EXPLORING EFL LEARNER AUTONOMY IN THE 2013 CURRICULUM IMPLEMENTATION

Sa’adah Ramadhiyah, - (2018) EXPLORING EFL LEARNER AUTONOMY IN THE 2013 CURRICULUM IMPLEMENTATION. S2 thesis, Universitas Pendidikan Indonesia.

Abstract

The 2013 curriculum in Indonesia expects a change in the teaching and learning
process from teacher-centered to be the student-centered learning. In regard to this
matter, the students should be trained to be autonomous learners in their learning.
Unfortunately, it cannot be denied that learner autonomy still poses a challenge to be
implemented in Indonesia since the teacher-centered learning is still dominant. That
is why it is important to explore the perceptions of both Indonesian teacher and the
students in one study to see in-depth information of their perceptions of learner
autonomy and the teacher’s efforts to promote it in EFL classroom. By employing a
case study, this study used the interview, observation and questionnaire as the
principal data collection methods. An English teacher and thirty six students from
twelve grade of one senior high school in Indonesia were involved to elicit their
perceptions on learner autonomy and how the teacher’s efforts in promoting learner
autonomy in the 2013 curriculum. The findings showed that the teacher understood
the basic features of learner autonomy as learners’ independent learning activity
outside the classroom. This study also underlined that the teacher has had initiative to
promote learner autonomy in the 2013 curriculum implementation by doing some
efforts. However, the teacher has not yet provided the learning process with a wide
variety of authentic materials. In this study, learners’ perspectives were categorized
into technical, psychological and political perspectives (Benson, 1997). It was found
that the learners’ attitude toward those three perspectives on learner autonomy did not
indicate the students to be autonomous learners because they were still accustomed
with the teacher-centered learning environment. The research findings revealed that
both the teacher’s perspective and the learners’ perspectives on learner autonomy still
needs to be developed for the better learner autonomy application in the 2013
curriculum implementation.
;---Kurikulum 2013 di Indonesia mengharapkan perubahan pada proses belajar mengajar
dari teacher-centered menjadi learner-centered. Berkaitan dengan permasalahan itu,
siswa seharusnya dilatih untuk menjadi lebih aktif dalam proses belajar mengajar.
Sayangnya, tidak bisa dipungkiri bahwa learner autonomy ini masih sulit untuk
diterapkan dalam proses belajar mengajar di Indonesia karna teacher-centered masih
dominan. Oleh sebab itu, ini menjadi penting untuk mengeksplor persepsi antara guru
dan siswa terhadap learner autonomy ini dalam satu penelitian untuk mendapatkan
informasi yang mendalam terkait tentang persepsi mereka dan bagaimana guru
berusaha untuk mempromosikan learner autonomy ini di dalam kelas. Dengan
menggunakan metode penelitian studi kasus, penelitian ini menggunakan interview,
observasi dan angket sebagai instrumen untuk mengumpulkan data. Seorang guru
bahasa inggris dan 36 siswa dari kelas 12 ikut berpartisipasi dalam penelitian ini.
Hasil penelitian menunjukkan bahwa guru sudah memahami konsep standar dari
learner autonomy yaitu kemandirian siswa dalam belajar khususnya diluar kelas.
Penelitian ini juga menemukan bahwa guru sudah mulai mempromosikan learner
autonomy di dalam kelas dengan melakukan beberapa cara. Tetapi, guru belum
menyediakan materi yang bervariasi dalam proses belajar mengajar. Sementara itu,
persepsi siswa yang didalam penelitian ini meliputi technical perspective,
psychological perspectives, political perspectives (Benson, 1997), menunjukkan
bahwa ketiga persepsi mereka ini belum bisa mengindikasikan bahwa mereka
autonomous learners. Ini dikarenakan mereka masis terbiasa dengan pembelajaran
teacher-centered. Berdasar hasil penelitian, persepsi guru dan siswa terhadap learner
autonomy masih perlu dikembangkan agar implementasinya dalam kurikulum 2013
menjadi lebih baik.

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Item Type:	Thesis (S2)
Additional Information:	No. Panggil : T B.ING SA'A e-2018; Nama Pembimbing : I. Nenden Sri Lengkanawati, II. Didi Suherdi; NIM : 1603081.
Uncontrolled Keywords:	Learner autonomy, the 2013 curriculum, technical perspective, psychological perspective, political perspective, Learner autonomy, kurikulum 2013, technical perspective, psychological perspective, political perspective
Subjects:	P Language and Literature > PE English
Divisions:	Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User:	Ryan Taufiq Qurrohman
Date Deposited:	10 Feb 2020 02:33
Last Modified:	10 Feb 2020 02:33
URI:	http://repository.upi.edu/id/eprint/46099

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