English Teachers’ Roles in Promoting Learners’ Learning Autonomy in EFL Class of Public Senior High Schools of ENDE Regency in Academic Year 2016 / 2017
Rafael Ja

This research investigated the English teachers’ roles in promoting the learners’ learning autonomy in EFL class of public Senior High Schools. The aims of this research are: to describe the teachers’ roles in promoting the learners’ learning autonomy in EFL class, identify the frequency of the teachers’ role in promoting the learners’ learning autonomy and describe the students’ responses toward the roles played by the EFL teachers in their class.. This research has been conducted in four public senior high schools in Ende Regency with thirteen English teachers as informants. The researcher used qualitative approach which involves in a case study type. In collecting the data, the researcher used three kinds of instruments namely, class observation, field note and unstructured interview. The researcher used three steps to analyze the data namely, data reduction, data display and conclusion. The research found that, there are six roles played by the English teachers in their class. The roles are facilitator manager, assessor, resources, participant, and counselor. However, the EFL teachers played in different frequency one another. Each role has its certain respond from the learners. There are eleven kinds of learners’ responses namely; attentive, taking note, execution order, probing, asking question, curiosity, submissive, feeling happy, energetic, getting bored and open minded. All the English teachers’ role has little contribution to promote the learners learning autonomy.

Full Text: PDF     DOI: 10.15640/jehd.v6n2a11