Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment
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Abstract
The role of self-assessment has grabbed much attention in recent years owing to the growing emphasis on independent learning to promote learners’ autonomy which becomes the trend of present-day EFL teaching. Learners' autonomy is an inevitability and has proved to positive effect on EFL learning outcomes. In the Indonesian EFL context, self-assessment used in speaking class seems attention-grabbing to be noticed, while in fact, the majority of Indonesian EFL teachers appear troublesome to provide a method to assess students’ speaking skills. This present study thus aimed to provide a theoretical framework for the effective self-assessment for the Indonesian EFL speaking classes by presenting alternatives of instruments that can be utilized for promoting learners’ autonomy. A descriptive qualitative approach was used in this study using library research through conducting a comprehensive search of the relevant theories and empirical findings related to the self-assessment instrument in EFL speaking class. The result of the analysis shows that several instrument models can be utilized for EFL speaking classes, namely self-assessment checklists and learning logs.
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Taufiqulloh, Rosdiana, I., Jamaludin, S., & Agustia Nindya, M. (2023). Promoting Learners’ Autonomy in Indonesian EFL Speaking Classes: A Framework for Effective Self-Assessment. English Focus: Journal of English Language Education, 5(2), 149–160. https://doi.org/10.24905/efj.v5i2.134
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References
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Bedoya, P. A. 2014. The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia. HOW Journal, 21(1), 82–102. https://doi.org/10.19183/10.19183/how.21.1.16
Begum, J. 2018. Learner autonomy in EFL/ESL classrooms in Bangladesh: Teachers’ perceptions and practices. International Journal of Language Education, 2(2), 96–104. https://doi.org/10.26858/ijole.v2i2.6411
Chang, L.Y., Geary, M.P. 2015. Promoting the autonomy of Taiwanese EFL learners in higher education by using self-assessment learning logs. Studies in English Language Teaching, 3(4). 339-354.
Devianti, Pt.A.H., Dantes, N., & Marhaemi, A.A.I.N. 2014. Developing self assessment instruments for teaching speaking to grade eight students of junior high school. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 2.
Gholami, H. 2016. Self Assessment and Learner Autonomy. Theory and Practice in Language Studies, 6(1), 46-51. http://dx.doi.org/10.17507/tpls.0601.06
Goral, D. P., & Bailey, A. L. 2019. Student self-assessment of oral explanations: Use of language learning progressions. Language Testing, 36(3), 391–417. https://doi.org/10.1177/0265532219826330
Hafidz, M. (2018). Learner autonomy on essay writing accuracy. Jurnal Pendidikan Edutama, 5(1), 9–16. http://ejurnal.ikippgribojonegoro.ac.id/index.php/JPE
Hati, G.M., Yunita, W., Dewi, A.C.S. 2021. Self-assessment for higher language learners’ autonomy. Journal of Applied Linguistics and Literature, 6(2), 264-276. https://doi.org/10.33369/joall.v6i2.15418
Huda, M.I., Musarokah, S., and Prabowo, A.B. 2020. Promoting learner autonomy through self-assessment in writing class. English Teaching Journal, 11(2), 36-50.
Hsieh, H.-C., & Hsieh, H.-L. 2019. Undergraduates’ out-of-class learning: Exploring EFL students’ autonomous learning behaviors and their usage of resources. Education Sciences, 9(3), 159. https://doi.org/10.3390/educsci9030159
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Judy, S.H. 2020. The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan. Innovation in Language Learning and Teaching, 15(3), 195–209. https://doi.org/10.1080/17501229.2020.1737703
Khabbazbashi, N. 2017. Topic and background knowledge effects on performance in speaking assessment. Language Testing, 34(1), 23–48. https://doi.org/10.1177/0265532215595666
Koirala, S. 2020. Toward a negotiated autonomy: Culture, teaching perceptions, and participation of Bhutanese refugees in an adult migrant English program in Australia. TESOL Journal, 11(1). https://doi.org/10.1002/tesj.460
Liu, G. 2016. A study on the autonomous learning validity of Chinese EFL students. Journal of Language Teaching and Research, 7(4), 738-745. https://doi.org/10.17507/jltr.0704.14
Mardiyah, M. 2018. Penerapan pembelajaran autonomi dalam meningkatkan keterampilan membaca text bahasa inggris. Jurnal Inovasi Pendidikan MH Thamrin, 2(2), 33–42.
