Teachers’ Beliefs about English Learning as
Chapter A Foreign Language:A Case of English
1
Teachers of MA Al Ihsan Boarding School
Chapter Riau
II
Chapter
III
Chapter
1V By : Winda Okti Sahfira
22190124154
Chapter
V
Supervisor 1 Supervisor 2
Dr. Bukhori,S.Pd.I, M.Pd Dr.Drs Kalayo Hasibuan,M.Ed TESOL
Background of the problem
Chapter
I Understanding on teachers’ beliefs has envolved out of a more genera
interest in teacher characteristics (including factors such as personality
Chapter
II motivation, learning style and language aptitude) as they relate to
language acquisition.
Chapter
III
Statement of the Problem
Beliefs about language learning, as well as other cognitive and affective
Chapter variables, have become an interest of researchers in the field of second
IV
language acquisition because of assumptions that "success depends less
Chapter on materials, techniques, and linguistic analyses and more on what goes
V on inside and between the people in the classroom” (Stevick, 1980, p. 4).
Limitation of the problem
Research Question
Chapter
I
1. What are male and female teachers’ beliefs about learning English as
a foreign language at MA Al- Ihsan Boarding School Riau?
Chapter 2. Why do they have those beliefs at MA Al- Ihsan Boarding School Riau?
II
Purpose and Objectives of the study
Chapter 1. To describe the beliefs of male and female teachers’ about learning
III English as a foreign language at MA Al Ihsan Boarding School Riau
2. To explore the teachers’ beliefs about learning English as a foreign
Chapter language at MA Al- Ihsan Boarding School Riau?
IV
Chapter
Significance of the Study
V In the framework of the development of science for further research,
the results of this study are expected to contribute knowledge about
teachers’ belief about language learning.
Chapter II Literature Review Chapter
Chapter
II
Conceptual of Teachers’
Beliefs in Language Learning:
Chapter Conceptual Learning English
III 1. Conceptual of Beliefs
as Foreign Language:
2. Teachers’ Beliefs
1. Approach, Method, and
Chapter 3. Teachers’ Beliefs about
Technique
IV Language Learning
2. English as A Foreign
4. The Important of Teachers’
Chapter Language
Beliefs
V 3. Teaching English as A
5. The Role of Teachers’
Foreign Language
Beliefs
4. English Teaching in
6. Aspect of Teachers’ Beliefs
Islamic School
The relevant of Study
Chapter
I
A thesis by Lailatul Hidayah, entitled An Analysis of Teacher’s Belief and
Chapter Practice on Teaching in Islamic Junior High School Pancasila in the
II
Academic Year 2018/2019
Chapter
III Çakıcı, D. (2013) who found that two groups yielded rather consistent
results on learning beliefs, although some differences between the
Chapter
learners’ and their teacher’s beliefs
IV
Eva Bernat (2005). This study has attempted to illuminate the complex
Chapter nature of beliefs.
V
Sioson (2011) who aims to determine which among the subscales of
language learning strategies and beliefs about language learning
Chapter III Research Methodology Chapter
I
Chapter
II
Chapter Research Design
III
Location and Time of the Research
Subject and Object of the Research
Chapter
IV Technique Collecting the Data
Chapter
Technique of Data Analysis
V
Chapter IV Findings Chapter
I
Chapter
II
Male Teacher
BALLI Category: Chapter
1. Foreign Language Aptitude Female Teachers III
2. Difficulty of Language BALLI Category:
Learning 1. Foreign Language Aptitude
Chapter
IV
3. Learning and 2. Difficulty of Language
Communication Strategies Learning
4. Nature of Language Learning 3. Learning and Communication
Chapter
V 5. Motivations and Strategies
Expectations 4. Nature of Language Learning
5. Motivations and Expectations
Discussion Chapter
I
One particular concept that the participant Chapter
of this study mentioned as the key feature II
to learn and teach English in his context is Chapter
III
exposure to the language.
Chapter
IV
The participants generally had positive
beliefs about learning the language.
Specifically, they were most positive about
Chapt
er V their motivations and expectations
Chapter V Chapt
er I
Conclusion Chapt
er II
1. Educational Background
2. Gender Chapt
er III
Chapt
Sugesstion er IV
They may have more positive beliefs about their Chapter
language learning abilities and be more inclined V
Chapter
to seek support and engage in collaborative
V learning activities.
THANK
YOU
