TEACHING BELIEFS

We are as English teachers from Senior High School 1 Rambah in Rokan Hulu. We
believe that English teaching is not easy, because we need to be concerned belief within it; such
as belief about the language, social context of language, learning and learners, and teaching. The
factors influenced our beliefs: our experience as learners and understanding from reading. The
following are our teaching beliefs and what each them mean for our teaching and the course.

We believe that development of community of learners would increase of the fluency in

the target language (English). So, learning a language means of communication, rather than
learning about the grammar. This enables the learners to be more confident when interacting
with others and they enjoy talking more. Due to that, we prefer to Communicative Language
Teaching which is speaking or communicate with others as the first priority, moreover, it is
related to learners’ capability that most of them are influenced by mother tounge, Malay.
Learning grammar is the second priority, we believe that to improve their capabilites related on
how to use English both with teacher or friends or community. If they are emphasized in learning
about grammar without practice, it is zero. In the percentage, communication 50%, grammar
20%, and habit 30%. The possible reason on that, we believe by supporting learners they would
encouraged to speak by asking to close the door in the class in English, greeting them before
starting the class, asking the previous material which one they do not understand, and so on.
They are expected to give feedback in English.

Social context is important thing when speakers want to convey their thoughts, greetings,
responses with all of these aims learners need to know how to communicate by paying attention
on when and where they use some word, situation, and with whom they want to speak. If learners
are not careful about these points so the English use is inappropriate. Besides, there are three
beliefs that need to be concerned: sociolinguistic issues, sociocultural issues, and sociopolitical
issues. First, sociolinguistic issues, learners have to know how to use English correctly and
accurately by avoiding grammatical error. Second, sociocultural issue, it is related to social
culture norms that they can differentiate how to speak with someone is older than them, new
people, and culture in certain areas. Third, sociopolitical issues, this one also need to be
concerned by learners because they must be careful talking about some issue within it. Then,
how they can be up to date about some countries’ stances, so they can have sensitivity in
communicating with new people from other areas or countries. Therefore, we believe to develop
the course content relevant to students’ interest and need. The use of lexical phrases in language
as they are pragmatic and fuctional and have a clearly defined role, so they guide students in the
flow of conversation and assist them in conveying meaning. So, it will be adapting language to
fit the context or sociolinguistic.

Related to the previous factor, people item, which moslty the students' culture is Malay,
the other is Batak Mandailing, and Java is the least one. They are still affected with their mother
tounge language, so it needs more attention than just giving material that is to guide them to oral
communication in the class. Furthermore they rarely practice English speaking in daily life, even
less at school. This learning environment has imagined that the class activity implementing
teacher-centered take place. Habit in using language is the challenging one, perhaps it is still in
general context to be considered, yet, the other factors such as students economy background,
inadequate facilities, both at the school, teachers and students’ online learning access, especially
for purchasing internet quota. As the teacher is intended to take frontline as a educator,
facilitator, evaluator, and motivator for his or her students. Due to this case, teachers might need
the parental involvement as support system, students’ willingness, school elements especially for
a school is located at the suburb of village that is far away and hard to have signal network to
access. In addition, we believe in learning process we avoid the monotone process, so we also
use student-centered in the class. It is aimed they will have a responsibility to give feedback and
they will feel that are involved in learning process.
Teacher as the facilitator, someone who makes progress easier, can find some related
content based on their need and the students’ learning and also as a manager of classroom
activities. We believe when we try to encourage them with our willingness by facilitating them
it could solve the limit of the situation, because they do not take additional course. The role of
teacher as one of listener rather than a speaker. The teacher is charged with the responsibility of
establishing situations likely to promote communication. Besides,we are as the educator,
someone who also educates young people. By using some theory and method of education that
we have gotten from university. We can improve their progress by educating as well as and we
need to consider their limitation when receiving material , so we will associated that with reality
or daily life current issue.
In conclusion, the fluency in the target language (English) is the main priority to be
improved in communicative language teaching context as the primary need rather than
grammatical context by suiting students’ capability and need, it is intended to boost
students’confidence in oral communication skill. In addition, it can be build in their daily life as
habit and it is based the percentage sequence at the first as our guidance to the priority.
Furthermore, it is suitable to social context which considers to students’ interest and necessity to
guide them having fluency to the sociolinguistic that can adapt this global era into English
instruction. Therefore, teacher-centered is the preference to be implemented in the learning
process. Due to the fact that teachers take frontline to be role model, listener for learners by
communicating in English context take place as the promotion of communication skill to be
attempted.