Marzuki, A. G. 2017. Developing speaking skill through oral report in an EFL class in Indonesia. Al-Ta lim Journal, 24(3), 243– 254. https://doi.org/10.15548/jt.v24i3.330
Marzuki, A., Alek, A., Farkhan, M., Deni, R., & Raharjo, A. 2020. Self-Assessment in Exploring EFL Students’ Speaking Skill. Al-Ta lim Journal, 27(2), 206-212. https://doi.org/10.15548/jt.v27i2.613
Masruria, W.W., Anam, S. 2021. Exploring self-assessment of speaking skill by EFL high school students. Linguistics, English Education and Art (LEEA) Journal,4(2), 387-400. https://doi.org/10.31539/leea.v4i2.2285
Mazloomi, S., & Khabiri, M. 2016. The impact of self-assessment on language learners’ writing skill. Innovations in Education and Teaching International, 55(1), 91–100. https://doi.org/10.1080/14703297.2016.1214078
Orawiwatnakul, W., & Wichadee, S. 2017. An investigation of undergraduate students’ beliefs about autonomous language learning. International Journal of Instruction, 10(1), 117–132. https://doi.org/10.12973/iji.2017.1018a
Panadero, E., Jonsson, A., & Botella, J. 2017. Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Parmawati, A. 2018. Using analytic teams technique to improve students’speaking skill. Edulitics (Education, Literature, And Linguistics) Journal, 3(2), 21–25.
Rahman, Abd., & Suharmoko. 2018. Building autonomous learners in english as a foreign language (EFL) classroom. Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017). International Conference on Education in Muslim Society (ICEMS 2017), Banten, Indonesia. 231-234. https://doi.org/10.2991/icems-17.2018.44
Saito, H., & Inoi, S. 2017. Junior and senior high school EFL teachers' use of formative assessment: A mixed-methods study junior and senior high school efl teachers' use of formative. Language Assessment Quarterly, 14(3), 213–233. https://doi.org/10.1080/15434303.2017.1351975
Sanitchai, P., & Thomas, D. 2018. The relationship of active learning and academic achievement among provincial university students in thailand. APHEIT International Journal, 7(1), 47–61.
Shahrebabaki, M.M. 2014. Using self-assessment checklists to make english language learners self-directed. International Journal for Research in Education, 3(6), 9-20.
Shih, J.H. 2020. The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan. Innovation in Language Learning and Teaching, 15(3), 195–209. https://doi.org/10.1080/17501229.2020.1737703
Sintayani, N.L., Adnyayanti, N.L.P.E. 2022. The analysis of self-assessment effect on EFL students’ speaking performance. Journal of Educational Study, 2(1), 83-91. https://doi.org/10.36663/joes.v2i1.263
Taufiqulloh, Yuvita, Sulistianingsih, E. 2018. Analysis of student attitudes to develop a self-assessment model of genre-based writing class. Lingua Cultura, 12(3), 253-258. https://doi.org/10.21512/lc.v12i3.4064
Taufiqulloh, Wardhani, S., Sulistyawati, A.E. 2018. Needs analysis in EFL reading class: A study to promote learner autonomy through self assessment. English Review: Journal of English Education, 7(1), 167-176. https://doi.org/10.25134/erjee.v7i1.1538
Tayjasanant, C., & Suraratdecha, S. 2016. Thai EFL teachers and learners’ beliefs and readiness for autonomous learning. 3L The Southeast Asian Journal of English Language Studies, 22(3), 153–169. https://doi.org/10.17576/3L-2016- 2203-11
Tran, T. Q. 2020. EFL students’ attitudes towards learner autonomy in English vocabulary learning. English Language Teaching Educational Journal, 3(2), 86. https://doi.org/10.12928/eltej.v3i2.2361
Ushioda, E. 2011. Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221–232. https://doi.org/10.1080/17501229.2011.577536
Yosintha, R., Yunianti, S.S. 2021. Learner autonomy in EFL online classes in Indonesia: Students’ voices. Langkawi Journal of The Association for Arabic and English, 7(1), 119-133.
