Teachers are highly influenced by their cognitions related to their ideas, to their views of the world, and to their values and conceptions of their environment. The study of teachers' cognitions forms a part of the process of understanding how teachers conceptualize their work (Hassankiadeh, 2012). Therefore, this study attempted to investigate the cognitions the Indonesian EFL teachers hold about vocabulary instruction along with analyzing reflected cognitions in their teaching practices in classroom context. This qualitative study used semi-structured interview and direct classroom observation to obtain the data from four Indonesian EFL teachers of senior high school. It was revealed that the teachers have well-developed cognitions about EFL vocabulary instruction. It is shown from their beliefs, understanding, and perceptions about the role of vocabulary, its importance in EFL teaching and learning including what words are taught and how words are taught. Moreover, some aspects of their cognitions about vocabulary teaching emerge to be in congruence with their vocabulary teaching practices although some inconsistencies have been identified as well.

This study aims at investigating: (1) levels of autonomous learning from three groups of students with different periods of study, (2) EFL students’ beliefs towards learner autonomy and their lecturers’ roles in promoting learner autonomy. The participants of this study were three groups of EFL students at English Department in their second, fourth, and sixth semesters. The data were obtained through questionnaire surveying Autonomous Learning Scale to find out the students’ levels of autonomy and interview to figure out their beliefs about learner autonomy and the roles of lecturers to promote autonomous learning. This study revealed that all group of students were classified as being in the mediate level of autonomy. From the interviews conducted to nine participants representing each group, it was found that to become autonomous, learners need to develop the ability to evaluate their own learning. Moreover, out-of-class activities were believed to enhance learner autonomy since the activities will provide students with self-responsibility to manage the tasks. Last, in terms of the lecturers’ roles in the classroom, most participants perceived that the lecturers still had a dominant role in controlling teaching and learning, particularly in the classroom context. This dominant role eventually led students to become less autonomous circumstances, both inside and outside classrooms.ABSTRAKPenelitian ini bertujuan untuk mengetahui: (1) tingkat pembelajaran mandiri dari tiga kelompok mahasiswa Bahasa Inggris dengan periode studi yang berbeda, dan (2) keyakinan mahasiswa Bahasa Inggris terhadap pembelajaran mandiri dan peran para dosen pengajar dalam mendukung pembelajaran mandiri di kelas. Para partisipan penelitian ini adalah tiga kelompok mahasiswa yang belajar di Jurusan Pendidikan Bahasa Inggris di semester kedua, keempat, dan keenam. Data diperoleh melalui angket survei Autonomous Learning Scale untuk mengetahui tingkat pembelajaran mandiri mahasiswa dan melalui wawancara untuk mengetahui pandangan mereka tentang pembelajaran mandiri dan peran dosen pengajar untuk mempromosikan pembelajaran mandiri. Hasil yang didapat dari penelitian ini adalah bahwa semua kelompok siswa dari tiga periode studi yang berbeda diklasifikasikan dalam pembelajaran mandiri tingkat menengah. Dari wawancara yang dilakukan kepada sembilan peserta yang mewakili setiap kelompok, diketahui bahwa untuk menjadi mandiri, mahasiswa perlu mengembangkan kemampuan untuk mengevaluasi pembelajaran mereka sendiri. Selain itu, kegiatan di luar kelas diyakini dapat meningkatkan pembelajaran mandiri karena kegiatan tersebut akan mengembangkan tanggung jawab dalam mengelola tugas. Begitu pun dalam hal peran dosen di ruang kelas, sebagian besar mahasiswa merasa bahwa dosen masih memiliki peran dominan dalam mengendalikan proses belajar mengajar, terutama di dalam kelas. Peran dominan dosen ini pada akhirnya menyebabkan mahasiswa menjadi kurang mandiri baik di dalam maupun di luar kelas.How to Cite: Hermagustiana, I., Anggriyani, D. (2019). Language Learner Autonomy: The Beliefs of English Language Students. IJEE (Indonesian Journal of English Education), 6(2), 133-142. doi:10.15408/ijee.v6i2.15467

Technology is believed and proven to provide support for teaching and learning in the classroom. Nevertheless, it also turns out into problems when the teachers are not ready for its use. This study aims to investigate the support technology offers to EFL teachers in their teaching practice and figure out some challenges they face when using technology for teaching vocabulary. By using semi-structured interview and classroom observation, this multiple case study revealed that technology supported the EFL teachers through several ways, such as the use of digital dictionaries, internet, and Powerpoint presentation as teaching media. In addition, some challenges which appeared when the teachers attempted to use technology in the classroom were scrutinized.

This paper is based on a study on speaking fluency performed by six low level students using retelling technique. The aim of the study is to find out the effect of retelling on the students’ speaking fluency and to know the strategies used by those students while retelling a story. The data were the speaking transcripts which were analyzed to see the progress after six-time treatment was given. The result reveals that the speaking fluency of the students increased in some areas as shown by the improvement on their vocabulary and comprehensibility.

Background: Self-efficacy and foreign language learning anxiety are already known as two importantly affective variables in learning a foreign language. However, little is known about the relationships between the two affective variables with learners’ speaking performance. Therefore, this present study seeks to figure out: the EFL learners’ self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the correlation between their speaking performance and self-efficacy, speaking performance and FLLA, and self-efficacy and FLLA. Methodology: A correlational design was selected to answer the research questions. Seventy students of the sixth semester got involved in this study. Three research instruments were applied, namely: a self-efficacy questionnaire, a FLLA questionnaire, and one speaking test used to measure students’ speaking performance. Findings: Based on these results, it can be concluded that the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. Therefore, there was a significantly positive correlation between speaking performance and self-efficacy and a negative correlation between speaking performance and FLLA, and between self-efficacy and FLLA. It means that student with high-level speaking performance will have high-level of self-efficacy. Then, the higher students’ speaking performance is, the lower their FLLA becomes. It is in line with the correlation between students’ self-efficacy and FLLA, that student with high-level of self-efficacy would has low FLLA.