TRANSFORMATION OF ENGLISH TEACHERS’ PEDAGOGICAL BELIEFS

INTO CLASSROOM INSTRUCTIONAL PRACTICE

Fadli S. Batalipu.1 Under supervision of Konder Manurung and Abd. Kamaruddin.2
ramses.thegreat02@gmail.com
1
Student of Magister in Post Graduate Study Program at Tadulako University
2
Lecturers of Magister in Post Graduate Study Program at Tadulako University

ABSTRACT
Teacher’s pedagogical belief is an identity of a teacher either a personal teaching style and
also as professional identity. Teacher’s pedagogical belief is foundation of teaching instructional
design and practice for teacher in field. This research is conducted to understand pedagogical which
held by English teacher, dominant factor which influencing those belief and how they construct
them into instruction classroom practice. There were five English teachers participate in this
qualitative research design. The data was collected through interview and classroom observation.
The interview was employing open ended question while observation concern on participant’s
behavior which relates to their belief. Analysis of the data was in inductive analysis which consists
of three techniques: typology coding technic, open coding and axial coding. Finding indicated that
participants argued that learning could be defined as a process of receiving knowledge. Teaching
for most of participants viewed as transferring knowledge from them to students. Most of their
belief was influenced by their personal learning experience and their ex-teachers. In classroom
instruction, their teaching methods were influenced by their belief and close relate to behavioral
approach and cognitive approach same with their teacher used to treat them.
Key words: pedagogical belief, instructional practice, qualitative research, transferring knowledge,
behavioral approach.

Pedagogical knowledge is very important
knowledge among others which required before
become a teacher. Without pedagogy, a teacher
is doubted to be called as a teacher. Although
the knowledge of pedagogy already mastered
by every teacher, many teacher are decide to
use only small part of it or sometime not
employing it in the field. Teachers are using
alternative teaching model which felt more
effective in teaching practice. This condition
indicates that effective teaching believed by
teacher is more meaningful than pedagogical
knowledge which already they know.
Teacher’s pedagogical belief is an identity
of a teacher either a personal teaching style and
also as professional identity. A teacher perhaps
known as behaviorist teacher that is caused by
his pedagogical principle is lean to behavioral
teaching style. A teacher may also called
humorous teacher because he or she probably
teach his/her student with full of humor that
combined with teaching material. In addition,
among many people’s job, it is only teacher
that require pedagogical knowledge as a main
condition before someone decide to work with
this job. In short, pedagogical knowledge and
skill is banded tight to educational profession.
Teacher’s pedagogical belief is foundation
of teaching instructional design and practice for
teacher in field. Teacher’s attitude toward
teaching approach, method or technique is
under influence by their perception about the
role of knowledge itself, learning role or
student role. At last those attitudes exist on
teacher behavior in teaching practice. In other
word, teacher’s pedagogical belief is theoretical
side of teacher’s pedagogy while classroom
instruction is practical side of teacher’s
pedagogy.
 However, although pedagogical beliefs
have strong impact on teacher teaching
decision as noted above, there is no guarantee
that it is a truth as long as there is no
verification. The potency of mistake
pedagogical belief is open since belief is
constructed in personal life experience and
social interaction. Pedagogical belief is also
base on personal judgment which could be
scientific or not. This symptom is critical
important by considering the fact of belief’s
powerful in influencing teacher’s classroom
instruction.
It is also questionable for teacher teaching
preference in the school where they more
employing their belief rather than pedagogical
knowledge which they already learn in
educational training. Pedagogical knowledge is
meaningless in teacher classroom instruction.
For example, it is accepted by teacher that
student-center is better than teacher-center but
at the classroom instruction, teachers applying
the opposite one. In addition, there are many
in-service teacher training which facilitated by
government but many teacher shows
unchanged attitude and behavior in teaching
application. Teacher’s belief is untouchable by
that training.
Another contradiction between theory of
belief and factual condition in this study site
also happened. One characteristic of belief is
every person has different belief because of
their life experience is different while life
experience constructs that belief. It means that
every teacher should have difference in
teaching decision. Teachers in Buol are seems
out of this frame. In general, they have similar
classroom instruction. If teacher’s instructional
practices are shaped from pedagogical belief,
and those teachers have similar instruction, it
means they have similar belief or they have
similar experience.
