Efl teachers' reflections for ELT classroom at junior high school

Abstract

Reflective practice was an essential aspect of language teaching. This article reports the response of EFL teacher’s reflection for ELT classroom and also present teacher’s beliefs for reflection. This study used a qualitative approach and narrative inquiry method. The participant of this study was chosen one of three EFL teachers from one of the Junior High School in Karawang. The data were collected through observation, open-ended interview, and recorder documentation or photograph. The findings of the research showed that the teacher usually does reflection before teaching practice. Besides, the findings also showed that the teacher’s belief reflection can facilitate teachers in developing their teaching ability. Teachers also belief that self-reflection gives them occasion to think aloud about teaching improvement.