Abstract
The trend of teaching English as foreign language in 21st century has changed from teacher centered to students centered paradigm which results the need of students’ autonomy in learning process. Then, this research was aimed to depict how the schoology as e-media to promote 25 VII A class students’ autonomy in learning English as foreign language (EFL) in discourse analysis course. This was a case study qualitative research by applying triangulation of the data. The results of this research mentioned that schoology successfully promoted students’ autonomy by considering some facts such as students active participations through logging in and commenting others’ idea; students’ control on deciding learning modes, setting, and materials; and students’ enthusiasm to finish the lecturer’s challenges. One unique thing was that shy students were more active in Schoology. Finally, this research suggests to present schoology in teaching content course.
Highlights
The trend of teaching English as foreign language in 21st century has changed from teacher centered to students centered paradigm which the request students readiness to be the agent in learning process (Ardi, 2017)
The followings are data that were collected as findings in the present research that indicated the increasing autonomy of students in learning discourse analysis from schoology
This research was aimed to depict on how the schoology as e-media promoted learners‟ autonomy in English as foreign language (EFL) classroom which was in Discourse Analysis course
Summary
The trend of teaching English as foreign language in 21st century has changed from teacher centered to students centered paradigm which the request students readiness to be the agent in learning process (Ardi, 2017). This shifting demands the lecturers in tertiary education level to equip students with the attributes including technology and digital literacy, critical thinking, being autonomous learner, and able to solve problem. Huang & Benson (2013) states that this needs to be in boosted as one of English educational goal since students are mostly using the language without the guidance of lecturers. Chia (2010) states that the teacher has power to control the learning environment which may be used as place for exercise to lead students’ autonomy
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