TEACHER AUTONOMY IN DEVISING THE ENGLISH LEARNING MATERIAL AT THE VOCATIONAL SCHOOL

  

TEACHER AUTONOMY IN DEVISING THE ENGLISH

LEARNING MATERIAL AT THE VOCATIONAL SCHOOL

A THESIS

Presented as a Partial Fulfillment of the Requirements

to Obtain the Degree of Magister Humaniora (M. Hum.)

in English Language Studies

by

Yiyis Krisnani

  

056332024

THE GRADUATE PROGRAM IN ENGLISH LANGUAGE STUDIES

SANATA DHARMA UNIVERSITY

YOGYAKARTA

  

2009

STATEMENT OF ORIGINALITY

  This is to certify that all ideas, phrases, and sentences, unless otherwise stated

are the ideas, phrases, sentences of the thesis writer. The writer understands the full

consequences including degree cancellation if she took somebody else’s idea, phrases

or sentences without proper references. th

  Yogyakarta, May 27 , 2009 Yiyis Krisnani

  

ACKNOWLEDGEMENTS

My praise and thankfulness is dedicated to God the Almighty for blessing my

life with health and chance to finish this thesis as a partial fulfillment of the

requirements for the degree of Magister Humaniora at the graduate program in English

language studies in Sanata Dharma University of Yogyakarta. During the time of my

study, I learnt a great deal of knowledge from the outstanding lecturers who have

taught valuable information about the current issues in the English language education.

My deepest appreciation is for these lecturers who have added the knowledge

significantly to the impact of my own career for being an English teacher.

  I would like to express my special thankfulness to Dr. J. Bismoko, my thesis

supervisor, whose knowledge of the English researches is only surpassed by his

kindness in sharing the information with his students. Without his tremendous talent,

this thesis would have been a very different work. Without his great help this thesis

might have remained as an unfulfilled dream. I sincerely thank him on his invaluable

insight and ideas which he generously shared with me during my time working on this

project.

  My special gratitude is for my linguistics and CALL lecturer, Dr. B.B.

Dwijatmoko, M.A., who allowed his students to share of his extraordinary knowledge

and experiences. I would also like to thank him for correcting my mistakes to make my

thesis more readable and well organized. I thank him for his most helpful advices and

the comments on the thesis review as such feedback is vital in helping me do my job

properly.

  My special thankfulness is aimed to Dr. Novita Dewi, M.S., M.A., from whom

I learn to enjoy more about the great beauty of the literature. I always feel amazed of

her talents, her tremendous skill and enthusiasm she brought to our classes. I would

like to thank her for the suggestion to make my thesis sharper.

  In particular, I would like to thank Dr. Fr. B. Alip, M.Pd., M.A. who has kindly

given meaningful comments on my thesis. I thank him for his keen questions on my

thesis defense. I am very grateful for his suggestion to improve this thesis.

  I also wish in particular to thank Dr. F.X. Mukarto, MS.,Ph.D., for the willing

help he gave me during a challenging time to finish this thesis writing. I thank him for

his concern and reassuring remarks on the thesis review. I will just add that the time he

spent tirelessly with his students in the evening classes had been enjoyable and

meaningful for our teaching practices at school.

  I’m deeply grateful to my best supporters: 1. Bu Anna (Dra. Anna Maria,

M.A.) who has taught me how to live and be survived in this life. 2. Bu Rien (Dra. Rin

Surtantini, M.Hum) who is my teacher, my mentor and a trusted friend forever. 3. Kak

Mus (Musmuliadi, S.Si., M.Pd) who is my young and smart competitor that makes me

proud of him. 4. Bu Samsi and Pak Samsi (Prof. DR. Samsi Haryanto, Mpd) who

always treat me generously and forever believe that I can pursue my dreams. I thank

them for the best gift of all: friendship and sincerity.

  My grateful thanks are tendered to my research participants: Pak Bambang, Bu

Nina, Bu Yuni and the students (Maya, Dewi, Venie, Putri, Puruhita, Adji and

Sumardi). Without them, this thesis would have never been completed. I thank them

for helping me interpreting their lived- experience to promote the intention for

everybody to become more autonomous.

  I sincerely delivered my thankfulness to my friends in the hilarious and

cheerful class A. I will never forget the hectic schedules we shared and the crucial

moments to do our tasks for being students and teachers as well. I want to thank my A

friends for the generous sharing of their experiences, their insight, their problem. I

would also express lots of thankfulness to Mbak Lely, the administrative staff of the

English language studies who has given me the information I needed to know

concerning the schedules and other arrangements.

