UNSIKAUNSIKA

English Ideas: Journal of English Language EducationEnglish Ideas: Journal of English Language Education

Reflective practice is an essential component of effective language teaching. This study explores EFL teachers reflections in the ELT classroom and examines their beliefs regarding the role of reflection in professional development. Employing a qualitative approach with a narrative inquiry design, this study involved one EFL teacher at a junior high school in Karawang. Data were collected through classroom observation, open-ended interviews, and documentation. The findings reveal that the teacher regularly engages in reflective activities before and after teaching, particularly in lesson planning and evaluating students learning progress. The teacher also believes that self-reflection facilitates continuous improvement of teaching strategies and instructional media. Importantly, the results of this study imply that systematic reflective practice should be integrated into teacher professional development programs and teacher education curricula, as it supports teachers pedagogical growth, enhances classroom management, and contributes to more effective English instruction. Encouraging reflective habits among EFL teachers can therefore strengthen instructional quality and promote sustainable professional development.

The research findings demonstrate that reflection on action is consistently practiced by the teacher, involving preparation and consideration of students learning styles and needs.Furthermore, the teacher views reflection as a valuable practice, engaging in simple self-reflection to enhance teaching preparation and foster continuous improvement.Ultimately, this study underscores the importance of reflective practice for professional English teachers, contributing to their development and the quality of instruction.

Based on the findings, future research could investigate the impact of structured reflective practice interventions on EFL teachers classroom performance and student learning outcomes. Additionally, exploring the challenges and facilitators of implementing reflective practice in diverse Indonesian educational contexts would provide valuable insights for teacher professional development initiatives. Finally, a comparative study examining the reflective practices of experienced and novice EFL teachers could illuminate the development of reflective skills over time and inform mentoring programs designed to cultivate reflective practitioners, ultimately enhancing the quality of English language education in Indonesia.

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