TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES.
Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu
A Dissertation
Submitted in Partial Fulfillment of the Requirements for The Degree of Doctor in Education
By :
SUCIANA WIJIRAHAYU NIM 0808002
ENGLISH EDUCATION PROGRAM SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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This dissertation entitled “Teachers’ Beliefs about EFL Learning Strategies and Classroom Practices” has been approved by the supervisors.
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Approval Page
This dissertation entitled “Teachers’ Beliefs about EFL Learning Strategies and Classroom Practices” has been approved by the supervisors. Bandung, 26 November 2015
Approved by:
Prof. H Fuad Abdul Hamied, M.A. Ph.D. Main supervisor (Promotor)
Dr.Wachyu Sundayana, M.A. Co-supervisor (Co-promotor)
Pupung Purnawarman, MSc. Ed, Ph.D Head of Study Program
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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also declare that it has not previously or concurrently submitted for any other degree at UPI or other Institutions.
Bandung, 26 November 2015
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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By Suciana Wijirahayu
Abstract
The purpose of this multiple case study was to examine whether teachers’ beliefs about EFL Learning Strategies were reflected in their actual classroom practices. There were seven teachers who participated in this research. One of the data gathering instruments in this case study was a questionnaire that inquires the participants beliefs about EFL Learning Strategies (BALLI and SILL) to the classroom practices and how these beliefs influence their classroom practices in Primary, Junior High as well as Senior High education. In addition to the questionnaire, semi structured interviews with participants were held to examine their beliefs in detail. Finally, in order to see whether participants’ beliefs matched with their actual practices in their classrooms practices, the participants were observed and video-recorded for triangulation for the data. Three sessions classroom observations of the courses as well as video recordings of those courses were also examined by the researcher. O’Malleys language learning strategies scheme was used to classify the transcript of classroom video recordings. The result of the analysis of participants’ responses to the questionnaire, video-recorded classroom observations and interviews were presented qualitatively in the findings section. The results showed that all of the seven teachers beliefs about EFL Learning strategies were uniquely reflected in their classroom practices suitable to their experience in acquiring and applying LLS in learning English. Moreover, the finding shows that teachers beliefs were interrelated and strengthened by the experience of applying LLS in their classroom practices.
Key words: Teacher’s beliefs about language learning, Language Learning Strategies, multiple case study.
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Abstract
Acknowledgement Table of Contents List of Tables List of Diagrams List of Figures
CHAPTER I: INTRODUCTION
1.1 Background of the Study……….. 1
1.2 Research Questions………... 5
1.3 The Objectives of the study……….. 6
1.4 The Significance of the Study……….…... 6
1.5 Definitions of Key Terms ……….……… 7
CHAPTER II: REVIEW OF THE LITERATURE..……….… 8
2.1 Beliefs about Language Learning …….……….. 8
2.1.1 The Importance of Studying Beliefs about Languag Learning………... 9
2.1.2 Categories of Beliefs about Language Learning……..……….……..……… 10
2.1.2.1 Beliefs about the Nature of English Language Learning……… 11
2.1.2.2 Beliefs about Learning and Communication Strategies ……… 12
2.1.3 Methodology for Assessing Beliefs about Language Learning………. 14
2.2 Teachers’ Beliefs ……….…………..… 15
2.2.1 The distinction between teachers’ beliefs and knowledge ……… 18
2.2.2 Teacher Beliefs and Practice ………..……… 18
2.2.3 Research Review on Teachers’ Beliefs ……… 19
2.3 Language Learning Strategies………... 21
2.3.1 Classification of Language Learning Strategies………..……… 22
2.3.1.1 Memory Strategies ……….…………. 23
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2.3.1.5 Affective Strategies .……… 28
2.3.1.6 Social Strategies ..………..…. 28
2.3.2 Factors Affecting strategy Choice ……….………. 29
2.3.3 Previous studies about language learning strategies ………. 31
2.3.3.1. Duration ………. 31
2.3.3.2. Degree of awareness ……….. 32
2.3.3.3. Affective variables ……….. 35
2.3.3.4. Career Orientation ………..…… 36
2.3.3.5. Beliefs and Language Learning Strategies ……… 37
2.3.3.6. Strategy Training ………..….. 38
2.3.3.7. Beliefs, Language Learning Strategies and Classroom Practices …….. 40
CHAPTER III : METHOD…..………...44
3.1 Research Design ………..……….. 44
3.2 Subjects of the Research ..………..……….45
3.3 The instruments ………48
3.3.1 Questionnaires ……… 48
3.3.2 Initial meeting and the pre-observation interviews ……….50
3.3.3 Classroom observation ………..… 51
3.3.4 The Post-observation conference and interviews ………51
3.3.5 Data analysis procedures ……… 51
CHAPTER IV: RESULTS AND DISCUSSION………..… 55
4.1 Case Study 1: T1 ……….……….. 55
4.1.2 T1’s Beliefs about Language Learning and Language Learning Strategies …… 55
4.1.2 T1’s Classroom Practices and Observation ……….. 61
4.2 Case Study 2: T2 ……….……….. 65
4.2.1 T2’s Beliefs about Language Learning and Language Learning Strategies …… 65
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4.3.2 T3’s Classroom Practices and Observation ……… 80
4.4 Case Study 4: T4 ……… 83
4.4.1 T4’s Beliefs about Language Learning and Language Learning Strategies…… 83
4.4.2 T4’s Classroom Practices and Observation ……….. 89
4.5 Case Study 5: T5 ……… 94
4.5.1 T5’s Beliefs about Language Learning and Language Learning Strategies…… 95
4.5.2 T5’s Classroom Practices and Observation ……… 100
4.6 Case Study 6: T6 ……… 103
4.6.1 T6’s Beliefs about Language Learning and Language Learning Strategies … 104 4.6.2 T6’s Classroom Practices and Observation ………. 108
4.7 Case Study 7: T7 ………. 112
