This study aims: 1) How the teachersâ€™ belief about critical thinking in teaching English language for secondary students. The method used in this research is a descriptive qualitative approach. Data collection techniques such as observation of the English learning process, interviews of teacher , and documentation in the form of pictures and recordings. Data analysis using Miles Huberman, namely data reduction, data presentation, and data verification in the form of concluding.
Results of the study: 1) The results of teachersâ€™ beliefs using critical thinking in teaching english improve students language skills, students are more confident in expressing their opinions, they play an active role in learning activities, they tend to be responsible, can ask appropriate questions, gather relevant information, efficiently and creatively sort out this information, reason logically from this information, and arrive at reliable and trustworthy conclusions.