Pedagogical Implications CONCLUSION, IMPLICATION, RECOMMENDATION
74
1. For lecturers or instructors By reviewing the findings, the lecturer or instructors will be aware of their
strengths and weaknesses in order to update and to come up with new strategies which are appropriate to their students. One major finding of this study showed the
students believe that they engage the value of life during the process of learning. It might be important to explore more on the value of life related to English learning.
Optimizing the engagement of the value of life could impact to the process of moral building or character education for the students. This is interesting because,
nowadays, character education has become a growing movement in Indonesia as it is considered that it takes important role in reconstructing Indonesians to be a more
advanced and civilized nation. 2. For further researchers
To contribute the success of English learning in Indonesia, further research on students beliefs, which covers larger scope should be conducted with several
improvements. First, due to the limitations of time, budget, and social connections, this research was conducted at a single university in Faculty of Engineering
Yogyakarta State University. It would be useful, if the future research could be conducted at more universities of different types of Indonesia to identify the
similarities and differences in students’ beliefs in different learning environments. This research could also be conducted in senior high schools and vocational high
schools in order to document students’ beliefs before college and compare these results with those at the college level.
75
Second, the main instrument of this study is the new-design questionnaire in the form of Linkert-scale questionnaire. Although questionnaire administration is the
most commonly used method for investigating language beliefs and strategies Horwitz, 1985, 1987, 1988, 1999; Oxford, 1989, 1990; Oxford Burry-Stock, 1995;
Oxford Crookall, 1989, the findings from questionnaire may not cover all aspect of beliefs. More research instruments to be used may be able to improve the findings
such as, the cause or effect of the students’ beliefs. However, the limitation of the
questionnaire is that, because there are so many possible beliefs might not be included in the questionnaire. Due to the potential limitations of the questionnaire, it
may be difficult to actually identify students’ real beliefs and strategy use with this instrument. Thus the further research could employ other instruments to enrich the
findings of students’ beliefs. Third, the findings of this study are limited by the engineering university
chosen and the 258 questionnaire respondents. Therefore, the findings may not be generalized to all tertiary of students of non-English major. Furthermore, since this
study was conducted in 2015, the findings may not be generalized to other periods of time. In addition, the data collection was conducted in Faculty of Engineering
Yogyakarta State University for only about a month in 2015. More time for collection may have resulted in more extensive and richer data.
76
REFERENCES
Altan, M.X. 2006. Beliefs about Language Learning of Foreign Language- Major University Students Australian Journal of Teacher Education: Vol. 31: Iss. 2,
Article 5. Benson, P., Lor, W. 1999. Conceptions of language and language learning. System, 27,
459-472. Bialystok E. 2005. Consequences of bilingualism for cognitive Development, New York:
Oxford University Press Borg, S. 1998. Teachers’ pedagogical systems and grammar teaching: A qualitative study.
TESOL Quarterly, 321, 9-38. Borg, M. 2001
. Key concepts in ELT: Teachers‟ beliefs, ELT Journal, 552:186-187. Borg, S. 2003. Teacher cognition in language teaching: A Review of Research on What
Teachers Think, Know, Believe, and Do. Language Teaching, 36, 81-109. Brown, J., McGannon, J. 1998. What do I know about language learning? The story of
the beginning
teacher. Retrieved
September, 20,
2001, from
http:www.cltr.uq.edu.aualaaproceedbro-mcgan.html Brown, A. V. 2009. Students’ and teachers’ perceptions of effective foreign language
teaching: A comparison of ideals. Modern Language Journal, 93, 46 –60.
Cabaroglu, N., Roberts, J. 2000. Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387-402.
Chen, W.C. 2011 Pilot Study on Taiwanese College Students’ Beliefs about Learning
English and Participation Behaviors in English Class. Department of Applied Foreign Languages Chaoyang University of Technology.
Cohen, A. D. 1994. Assessing Language Ability in the Classroom 2nd ed.. Boston: Heinle Heinle.
Cohen, A. D. 2006. The Coming of Age of Research on Test-Taking Strategies. Language Assessment Quarterly, 34, 307-331.
Cohen, A. D., Upton, T. A. 2006. Strategies in responding to the new TOEFL reading tasks Monograph No.33. Princeton, NJ: ETS.
Creswell, J. W. 2007. Qualitative Inquiry and Research Design: Choosing Among Five Approaches 2nd ed.. California: Sage Publication.
Dörnyei, Z. 2001. Teaching and researching motivation. In Candlin, C.N. D.R. Hall, Eds., Applied Linguistics in Action [series] Pearson Education Limited.