Main Article Content
Abstract
Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. As regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations.
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References
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- Ahmed, A. M. (2019). Students’ reflective journaling: an impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500. https://doi.org/10.1080/14623943.2019.1638246
- Amin, M. Z. M., Rashid, R. A. B., & Teh, K. S. M. (2019). Investigating issues and challenges in employing action research for teacher training in Malaysian context. International Journal of Education and Practice, 7(1), 30–40. https://doi.org/10.18488/journal.61.2019.71.30.40
- Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
- 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. https://doi.org/10.1017/S0261444803001903
- Burhan-Horasanl?, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372–382. https://doi.org/10.1016/j.tate.2016.07.002
- Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722
- Farrell, T. S., & Lim, P. C. P. (2005). Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices. Tesl-Ej, 9(2), n2.
- Fraenkel, J. R., & Wallen, N. E. (2017). Data definitions. 310–314. https://doi.org/10.18356/ff5ac838-en
- Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), 78. https://doi.org/10.5539/elt.v10n4p78
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- Hancock, D. R., & Algozzine, R. (2006). Doing case study research: a practical guide for beginning researchers. New York: Teachers College Press.
- Karnita, R., Woodcock, A., Bell, S., & Super, K. (2017). Approachability as a prerequisite of student reflection. In J. J. Kantola et al. (Eds.), Advances in Human Factors, Business Management, Training and Education, pp. 493-502.
- Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102.
- Lambert, V. a., & Lambert, C. E. (2013). Qualitative Descriptive Research: An Acceptable Design. Pacific Rim International Journal of Nursing Research, 16(4),255–256. http://antispam.kmutt.ac.th/index.php/PRIJNR/article/download/5805/5064
- Malik, R. S., & Hamied, F. A. (2014). Research methods: A guide for first time researchers.
- Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334-349
- Moeller, A. J., Freeman, D., & Richards, J. C. (1997). Teacher Learning in Language Teaching. The Modern Language Journal, 81(2), 257. https://doi.org/10.2307/328795
- Nguyen, M. H. (2019). English Language Teacher Education. English Language Teacher Education, 169–185. https://doi.org/10.1007/978-981-13-9761-5
- Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2017). Levels of reflection in EFL pre-service teachers’ teaching journal. Indonesian Journal of Applied Linguistics, 7(1), 80-92. DOI: https://doi.org/10.17509/ijal.v7i1.6861
- Rahman, A. M. A., & Rashid, R. A. (2017). Explicit and Implicit Grammar Instructions in Higher Learning Institutions. English Language Teaching, 10(10), 92. https://doi.org/10.5539/elt.v10n10p92
- Renandya, W. A. (2017, November 24). The three Hs (head, heart, and hands) of an effective English teacher. Presented at Department of English education, Universitas Pendidikan Indonesia, Indonesia.
- Saputra, B. D. (2019). The implementation of curriculum 2013 : English teachers ’ perceptions on developing lesson plan and teaching materials. Linguists: Journal of Linguitics and Language Teaching, 5(2), 54–67. http://ejournal.iainbengkulu.ac.id/index.php/linguists
- Schön, D. A (2017). The reflective practitioner: How professionals think in action. London, UK: Routledge
- Swatevacharkul, R. (2019). Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context. Indonesian Journal of Applied Linguistics, 9(2), 463–471. https://doi.org/10.17509/ijal.v9i2.20244
- Thomas, M. (2013). Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching Approaches. Procedia - Social and Behavioral Sciences, 89, 31–39. https://doi.org/10.1016/j.sbspro.2013.08.805
- Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320–340. https://doi.org/10.1080/02619768.2014.943731
- Xu, L. (2012). The roles of teachers’ beliefs in the teaching and learning processes. Theory and Practice in Language Studies, 2(7), 1397-1402.
- Zulfikar, T. (2019). From an active learner to a reflective practitioner: Learning to become a professional Indonesian EFL instructor. Qualitative Report, 24(3), 429–440.
- Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 13. https://doi.org/10.1080/14623943.2017.1295933
References
Abdi, H., & Asadi, B. (2015). A synopsis of researches on teachers’ and students’ beliefs about language learning. International journal on studies in English language and literature (IJSELL), 3(4), 104-114.
Ahmed, A. M. (2019). Students’ reflective journaling: an impactful strategy that informs instructional practices in an EFL writing university context in Qatar. Reflective Practice, 20(4), 483–500. https://doi.org/10.1080/14623943.2019.1638246
Amin, M. Z. M., Rashid, R. A. B., & Teh, K. S. M. (2019). Investigating issues and challenges in employing action research for teacher training in Malaysian context. International Journal of Education and Practice, 7(1), 30–40. https://doi.org/10.18488/journal.61.2019.71.30.40
Basturkmen, H. (2012). Review of research into the correspondence between language teachers’ stated beliefs and practices. System, 40(2), 282–295. https://doi.org/10.1016/j.system.2012.05.001
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. https://doi.org/10.1017/S0261444803001903
Burhan-Horasanl?, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, 372–382. https://doi.org/10.1016/j.tate.2016.07.002
Farrell, T. S. C., & Ives, J. (2015). Exploring teacher beliefs and classroom practices through reflective practice: A case study. Language Teaching Research, 19(5), 594–610. https://doi.org/10.1177/1362168814541722
Farrell, T. S., & Lim, P. C. P. (2005). Conceptions of Grammar Teaching: A Case Study of Teachers' Beliefs and Classroom Practices. Tesl-Ej, 9(2), n2.
