Indonesian EFL Teacher’s Perception on Reflective Teaching

Abstract

Reflective teaching (RT) is a key component of teacher professional development. This component has long been recognized and extensively explored in several ways. To enrich the study of RT in the Indonesian setting, this study was conducted to evaluate how RT is viewed and practiced by EFL teachers of Yogyakarta. Data were acquired quantitatively by distributing questionnaires to Yogyakarta teachers, with 50 teachers participating. The preliminary findings, which focused on instructors' opinions of Reflective Teaching benefits, show a significant consensus on the importance of professional development for EFL teachers. This is demonstrated by a mean score of 4.48 and a standard deviation of 0.54 on the relevant scale, indicating a high level of agreement among participants. The most frequently acknowledged reflective teaching practice among English teachers in Yogyakarta is to pay attention to students' attitudes during teaching. This feature of reflective teaching is commonly practiced, as evidenced by an average score of 4.38 and a standard deviation of 0.67. In contrast, while teachers recognized the significance of collecting and reflecting on student input as a Reflective Teaching method (M = 3.98, SD = 0.98), their practical application was less common. This shows that, while teachers appreciate the importance of these tactics, they may face difficulties in applying them effectively. Overall, the findings of this study suggest that reflection should be prioritized as an essential component of teacher professional development and learning quality enhancement.