  This thesis is affectionately dedicated to my great family: Mr. Yan, Tommy,

Tya, Yeni, Adie, Seva, Rafa, Gifari and Zavier. I’m not certain what has meant more

to me over the years, your confidence in me or your endless love. I want to thank these

beloved people for their unconditional enthusiasm and support.

  Last but not least, I would like to express my great honor and thankfulness to

LPMP of D. I. Yogyakarta and the ‘Pemkot of Yogyakarta’ for giving me the

scholarship to take the graduate program in the English Language Studies in Sanata

Dharma University of Yogyakarta. I was lucky to be one of the thirty English teachers

to have this great chance.

  May God bless all of us.

  Yogyakarta, April 27, 2009

  TABLE OF CONTENTS Page

TITLE PAGE …………………………………………………………. i

  

APPROVAL PAGE ……………………………………………..……. ii

THESIS DEFENSE APPROVAL ……………………………………. iii

STATEMENT OF ORIGINALITY …………………………….…….. iv

ACKNOWLEDGEMENTS …………………………………………... v

TABLE OF CONTENTS ……………………………………….…….. vii

LIST OF FIGURES ……………………………………………..…….. x

LIST OF TABLES ……………………………………………………. xi

LIST OF APPENDICES ……………………………………………… xii

ABSTRACT ……………………………………………………..……. xiii

ABSTRAK ……………………………………………………………. xiv

CHAPTER I INTRODUCTION ………………………………..……..

  1 B. Problem Identification ……………………………………….……..

  24 c. Activity: Games ……………………………………………………..

  39

  38 B. Theoretical framework ……………………………………………..

  36 b. Meaningful understanding ………………………………………….

  36 a. Features of the progressive qualitative approach ………………..….

  34 4. Lived- experience in progressive qualitative research …...................

  31 d. English competencies standard of the vocational graduates ………..

  c. The vocational school curriculum ……………………………..……

  29

  28 b. The school-based management ………………. …………………....

  a. The variety of the student’s study program …………………………

  28

  26 3. The vocational school ……………………………………………….

  b. Technology: Computer Assisted Language Learning/CALL ………

  4 C. Problem Limitation ………………………………………….……..

  22

  1 A. Background of the Study …………………………………….……..

  19 a. Source………………………………………………………………..

  17 2. The variety of the English learning material ………………………..

  14 c. Devising the English learning material ……………………………..

  11 b. Teacher autonomy ………………………………………………….

  11 a. Meaning …………………………………………………………….

  11 1. Autonomy of teachers ……………………………….……………...

  11 A. Theoretical Review …………………………………………..…….

  8 CHAPTER II LITERATURE REVIEW ………………………………

  8 F. Research Benefits ……………………………………………..…….

  7 E. Research Goals .…………………………………………………….

  6 D. Research Question …………………..……. ……………………….

  19 1) The authentic material …………………………………………… 19 2) The non authentic material ……………………………………….

  CHAPTER III METHODOLGY ……………………………….…….

  76

  1. The categories of the observation and interview data ………………

  65

  2. The students’ opinion and expectation concerning the teacher’s choice of the English learning material ……………………………..

  70

  3. The profile of the participants’ personal understanding of teacher autonomy in devising the English learning material ………………...

  72 C. Interpretation ……………………………………………………….

  1. The participant individual understanding of teacher autonomy and their students’ perception and expectation ………………………… 76 a.

  65 B. Findings …………………………………………………………….

  Tom’s understanding of teacher autonomy in devising the English learning material at the vocational school ……………..

  76 b. Tary’s understanding of teachers’ autonomy in devising the English learning material at the vocational school ……………...

  88 c. Tania’s understanding of teachers’ autonomy in devising the English learning material at the vocational school ……………...

  100

  2. Holistic understanding of teacher’s autonomy in devising the English learning material at the vocational school ………………… 115

  3. The participants’ understanding of teacher autonomy in devising the English learning material seen from the existing theory …………….

  65

  6. Constructing the tentative understanding of teacher autonomy in devising the learning material ……………………………………… 64 7. Conducting teacher’s reflection …………………………………….

