Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal Journey: Journal of English Language and Pedagogy
Prasetyaningtum, Ari
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
English Language Teachers’ Knowledge toward the Implementation of Independent Learning Surayya, Ayu; Prasetyaningtum, Ari; Dwimaulani, Astrid
Journey: Journal of English Language and Pedagogy Vol. 8 No. 1 (2025): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v8i1.1515

Abstract

Independent Learning emphasizes student autonomy, critical thinking, and creativity, positioning teachers as facilitators in the learning process. English teachers, tasked with implementing this approach, must align their content knowledge and pedagogical understanding with its learner-centered principles. The study adopts a small scale quantitative survey which distributed to 35 sample of English teachers across elementary, junior, and senior high schools in Indonesia that invited by a Telegram and Whatsapp Group invitation and sampled insidentaly. The findings indicate that while most English teachers hold strong beliefs in the importance of Independent Learning, their knowledge of its principles remains shallow, creating a disconnect between endorsement and practical implementation. Thus, this findings aim to provide insights into teachers’ cognitive and affective dimensions influencing policy implementation, offering theoretical advancements in education and practical implications for professional development, policy formulation, and classroom practices. By examining the intersection of teachers' knowledge and beliefs, this research seeks to support effective integration of Independent Learning in English language education, fostering an environment conducive to holistic student development.
Co-Authors Dwimaulani, Astrid Surayya, Ayu