4.7.1 T7’s Beliefs about Language Learning and Language Learning Strategies ….. 113
4.7.2 T7’s Classroom Practices and Observation ………. 116
4.8 Teachers’ Language Learning Strategies Classification in Classroom Practices……… 122
4.8.1 T1’s Learning Strategies in Classroom Practices ……….. 128
4.8.2 T2’s Learning Strategies in Classroom Practices ……….. 130
4.8.3 T3’s Learning Strategies in Classroom Practices……….……….. 131
4.8.4 T4’s Learning Strategies in Classroom Practices ……….. 134
4.8.5 T5’s Learning Strategies in Classroom Practices……… 136
4.8.6 T6’s Learning Strategies in Classroom Practices ……….. 138
4.8.7 T7’s Learning Strategies in Classroom Practices ……….. 139
4.8.8 Senior High School Teachers Classroom Practices………. 141
4.8.9 Junior High School Teachers Classroom Practices ………. 144
4.8.10 Elementary School Teachers Classroom Practices ……….. 147
4.8.11 Comparing the Variation of Teachers’ Beliefs about Language Learning Strategies Application in their Classroom Practices………. 149
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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4.9.1 T1’ Beliefs underlying LLS Application in Classroom Practices……… 152
4.9.2 T2’ Beliefs underlying LLS Application in Classroom Practices ……… 155
4.9.3 T3’ Beliefs underlying LLS Application in Classroom Practices ……… 158
4.9.4 T4’ Beliefs underlying LLS Application in Classroom Practices ……… 162
4.9.5 T5’ Beliefs underlying LLS Application in Classroom Practices………. 165
4.9.6 T6’ Beliefs underlying LLS Application in Classroom Practices ……….. 169
4.9.7 T7’ Beliefs underlying LLS Application Classroom Practices……….. 174
CHAPTER 5 : CONCLUSION AND SUGGESTION………. 178
REFERENCE ……… 184
APPENDIX 1: BELIEFS ABOUT LANGUAGE LEARNING INVENTORY DATA …… 194
APPENDIX 2: STRATEGY INVENTORY FOR LANGUAGE LEARNING DATA ..…… 196
APPENDIX 3: INTERVIEW DATA……… 198
APPENDIX 4: POST CONFERENCE DATA………. 237
APPENDIX 5: SAMPEL OF CLASSIFICATION OF LANGUAGE LEARNING STRATEGIES IN CLASSROOM PRACTICES ……….…………..… 265
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Table 2.1. Learning Strategy Definition and Classification (O’Malley and Chamoot,
1990:19) ………..…… 41
Table 3.1. Background Information about the Participants…………..………....… 47
Table 3.2. Categories of Belief and the Items Representing the Beliefs………..… 50
Table 3.3. Kinds of Strategy and the Items Representing the Strategies………..… 50
Table 4.1. The Application of Metacognitive Strategy in the Classroom……….. 123
Table 4.2. The Application of Cognitive Strategy in the Classroom………. 125
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Figure 2.1. Teacher cognition, schooling, professional education and classroom practice… 17
Figure 3.1. Flowchart ……….... 54
Figure 4.1. BALLI T1……… 56
Figure 4.2. SILL T1……… 58
Figure 4.3. BALLI T2……… 66
Figure 4.4. SILL T2………... 68
Figure 4.5. BALLI T3……… 75
Figure 4.6. SILL T3……… 77
Figure 4.7. BALLI T4……… 84
Figure 4.8. SILL T4……… 85
Figure 4.9. BALLI T5……… 96
Figure 4.10. SILL T5……… 97
Figure 4.11. BALLI T6……….. 104
Figure 4.12. SILL T6………. 106
Figure 4.13. BALLI T7……….. 114
Figure 4.14. SILL T7………. 115
Figure 8.1. The Application of Metacognitive, Cognitive, Affective Strategy in T1 Classroom……… 129
Figure 8.2. The Application of Metacognitive, Cognitive, Affective Strategy in T2 Classroom………..….. 131
Figure 8.3. The Application of Metacognitive, Cognitive, Affective Strategy in T3 Classroom………..….. 132
Figure 8.4. The Application of Metacognitive, Cognitive, Affective Strategy in T4 Classroom………..….. 134
Figure 8.5. The Application of Metacognitive, Cognitive, Affective Strategy in T5 Classroom………..….. 137
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Figure 8.7. The Application of Metacognitive, Cognitive, Affective Strategy in
T7 Classroom………...……….. 140
Figure 8.8. The Application of Metacognitive Strategy in SHS Classroom…..………….. 142 Figure 8.9. The Application of Cognitive Strategy in SHS Classroom……….………….. 142 Figure 8.10. The Application of Social or Affective Strategy in SHS Classroom…..……... 143 Figure 8.11. The Application of Metacognitive Strategy in JHS Classrooms………... 145 Figure 8.12. The Application of Cognitive Strategy in JHS Classrooms………... 146 Figure 8.13. The Application of Social or Affective Strategy in JHS Classrooms….……... 146 Figure 8.14. The Application of Metacognitive Strategy in ES Classrooms……..………... 148 Figure 8.15. The Application of Cognitive Strategy in ES Classrooms………….………... 148 Figure 8.16. The Application of Social or Affective Strategy in ES Classrooms…...……... 149
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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Diagram 2.1. Diagram of Cognitive Strategies (Source: Oxford, 1990: 44)....……….… 25 Diagram 2.2. Diagram of the Compensation Strategies (Source: Oxford, 1990:48)………… 26 Diagram 2.3. Diagram of Applying Language Learning Strategies ………... 39
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Suciana Wijirahayu , 2015
TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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CHAPTER I INTRODUCTION
1. 1 Background of the Study
The fact that English is a foreign language in Indonesia demands the teachers as well as the students to have extra efforts to master English. There are strengths and weaknesses among English teachers in their process of teaching and learning English in Indonesia. One of the strengths is that they experienced to have English classroom practices in the Indonesian context so they know exactly the feeling to be Indonesian EFL learners. They know how to struggle to have English mastery and how to acquire language learning strategies that could shape their prior beliefs about language learning. However, it could also become their weakness as well if they adopt erroneous beliefs about learning EFL since classroom practices could not at all meet the students‟ need. Therefore, teachers‟ beliefs about language learning and language learning strategies in this case are considered to be important factors that could influence the success of language learning.
