ABSTRACTYulia 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. DewiRochsantiningsih, M.Ed, Ph.D. Thesis. English Education Department, GraduateSchool 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 inclassroom practices; and (3) to figure out the factors are responsible for shapingthose beliefs and its implementation.This research was carried out through a case study. It was conductedtowards one native speaker of English teacher in English Education Department ofMuhammadiyah University of Surakarta from November to December 2013. Thedata of this study were qualitative. The data were obtained by interviewing theEnglish teacher, observing the teaching and learning process in speaking class,and collecting the document from the teacher. The data were in the forms ofinterview transcripts, field notes, and documents. Then constant comparativemethod was used to derive theory from the data. From the findings, theresearcher shapes four propositions of this study. They are (1) Teacher talkinfluences how students learn both language and classroom routines althoughthere are typical learner, teacher and bookish problems; (2) Mini-lecture is alwaysemphasized by teacher in understanding and improving speaking processes whereteacher analyzes the students’ most repeated and major errors; (3) Four areas ofcommunicative competence were guided by instructional objectives where it is inthe 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 thechanges of teaching and learning process in order that creating communicativeatmosphere.Hence it is said that the success or failure in teaching learning processdepends on a teacher. Teaching practices often follow teacher’ beliefs in teachingspeaking. Therefore, teacher is required to develop the beliefs in order to provideservice of teaching practices in speaking better.Key words: native English teacher’ beliefs, teaching speaking, case study