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.
I warmly thank my best freinds Bernadia Hastiwi Widya Sarastri, Vonny
Indriawati, Hyacintha Handayani Purwitasari, Hana Yudita Windra Yasmein,
Agustina Dyah Festy, Varonika Indrianingrum and Borommea Bekti. I thank them
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 Figure 2.1 Defining Autonomy……… 11
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
The implementation of traditional learning creates inactive learners. Teacher,
as the one who knows knowledge, transfers information to the learner and directs
the whole learning process (Holec, 1979: 10). Learners with a predominant
teacher seem to be passive receivers of information. Consequently, learners will
be unlikely to develop the skills necessary to learn by themselves after they pass
their period of study in formal education. They will stop developing their skill and
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.
Realizing the importance of autonomous learning, teachers, especially
teachers of adult learners have to promote autonomous learning since adult
learning is important in its contribution of learners’ independence. Malcolm Tight
(1983: 169) argues that the purpose of adult learning is to provide the students
with an educational experience which enables them to be generally competent and
3
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.
One of the courses in the English Language Education Study Program
applied what is called autonomous learning. Based on the informal interview with
the students of the English Language Education Study Program attending
Extensive Reading II course, the researcher found that the teacher of that course
applied autonomous learning in his class. Extensive Reading II course required
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.
Although autonomous learning is considered effective in language learning
(Benson, 2001 & Defei, 2007), many students especially in Indonesia are not
familiar with autonomous learning. Since elementary school, students’ experience
of learning has been under the teacher’s direction. At the present, the
implementation of autonomous learning in Extensive Reading II class may be
5
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
Realizing that autonomy in language learning is considered effective by most
of teachers and researchers (Dafei, 2007 and Benson, 2001), this study is going to
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:
This study provides English teachers with knowledge about autonomous
learning especially the implementation of autonomous learning in language
learning and the students’ perception of autonomous learning in Extensive
7
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
Perception is defined as how people select and group the stimuli so that they
can interpret the stimuli meaningfully. It is the way that people view their
environment (Altman, et al., 1985:85). Perception helps a person to know and to
understand things around him/her. In this study, perception is defined as how the
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
Extensive Reading II is a compulsory subject taken by the students of the
English Language Education Study Program at Sanata Dharma University.
Nurwidasa et, al (2004: 90) convey that the goal of Extensive Reading II is
9
scientific or journalism writing. In this study, Extensive Reading II Class worked
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
11
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)
Control over learning management points to the behaviors the learners employ
to handle the planning, organization, and evaluation of the learning (Benson,
2001: 77). Nunan (2000: 8) describes management as behaviors related to time
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.
13
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).
The third aspect of learning autonomy is control over learning content. Being
able to control the learning management and cognitive processes, as discussed
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.
Reactive autonomy, on the other hand, requires the students to regulate the
15
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
Therefore, autonomous learners principally are able to self- determine the
overall direction of their learning, become actively involved in the management of
learning process, and exercise freedom of choice in relation to learning resources
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).
Little (2004) stated that the development of autonomy in language learning is
governed by three basic pedagogical principles. First is the learner involvement. It
means that learning gives opportunity to engage the learners to share
responsibility for the learning process. It involves the affective and metacognitive
17
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.
According to Benson (2001: 113-177), practices associated with the
development of autonomy can be classified under six approaches. First is
resource-based approach. In resource-based learning, the focus of the
development of autonomy is placed upon the learners’ independent interaction
with learning resources. Resources-based learning offers learners the opportunity
to exercise control over learning plans, the selection of learning material and the
evaluation of learning. In resource-based learning, learner will develop skills
associated with these activities through processes of the experimentation and
discovery in which freedom of choice is a crucial factor. The success in
resources-based learning presupposes that the learner already possesses some of skill that
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.
Sixth is teacher-based approach. Teacher-based approach emphasizes the
role of the teacher and teacher education in the practice of fostering autonomy
among learners. Voller (1997 as cited in Benson, 2002: 172) describes the role of
teacher in autonomous learning under the headings of technical and psycho-social
support. The key features of technical support are first, helping learners to plan
and carry out their independent language learning by means of need analyses,
19
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
Dewey (1996 cited in Benson, 2001: 26) teacher’s role was not to direct the
process of learning, but to act as a resource or guide for learner’s own
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
Collaborative learning is learning in which the students work in small group
to help one another learn academic content. Students are expected to help each
other to discuss and argue with each other and to assess each other’s current
knowledge and filling gaps in each other‘s understanding. (Slavin, 1995: 2).
According to Chamot (1999) working in small group increases students’
involvement in the discussion. Students are likely to be more open with
classmates in small groups than in large discussion lead by the teacher. Students
at all ages are willing to talk to their peers about strategy and often willing to try
21
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.
According to Day and Bamford (1998:7–8) there are ten characteristics of
Extensive Reading approach. First, students read as much as possible, in class and
outside of the class. Second, a variety of materials on a wide range of topics is
available so as to encourage reading for different reasons and in different ways.
