ABSTRACT
Yulia Pasca Ispri Parmatasari. S891208055, 2015. Native English Teachers’
Beliefs In Teaching Speaking And Its Implementation In The English Classroom.
First Consultant: Prof. Dr. Joko Nurkamto, M.Pd, Second Consultant: Dra. Dewi
Rochsantiningsih, M.Ed, Ph.D. Thesis. English Education Department, Graduate
School of Teacher Training and Education Faculty, Sebelas Maret University,
Surakarta.
The objectives of the research are (1) to reveal native English teacher’
beliefs in teaching speaking; (2) to find out how those beliefs are reflected in
classroom practices; and (3) to figure out the factors are responsible for shaping
those beliefs and its implementation.
This research was carried out through a case study. It was conducted
towards one native speaker of English teacher in English Education Department of
Muhammadiyah University of Surakarta from November to December 2013. The
data of this study were qualitative. The data were obtained by interviewing the
English teacher, observing the teaching and learning process in speaking class,
and collecting the document from the teacher. The data were in the forms of
interview transcripts, field notes, and documents. Then constant comparative
method was used to derive theory from the data. From the findings, the
researcher shapes four propositions of this study. They are (1) Teacher talk
influences how students learn both language and classroom routines although
there are typical learner, teacher and bookish problems; (2) Mini-lecture is always
emphasized by teacher in understanding and improving speaking processes where
teacher analyzes the students’ most repeated and major errors; (3) Four areas of
communicative competence were guided by instructional objectives where it is in
the form of either what the students should produce or what they had to do; and
(4) The inside and outside factor are determined by the teacher for reflecting the
changes of teaching and learning process in order that creating communicative
atmosphere.
Hence it is said that the success or failure in teaching learning process
depends on a teacher. Teaching practices often follow teacher’ beliefs in teaching
speaking. Therefore, teacher is required to develop the beliefs in order to provide
service of teaching practices in speaking better.
Key words: native English teacher’ beliefs, teaching speaking, case study