vii ABSTRACT
Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Sanata Dharma University.
Traditional learning applied in schools today creates inactive and dependent learners. Learners will be unlikely to develop skills to control their learning by themselves. Promoting autonomous learning is one of the ways which enable learners to be actively involved in learning. Implementing autonomous learning is important since it supports lifelong learning and assists the learners in facing the globalization. In so doing, teachers should apply autonomous learning that encourages the learners to be actively involved in the learning processes.
The present study investigated the students’ perception of autonomous learning in Extensive Reading II of the English Language Education Study Program of Sanata Dharma University. There were two questions addressed. The first question discussed the implementation of autonomous learning in Extensive Reading II and the second question explored the students’ perception of the autonomous learning in Extensive Reading II (ER II).
This study employed survey method. There were two instruments used to obtain the data, namely questionnaires and interviews. There were two results gained from the study. First, based on the discussion on the implementation of autonomous learning, autonomous learning was implemented by integrating metacognitive strategies with the tasks of ER II. Second, based on the discussion on the students’ perception of autonomous learning, most of the students had positive perception of autonomous learning. The positive perception illustrated that the students had been ready for autonomous learning. There were 30, 77% of students who had negative perception of autonomous learning. They still depended for their learning on the lecturer and believed that learning must be directed by the lecturer. These students were not ready yet for autonomous learning.
viii ABSTRAK
Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Universitas Sanata Dharma
Pembelajaran tradisional yang diterapkan di sekolah-sekolah saat ini mengakibatkan siswa tidak terlibat aktif dalam proses pembelaaran mereka. Siswa tidak akan mengembangkan kemampuan belajar mandiri. Mengembangkan kemandirian belajar (autonomous learning) adalah salah satu cara untuk memberikan siswa kesempatan agar terlibat aktif dalam proses pembelajaran. Hal ini penting karena kemandirian belajar mendukung pembelajaran sepanjang hayat dan membantu siswa untuk siap menghadapi era globalisasi. Dalam hal ini, hendaknya guru menerapkan kemandirian dalam belajar yang mendorong siswa untuk terlibat aktif dalam proses pembelajaran.
Studi ini mengkaji kemandirian belajar yang diterapkan di kelas Extensive Reading II, Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua permasalahan yang dikemukakan dalam penelitian ini. Permasalahan pertama membahas penerapan kemandirian belajar di kelas Extensive Reading II. Permasalahan kedua memaparkan persepsi mahasiswa terhadap proses kemadirian belajar tersebut.
Peneliti menggunakan metode penelitaian survey. Ada dua alat yang digunakan untuk mengumpulkan data yaitu kuesioner dan wawancara. Ada dua hasil yang diperoleh. Pertama, berdasarkan pembahasan tentang penerapan kemandirian belajar, kemandirian belajar diterapkan dengan menggabungkan strategi pembelajaran dengan tugas-tugas ER I. Kedua, berdasarkan pembahasan persepsi siswa terhadap kemandirian dalam belajar, sebagian besar mahasiswa mempunyai persepsi positif terhadap kemandirian belajar. Persepsi positif ini menunjukkan bahwa siswa sudah siap dalam kemandirian belajar. Ada 30,77% mahasiswa yang mempunyai persepsi negatif terhadap kemandirian belajar. Mereka masih bergantung pada guru dan percaya bahwa pemebelajaran harus diatur oleh guru. Mahasiswa ini masih belum siap dalam kemandirian belajar.
STUDENTS’ PERCEPTION OF AUTONOMOUS LEARNING
IN EXTENSIVE READING II CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Nugraheni Student Number: 041214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
STUDENTS’ PERCEPTION OF AUTONOMOUS LEARNING
IN EXTENSIVE READING II CLASS
A THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By
Agnes Nugraheni Student Number: 041214074
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
iv
vii ABSTRACT
Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Sanata Dharma University.
Traditional learning applied in schools today creates inactive and dependent learners. Learners will be unlikely to develop skills to control their learning by themselves. Promoting autonomous learning is one of the ways which enable learners to be actively involved in learning. Implementing autonomous learning is important since it supports lifelong learning and assists the learners in facing the globalization. In so doing, teachers should apply autonomous learning that encourages the learners to be actively involved in the learning processes.
The present study investigated the students’ perception of autonomous learning in Extensive Reading II of the English Language Education Study Program of Sanata Dharma University. There were two questions addressed. The first question discussed the implementation of autonomous learning in Extensive Reading II and the second question explored the students’ perception of the autonomous learning in Extensive Reading II (ER II).
This study employed survey method. There were two instruments used to obtain the data, namely questionnaires and interviews. There were two results gained from the study. First, based on the discussion on the implementation of autonomous learning, autonomous learning was implemented by integrating metacognitive strategies with the tasks of ER II. Second, based on the discussion on the students’ perception of autonomous learning, most of the students had positive perception of autonomous learning. The positive perception illustrated that the students had been ready for autonomous learning. There were 30, 77% of students who had negative perception of autonomous learning. They still depended for their learning on the lecturer and believed that learning must be directed by the lecturer. These students were not ready yet for autonomous learning.
viii ABSTRAK
Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Universitas Sanata Dharma
Pembelajaran tradisional yang diterapkan di sekolah-sekolah saat ini mengakibatkan siswa tidak terlibat aktif dalam proses pembelaaran mereka. Siswa tidak akan mengembangkan kemampuan belajar mandiri. Mengembangkan kemandirian belajar (autonomous learning) adalah salah satu cara untuk memberikan siswa kesempatan agar terlibat aktif dalam proses pembelajaran. Hal ini penting karena kemandirian belajar mendukung pembelajaran sepanjang hayat dan membantu siswa untuk siap menghadapi era globalisasi. Dalam hal ini, hendaknya guru menerapkan kemandirian dalam belajar yang mendorong siswa untuk terlibat aktif dalam proses pembelajaran.
Studi ini mengkaji kemandirian belajar yang diterapkan di kelas Extensive Reading II, Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua permasalahan yang dikemukakan dalam penelitian ini. Permasalahan pertama membahas penerapan kemandirian belajar di kelas Extensive Reading II. Permasalahan kedua memaparkan persepsi mahasiswa terhadap proses kemadirian belajar tersebut.