Belief is „imbued with emotive commitment‟ (Borg 2001: 186) and serving further as a guide to thought and behavior. It is also part of cognition (Borg 2003:82). Beliefs are formed early in life as a result of a person‟s education and experience (Jonson 1994, Mohamed 2006), and strong beliefs about learning and teaching are well established by the time a student completes schooling. Teacher‟s fundamental commitment to their student‟s learning and that their teaching makes a difference is a basis for their efforts to teach well (Griffith, Gore & Ladwig 2006). In other words, teachers‟ beliefs about learning and teaching are well established time to time from their education and experience and shape fundamental commitment in their efforts to teach well in classroom practices.
Recent studies about teachers‟ beliefs related to language learning strategies and classroom practices have been made especially in EFL contexts. Khonamri and Salimi (2010) reported from their study that Iranian teachers
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believed that reading strategies play an important role in reading comprehension and that it is necessary to teach reading strategies in reading classes. The results also revealed that there is inconsistency between teachers' beliefs and their self reported classroom practices. Nguyen (2007:46) found in his study related to teachers‟ beliefs about teaching reading strategies and their classroom practices that classroom practices were based on a logical system of beliefs, yet, teachers‟ beliefs were complicated, therefore, further studies were suggested.
Teachers‟ beliefs about language learning influenced the activities they arranged in their classroom. Kuzborska (2011) reported her study in Lithuanian university context that teacher‟s beliefs were congruent with practices and was reflected in reading instruction, emphasizing vocabulary, reading aloud, translation, and whole class discussion of texts.
Related to TEFL in Indonesia Hamied (2005) stated, “ As a higher education institution‟s core missions include teaching, research and public service, and as teaching is the essence of the three core missions, all higher education policies and programs in ensuring the nation‟s competitiveness, enhancing autonomy, and ascertaining institutional health should be maintained and developed to support teaching, bolster all its entailing teaching activity components, and reinforce all facilities it calls for”. He further explained that teaching required the teacher to play various different roles exhibited in a single setting of teaching.
Lukmana (2006) reported that social dynamics between students and teachers could be revealed by critically looking at texts in form of audio recording. Verbal reactions from the interaction in the class were analyzed using a critical discourse analysis theory based on the principles of systemic-functional-grammar. In his study at that time, it was found that interpersonal relationship was still very much dominated by the teachers who had the managerial authority as well as knowledge in class. Nevertheless, Suherdi (2011) strengthened, “ A radical shift from knowledge-based to skill-oriented teaching is now on stage in TEFLIN (Teachers of English as a Foreign Language in Indonesia). The teaching orientation which has been dominated by explanation of linguistic rules is now geared towards the mastery of all different types of texts that will help students
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fulfill their need of communication in English.” It is supported by Emilia (2012: 4) in the introduction to the concepts related to the application of the approach. She provided a guide to teachers by saying , “ Before you teach texts utilizing SFL GBA, it is better for you to understand some concepts related to SFL GBA that is also the basic principle of systemic functional linguistic. Some of the basic principles are text, the context, the characteristic of a good text and intertextuality.”
In fact, not all pre-service teachers are aware of their beliefs about language learning and language learning strategies. Therefore, they could not yet make use of various strategies to improve their English mastery. The relevance between student teachers‟ beliefs about the nature of language learning and Metacognitive strategy in language learning in an Indonesian context was reported by Wijirahayu (2009). Metacognitive strategies in this case were actions which go beyond purely cognitive devices, and which provide a way for learners to coordinate their own learning process. Related to strategies in teaching writing, based on the issue that the Indonesian high school students‟ writing ability was still low, a study was conducted by Sudaryat (2010). The implementation of Text-Based Modeling Strategy (TBMS) was offered. The finding shows that the procedure composed and applied in the TBMS, that has never been done before, contributes positively to the increasing of writing competence.
Lengkanawati (2004) found that cognitive strategies were used more frequently by Indonesian as a foreign language (IFL) students in Australia than by EFL learners in Indonesia. Based on the observation, the academic atmosphere in the EFL classroom in in Indonesia was not as active and stimulating as in the IFL classroom. She also reported that the intensity of the use of compensation strategies with IFL students in Australia was higher than that by EFL learners in Indonesia.
She further explained,“If we take a look at the indicators in the compensation strategies, these strategies are used to overcome students' limitation in knowledge in the target language. Again, this has something to do with the educational habit common within Australian families. This kind of behavior will make the students willing to take a risk in studying and to be more active. Risk
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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taking principle in learning a language is very important.” It was related to Oxford (1990) statement that not only beginners and advanced learners who employed guessing, even native speakers used guessing when they have not heard anything well enough, when they do not know a new word, or when the meaning is hidden between lines. Less proficient language learners need these compensation strategies even more, because they run into knowledge roadblocks more often than do individuals who are skilled in the language.
