Beliefs and Lived Experiences of Equivalency Program C students of SPNF SKB

Tabanan in learning English as a Foreign Language

THESIS PROPOSAL
Presented to
Ganesha University of Education
In Partial Fulfilment of the Requirements
for Master Degree in Education
English Education Study Program

by
I GEDE DIYARDITA DIPA
NIM 2029081020

GANESHA UNIVERSITY OF EDUCATION

POSTGRADUATE PROGRAM
JULY 2022
 Table of Contents

Table of Contents….
……………………………………………………………………….i
Table of Contents...................................................................................................1
A. Background of The Study..........................................................................2
B. Problem Identification................................................................................2
C. Scope of The Study......................................................................................2
D. Statement of The Problems........................................................................2
E. Objectives of The Study..............................................................................2
F. Significance of The Study...........................................................................2
1. Theoretical Significance.............................................................................2
2. Practical Significance..................................................................................2
G. Literature Review.......................................................................................2
1. Theoretical Review......................................................................................2
2. Empirical Review........................................................................................2
H. Research Method.........................................................................................3
1. Research Design..........................................................................................3
2. Research Subject.........................................................................................3
3. Research Object..........................................................................................3
4. Method of Data Analysis............................................................................3
5. Research Procedure....................................................................................3
J. Research Timeline.......................................................................................3
References...............................................................................................................4

1
 A. Background of The Study
The term beliefs interpreted differently depending on theoretical orientations,
where it is more central to understanding the individuals' learning performances than
universally accepted theories of learning (Thomas & Harri-Augustein, 1983 in
Bernat & Gvozdenko, 2005). Beliefs can be related to a number of factors such as
language learning experience, age, and academic performance (Tercanlioglu,
2005). Beliefs are a central construct in every discipline which deals with human
behavior and learning (Altan, 2006).
In the matter of students or learners’ beliefs in language learning as a
foreign language, Schumann (1977) described that research on learners’ beliefs
generally seeks to identify learners’ pre-conceived notions about what is involved
in learning a foreign language in order to predict expectational conflicts that may
contribute to student frustration, anxiety, lack of motivation, and, in some cases,
ending of foreign language study. Also, Horwitz (1999) explained that learner
beliefs have the potential to influence both their experiences and actions as
language learners and language teachers also have an inherent interest in the more
general aspects of learner beliefs. There are many varieties of researches
investigated the topic of language learning especially in terms of the beliefs of the
individual towards it were mostly based on Horwitz’s (1988) study in which it
was focusing on that topic using his scale namely Beliefs and Language Learning
Inventory (BALLI). This dating back to the first investigation by Horwitz (1988)
using this scale conducted to find out the American university students’ language
learning beliefs in which the participants of that study are taking foreign language
classes. The findings were various, but one important note emphasized in that
study is that the students’ preconceived notions could affect their language
learning experience negatively. Furthermore, he also mentioned that “represents
only a preliminary inquiry into the belief systems of foreign language learners and
the impact of beliefs on learning strategies and language achievement”, therefore
enabling other researchers to investigate other variables related to it.
On another note related to this matter, Kern (1995) compared students’
beliefs about language learning with teachers and with their peers at another
institution, in addition of examines change in students’ beliefs to find the

2
probability of teachers’ beliefs will have impact on students’ beliefs; where the
result shown that teacher’s beliefs is only just one factor that affected students’
beliefs and he also suggests a further study needed to understand about not just
teachers’ beliefs but also students’ beliefs aside from the finding of his study.
On that note, studies involving students’ beliefs already done by many
researchers, mostly using quantitative models to find out the students’ beliefs in
general (Abdi & Asadi, 2015; Alhamami, 2018; Amrullah et al., 2018, 2018;
Ariogul et al., 2009; Asassfeh, 2015), students’ beliefs based on gender (Bataineh,
2019), students’ beliefs in language learning (Anam & Stracke, 2020, 2020; Bai &
Yuan, 2019; Ershad et al., 2020; Fu Jen Catholic University, Republic of China
(Taiwan) et al., 2020; Geerativudhipong, 2020; Iswati, 2020; Mulia et al., 2021;
Muliyah & Aminatun, 2020; Ngoc Truong & Wang, 2019; Sun & Wang, 2020;
van den Broek et al., 2018). From those studies, the researcher found a lack of
evidence investigating students’ lived experiences from their beliefs that were
investigated beforehand. Therefore, this study would like to offer another
perspective of students’ lived experience based on their beliefs about language
learning.

B. Problem Identification
There is lack of evidence in terms of investigation of students’ beliefs
about their lived experiences despite the various many researchers related to
students’ beliefs in language learning in many dimensions.

C. Scope of The Study

This study will be limited in investigating students’ beliefs in language
learning and finding out their lived experience about learning english as a
foreign language.

D. Statement of The Problems

1. What are the students’ beliefs about language learning in terms of
learning English as a foreign language?

3
 2. How are the students’ lived experience in learning English as a
foreign language?

E. Objectives of The Study

1. To investigate students’ beliefs about language learning in terms of
learning English as a foreign language
2. To find out students’ lived experience in learning English as a foreign
language

F. Significance of The Study

The results of this study are expected to give theoretical and
practical significance.