Peneliti menggunakan metode penelitaian survey. Ada dua alat yang digunakan untuk mengumpulkan data yaitu kuesioner dan wawancara. Ada dua hasil yang diperoleh. Pertama, berdasarkan pembahasan tentang penerapan kemandirian belajar, kemandirian belajar diterapkan dengan menggabungkan strategi pembelajaran dengan tugas-tugas ER I. Kedua, berdasarkan pembahasan persepsi siswa terhadap kemandirian dalam belajar, sebagian besar mahasiswa mempunyai persepsi positif terhadap kemandirian belajar. Persepsi positif ini menunjukkan bahwa siswa sudah siap dalam kemandirian belajar. Ada 30,77% mahasiswa yang mempunyai persepsi negatif terhadap kemandirian belajar. Mereka masih bergantung pada guru dan percaya bahwa pemebelajaran harus diatur oleh guru. Mahasiswa ini masih belum siap dalam kemandirian belajar.
ix
ACKNOWLEDGEMENTS
First of all I would like to express my greatest gratitude to Jesus Christ for His blessing, guidance and spirit given to me during the process of finishing my thesis. Without Him I never imagine I could finish these all.
My deepest gratitude goes to my thesis advisor, Drs. Concilianus Laos Mbato, M.A., who was willing to spend his precious time to guide and support
me in writing my thesis. My gratitude also goes to all of my lecturers in PBI who had guided and taught me well.
I am truly indebted to Markus Budiraharjo, S.Pd, M.Ed., who had permitted me to undertake this research in his classes. I also thank the students of Extensive Reading II class C and D for being my research participants.
I am deeply grateful to my beloved parents Fransiscus Xaverius Midiharsanto and Ignatia Kasmirah Dwiyantini for the endless love and prayer. I also thank my beloved brother and sister, Dominicus Susilo Wibowo and Maria Margarita Pujiastuti for the advice and support. My special thank goes to Paulus Accruce Mulyana who has given many lessons of life to be learnt together.
x
I would like to thank Agnes Deta Waluyaningtyas, Albertus Valentino Christian, Tarsisius Joni Prasetyo, Antonius Yulistyo Adi Nugroho, Agung Tri Haryanta, Protasia Dewi and Sariani Putranti for every strory we made.
My great thanks go to Hana’s family; Pak Endro, Bu Insi, Hana and Empi who have allowed me to stay in their house during my study. I also thank my friends in my boarding house, Lisa, Sasha, mba’ Nana, Tita and Amel for every laugh we share. I also thank all friends in Marsudirini Elementary School, especially the English teachers, tutors in Domby Kids’ Hope, and teachers and staff in Purikids. I thank them for the togetherness and experience we learned together.
I am happy to have an opportunity to give my appreciation to Charles Louis Sutherland, Hyacintha Handayani Purwitasari, and Hubertha Setyarindarti. I thank them for their willingness to be the proofreaders of my thesis. I also thank them for giving valuable feedback for my thesis.
I would not forget the help of secretariat staff of the English Language Education Study Program, mba’ Tari and mba’ Dani, since I have been studying there. I thank them for the assistance in administrative matters.
Finally, many thanks are addressed to those who have given me a hand, whose names I cannot mention here one by one, but I believe that God always blesses them all. Amien
xi
TABLE OF CONTENTS
Page
TITLE PAGE ……… i
APPROVAL PAGE ……… ii
PAGE OF DEDICATION ……… iv
STATEMENT OF WORK’S ORIGINALITY ……… v
LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ………. vi
ABSTRACT ……… vii
ABSTRAK ……… viii
ACKNOWLEDGEMENTS ……….. ix
TABLE OF CONTENTS ………. xi
LIST OF TABLES ……….. xiv
LIST OF FIGURES ………. xv
LIST OF APPENDICES ………... xvi
CHAPTER I: INTRODUCTION A.Research Background ……….. 1
B. Problem Formulation ……… 5
C. Problem Limitation ……….. 5
D. Research Objectives ….……… 6
E. Research Benefits………... 6
F. Definition of Terms ……… 7
CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ……… 10
xii
a. Concept of Autonomy………. 10
b. Characteristics of Learners Autonomy……… 15
c. Developing Autonomy in Language Learning…. 16 d. Implication of Autonomous Learning…………. 19
e. Collaborative Learning……….. 20
2. Extensive Reading ……… 21
3. Perception………. 23
a. The Perceptual Process……….. 23
b. Factors Influencing Perception……… 24
B. Theoretical Framework ……… 25
CHAPTER III: METHODOLOGY A. Research Method……….. 28
B. Research Participants……….. 29
C. Research Setting ……… 30
D. Research Instruments………. 30
1. Questionnaire……….. 30
2. Interview………. 32
E. Data Gathering Techniques……… 33
F. Data Analysis Techniques ………. 33
G. Research Procedure……… 35
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS A. How Autonomous Learning is Implemented in ER II… 37 B. Students’ Perception of Autonomous Learning……… 41
xiii
2. Students’ Perception of How the Responsibility
of Learning is Transferred………. 43
3. Students’ Perception of the Transfer of Responsibility of Learning……… 53
4. Students’ Perception of the Process of Autonomous Learning in ER II……… 60
CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions……… 62
B. Suggestions……… 64
REFERENCES ……….. 65
xiv
LIST OF TABLES
Tables Page
Table 3.1 Questionnaire Blueprint ... 31
Table 3.2 Interview Blueprint ………... 32
Table 3.3 Data Analysis Technique ………. 34
Table 4.1 The Schedule of the Tasks Submission in Extensive Reading II... 38
Table 4.2 The Process of Autonomous Learning in Extensive Reading II .... 40
Table 4.3 Students’ Previous Experience in Autonomous Learning ... 42
Table 4.4 Teacher’s Roles in Autonomous Learning in Extensive Reading II 44 Table 4.5 Students’ Roles in Autonomous Learning in Extensive Reading II 48 Table 4.6 Group-work’s Roles ……….……… 50
Table 4.7 Students’ Perception of the Teacher’s Role ...……… 53
Table 4.8 Students’ Perception of the Students’ Role ……… 56
Table 4.9 Students’ Perception of Group-work ……… 58
xv
LIST OF FIGURES
Figures Page
xvi
LIST OF APPENDICES
Page
Appendix 1. Questionnaires ……… 69
Appendix 2. List of Interview Questions ……… 73
Appendix 3. Record of Interview with the Teacher ……….. 75
Appendix 4 The Result of Interviews ……… 79
1 CHAPTER I
INTRODUCTION
This chapter discusses the introduction of the study. This includes the research background, the problem formulation and problem limitation, the research objectives and research benefits. Definition of terms follows at the last part of this chapter. Research background deals with the reason for choosing the topic. Problem formulation focuses on the problem investigated through the research. Problem limitation describes the particular problems of the research. The research objectives describe the aims of the research. The research benefits exemplify the benefits of conducting the research for language learners, English teachers, and further researchers. Finally, definition of terms explains several terms that are important for the research.