  44 A. Research method …………………………………………….…….

  50 H. Trustworthiness of the study ……………………………………….

  44 B. Research design …………………………………………………….

  45 C. Nature of data ……………………………………………………..

  47 D. Data setting and sources ……………………………………………

  47 E. Data gathering instruments …………………………………………

  48 F. Data collection ………………………… …………..………………

  50 G. Data analysis and data presentation ………………………………..

  51 CHAPTER IV ANALYSIS RESULT …………………………………

  62

  52 A. Descriptions …………………………………………………...……

  52 1. Processing observation data …………………………………..…….

  52 2. Constructing interview questions ……………………………..…….

  54 3. Conducting in-depth interview to gain interview data ………..…….

  58 4. Processing observation and interview data …………………...…….

  60

  5. Thematizing the relationship between teacher’s understanding of teacher autonomy and teacher’s performance ………………………

  120

  

CHAPTER V CONCLUSION ………………………………………... 123

A. Conclusion ……………………………………………………….. 123

B. Implications …………………………………………………..……. 125

C. Recommendations …………………………………………………. 126

BIBLIOGRAPHY …………………………………………………….. 129

APENDICES ………………………………………………………….. 132

Appendix 1: Observation data ………………………………………… 132

Appendix 2: Interview questions ……………………………………… 139

Appendix 3: Interview data/ tape scripts of interview ………………... 150

Appendix 4: Category of observation and interview data …………….. 175

Appendix5: The profile of students’ opinion and expectation concerning the teacher’s choice on the learning material… 182 Appendix 6: The profile of participant personal interpretation of teacher autonomy ………………………………………...

  184

  LIST OF FIGURES Pages

Figure 2.1 Theoretical Framework for teacher autonomy in devising the

  40 English learning material

Figure 3.1 the interactive links of the research procedures and the research

  46 results as determined in the research goal

  

LIST OF TABLES

Pages

  67 Table 4.5 Tary’s understanding of using the variety of English learning Material

  74 Table 4.15 The profile of Tania’s personal understanding of teacher autonomy in devising the English learning material

  72 Table 4.14 The profile of Tary’s personal understanding of teacher autonomy in devising the English learning material

  71 Table 4.13 The profile of Tom’s personal understanding of teacher autonomy in devising the English learning material

  71 Table 4.12 Tania students’ opinion and expectation

  70 Table 4.11 Tary students’ opinion and expectation

  69 Table 4.10 Tom students’ opinion and expectation

  69 Table 4.9 Tania’s understanding of devising the English learning material

  68 Table 4.8Tania’s understanding of using the variety of English learning Material

  68 Table 4.7 Tania’s understanding of teacher autonomy

  68 Table 4.6 Tary’s understanding of devising the English learning material

  67 Table 4.4 Tary’s understanding of teacher autonomy

Table 3.1 Blueprint for the observations

  66 Table 4.3 Tom’s understanding of devising the English learning material

  66 Table 4.2 Tom’s understanding of using the variety of the English learning Material

  64 Table 4.1 Tom’s understanding of teacher autonomy

  62 Table 4.6 The tentative profile of Tania’s personal understanding of teacher autonomy in devising the English learning material

  61 Table 4.10 Tom students’ opinion and expectation

  61 Table 4.3 Tom’s understanding of devising the English learning material

  60 Table 4.2 Tom’s understanding of using the variety of the English learning Material

  55 Table 4.1 Tom’s understanding of teacher autonomy

  53 Table 4.3 A sample of questions formulated for Tom’s students

  49 Table 4.2 First interview questions of Tom

  75

  LIST OF APENDICES Page Appendix 1: Observation data

  131

Appendix 2: Interview questions 139

Appendix 3: Interview data/ tape scripts of interview 150

Appendix 4: Category of observation and interview data 175

Appendix5:The profile of students’ opinion and expectation 182

concerning the teacher’s choice on the learning material

Appendix 6:The profile of participant personal interpretation of 184

teacher autonomy

  

ABSTRACT

Yiyis Krisnani. 2008. Teacher autonomy in devising the English learning

material at the vocational school. Yogyakarta: English Language Studies, Graduate Program, Sanata Dharma University.

