INVESTIGATING TEACHERS BELIEFS ABOUT LANGUAGE AWARENESS IN EFL CONTEXT IN INDONESIA

This research provides an in-depth investigation into the views of teacher’s beliefs on a language knowledge approach to foreign language education in secondary school. The goal of the study is to deepen our understanding of the differences in the views of teachers on language awareness and to encourage debate on the inclusion of language awareness in foreign language curricula. Two EFL teachers have been interviewed about their language awareness values. A review of the interviews found that teachers do not have a common understanding of the notion of language awareness. The findings suggest a range of issues that need to be tackled when integrating language knowledge into the education of foreign languages. These problems could serve as a starting point for a conversation with teachers and between them. In addition, teachers should be motivated to figure out how language knowledge works best within the new EFL curriculum


INTRODUCTION
English is more difficult to teach in Indonesia than Indonesian in the native nation. The teacher must boost their English skills and plan which material will be used for learning. The downside of the use of Native Language (L1) in an EFL classroom (Christiana & Gorgiana, 2012). The use of L1 is a habit in the learning process for students and teachers.
This research provides an in-depth investigation into the views of teacher's beliefs on a language knowledge approach to foreign language education in secondary school. The goal of the study is to deepen our understanding of the differences in the views of teachers on language awareness and to encourage debate on the inclusion of language awareness in foreign language curricula. Two EFL teachers have been interviewed about their language awareness values. A review of the interviews found that teachers do not have a common understanding of the notion of language awareness. The findings suggest a range of issues that need to be tackled when integrating language knowledge into the education of foreign languages. These problems could serve as a starting point for a conversation with teachers and between them. In addition, teachers should be motivated to figure out how language knowledge works best within the new EFL curriculum.
Second, when students get their target language, (L1) can also be confused since certain targets do not have the correct sense of the first language. Thirdly, when students are taught in an EFL, the teacher uses (L1). The transition to the target language can be negative and in certain situations when translated into the target language the original language may be different. Andrews (2001) talks about a teacher who is well-grounded in the knowledge of the material (e.g. knowledge of uses and purposes), but is not able to differentiate her students understandably, i.e. lacks the know-how and ability to teach Language awareness (LA) is described as 'explicit language knowledge and awareness and sensitivity in language learning, language instruction, and language usage,' which fits in with this holistic view of language learning (van den Broek, 2018). Language knowledge aims to supplement language education through language learning (Hawkins, 1984). Fit facilitates linguistic contemplation (Denham & Lobeck, 2014) and encourages the use of higher-order skills and imagination (Waters, 2006). In students, Langauge Awareness has evolved 'through the encouragement of language usage and the incremental insight in how languages function' (Bolitho et al., 2003). Language Awareness is 'knowledge of the underlying language systems that allow teachers to effectively teach' teachers (Thornbury, 1997). It encompasses both language skills and language skills. Awareness of language, therefore, forms the relation between linguistic ability and language knowledge. The instructor of a foreign language must be able to understand all aspects and mediate the awareness of subjects through the foreign language (Andrew, 2007). This means that teachers must be able to switch from (academic) language knowledge to the regular class speech which still can be seen as a challenge (Wright, 2002).
To enhance the program, language awareness is important. A significant factor in teacher perceptions about a specific subject is the success of curriculum developments. Language Awareness appears to be a broad range of subjects that allow "major flexibility" (James and Garrett, 2013). That is why it is important not only to analyze what teachers know and believe about the subject but also to discover how their beliefs might influence the inclusion of language knowledge. To knowledge, few studies centered on teachers' beliefs in language awareness, but these studies investigated beliefs narrower than beliefs of Language Awareness as an approach to grammar (Watson, 2015) and intercultural expertise (Young & Sachdev, 2011). Studies on the principles of the teacher have commented on the ideals of education (Lewis & McCook, 2002) and CLT problems as creativity in curricula (Li, 1998). However, a thorough study has not yet been carried out on teachers' beliefs regarding Language Awareness.

| ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
Research has found that the teacher's beliefs are narrowly organized (Pajares, 1992) and that there are substantially different meanings of beliefs (Basturkmen, 2012). The teachers' beliefs are often defined in the course of linguistic education as a teacher proposition, which for that particular teacher is valid, while also acknowledging other teachers as alternative beliefs (Borg 2001). In this analysis, the researchers follow (Skott, 2014) that define beliefs as (1) relation to ideas that are deemed subjectively true of a particular person; (2) have cognitive and emotional dimensions; (3) are stable and likely to change only because of relevant experiences; (4) influence the commitment of teachers to practice; (5) the power domain, focusing on the influence of language.
According to (Pajares, 1992;Tsui, 2003) another explanation for the fact is that it may be difficult to alter the views of the teachers about language awareness. Any belief in foreign language education that needs extra effort will help to include this approach successfully. It is helpful to consider why and why different views will differ with the teachers who have different convictions. Therefore, teacher convictions are central to the analysis to recognize potential obstacles associated with Language Awareness's participation in teaching practice. The potentially current thesis explores the teacher's beliefs on EFL's context of language awareness in Indonesia.

