Autonomous Learning Model in Teaching Speaking Skills at Indonesian EFL Classroom

This study looks into the autonomous learning approach that teachers in Indonesian EFL classrooms use to teach English speaking. This study uses a case study approach, utilizing a descriptive qualitative approach. The participants in the case are fourteen third-semester students and a lecturer at the Faculty of Teacher Training and Education, Universitas Iqra, Buru. In-depth interviews and classroom observations were used to gather the data in order to determine its objective orientation. As the common thread of the research gathered through these two instruments, the data were analyzed using the four stages of the descriptive analysis developed by Miles, Huberman, and Saldana (2014): gathering, condensing, showing, and drawing conclusions. The results showed that the lecturer used four autonomous learning strategies to teach speaking skills: setting clear, contextual goals; using effective teaching techniques such as describing people, journal-reviewing, and storytelling; motivating students to be independent and confident; and incorporating technology like Google Meet, Zoom, and YouTube to facilitate speaking instruction. This research draws a conclusion that using an autonomous learning paradigm improved student engagement and enthusiasm with the process of learning how to speak English.