In Vocational School, English is one of an adaptive subjects. Since
English course in vocational school is categorized as an English as Foreign
Language (EFL), it should be in general. EFL teachers are highly influenced by
their beliefs in designing a communicative course. It influences the way they plan
their lessons, decisions they make, and also their action or their behavior toward
the students. Therefore, this research attempts to investigate the beliefs that the
teachers hold in teaching English in Vocational School and what factors
contribute in shaping the teachers’ beliefs. In this case, the reseacher focuses on
the aspects of EFL teaching, namely learning objective, designing syllabus,
instructional material, Classroom procedure, Classroom technique, technique,
teachers’ role, students’ role, and learner assessment.
This was a qualitative research with case study. It was conducted towards
three English teachers at Vocational School, Bumiayu. The data were obtained
through doing classroom observations in the English class, interviewing the
teachers, and collecting documents. The participants were interviewed twice. Two
observations for each of the participants were conducted.
The findings of the research revealed eight points. First, the teachers
believe that learning objective, designing syllabus, instructional material, using
conceptual procedure, improving an appropriate technique, implementating
teachers’ role, understanding students’ role and creating suitable assessment are
very important in supporting the teaching English. Second, most of the teachers’
beliefs were consistent with their classroom practices although the researches still
found one discrepancy namely teachers’ beliefs about classroom procedure. The
factors contributing to shape teachers’ beliefs were (1) experience as language
learners; (2) training or seminar that teachers participated; (3) personal factor and
(4) teaching experience works best.