NURLAYLI YANTI. ENGLISH TEACHERSí BELIEFS IN AUTONOMOUS LEARNING IN CURRICULUM 2013 ( A STUDY AT JUNIOR HIGH SCHOOLS IN BANDA ACEH ). Banda Aceh : Fakultas Pasca Sarjana Universitas Syiah Kuala, 2016

Abstrak

Abstract nurlayli yanti, 2016. english teachersí beliefs in autonomous learning in curriculum 2013. ( a study at junior high schools in banda aceh )thesis. graduate english education program in language education, syiah kuala university. advisors: (1) dr. sofyan a. gani, m.a (2) dr. zulfadli a. aziz, s.pd., m.a key words: teachersí beliefs, autonomous learning, independent learning. this study investigates the acehnese teachersí understanding and their beliefs of autonomous learning as implemented in the curriculum 2013 and how their beliefs about learner autonomy concept were applied in their teaching practice. the purposes of this research were: 1) to find out the english teachersí understanding about autonomous learning, 2) to find out the english teachersí performances toward their beliefs about autonomous learning as instructed in the curriculum 2013. the data were obtained from four english teachers who were choosen by using purposive sampling from two different

Baca Juga : ENGLISH TEACHERSí KNOWLEDGE IN IMPLEMENTING 2013 CURRICULUM (A STUDY AT STATE ISLAMIC SENIOR HIGH SCHOOLS IN BANDA ACEH) (RINA MAHJATY, 2017) ,

Baca Juga : THE TEACHERSí UNDERSTANDING OF CONTENT AND PROCESS STANDARDS OF 2013 CURRICULUM AND THEIR ABILITIES IN PREPARING ENGLISH LESSON IMPLEMENTATION PLAN (A DESCRIPTIVE QUALITATIVE STUDY ON THE ENGLISH TEACHERS OF JUNIOR HIGH SCHOOL IN BANDA ACEH) (RUSYDI, 2020) ,

ools. data were collected through two phases of study, utilising both quantitative method (research-generated survey) and qualitative methods (interview and observation). the instruments used for collecting the data were questionnaire, interview and field note observation. the data from questionnaire were analyzed using percentage. meanwhile, the data from the interview and observation were analyzed descriptively. this study found that teachers generally lacked understanding about learner autonomy and there were some inconsistency between teachersí beliefs and their actual teaching practices regarding learner autonomy. the teachers do not incorperate their beliefs and their teaching practice, resulting in little evidence found that many students cannot be regarded as autonomous students in their learning. the findings of this study hopefully provide teachers and policy-makers new insights into learner autonomy to improve the educational system in indonesia especially in

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