Promoting autonomous learning in English through the implementation of Content and Language Integrated Learning (CLIL) in science and maths subjects

Abstract

Abstract. Autonomous learning is a concept in which the learner has the ability to take charge of their own learning. It becomes a notable aspect that should be perceived by students. The aim of this research is for finding out the strategies used by grade two teachers in Bali Kiddy Primary School to promote autonomous learning in English through the implementation of Content and Language Integrated Learning in science and maths subjects. This study was designed in the form of descriptive qualitative study. The data were collected through observation, interview, and document study. The result of the study shows that there are some strategies of promoting autonomous learning in English through the implementation of CLIL in Science and Maths subjects. Those strategies are table of content training, questioning & presenting, journal writing, choosing activities, and using online activity. Those strategies can be adopted or even adapted as the way to promote autonomous learning in English subject.

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

“…The third factor is the learning process, where the learning process also determines whether learners can be categorized as autonomous learners or not because, in the learning process, there are learning activities that will support the development of autonomous learners. This is following previous researchers who stated that learner autonomy is formed through various teaching and learning process activities and directing these learning activities towards autonomy learning, such as independent activities, project-based assignments, independent assignments, and other learning activities so that learners feel independent and responsible for the assignments that have been given (Andriani et al, 2018;Anita 2016;Ardi, 2017;Darsih, 2018;Septianingrum et al, 2018;Sudinaji & Kumaidi, 2019). The fourth factor is learner training.…”

“…The use of ICT is one way to develop students who can learn independently. This is following several previous studies that state that learner autonomy can be built through online learning activities or the use of ICT because, during online learning, students will be given activities such as finding their resources, giving assignments, and other activities (Andriani, et al, 2018;Ardi, 2017;Darsih, 2018;Septianingrum et al, 2018;Sudinaji & Kumaidi, 2019).…”

“…Third, there were research related to how to improve learner autonomy through online learning. The results of the research showed that learner autonomy was built through learning activities such as using ICT, project-based assignments, and other learning activities (Andriani et al, 2018;Anita 2016;Ardi, 2017;Ariza & Sanchez, 2013;Codrat, 2014;Darsih, 2018;Gendroyono, 2013;Gurza, 2015;Septianingrum et al, 2018;Sudinaji & Kumaidi, 2019;Suherdi, 2021).…”

“…Many studies also use ICT as a driving force to create learner autonomy, such as research conducted by Andriani, et al (2018), Anita (2016), Ardi (2017), Ariza and Sanchez (2013), Codrat (2014), Darsih (2018), Gendroyono (2013), Gurza (2015), Septianingrum et al (2018), and Sudinaji and Kumaidi (2019). In their research, they used applications that can be accessed via computers and cellphones.…”

Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy

“…In addition, as the need to be an autonomous learner is inevitable in the global competition, the teacher should consider the strategies to promote autonomous learning not merely as strategies for teaching but as the mean to get the real meaning of learning [20]. In line with Lengkanawati, she suggests that teacher should teach learners learn how to learn using learning strategies.…”