EFL Teachers^ Beliefs and practices in Teaching Writing: A Case in Indonesian Vocational School Sidik Indra Nugraha, Iwan Ridwan, Wahyudin Fitriyana, Kurniawan Aji Prakoso, Ghea Novana Putri, Andriko Wicaksono
Universitas Singaperbangsa Karawang
Abstract
Writing is one of the important skills for students to master in learning English, especially at the vocational high school (SMK) level. Nevertheless, despite having studied English since junior high school (SMP), students^ writing skill still fall well short of expectations. Numerous factors play a part in the success of students^ writing skill, one of which is teachers^ beliefs and their teaching practices in the classroom. This research thus aims to investigate the beliefs of vocational English teachers and the extent to which these beliefs are implemented in the practice of teaching writing in the classroom. In addition, this research aims to find out factors that affect teachers^ belief of teaching writing. This qualitative research involved three English teachers of vocational schools in Karawang. Data collection was carried out by means of observation, questionnaires and interviews. The results showed varied beliefs of writing instructions held by the teachers related to teaching approach and process. In addition, several factors affecting the teachers^ belief in writing instruction were revealed including teachers^ professional experiences, awareness of the students^ characteristics and abilities, and curriculum mandate.
