SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: TEACHER’S PERCEPTION AND STUDENTS’ LEARNING AUTONOMY

Ni Luh Made Purnia Adi, Luh Putu Artini, Luh Gede Eka Wahyuni

Abstract


This research aimed to investigate teacher’s perception about Self-directed learning (SDL) and SDL components that could be identified from online learning activities assigned by teacher during COVID-19 pandemic. This research was designed in a form of embedded mixed-method study. One English teacher in a senior high school was chosen as the participant. Furthermore, the data were collected through questionnaire, observation, and classification table. The result shows that: 1) with a score of 4.00, the teacher perceives herself as “knowledgeable” regarding the knowledge of SDL, with a score of 3.57, the teacher perceives herself as “anticipated” or often conducts learning activities which support SDL, with a score of 3.88, the teacher rates the impact of SDL as “influential” on students, 2) SDL components reflected through online learning activities assigned by the teacher are “developing students’ ownership in learning” and “developing students’ self-monitoring and self-management”. Thus, the teacher perceives SDL positively and there are two SDL components which have been promoted by online learning activities assigned by the teacher.

 


Keywords


Self-directed learning (SDL); teacher’s perception; online learning activities

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DOI: http://dx.doi.org/10.23887/ijerr.v4i1.33519

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