Andrade, H. L. 2019. A critical review of research on student self assessment. Frontiers in Education, 4, 1–13. https://doi.org/10.3389/feduc.2019.00087
Asdar, A. 2017. Students' Self-Assessment on Their Spoken Interaction Using CEFR. Proceedings Education and Language International Conference, 1(1), 148–161. http://jurnal.unissula.ac.id/index.php/ELIC/issue/viewFile/184/2
Atmowardoyo, H. 2018. Research methods in TEFL studies: Descriptive research, case study, error analysis, and R & D. Journal of Language Teaching and Research, 9(1), 197. https://doi.org/10.17507/jltr.0901.25
Basak, H. 2019. Self-assessment of students' speaking skills. Unpublished Thesis. Middle east technical university
Bedoya, P. A. 2014. The Exercise of Learner Autonomy in a Virtual EFL Course in Colombia. HOW Journal, 21(1), 82–102. https://doi.org/10.19183/10.19183/how.21.1.16
Begum, J. 2018. Learner autonomy in EFL/ESL classrooms in Bangladesh: Teachers’ perceptions and practices. International Journal of Language Education, 2(2), 96–104. https://doi.org/10.26858/ijole.v2i2.6411
Chang, L.Y., Geary, M.P. 2015. Promoting the autonomy of Taiwanese EFL learners in higher education by using self-assessment learning logs. Studies in English Language Teaching, 3(4). 339-354.
Devianti, Pt.A.H., Dantes, N., & Marhaemi, A.A.I.N. 2014. Developing self assessment instruments for teaching speaking to grade eight students of junior high school. E-Journal Program Pascasarjana Universitas Pendidikan Ganesha, 2.
Gholami, H. 2016. Self Assessment and Learner Autonomy. Theory and Practice in Language Studies, 6(1), 46-51. http://dx.doi.org/10.17507/tpls.0601.06
Goral, D. P., & Bailey, A. L. 2019. Student self-assessment of oral explanations: Use of language learning progressions. Language Testing, 36(3), 391–417. https://doi.org/10.1177/0265532219826330
Hafidz, M. (2018). Learner autonomy on essay writing accuracy. Jurnal Pendidikan Edutama, 5(1), 9–16. http://ejurnal.ikippgribojonegoro.ac.id/index.php/JPE
Hati, G.M., Yunita, W., Dewi, A.C.S. 2021. Self-assessment for higher language learners’ autonomy. Journal of Applied Linguistics and Literature, 6(2), 264-276. https://doi.org/10.33369/joall.v6i2.15418
Huda, M.I., Musarokah, S., and Prabowo, A.B. 2020. Promoting learner autonomy through self-assessment in writing class. English Teaching Journal, 11(2), 36-50.
Hsieh, H.-C., & Hsieh, H.-L. 2019. Undergraduates’ out-of-class learning: Exploring EFL students’ autonomous learning behaviors and their usage of resources. Education Sciences, 9(3), 159. https://doi.org/10.3390/educsci9030159
Jankowska, A., & Zieli?ska, U. 2014. Designing a self-assessment instrument for developing the speaking skill at the advanced level. Issues in Teaching, Learning and Testing Speaking in a Second Language, 251–265. https://doi:10.1007/978-3-642-38339-7_16
Judy, S.H. 2020. The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan. Innovation in Language Learning and Teaching, 15(3), 195–209. https://doi.org/10.1080/17501229.2020.1737703
Khabbazbashi, N. 2017. Topic and background knowledge effects on performance in speaking assessment. Language Testing, 34(1), 23–48. https://doi.org/10.1177/0265532215595666
Koirala, S. 2020. Toward a negotiated autonomy: Culture, teaching perceptions, and participation of Bhutanese refugees in an adult migrant English program in Australia. TESOL Journal, 11(1). https://doi.org/10.1002/tesj.460
Liu, G. 2016. A study on the autonomous learning validity of Chinese EFL students. Journal of Language Teaching and Research, 7(4), 738-745. https://doi.org/10.17507/jltr.0704.14
Mardiyah, M. 2018. Penerapan pembelajaran autonomi dalam meningkatkan keterampilan membaca text bahasa inggris. Jurnal Inovasi Pendidikan MH Thamrin, 2(2), 33–42.
