counting, drawing, and composing based on what students learn at school and from theoretically related various resources.
In conclusion, teaching English for junior high school students requires English teachers to condition the uniqueness of transition mass into interesting
package. The first, cognitive aspects and psychological development of JHS students in general are in transition of being a kid to being adult which require teachers to
assign more teamwork project based learning instead of individual assignment. From character education point of view, teachers are required to integrate more
values into instruction content materials and activity to guide the transition mass of JHS students on the right value. Regarding curriculum dynamic, teachers are
required to keep the instruction appropriately to reach the goal in curriculum. In Curriculum 2006, the standard of content is analyzed into functional literacy
competence, global competitive power, and national culture goal. Meanwhile the core competence in Curriculum of 2013 is formulated into religion, social behavior,
knowledge, and skill.
2.2 Related Studies
In this part, I reviewed some related studies concerning in the similar fields. The foci are varied into teacher perception of classroom talk and teachers questions
and follow up in IRF initiating, responding, follow up sequence. A study conducted by Hartanto 2010 concerns teacher perception of
classroom talk at vocational school. He finds that classroom talk by teacher can be perceived as a kind of tool that conveys teachers‟ teaching activities such as “asking
questions, explaining, correcting, criticizing, encouraging, giving direction, and giving information.”pp. 69. The effectiveness of classroom talk occurs when
teachers consistently and intentionally use English during teaching and learning activities. The data in this research were gathered using progressive qualitative
method in which the participants share their live-experience. The data were collected through literary observations, and interview.
The second related study is about teachers‟ belief on teachers questions and follow up in IRF initiating, responding, follow up sequence. Iskandar 2009 finds
that in teaching, teachers integrate values and norms. Besides, they should know and care about students‟ affective aspects. In relation to teaching, teachers believe that
learning is “a process involving acquisition of knowledge and skill of subject matters
as well as social norms and values ”. pp. 186. In terms of teachers‟ follow up, they
agree that it could likely contribute positive and negative effects. The beliefs in this research were investigated using interviews, classroom observation, documents,
stimulated recall interviews, and filed notes.
2.3 Theoretical Framework
The structure of theory in this research is derived from Borg‟s model 2003 about teachers‟ cognition. There, it is clarified that teachers‟ belief stands under
cognition dimension which embraces the aspects of knowledge, theories, attitudes, images, assumptions, metaphors, conceptions, and perspectives. The aspects enable
teachers form their behaviour and thought and put into their teaching practice.
Several factors are identified affecting teachers ‟ belief, i.e. schooling, professional
coursework, contextual factors, and classroom practice. The schooling is such experiences as a result when teachers learn a particular
language . These experiences formulate teachers‟ perception of teaching in the
professional coursework that is values the teachers hold in developing their professional development. The values include how they take a role in the
instructional activity, teach effectively and efficiently, and formulate the instructional objectives. Furthermore, contextual factors which are not related directly to the
teaching and learning process such as society, institution demand, learners‟
background, and standardized tests also influence teachers‟ belief in this research, .
As a result, these contextual factors determine what classroom practice teachers hold. In this study it is identified that the contextual factor related to the problem is
teachers‟ forum. On the contrary, the formulated belief also influences professional coursework and classroom practice. The classroom practice is the most complicated
part in this framework since it consists of how the teachers develop successful English learners‟ parameters, that is students who are able to accomplish the learning
activity, practice English for communication, and have meta cognition. Above all, the description how the factors relate each other is presented in Figure 2.5.
Figure 2.5
Theoretical framework
Schooling
Experience as a learner
Professional Coursework
Experience as a teacher
Contextual Factor
Teachers‟ forum
Classroom Practice Teaching techniques
TEACHER COGNITION BELIEF of how to
develop students to become successful English learners
53
CHAPTER III RESEARCH METHODOLOGY
The discussion of research methodology is presented in this chapter to describe how the study is conducted in order to answer the research question. It
includes the 1 research design, 2 nature of data, 3 research setting and participants, 4 data collection methods, 5 data analysis, and 6 trustworthiness.
3.1 Research Design
This study attempts to answer the research question
What is teachers’ belief of how to develop students to become successful English learners?
. The qualitative
approach was selected for this study as a way to provide insightful and through investigation of attitudes, beliefs, and strategies the teachers use in regards to
develop successful English learners. Specifically, the research applies a phenomenological study to
conceptualize teachers’ belief in developing students to become successful English learners by identifying the phenomena toward how they
are perceived by the doers teachers in a particular context. According to van Manen 2007 phenomenology is a project reflecting the
lived experience derived from consciousness of human existence which is thoughtful thoroughly and sensitive to the life-world exploring how human involvement with
their world. Creswell 2007 adds that the data in phenomenology can be collected from individuals with related experience through qualitative data collection
techniques. In this research, in-depth interview and observation were chosen as the techniques.