Indeed, Wenden and Rubin (1987:104) supplied preliminary evidence that learner beliefs about language-learning could influence their language-learning strategies. In interviews with language learners, they found numerous instances where learners were not only able to enumerate their beliefs about language-learning, but even more importantly, they described learning strategies consistent with these beliefs.
Some other researches proved that there is a relation between beliefs and language learning strategies. A significant correlation between student teachers‟ beliefs about the nature of language learning and social strategies in language learning has been reported from a research conducted by Wijirahayu (2009) in one class of graduate program of English Education in one of private university in Jakarta. Learning a language involves other people, and appropriate social strategies are very important in this process. Three sets of social strategies, each set comprising two specific strategies are included here: Asking Questions, Cooperating with Other, and Empathizing with Others (Oxford, 1990:145). Similar finding was reported by Suwaranak (2012) that a significant correlation between students‟ beliefs about English language learning and their use of learning strategies indicate that the beliefs to some extent related to strategy use.
Ganjabi (2011) studied the effective foreign language teaching: a matter of Iranian students‟ and teachers‟ beliefs and the recommendation from the findings is that teachers should include discussion about the nature of language learning as a regular part of their instruction to confront students‟ erroneous beliefs with new information. A similar case about LLS used by Iranian Postgraduate Students, Kafipour, Noordin and Pazeshkian (2011) reported the teachers should encourage the learners to actively employ all the strategies in
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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their learning process. Wijirahayu (2013) studied pre-service teachers‟ beliefs in utilizing film and role-play in EFL classroom practices and found that the selected film related to the chosen theme by the pre-service teachers combined with collaborative learning and performed in scenes role-play increased the their beliefs about language learning and LLS.
Ariogul (2007:177) in his study about teachers‟ practical knowledge concluded, “Teachers‟ active, ongoing, and negotiation-based knowledge has been partly developed and shaped by their prior language learning experiences. When the teachers experienced a discrepancy within the context of teaching or when they struggled to understand their learners, their identities as former language learners helped them in the process of their decision making and instruction.” The study revealed that teachers‟ beliefs were complicated as it was concluded by Nguyen (2007), therefore, further study about teachers‟ beliefs about LLSS and their classroom practices was essential to be conducted.
Teachers‟ beliefs about language learning and language learning strategies play important role in the success of EFL learning and teaching. Prior knowledge and experiences about applying language learning strategies influence the teachers‟ beliefs about language learning strategies and how they apply the strategies in their classroom practices. In other words, teachers‟ beliefs about language learning strategies in EFL context have influence on how they employ the strategies in language learning and in turn the beliefs influence how they guide their students to use language learning strategies in their teaching practices.
1.2 Research Questions
Based on the assumption that teachers have already had certain beliefs about language-learning strategies and employed various strategies in their language-learning, this study will specifically find the answers to the following questions.
1. What beliefs about EFL learning strategies did the teachers in this study have in their language learning?
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2. Which beliefs about EFL learning strategies of the teachers in this study were reflected in their classroom practices and how were the strategies applied in their classroom practices?
1.3 The Objectives of the Study
As beliefs about language-learning and language-learning strategies are considered to be the important factors that influence the success of language-learning, this study was aimed at investigating the reflection of teachers' beliefs about language learning strategies in their classroom practices. In detail the objectives were explained below.
1. To indicate the teachers‟ prior beliefs about EFL learning strategies.
2. To indicate the application of the teachers‟ beliefs about EFL learning strategies in their classroom practices.
1.4 Significance of the Study
The study of teachers‟ beliefs about EFL learning strategies and classroom practices is beneficial in a developing methodology to reveal the teachers‟ beliefs themselves since it is believed to be complicated. As EFL learning strategies and classroom practices are also variable, possible modification of EFL learning strategies application in classroom practices could be offered especially in the Indonesian context.
The teachers‟ beliefs about EFL learning strategies was important due to the role in language-learning success or failure. Having known the teachers‟ prior beliefs about EFL learning strategies and how they were employed in their classroom practices would give a better understanding for the teachers on how English language teaching could be improved by applying various LLSS as one of alternatives to support students to be able to have more effective and more autonomous in English language learning. Therefore, teachers‟ awareness of their beliefs about EFL learning strategies and the decision they made to integrate language learning strategies as part of essential experiences in their classroom practices were suggested by this study. Based on this understanding, teachers could help the students to eliminate the beliefs that may hinder the students‟ efforts by introducing language learning strategies as alternatives to have a more effective learning process.
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1.5 Definitions of Key Terms
(1) Belief about language-learning in this case is feeling that something in learning is real, true and valuable. Learner beliefs about language-learning will profoundly influence their approach to language-language-learning (Cotterall, 1995: 202).
(2) Teachers’ beliefs are a set of ideas rooted in the psychological and mental content of teacher and play a central role in guiding his/her teaching behavior.
(3) Learning strategies are the steps taken by students to enhance their own learning. Strategy use involves some degree of conscious awareness on the part of the learner. When a behavior is used unconsciously, it is not strategy because conscious awareness is not present (Oxford,1992: 9).
(4) Language learning strategies are conscious steps taken by students to enhance their own language learning.
(5) Teachers’ beliefs about EFL strategies are a set of ideas rooted in the psychological and mental content of teacher and play a central role in guiding his/her teaching behavior related to EFL conscious steps taken by learners to enhance their own language learning.
