Teachers' Beliefs on Learners' Autonomy
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Institusion
Universitas Jambi
Author
Famelia, Popy
Anastasia, Indri
Mardiah, Radiatan
Anastasia, Indri
Mardiah, Radiatan
Subject
L Education (General)
Datestamp
2020-07-03 02:56:07
Abstract :
Abstract. The purposes of this study were to investigate teachers? beliefs on learners? autonomy (LA) and the desirability and feasibility of teachers to promote learner autonomy on their working context. This study was a quantitative survey study. The data were collected using the survey questionnaires adapted from Borg and Al-Busaidi?s (2012) and were analyzed in terms of descriptive statistics. The respondents were 30 junior high school English teachers of MGMP Gugus 4 in Jambi City. The analysis of the data was based on the teachers? responses to 36 statements that consisted of six aspects, such as: psychological, political, socio-cultural, and technical perspective as well as students? involvement in learning decision and students? abilities based on LA indicators. The data lead to the following results: (1) It is revealed that 85.5% of the English teachers gave positive beliefs of each statement on the questionnaires. (2) The respondents agreed that it is more desirable than feasible to promote LA on their working context. 71.5% of the respondents believed it was desirable and 53.5% of the respondents believed it would be feasible
Abstract. The purposes of this study were to investigate teachers? beliefs on learners? autonomy (LA) and the desirability and feasibility of teachers to promote learner autonomy on their working context. This study was a quantitative survey study. The data were collected using the survey questionnaires adapted from Borg and Al-Busaidi?s (2012) and were analyzed in terms of descriptive statistics. The respondents were 30 junior high school English teachers of MGMP Gugus 4 in Jambi City. The analysis of the data was based on the teachers? responses to 36 statements that consisted of six aspects, such as: psychological, political, socio-cultural, and technical perspective as well as students? involvement in learning decision and students? abilities based on LA indicators. The data lead to the following results: (1) It is revealed that 85.5% of the English teachers gave positive beliefs of each statement on the questionnaires. (2) The respondents agreed that it is more desirable than feasible to promote LA on their working context. 71.5% of the respondents believed it was desirable and 53.5% of the respondents believed it would be feasible
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