Autonomy of English language learners in a technology-supported learning environment has attracted much academic interest. However, learner autonomy in the Indonesian EFL setting has not commonly been considered as an important teaching and learning objective. Additionally, studies on teachers' voices of the emerging context of online learning platform over learner autonomy have not been well established. Therefore, the present study attempts to complement this line of research via a qualitative investigation of two EFL teachers. Interviews and classroom observation were used to collect the data about English teachers' voices regarding learner autonomy and learner autonomy-based practices. The finding suggests that the teachers perceived learner autonomy as the ability to learn independently and online learning helped them to promote learner autonomy. Teachers believe that learners should be able to make decisions about how they would like to learn, the activity they did, and what is involved in making decisions. With regard to learner autonomy-based teaching and learning practices, it was found that although the teachers desired to implement learner autonomy in their classroom context, and they used different strategies to promote learner autonomy. However, several factors such as learners' lack of autonomous learning experience, limited interaction, and insufficient proficiency in English became the constraints of developing learner autonomy in online learning classes. In this respect, it is important to provide learners with training to be autonomous and have a strong commitment to success in inculcating learner autonomy in an online classroom setting.

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The high usage of synthetic insecticides for controlling Spodoptera litura could be detrimental to the environment, especially on non-target organisms. Therefore, more environmentally friendly pest management techniques should be used, for example, using a natural product such as chitosan. The objective of this study was to understand the effect of feeding inhibition by chitosan on the feeding activity of the third instar larvae of S. litura. The feeding inhibition test was carried out using the choice methods in a factorial completely randomized design (CRD) with seven treatments: i.e. chitosan 5×103, 15×103, 25×103, 35×103, 45×103 ppm and profenofos 0.18×103, 0.34×103 ppm, and one control treatment. The test of the choice methods was carried out by three larval laying positions: (1) between the control and treatment feeds (Position A), (2) above the treated feed (Position B), and (3) above the control feed (Position C), and were replicated three times. The non-choice test was done in a completely randomized design (CRD) with seven treatments plus control and were replicated four times. The results showed that the chitosan in the concentration range of 5×103‒45×103 ppm reduced feeding by S. litura larvae by 2.587 to 34.974% in the choice method, and 11.610 to 50,712% in the non-choice method. This feeding inhibition increased significantly with the increment of chitosan concentration. However, the inhibition effects by chitosan was weaker than the inhibition by profenofos LC50 in both tests at a concentration of 0.34×103 ppm: 44.331% and 62.491% respectively. In conclusion, chitosan with a concentration of 45×103 ppm at all larval laying positions showed the highest value of feeding inhibition activity on the third instar larvae of S. litura compared to other chitosan concentrations in both methods.

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This study aims to find out how the influence of Jigsaw learning strategies on students' metacognition development. This study uses a quantitative method by distributing questionnaires to students in both classes, namely control and experiment. The population in this study was 56 students. From this study, it was found that the use of the Jigsaw type learning model in MA could provide an increase in students' metacognition. This is indicated by the average number of students' metacognition in the treatment class is higher than in the control class, namely 7,643 for the treatment group and 6,286 for the control group. The treatment class is smaller than the control class if the standard deviation is the benchmark, with 0.1174 for the treatment class and 0.1442 for the control class, which means that the jigsaw type cooperative learning model has an effect on improving students' metacognition. .