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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 teach his/her student with full of humor that
knowledge among others which required before combined with teaching material. In addition,
become a teacher. Without pedagogy, a teacher among many people’s job, it is only teacher
is doubted to be called as a teacher. Although that require pedagogical knowledge as a main
the knowledge of pedagogy already mastered condition before someone decide to work with
by every teacher, many teacher are decide to this job. In short, pedagogical knowledge and
use only small part of it or sometime not skill is banded tight to educational profession.
employing it in the field. Teachers are using
alternative teaching model which felt more Teacher’s pedagogical belief is foundation
effective in teaching practice. This condition of teaching instructional design and practice for
indicates that effective teaching believed by teacher in field. Teacher’s attitude toward
teacher is more meaningful than pedagogical teaching approach, method or technique is
knowledge which already they know. under influence by their perception about the
role of knowledge itself, learning role or
Teacher’s pedagogical belief is an identity student role. At last those attitudes exist on
of a teacher either a personal teaching style and teacher behavior in teaching practice. In other
also as professional identity. A teacher perhaps word, teacher’s pedagogical belief is theoretical
known as behaviorist teacher that is caused by side of teacher’s pedagogy while classroom
his pedagogical principle is lean to behavioral instruction is practical side of teacher’s
teaching style. A teacher may also called pedagogy.
humorous teacher because he or she probably
However, although pedagogical beliefs important part in students’ development at
have strong impact on teacher teaching school context. In understanding that
decision as noted above, there is no guarantee transformation, there are two conditions
that it is a truth as long as there is no needed. First, teachers’ belief itself and what
verification. The potency of mistake influence them. Secondly is teacher classroom
pedagogical belief is open since belief is instruction.
constructed in personal life experience and
social interaction. Pedagogical belief is also PROBLEM STATEMENT
base on personal judgment which could be
With respect to the description from
scientific or not. This symptom is critical
background described previously related to
important by considering the fact of belief’s
teachers’ belief and in order to make a more
powerful in influencing teacher’s classroom
specific analysis, the question of the research is
instruction.
highlighted as follows:
It is also questionable for teacher teaching
1. What pedagogical beliefs do English
preference in the school where they more
teacher hold?
employing their belief rather than pedagogical
knowledge which they already learn in 2. What factors dominate the construction of
educational training. Pedagogical knowledge is English teachers’ beliefs system?
meaningless in teacher classroom instruction.
For example, it is accepted by teacher that 3. How do teachers apply their pedagogical
student-center is better than teacher-center but beliefs into classroom instruction practices?
at the classroom instruction, teachers applying
the opposite one. In addition, there are many OBJECTIVES OF THE RESEARCH
in-service teacher training which facilitated by The objective of this research are; first, to
government but many teacher shows find out pedagogical beliefs held by English
unchanged attitude and behavior in teaching teacher, second, to investigate factors that
application. Teacher’s belief is untouchable by dominate the construction of English teachers’
that training. belief system, and third, to figure out the way
Another contradiction between theory of English teachers apply their pedagogical beliefs
belief and factual condition in this study site into classroom instruction practices.
also happened. One characteristic of belief is DESIGN OF THE RESEARCH
every person has different belief because of
their life experience is different while life This research purposed to find teachers’
experience constructs that belief. It means that pedagogical belief and the factors which
every teacher should have difference in construct them and also to find how those
teaching decision. Teachers in Buol are seems beliefs applied in classroom practice. The
out of this frame. In general, they have similar appropriate research design for this research
classroom instruction. If teacher’s instructional was qualitative research design.
practices are shaped from pedagogical belief,
and those teachers have similar instruction, it PROCEDURE OF DATA COLLECTION
means they have similar belief or they have
Interview
similar experience.
The interview was run about 10-15 minutes
At last, transformation of teachers’
per participant and recorded by recorder tools.
pedagogical belief into classroom instruction is
vital considering that classroom instruction is
Interview was guided by several questions as 4. Label every typology based on information
guidance that prepared before. that they have.
Observation 5. Find relationship among typology
Classroom observation aimed to ascertain Open coding
the extent to which teachers’ classroom
practices are affected, or not, by their beliefs. Open coding analysis is similar to
The observation was guided by the role of typological analysis. The difference both of
instruction design that contain of approaches, them is at the beginning. In open coding, after
strategy, technique and method of teaching. handed the relevant text, the activity went into
finding similar idea and collecting them. This
Participant collection of the similar idea called category.
Next, name the category based on their
The English teachers which participate in information. Relate every category which
this study were five teachers. Their name are seems have relation to create theme or sub
anonymously mentioned to prevent their theme. The same treatment went on until find
private and next they are called participant A, saturation where there was no more possibility
B, C, D and E. they are came from different to create theme.
school, gender, educational degree and teaching
experience. Axial coding
TECHNIQUE OF DATA ANALYSIS In axial coding, categories were set at
particular theme. Those themes were core
The data analyzed into multiple approaches category, causal condition, intervening
in inductive analyses based on the data condition, context, strategy and consequence.
characteristic and the study inquiry. Those The important part of this approach was core
approaches consist of typological Analysis, category. Core category must at central
open coding and axial coding. The Typological category which has relation among category.
Analysis occurs when researcher analyzes data
of interview regarding to the study question FINDING AND DISCUSSION
number three. The study question number two
was answered by axial coding approach while FINDING
open coding approach used to analyze the data
Beliefs of Learning Extension
of Classroom Observation and interview data
then were answered the question number one. All participants believe that learning were
not limited to activity in school or university
Typological approach
but it extents to all activities of people which
In doing typological analysis, the following connected to knowledge. Learning also is not
steps are done. occurring at particular time or community.
Learning could be done by personal activities
1. Separate the relevant information from data in satisfying curiosity. Thus, according to them,
source. someone who read book at house is called
doing leaning activity. Participants’ statements
2. Read entire of relevant data information for in believing this extension of learning were in
identifying typology. implicit and explicit utterance.
3. Read the data again and divide information Belief on The goal of Learning
based on their typology.
All the participants’ responses about Participant E, in fact, believed in student-
definition of learning were focus on aim of centered teaching but never practicing it until
learning or what learning for. Their curriculum 13 applied. “Curriculum 13 is gives
argumentations were extremely similar where me wide opportunity in making students
learning aimed to know knowledge or to exploring their ability”. The rest participant
understand something. It informs that implicitly believe in teacher-centered.
knowledge, phenomena or information is
outside of the learner. Teaching material source