  School reform and accountability initiatives call for a new role for autonomy in

the career paths of teachers. In vocational schools, teachers need the autonomy to

respond to the dynamics of the classroom, to teach using various strategies during the

process of students’ learning and to develop the learning material relevant to the

students’ study program whether it is tourism, automotive, health, business or one of

many others. The study attempts to address the research question ‘what is teacher

autonomy in English learning material at the vocational school?’ Prior to the interview, I had formed some pre-understanding about teacher

autonomy in devising the English learning material at the vocational school related to

teacher’s freedom in adjusting the learning material with the students’ specific

program at the vocational school. During the interviews my pre-understanding helped

clarify the participant’s concepts with a special care not to impose anything on them,

so they were able to give more important narratives. It is hoped that the teacher’s

improved understanding will empower her/him better, so the students will be better

served and their English competences improves. It is also hoped that the teacher

narratives I have described and my interpretation will improve the audiences and other

stake holder’s emphatic understanding.

  It was progressive qualitative research conducted with three English teachers

from three different vocational schools in Yogyakarta, namely technology, tourism and

art and craft schools. To construct teacher autonomy in devising the English learning

material, participants of the study were observed prior to and during their teaching

practice. They were also interviewed to follow the observations. The participants

shared experiences in devising English learning materials relevant to various study

programs in the vocational school. They showed the planned teaching materials and

the spontaneous and responsive teaching materials which were developed during the

teaching learning process. To ensure the validity of the data, interviews were also

conducted to six students of the three schools involved on the research.

  The result of the study indicates that the teacher autonomy in devising English

learning material at the vocational school is a complex phenomenon. It is expected that

the result of the study will be able to inform teachers about current theoretical

principles and research findings on the practical realities and to offer new ideas and

directions in the English learning materials that teachers could pursue for themselves.

The result of the study also shows that the teacher-participants had autonomy,

awareness and commitment in their teaching competence which was reflected in

devising the English learning material relevant to the student’s study program at the

vocational school actively.

  

ABSTRAK

Yiyis Krisnani. 2008. Teacher autonomy in devising the English learning material at

the vocational school. Yogyakarta: English Language Studies, Graduate Program,

Sanata Dharma University.

  Reformasi dalam dunia pendidikan memberikan ruang bagi peran baru

mengenai otonomi dalam jenjang karir guru. Di sekolah kejuruan guru membutuhkan

kebebasan untuk menjawab tantangan dinamika kelas, untuk mengajar dengan

menggunakan bermacam strategi pembelajaran selama proses belajar siswa, dan untuk

mengembangkan bahan ajar yang sesuai dengan program study siswa apakah

kelompok pariwisata, otomotif, seni dan kerajinan, perdagangan atau jurusan-jurusan

lainnya. Penelitian ini mencoba untuk menjawab pertanyaan tentang ‘apakah otonomy

guru dalam menentukan materi pembelajaran bahasa Inggris di sekolah kejuruan?’

  Sebelum wawancara dilakukan, telah ada pemahaman awal tentang otonomi

guru dalam perencanaan, pengembangan dan penggunaan materi pembelajaran bahasa

Inggris di SMK sehubungan kebebasan guru untuk menyesuaikan materi pembelajaran

bahasa Inggris sesuai jurusan dan program study siswa di SMK. Selama wawancara,

pemahaman awal tersebut dapat membantu memperjelas konsep guru, dengan tanpa

mempengaruhi apapun pendapat mereka, sehingga partisipan dapat memberikan kisah

(pengalaman) yang lebih penting. Diharapkan bahwa dengan adanya pemahaman guru

yang lebih baik, guru akan lebih berdaya sehingga siswa akan belajar secara lebih baik

dan penguasaan bahasa Inggris mereka meningkat. Diharapkan juga bahwa

pembahasan dan interpretasi tentang ceritera pengalaman guru akan meningkatkan

empati dan pengertian dari semua insan terkait.

  Ini adalah riset progresif kualitatif yang dilaksanakan bersama tiga guru bahasa

Inggris dari tiga sekolah kejuruan yang berbeda di Yogyakarta; yakni sekolah teknik,

pariwisata dan seni dan kerajinan. Untuk membangun (pemahaman) tentang otonomi

guru dalam menentukan materi pembelajaran bahasa Inggris semua partisipan di

observasi sebelum dan selama proses pembelajaran. Semua partisipan juga

diwawancarai setelah selesai diobservasi. Semua partisipan berbagi pengalaman dalam

hal otonomi guru dan dalam materi pembelajaran sesuai dengan keragaman program

study yang dimiliki sekolah kejuruan. Guru-guru ini memperlihatkan baik materi yang

terencana sebelum pembelajaran berlangsung maupun materi yang berkembang secara

spontanitas atas respon siswa selama proses belajar berlangsung. Untuk keabsahan

data yang terkumpul, wawancara juga dilakukan terhadap enam orang siswa dari tiga

sekolah yang terlibat dalam penelitian.

