EFL Teachers’ Pedagogical Approaches to Fostering the Transition toward Autonomous Reading in Indonesian Senior Secondary Schools

Hamzah Puadi Ilyas; Wini Tarmini

doi:10.21580/vjv15i129430

Authors

Hamzah Puadi Ilyas Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia https://orcid.org/0000-0002-5028-6321
Wini Tarmini Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, Indonesia https://orcid.org/0000-0003-4338-1889

DOI:

https://doi.org/10.21580/vjv15i129430

Keywords:

autonomy, EFL teachers, metacognitive strategies, reading instruction, secondary education

Abstract

This study explored the pedagogical approaches English as a Foreign Language (EFL) teachers use to support students' transition toward autonomous reading in senior secondary schools in Jakarta, Indonesia. Thirteen EFL teachers, consisting of eight females and five males aged twenty-nine to forty-eight, participated in this qualitative multiple case study. Data were collected through semi-structured interviews and document analysis of lesson plans, reading tasks, and reflective journals. The data were analyzed manually using thematic analysis to identify recurring patterns and meanings. Four major approaches emerged: gradual scaffolding from guided to independent reading; strategic instruction to develop metacognition; motivational, supportive classroom environments; and teacher modeling combined with collaborative peer learning. The findings showed that teachers supported reading autonomy by gradually transferring responsibility to students, building awareness of reading processes, strengthening motivation and choice, and using modeling and peer interaction to prepare students for independent reading. The findings imply that teacher education, curriculum design, and classroom practice should support planned, reflective, and context-sensitive approaches that balance teacher guidance with increasing learner responsibility and promote sustained autonomous reading practices.

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Author Biographies

Hamzah Puadi Ilyas, Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta

Associate Professor, English Education Department

Wini Tarmini, Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta

Associate Professor, Graduate School

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