The Analysis of Teacher’s Beliefs in Teaching English at SMP Negeri 3 Woha
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This study aims to examine English teachers' beliefs about teaching English at SMP Negeri 3 Woha and examine how these beliefs influence classroom teaching practices. This study used a qualitative method involving three English teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and analyzed using thematic analysis. The results showed that teachers held positive beliefs about interactive, hands-on, and student-centered English learning. They believed that students should be actively involved in classroom activities and confident in using English. These beliefs influenced teachers' choice of teaching strategies, learning strategies, classroom management, and instructional strategies. The study also revealed that teachers emphasized the importance of motivation, a positive classroom environment, and positive teacher-student relationships in supporting student academic achievement. However, several challenges undermined these beliefs, including limited class time, varying student abilities, lack of facilities, and limited English language confidence. As a result, teachers sometimes still used teacher-centered strategies even though they believed formal education was more effective. Overall, this study reveals that teachers' beliefs have a strong influence on the English language teaching process, although contextual factors and the school environment often influence their use in the classroom.
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