  Hasil penelitian menunjukkan bahwa otonomi guru dalam menentukan,

menggunakan dan mengembangkan materi pembelajaran bahasa Inggris di SMK

adalah fenomena yang kompleks. Diharapkan bahwa hasil penelitian ini akan dapat

memberikan informasi bagi para guru tentang prinsip- prinsip teori yang terbaru dan

memanfaatkan penemuan- penemuan dari berbagai riset dalam realitas praktek/ proses

pembelajaran di kelas dan untuk menawarkan arah dan ide- ide baru dalam

pengembangan materi bahan ajar bahasa Inggris yang bisa dikembangkan, dirancang,

dibuat dan diaplikasikan sendiri oleh para guru.

  Hasil penelitian juga menunjukkan bahwa guru memiliki kebebasan, komitmen kesadaran dan komitmen dalam hal kompetensi mengajarnya dengan cara aktif menentukan dan mengembangkan bahan ajar bahasa Inggris yang sesuai dengan kebutuhan siswa SMK kejuruan yang beragam.

CHAPTER I INTRODUCTION The purpose of this chapter is to define a case of teacher autonomy in devising

  

the English learning material at the vocational school. In this chapter I describe the

orientation of the study and by so doing, attempt to orient the reader about it. It also

surveys the application of teacher autonomy in English classes and the extent to which

it influences teachers in devising the learning material at the vocational schools. It

discuses the background of the study, the problem identification, the problem

limitation, the research questions, the research goals and the research benefit.

A. Background of the study

  School reform and accountability initiatives call for a new role for autonomy in

the career paths of teachers. Current research shows a strong correlation between

teachers’ teaching and students’ success. Teacher autonomy is one of the most current

issues in education. Little (1995:175) explains teacher autonomy when he states that:

  "...successful teachers have always been autonomous in the sense of having a strong sense of personal responsibility for their teaching, exercising via continuous reflection and analysis the highest possible degree of affective and cognitive control of the teaching process, and exploiting the freedom that this confers". Sustainable development of teacher autonomy may however require a specific

and contextually sensitive discussions and definition. Little (1995:175) continued that

the discussion of teacher autonomy focuses especially on understanding the contexts in

which this study works. Furthermore, teacher autonomy can be described as the ability

to take control of one’s own teaching learning process in order to maximize learners’

  

full potential. It is ongoing teaching and learning process in which teachers engages

voluntary to learn to adjust their teaching to the learning need of their students.

  Education is according to Brumfit (2001:5) specifically concerned with

intervention by one part of society in the lives of others’. In Education, such

intervention is meant to be positive rather than negative and safeguards of various

kinds are provided to ensure that unsatisfactory intervention is avoided. Furthermore,

Brumfit (2001:5) points out that ‘when it works successfully, this activity should lead-

though often indirectly and after a long time lag- to more sensitive policy making at

local and national levels, and to improve methods of teaching particular areas of the

curriculum’. To answer to the challenges of reaching the excellent learning

environment, teacher autonomy is in its capacity to equip teachers individually or

collectively to act as sharper, promoters, and well informed critics of reform. It is

understandable that teacher autonomy promotes innovations in the teachers’ own

development. It leads teachers to increase the quality of Education. It motivates

teachers to increase their professional ability to get optimal achievement in the form of

the job promotion and position. It gives appreciation for teachers on all levels to have a

maximum and highest rank. English teachers for the example must have the freedom

and opportunities to develop understanding of how students with various interests,

abilities, and experiences make sense of English. It would be beneficial if teachers

have the opportunity to study and engage in research on English teaching and learning,

and to share with other colleagues what they have learned and what they have done to

support and guide all students.

  Indonesian government set law for teachers and lecturers to enable

teachers/lecturers to become more autonomous and self-fulfilling. Indonesian republic

  

law number 14/2005 gives rooms for teachers to become autonomous in their

teaching-learning process. District autonomy law covers Indonesian republic law

number 32/2004 about district government of Indonesian republic and law number

33/2004 about the financial balance between the central government and district

government. This law creates a climate of educational reform as it influences an

important consideration in the educational context in which it is carried out. The role

of the district autonomy promotes any schools’ autonomy to become the excellent

learning environment for the scope of Local, National and International excellences. It

supports the competition on all aspects of education.

