The spark of online learning implementation in nowadays education partly appears to be one of the impacts of Covid-19 pandemic. School from home through various platforms, applications, and other technological devices replaces face-to-face real classroom learning activities. However, even if some people can locate online learning or courses as both convenient and accessible, it brings challenges and requires readiness in some aspects, including students’ competence in working independently. Roper (2007) and Sumbawati et.al (2020) probe that students' independence plays an important role through the system of online learning as it helps students to achieve good learning goals and outcomes. The present research, therefore, is interested in examining students’ perception of their own independence in online EFL learning. It involved 152 students of a public Senior High School in Kalimantan. This research applied a survey technique, and the data are both quantitative and qualitative analyzed. The instrument used in this research comprises a set of questionnaires adapted from Marfu’ah (2020), Sumarmo (2013), and Sam et al. (2012) embracing 8 indicators of independent learning which are subsequently elaborated in 32 statements. Those eight indicators encompass 1) student learning initiative; 2) diagnosing learning needs; 3) setting learning targets; 4) viewing difficulties as challenges; 5) utilizing and finding other relevant sources; 6) choosing and implementing learning strategies; 7) evaluating the learning outcome process; 8) owning self-efficacy. The research result shows that the student's perception of their own independent learning is positive. It implies that they perceive themselves to be autonomous during the conduct of their online learning, particularly in the aforementioned eight areas. Through this study, students are expected to be more motivated, independent, confident, and be able to explore further their abilities to achieve independence in learning. Furthermore, this study will hopefully make teachers aware of the importance of encouraging the students to be more independent and responsible for their own learning.
The present competence of language learners influences the process, particularly in modifying the input to ensure the exact level of comprehensibility they can manage. It involves the negotiation of meaning (NfM) and form (NfF). Teachers need to pay attention to how frequently both processes occur in classroom interaction and whether the teachers use this situation to enhance students’ language acquisition. Thus, this study aims to seek information concerning the negotiation of meaning and form in the natural classroom setting involving student teachers in a practicum program. To reach the objective of this study, two research questions will address: (1) Do negotiation of meaning and form take place in student-teacher-student interaction in a natural EFL classroom setting? (2) How do the student-teachers use negotiation of meaning and form strategies in the EFL classroom? Mixed method research will be employed by analyzing the utterances and conducting interviews. The analysis of the study reveals that firstly, NfM and NfF are two common occurrences in the student-teacher interaction in the natural EFL classroom under study; secondly, the strategies used by both NfM and NfF covered the negotiation processes with various moves and Long’s (1996) types of signals embracing confirmation check, clarification request, and comprehension check in certain circumstances. Eventually, this study brings profound implications in two areas, namely the design of a teacher training curriculum and the teaching pedagogy.
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