Elinda Dwi YANTI Pengarang Rostanti Toba, M.Pd. Dosen Pembimbing 1 Muhammad Azwar Amir Paramma, S.Pd., M.Pd. Dosen Pembimbing 2 Rostanti Toba, M.Pd. Penguji 1 Dina Destari, S.S., M.Pd. Ketua Penguji Muhammad Azwar Amir Paramma, S.Pd., M.Pd. Penguji 2

Miftahul Jannah, 2024, “Analysing the Effects of Reflective Teaching Practices on English Teacher Professional Development: An Insight from SMK TI Labbaika Samarinda in the Academic Year of 2024/2025”. Thesis, English Education Department, Teacher Training and Tarbiyah Faculty, State Islamic University of Sultan Aji Muhammad Idris (UINSI) Samarinda. Supervisor by Mrs. Dina Destari, S.S, M.Pd, and Mrs. Nadya Sya’ya, M.Pd., M.TESOL. Reflective teaching practices are widely acknowledged to promote teacher development and improve teaching quality. However, in vocational schools, where teachers face heavy workloads and time constraints, the extent and effectiveness of reflective practices remain unexplored. The purpose of this study was to understand the extent of the implementation of reflective teaching practices in fostering professional development of English teachers at SMK TI Labbaika. This qualitative study adopted a thematic analysis method, focusing on two English teachers at SMK TI Labbaika Samarinda. Semi-structured interviews were used to collect data. Using coding techniques established by Strauss and Corbin (1998)—open, axial, and selective—for analysing text data, several key themes related to reflective practice in fostering professional development were identified. The findings revealed that the teachers predominantly engage in informal, real-time reflective practices—frequently modifying their methods during lessons in response to student feedback. Barriers such as time constraints and heavy workloads limited the use of formal reflective tools. Nonetheless, reflective practices were found to contribute to professional development by helping teachers in identifying and addressing gaps in their teaching. This study highlights the importance of fostering informal reflection in vocational school settings to promote continuing professional development.