INSIGHTS INTO PROSPECTIVE TEACHERS BELIEFS IN TEYL

Kayetana Maria Widi Hadiyanti(1*), Martha Yolanda(2),

(1) "Unika Atma Jaya Jakarta"
(2) "Unika Atma Jaya Jakarta"
(*) Corresponding Author

Abstract


Teacher belief is valuable to accomplish effective teaching learning processes. Prospective teachers utilize their beliefs to practice their teaching competence. Accordingly, it is essential to explore prospective teachers beliefs as the teachers exhibit the beliefs in their teaching preparations and practices. Alongside, TEYL requires a unique process. To enhance TEYL prospective teachers consciousness of the beliefs they hold, this study attempts to match them with the teaching designs and practices. This survey study involves TEYL prospective teachers in responding to a questionnaire concerning with their beliefs about teaching. Their Lesson Plans and teaching performance videos are correspondingly analyzed to scrutinize how equivalent they are with the beliefs. It is quite thought-provoking to discover that there are inconsistencies between prospective teachers beliefs with the realization in their lesson planning and performances. This affords insights to boost our awareness in building teachers beliefs as to maximize learning teaching outcome.

Keywords


prospective teacher; teacher belief; Teaching English to Young Learners (TEYL)

Full Text:

PDF

References


Aguirre, Julia., & Speer, Natasha. (2000). Examining the relationship between beliefs and goals in teacher practice. Journal of Mathematical Behavior, 18 (3).

Agustiana, V. (2014). Pre-service teachers anxiety during teaching practicum. English Review: Journal of English Education, 2 (2), 174.

Banegas, D. (2015). Characteristics of young learners. Instituto Lenguas Vivas.

Borg, S. (2001). Self-perception and practice in teaching grammar. ELT Journal, 55 (1), 186. doi: 10.1093/eltj/55.1.21

Borg, S. (2003). Teacher cognition in language teaching: a review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi: 10.1017/S0261444803001903

Cameron, L. (2001). Teaching languages to young learners. Cambridge, UK.

Cook, V. (2001). Using the first language in the classroom. The Canadian Modern Language Review, 57(3). http://www.scielo.org.co/scielo.php?script=sci_nlinks&ref=000064&pid=S0123-4641201000020000700014&lng=en

Dianti, E. (2015). Display question vs. referential question asked by English teachers of seven graders. Images.

EL Education. Characteristics of primary learners. (2014). https://eleducation.org/resources/characteristics-of-primary-learners

Graves, Kathleen. (2000). Designing language courses: a guide for teachers. Heinle & Heinle Publishers.

Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers beliefs in English language teaching and learning: a literature review. English Language Teaching, 10(4), 78-80. doi: 10.5539/elt. v10n4p78

Gurney, Philip. (2007). Five factors for effective teaching. New Zealand Journal of Teachers Work, 4(2), 91.

Hanum. (n.d). The importance of classroom interaction in the teaching of reading in junior high school. http://pasca.um.ac.id/conferences/index.php/gtk/article/viewFile/326/309

Hashemi, Masoud., & Azizinezhad, Masoud. (2011). Teaching English to children: A unique, challenging experience for teachers, effective teaching ideas. Social and Behavioral Sciences. doi: 10.1016/j.sbspro.2011.10.405

Horwitz, E, K. (1988). The beliefs about language learning of beginning university foreign language students. The Modern Language Journal, 289.

Imbertson, D. (2017). The importance of student talk and strategies for promoting classroom conversations. https://sophia.stkate.edu/maed/204/

Jazuly, Ahmad. & Indrayani, Ninuk. (2018). Guidance of teaching English to young learners (TEYL) for early childhood education teachers at Ad Dhuha kindergarten of Jember. Journal of Linguistics, English Education and Art (LEEA), 1(2), 107.

Juhana. (2014). Teaching English to young learners: some points to be considered. Asian Journal of Education and e-Learning, 2(1), 44.

Kareema, M.I.F. (2014). increasing student talk time in the ESL classroom:

an investigation of teacher talk time and student talk time.

www.seu.ac.lk.socilascienceshumanities

Korthagen, F. A. J. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20, 7797.

Larenas, C, D., & Hernandez, P, A, & Navarrete, M, O. (2015). EFL teachers beliefs about the teaching and learning of English in public education: a case study. 172.

Liao, Posen. (2007). Teachers beliefs about teaching English to elementary school children. English Teaching & Learning. 47.

Mandela, Nelson. (2015). Characteristics of primary learners. EL Education. 2.