(6) Language learning strategy training is training that involves learning and practicing one or more strategies with actual language tasks. This kind of training gives the learner information on the value of the strategy, when it can be used, how to use it, and how to evaluate the success of the strategy (7) Classroom practices Sugirin (2012:1) implies that classroom practices are
creative and innovative actions the student-teachers employ in their practice teaching practicum. In other words classroom practices are observable action done by teachers and learners consciously, in participating a format classroom interaction. In this study, classroom practices are the mechanism of teaching and learning created by the teacher that is observable in the class.
(8) Strategies in classroom practices are observable action done by teachers and learners consciously, in participating a format classroom interaction. .
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TEACHERS' BELIEFS ABOUT EFL LEARNING STRATEGIES AND CLASSROOM PRACTICES
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CHAPTER III METHOD
This study investigated teachers’ beliefs about EFL learning strategies and how the beliefs were reflected in their classroom practices. There were seven teachers who were observed to reveal the beliefs about language learning and language learning strategies they have and the ways the beliefs were reflected in their classroom practices.
3.1 Research Design
This study is a qualitative research that was classified into multiple case study. It was started by having preliminary research on teachers' beliefs about language-learning and their language-learning strategies and continued by field research to identify how their teaching practices were affected by their beliefs about EFL learning strategies. The purpose of this multiple case study was to examine whether teachers’ beliefs about EFL Learning Strategies were reflected in their actual classroom practices. There were seven teachers who participated in this research. One of the data gathering instruments in this case study was a questionnaire that inquires the participants’ beliefs about EFL Learning Strategies (BALLI and SILL) In addition to the questionnaire, semi structured interviews with participants were held to examine their beliefs in detail. Finally, in order to see whether participants’ beliefs matched with their actual practices in their classroom practices, the participants were observed and video-recorded for triangulation for the data. O’Malleys language learning strategies scheme was used to classify the transcript of classroom video recordings. The result of the analysis of participants’ responses to the questionnaire, video-recorded classroom observations and interviews were presented qualitatively in the findings section.
Alwasilah (2000) suggested six guides in reporting a case study and two of them were the role of the writer and how to write the report. He stated that the a case study is written in an informal style and the role of the writer is to perform point of views based on respondent perception in how the phenomenon reconstructed by the respondent. In other words, the writing should not sound
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interpretive or evaluative except some parts that suited to the writer interest. It means that the writer’s interpretation is suggested to be separately discussed from the respondents’ perception. To avoid interpretative and evaluative elaboration in this study, a comprehensive interpretation of the data based of references were presented mostly in the discussion about teachers’ beliefs underlying language learning strategies application in classroom practices (subtitle 4.9) and conclusion.
3.2 Subjects of the Research
Seven teachers who were teaching in elementary, secondary and high school (private and public) around Jakarta participated in the research. Almost all of them have finished their study of an English education graduate program of a private university in Jakarta. Two of them have been sent by the government to present their paper in a collaborative workshop at one state university in Australia.
The seven teachers were selected as the participant of this research to represent the variety of classroom practices reflected from different teachers’ beliefs about EFL learning strategies for different levels. The similarity was only because they were graduated from the same English department graduate program, therefore the exposure of language learning strategy from the latest formal education courses would be similar. In this case they were representatives from senior high , junior high and primary schools from state and private institution.
All of the seven participants were named T1 to T7. Two participants were called teacher (T1) and teacher 2 (T2) who were both from state high school. The other three were from junior high school and they were named teacher 3 (T3) from private junior high school, Teacher 4 (T4) from private junior high school and Teacher 5 (T5) from state junior high school. The last two were from primary school and they were named teacher 6 (T6) from state primary school and teacher 7 (T7) from private international primary school.
Although T1 and T7 were both from state senior high school, in fact, they had different beliefs about EFL learning strategies and the application. T3 and T4
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were from private junior high school, yet they had different school environment and facilities that influence their beliefs and application of EFL learning strategies. T6 was selected as she was a teacher in famous state primary school and T7 was selected because he was a teacher in private international primary school. Both T6 and T7 were chosen to complete the variety to understand the complexity of the phenomenon in EFL classroom practices related to teachers’ beliefs about language learning strategies. The details of those seven teachers are presented in Table 3.1 below.
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Table 3.1 : Background information about the Participants Teachers School Gender Age Degree Number
of years of teaching
English
Extra degree or workshops
1 State Senior High School
female 49 2nd Degree
of English
25 More than 2 methodology workshops (2
international) 2 State Senior
High School
female 47 2nd Degree
of English
15 More than 2 methodology workshops (1
international)
3 Private
Junior High School
male 34 2nd
Degree of English
9 2
Methodology workshops
(national)
4 Private
Junior High School
female 37 2nd Degree
of English
11 More than 2 methodology workshops (2
international)
5 State
Junior High School
female 50 2nd Degree
of English
15 2
Methodology workshops
(national)
6 State
Primary School
female 44 2nd Degree
of English
1st
15 More than 2 methodology workshops (1
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Degree non English 7 International
Private Primary
School
male 41 2nd Degree
of English
20 2
Methodology workshops
(national)
3.3. The Instrument
Some instruments were used to obtain data needed to be analyzed to answer the research questions in this study. Questionnaires, interviews and classroom observations were the main instruments.
3.3.1 Questionnaires
This study was started by utilizing items in BALLI and SILL questionnaires that to reveal the teachers’ beliefs about language learning and strategy in language learning that served as indicators to identify which beliefs about language learning and language learning strategies employed by each teacher. Combining a case study with a questionnaire lead to “an intensive, holistic description and analysis of a single instance, phenomenon, or social unit” was introduced by Merriam (1998) in Lihua (2010). The identification was continued by delivering interview to enrich the data obtained related to teachers’ beliefs about language learning strategies.