At last, transformation of teachers’
pedagogical belief into classroom instruction is
vital considering that classroom instruction is
important part in students’ development at
school context. In understanding that
transformation, there are two conditions
needed. First, teachers’ belief itself and what
influence them. Secondly is teacher classroom
instruction.
PROBLEM STATEMENT
With respect to the description from
background described previously related to
teachers’ belief and in order to make a more
specific analysis, the question of the research is
highlighted as follows:
1. What pedagogical beliefs do English
teacher hold?
2. What factors dominate the construction of
English teachers’ beliefs system?
3. How do teachers apply their pedagogical
beliefs into classroom instruction practices?
OBJECTIVES OF THE RESEARCH
The objective of this research are; first, to
find out pedagogical beliefs held by English
teacher, second, to investigate factors that
dominate the construction of English teachers’
belief system, and third, to figure out the way
English teachers apply their pedagogical beliefs
into classroom instruction practices.
DESIGN OF THE RESEARCH
This research purposed to find teachers’
pedagogical belief and the factors which
construct them and also to find how those
beliefs applied in classroom practice. The
appropriate research design for this research
was qualitative research design.
PROCEDURE OF DATA COLLECTION
Interview
The interview was run about 10-15 minutes
per participant and recorded by recorder tools.
Interview was guided by several questions as
guidance that prepared before.
Observation
Classroom observation aimed to ascertain
the extent to which teachers’ classroom
practices are affected, or not, by their beliefs.
The observation was guided by the role of
instruction design that contain of approaches,
strategy, technique and method of teaching.
Participant
The English teachers which participate in
this study were five teachers. Their name are
anonymously mentioned to prevent their
private and next they are called participant A,
B, C, D and E. they are came from different
school, gender, educational degree and teaching
experience.
TECHNIQUE OF DATA ANALYSIS
The data analyzed into multiple approaches
in inductive analyses based on the data
characteristic and the study inquiry. Those
approaches consist of typological Analysis,
open coding and axial coding. The Typological
Analysis occurs when researcher analyzes data
of interview regarding to the study question
number three. The study question number two
was answered by axial coding approach while
open coding approach used to analyze the data
of Classroom Observation and interview data
then were answered the question number one.
Typological approach
In doing typological analysis, the following
steps are done.
1. Separate the relevant information from data
source.
2. Read entire of relevant data information for
identifying typology.
3. Read the data again and divide information
based on their typology.
4. Label every typology based on information
that they have.
5. Find relationship among typology
Open coding
Open coding analysis is similar to
typological analysis. The difference both of
them is at the beginning. In open coding, after
handed the relevant text, the activity went into
finding similar idea and collecting them. This
collection of the similar idea called category.
Next, name the category based on their
information. Relate every category which
seems have relation to create theme or sub
theme. The same treatment went on until find
saturation where there was no more possibility
to create theme.
Axial coding
In axial coding, categories were set at
particular theme. Those themes were core
category, causal condition, intervening
condition, context, strategy and consequence.
The important part of this approach was core
category. Core category must at central
category which has relation among category.
FINDING AND DISCUSSION
FINDING
Beliefs of Learning Extension
All participants believe that learning were
not limited to activity in school or university
but it extents to all activities of people which
connected to knowledge. Learning also is not
occurring at particular time or community.
Learning could be done by personal activities
in satisfying curiosity. Thus, according to them,
someone who read book at house is called
doing leaning activity. Participants’ statements
in believing this extension of learning were in
implicit and explicit utterance.
Belief on The goal of Learning
 All the participants’ responses about
definition of learning were focus on aim of
learning or what learning for. Their
argumentations were extremely similar where
learning aimed to know knowledge or to
understand something. It informs that
knowledge, phenomena or information is
outside of the learner.
Belief on the way to learn
Most of them belief learn is a process but
they vary in what process it is. At list they have
three kind of that process: Learning is a process
of observing and analyzing, learning is to seek,
and Learning is to receive.
Belief of about teaching
According to both of participant A and B,
teaching should be done in facilitating students
in gathering knowledge and make them
understanding. The point is information from
teacher is processed by student inside their
mind. In other hand, participants B, C, and D
were believe that leaning is not only to seek
knowledge but also receiving them, thus
teaching according to them were giving
knowledge from teacher to students.