A. Research Background
In order to prevent this situation, formal education has to provide a kind of learning which offers the students with the skills necessary to learn by themselves after they pass out of formal education. This is important since learners need to learn independently after they pass out of formal education. As Boekaert (1997: 161) stated that it is important to teach the skills to learn independently since they help the learners to up-date their knowledge after they leave school. Moreover, the requirements of the globalization era demand the learners to be as dynamic as the growth of this world. The skills that the learners obtain from formal education may not be enough to face the changing circumstances without continuing development of these, as well as additional skills and knowledge. It suggests that education has to promote autonomous learning to produce autonomous learners who are able to educate themselves and develop themselves to face the globalization era.
Besides giving the learners opportunity to educate and develop themselves, autonomous learning is taught as effective and efficient in language learning Dafei (2007: 2-4) states that developing autonomous learners is important because of its efficiency and because it creates motivated learners.
environment which supports these purposes. The teacher must provide appropriate learning activities that enable the learners to develop and enforce their learning outcomes. At this point, the teacher applies what is called autonomous learning in which the learning process helps the learners to be more independent or autonomous.
In the context of language learning, autonomous learning was considered as effective learning. Benson (2001: 2) states that when learners succeed in developing autonomy, they not only become better language learners but they also develop into more responsible and critical members of the communities in which they live. For that reason autonomy needs to be practiced in language learning.
The English Language Education Study Program of Sanata Dharma University is a formal education institution which produces English teacher candidates. Within this context, it deals with both adult learners and language learning. Considering that it was thought important to promote autonomous learning in both language and adult learning, the English Language Education Study Program therefore, becomes the right setting to promote autonomous learning.
journalism writing. This requirement demanded the students to find reading material by themselves based on their own interest. The students were also obliged to produce short essays based on the reading material they choose. In this case, the students would be more responsible for their choice and learning.
As stated in the syllabus, Extensive Reading II was intended to develop the students’ autonomy. The teacher said that the students’ autonomy need to be developed since it prepared them to face the unpredictability of a changing world. Extensive Reading II gave more ample for the students to manage their own learning. As Hiemstra (1994: 2) said that reading is a primary mode for self directed study. Therefore, Extensive Reading II becomes the right setting for providing modes of autonomous learning. In order to develop students’ autonomy, the teacher invited the students to make a learning plan at the beginning of the course which consisting of the learning goal and learning strategies they planed to work on. Then, the teacher asked the students to work on their own learning plan. This learning facilitated the students to develop their responsibility for their own learning and helped them to be more autonomous.
learning positively if they are interested in the learning. They may also perceive autonomous learning negatively if they are not interested in the learning.
Discovering the students’ perception of autonomous learning is very important. The students’ perception of autonomous learning indicates the students’ readiness to engage in autonomous learning. As stated by Deci and Ryan (1985, 1995 as cited in Noels, 2001) the students' perception of their autonomy supports their feelings of intrinsic motivation, which are central to sustained effort at the learning task. At this point, autonomous learners will be more responsible for their tasks. Moreover, Cotterall (1995, as cited in Sert, 2006: 14) argues that the students’ beliefs of their ability are likely to reflect their readiness for autonomy. Therefore, it suggests that the students’ high perception of autonomy indicates their readiness for learning autonomously.
B. Problem Formulation
The problems of this study are formulated as follow:
1. How is autonomous learning implemented in Extensive Reading II class? 2. What is the students’ perception of the implementation of autonomous
learning in Extensive Reading II class?
C. Problem Limitation
Extensive Reading II class. This study focuses on the implementation of autonomous learning in Extensive Reading II class. This class attempts to facilitate an active engagement of the learners in their own learning process. This study mainly discusses the implementation of autonomous learning in Extensive Reading II and the students’ perception of autonomous learning. The subjects of this study will be the fourth semester students of the English Language Education Study Program in Sanata Dharma University who experiencing autonomous learning in their learning process in Extensive Reading II class.
D. Research Objectives
This study is going to find out:
1. How autonomous learning in Extensive Reading II class is implemented. 2. The students’ perception of autonomous learning in Extensive Reading II
class.
E. Research Benefits
It is hoped that this study will be of benefit to those who deal with language teaching and learning particularly teachers, learners and further researchers. 1. For teachers, especially English language teachers:
autonomous learning modes to develop students’ autonomy. This study also benefits the teachers who have applied autonomous learning in their classes as a source of feedback for their teaching learning activities.
2. For students of the English Language Education Study Program of Sanata Dharma University:
This study makes the language learners aware of their responsibility for their learning. Learning happens not only with the teachers’ guidance. Consequently, they were encouraged to be more autonomous in their learning.
3. Further Researchers
This study benefits the future researchers as the basis for conducting research on autonomy in language learning. It is hoped that this study gives valuable insight concerning on learning autonomy in language learning.
F. Definition of Terms
The researcher provides definition of some important terms related to the study. Those are:
1. Perception
The students’ perception of autonomous learning is derived from the students’ opinions of learning autonomously in Extensive Reading II class.
2. Learning Autonomy
Learning autonomy is usually defined as "the ability to take charge of or responsibility for one's own directed learning" (Holec, 1979: 3). In language learning area, “taking charge or taking responsibility” is related to the context of learning. Therefore learning autonomy is defined as learning in which the learners have the ability to take charge of or take responsibility for one’s learning.
3. Autonomous Learning
In order to develop the students’ capacity to take charge of or take responsibility for their learning, Benson (2001: 11) uses term the autonomous learning. It is a learning in which the learner’s capacity for autonomy is exercised and displayed. Since this study was intended to investigate students’ perception of learning in which the learner’s capacity for autonomy was exercised, this study used term autonomous learning. In this study autonomous learning was defined as a learning in which the students’ autonomy is exercised. The process of the students accomplishing Extensive Reading II tasks worked as autonomous learning.
4. Extensive Reading II
10 CHAPTER II
REVIEW OF LITERATURE
This chapter is aimed at discussing the theories underlying the study. This chapter covers theoretical description and theoretical framework.
