Abstract
Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
Highlights
This article discusses the language policy and the preservice or intraining teacher‟s belief system of the students of English Teacher Education study program in three different cities: Semarang, Salatiga, and Yogyakarta
Studies on preservice or in-training teacher‟s belief shows that the training given during their study at Teacher Education study program will influence the tendency of a teacher to act including how the preservice or in-training teacher perceive problems they face in teaching and Murniati, C.T., & Riyandari, A., The Implication of Pre-Service Teacher‟s 135 Belief about Grammar for English Language Policy in Indonesia learning English (Rokeach, 1968)
The result of this study show that English language teaching and learning in Indonesia emphasize on communicative competence
Summary
This article discusses the language policy and the preservice or intraining teacher‟s belief system of the students of English Teacher Education study program in three different cities: Semarang, Salatiga, and Yogyakarta. The teachers‟ lack of pedagogical and professional aspects is shown by Yulia (2014) in the fact that despite the Government Regulation No 19/2005 which clearly states that the focus of ELT in Indonesia is to develop students‟ communicative competence, the teachers tend to ignore the notion by focusing on structural approach to fulfil the students‟ need to prepare for the national examination. Considering the problems of ELT in Indonesia above, the belief system of preservice or in-training teachers of English Language Education Program has an important role in improving national standard of education. More studies on Indonesian teachers‟ belief on teaching grammar will boost the improvement of national standard of English education due to the fact that teachers play central roles in the teaching and learning process. Crystal further explains that English is needed by those countries as a medium of communication in areas of politics, business, entertainment, international relations, international travel, and education in order to increase the countries‟ positions in the world
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