The instrument of BALLI (Beliefs About Language-learning Inventory) questionnaire used in this study was designed by Horwitz (1987) and adapted to the Indonesian context by Wijirahayu (2009). There were 34 Likert-scale items. She divided the beliefs into 5 categories. They are foreign language aptitude, difficulty of language-learning, nature of language, learning and communication strategies, and motivation.
The SILL questionnaire designed by Oxford (1990) and adapted by Wijirahayu (2009) were used in this research to identify the language learning
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strategies the student-teacher employed. The questionnaire contains 50 statements representing five major strategies. They are memory strategy, cognitive strategy, compensation strategy, metacognitif strategy, affective strategy and social strategy.
The statements of beliefs were grouped into five categories of beliefs. The categories of beliefs and the items included in each category are listed in the Table 3.2.
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Table 3.2. Categories of Belief and the Items Representing the Beliefs
No Groups of Belief Items
1. Foreign Language Aptitude 1, 2, 6, 10, 11, 16, 19, 30, 33 2. The Difficulty of Language- learning 3, 4, 5,15, 25, 34
3. The Nature of Language- learning 8, 12, 17, 23, 27, 28 4. Learning and Communication Strategies 7, 9, 13, 14, 18, 21, 22, 26
5. Motivation 20, 24, 29, 31, 32
The SILL questionnaire was designed by Oxford (1990). Version 7.00 of the SILL questionnaire was used because the subjects were the learners of English. The questionnaire contains 50 statements representing five major strategies. The kinds of strategy and the items representing the strategies are listed in Table 3.3
Table 3.3. Kinds of Strategy and the Items Representing the Strategies.
No Kinds of Strategy Items
1. Memory strategies 1-9
2. Cognitive strategies 10–23
3. Compensation strategies 24–29
4. Metacognitive strategies 30–38
5. Affective strategies 39–44
6. Social strategies 45–50
The analysis of the results of the BALLI questionnaire and SILL questionnaire was used as indicators to elaborate what beliefs and strategies the teachers have in their language learning (Research Question 1). The analysis was
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cross checked to the data from the interviews that were conducted during the field research.
3.3.2 Initial meeting and the pre-observation interview
Before classroom observations, an initial meeting was held. Firstly, the explanation of the purpose of the study and the planned sequence of classroom observations and follow-up interviews in which the teachers and the researcher involved in were discussed. Secondly, a 30-minute semi-structured interview were carried out individually with the participant teachers to elicit their perceptions of their teaching practice. While interviewing, the researcher followed the participants’ responses and let the relevant questions flow out instead of just following what was listed in the interview scheme. Finally, the general review would be done, whether most of the questions on the interview scheme are covered. The interview lasted 30 to 40 minutes, which was recorded in later transcribed into English. Some basic questions related to the research question were delivered:
1. How did you start learning English?
2. What kind of language learning strategies do you think could help you to improve your English mastery?
3. Why do you think those strategies could help you to master English? 4. Do you share the strategies with your students? Why?
5. How do you share the strategies with your students?
6. Do you get and apply more language learning strategies during your study in universities?
7. How do you get those strategies?
8. Did you share the strategies differently after you have graduated? Why? The additional framework of interview adapted from Vibuphol (2004) was also used to identify the teachers’ beliefs about EFL learning strategies. The categories of language learning beliefs were (1) ideal English learner, (2) ideal English teacher, (3) ideal English classroom, (4) difficulties in the language learning process, and (5) strategies of learners to overcome difficulties.
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3.3.3 Classroom observations
Classroom observations were employed to develop a deeper understanding of the different ways teachers approached their lessons. In this study, 42-hour classroom observations of the seven participants were recorded over a period of 12 weeks. A detailed account of decision making through qualitative field notes, video recordings and stimulated recall are expected. An observation scheme was prepared before each session. While observing, the focus was on the interactive decisions about language learning strategies. The researcher observed as many emerging events as possible, such as the tasks designed by the teachers and the students’ responses in various activities. All the classes were audio-video-taped for the post-observation interview.
Classroom observations would be transcribed and analyzed based on O’Malley schema. Interviews of teachers’ beliefs about teaching and learning, including beliefs about the nature of English language learning and the nature of language learning strategies in classroom practices were used to support and triangulate the data elaborated.
3.3.4 The post-observation conference and interview
In the videotaped post-observation conferences, the participants watched the videos of their lessons (stimulated recall technique) with the researcher and were encouraged to comment on what happened during the lessons, and how pre-active decisions about language learning strategies and interpre-active decisions are conceptualized, designed, and implemented from their perspective. These comments revealed their beliefs about teaching and learning and the role that beliefs and theoretical knowledge played in their pedagogical decisions on language learning strategy.
3.3.5. Data Analysis
Some stages of data analysis were prepared to report the result of this study. The analysis of teachers’ beliefs about EFL learning strategies was reported in subtitle 4.1 to 4.7 and the analysis of the language learning strategies
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applied in classroom reported in 4.8 were analyzed again to elaborate teacher’ beliefs underlying LLSS application in their classroom practices and it is reported in subtitle 4.9. Detail explanation about the analysis was presented below. 1. Teachers’ beliefs about language learning and language learning strategies
identified from BALLI and SILL questionnaire data were coded and visualized into figures and explained from each category of BALLI and SILL and verified with the data from the interview.
2. Data from the classroom practices (transcript) and observation from each teacher were elaborated in one subtitle.
3. To make it easier for the researcher to elaborate the facts discovered from the classroom practices, the transcripts were analyzed based on learning strategies defined and classified by O’Malley and Chamot (1990:119) see table 2.1.
4. The result of the classification for each of classroom practices was
visualized in the form of figures to be elaborated in T1, T2, T3, T4, T5, T6, and T7 Learning Strategies in Classroom Practices.