A. Theoretical Description
This section presents a detailed discussion of three key concepts in this study. They are autonomy in language learning, extensive reading and perception.
1. Autonomy in Language Learning
a. Concept of Autonomy
Holec (1979: 3) defined autonomy as “the ability to take charge of one’s own learning”. To take charge of one’s own learning is elaborated as “to have and to hold, the responsibility for all the decisions concerning all aspects of learning”(p: 3). It consists of the responsibility for “determining the objectives, defining the contents and progressions, selecting methods and techniques, monitoring the procedure of acquisition, and evaluating what has been acquired” (p: 4). This definition points out that autonomous learners are able to direct their own learning by making all the significant decisions concerning its management and organization. Furthermore, Little (1991: 4) defined autonomy as
the learner learns and in the way he /she transfer what has been learned to wider context.
Little’s definition describes autonomy more in terms of control over the cognitive processes involved in effective self-management of learning. This definition completes Holec’s definition of autonomy. Following the above definitions, Benson (2001: 49) adds a social aspect in the definition of autonomy. Therefore, the description of autonomy should at least recognize the importance of three levels at which learner controls may be exercised: “learning management, cognitive processes and learning content” (Benson, 2001: 49).
Figure 2.1 Defining Autonomy (Benson, 2001: 50)
regard, the behaviors are closely related to the metacognitive strategies. According to O’Malley and Chamot (1990 as cited in Benson, 2001: 81) metacognitive strategies involve “ thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned”.
Control over cognitive process concerns with the psychological factors underlying the control of learning management (Benson, 2001: 86). It is assumed that the controlled cognitive processes constitute the controlled behaviors, either the process or the content of learning (Little, 1991, cited in Benson, 2001:84). In this viewpoint, the control of cognitive processes contributes an essential role in enhancing autonomy in language learning hence. Benson (p: 86), furthermore, identifies three independent factors strongly influencing the cognitive processes. They are attention, reflection, and metacognitive knowledge. Figure 2.1 describes the relationship and the contribution of those factors to the process of cognition in language learning.
Attention refers to the noticing of linguistic input, a key process in language acquisition, which constitutes students’ consciousness and awareness of a particular linguistic form (Benson 2001: 90). Discussing attention toward language input calls attention to talk about the process of how the students attain the linguistic input. The picture of this process is elicited via students’ reflection. Little (1997 cited in Benson, 2001: 93), asserts that reflection is indispensable to enhance learning autonomy. Benson (p: 93), furthermore, asserts that reflection and autonomy are interconnected in terms of “the cognitive and behavioral process by which individual takes control of the stream of experience they are subject to”. As sated by Holec (1980 cited in Wenden, 1987: 57), “critical reflection fosters the students to dig up the psychological attitudes toward learning to bring about the change of their learning behavior.” Thus, reflection plays as a basis for control over learning management (Benson, 2001: 95).
The reflected learning facilitates the students to look at themselves and finally find the strengths and weaknesses of their learning. Consequently, reflection raises students’ learning awareness. Furthermore, the students also bear the cognitive knowledge about their learning, consisting of person knowledge, task knowledge, and strategic knowledge. The metacognitive knowledge is used in their upcoming learning management in terms of planning, problem solving, monitoring and evaluating (Benson, 2001: 111).
learning to take place. Controlling the learning content also conveys the challenge for the students to decide what they want to learn in order to reach the goal of their learning (Benson, 2001: 47).
The three levels of control are clearly interdependent. Effective learning management depends upon control of the cognitive processes involved in learning, while control of cognitive processes necessarily has consequences for the self- management of learning. Autonomy also implies that self- management and control over cognitive processed should involve decision concerning the content of learning (Benson, 2001: 50).
As to the control over learning content, Littlewood (1999: 74) proposes two kinds of learning autonomy, namely proactive autonomy and reactive autonomy. Proactive autonomy is somewhat idealistic in the effort of promoting autonomy in language learning. It indeed suggests that the learners regulate both the direction and the activity of learning. Given this respect the learners are as “the locus of causality towards their learning” (Littlewood, p: 74). Proactive autonomy is regarded to be in accordance with the clarification of ideal autonomy articulated by Holec (1979: 3) that the learners are able to determine the objective, select technique and method, and evaluate what is learned in order to take charge of their learning. Thus, the clarification appears to be the main key for proactive autonomy. In short, the ideal form of autonomy lies in the total involvement of the students in their learning.
However, it also functions as an initial step to achieve the ideal learning autonomy for autonomy is a continuum process. Meaning to say, the reactive autonomy seeds the proactive autonomy. In this kind of autonomy, the teacher provides the students with stimulus, through establishing the goal, procedures, and the materials. Yet, once the stimulus is determined, the stduents are given an opportunity to organize the resources that support them to achieve the determined goal (Benson, 2001: 100).
b. Characteristics of Learners Autonomy:
Based on the definition of learning autonomy there are agreements that autonomous learners understand the purpose of their learning program, explicitly accept responsibility for their learning, share in setting of learning goals, take initiatives in planning and execute learning activities, and regularly review their learning and evaluate its effectiveness (Dafei 2007: 6). Having same idea as Dafei (2007) Leni Dam (1990 cited in Thanasoulas, 2000: 117) adds that someone qualifies as an autonomous learner when he independently chooses aims and purposes and set goals, chooses materials, methods and tasks, exercises choices and purpose in organizing and carrying out the chosen tasks, and chooses criteria for evaluation
c. Developing Autonomy in Language Learning
Dafei (2007: 7) states that autonomy in learning is more effective than non autonomous learning. In other words, the development of autonomy implies better language learning. It means that autonomous learner will be more successful than non autonomous learner.
Since autonomy is not directly inborn, it needs exercise to achieve it. “The ability is not inborn but must be acquired either by natural means or by formal learning i.e. in a systematic, deliberate way” (Holec, 1979:3).Furthermore, Little (1995) points out that
learners do not automatically accept responsibility in formal contexts and do not necessarily find it easy to reflect on the learning process. Teachers must therefore first provide them with appropriate tools and with opportunities to practice using them (Little, 1995:176).
