Evaluating Senior High School English Language Teachers’ Perception and Practices Regarding Learner Autonomy

DOI

10.2991/soshec-18.2018.34How to use a DOI?

Keywords

English teachers; perception; practice, promote; learning autonomy

Abstract

Learner autonomy (LA) is still as an interesting and trending topic for English Language practitioners, either for teachers or researchers. Promoting learner autonomy should be begun earlier at all levels of age at school or at home. This research paper reports the findings of how senior high school English teachers perceived the concept of LA and the extent of English teaches’ practices to promote LA. The participants were 33 private and state Senior High School English teachers who joined MGMP program. The data, collected through questionnaire and interview, was analyzed using descriptive statistic. The findings revealed that 97% participants agreed or strongly agreed that independent study in the library was an activity which developed learner autonomy; 94% of participants agreed or strongly agreed that learner autonomy was promoted when learners had some choice in the kinds of activities they did; 88% of participants agreed or strongly agreed that language learners of all ages could develop learner autonomy; 82% participants often or always performed activities to promote learner autonomy such as encouraging students not be afraid to make mistakes and asking students to do co-operative and peer learning wherever possible. This study implicated in the teachers' professional development and to learner autonomy promotion at senior high school level.

Copyright

© 2018, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Sudarsono Mr.
AU  - Lies Amien Lestari
PY  - 2018/07
DA  - 2018/07
TI  - Evaluating Senior High School English Language Teachers’ Perception and Practices Regarding Learner Autonomy
BT  - Proceedings of the 2nd Social Sciences, Humanities and Education Conference: Establishing Identities through Language, Culture, and Education (SOSHEC 2018)
PB  - Atlantis Press
SP  - 155
EP  - 158
SN  - 2352-5398
UR  - https://doi.org/10.2991/soshec-18.2018.34
DO  - 10.2991/soshec-18.2018.34
ID  - Mr.2018/07
ER  -