Project-Based Learning in Promoting Learner Autonomy in an Efl Classroom

Abstract

In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Projectbased learning promotes Learner autonomy in an EFL Classroom. This study employs descriptive qualitative research design at six participants of Junior High School students, grade nine. The qualitative data collected through document analysis, observation and interview were analyzed qualitatively. The results of data analysis led to a conclusion that project-based learning has promoted Learner autonomy, which covers the criteria of selfinstruction, self-direction, self-access learning and individualized instruction in each stage of Project-based Activity, namely the planning process, the implementation process and the monitoring process. There are also six important findings. Firstly, the learner autonomy varies among learners. Secondly, there is a linear relationship between learners' achievement and Learner autonomy. Thirdly, Learner autonomy needs process, and the process shows irregular patterns. Fourthly, it is worthy noted that no one is one hundred percent autonomous. Fifthly, among the three stages of the Project-based Activity, the learners gain the highest degree of Learner autonomy in the Implementation Process. Sixthly, there are still constraints in enhancing Learner autonomy. Due to the constraints above, this study recommends that promoting Learner autonomy needs support in some specific areas, especially the professional treatment of the teachers and institutions.

Indonesian ELT Teachers’ Beliefs toward Language Learner Autonomy

“…With reference to Indonesian context, there are still limited studies exploring learners' autonomy in Indonesia, particularly investigating teachers' beliefs regarding learner autonomy. Mostly, they focused on students' perception on learner autonomy [10][11][12][13][14]. Therefore, the present study is going to explore Indonesian EFL teachers' beliefs about learner autonomy and constraints that teacher faces in promoting learner autonomy.…”

Development and Evaluation of an Integrated Project-Based and Stem Teaching and Learning Module on Enhancing Scientific Creativity Among Fifth Graders

“…Project-based learning (PjBL) has been recognized as an instructional method centered on the learners (Grant, 2002). Through PjBL, learners typically have more autonomy over what they learn (Loi, 2017;Yuliani & Sri Lengkanawati, 2017). With more autonomy, learners 'shape their projects to fit their own interest and abilities' (Mousund, 1988, p. 4).…”

Basic factors of developing learner autonomy in foreign language education (with the main focus on Kazakhstan)

“…According to the author, the autonomy of students in Indonesian educational institutions is usually not mentioned as an educational goal, and most teachers are hardly familiar with the learner autonomy of students [1]. In the formation of learner autonomy, an important factor is the interaction of the student and the teacher, the role of the teacher in this context, especially relevant in such communities where the teacher takes a dominant position, and the main condition for the formation of learner autonomy is to create an educational environment in which the teacher refuses dominance from the position aimed at himself, his function is that he shares his experience, provides the necessary information and educational material [2].…”