Thinking as a goal of language education, Benson (2001) states that teachers and educational institution should attempt to foster autonomy through the practices that allow the learner to engage the learning approach in which the capacity can be developed. In principle any practice that encourages and enables the learners to take greater control of any aspect of their learning can be considered a means of promoting autonomy (Benson, 2001: 109).
learners to think critically when they plan, monitor and evaluate their learning. It involves the metacognitive dimension. Third is the use appropriate target language. It means that learning has to use the target language as the principal medium of language learning. It involves the cognitive and metacognitive dimension (Little, 2004: 2).
Nunan (2000) presents four ways to sensitize learners to the learning process and thereby begin to encourage a greater degree of autonomy. They are “integrating language content and learning process through learner strategy training, incorporating reflective lessons into your teaching, drawing up learning contracts and learner diaries” (Nunan, 2000: 12). These ways involves metacognitive strategies in learning.
Second is technology-based approach. In technology-based approach, the focus of the development of autonomy is placed upon the learners’ independent interaction with educational technology or the use of technologies to access resources.
Third is learner-based approach. Learner-based approach focuses directly on the reproduction of behavioural and psychological changes that will enable learners to take greater control over their learning.
Fourth is classroom-based approach. Classroom-based approaches attempt to foster autonomy by involving learners in decision making processes concerned with the day-to-day management of their learning.
Fifth is curriculum-based approach. Curriculum based approach to autonomy extend the principle of control over the management of the learning to the curriculum as a whole. The principle of learner control over the curriculum has been formalized the idea of the process syllabus, in which learner are expected to make the major decisions concerning the content and procedures of learning in collaboration with their teachers.
interaction. Second, teacher helps learners to evaluate themselves. Third, helping learners to acquire the skills and knowledge needed (by raising their awareness of language and learning by providing learner training to help them to identify the learning styles and appropriate learning strategies).
The key features of psycho-social support are first, the personal qualities of the facilitator (being caring, supportive, patient, tolerant, emphatic, open, and non-judgemental). Second is the capacity for motivating the learners and third is an ability to raise learners’ awareness (Benson, 2001: 172).
d. Implication of Autonomous Learning
Since autonomous learning is a learning in which the students’ autonomy is exercised, this learning gives much opportunity to the students take grater control of their learning. Consequently, there are changes of the learning in form of the leaners’ role, the objectives of the learning and the teacher’s role in learning (Holec, 1979: 69).
1. The new Role of Learner
Since autonomous learning gives the learners greater control of learning, learners play much role in determining their own objectives and contents by making choices based on personal criteria.
2. The new Role of Teacher
Voller (1997 cited in Benson, 2001: 171), in a detailed review of the literature on teacher roles in autonomous learning provides three roles of teacher. They are facilitator, counsellor and resources. As a facilitator, the teacher is seen as providing support for learning, as counsellor, the emphasis of the teacher’s role is placed on one to one interaction and as resource, the teacher is seen as a source of knowledge and expertise.
3. The New Role of Objective
Since autonomous learning is intended to practice the students’ control over their learning, the objective of the learning will be the learners’ objectives. Students decide their goal based on their need (Holec, 1973: 74)
e. Collaborative Learning
2. Extensive Reading
According to Anderson (1999) as cited by Nunan (2003: 68), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning”. The readers are required to combine the information from the text and the knowledge that they have already had to find out what actually the author wants to convey.
Reading has traditionally been divided into two types: intensive and extensive. In broad terms, intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritized (Barfield, 1999: 2).
Extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language (Barfield, 1999: 3). They choose their own reading material and read it independently of the teacher. They read for general, overall meaning and they read for information and enjoyment.
the nature of the material and the interests of the student. Fifth, reading is its own reward. There are few or no follow-up exercises after reading. Sixth, reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. Dictionaries are rarely used during reading because constantly stopping to look up words makes fluent reading difficult. Seventh, reading is individual and silent. Student’s read at their own pace, and outside class, they choose when and where to read. Eight, reading speed is usually faster rather than slower as students read books and other material they can easily understand. Ninth, teachers orient students to the goals of the program, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program. Tenth, the teacher is a role model for student. Teacher will be an active member of the classroom reading community who demonstrates what it means to be a reader and the rewards of being a reader.
3. Perception
According to Borger and Seaborne (1966:105) perception is an awareness of the environment, through which a person processes incoming, sensory data in a certain way to arrive at useful impression of his surrounding. Mozkowitz and Orgel (1969:158) argue that perception is a global response to stimulus or set of stimuli. Altman, et al. (1985:85) defines perception is how people select and group the stimuli so that they can interpret the stimuli meaningfully. It is the way that people view their environment. From those definitions perception is viewed as the responses to a stimulus or to surroundings. Those responses occur in people‘s awareness to the stimuli for people get the incoming data from the stimuli through their sensory receptors. Then these responses will be interpreted as meaningful information about the stimuli called perception.
a. The Perceptual Process
b. Factors Influencing Perception
There are four important factors which can affect someone to have perception towards something (Altman et al, 1985:86-90). They are:
1. Selection of Stimuli
Each person selects certain stimuli. The selction of stimuli will be different from one person to another. The different selection of stimuli because of each person has different interest towards something.
2. Organization of stimuli
The selected stimuli should be organized in order to be meaningful. Altman, et al (p: 87) states that perceptual organization of information can help us categorize sensory inputs. The categorization will make the complexity of the information become simpler until a person can interpret the stimuli as meaningful information.
3. The situation
Each person has different expectation towards a situation happened around him or her. The expectation toward a situation may affect what he or she perceived (Altman et al, p: 89). Altman et. al add that familiarity with the situation and a person’s past experience also affect what he or she perceived.
4. Self Concept
Altman et al add that self-concept is very important because it will determine what a person perceives and do. For example, a student who feels that he or she is an independent person, he or she will enjoy and like to be in the environment which requires his or her independence, as in the implementation of independence learning which requires the students’ independence in learning the material. The students’ self-concepts can shape their like or dislike towards the implementation of independent learning.
B. Theoretical Framework
Autonomy is considered as an effective learning in language learning (Dafei, 2007: 2 & Benson, 2001: 2) Autonomy in learning is defined as the capacity to take charge of or responsible for the learners’ own learning (Holec, 1979:3). An autonomous learner is considered has capability in understanding the purpose of learning or able to direct the whole learning, selecting method and material in learning, choosing criteria for evaluation, actively engaging in learning and exploring freedom. In order to create autonomous learner, teacher has to provide a kind of learning which exercised those capability of autonomous learner. In this regard, autonomous learning should give the students enough practices on determining the aims of the learning, selecting method of the learning, choosing the material supporting their learning and evaluating their progress.
their own learning, the objectives of the learning must be the students’ own objectives. The students will be more active in their learning rather than depend for their learning on the teacher. Therefore, the teacher will have less control over the whole of learning. At this point, teacher will places himself/herself as the facilitator of learning.