Definition of Language Awareness
Language Awareness is an approach that 'attempts to improve the learners' explicit understanding of language as well as their awareness of it' as 'explicit language knowledge, awareness and sensitivity in language learning, language instruction and language use' (Association for Language Awareness n.d.). According to Borg (1994) own learning through involvement in activities based on discovery. Through this, a linguistic awareness approach will enable students to improve thinking skills within foreign language fields, help them gain insight into their language learning process, and help them relate different aspects of the language learning process. According to James & Garrett (2013) A broad range of areas, including cognitive, social, control, affective, and performance, is discussed in language consciousness.
The study on language awareness seems to dominate two of these areas, the cognitive and the social domains (Frijns et al.,2018).

| ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture
Topics fitting in with these domains and frequently addressed in language awareness research include the four language skills, language structure (grammar, vocabulary), multilingualism, linguistic and cultural diversity, and citizenship (Frijns et al., Svalberg 2015).
Awareness of the language is made operational through domain-based processes, such as study and reflection on language types and functions, the application of new insights and information to new languages, and the exchange of ideas on language such as (Bolitho et, al., 2003;Garrett and Cots, 2018). This phase has been dubbed 'language interaction' (Svalberg 2015). The level of teacher language comprehension primarily defines whether the interaction occurs in classroom practice (Andrews, 2007). In other words, language awareness in the classroom is dependent on the teacher's ability to provide teaching that includes and encourages students in their language learning processes and to consider the possibilities of generating language discussion (Lindahl & Baecher,2016;Wright, 2002). This research explores the self-reported language awareness in teachers' beliefs.

Language Awareness in the Curriculum
According to (ACARA, 2016) in some countries Language Awareness has already reached the national language curricula. In Australia, for instance, the new Australian languages curriculum has put language and awareness skills at the core of the curriculum. Key elements of L2 include reflection and research on language to be learned and languages already understood, an appreciation of how languages work, and 'knowledge of how languages and cultures form perceptions and identities, questioning, and growth' (ACARA, 2016). Language Awareness, which focuses primarily on multilingualism, culture, and identity, has been included in the national core curriculum for high schools in Finland (FnBE 2015) as a key element of education L1 and L2.
These examples suggest that Language Awareness can be integrated into (foreign) language curricula in many different ways. In the Netherlands, curriculum changes for language learning have gained renewed interest as well as from a wider education point of view (Rijksoverheid, 2016). A debate on the creation of a futuristic curriculum was recently launched by the Netherlands Ministry of Education and Culture and Technology. Since 2006, the new curriculum is too complete and offers little support for student learning (Rijksoverheid, 2016).
In addition, the current approach to Communicative Language Learning (CLT) (Richards & Rodgers, 2014) pays much less attention to improving the four linguistic skills of students, but also to the linguistic and analytical aspects of language learning. The position of LA has recently attracted great interest in addition to the curricular reform discussion, particularly in 15 | ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture high school terms. (Tammenga-Halmantel & Le Bryun, 2016). But it is necessary to involve professors, to learn about Language Awareness and to decide what they need to effectively incorporate Language Awareness in their daily teaching practices as well as the broader curriculum to promote the inclusion of Language Awareness.

Language Awareness Practices
The most critical elements are language ability (talk analytically), verbalization concepts, the engagement of the students, their involvement in student center exploration and study, and independent learning, among other elements (Borg,1994;Svalberg,2007;Wright and Bolitho 1993), which can define good language knowledge. These educational elements can be divided In this report, a learning environment for awareness-raising is called 'focused by students' and a non-conscious learning environment 'centered by teaching.' Operational awareness-raising sections identify the language process, also known as "language." Language is described as a process of meaning-building awareness and experience through language' (Swain. M, 2006), that is, language discussion, verbalization of ideas, and interaction and discussion (Abrami,2015;Borg,1994). The language in this study is marked as 'current' for instruction in awareness-raising, and is marked as 'absence.' The approach section further develops the learning environment and language as components of education.

The Theory of Teachers' Beliefs
Belief is the understanding of socially structured experiences and the creation of dedication to mental and affective experiences (van den Broek, 2018). Belief is then an implied aspect of something that people express or do that is followed by the expression 'I think it' (Larenas, Alarcón, & Ortiz, 2015).

