TEACHERS’ PEDAGOGICAL BELIEFS, KNOWLEDGE AND CLASSROOM TEACHING PRACTICE: A CASE STUDY OF FOUR TEACHERS IN SMAN 5 CIMAHI
This study explores the teachers’ pedagogical beliefs, knowledge and teaching approaches to EFL instructions. The study is done to answer the questions: First, what are the common pedagogical beliefs do teachers have regarding their approaches to EFL instructions? second, what ways do their pedagogical beliefs match with their teaching practices in the classroom? This study adopts qualitative reserach design. The study is conducted in SMAN 5 Cimahi, and four teachers of English subject as participants. Close-ended and open-ended Questionnaire, are used to describe teachers’ pedagogical beliefs and how the beliefs are practiced in the actual classroom teaching practices. The result reveals that teachers have common beliefs regarding the conception of teaching and learning English as a foreign language. This study also finds that Language learning aptitude, difficulty of language learning, nature of language learning, language learning and communication strategies, and language learning and motivation varies among the teachers. A variation of approaches to EFL instructions is found in the ways the teachers translate their beliefs in the teaching practices. This study is hoped to be significant for both theoretical and practical considerations in Indonesian EFL context.