The objectives of this research are: (1) identifying the students’ belief
about their interaction with the English teacher; (2) identifying the teacher’s belief
about his or her interaction with the students; and (3) describing the effects of
students’ and teacher’s belief toward teaching and learning English.
The study was carried out on July to August 2013 by using qualitative case
study research which places the object as the case and uses the mode of
phenomena as the length of the research. The data collected using various
techniques (questionnaire, interview, classroom observation, and teacher lesson
plan) were reduced, categorized, and related to each other thus a hypothesis can be
constructed.
The research has raised some findings. (1) Students believe that they have
good interaction because the teacher’s personality and teaching style has made
them enjoy the class activity. They are comfortable with the teacher’s less
emotional, full of interaction, care, enjoyable, and well organized. They are also
comfortable with the teacher teaching style which tends to be facilitator and team
member although such style as quality controller and group organizer cannot be
separated from the national duty as teacher. (2) Besides, the teacher believes that
interaction is the students’ need facilitating media which correlates the students
with the educational aims. Students with various personality, motivation and
learning style can reach the teaching learning aims with this classroom interaction.
(3) The belief has affected the students’ paradigm and motivated them to be active
in class. They like English in second grades. The teacher’s belief also has affected
her decision making related to her teaching.
Both students’ and teacher’ positive belief have shown positive effect
toward teaching and learning environment. Thus for the belief affectability, it is
recommended for teacher and students to have positive belief in classroom to
support cooperative teaching and learning English. It is expected that having
positive belief can support the creation of positive classroom environment.
Key Words: case study, belief, classroom interaction