Teachers‟ beliefs about language

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. Particularly during the games, sometimes the flow is very fast and the teachers do not have many chances to give feedbacks. In addition, the feedbacks given during the activities, like games, are usually short and not very clear. Second, the teachers are too busy to keep the pace of the lesson so sometimes they miss the chances to give positive feedback to the young learners. In summary, actually the teachers believe that positive feedbacks are important to motivate the young learners during the English lesson, but they sometimes cannot apply the belief very well in their classroom practices.

b. The Interpretation of teachers‟ beliefs based on theories of beliefs

As what mentioned in previous sub- section, the teachers‟ beliefs which identified in this research are classified into three areas of beliefs. In this part, the beliefs in each area are interpreted based on the theories of beliefs proposed by Richards and Rodgers. This sub-section is divided into three parts in order to make it more comprehensible. 1 Teachers’ beliefs about language According to Richards and Rodgers 2001:20-21, there are three different theories of language, which include the structural view, functional view, and interactional view. Structural view sees the language as a system where the related elements are connected structurally for the coding of meaning. Functional view sees that language as a means to express functional meaning. Meanwhile, interactional view sees language as the means for interpersonal relations and social transactions. Based on the beliefs identified in this area, it can be seen that the teachers put the emphasis on the grammatical units such as words and sentences for the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI coding of meaning. In addition, the teachers also believe that TPR is the suitable method to teach young learners. All characteristics above indicate that the teachers believe in structural view which considers the language as the structurally connected elements for the coding of meaning. 2 Teachers’ beliefs about language learning Richards and Rodgers 2001:22-23 remarked on two types of theories about language learning, namely the process-oriented theories and condition- oriented theories. The first type puts emphasis on building the learning processes such as habit formation, induction, and so on. Meanwhile, the second type puts emphasis on the conditions for the process of learning to happen. The beliefs identified in this area suggest that the teachers put emphasis on the process and also the condition for language learning. The first until the fifth belief puts emphasis on the process meanwhile the sixth until the ninth beliefs puts emphasis on the condition. In addition, TPR is based on the learning theory which addresses both the process and condition aspect of learning. Thus, it can be inferred that the teachers view the language learning as the process which should be supported by suitable condition for the learning process to happen. 3 Teachers’ beliefs about language teaching As has been explained in chapter two, Graves remarked that beliefs about teaching and teachers‟ role are closely related with beliefs about learning 2000:30. The beliefs about teaching and teachers‟ role in the teaching process are the result of the teachers‟ beliefs about learning process which should happen in the classroom. Relate d with the beliefs about teaching, it can be viewed as “a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI