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. thYogyakarta, May 27 , 2009 Yiyis Krisnani
ACKNOWLEDGEMENTS
My praise and thankfulness is dedicated to God the Almighty for blessing mylife 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 ……………………………………………………….. 123B. 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 the40 English learning material
Figure 3.1 the interactive links of the research procedures and the research46 results as determined in the research goal
LIST OF TABLES
Pages67 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 observations66 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 materialAppendix 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 teacherautonomy 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 theEnglish 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