Third, studentsselect what they want to read and have the freedom to stop reading
material that fails to interest them. Fourth, the purposes of reading are usually
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.
Viewing the characteristics of Extensive Reading, reading will be an
appropriate subject to carry out autonomous learning. Both extensive reading and
autonomy have a same characteristic that is dealing with the students’ interest.
Extensive reading deals with reading much and easy material based n the
students’ interest (Day and Bamford, 1997: 7) and learning autonomy concerns
with students interest (Benson, 2001: 21). Extensive reading gives the students
great opportunities to select the reading material based on their interest.
Therefore, extensive reading allows the students to organize the learning
23
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
As stated by Altman et.al al (1985: 85) perception is the way stimuli are
selected and grouped by a person in such a way that the stimuli can meaningfully
interpreted. The existence of perception begins from the stimuli. Before the
message is being interpreted, the stimuli are selected in the brain. The selected
stimuli will result in the form of information. The information will be organized
and interpreted by the brain. The interpretation of the information is called
sensation (the translation of external energy). After interpreting the information,
the brain then translates the information is called perception (Altman, et al, 1985:
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
The next factor which influences someone’s perception is self concept. Altman
et al (p: 90) define self-concept as the way someone perceives his or herself. The
25
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.
As consequences of implementing autonomous learning, there are changes of
the teacher’s roles, students’ roles and objectives of the learning. Since
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.
In this study, the writer attempts to answer two questions. First is to find out
how autonomous learning was implemented in Extensive Reading II class. Second
is to find out the students’ perception of autonomous learning in Extensive
Reading II. Autonomous learning may well be implemented to exercise the ideal
autonomy by giving the students greater opportunity to manage their whole
learning. Autonomous learning could also be implemented by integrating it with
the tasks and assignment related to particular subjects. The implementation of
autonomous learning gives opportunity for the students to be active and
responsible for their learning. However, students might perceive autonomous
27
perception of autonomous learning indicates that the students are ready to learn
autonomously. Students’ confidence and a sufficiently high self perception of
competence are also important in the context of developing their autonomy
because it is argued that, when combined with a perceived internal situation of
control and intrinsic motivation, they predispose students towards taking
responsibility for their learning. The capacity to behave autonomously is
enhanced by self perception of competence. The negative perception of
autonomous learning and on their capability indicated that the students were not
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
In order to answer the research problems, the researcher employs survey
method in this study. According to Fraenkel and Wallen (1994: 11) survey is a
research in which the researchers summarize the characteristics of individual or
groups, such as abilities, preferences and behaviour or characteristic of physical
environment. Furthermore, Ary, Jacobs and Razavieh (2002: 374) argue that
“survey is a research technique in which data are gathered by asking question of a
group of individuals”. Since this study investigated the students’ perception of
autonomous learning in Extensive Reading II class, survey method was an
appropriate method to be conducted. This study gathered the data by asking
questions to the students of Extensive Reading II class. The data was about the
students’ perception of autonomous learning. The data obtained were in form of
both quantitative and qualitative data. The qualitative data were in form of the
results of interviews and the quantitative data were the data from the results of
29
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.
The total number of the participants from class C and D were ninety students
but the students who came in class when the research was conducted were only
sixty five students, thirty five from class C and thirty from class D. These students
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
In order to investigate the students’ perceptions of autonomous learning as
31
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
The interview was conducted before and after the students filled out the
questionnaire. The participants of the interview were the teacher and six students
of class C and D of Extensive Reading II. The researcher asked ten open-ended
questions which were designed to find out the process of implementation of
33
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
After the data had been gathered, the researcher analysed the data to answer
the research problems. The data from the first interviews were transcribed in
written form and analyzed to answer the first problem. The data from the
questionnaires were put in table which consisted of the column for the questions
and the columns for the number of students who chose the particular options
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
After compiling the data from the participant, the researcher analysed the data
to discover what option considered as the priority that was often chosen by the
participants. These results were converted into percentage form. From the result
the researcher concluded whether the students perceived autonomous learning
positively or negatively. The priority on strongly agree and agree choice indicated
the students’ positive perception. Meanwhile, the priority of disagree and strongly
disagree choice indicated the students’ negative perception. After analyzing the
whole statements, the students analyzed each item. It was intended to gain the
students perception of each item of the questionnaire. It gave the detailed analysis
of each statement in the questionnaire. Subsequent to analysing the data of the
questionnaires, the data of the students’ interviews were transcribed in written
form. Subsequently, they were interpreted to complete the data of the
35
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.
Fourth, the researcher interviewed the six participants from class C and D to
complete the data from the questionnaire. The students interviewed were chosen
based on the researcher’s judgment that they would provide data needed in this
Fifth, the researcher analyzed the data. The data gathered from the
questionnaires and interviews were analyzed to find out the students’ perception
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.
In order to implement autonomous learning the teacher began the process by
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)
39
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.
Responding to the students’ tasks, the teacher gave feedback to their work.
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.
