Pada bagian diskusi, tambah lg kaitan teori

Pedagogical Beliefs of English Teacher

Participants believe that learning is not only limited to the schooling activity but it
involves all activities of human in understanding their world. They were believe that
someone who reading book or learning to doing something at their house or in their
social life is could be named as process learning. They were also claimed that
learning aimed to know something that the learner did not yet know. This claim
makes learning in their belief is a conscious activities since there is an effort which
triggered by curiosity. However, there was also a conflict of content of belief when
some of participants argued that learning could be defined as a process of receiving
knowledge. The reality that participants were put definition of learning in illogical
sequences proves that they were not sure what learning is.

Teaching for most of participants viewed as transferring knowledge from them to

students. Students are prepared to receiving or memorizing knowledge which they
give to them. Besides the participants themselves, material source they took from
books, local source and from students’ life experience as the starting point before
entering the core of teaching material. In addition, students’ learning motivation
believed as an important point in participants teaching model but most of them were
articulate it as external motivation rather them internal motivation. Students’
motivations come from teacher not from their students. In general, the participants
belief in teaching role could be define as transmitter teaching role.

Factors Which Dominate the Construction of English Teacher’s Belief System

Many experiences which related to pedagogy have been intertwining the construction
of participants’ pedagogical belief. As a system, participants’ pedagogical beliefs
were constructed either by their personal experience or their social connection in their
whole life. The participants’ conception side has influenced by social, personal
learning experience and training program while in technical side, participants were
have a difference. In practical side, one factor could be dominated to one participant
but it has weak to others. None of the participant has influenced by only one factor
which potentially influences them in constructing their perception about pedagogy.

However, there are two factors which great contribution on participants’ pedagogical
beliefs’ construction; they were personal learning experience and their teachers’
teaching behavior. Those two factors were became as their core of belief which
hardly difficult to replace by other factors. At list, many of participants’ of beliefs
were influenced by their personal learning experience and even almost all
participants’ teaching performance were under influenced by their ex-teachers
teaching model although in their utterance they were deny such teaching model.
Those two factors could be mentioned as central of belief system of participants.

The Application of Teachers’ Pedagogical Belief into Classroom Instructional

Practice

In teaching performance, participants were divided into two models of instruction in

their relation with their pedagogical belief. They were consistent participants and
inconsistent participants. The notion for inconsistent participants was to label that
those participants were having differentiate between belief and behavior, conception
and performance. The participants who have inconsistency belief and performance
were unconscious that they were made it. Misunderstanding about several teaching
method, technique or strategy made participants misused in their instructions. Those
misused instruction were responsible to the inconsistency of participants’ classroom
instruction where they were believe that they have on the track. In general, the
participants’ classroom instructions were under guided by their belief although we
have pseudo inconsistency on them.

Moreover, there were also the participants’ teaching behaviors which not suitable to
their belief but they done them on teaching performance especially in the beginning
and in post teaching activity. The fact that they were not suitable to their belief could
not suppose the participant were inconsistent. The participants were instructed to do
them as a school curriculum standard or school policy. We conclude that participant
in classroom instruction were influenced by both their pedagogical belief and school
policy also.

SUGGESTIONS
Although the findings of this research were limited to specific participants, specific
context and time, several implication of the study can give additional spectrum about
teacher’s belief and their instruction to teachers, teacher candidate or to policy maker.
Some suggestion also addressed to next researchers which interesting in study of
belief and behavior.

Suggestion Addressed to Teachers

There is no doubt that pedagogy is a complex domain of knowledge especially in

teaching and learning which require multi discipline of knowledge. In understanding
learners it selves, a teacher is needed to mastery several discipline of knowledge such
as learner psychology, neuropsychology or social science. The finding of this
research proved that the participants held messy belief of pedagogy supposed as the
consequence of lack of needed knowledge. Self-evaluation perhaps can help teachers
to make professional development’s map which may contain list of needed
knowledge to create teacher as a learner. In addition, in the process of enforcing
professional development and in resulting direct benefit, it is useful if teachers doing
Research and Development (R&D) or Classroom Action Research (CAR). Through
these ways establishment of teacher as a researcher is probable to exist in future and
resulting teachers with rich pedagogical knowledge.

Suggestion Addressed to Policy Maker

Finding of the research noted that participants took no much information from teacher
training program as their consideration in creating instructional design. It was also
noted that participants have two core belief which influenced by their ex teacher and
their learning experience. As the characteristic of core belief which difficult to
change, training program took no effect in teachers’ belief and behavior and that is
mean teachers in classroom practical are never change. Teacher training programmer
is challenged to doing deep investigation to find more core belief of teacher and
rearrange training design then create one with fit to the above dilemma.

Suggestion Addressed to Future Researchers

Domains of belief study are wide and vary. Researchers are already entering several
of them and left many problems, questions and phenomena which waiting to
investigate. This study is also requiring next researchers to find answer of how to
change core belief. In doing this research, researcher must have better understanding
in system of belief and belief structure. Study on this domain of belief is important
since teachers are possible hold mistake beliefs and they are in central of belief. This
study will useful for teacher training program in creating effective training program.
In addition, it is not like others study on belief which less in experimental design, the
next researchers are challenge to doing them in experimental design.