Participant’s pedagogical belief on effective
teaching method
Commonly participant divided into two
model of teaching method. They who used
explanation as the main teaching process and
they who use explanation only exit during the
teaching process only as introduction into main
teaching at where more focus on challenging
student mind. However, there are special
characteristic on each method that they held.
This characteristic plays as the hearth of their
method.
Student’s role
There were only two teacher believed that
involving student in teaching process is critical
important. Participant A proclaimed clearly that
“The student must be involved.” While
Participant E, in fact, believed in student-
centered teaching but never practicing it until
curriculum 13 applied. “Curriculum 13 is gives
me wide opportunity in making students
exploring their ability”. The rest participant
implicitly believe in teacher-centered.
Teaching material source
One of those participant when gave
example of how he run apperception question.
He used local familiar site which connected
with teaching. It gave implicit understanding
that he uses authentic material in his teaching.
Differently to participant E which he used to
took authentic material based on information
about curriculum 13 but when the curriculum
policy changed, he change too his teaching
material source.
As a note, those two participant is only
temporarily use authentic material in their
teaching. Commonly, all participants were still
use book as the main teaching material source
although sometime they use internet source
also. For example participant B that ask her
student to go to library or use internet source
for their homework.
Student’s motivation
Student’s motivation is one vital aspect for
all participants. The symptoms can be seen
transparently through their way in motivating
their children. Unfortunately, some of them
motivate their children without considering
philological aspect of how people could be
motivated. Participant C and D motivate
students by advising or informing. Participant
C said “I very often motivate them by telling
my experience when I was learn English in
university. I told them “We must find ourselves
style in learning English”. Participant E also
was explain “I will motivate them by said that
to learn English could be done in many ways,
one of them, a fun way is through song in
developing vocabulary mastery”.
 Participant D thought that she already
motivates her students by pressure them to
finish their given task where everyone have
different question of task or sometimes she put
her student in competition by give them quiz. A
better one has practicing by participant A
through rising up students’ curiosity.
Joyful learning
None of participant in this study rejecting
that teaching must be in joyful class
circumstance. Most of them use game method
to create joyful situation. That is makes the
class meetings are not always in joyful. It is
depending on how many times those games are
applied during teaching process.
Furthermore, the approaches toward joyful
class is through teaching material not in
students’ activities. It is make participant in
creating fun class only have two option of fun
teaching material, games or song. In additional,
there are only vocabulary and listening that
they combining with games or song.
Automatically when they teach reading or
grammar, joyful class is absence.
Teachers’ expectation
In self-evaluation about teacher’s
professional capabilities, participants in study
context are aware about their weakness. Some
of those weaknesses are caused by limitation of
teacher knowledge while other feels it closer to
natural characteristic of person. All of them
expect to count those weaknesses. I considering
that the participants’ expectations to count their
weakness are critical important. It is important
when hope refers to something that participants
believe as a truth. Commonly, participants
expecting of how in making students come
active in learning because they evaluate their
student are passive during teaching process.
Attitude toward current teaching method
(curriculum 13)
Two participants have comments about
curriculum 13 while the rest participants give
no comment about it because they not yet
applying curriculum 13 in-service program.
Participant D in clearly statement is rejecting it.
For her, the method’s rules are not suitable with
her students’ condition. She also rejecting it
because of its method unpermitted her in
pressuring her students to study. In
contradiction, participant E is totally praising
toward curriculum 13.
FACTORS WHICH RESPONSIBLE TO THE
CONSRTUCTION OF TEACHER’S BELIEF
SYSTEM
Pedagogical input:
Social life experience
Social life gives contribution on participants in
viewing pedagogy. This unconscious
experience is influencing participants’
perception on philosophical form.
Teacher behavior
Similar unsatisfying expressions were
expressed by almost all participants in
responding their opinion about their teacher
teaching method either in junior high school
also in senior high school. Participant A, B, C,
and E are arguing that their teachers are using
same teaching method in teaching English. The
method is dominated by material explanation
and giving task, using hand book and focus on
reading or vocabulary and skipping other
language skill such as listening. Differently,
participant D has been praising her teacher.
According to her, her teacher was success in
teaching although they have minim of teaching
media. She think that her teacher able to make
them active by pressuring them to study.
