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Developing syllabus in language education program is critical, however, little is known on the actual roles that teachers play in it. Therefore, this study was intended to explore the EFL teachers’ beliefs and understandings regarding their roles in micro course planning and syllabus design and how these aspects were realized in their context of teaching. This study employed qualitative approach with a descriptive study design. The respondents involved were three EFL teachers from a private English course. The data were collected by using interviews and documentations. Nunan’s (2000) theory on the role of teachers in syllabus planning was used as the basis theory to analyse the data gathered. The result showed that the respondents mainly belief that their role in micro syllabus planning rely on two categories, these were as an implementer and as a decision maker. It was found that teachers tended to only have a greater freedom in deciding the revision, sequencing and grading of the course content while the other two stages which were stipulating goal and language level were determined by the institution.

Teachers' Beliefs and Understandings of Their Roles in Micro Course Planning and Syllabus Design