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All Journal Klasikal: Journal of Education, Language Teaching and Science Pioneer: Journal of Language and Literature
Marzuki Marzuki
Universitas Madako Tolitoli
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers’ Challenges in Promoting Learner Autonomy Marzuki Marzuki; Inda Indrawati; Ismail Yunus H
Pioneer: Journal of Language and Literature Vol 15 No 1 (2023)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v15i1.2853

Abstract

The concept of learner autonomy has garnered significant attention from scholars, educators, policy makers, and researchers across various countries. However, In Indonesia, the body of research dedicated to learner autonomy is still growing, with specific attention needed to identify potential obstacles that might deter its promotion. This study, therefore, aims to delve into the socio-cultural challenges encountered by secondary school teachers when fostering learner autonomy.This investigation is crucial, as socio-cultural influences appear to be a significant barrier for English as a Foreign Language (EFL) students in Indonesia. The study adopted a qualitative descriptive research approach, utilizing a purposive sampling technique to select participants based on specific criteria. These included senior high school teachers with over five years of experience at their respective schools, who were also willing to participate in interviews. In total, six English teachers from different senior high schools within a single Indonesian province contributed to this study. The data were collected through semi-structured interviews, and the teachers' responses were quoted and interpreted in light of the data analysis and supporting theories from relevant literature. The findings revealed three primary socio-cultural barriers impeding the promotion of learner autonomy: (1) barriers due to language issues, (2) barriers related to a limited worldview, and (3) institutional barriers. This research implies that promoting learner autonomy in language learning requires adjustments in teaching strategies, curriculum design, and institutional policies. Research suggestions are also provided to further research to address the limitation of the current study.
COMPARATIVE STUDY BETWEEN GOOGLE TRANSLATE AND PRINTED DICTIONARY TO INCREASE STUDENTS’ VOCABULARY Inda Indrawati; Hidayati Hidayati; Marzuki Marzuki; Tiara Tiara
KLASIKAL : JOURNAL OF EDUCATION, LANGUAGE TEACHING AND SCIENCE Vol 6 No 2 (2024): Klasikal: Journal of Education, Language Teaching and Science
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52208/klasikal.v6i2.1132

Abstract

This study compares the effectiveness of Google Translate and printed dictionaries in enhancing students' vocabulary acquisition. A quantitative, quasi-experimental design was employed. Participants were twenty eighth-grade students from SMPN 4 Tolitoli (2023/2024), Central Sulawesi, Indonesia, divided into a control group (using printed dictionaries) and a treatment group (using Google Translate). Pre-tests and post-tests, consisting of multiple-choice, matching, and fill-in-the-blank tasks, assessed vocabulary knowledge. Data collection involved pre-tests, a four-week treatment, and post-tests. Descriptive statistics and t-tests analyzed the data. Both groups showed improved vocabulary acquisition post-treatment, with no significant differences in learning outcomes. Despite similar average scores, substantial variability was observed within each group, reflected by high standard deviations and wide score ranges. These results suggest both tools have unique strengths: Google Translate offers convenience and accessibility, while printed dictionaries provide comprehensive definitions and contextual understanding. A blended approach incorporating both tools is recommended for educators and curriculum designers. Future research should explore long-term vocabulary retention and the integration of digital tools into traditional learning frameworks, considering personalized strategies to address diverse student needs.
Co-Authors Hidayati Hidayati Inda Indrawati Ismail Yunus H Tiara Tiara