Personal learning experiences
Participant A learning experiences are not
concern on his way but he believes that he able
to learn in many way but the important thing is
his motivation to learn. Participant B thought
that studying at university is gave her much
possibility in learning because of her university
is resourceful of learning material. Because of
disappointment of her study at school regarding
to vocabulary mastery and speaking, therefore
participant C is spend much time to mastering
vocabulary and speaking when she went
studied at university.
Participant D is the only one among
participants which salute to her teacher’s
teaching method during her schooling time. She
accepted the way of her teacher by pressuring
them to learn. Participant E has been
unsatisfying toward his learning experience at
school because his teachers according to him
were not creative.
Discussion with college
Most participants told me that all teaching
methods which we discussed in interview are
come from their discussion with their college.
But when analyzing this data, there are
mismatching information regarding to their
statement that they discussed it with college
therefore, I make a check again in filed and
found that what they mean by discussing with
college is sharing information about teaching
method in abstract form not expand into detail
of way to employing them. However,
participant E is a teacher whom constantly
updating information from his college.
Training program
Training program which programed by
government is run step by step. It means not all
teachers applying the program at one time.
There are only two participants which already
applying it. The significant contribution of that
program only goes to participant E because of
participant D was rejecting it in her clear
statement.
Intervening condition:
School’s curriculum
School’s curriculum has significant
contribution on teacher’s belief since it
provides general objective of learning outcome.
That is makes teachers are dependent on it
rather than the learning outcome that they
expect. School curriculum also already
prepared the format of learning assessment
which contains only three domains of students
learning achievement; they are cognitive
domain, practice domain, and student’s
attitude. The domain of student’s attitude
assessment is narrowing into degree of value
namely good or bed while other value such as
cooperative, leadership, organization are not
measured.
Characteristic of language learning
It is reacquiring understanding components and
practicing the skill to mastering a language.
Understanding and practice are different and
this characteristic influencing participant in
creating effective method in teaching. some of
them combining that two domain of language,
some participant use language as a tools in
informing student about material learning
content and it is makes students unconscious
learn English also.
Participant’s experience as a teacher
Participants experience as teacher also gives
contribution on their perception about ideal
teaching method or situation that they want.
From their experience in teaching, they believe
that their methods are not run well. Four from
five participants are complaining about
student’s or school situation where their ideal
methods are not usable. If the situation
supports, they are still lack in breaking their
best method into technical form.
The context:
Student’s problem
Participant A is considering the students’
situation in deciding suitable teaching method.
Participant A believes that his students are low
motivation to learn. He thinks they are too lazy
to learn because they do not want to know so
his method much concern on students’
motivation. Other participants also got confuse
about their student but rather than use suitable
method in students problem, they just press the
learning content material into more easily for
their students to understand for example
participant E, he told “I inclined to find out
easy way”.
School’s grade
Different participant’s workplaces are in
different grade. Participants A and B are at
same school. Their school is new and still adopt
old curriculum. Participant D teaches at
vocational high school and her headmaster told
that many of their students are come from
remote village with very low ability. Participant
C teaches at more famous school but not
favorite school. School of participant E is
recommended school for others in applying
curriculum 13.
EXHIBITION BELIEFS IN PRACTICE
Participant A
Learning model and effective teaching method
in classroom instructional practice
At list there were several steps of the
participant’s classroom instruction which
enabling his students’ to receiving knowledge
from him. He transferred his knowledge about
invitation letter to his students through
explanation then ordering them to following his
explanation. In making clear his explanation,
he also gave an example of invitation letter to
his students. In the end of meeting, the
participant gave teaching material conclusion
which explicitly could be said that his
instruction were transmitter model. This kind of
teaching was appropriate to the use of Direct
Instruction learning method.
The participant facilitated his students to learn
through partial of mastery learning method.
The instruction is organized, consistently
monitored, and taught in a specific way. In his
initial teaching, the participant employed prior
knowledge serves as a prerequisite foundation
for subsequent learning, thus one is required to
master a basic lesson or unit exam before
proceeding to a more complex one. In addition,
the participant took involve in learning
activities by controlling discussion and give
direct clear explanation in which students
learning activities kept walk on track.
Moreover, the participant was directed to the
point of learning material rather than provoking
his students by apperception question in which
students’ motivation is called.
Participant B
Learning model and effective teaching method
in classroom instructional practice
The goal of learning that targeted by the
participant’s instructional employed was gave
systematic learning experiences to her students.
