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: The concept of learner autonomy has garnered significant attention from scholars, educators, policy makers, and researchers across various countries. However, In Indonesia, the body of research dedicated to learner autonomy is still growing, with specific attention needed to identify potential obstacles that might deter its promotion. This study, therefore, aims to delve into the socio-cultural challenges encountered by secondary school teachers when fostering learner autonomy.This investigation is crucial, as socio-cultural influences appear to be a significant barrier for English as a Foreign Language (EFL) students in Indonesia. The study adopted a qualitative descriptive research approach, utilizing a purposive sampling technique to select participants based on specific criteria. These included senior high school teachers with over five years of experience at their respective schools, who were also willing to participate in interviews. In total, six English teachers from different senior high schools within a single Indonesian province contributed to this study. The data were collected through semi-structured interviews, and the teachers' responses were quoted and interpreted in light of the data analysis and supporting theories from relevant literature. The findings revealed three primary socio-cultural barriers impeding the promotion of learner autonomy: (1) barriers due to language issues, (2) barriers related to a limited worldview, and (3) institutional barriers. This research implies that promoting learner autonomy in language learning requires adjustments in teaching strategies, curriculum design, and institutional policies. Research suggestions are also provided to further research to address the limitation of the current study.   Keywords: Challenges, Learner Autonomy, Socio-Cultural Barriers

This study aimed to investigate the effect of reward and punishment on student achievement and discipline. This study used a descriptive qualitative approach with the sampling technique, namely purposive sampling. The data was collected using interviews and documentation and was analyzed qualitatively. The research results showed several rewards and punishment types contribute to the student's learning achievement and discipline. The types of rewards that contribute effectively to students learning achievement are praise, respect and material prizes, and a sign of appreciation. In contrast, types of punishments that affect the students learning discipline are physical punishment and inconvenient punishment. In conclusion, the effect of reward and punishment on student achievement and discipline, among others, increases student enthusiasm for learning, motivates students to maintain achievement, and makes students more disciplined in learning. Keywords: Discipline, Learning Achievement, Punishment, Reward

There has been a significant increase in the development of reading assessment methods by educators and researchers. However, very few of these assessments have been integrated into a Learning Management System (LMS) platform, with current LMS usage primarily focused on course content delivery. This research aims to address this gap by developing a comprehensive LMS-based reading test to measure students' reading competence. Additionally, the study seeks to explore students' perspectives on the use of the developed instrument. The development of the instrument followed a Research & Development (R&D) approach using the 4D model, which consists of defining, designing, developing, and disseminating stages. The participants of this study were undergraduate English as a Foreign Language (EFL) students from Universitas Madako Tolitoli. In total, 50 reading test items were successfully developed. Both validity and reliability tests were conducted: the validity test was performed by experts in the field and followed by a pilot test with a small sample of students. The results indicated that the test items were reliable, with a Cronbach's Alpha score of 0.75. However, 6 of the items (12%) were deemed to need improvement or were considered invalid, while the remaining 44 items (88%) were judged to be valid. Students' perceptions of the LMS-based reading test were generally positive across three aspects: usability and accessibility, engagement and motivation, and the impact of the LMS on language learning outcomes. In light of the limitations of the current study, suggestions for improvement were also provided. These will serve to guide future research in this area, with the aim of refining the LMS-based reading test and further enhancing its potential benefits for student learning.