The students’ and teacher’s role in learning indicate how autonomous learning is carried out. The students’ involvement in learning points out that the learning facilitated the students to exercise their autonomy. Moreover, the teacher’s role in diminishing learning control supports the attempt to create autonomous learning setting. The implementation of autonomous learning gives opportunity for the students to be active and responsible for their learning. However, students might perceive autonomous learning differently because they were not accustomed to work independently from the teacher.
28 CHAPTER III
METHODOLOGY
This chapter presents detailed discussion about the methodology used in this research. It includes the description of the research method, the research participants, the research instruments, data gathering technique, data analysis technique and the research procedure.
A. Research Method
B. Research Participants
The population of interest was the students of the English Language Education Study Program in Sanata Dharma University taking Extensive Reading II course. They were students of academic year 2006/2007 and some of them were students of academic year 2004/2005 and 2002/2003. The researcher chose the students of Extensive Reading II class C and D as the research participants because those classes experienced the implementation of autonomous learning. Therefore, those participants were able to provide meaningful data needed in this study. At this point, the researcher implemented purposive sampling. According to Fraenkel (1994: 88) purposive sampling is a sample selection in which the researchers use judgement that they believe will provide the data needed. The belief is based on the prior information that the lecturer of Extensive Reading II teaching class C and D applied autonomous learning in the course. Hence, the researcher believed that the students of Extensive Reading II class C and D were able to provide data of students’ perception of autonomous learning. Besides the belief that these participants would give meaningful data, those participants of those classes were easy to be accessed. The data from these participants was considered able to complete the data needed. Therefore, the researcher did not need to take the whole population as the participants of the research.
three students from class D were chosen as representative to be interviewed to complete the data. These students were selected based on their answer of the questionnaires.
C. Research Setting
The research was carried out during the even semester of 2007/2008 academic year in the English Language Education Study Program of Sanata Dharma University, Yogyakarta. The research was conducted in Extensive Reading II class C and D. The main reason for choosing these classes was because the students learned that the teacher implemented autonomous learning in Extensive Reading II. The teacher taught two classes. They were class C and class D.
D. Research Instruments
In this research, the researcher explored the students’ perception of autonomous learning in Extensive Reading II class. The researcher employed two types of instruments to gather the data from the participants. They were questionnaires and interviews. The questionnaire and individual interview are the most common instruments for data collection in survey research (Ary, et al, 2002: 406).
1.Questionnaires
questionnaires to the research participants. Ary et al (1990: 421) define a questionnaire as an instrument to gather information by having the participants respond to a list of questions. The questionnaire implemented in this research was a directly-administered-questionnaire. The questionnaire was distributed to a group of people assembled at a certain place for a specific purpose (p: 385). Hence, the questionnaires were distributed to the students of Extensive Reading II class C and D.
The questionnaire used in this study was a close-ended questionnaire. Fifty one close-ended questions in each questionnaire were administered to discern students’ perception of autonomous learning. The questionnaires used Likert Scale, a scale that is constructed by assembling a number of statements about an object, about a half of which express a clearly favourable attitude and half of which are clearly unfavourable attitude ( Ary at al, 1990: 235). A set of related responses, one for each point, was provided. The responses were valued from strongly disagree, disagree, uncertain, agree and strongly agree. The rank was one to five. The questions were divided into eight parts. Table 3.1 summarized the questionnaires blueprint. Table 3.1 is in the next page.
Table 3.1 Questionnaire Blueprint
NO Features Item Numbers
1 Students’ previous experience of autonomous learning 1-3 2. How the responsibility of learning is transferred
a. Teacher’s roles 3 Students’ Perception of the transfer of responsibility
a. Students’ perception of the teacher’s roles b. Students’ perception of their roles c. Students’ perception of group-work roles
2. Interview
The second instrument employed in this study was interview. This interview was used to obtain data to answer the first problem presented in the problem formulation that was how autonomous learning is implemented in Extensive reading II class. The strategy used in conducting interview was interview guide approach, in which topics and issues to discuss were specifically outlined. The interviewer decided the sequence and wording of the questions. By using this strategy, the comprehensiveness of the data was improved and the data could be specifically collected. In addition, gaps in the data could be anticipated.
To help the researcher to conduct the interview, interview blueprint was made. Table 3.1 was the interview blueprint.
Table 3.2 Interview Blueprint
Features Item Numbers
Process of autonomous learning 1,2,3,4,5,6 Students opinion on autonomous
learning
7,8, Positive and negative effect of
autonomous learning
9,10
E. Data Gathering Technique
The first data were gathered from the interview of the lecturer and the students. This interview was intended to answer the first research problem that was how autonomous learning is implemented.
After gaining the description of the implementation of autonomous learning the students distributed the questionnaire to the participants. The questionnaire was aimed to find out the students’ perception of autonomous learning in Extensive Reading II class. The questionnaires were distributed to the students of Extensive reading II class C and D. The participants were asked to fill out the questionnaire in class. It took about 15 to 20 minutes. The questionnaires for class D were distributed on May 8, 2008 while the questionnaires for class C were distributed on May 14, 2008. Obtaining the data from the questionnaire, the researcher conducted interviews to the students chosen to verify their responses of the questionnaires.
F. Data Analysis Technique
researcher counted the number of students who chose the option totally disagree and disagree, agree and totally agree, and uncertain.
Table 3.3 Data Analysis Technique
NO Statements SD
G. Research Procedure
This part presents the procedure of conducting the study. The procedure involves the following five steps:
First, the researcher conducted a review of related literature. The review of related literature was applied as the base of this research. It was conducted in order to find some theories related to the study. The researcher carried out this review of literature by reading some relevant books and documents concerning perception, autonomous learning and Extensive Reading.
Second, the researcher developed questions for the first interviews. The first interviews were conducted with the teacher and the students of Extensive Reading II. It was intended to acquire data concerning the implementation of autonomous learning.
Third, based on the literature review and the result of interview, the researcher formulated 51 questions for the questionnaire. The researcher, then, distributed the questionnaire to the participants, the students of two classes of Extensive Reading II who experienced autonomous learning. The researcher asked the students to fill in the questionnaire at the time.
