Teacher’s strategies in building learning autonomy habits among English language education department students

This item is published by Universitas Islam Negeri Sunan Ampel Surabaya

Rafidah, Chalifia (2021) Teacher’s strategies in building learning autonomy habits among English language education department students. Undergraduate thesis, UIN Sunan Ampel Surabaya.

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Abstract

In ELT, teachers have important roles to activate student’s learning autonomy by creating a supportive environment for their learning process. This qualitative study investigated strategies used by English teachers in building learning autonomy habits and explored the learner’s autonomy characteristics. A teacher who taught in the Method in ELT course in an Islamic college and 21 students who were taught by the teacher participated in this study. Data was obtained by using interview guidelines, questionnaire and student’s notes. The interview was conducted via online call with the lecturer. Then the questionnaire and notes were distributed via Google form to the students. This study highlighted that the teacher used twelve strategies in building learning autonomy habits, such as finding, planning, and providing a supportive learning autonomy atmosphere. The twelve strategies were classified into four categories. This study also found that most students possessed five characteristics of learner autonomy. The characteristics are students understand their learning goal, know the learning area that should be acquired, able to find learning strategies that work for them, assess their own capability, and evaluate their learning progress. This study indicates that teachers have various strategies in building learning autonomy habits among students and the students participated actively in their own learning process as learner autonomy since most of them possessed all five characteristics of learner autonomy.