Detail Learner Autonomy: Teachers' Beliefs and Actual Practices in Lebak Regency Context Bibliografi Author: Purwo, Bambang Kaswanti (Advisor); Nurhayati, Nunung ; Manara, Christine (Advisor) Topik: Learner autonomy; teachers’ beliefs; classroom practices; secondary school level Bahasa: (EN )     Penerbit: Applied English Linguistics Program Faculty of Education and Language Atma Jaya Catholic University of Indonesia     Tempat Terbit: Jakarta    Tahun Terbit: 2021     Jenis: Theses - Dissertation Fulltext: Nunung Nurhayati_Dissertation_2018.pdf (2.67MB; 29 download) 201700030006_Nunung Nurhayati_LembarAdministrasi.pdf (683.79KB; 3 download) Abstract This study investigates teachers’ beliefs on learner autonomy, their actual teaching practices, and its relationship between teachers’ beliefs and actual practices. The vast majority of the literature on teachers’ beliefs and practices on learner autonomy have often undertaken in the higher education context. In addition, numerous previous studies investigated teachers’ beliefs and their reported practices but only few focused on actual practices in class. In addition, the previous studies reveal the consistency and inconsistency between teachers’ beliefs and practices but exploration on underlying reasons of the practices and the relationship among beliefs, practices and context are relatively scarce. To fill this void, this study is conducted in middle school context. In addition, complexity theory framed by Zheng (2015) are utilized to illuminate the relationship among beliefs, practices, and context in promoting learner autonomy. Employing qualitative case study as the research methodology, 23 English teachers of senior high school in Lebak participated voluntarily in this study. Main data was obtained from in-depth and focused interviews, and classroom observations and secondary data was obtained from questionnaires. The obtained data was qualitatively analyzed using thematic analysis and complexity theory to investigate the actual practices and underlining decisions of practicing the teachers’ perceived understanding of Learners Autonomy (LA). The findings revealed that the teachers still had a superficial understanding on learner autonomy and not yet reached a holistic view on LA. The teachers also believed that reactive learner autonomy (Littlewood, 1999) was appropriate to be developed in senior high school level since the national curriculum requires schools to integrate LA in their learning process. The findings also showed that not all their stated beliefs about learner autonomy were reflected on their actual practices due to some teaching and learning local contextual factors which should be taken into consideration in designing LA tasks to be integrated in classroom practice. Results indicate that by taking into consideration of the teaching contextual factors, sociocultural and technical perspective of LA may serve a better approach to the design of LA model in these types of school. This study also proposes a situated model of LA for this teaching context. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Lihat Sejarah Pengadaan  Konversi Metadata   Kembali

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