EFL TEACHERS’ ATTITUDE OF THE USE OF ICT IN THEIR TEACHING AND PROFESSIONAL DEVELOPMENT Laily Amin Fajariyah Postgraduate student of State University of Yogyakarta (lailyaminf@yahoo.co.id) ABSTRACT Nowadays, the growth of technology increases the need of it in almost every aspects of human lives including education (Dudeney and Hockly, 2007: 5; Roblyer, M.D. 2003: 10-12). In relation to the fact, this study is aimed at revealing the EFL teachers’ attitude of the use of ICT in supporting their teaching and professional development. The research was a qualitative research with interview and observation technique. It is conducted to five English teachers from some areas in Indonesia who are enrolling their Master degree in UNY. They were randomly chosen. The result of this research shows that EFL teachers’ attitude to the needs of ICT is good: (1) the use of ICT is very useful for their teaching and professional development; (2) they use ICT for planning their teaching such as designing the lesson plan, materials and media; (3) they use ICT while teaching e.g for presenting the materials and/or media or giving students assignment; (4) they use ICT for evaluation and (5) they use ICT for improving their professional development through search engines and social medias. Key words: ICT, attitude, teachers’ professional development. Introduction In this globalization era, information and communication technology (ICT) is an important element in every aspect of lives (Dudeney and Hockly, 2007: 5). The spread of ICT use also reached Indonesia. The increase of internet user indicates that ICT is already merged in our environment. In 2012, a survey conducted by APJII (an association of internet service provider) shows that there are 63 million internet users in Indonesia which are equal to 24.23 % of Indonesia total population (www.antaranews.com). That fact shows that some Indonesian citizens are already ICT literate. Considering the fact above, the education are trying to make use of ICT to various purposes. In education especially in ELT practice, the growth of technologies used are influenced by many reasons, some of them are: (1) technologies are every where so they should be in education and (2) many researches showed that computer-based instructions are effective; (3) young learners grow up with technologies; (4) technologies become mobile; (5) ICT tools can expose learners to and practice in all the four skills (Dudeney and Hockly, 2007: 7-8); Roblyer, M.D. 2003: 10-12). Moreover related to language learning, technologies which include ICT have advantages in language learning. The advantages are (1) gaining learners’ attention; (2) focusing learners’ attention and encouraging them to spend more time on learning tasks and (3) engaging learners through production work (Roblyer, M.D. 2003: 10- 12). In EFL teaching setting, there are various technologies used by teachers. There are some research done to find out the ICT uses in EFL teaching. One of them investigated the teachers’ attitude of technologies use in EFL classroom (Cahyono and Cahyani in TEFLIN journal, 2012: 130: 145). They found out that teachers use either non web-based or web- based for facilitating the language learning. Besides, the presence of technology in language classrooms is a prerequisite for interesting language instruction and success in language learning. Another research done by Ciptaningrum (in 59th TEFLIN International Conference,