Learner Autonomy in the Indonesian Efl Settings

Abstract

Learner autonomy in Indonesian educational institutions has not commonly been listed as a teachinglearning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers' perceptions regarding LA and LA-based practices. In addition, an LA training was conducted to see its significance for professional development. After the data were quantitatively and qualitatively analyzed, it was found that the participating teachers tended to maintain that autonomy should be inculcated among learners, and that the LA concept should not be misinterpreted as learning without a teacher. Concerning choices and decisions by the learners, it was believed that learners' making choices about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners. As regards LA-based teaching-learning practices, it was revealed that most teachers desired to implement LA principles in their teaching-learning contexts, although they identified that many of the LA principles were not that feasible to apply in their situation. It was also found that LA training could improve the teachers' perceptions regarding LA concepts and principles. There were some constraints which could make learner autonomy difficult to develop among Indonesian learners in general: limited time allotted for the implementation of the curriculum, learners' lack of autonomous learning experience, too much focus on national examinations, and insufficient proficiency of English. LA-based teaching-learning practices were most desired; however, many were considered as having insufficient feasibility. In this respect, commitment is certainly the key to success in inculcating LA principles as well as implementing them in the classroom setting.

EFL Published Materials: An Evaluation of English Textbooks for Junior High School in Indonesia

“…Thus, tasks in the book are designed to follow this approach. Lengkanawati (2017) mentions that the implementation of curriculum 2013 gives new expectations in the learning process since the curriculum expects that there should be a change in the teaching and learning process, from transferring knowledge or giving information by the teacher to the students to allowing students to find information by themselves. Suherdi (2013) also states that the objective of curriculum 2013 will be achieved by paying attention to the educational content, switching the learning paradigm from the teacher centered approach into student-centered approach.…”

Integrating self-regulated learning and discovery learning into English lesson plan

“…In general, self-regulation refers to the process through which learners systematically direct their thoughts, feelings, and actions toward the attainment of their goals (Rajabi, 2012) [14]. In addition, Lengkanawati (2017) [10] believes that if we teach learners learn how to learn by the use of learning strategies, it is inevitable that we make them become autonomous which in turn will help them have better learning outcomes. As a result, SRL allows learners to learn to control their own behaviour through the social context in which learning occurred and interaction with selfreward.…”

“…However, most of teachers experience several common difficulties in lesson planning such as the way of formulating indicators, selecting materials, determining learning activities, selecting media and developing assessment procedure (Farid, 2014) [9]. Additionally, based on a study conducted in a Learner Autonomy-based teaching training, it was revealed that most teachers actually desired to integrate Learner Autonomy principles in their teachinglearning contexts, but the principles seem to be not feasible for the implementation (Lengkanawati, 2017) [10]. In line with the phenomenon, Farid (2014) [9] also mentions in his case study that the teacher made lesson plans tend to be not specific in depicting autonomy into the learning procedure.…”

Introvert Students' Perceptions and Preferences of English Language Teaching through Autonomous Learning: A Focus On EFL Context in STAIN Watampone

“…Reference [10] Self-directed is a concept widely used in the context of learner autonomy and resumed as an entity. Reference [8] stated that the concept of autonomy, which is frequently associated with the concept of independent learning, self-directed and selfregulated learning has been viewed as a fundamental component of good teaching and learning. Additionally, based on Holec, he described autonomous learning as Reference [14]; 1) the ability to take charge of one's learning.…”