37 CHAPTER IV
RESEARCH FINDING AND DISCUSSION
This chapter presents and discusses the findings of the research. It is divided into two main sections. The first section discusses the implementation of autonomous learning in Extensive Reading II (ER II). In this section, the result of the interview both with the teacher and the students were analyzed to describe the process of autonomous learning in ER II. The second section discusses the students’ perception of autonomous learning in ER II. In this section, the results of the questionnaires were analyzed to find out the students’ perceptions of autonomous learning in Extensive Reading II.
A. How Autonomous Learning is Implemented in Extensive Reading II Class
Autonomous learning was implemented in ER II class by integrating metacognitive strategies with the tasks and assignments of Extensive Reading II course. According to O’Malley and Chamot (1990, cited in Benson 2001: 81), metacognitive strategies is “mental operation used by learners in the self-management of their learning”. Metacognitive strategies were carried out through the learning process of ER II by inviting the students to make a learning plan, a reflection and a learning evaluation. The students were trained to use those strategies to manage their own learning.
was important to raise the students’ awareness of the purpose of the learning. In this step, the teacher informed the students that they had to develop their autonomy throughout the learning. The teacher expected the students to be autonomous learners. By getting the students acquainted with autonomy in learning, the teacher expected the students to achieve the goal without putting their dependence on the teacher.
After introducing the goal of learning, the teacher presented the tasks of ER II. In this step, the teacher explained the tasks and decided the schedule of the tasks submission. The tasks of ER II included reading texts of popular readings, journals and a book which is based on one topic and reporting their studies in a summary consisted of a mind map and a synthesis of the reading. As the final assignment the teacher asked the students to make a reflection reporting their learning process in ER II. The schedule of the tasks submission and the tasks of ER II was presented in Table. 4.1.
Table 4.1 The Schedule of the Tasks Submission in Extensive Reading II Course
Readings Tasks Submission
A two page of learning plan Meeting 3 Three popular reading
sets (each is at least five-page long) on a
particular theme
Summaries (in mind-mapping, one a half page short essay reporting the insights from the passages)
Meeting 5
Two research articles on the same theme
Summaries (in mind-mapping, one a half page short essay reporting the insights from the passages)
Meeting 9
A book (at least 100-page long) on the same theme or book chapters
Summary (book report in a form of book review)
Table 4.1 Continued
Readings Tasks Submission
A five – page essay consisting of (a) reflection whether the learning plan is accomplished or not- how, why (?), and (b) a synthesis representing what you have accomplished in the class.
Meeting 14
After presenting the tasks, the teacher invited the students to construct a learning plan. The learning plan consisted of the students’ own learning goal, the learning strategies and the reading topic they were going to explore. This learning plan was intended as a mean to help the students control their own learning.
After constructing the learning plan, the students were allowed to work on their plan and accomplish the tasks. The teacher gave the students freedom to explore their interests and find their own reading text based on the topic chosen. In this process, the teacher gave a great opportunity for the students both to control their learning management and control the learning content. During the learning process, the teacher also gave opportunity for the students to have a consultation. The consultation facilitated the student to solve the students’ problem and to help the students to find solution of their difficulties in accomplishing the tasks.
students, therefore, were made aware of their progress and expected to make improvement using this feedback.
As the final assignment the students were asked to make a reflection. This reflection was intended to evaluate the students’ own learning and to report to the teacher the result of their study. From this reflection, the students were made aware of how their learning strategies worked in accomplishing their goal.
In summary, the process of implementing autonomous learning in Extensive reading II was presented in Table 4.2.
Table 4.2 The Process of Autonomous Learning in Extensive Reading II
No Description
1. Introducing the students with the syllabus of ER II included the goal of the learning in ER II, the tasks and assignment and the schedule of the work submission. The tasks were that the students should make a summary, mind map and synthesize from the articles, journals and book under the topic the students chosen..
2 Asking the students to manage their own learning in ER II by making a learning plan. The learning plan consisted of the topic they chose, the goal of their own learning, the strategy they would use to accomplish their goal, the challenge and difficulties that might be faced during their leaning and ways of how to solve the challenge and difficulties.
3 Giving the students freedom to work on their plan and starting to work on the articles. The students found the articles to read based on their topic, shared it to their friends in group or consulted it with the teacher. Finally they submit their report in form of summary, mind map and synthesize.
4 Giving the students freedom to work on their plan and start to work on journals. The students found the journals based on their topic, read it made the summary, main map and synthesize.
5 Working on their plan: work on books, novel or science book. The students read the book they had found and consulted to the teacher and made summary, mind map, and synthesize
6 Giving opportunities for the students to have a consultation with the teacher.
Based on the discussion of the process of the implementation of autonomous learning in Extensive Reading II class, it was clear that autonomous learning applied was intended to develop the students’ autonomy. The students’ capacity to both control over learning management and control over learning content was developed. Control over learning management was developed through the metacognitive strategies applied. It was by making the students managed the planning and organized their learning. Control over learning content was exercised by giving the students freedom to choose the topic and the material by themselves. Although the implementation of autonomous learning had an exellent purpose, it would be meaningless if the students could not perceive the learning as a good learning. Therefore, the next section would discuss how students perceive the autonomous learning implemented in Extensive Reading II.
B. Students’ Perception of Autonomous Learning in Extensive Reading II
1. Students’ Previous Experience on Autonomous Learning
This subsection discusses the students’ perception of their previous experience on autonomous learning. Table 4.3 summarizes the students’ previous experience in learning autonomy.
Table 4.3 Student’s Previous Experience in Autonomous Learning
NO STATEMENTS SD being assigned to make a particular project on my
1.03 1.54 11.79 51.80 33.85
SD: Strongly Disagree A : Agree
D : Disagree SA: Strongly Agree U : Uncertain
they learn (53, 85 % of the students chose agree and 38, 46% chose strongly agree while, 7, 69% chose uncertain to the statement number 2).
Most of the respondents had good experience in their previous autonomous learning. They enjoyed their learning when they were given freedom in their learning (53,85% of the students chose agree and 24,62 % chose strongly agree while 15, 38% chose uncertain and the rests chose disagree and strongly disagree). The students’ positive perception of previous experience influenced the positive perception of the present experience.
