THE ENGLISH LANGUAGE TEACHERS’ BELIEF AND ITS IMPLICATION FOR TEACHER EDUCATION CURRICULUM DEVELOPMENT

DR. SUWARSIH MADYA

In a test-driven instructional development such as that in Indonesia, teachers spend most of their time, energy, and thoughts to strive for their students’ excellent performance in the final test. This is due to the indicator used to judge the success of a school. Two teachers of English are, however, different; one of them is a very experienced teacher, and the other a junior teacher, beyond the novice stage. I have observed these two teachers’ classes and conducted an in-depth interview with them. The data analysis has revealed that both teachers are creative and innovative in their strive for helping their students of different levels and types of abilities to make as high achievements as they can. In other words, referring to Vygosky’s ZPD, they strive to enable their students to reach their full potential development. The senior teacher is very productive, with more than 180 books as his works and creative and innovative in his teaching, enabling his students to speak English fluently in communicative situations evidenced in their performance in the final test of speaking witnessed by the students’ parents. The younger one is also creative and innovative, engaging her beginner students in every second of her teaching in a rural junior secondary school. Part of the result has been in the form of digital story telling. These two teachers are a rare asset in the development of English language teaching. More importantly, they both confessed that their strong beliefs in students have driven them to do their best to facilitate their students’ learning. This is in line with the findings of numerous research studies. This implies the importance of developing and strengthening the teachers’ beliefs through redesigning the English language teacher education curriculum, both pre-service and in-service. This will be explored through a workshop.