5. The result of seven teachers’ learning strategies was grouped to SHS (Senior High School), JHS (Junior High School) and ES (Elementary School) Teachers Classroom Practices.
6. Comparing Teachers’ Beliefs about Language Learning Strategies is presented in subtitle 4.8.11
7. To find the reflection of teachers’ beliefs about language learning and Language Learning Strategies in classroom practices, then each of the analyses in subtitle 4.8 was matched to the previous analyses in subtitle 4.1 to 4.7 and analyzed in 4.9.1 to 4.9.7 in the form of Teachers’ Beliefs underlying LLSS Application in Classroom Practices.
Malik and Hamied (2014: 269) stated: “The central purpose of a case study investigation is to explore the uniqueness of a case or organization. As such, the methodology used in conducting case study research implies to plan, design prepare for the process for data collection and data analysis.” Therefore, the scheme of the flow of teachers’ beliefs about EFL Learning Strategies and
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classroom practices, starting from data gathering up to the analysis is presented in figure 3.1 below.
Teachers’ Beliefs about EFL Learning Strategies and Classroom Practices Figure 3.1 Flowchart
Indicators for Teachers’
Beliefs about Language Learning and Strategy Inventory for Language
learning (BALLI & SILL)
Initial meeting and the pre-observation interview Classroom observations The post-observation conference and interview
General overview of Teachers’ Beliefs about Language learning and Language Learning Strategies
Information from the teachers about their beliefs about LLSs and the mechanism in their classroom practices
Facts and mechanism of how teachers applied beliefs about language learning strategies in their classroom practices
Classification of the application of LLSS in Classroom Practices Using O’ Malley’s Scheme
Teachers’ Beliefs underlying the Application of Language Learning Strategies in Classroom Practices
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CHAPTER V
CONCLUSION AND SUGGESTIONS
In this multiple case study, seven teachers have their own unique story related to their beliefs about EFL learning strategies and classroom practices. The beliefs about EFL language learning strategies were proven reflected in the ways they delivered material in their classroom practices. Consequently variations of language learning strategies were found in their classroom practices.
Revisiting the Research Questions
This section aims to look back at the three questions that guided this research study. The purpose is to synthesize all the information that was presented in the finding sections.
What beliefs about strategies did the teachers in this study have in their language learning? Basically the teachers‟ beliefs about EFL learning strategies were elaborated from language learning strategies they employed starting from how they learn English for the first time, their impression about the language, the influence from their teachers, the ways they struggle to maintain the language, their experience of applying English and language learning strategies and their teaching experiences. Every teacher has a unique story and experience that influence the beliefs about EFL learning strategies and classroom practices.
Which beliefs about language learning strategies of the teachers in this study were reflected in their classroom practices and how were the strategies applied in their classroom practices? The language learning strategy choices that were applied in classroom practices were varied and were a reflection of
teachers‟ prior beliefs about EFL language learning strategies. The more LLSs the teachers knew and applied in their language learning the more variety of LLSs they offered to the students to be utilized to practice EFL.
The teacher‟s prior beliefs about language learning and language learning strategies, teachers‟ experiences in LLS and their experience in teaching LLSs,
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and the school environment influenced the teachers‟ beliefs about LLSs employment. The higher the level the more complicated language learning strategies were introduced in classroom practices.
In senior high school, both of T1 and T2 believed in applying LLSs yet they shared the strategies in different ways. T1 believed in employing various strategies herself and created class situations that trigger the students to acquire various strategies, including utilizing information technology and this was in line with Kafipour, Noordin and Pazeshkian‟s (2011) suggestion from the finding in their study that the teachers should encourage the learners to actively employ all the strategies in their learning process. T1, also believed that teaching is an art therefore she always thought of creativity or ways to create challenges for herself to produce an interesting class atmosphere for learning not only for the students but also for herself. T1 introduced various cognitive strategies in language learning as well as metacognitive and Social Affective LLS by showing models through multimedia in language learning. Therefore, the students were enthusiastic to practice applying the strategies in their performance especially in classroom practices. As her students enthusiastically performed progress in language learning in her classroom practices as she expected, her beliefs about introducing various language learning strategies to the students were stronger.
T2 believed in almost all of the strategies, especially communicative strategies and Social Affective strategies, yet she applied her beliefs about LLSs in different ways by using authentic material like “English in Mind” as student handbook. Students were expected to find information and make use of authentic expression from the handbook, although many times difficulties appeared especially related to the pattern and vocabularies. Lin (2010) discovered three possible factors that led learners to successful grammar learning. They were consistent relationship between the teachers‟ beliefs and classroom practices, consist of the teacher‟s and learners‟ beliefs that his classroom practices had affected their learning motivation and beliefs and how the teacher adjusted his
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classroom practices which in turn helped the learners attain satisfaction. Therefore, in her classroom practices T2 believed that explanation and review on pattern were completely needed. In this case whiteboard explanation was the option. Moreover, she believed that facilities for the students to get authentic exposure was badly needed and should be supported by having international cooperation with schools overseas. This was possible, especially for T2‟s state school that was located in central Jakarta. Yet, learners‟ beliefs about ideal classroom practices that could support their language learning were not always in line with the teachers. Buyukyazi (2010) reminded by the result of his study that EFL learners had a broad range of beliefs, both similar to and different from those reported by their teachers. Therefore, teachers‟ awareness and reflection about EFL learning strategies were essential for better classroom practices.