RESEARCH METHODOLOGY
This research was used qualitatively to collect the data and describe the data. A cased qualitative exploratory approach has on the one hand been implemented to capture the nature of teachers' beliefs about language awareness to gain various perspectives on the subject in question (Creswell & Poth, 2018). The data collection was based on observation interviews. To analyze variation and similarities in the values of teachers, the different cases were eventually compared (Miles et al., 2013).
The author has selected teachers interested in Language Awareness to evaluate the most possible factors associated with the definition following (Merriam and Tisdell 2015). The following requirements were also used: participants (1) were in-service teachers of English as a foreign language (EFL), (2) had at least three years of experience in teaching English, and (3) possessed a bachelor's degree in EFL.
Two teachers from Karawang senior secondary schools were chosen. In this analysis, the researcher uses a targeted sample of English teachers. With only two participants, the study would be simpler because the author only has to concentrate on two participants for knowledge.
Data from the interview will become the documents examined by the researcher after the interview.

FINDINGS AND DISCUSSION
In finding and answering two research questions, the author used instruments to collect data. Based on the research methodology, the instrument of the research is the interview. The author collected the data from interviews are 11 questions. The findings were supported by the results from the questionnaire and interview guidelines.
This interview is conducted by involving two teachers in Secondary-School in Karawang as respondents.

Teachers' Beliefs about Language Awareness
Teachers hold a wide range of beliefs about Language Awareness. In the following section, the author will use interview quotes to describe the beliefs held by teachers about into language as a system, and understanding the structure of the language to be learned were evaluated as beliefs fitting within the cognitive domain.
INT: What does Language Awareness mean to you? P1: Language Awareness is curiosity. And I think they as students should realize that language is very broad, that is what they should realize. The fact language plays a role in all school subjects and all aspects of life. And for me, it would be nice if they develop a certain curiosity towards languages. An example is when there is a sentence that has almost the same pronunciation, but has a different meaning, the student will ask how to read the word and why the pronunciation is almost the same.
Teachers' Language Awareness beliefs fitting in with the social, affective, or power domain were less prominent. It appeared from the results that sociocultural matters were less often associated with language awareness. Beliefs fitting the social domain were brought up once or twice by half of the teachers and highlighted multilingualism, multiculturalism, and immigration.
P2: Many students do not realize that they have set rules about language. Overall, teachers' interpretation of language consciousness generates multiple beliefs about language awareness. The example reveals that teachers care for students about language and that they do so in various ways. For example, when learning there is a sentence like "Rox, Ron and Roy are the triple rock stars from mars" there is a difference in R, namely R:/a:/ or /r/.

2) Link with other language subjects
The author found Teacher's beliefs the link between the EFL subject and other foreign language subjects taught in school, including teacher's opinions on specific aspects of language that could be particularly useful when it comes to Language Awareness.
P1: The difference between Indonesian and English is when they say the sentence and translate it. For example, the sentence 'are you done?' [Are you done?]. If you let them translate it then they will translate it as 'are you done?' So it is logical that, as Indonesian speakers, we translate it and the students translate it word for word.
P2: I teach English in an area that has a regional accent. When I teach and recite sentences from books, some students have built-in accents and the pronunciation is a bit unclear. Like the letter, F is read as P, for example 'followers' and students who carry the innate accent followers 'followers'.

b) Student Learning
The author found teacher's beliefs about students and student learning in the EFL context.

1) Student Competencies
Teacher's beliefs about students' competencies (knowledge, skills, attitudes) were relevant to and necessary for (success in) the subject of EFL, including difficulties experienced by students, competencies that could be improved by focusing on Language and how these. P2 : I usually see feedback from the chapter evaluations that have been provided in the textbooks. I will discuss all evaluations and answer them with students together.

g) Educational Context
The author found about teacher's beliefs in influential factors at the classroom, teacher, and school level.

1) Time
The influence of time on (the quality of) teaching practices as experienced by teachers, including classes per week, times per class, and class preparation time.
P1 : Before teaching, I have prepared the materials before starting, usually, I use power points for teaching materials. I usually spend an hour teaching, but because of Covid-19, the lessons have become 30 minutes.
P2 : I have taught for more than 5 years teaching English, for class, I spend 1 hour in class.

CONCLUSION
This study demonstrates that linguistic knowledge is a multi-faceted dynamic concept.
Teachers have thoroughly explained the definition. Nevertheless, the discussion of the subject leads many teachers to new perspectives, which tends to be a first step towards raising teacher awareness of the possibilities of language consciousness within the EFL classroom. Moreover, this study shows that language awareness is not a one-size-fits solution. The researchers argue that the method needs closer inspection by and with teachers, to make language knowledge feasible in EFL training. It is important to note that teachers can hold a wide range of language awareness beliefs based on their own experiences and practices. Mapping teachers' beliefs on language knowledge are therefore necessary to promote the practical application of this approach.
This study has shown that the following aspects need extra attention when it comes to integrating linguist knowledge in EFL education: connections with other languages, teacher cooperation, curricula, and student skills. Further experiments are required to figure out how to do this best. However, describing (differences in) teachers' convictions offers teachers a shared language for discussion of language comprehension and encourages the exchange of ideas. By working on this subject, teachers gain a deeper understanding of their values and the role that language awareness can play in their teaching practices.