Abstrak

Kembali

English using in communication and teachers’ teaching capability has an important role in teaching and learning process. The implementation of language as the means of learning already become influential of language learning classroom. Teachers’ sense of their self-efficacy might also be encouragement for teachers in developing their instruction. Teachers’ tasks and activities are reflected from how teachers conceive their thought and capability in developing their instruction. Several studies have shown that teachers’ self-efficacy was correlated with to what extent teachers perceive their language competency. This study, therefore, aims in investigating in-service EFL teachers’ self-reported of their language proficiency, teachers’ sense of self-efficacy, and teachers’ EFL pedagogical strategies. Moreover, it is also analyzing the correlation between each constructs in this study. Furthermore, it is explored the teachers’ orientation of their pedagogical strategy by the interview. In order to explore those aspects, a mixed method with explanatory design was implemented. There were eighty teachers who teach in junior high school level at around Jabodetabek has participated in this research. In the data collecting, the researcher used questionnaire and interview method. The findings revealed that the teachers belief they are more competent for their reading skill and they are less confident for their speaking skill. Regarding to the teachers’ self-efficacy, teachers perceived that they are more effective for their classroom management. Moreover, the positive and negative correlation occured to several elements. Meanwhile, the interview result revealed that most of the teachers are communicative-oriented strategies. However, they are still implementing vocabulary and translating technique, due to students’ needs and language instructional support.