The factors influencing learners’ belief

26 “A university-level curriculum for teaching English as a foreign or second language should establish and schedule contents and strategies so that the learners will develop the linguistic communication competences regarding their professional needs and objectives. The main English teaching method tendencies have evolved in recent decades from the traditional methods like grammar translation to the communicative like social constructivism approach” Windschilt, 2002; Richardson, 2003 However, Hudson 2011 states that, in universities, English often become the object of observation, reflection and comparison with the mother tongue. Consequently, production activities like listening and responding to an audio, creative writing and speaking are usually overlooked. Based on this claim, it seems that most universities focus on reading comprehension and grammar instruction. As many pieces of texts are written in English, Hudson 2011 adds that universities understand that critical reading is essential to be success in the societies. This is because the ability to read is becoming the crucial element to be emphasized to the students for their personal and professional development in life. Further, he proposes that, “at universities, EFL teachers are frequently asked to teach English through reading comprehension and grammar instruction”. That circumstance is quite similar to Indonesia where teaching English is more to facilitate the students to be able to read English texts. In the context of EFL reading instruction in Indonesian universities, Cahyono and Widiati 2006 found that the issue becomes more complicated since reading in tertiary level demands flexible and independent learning requiring students to read English texts from different sources independently and effectively. For Indonesian students who are generally influenced by their cultural background and lack motivation in reading English texts 27 Lamb Coleman, 2008; Setiono, 2004, the demand of the EFL reading is not easy to accomplish. However, Masduqi 2014:390 also explains that in the most current development, some Indonesian universities have started giving more priority in English, such as supporting the establishment of English clubs and self-access centre and encouraging students to do academic presentations in English. Sukono 2002 found that such a constructive effort tend s to be successful in well-established state and private universities where the enrolled students have had quite good language proficiency from their secondary schools and can afford better supporting ELT facilities. In this case, the success of English can be a factor of equality access between the haves and the have-nots Lamb Coleman, 2008; Lie, 2007; Nunan, 2003. b. English at Non English Major In this study, non-English major students define as university students who are specialized in any field except English language such as law, engineering, social sciences, etc. The demand of English learning is to meet the requirements of students to support their future carrier. In order to fulfill the students need in learning English, “English for Specific Purposes ESP has grown to become one of the most prominent areas of EFL teaching for college level ” Choroleeva, 2010. Some described ESP as simply being the teaching of English for any purpose that could be specified. “ESP itself is an approach to language teaching in which all decisions as to 28 content and method are based on the learners reason for learning ” Hutchinson et al., 1987:19 Further, Masduqi 2014:390 says that, at Indonesian universities, English in non-English departments is only taught once or twice a week, each meeting is 100 minutes during the first two semesters. In few universities, English is taught at the first semester only since it is not a part of the university core courses. In line with this, Lowenberg, 1991 and Dardjowidjojo 2000 propose that at the university level of Indonesia, students in non-language departments have to take English for two semesters and for two to three hours a week. Based on their explanations, since the goal of English at this level is to assist students to develop their reading ability relates to their fields of study, the kind of English taught is ESP English for Specific Purposes. Kirkpatrick 2007, in case of ELT situation in university level in Indonesia, suggests that as the entry level of most students is very low, the class focuses on grammar and translation. Thus, most of English learning fail to develop students’ proficiency in English. In agreement with Kirkpatrick 2007 and Nur 2004 asserts that university graduates who have studied six years of English in both junior and senior high schools and another year in university generally cannot communicate adequately in English. Dardjowidjojo 2000 and Nur 2004 recognize that since independence, Indonesia has experienced several changes in curriculum with different teaching approaches or methods from grammar-translation method and audio-lingual method to communicative approach which is regarded as the most popular teaching