This study has four main objectives: 1) to identify teachers’ beliefs in teaching vocabulary at Global English Course in Pare Kediri East Java, 2) to identify the principles which underly the teachers’ beliefs in teaching vocabulary at Global English Course in Pare Kediri East Java, 3) to describe how teachers’ beliefs in teaching vocabulary reflected in the classrom practice at Global English Course in Pare Kediri East Java, and 4) to analyze the students’ vocabulary mastery at Global English Course in Pare Kediri East Java.
The writer used the descriptive qualitative research. The data were collected through interviewing the respondents (teachers); observing the class, and giving the questionnaire. The data were analyzed by reducing the data, displaying the data, and drawing and verifying conclusion.
The analysis of findings in this study produces the following results. 1) Teachers of Global English Course believed that teaching vocabulary was placed at the highest level of the importance. The beliefs have been influenced by some factors such as: the owner of Global English Course, teachers’ experiences, and teachers’ teaching goals. 2) There were four principles underlying the teachers’ beliefs. They were: a) teachers’ experiences as language learner, b) classroom practices, c) contextual factors, and professional development. 3) The teachers applied some methods in teaching vocabulary such as Communicative Language Teaching and Drilling Method in which the stages of teaching and learning process included opening activities, main activities, and closing activities. 4) In general, the students achieved good score in vocabulary tests (>78.0). It indicates that the score is high. Thus, it can be inferred that teaching method as realization of teachers’ beliefs used by teachers at Global English Course was effective enough.
Regarding the pedagogical implication of this study, the findings of this study encourage the school to use certain method in teaching vocabulary applied at Global English Course which may lead to achieve the same learning outcomes. The method, for sure, should provide teachers with adequate guidelines to cope with the different needs, learning preferences and expectations of their students. Additionally, this study encourages Global English Course management to provide their teachers with more professional development program related to vocabulary teaching.