The Autonomy of Indonesian EFL Students: A Mixed Method Investigation

Abstract

The present study sought to scrutinize undergraduate EFL students’ learning autonomy in a state university in Indonesia. This study employed a triangulation study of mixed-method design by distributing questionnaires and conducting interviews to get quantitative and qualitative data. The questionnaire was distributed to 40 second year participants enrolled in listening, speaking, reading, and writing for academic purposes classes, whereas 15 participants were selected for the interview Descriptive statistics and thematic analysis were used to analyse the data collected from the questionnaire and the interview. Findings revealed that the level of students’ learner autonomy was classified as moderate level of autonomy. This indicated that Indonesian undergraduate students were considered somewhat autonomous learners. In addition, the Indonesian undergraduate students defined learner autonomy as independent learning with or without the teacher’s assistance, students responsible for their own learning, and learner autonomy was the student’s self-awareness and self-initiated to learn outside the classroom to find ways of learning and collaborate with others. The study recommended that teachers should consistently develop learner autonomy in their teaching practice.

Emergency Remote Teaching in Indonesia: A Missed Opportunity for Greater Learner Autonomy

“…This study contributes to the growing literature on learner autonomy in Indonesia, which has already shown that autonomous learning is possible, even in rural areas of the country (Lamb, 2013). Like previous studies (Budianto, 2014;Jannah et al, 2022;Melvina et al, 2021), it confirms that teachers are interested in learner autonomy, even if they still believe that their students are not yet ready to take responsibility for own learning. The study suggests that before learner autonomy can become more of a reality in Indonesia, teachers will have to: learn to trust their students more, freeing them up to study more independently; help students develop productive language learning strategies which will allow them to benefit from the plethora of materials available online; develop tools which can support their students' development of autonomous learning habits and strategies; and re-imagine their role as "language advisers" rather than as directors of learning.…”

“…First is the current national curriculum, Kurikulum Merdeka, which explicitly calls for autonomous learning as one of the elements of Profil Pelajar Pancasila -the expected characteristics and competences of school graduates based on the Pancasila. Second, several studies in the Indonesian context document that learners have positive perceptions towards learner autonomy (Budianto, 2014;Jannah et al, 2022;Melvina et al, 2021). Third, several studies have also shown that autonomous learning is achievable in the Indonesian context (Padmadevi et al, 2020;Pondalos et al, 2022).…”

Fostering Learner Autonomy in English as Foreign Language Classroom: Indonesian Context

“…Additionally, lifelong learning facilitates ongoing self-improvement and assists in keeping up with the constant change in the workplace. Melvina et al (2021b) opein learner autonomy is critical for preparing students to be autonomous and control their learning. Additionally, Dickinson (1995) defines autonomy as a learning orientation by taking responsibility for one's own learning.…”

“…Therefore, it may be claimed that autonomous learning does not imply independent learning on the part of the students only. Learners can develop autonomy with their teachers' support and their peers' collaboration (Melvina et al, 2021b).…”

“…From the literature reviewed above, we find various kinds of gaps regarding learner autonomy in the context of Indonesian EFL classes. There is a lack of thorough research that takes into account both points of view because previous studies such as Agustina & Fajar (2018), Daflizar et al, (2022), Darsih (2018), Khulaifiyah et al (2021), Lengkanawati (2017), (Melvina & Julia, 2021), Melvina et al, (2021a), Melvina et al (2021b), Muharom et al, (2022), andSusanti et al, (2023) have frequently concentrated on the perspectives of either teachers or students on learner autonomy in English as foreign language classrooms. Furthermore, there is a distinct lack of research discussing the real-world challenges that arise when trying to implement learner autonomy in the classroom.…”