Through direct instruction, the participant
determines specific objectives and prescribes
structured learning tasks that students need to
achieve to demonstrate what they have learned.
Learning achievement indicators were also
presented in class to framing teaching
procedures.
The students were involved inside the teaching
system and participated in passive way.
Students were received several instruction from
the participant in every step of specific
activities. There were also several participant
feedbacks and controlling misperception of her
student to ensuring that her students arrived in
target learning. Moreover, through that
structured learning steps in which students
banded to them, the participant was not
interested in give internal motivation to
students. In addition, although the teaching
material gave was a spoof text, the class was
not walk in joyful circumstance.
Participant C
Learning model and effective teaching method
in classroom instructional practice
The learner was targeted to mastery the
teaching content both in conception and also in
practical performance. Therefore, through clear
explanation and gave example of the teaching
material, the participant threated her students to
mastery the material then apply them into
practical activity. A tight control of students’
activities both during explanation and practical
activity consequence her student participated as
passive participant in learning activities.
The source of teaching material of the
participant’s instruction was the participant
itself while several task were took from
teacher’s hand book. In motivated her students,
the participant promoted a task value in which
the students have to achieve. At last, the class
was too crowded because of students were race
to get high score. It was also not walk in joyful
circumstance.
Participant D
Learning model and effective teaching method
in classroom instructional practice
Elaboration strategies techniques was used by
the participant in her classroom instruction in
which students expand target information by
relating other information to it through thinking
and memorization. The simplest task is to be
presented first, followed by complex lessons
until the full task is completed. However, direct
instruction and clear explanation was not
denied found in the participant’s instruction. It
was also teaching conclusion employed in the
participant’s instruction targeted mastery
learning for her students.
By combining environment teaching source
with teacher’s hand book, the participant put
her students into several small groups.
Although settled in the group, the students were
passive and reluctant to share each other. The
fact that her students kept doing the task were
not caused by internal motivation but caused by
the participant’s dominance. The participant’s
dominance in teaching activities effected on
classroom circumstance where joyful learning
situation was never existed.
Participant E
Learning model and effective teaching method
in classroom instructional practice
Transformation strategies was employed by the
participant in which ask students to simplify
target information by converting unfamiliar
information into manageable information. In
his instruction, the participant was experiencing
challenging new concepts to his students and
gave students opportunities to identify and
articulate underlying assumptions, alternative
ideas and approaches and apply new
perspectives. He also triggered his students to
examine and explain their thinking; encourage
critical reflection and discourse, give students
opportunities to test a new paradigm in
discussion and presentation teaching
techniques.
Teaching material took by the participant was
from social product in which his students lived.
The students involved into several learning
tasks such lecturing, listening, group project,
presentation and discussion. However, the
participant’s learning activity control was
dominant in every activity. The students’
motivation came from their spirit of
competition in which to be the one with right
answer is targeted. At last, the participant class
was in joyful circumstance.
DISCUSSION
Teaching Methodological Construction
In creating teaching method, teachers are
varying in construction process and hardly
difficult in dividing them into particular
typology of main stream teaching method. The
better way in understanding what teaching
methods are they held by understanding what
factors are become teachers’ consideration in
shaping their effective method.
Participant A belief that his students are very
low in motivation to learn he said that “they are
too lazy to learn because they don’t want to
know” (#A13) and then he said “Students don’t
want to know English because they find no
reason to learn it. They do not need it in their
life they think.” (#A14). Based this reason he
created teaching method that give much
attention on students’ motivation. His method’s
power is curiosity. He said “by calling
student’s curiosity, by give them apperception
questions.” (#A4). But why he interested in
curiosity rather than considering that his
students need reason to learn English? That it
because of his belief that “process of learn are
observing, comparing, analyzing something in
mind.” (#A2). He does not want to miss it.
Participant B is more suitable in teaching by
explanation and practice. During teaching
process, she is will follow every step in lesson
plan that he prepared before. Her lesson plan
focus on the goal of leaning language and not
considering student’s problem such she said
that her students are low motivation. She
believe that no matter they want to learn or not
as long as they keep following the instruction
process.
For participant C, the key in learning language
are memorizing and practicing therefore in her
teaching method, she thinks it is effective if her
students remembering all learning material that
she give and students practicing it.
