Exploring Junior High School Teachers’ Ability to Identify Learners’ Autonomy: A Case Study
DOI:
https://doi.org/10.57176/jn.v5i1.162Keywords:
efl teacher, learner autonomy, teacher beliefsAbstract
Peran guru dalam membimbing siswa menuju kemandirian belajar telah banyak diakui, namun pemahaman mengenai bagaimana guru mengkonseptualisasikan kemandirian belajar dalam konteks pendidikan masih menunjukkan kesenjangan . Penelitian kualitatif ini menggunakan pendekatan studi kasus untuk mengeksplorasi perspektif teoretis dan penerapan praktis kemandirian belajar dari sudut pandang seorang guru Bahasa Inggris sebagai Bahasa Asing (EFL). Data diperoleh melalui observasi kelas dan wawancara tatap muka dengan satu responden menggunakan pertanyaan terbuka guna menggali pemahaman yang lebih mendalam. Data dianalisis dengan metode analisis tematik melalui tahapan transkripsi, pengkodean, dan penarikan kesimpulan. Hasil penelitian menunjukkan empat bidang utama, yaitu: (1) pengetahuan dan konseptualisasi guru tentang kemandirian belajar, (2) kelayakan dan kesediaan guru dalam menerapkan kemandirian belajar, (3) strategi penerapan kemandirian belajar di kelas, dan (4) refleksi guru terhadap praktik tersebut. Temuan ini memberikan kontribusi penting bagi pengembangan literatur mengenai kemandirian belajar dengan menghadirkan gambaran mendalam tentang bagaimana guru EFL memahami serta mengimplementasikan konsep ini dalam praktik pengajaran. Penelitian ini diharapkan dapat menjadi rujukan dalam pengembangan profesional guru serta mendorong penelitian lanjutan untuk memperkuat kemandirian belajar sebagai salah satu tujuan utama pendidikan.
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The role of teachers in fostering learner autonomy has been widely acknowledged, yet there remains a significant gap in understanding how teachers conceptualize this notion within the educational context. This qualitative study, employing a case study approach, seeks to explore both theoretical perspectives and practical applications of learner autonomy from the viewpoint of an English as a Foreign Language (EFL) teacher. The study involved classroom observation and face-to-face interviews with one participant as the respondent, using open-ended questions to gain deeper insights. Data were analyzed thematically through processes of transcription, coding, and interpretation to generate a comprehensive understanding of the teacher’s perspectives. Findings highlight four major areas: (1) the teacher’s knowledge and conceptualization of learner autonomy, (2) the feasibility and willingness to implement learner autonomy in practice, (3) classroom applications and strategies to support autonomous learning, and (4) reflective practices related to learner autonomy. The study contributes to the growing literature on learner autonomy by providing an in-depth exploration of how an EFL teacher interprets and enacts this concept in real classroom settings. It is expected that these findings will inform teacher professional development and encourage further exploration of learner autonomy as a pathway to enhancing independent and lifelong learning.
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