Successful English Teacher’s Belief and Practices in Teaching Speaking: Toward The Mastery of Communication Skill  

Oleh:

Amrina, Rosyi ; Anggraini, Raisha Nur

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 1, page 490-498.
Topik: successful teacher; belief; practices; speaking
Fulltext: hal 490.pdf (16.58MB)

Isi artikel

The primary goal of teaching English as a foreign language is to enable students to communicate in English effectively and efficiently both in spoken and written form. This paper focuses on the teaching of speaking in Indonesia. By teaching speaking, students are expected to be able to use English to communicate academically and internationally as communication is one of the elements emphasized in 21st century skills. Students also need to prepare themselves to face the upcoming ASEAN Economic Community (AEC) by the end of 2015 since global market often requires the ability to use English. This paper is aimed at investigating the successful English teacher’s belief and practices in teaching speaking in Indonesian context. The investigation was conducted through case study toward a successful English teacher in State University of Malang who teaches speaking. To obtain the data about the teacher’s belief and how she puts her beliefs into teaching practices of speaking, interview to one of successful teacher was conducted, and to better understand the teacher’s teaching practice in class, student interview was also collected. It is found that there is linearity between the teacher’s beliefs and teaching practices of speaking. The subject of this study is considered as a successful teacher in teaching speaking since the ideal-self of a teacheris determined by how s/he formulates their theory of teaching and applies it into practice. The findings of this study contribute as good role model and example for other English teachers so that they can use it as the reference for their teaching practices in their own classroom

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