Exploring Teachers’ Perception of Professional Development in Indonesian EFL Classroom

This paper explores the teachers‘ perception on the professional development of EFL teachers in Indonesian EFL classroom. It engages three kinds of procedure of collecting data, namely (1) observation and field note, (2) Interview, and (3) document analysis to collect data on the teachers’ perception towards the professional development of EFL teachers within three research subjects of the Indonesian Junior High School context. Research result reveal that there were the real differences in the way of the Junior High School teachers` perception on the professional development in Indonesian EFL classroom and these differences influence the practices of using the professional development in the EFL classroom context. The compound of the attitude of the teachers toward the professional development and their classroom teaching practices guide to the three categories of the Junior High School teachers such as: (1) Highly Effective Teachers on Professional Development (HETPD); (2) Moderately Effectively Teachers on Professional Development (METPD); and (3) Lowly Effective Teachers on Professional Development (LETPD). What is evident is that the more positive attitude of the teachers toward the Professional Development, the better the performance they have in Indonesian EFL classroom. This research has attempted to expand on scientific understanding of EFL teachers` professional development in Indonesian Junior High School.