EFL Teachers’ Voice Diversity on TPD (Teacher Profesional Development) Learning Activities

Teacher Professional development (TPD)has been a substantial issue in contemporary educational research and policy. The implication of TPD learning activities hasbeen differing one to another. Diversity respondent was covering exemplary teachers from elementary, junior and senior high schools. This study was done mainly to get information about EFL teachers’ voice about professional developmentleaming activitiesn the area where they are actively teaching. The collected data from the questionnaire and interviews were analyzed and interpreted from the questionnaire and reports from teacher perception or opinion. The findings reveal that the subjects have diversity views about professional development learning activities. In term of activity, there are two activities got the highest percentage for their professional development; 1) trying out new ideas or suggestions in practice for EFL teachers (53,13 %). Usually, it applied from the result of joining workshop or training due to English topics and 2) applying a variety of learning activities (43.75%), in which they are consciously creating conditions that support the development of their students of teaching as research informed practitioners through the way they approach their teaching practices