G. Literature Review
1. Theoretical Review

2. Empirical Review

H. Research Method

1. Research Design
Qualitative Research; Phenomenology method, focus group discussions.

2. Research Subject
Students of Equivalency Program C in SPNF SKB Tabanan

3. Research Object
Students’ beliefs and their lived experiences in learning English as a Foreign
Language.

4. Method of Data Analysis

5. Research Procedure

4
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, 3(4), 11.
Alhamami, M. (2018). Beliefs about and intention to learn a foreign language in
face-to-face and online settings. Computer Assisted Language Learning,
31(1–2), 90–113. https://doi.org/10.1080/09588221.2017.1387154
Altan, M. X. (2006). Beliefs about Language Learning of Foreign Language-
Major University Students. Australian Journal of Teacher Education,
31(2). https://doi.org/10.14221/ajte.2006v31n2.5
Amrullah, Vianty, M., & Fiftinova. (2018). LANGUAGE LEARNING BELIEFS
OF INDONESIAN ENGLISH EDUCATION STUDY PROGRAM
STUDENTS. Journal of English Literacy Education, 5(1).
https://doi.org/10.36706/jele.v5i1.5930
Anam, S., & Stracke, E. (2020). The role of self‐efficacy beliefs in learning
English as a foreign language among young Indonesians. TESOL Journal,
11(1). https://doi.org/10.1002/tesj.440
Ariogul, S., Unal, D. C., & Onursal, I. (2009). Foreign language learners’ beliefs
about language learning: A study on Turkish university students. Procedia
- Social and Behavioral Sciences, 1(1), 1500–1506.
https://doi.org/10.1016/j.sbspro.2009.01.265
Asassfeh, S. M. (2015). Prospective EFL Teachers: What Language Learning
Beliefs Do They Hold? The Asia-Pacific Education Researcher, 24(1),
13–26. https://doi.org/10.1007/s40299-013-0154-1
Bai, B., & Yuan, R. (2019). EFL teachers’ beliefs and practices about
pronunciation teaching. ELT Journal, 73(2), 134–143.
https://doi.org/10.1093/elt/ccy040
Bataineh, K. B. A. (2019). English Language Learning Beliefs of Jordanian
Students: The Effect of Gender. International Journal of English
Linguistics, 9(2), 219. https://doi.org/10.5539/ijel.v9n2p219
Bernat, E., & Gvozdenko, I. (2005). Beliefs about Language Learning: Current
Knowledge, Pedagogical Implications, and New Research Directions. 21.
Ershad, Q., Shiraz, M., & Qaisar, S. (2020). Language Learning Beliefs of Second
Language Learners at Graduate Level in Pakistan. Global Language
Review, V(I), 104–112. https://doi.org/10.31703/glr.2020(V-I).12
Fu Jen Catholic University, Republic of China (Taiwan), Yu, L.-T., & Tseng, M.
L. (2020). A Study on English-Learning Beliefs of Overseas
Undergraduates in Taiwan. The Journal of AsiaTEFL, 17(3), 1048–1056.
https://doi.org/10.18823/asiatefl.2020.17.3.21.1048
Geerativudhipong, O. (2020). EFL learners’ beliefs about language learning: A
study on Thai EFL undergraduate students ความเชื่อของผู้เรียน
เกี่ยวกับการเรียนภาษาอังกฤษเป็นภาษาต่างประเทศ: กรณี
ศึกษา นักศึกษาไทยที่เรียนภาษาอังกฤษเป็นภาษาต่างประเทศ.
15(1), 12.
Horwitz, E. K. (1988). The Beliefs about Language Learning of Beginning
University Foreign Language Students. The Modern Language Journal,
72(3), 283–294. https://doi.org/10.1111/j.1540-4781.1988.tb04190.x

5
Horwitz, E. K. (1999). Cultural and situational in¯uences on foreign language
learners’ beliefs about language learning: A review of BALLI studies. 20.
Iswati, L. (2020). Investigating Learners’ Beliefs in Learning English: A Case
Study. IJEE (Indonesian Journal of English Education), 6(2), 153–170.
https://doi.org/10.15408/ijee.v6i2.14362
Kern, R. G. (1995). Students’ and Teachers’ Beliefs About Language Learning.
Foreign Language Annals, 28(1), 71–92. https://doi.org/10.1111/j.1944-
9720.1995.tb00770.x
Mulia, M., Amiruddin, A., Manan, A., & Khairisman, K. (2021). An English
Learning: Rural Students Beliefs. Jurnal Pendidikan Bahasa Inggris
Undiksha, 9(1), 30. https://doi.org/10.23887/jpbi.v9i1.31669
Muliyah, P., & Aminatun, D. (2020). Teaching English for Specific Purposes in
Vocational High School: Teachers’ Beliefs and Practices. Journal of
English Teaching, 6(2). https://doi.org/10.33541/jet.v6i2.1756
Ngoc Truong, T. N., & Wang, C. (2019). Understanding Vietnamese college
students’ self-efficacy beliefs in learning English as a foreign language.
System, 84, 123–132. https://doi.org/10.1016/j.system.2019.06.007
Schumann, F., & Schumann, J. (1977). Diary of a Language Learner—An
Introspective Study of Second Language Learning.pdf. TESOL Journal.
Sun, T., & Wang, C. (2020). College students’ writing self-efficacy and writing
self-regulated learning strategies in learning English as a foreign language.
System, 90, 102221. https://doi.org/10.1016/j.system.2020.102221
Tercanlioglu, L. (2005). Pre-service EFL Teachers’ Beliefs about Foreign
Language Learning and How They Relate to Gender. Electronic Journal
of Research in Educational Psychology, 3(5), 145–162.
van den Broek, E. W. R., Oolbekkink-Marchand, H. W., Unsworth, S., van
Kemenade, A. M. C., & Meijer, P. C. (2018). Unravelling upper-
secondary school teachers’ beliefs about language awareness: From
conflicts to challenges in the EFL context. Language Awareness, 27(4),
331–353. https://doi.org/10.1080/09658416.2018.1523910