A Reflective Practitioner: An Undeniable Urgent Role for EFL Teachers in Digital Era

This study aims to investigate the phenomenon on how English teachers run their roles as a reflective practitioner. It was analyzed based on the way the teachers reflect their teaching activities; how the English teachers evaluated their performance, their students and their class; how the English teachers spend efforts to improve their competence and performance. Moreover, this research, which was further developed based on research conducted on 2014, involved 5 English teachers at MAN Kota Solok, one of Islamic state senior highs school in Solok City. The research was conducted under qualitative approach through observing those English teachers and compiled by such interviews. The result shows that the English teachers at this school did not optimally run their role as reflective practitioner. It cannot be denied that many factor beyond the teachers itself which influences this phenomenon. This article discusses this phenomenon significantly in order to give a consideration for the stakeholder and the English teachers in making any decisions related to teachers’ role as a reflective practitioner and its impact on achieving the educational goals, especially in this digital era.