Participant D that get confusing with her low
resource and low motivated student teaches her
student by focus on student task. After
explanation, she gives one task for one student.
By this way, she feels more able to make her
student active in doing their task where every
student has to finish their task.
The power of teaching method which held by
participant E is by connecting teaching material
with thing, experience or even that familiar to
his students. Through this way, he thinks, he
able to make his student come active and made
class meeting in joyful circumstance. This
method is not permanent effective method for
him. He states that he never fanatic to one
method. He will leave this method if he find
new effective method if he find it because he
always updating information about teaching
method from his college.
Pedagogical Belief Construction
As belief system works, where everybody is
interconnected each other, or someone connect
to particular even, pedagogical belief of
participants are coloring by them. As long as
someone connected to other person or interacts
to every even, belief of that body is
constructing. Several pedagogical interactions
or sequence of even have been connecting
participants which influencing their perception
toward a whole or particular pedagogical
knowledge. Sometime particular factor had
been dominant at particular domain of
pedagogy of participant and weak to other.
By comparing the participant pedagogical
beliefs with the factors that shaping them and
by tracking the construction process to find
similar semantic meaning I found that there is
no particular factor that influencing participant
totally. However all participants in
philosophical definition about teaching and
learning are under influenced by social
experience and their teacher method in teaching
them at their school experience. In deciding
effective teaching method, all participants are
influenced by their personal learning
experience. The more detail technical
instruction the more factors influencing their
belief.
The transformation of Pedagogical Belief into
Instructional Practice
On track
On their stated belief participant B, C and D are
more suitable employing direct instruction or
mastery learning method such as they stated:
“Giving material through telling directly or
practicing”. These participants are consistent
when they applying the method in instruction
practice.
Student’s experience as brainstorm
Participant A and E believe that student’s
experience is important as the basis in gaining
student’s attention or interest toward learning
content. They also believe that through this
way, the students will curious about novel
information or experience.
Respond means active
After the “brainstorming’ process, participants
A and E went into next step of instruction. In
this stage, participants provided clarity of the
teaching content. In avoiding explanation
strategy which brought their students passive,
both participants were use ask-answer technic.
In this technic, participants asked their
student’s opinions regarding to teaching
content. At the end of this stage, explanations
exist from participant aimed to correcting
misperception of student. Suitable label for this
even is much similar to stimulus and respond
rather than involving student.
CONCLUSION AND SUGGESTION
CONCLUTION
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.
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.
SUGGESTION
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.
ACKNOWLEDGEMENTS
I would have never completed this long journey
without a number of people’s support. Firstly,
my sincere gratitude goes to my supervisor,
Prof. Konder Manurung, DEA., Ph.D, for his
unfailing support, patience and guidance. His
knowledge and expertise acted like a torch
when I was in need of help. I would also like to
thank my co- supervisor Abd Kamaruddin,
S.Pd., M.Ed., Ph.D who supervised me from
the beginning until completion this study. They
are really caring and inspiring supervisors.
They guided me with smart treatments and they
always generously shared their wisdom,
expertise, time and inspiration whenever I got
stuck in my research. I felt that I was so
fortunate to have had them as my supervisors. I
would also deliver special thanks to Drs.
Sudarkam R. Mertosono, M.A., Ph.D., Mochtar
Marhum, M.Ed., Ph.d., Dr. Mawardin M. Said,
M.Hum who provided a helpful direction,
assistance and support for my thesis. I would
never have completed this thesis without their
help.
I am indebted to the five teachers who
participated in this study for their sharing,
enthusiastic participation and cooperation
without which this thesis would not come into
being. For ethical reasons, I cannot mention
their names here, yet I am keen to express my
gratitude to them for their interest in my study
and their acceptance of my classroom
observations and their sharing of time with me
in those interviews.
I owe thanks to many people who cared for me,
helped me and encouraged me in the past few
years especially one who always stood by me.
Their unconditional help, encouragement and
comfort have enabled me to walk through the
toughest stages of this study. They are true
friends in my life.
Most importantly, I would like to thank my
parents, Saleh Batalipu and Hawa Ibrahim and
my brothers for their everlasting support. Their
love and tolerance help me through the
hardship and the moments of my desperation.
In no ways can I repay what they have given to
me; in no words can I describe my gratefulness
to them.
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