. The teachers try to build up the young learners‟ motivation first before they gradually scaffold the
difficulty of the inputs and the activities. Therefore, the teachers do not want to push the young learners to produce their own expression in the target language
when they are not ready yet. Meanwhile, related to the seventh principle, there are also some reasons
why the teachers do not give sufficient positive feedbacks during the lesson. First, the teachers do not have sufficient time due to the tight agenda in the lesson plan.