  Some factors contributing to ‘teacher autonomy’ at vocational schools is

related with the implementation of the recent Curriculum, the school-based

curriculum/ Kurikulum Pada Tingkat Satuan Pelajaran (KTSP) model. The KTSP

model has become increasingly important as a way to ensure that teachers succeed in

matching their teaching goals with their students’ learning needs. In the case of

English teachers, teacher autonomy is needed to enable them to help their students

develop proficiency in the target language and understanding of the cultures associated

with the language. Therefore, teacher autonomy refers to activities done by teachers to

apply their knowledge of science, technology and skills to increase the quality of the

teaching learning process. In their daily tasks teachers do their responsibility on

arranging the teaching-learning program, presenting the materials based on the

curriculum, evaluating and analyzing the achievement and proficiency tests, mentoring

and guiding students.

  One of the teachers’ ways to become autonomous is the teachers’ effort in

being able to devise their own learning material for their students. It can solve the

  

problem in anticipating the dynamic changes on the vocational schools’ curriculum. In

the current research context, the vocational schools, teachers understand that their

students need to learn English not only to pass the national exams but also to

communicate in the future work field relevant to their study programs. Teachers’

creativity in applying knowledge and skills is important to increase the quality of

English teaching-learning processes. In response to these problems I decided to focus

the aim of my research to share the experience on how teacher autonomy affects

English teachers in devising the English learning materials at the vocational school.

  It is necessary to do research on this topic, as the characteristic of the

vocational school differs greatly with the general school. It is a wonder to me to know

how teacher autonomy is contextualized in English teachers’ performances, how

English teachers devise the learning materials in those various six study groups

(tourism, business, farming, arts and crafts, health and technique) and one hundred-

and-twenty one study programs of the vocational school. In this thesis, I attempt to

incorporate the aspects of teacher autonomy and its relation to the learning material in

the context of students’ study program at vocational schools. It is the research report of

the teachers’ narratives on the current issue of teacher autonomy in devising the

English learning materials at the vocational school. The most important thing is to

know the English teacher’s personal reason to take chance on their self development to

become the professional as well as competent teachers in their career by devising the

learning material suited to their own specific class characters.

B. Problem Identification

  In the vocational school, the need for being ‘autonomous’ has become

increasingly important for teachers to support their career, as nowadays, teachers’

  

function are as the creator, facilitator, motivator, educator and evaluator. Vocational

teachers are currently given the autonomy to plan the schools’ own curriculum/ the

KTSP, the teaching methodology, the stated objectives, the syllabus specifications, the

types of activities and the roles of teachers and learners. They also have the autonomy

to decide the organization for learning and teaching, the choice of the teaching media

and the teaching-learning material.

  In the vocational school, teacher autonomy has the central role to work at its

best capacity to make teachers be autonomous and self fulfilling especially in devising

the learning material for their own classes. As the vocational school has one hundred

and twenty one study programs, the situation of choosing and deciding what material

is to be presented in the classroom is relatively difficult. As this study relates with

teachers daily tasks, it encourages English teachers to explore and examine the

meaningfulness on increasing teacher autonomy in devising the learning material

which is suitable for the vocational schools. The arrangements concerning the units of

presentation refer to the competency standards which are clearly stated on the

curriculum document. The arrangements of the units of presentation and the choice of

the learning material are done by teachers. By doing so, teachers reflect their

autonomy to contribute to the science of the English language education.

  The research focuses on the teacher autonomy in devising the English learning

material at vocational schools. How do teachers actualize themselves concerning the

teacher autonomy? What activities do teachers do to create effective classroom

practice? In what ways do teachers facilitate themselves of everything needed in the

classroom? How do they contextualize teacher autonomy in devising the learning

  

material for their teaching practices? What have teachers done to fulfill the students’

needs concerning the learning material? Information concerning the effectiveness of teacher autonomy in devising the

English learning material at the vocational school is gained from three main sources;

the class observations, the interviews and the documentation of the research. As this

study uses the qualitative research, it uses natural series of activities including

observations and interviews. It is hoped that it will be able to help teachers to

contextualize their understanding in devising the English learning material at the

vocational school. English teachers are hoped to be able to contextualize the goals and

objective in teaching English. Teachers can then know well how to choose, organize,

sequence and develop teaching materials to support their teaching learning process.

C. Problem Limitation

  There are many ways of teachers to put themselves to be called autonomous

teachers. On the discussion of the background of the study and the problem

identification, it has been mentioned the whole complex of elements to refer to teacher