Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum

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Published: May 4, 2022
DOI: https://doi.org/10.19109/td.v26i1.11190

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Hayatun Nupus
UIN Raden Fatah Palembang
Manalullaili Manalullaili
UIN Raden Fatah Palembang
Winny Agustia Riznanda
UIN Raden Fatah Palembang

Abstract

This study was aimed at finding out teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. Qualitative research with case study study was applied by with two teachers of English of MA Masdarul Ulum as the participants. Observation and one-on-one interviews by using open-ended questions were administered to collect the data on teacher’s beliefs concerning learners’ autonomy in MA Masdarul Ulum. This study revealed the following: 1) Learner autonomy as the ability to understand and accepts responsibility for their own learning, 2) Teacher’s roles in developing learners’ autonomy were as a facilitator, counselor, resource, manager and organizer, 3) Teacher’s use group seating, and U-shaped can support cooperative learning that will help the students to develop their autonomy, 4) Indonesia current curriculum encourages the development of learner autonomy, and 5) The most effective way to practice learner autonomy in Indonesia are; hand-on exercise, small group discussion and project-based tasks to encourage collaborative learning

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How to Cite
Nupus, H., Manalullaili, M., & Riznanda, W. A. (2022). Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum. Ta’dib: Jurnal Pendidikan Islam, 26(1), 55-67. https://doi.org/10.19109/td.v26i1.11190
Issue
Vol. 26 No. 1 (2021): Ta'dib
Section
Article

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How to Cite

Nupus, H., Manalullaili, M., & Riznanda, W. A. (2022). Teachers’ Beliefs in Learners’ Autonomy in English Language Learning: A Case Study at MA Masdarul Ulum. Ta’dib: Jurnal Pendidikan Islam, 26(1), 55-67. https://doi.org/10.19109/td.v26i1.11190