Marzuki, A. G. 2017. Developing speaking skill through oral report in an EFL class in Indonesia. Al-Ta lim Journal, 24(3), 243– 254. https://doi.org/10.15548/jt.v24i3.330
Marzuki, A., Alek, A., Farkhan, M., Deni, R., & Raharjo, A. 2020. Self-Assessment in Exploring EFL Students’ Speaking Skill. Al-Ta lim Journal, 27(2), 206-212. https://doi.org/10.15548/jt.v27i2.613
Masruria, W.W., Anam, S. 2021. Exploring self-assessment of speaking skill by EFL high school students. Linguistics, English Education and Art (LEEA) Journal,4(2), 387-400. https://doi.org/10.31539/leea.v4i2.2285
Mazloomi, S., & Khabiri, M. 2016. The impact of self-assessment on language learners’ writing skill. Innovations in Education and Teaching International, 55(1), 91–100. https://doi.org/10.1080/14703297.2016.1214078
Orawiwatnakul, W., & Wichadee, S. 2017. An investigation of undergraduate students’ beliefs about autonomous language learning. International Journal of Instruction, 10(1), 117–132. https://doi.org/10.12973/iji.2017.1018a
Panadero, E., Jonsson, A., & Botella, J. 2017. Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004
Parmawati, A. 2018. Using analytic teams technique to improve students’speaking skill. Edulitics (Education, Literature, And Linguistics) Journal, 3(2), 21–25.
Rahman, Abd., & Suharmoko. 2018. Building autonomous learners in english as a foreign language (EFL) classroom. Proceedings of the International Conference on Education in Muslim Society (ICEMS 2017). International Conference on Education in Muslim Society (ICEMS 2017), Banten, Indonesia. 231-234. https://doi.org/10.2991/icems-17.2018.44
Saito, H., & Inoi, S. 2017. Junior and senior high school EFL teachers' use of formative assessment: A mixed-methods study junior and senior high school efl teachers' use of formative. Language Assessment Quarterly, 14(3), 213–233. https://doi.org/10.1080/15434303.2017.1351975
Sanitchai, P., & Thomas, D. 2018. The relationship of active learning and academic achievement among provincial university students in thailand. APHEIT International Journal, 7(1), 47–61.
Shahrebabaki, M.M. 2014. Using self-assessment checklists to make english language learners self-directed. International Journal for Research in Education, 3(6), 9-20.
Shih, J.H. 2020. The use of individual and collaborative learning logs and their impact on the development of learner autonomy in the EFL classroom in Taiwan. Innovation in Language Learning and Teaching, 15(3), 195–209. https://doi.org/10.1080/17501229.2020.1737703
Sintayani, N.L., Adnyayanti, N.L.P.E. 2022. The analysis of self-assessment effect on EFL students’ speaking performance. Journal of Educational Study, 2(1), 83-91. https://doi.org/10.36663/joes.v2i1.263
Taufiqulloh, Yuvita, Sulistianingsih, E. 2018. Analysis of student attitudes to develop a self-assessment model of genre-based writing class. Lingua Cultura, 12(3), 253-258. https://doi.org/10.21512/lc.v12i3.4064
Taufiqulloh, Wardhani, S., Sulistyawati, A.E. 2018. Needs analysis in EFL reading class: A study to promote learner autonomy through self assessment. English Review: Journal of English Education, 7(1), 167-176. https://doi.org/10.25134/erjee.v7i1.1538
Tayjasanant, C., & Suraratdecha, S. 2016. Thai EFL teachers and learners’ beliefs and readiness for autonomous learning. 3L The Southeast Asian Journal of English Language Studies, 22(3), 153–169. https://doi.org/10.17576/3L-2016- 2203-11
Tran, T. Q. 2020. EFL students’ attitudes towards learner autonomy in English vocabulary learning. English Language Teaching Educational Journal, 3(2), 86. https://doi.org/10.12928/eltej.v3i2.2361
Ushioda, E. 2011. Why autonomy? Insights from motivation theory and research. Innovation in Language Learning and Teaching, 5(2), 221–232. https://doi.org/10.1080/17501229.2011.577536
Yosintha, R., Yunianti, S.S. 2021. Learner autonomy in EFL online classes in Indonesia: Students’ voices. Langkawi Journal of The Association for Arabic and English, 7(1), 119-133.