All of the teachers in Junior High School joining as participants in this research also believed that language learning strategies were useful in language learning therefore they practiced the strategies in their classrooms. Nevertheless, they have different experiences in acquiring LLSS and applied the strategies differently in their classroom practices. Generally, memorizing and translating new words to mother tongue was dominantly traced in T3‟s classroom practices. The use of mother tongue was not entirely matched by what they did in the classroom (Zacharias 2005) this was recognized as erroneous beliefs held by those learners concerning dependent on translation as a learning strategy (Abid 2012) and He always pressed his students to memorize more than 10 words per day as one of the exercises. It was a reflection of his past experience and beliefs in acquiring new vocabularies. T3‟s goal by focusing on memorizing strategy in this case was to compensate students‟ weakness in comprehension especially to face national exam. Yet, this strategy was believed by T3 to be successful to help the students to pass the national exam for more than two years, therefore it was
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beliefs about language learning strategies and classroom practices was proven in this case.
T4 on the other hand practiced communicative strategies by providing listening exposure, discussion, collaboration, elaboration and exploration in the whole session of her classroom practices. T4 believed that teaching is a calling. Whitbeck (2000) in Lang (2004) reported that distinguishing between what was new knowledge about teaching and what was a personal belief was very difficult. There were three categories of beliefs he offered, namely a belief in teaching as calling, an early identification with teachers as role models, and a self-view of being a teacher. She shared the strategies to develop students‟ curiosity, to provide chances and challenges for them to be more confident in using English in real situation. All of these efforts were a reflection of her beliefs that the language strategies worked for her in language learning, therefore it would also work for her students. This was one of the signs that her beliefs about LLS were strengthened. Kinoshita (2002) believed that strategies were teachable, the format of instruction should be direct and explicit and strategies instruction contributed to improve language performance and proficiency.
T5 who believed strongly with collaborative strategies asked her students to cooperate by having interactive communication and helping each other in form of interviewing friends about family, close friend, and etc. For T5 collaborative strategies would help all of the students to explore their potential, especially for the ones who shy so everyone could develop their ability in English. She acquired this belief, especially in doing her research in the graduate program of English education. Sato (2008) reported the result of a yearlong classroom research on how learner beliefs have been influenced by their peers as Japanese university students, developed a cohesive community in an English class aiming at developing their language strategies.
T6 believed that a teacher, especially English for young learner should be a motivator for her students to encourage them to speak English actively. She
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also realized that in an EFL context, English was used as a medium of instruction only in English class, therefore she used simple instruction that could be understood by the students and motivate them to learn more. She utilized a projector to show pictures, songs as well as expressed in the whole three sessions on her classroom practices. Shinde and Karekatti (2012) reported their research regarding beliefs about medium of instruction to primary school children that pre-service expected to have training on how to make their talk effective and relevant in classrooms. T6 tried to refresh her students before she began the material by singing songs. Moreover, drilling was practiced intensively in her class to create more opportunity for the students to practice their English.
T7 delivered the instruction in normal speed like he is talking to an adult without simplifying the expression. This was influenced by the environment in international school as well as related to his beliefs that language should be learnt naturally so that the students could use that in a real global situation. T7 encouraged his students to prepare themselves starting from a very beginning as he considered the students to be more autonomous and ready to use English as a medium of instruction. T7 trained the students to do more complicated tasks by combining drawing and writing in composing more than one paragraph. Although there were differences in the application in classroom practices as a medium of instruction , there were also similarities of the primary teachers in this study in believing about the nature of language learning that children learn language better than adults. Both of them believed in applying language learning strategies by providing the students environment and task that make it possible for the students to practice the language related to the contexts. Cain (2012) found that experiences in school, at home and as teachers in primary school
impacted on teachers‟ ability to enact their beliefs about teaching and learning in
the classroom.
Related to the conclusion of T1, T3 and T4, it could be summed up that belief systems are made up of information, attitudes, values, expectations,
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theories and assumption about EFL language learning strategies amassed from different origins. These beliefs influence teachers‟ perception and judgments and become the lens through which the teachers interpret and view events and make decisions about LLSS employment. In the same way, what occurs in the classroom (instructional practice), the task, the discourse and learning environment, teachers used are product of decisions teachers have to make (Wood 1996). In other words, their beliefs about learning affect the way they assume the material should be taught and their beliefs about teaching shape how they organize classroom activities including language learning strategies application so that learning will take place. As an interplay the classroom practices, interaction also influenced and shaped teachers‟ beliefs (Gutierrez 2004) in this case about language learning strategies.
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Suggestions
1. Further research about teachers‟ beliefs underlying more specific language learning strategies are suggested to get a better understanding about the teacher development and improvement for classroom practices. 2. In EFL context, there are a lot of limitations/hurdles for the students as
well as teachers to expose English in classroom practices. Therefore, it is suggested for the teacher to be aware of their beliefs about language learning and language learning strategies that influence their classroom practices.
(1) Teachers are suggested to create a conducive atmosphere classroom that makes it possible for the learners to increase awareness of different ways languages are learnt and possible strategies that lead to successful language learning. In certain contexts, establishing a norm of tolerance, enhancing risk-taking and acceptance of mistakes and encouraging the learners to personalize the classroom environment
suitable to their need are beneficial to increase EFL learners‟
possibility of success.
(2) Teachers are suggested to be creative to select the materials and approaches suitable to the students need, experience and background to introduce the LLSS.
3. Language learning strategies have been proven to lead the students to have more effective and autonomous in language learning. Therefore, it is suggested for the teacher to introduce more variety of LLSS to make it possible for the students to have better achievement of EFL.
4. Since not all of the English teachers acquired comprehensive knowledge and experience in applying LLSS strategies in their classroom practices. It is suggested for them to develop action research in teaching LLSS explicitly in their classroom practice so that they could get a better
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understanding about the potential of LLSS to be applied in language teaching.
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