The objectives of the research are (1) to identify teachers’ beliefs in teaching writing, (2) to identify the factors that influence their beliefs and practice in teaching writing, and (3) to identify the implementation of teachers’ beliefs in teaching writing.
This case study was carried out at MAN 1 Surakarta that was conducted from May to September 2014. The subjects of the research are one English teacher of IPA and one English teacher of IPS study programs. The subjects were taken by using purposive sampling. The data is collected through questionnaire, observation, interview, and document analysis. The data is analyzed by using interactive model of data analysis technique proposed by Miles and Huberman which covers data collection, data reduction, data display, and drawing conclusion.
The findings of the research are: (1) there are some similarities and differences between teachers’ beliefs in teaching writing of IPA and IPS teachers. The similarities and differences are in education and teaching, and in curricula. Meanwhile, in teaching profession, the teachers have the same beliefs, (2) there were ten factors which affect teachers’ beliefs and practice in teaching writing that consist of a) teaching experience, b) learning experience, c) students, d) class time, e) teaching test and teaching subject, f) classroom management, g) student’s family, h) students’ colleagues, i) motivation, and j) teaching media, and (3) dealing with teaching practice, IPA teacher does continuous teaching in which one genre is taught continuously to the next meeting, while IPS teacher does one finished teaching in which one genre is taught in one meeting. In their teaching practice, there are some beliefs about education and teaching and about curricula are not implemented, while beliefs about teaching profession are implemented.
On the whole, teachers’ beliefs may not always be applied well in teaching practice because of affecting factors that come from inside and outside the teachers. Therefore, it is important for teachers to minimize the factors that hamper the implementation of teachers’ beliefs in teaching practice so that their beliefs can be implemented well and be able to facilitate students in teaching learning.
Keywords: teachers’ beliefs, teaching practice, teaching writing, case study.