Mardhatillah., & Ratmanida. (2016). Using mime game to teach vocabulary to young learners. Journal of English Language Teaching, 5(1).

Monagha, P., & Rowson, C. (2008). The effect of repetition and similarity on sequence learning. 36(8).

Murtiningrum, S. (2009). Classroom interaction in English learning. http://repository.usd.ac.id/33726/2/056332023_Full.pdf

Muryanti, Vivi. (2016). Teachers beliefs about teaching English to young learners in primary school: a study of classroom practice. 14-16.

Mwoma, T. (2017). Childrens reading ability in early primary schooling: challenges for a Kenyan rural community. 27(2).

Nurhayati, D. (2015). Improving students English pronunciation ability through go fish game and maze game. 15(2).

Othman, Juliana., & Kiely, Richard. (2016). Preservice teachers beliefs and practices in teaching English to young learners. Indonesian Journal of Applied Linguistics, 6(1), 51.

Pajares, M, F. (1992). Teachers beliefs and educational research: cleaning up a messy construct. Review of Educational Research, (62), 310.

Pan & Pan. (2009). The use of L1 in the foreign language classroom. Colombia Journal, 12 (2).

Pehkonen, Erkki., & Pietil, Anu. (2003). On relationships between beliefs and knowledge in mathematics education. European Research in Mathematics Education III. 1.

Pinter, A. 2006. Teaching young language learners. Oxford: Oxford University Press.

Qazi, Rawat, & Thomas, Martin. (2012). The role of practicum in enhancing student teachers teaching skills. American Journal of Scientific Research. 45.

Riesky. (2013). How English student teachers deal with teaching difficulties in their teaching practicum. Indonesian Journal of Applied Linguistics, 2 (2).

Riley, P, A. (2009). Shifts in beliefs about second language learning. Regional Language Centre Journal, 40(1), 103. DOI: 10.1177/0033688208101448

Rosegard, E., & Wilson, J. (2013). Capturing students attention: An empirical study. Journal of the Scholarship of Teaching and Learning, 13 (5).

Scott, Wendy., & Ytreberg, Lisbeth. (1990). Teaching English to children. London: Longman.

Setiawati, L. (2012). A descriptive study on the teacher talk at EYL classroom. Indonesian Journal of Applied Linguistics, 1 (2).

Shin & Crandall. (2013). Teaching young learners English: from theory to practice.

Shinde, M, B., & Karekatti, T, K. (2012). Pre-service teachers beliefs about teaching English to primary school children. International Journal of Instruction, 5(1).

Slattery, M., & Willis, J. (2001). English for primary teachers. Great Clarendon Street, Oxford. Oxford University Press.

Sukarno. (2008). Teaching English to young learners and factors to consider in designing the materials. Jurnal Ekonomi & Pendidikan, 5(1). 71.

Szott, M., & Molitoris, M. (2010). How can the whole brain teaching impact our classroom environment? ed.psu.edu

Tang, E. L., Lee, J. C., & Chun, C. K. (2012). Development of teaching beliefs and the focus of change in the process of pre-service ESL teacher education. Australian Jornal of Teacher Education, 37(5). http://dx.doi.org/10.14221/ajte.2012v37n5.8

Utami, D, N. (2016). The EFL teachers beliefs and their teaching practices. OKARA Journal of Languages and Literature, 2. 137.

Uysal, N, D., & Yavuz, F. (2015). Teaching English to young learners. Social and Behavioral Sciences. 19.

Vygotsky, L, S. (2004). Imagination and creativity in childhood. Journal of Russian and East European Psychology, 42(1). 9.

Xu, Li. (2012). The role of teachers beliefs in the language teaching-learning process. Theory and Practice in Language Studies, 2(7). doi:10.4304/tpls.2.7.1397-1402

Yildirim, R., & Orsdemir, E. (2013). Performance tasks as alternative assessment for young EFL learners: does practice match the curriculum proposal? International Online Journal of Educational Sciences, 5(3).

Zheng, H. (2009). EFL pre-service teachers beliefs and practices. Journal of Cambridge Studies, 4(1). 74.




DOI: https://doi.org/10.24071/llt.v24i1.2484

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Kayetana Maria Widi Hadiyanti, Martha Yolanda

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

     

 

 

LLT Journal Sinta 1 Certificate (S1 = Level 1)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 1 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 169/E/KPT/2024. Validity for 5 years: Vol ... No 1, 20... till Vol ... No 2, 20...


Sinta 1 certificate to post here asap. Thank you for your patience and understanding. 

 

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.