Fraenkel, J. R., & Wallen, N. E. (2017). Data definitions. 310–314. https://doi.org/10.18356/ff5ac838-en
Gilakjani, A. P., & Sabouri, N. B. (2017). Teachers’ Beliefs in English Language Teaching and Learning: A Review of the Literature. English Language Teaching, 10(4), 78. https://doi.org/10.5539/elt.v10n4p78
Hamied, F. A. (2018, September 8). Professional development: How Indonesian English-teachers (should) respond to policy changes, Presented at Department of English education, University of Sultan Ageng Tirtayasa, Banten, Indonesia.
Hancock, D. R., & Algozzine, R. (2006). Doing case study research: a practical guide for beginning researchers. New York: Teachers College Press.
Karnita, R., Woodcock, A., Bell, S., & Super, K. (2017). Approachability as a prerequisite of student reflection. In J. J. Kantola et al. (Eds.), Advances in Human Factors, Business Management, Training and Education, pp. 493-502.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102.
Lambert, V. a., & Lambert, C. E. (2013). Qualitative Descriptive Research: An Acceptable Design. Pacific Rim International Journal of Nursing Research, 16(4),255–256. http://antispam.kmutt.ac.th/index.php/PRIJNR/article/download/5805/5064
Malik, R. S., & Hamied, F. A. (2014). Research methods: A guide for first time researchers.
Mertala, P. (2019). Teachers’ beliefs about technology integration in early childhood education: A meta-ethnographical synthesis of qualitative research. Computers in Human Behavior, 101, 334-349
Moeller, A. J., Freeman, D., & Richards, J. C. (1997). Teacher Learning in Language Teaching. The Modern Language Journal, 81(2), 257. https://doi.org/10.2307/328795
Nguyen, M. H. (2019). English Language Teacher Education. English Language Teacher Education, 169–185. https://doi.org/10.1007/978-981-13-9761-5
Nurfaidah, S., Lengkanawati, N. S., & Sukyadi, D. (2017). Levels of reflection in EFL pre-service teachers’ teaching journal. Indonesian Journal of Applied Linguistics, 7(1), 80-92. DOI: https://doi.org/10.17509/ijal.v7i1.6861
Rahman, A. M. A., & Rashid, R. A. (2017). Explicit and Implicit Grammar Instructions in Higher Learning Institutions. English Language Teaching, 10(10), 92. https://doi.org/10.5539/elt.v10n10p92
Renandya, W. A. (2017, November 24). The three Hs (head, heart, and hands) of an effective English teacher. Presented at Department of English education, Universitas Pendidikan Indonesia, Indonesia.
Saputra, B. D. (2019). The implementation of curriculum 2013 : English teachers ’ perceptions on developing lesson plan and teaching materials. Linguists: Journal of Linguitics and Language Teaching, 5(2), 54–67. http://ejournal.iainbengkulu.ac.id/index.php/linguists
Schön, D. A (2017). The reflective practitioner: How professionals think in action. London, UK: Routledge
Swatevacharkul, R. (2019). Promoting pre-service EFL teacher reflection: An investigation of reflection levels in Thai context. Indonesian Journal of Applied Linguistics, 9(2), 463–471. https://doi.org/10.17509/ijal.v9i2.20244
Thomas, M. (2013). Teachers’ Beliefs about Classroom Teaching – Teachers’ Knowledge and Teaching Approaches. Procedia - Social and Behavioral Sciences, 89, 31–39. https://doi.org/10.1016/j.sbspro.2013.08.805
Toom, A., Husu, J., & Patrikainen, S. (2015). Student teachers’ patterns of reflection in the context of teaching practice. European Journal of Teacher Education, 38(3), 320–340. https://doi.org/10.1080/02619768.2014.943731
Xu, L. (2012). The roles of teachers’ beliefs in the teaching and learning processes. Theory and Practice in Language Studies, 2(7), 1397-1402.
Zulfikar, T. (2019). From an active learner to a reflective practitioner: Learning to become a professional Indonesian EFL instructor. Qualitative Report, 24(3), 429–440.
Zulfikar, T., & Mujiburrahman. (2018). Understanding own teaching: becoming reflective teachers through reflective journals. Reflective Practice, 19(1), 13. https://doi.org/10.1080/14623943.2017.1295933