STUDENTS’ PERSPECTIVE ON COURSE SYLLABUS IN ENHANCING STUDENTS’ AUTONOMY
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Institusion
Universitas Jambi
Author
Wijiyanti, Eka
Subject
L Education (General)
Datestamp
2020-07-23 03:33:07
Abstract :
ABSTRACT EkaWijiyanti. 2020.Students? Perspective on Course Syllabus in Enhancing Students? Autonomy. Jambi: Jambi University. Thesis.English Education Study Program.Faculty of Teacher Training and Education in Academic Year 2019/2020. The first supervisor is Indri Anastasia, S.S., M.A., M.Ed. The second supervisor is Dra. Radiatan Mardiah, M.Hum. This qualitative research was conducted by describing students? perspectives on course syllabus in enhancing students? autonomy. There were two questions addressed. The first question described the students? perspective on course syllabus in enhancing students? autonomy. The second question described the usage of course syllabus in enhancing students? autonomy. The method and the design applied in this research was descriptive qualitative. The researcher used the interview to gather the data. Total participants are nine students that consist of three students from the first, third, and fifth semesters in the English study program. The results showed 7 respondents perceived that course syllabus could enhance students? autonomy. Students used the course syllabus in enhancing students? autonomy in five ways. First, students used the materials on course syllabus as the keywords to learn autonomously. Second, students used the references on the course syllabus as a learning resource. In the third way, students used the course syllabus to verify the material group presentation. Fourth, students used the course syllabus to review the materials. The fifth, students used the course syllabus to divide the division in a group presentation. Implications of this research is for EFL teachers to support students? autonomy by facilitating them with a course syllabus that can help them learn autonomously whether inside or outside the class . Keywords: learner autonomy, course syllabus, English students? perspective, course syllabus usage, qualitative research.
ABSTRACT EkaWijiyanti. 2020.Students? Perspective on Course Syllabus in Enhancing Students? Autonomy. Jambi: Jambi University. Thesis.English Education Study Program.Faculty of Teacher Training and Education in Academic Year 2019/2020. The first supervisor is Indri Anastasia, S.S., M.A., M.Ed. The second supervisor is Dra. Radiatan Mardiah, M.Hum. This qualitative research was conducted by describing students? perspectives on course syllabus in enhancing students? autonomy. There were two questions addressed. The first question described the students? perspective on course syllabus in enhancing students? autonomy. The second question described the usage of course syllabus in enhancing students? autonomy. The method and the design applied in this research was descriptive qualitative. The researcher used the interview to gather the data. Total participants are nine students that consist of three students from the first, third, and fifth semesters in the English study program. The results showed 7 respondents perceived that course syllabus could enhance students? autonomy. Students used the course syllabus in enhancing students? autonomy in five ways. First, students used the materials on course syllabus as the keywords to learn autonomously. Second, students used the references on the course syllabus as a learning resource. In the third way, students used the course syllabus to verify the material group presentation. Fourth, students used the course syllabus to review the materials. The fifth, students used the course syllabus to divide the division in a group presentation. Implications of this research is for EFL teachers to support students? autonomy by facilitating them with a course syllabus that can help them learn autonomously whether inside or outside the class . Keywords: learner autonomy, course syllabus, English students? perspective, course syllabus usage, qualitative research.
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