EFL students' and teachers' beliefs in the implementation of learner autonomy through independent learning activity unit (UKBM) / Ratnasari Handayani Hamsah
| Main Author: | Hamsah, Ratnasari Handayani |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2019
|
| Online Access: |
http://repository.um.ac.id/71753/ |
Daftar Isi:
- vABSTRACTHamsahRatnasariHandayani.2019.EFLStudentsTeachersBeliefsInTheImplementationOfLearnerAutonomyThroughIndependentLearningActivityUnit(UKBM)UndergraduateThesisEnglishDepartmentFacultyofLettersUniversitasNegeriMalang.Advisor(I)Prof.Dra.Hj.UtamiWidiatiM.APh.D(II)Dr.EkaningDewantiLaksmiM.PdM.AKeyWordsUKBMlearnerautonomystudentsbeliefteachersbeliefdimensionsoflearnerautonomyAimingmainlytoshifttheresponsibilityofthestudyfromtheteacherstothestudentsthemselvestheeffortinnurturingautonomyskillintostudentslearningroutineinformaleducationisdeveloping.InIndonesiathegovernmenthascreatedanewmediatoimplementlearnerautonomythroughanindependentproject-basedlearningforhighschoolstudentscalledUnitKegiatanBelajarMandiri(UKBM).AlthoughthebreakthroughwasconsideredanimportantimprovementtobringtheeducationforhighschoolstudentsastephighertheinvestigationtodiscoverEFLstudentsandteachersperceptionontheconceptmustbetakenintoconsiderationtofindouthowteachersandstudentsperceivetheconceptoflearnerautonomywhenitisimplementedthroughEnglishUKBM.UsingaqualitativecasestudyresearchdesignthisstidywasconductedatSMANIKepanjenemploying2classesofsocialmajorsineleventhgrade.ThesamplingtechniquewaspurposivesamplingmethodsincetheresearcherneededtomakesurethatthesampleshavehadenoughexperienceinusingUKBM.Outof7classesineleventhgradethatimplementedUKBM64studentsandtwoEnglishteachersfromXIIIS1andXIIIS3wereinvolvedinthisresearch.ThedatawerecollectedthroughquestionnairesinterviewandobservationknownasTheTriangulationtechniquetoensurethereliabilityofthedatatofindoutteachersandstudentsbeliefonlearnerautonomythatwasimplementedthroughUKBM.ThequestionnaireswerewrittenbasedonthefourdimensionsoflearnerautonomyadoptingBorgandBusaidisquestionnaire(2012)andwastriedoutaswellasvalidatedtomakesuretheinstrumentsweregood.Thequestionsfortheinterviewwasalsovalidatedandrevisedbytheexperttobeabletoobtainaccuratedata.TheresultofthisstudyshowedthatthereweresomesimilaritiesanddifferencesinstudentsandteachersbeliefstowardstheimplementationoflearnerautonomythroughUKBMinSMANIKepanjen.Thesimilaritiesfoundinthisstudywerethebeliefsin1)theunderstandingandawarenessontheconceptoflearnerautonomy2)groupworkorpeerteachingtonurturelearnerautonomy3)teachersroleindevelopinglearnerautonomyasfacilitator4)notusingUKBMasanout-of-classtask5)therelationofstudentsmotivationandresponsibilitytotheeffectivenessofUKBMand6)theneedstodevelopanimprovedversionofmediatonurturelearnerautonomymoreeffectively.vithedifferencesthatcouldbeconcludedinthisstudywere1)theresponsibilitytodecidethelearningmethod2)theresponsibilitytomonitorthelearningprogress3)opportunitiestofinishtheUKBMalone4)theimportanceonexplanationofthematerialbeforestudentsweregiventasksinUKBM5)theresponsibilityininforminglearningprogressand6)therolesoftheteachersinimplementinglearnerautonomy.