Promoting Learner Autonomy in English Teaching

drs. m,soenarto, m.si; ujang suparman, ph.d; dr. santi chairani djonhar, ma;

This research is aimed at investigating the teacher’s activities in promoting
learner autonomy and the impact to the student’s characteristics toward learner
autonomy. Promoting learner autonomy starts from raising awareness which is affected on three aspects: self-planning, self-monitoring, and self-evaluation. This research is a descriptive qualitative research. The subject of the research is an English teacher and 25 students of the first-grade students of senior high school. The writer observed the classroom and also interviewed the students to find out what teacher’s activities in promoting learner autonomy and the impact of students’ characteristics toward learner autonomy. The result showed that in raising awareness, teacher stresses on the methodology of teaching, such as: preparing lesson plan, stating learning objectives, collecting information of students’ need, motivating students, helping students to find learning strategy, and encouraging writing skill. Based on those teacher’s activities, students showed their characteristics of three aspects. Firstly, in self-planning aspect, there are
10 students who always prepare learning sources. Secondly, in self-monitoring aspect, there are 7 students who always ask teacher. Thirdly, in self-evaluating aspect, there are 7 students who often to find the difficulty of the learning material. It can conclude that, the students have the awareness and potency as autonomous learners. The awareness and potency can be developed with the teacher’s awareness and teacher’s autonomy