Abstrak
ABSTRACT Timang Rinando, 2315.081. An Analysis of Teacher’s Belief about Second Language Acquisition at SMAN 1 Banuhampu. A Thesis, State Islamic Institute Bukittinggi, 2019 This research was due to find out and analysis about the teacher’s belief about the second language acquisition at SMAN 1 Banuhampu. Teachers sometimes did not make a lesson plan before going to class. The teacher is confident about their capability in teaching certain material which makes the teacher think that it is less important to make lesson plan. Second, the teacher over limits the students’ freedoms in class, like the teacher forbids the students to go out during learning which make the students tend to rebel the rule. The third, the appreciations for good behavior are rarely given by the teacher which makes the students seek attention by doing bad behavior. The researcher used qualitative as the research design. The main instrument is the researcher himself, but then after the focus of the research becomes clear, it is likely that a simple research instrument will be developed, which is expected to complete the data and compare with the data that has been found through questionnaire. To collect the data, the researcher used interview and questionnaire. The questionnaire in this research was 15 statements for the teacher that range from 1 = strongly disagree and 5 = strongly agree related about teacher beliefs and This research used free interview to collect the data. The researcher concludes that all the English teachers in SMAN 1 Banuhampu have a balanced belief about their learner, the teachers are lack in beliefs about learning, and they have a strong belief about themselves. Teachers have the balanced belief that the students are not only raw material, resisters, and receptacle, but also clients, partners, individual explorers, and democratic explorers. They do not only force their learner to understand the material as fast as possible, but they also alter their relationship with the students and they also design the language learning activities based on the students’ needs. Most of them do not agree that textbook are helpful in learning and they also agree that they need to teach what will be on the test. However, they have beliefs that teaching strategies is important to learning English. Lastly, they have a strong belief about their self-efficacy and emotion in the classroom. They are strongly agreed that confident, readiness, and emotion control is really important in the classroom. Key Terms : Teachers’ beliefs, Second Language Acquisition