2. Students’ Perceptions of How the Responsibility for Learning is
Transferred
This subsection discusses the transfer of learning responsibility from the teacher to the students. In order to find out how the learning responsibility was transferred, the researcher analyzed the data of the teacher’s role and students’ role in learning. How the teacher and the students took the role in learning indicated their domination in learning. The teacher’s domination indicated that the responsibility was not well-transferred and the students’ domination in learning indicated that the responsibility of learning was well-.transferred
Table 4.4 Teacher’s Role in Autonomous Learning
1 The teacher makes the learning plan in Extensive Reading II
23.08 36.92 15.38 16.92 6.15
2 The teacher determines the goal of the learning in Extensive
Reading II
7.69 12.31 21.54 47.69 10.77
3 My teacher decides the topic to be explored in Extensive
The results show that the teacher took great roles in learning. It was proven by 34, 62% of the participants and 12, 82% of them agreed to all the statements. It means that the students agreed that the teacher took great control of the learning.
Based on Table 4.4 there are three major roles that were played by the teacher. They are making the evaluation, being facilitator and stating the learning goal. Making an evaluation was considered as the teacher’s duty as a teacher of a subject matter as well as stating the learning goal. In this case, the learning goal referred to the goal of the whole learning in ER II.
Facilitating the learning was considered as the teacher’s role which supported autonomous learning. In this way, the teacher helped the students to solve their
4 My teacher decides the
material to be learnt in extensive Reading II class
27.69 27.69 26.15 12.31 6.15
5 The teacher evaluates the students’ progress
3.08 3.08 4.62 64.62 24.62
6 The teacher gives solution to my problems
- 3.08 13.85 56.92 26.15
problem when they need helps. Following was the student’s confession that the teacher placed himself as learning facilitator.
He helps much, he never discriminates and he always supports us, motivates us. He knows that the assignment is hard (Respondent 2).
Making the learning goal in a course was considered as one of the teacher’s duty of a teacher of a subject. The learning goal is stated in the syllabus. The goal the teacher made was the general goal of learning in ER II as stated in the syllabus of the course.
Small numbers of participants considered that the teacher took roles in making the learning plan (16, 92% and 6, 16% of the participants), deciding the material (12, 31% and 6, 16% of the participants) and deciding the topic (9, 23% and 3, 08% of the participants). Verified in the interview, the students stated that they experienced the help of the teacher in deciding the topic and material. The teacher suggested the students to choose a better topic.
I have a topic. It is about Korea and I consult with the teacher. He told me that the topic is too broad. He suggested some specific topics related to Korea (Respondent 6).
The teacher suggested the better material to be explored.
I got two journals. I showed to the teacher. And he asked me to choose the one which is journal. The others is not journal (Respondent 4). The teacher did not provide the ready-used material, but he decided what kind of material that had to be explored.
It is obvious that the teacher did not give the material and the topic to be learnt but he decided the materials form in that popular reading, journals and book. The students found the material by themselves and the teacher helped the students to find better material to be explored. Therefore, the teacher played his role as a facilitator.
The teacher was also considered to have responsibility in making a learning plan. Based on the interview, the participant thought that every teacher had to make a planning of a course as stated in syllabus.
[The teacher] did not make the learning plan. He asked us to make our learning plan but he makes a schedule when we should submit the assignment and when we move to work on journal or book (Respondent1).
The learning plan that the teacher constructed was a planning of the whole learning that was related to the schedule of the tasks submission and evaluation. This planning was used to guide the students to manage the tasks submission.
Regarding the discussion above, it is obvious that the teacher controlled the learning in giving evaluation, facilitating the students and making the goal of learning. Giving evaluation and making the goal was the teacher’ responsibility as a teacher of a subject matter while, facilitating the students was the teacher’s roles supporting autonomous learning. At this point, the teacher had given much opportunity for the students to decide their own learning goal, construct the learning plan, and decide the topic and material to be explored.
Based on the elaboration of the teacher’s roles in the learning, it is obvious that the teacher had transferred the responsibility to the students well. It is viewed from the teacher’s roles in learning in which he had given opportunity for the students to control over their learning. Learners had opportunities to control over their learning by making their own learning plan, choosing their topic-interest and organizing material to be explored.
Table 4.5 Students’ Role in Autonomous Learning
1 I really understand what should I do in Extensive Reading II
3.08 7.69 35.38 43.08 10.77 learnt in Extensive Reading II class
of the participant chose agree and 21, 54% of participants chose strongly agree to statement number 5) and evaluated their progress by themselves (26 or 40% of the participants chose agree and 13, 85% chose strongly agree). These results suggested that students had greater opportunity to control their own learning.
Some students were uncertain with their role in the learning (19, 12% of the respondents were uncertain to all the statements). Most of the students were uncertain on how they understood their learning in Extensive Reading II (35, 38% of the students were uncertain to statement number 1). They were also uncertain whether they evaluated their progress or not (35, 38% of participants were uncertain to the statement number 6). These results indicates that those students were doubt with their roles in the learning. They found that they were not really responsible for their learning, on the other hand, they found that the teacher did not responsible for the students’ own learning.
A small number of students disagreed and strongly disagreed to all the statements (2, 64% of the participants chose strongly disagree and 6, 37% chose agree to all the statements). These students considered that they did not really understand what they should do in their learning, make learning plan, decide the learning goal, the topic and the material to be explored and evaluate their progress by their own. The results imply hat these students did not take charge of their roles.
of the students of Extensive Reading II were responsible for making the planning, which consisted of goal and strategies, defining the contents of learning by deciding the topic and the material to be learnt, and evaluating their progress. The next section discusses the roles of group-work in the learning in Extensive Reading II.
Extensive Reading II
According to Table 4.6 most of participants had group work which they decided by themselves (43, 28% and 20% of the participants). Some students did not have group to work together (4, 62% and 9,23% of the participants). Other students were not sure whether they had group or not (23, 08% of the participants).
Based on the finding illustrated in Table 4.6, there are three major roles of group work. They are deciding the topic (36, 93% of the participants chose agree and 27,69% of the participants chose strongly agree to the statement number 5), deciding the material to be explored (38,46% of the participants chose agree and 7,69% chose strongly agree to the statement number 6) and evaluating the group members’ progress (26,16% of the participants agreed and 15,38% of the participants chose strongly agreed to the statements number 7)
Working together in group in deciding the topic and the materials indicate that the students used group-work as a place to share the same interest. By sharing experience in the same interest, the students enriched their knowledge on the topic or on their interest. While, evaluating the group members’ progress indicates that group work helped the students to improve their work.
