activating the students. As for Inu with his fun style says that opportunity and feedback are two inseparable things in involving students actively. Students are the
learning centre so widening more opportunities to practice as the learning emphasis followed by giving feedback is best implemented to involve students actively.
Whereas for Anggi, group work and random call roll are the two best techniques. In group work, she mixes heterogeneously fast learners and struggling learners so there
will be a taking and giving process and transferring of knowledge and motivation. As we know, fast learners tend to be active. By group work, it is expected the struggle
learners will be active as well. The random call roll is chosen as it is considered as a fair technique. It looks forcing but good technique.
The three beliefs are correlated each other. It is stated by Richards and Renandya 2002 that students may not get involved since they feel anxious. The
solution is giving as large opportunity as possible for students to take part in learning activity. Group work reveals to be a strategy to open more opportunities in which the
passive students can decrease their anxiety in the group which is smaller than classical context.
4.4.4 Learning awareness
To develop successful learners, students are required to have awareness about the need of learning.
Depdiknas 2006 states that English learning is intended to develop awareness about the nature and significance of English to improve global
competition power. In relation to this issue, the interview data reveal that all
informants use a technique that is telling information to deve lop students‟ awareness.
Lilin in her teaching practices develops students‟ awareness about the significance of
learning process by sharing a figure‟s experience which can master English well and
use English for her his career successfully. I like telling about my
friend’s experience who works in a non-governmental organization and then meet foreigners. I tell them that English is useful....
Lilin, A72. From Inu‟s statement it seems that he has the same perspective with Lilin. He
develops awareness by telling something but he tells a story containing awareness and also motivation of learning process instead of a
figure‟s experience.
… I tell them, but actually tell them to direct their motivation to develop
their awareness…. Inu, A53. Likewise, Anggi develops awareness by describing the philosophy related to the
learning material as the opening and then coming into the learning materials.
I imitate Mr. Bismoko‟s technique. In teaching, he always uses a philosophy first and then direct it into the materials
…. Anggi, A112. From the previous description, it can be summed up that teachers‟ beliefs
about how they develop learning awareness are basically by giving oral suggestions. Lilin believes it can run successfully by telling a true story about the significance of
the learning process. She expects the students will be more aware by giving a conditional situation when English becomes the only media to communicate. Inu
correlates awareness and value. Value in his point of view can be taught by discussing the content of moral value in a story. Anggi sees awareness is derived
from knowing the essence or core or nature and the advantage. Having strong awareness may contribute better understanding toward the learning materials.
4.4.5 Learning strategy
