1
MEASURING AUTONOMOUS LEARNING OF STUDENTS OF ENGLISH LANGUAGE STUDY PROGRAM (ELSP) IN LISTENING CLASS
MUCHLAS SUSENO &
ROSSY WULANDARI
ENGLISH DEPARTMENT FACULTY OF LANGUAGE AND ART
UNIVERSITAS NEGERI JAKARTA 2013
2
MUCHLAS SUSENO1 & ROSSY WULANDARI2
Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta (UNJ).
Gedung O Lantai 2 Kampus UNJ Rawamangun Jakarta 13220 Email [email protected] or [email protected]
Measuring Autonomous Learning of Students of English Language Study Program (ELSP) Faculty of Language and Art, Universitas Negeri Jakarta.
ABSTRACT
This study was conducted in ELSP of UNJ using descriptive analytical study to measure autonomous learning of students in listening class. To do this, firstly, a set of components of autonomous learning related to listening activities was identified, such as (1) ability to connect the learning materials with their learning strategies, (2) desire to learn language in authentic language use in listening skill, (3) ability to use assessment and evaluation as feed back in listening skill, (4) desire to practice listening independently, (5) ability to manipulate environment to meet their own learning in listening skill, (6) ability to work cooperatively in groups. Secondly, each component was developed to yield 12 characteristics of autonomous learning in listening. Then such characteristics were verified so that validity and reliability could be assured. Validity of the instrument was analyzed using factor analysis, and reliability of instrument was assessed using Alpha Cronbach formula. Data were collected by giving questionnaires to 55 students in listening class.
The study confirms that the characteristics of autonomous learning in the listening class are valid and reliable empirically. In the validation using Principle Component Analysis (PCA) of 12 factors, which were developed from 6 theoretical components, 5 components were extracted. The new extracted components and their related indicators are, then, used to measure degree of learning autonomy in listening class. The result reveals that 82% of the students in listening class are mid- autonomous, 9.2% are high autonomous and the rest (8.8%) are low autonomous.
Keywords: autonomous learning, listening skills class.
1 Head Researcher
2 Member
3 INTRODUCTION
The study on autonomy in language learning was firstly conducted by Holec in 1981 in which a brief definition of autonomy in language learning was introduced to refer to learner’s capacity to take charge of every stages of their own language learning, including determining learning objectives, defining contents and progress, selecting methods and techniques, monitoring procedure of acquisition, and evaluating learning process as well as achievement (Ek and Trim, 1984). Since then many researchers used Holec’s study as basic concepts for research in promoting learning autonomy. Dickinson (1987: 11), for example, described learning autonomy as ‘the situation in which the learner is totally responsible for all of the decisions concerning with his learning and the implementation of those decisions’. In such a definition, the key element of learning autonomy resides in the attribute of learners, rather than learning situations. Benson defined autonomous learning as a learning strategy that enables students to manage, organize, or control their learning activities without any instruction, authority, or influence from others (Benson, 2001). According to Benson, the core of such a definition lies in the word ‘control’. However, since there are several ways in which learners can take control of their learning, the idea of autonomy is necessarily complex, involving both attitudes and skills internal to the learner and situational factors conducive to their development. Therefore, the term autonomy, then, involves five hypotheses: (1) Autonomy in learning is natural and available to all, (2) Autonomous learning is more effective than non-autonomous learning, (3) Autonomy is exhibited to different degrees by different individuals in different situations, (4) Learners who lack autonomy are capable of developing it given appropriate conditions and preparations, (5) The ways in which we organize teaching and learning exercise an important influence on the development of autonomy among learners. (Benson, 2001).
It is very important to note, however, that learning autonomy doesn’t mean learning without teacher, but, rather, it deals with learning strategy in which learners can choose how they learn and when they need assistance from teachers or other people they might need. (Little, 1991). In this regards, then, it is important to know how to make students autonomous in learners. The answer of such a question lies in the hands of teachers who are responsible with the success of their teaching processes. One among other things that teachers can do is to explicitly deal with the teaching of learning strategy to facilitate students to attain the goals of their learning.
This, of course, also applies to context of the teaching of language. The explicit teaching of learning strategies, in a language class particularly, can aid language teachers in helping students attain the goals of improving their mastery of the target language. When students begin to understand their own learning processes and can exert some control over these processes, they tend to take more responsibility for their own learning. This self-knowledge and skill in regulating one's own learning is a characteristic of successful learners (Chamot, et.al. 2005: 1). Self-regulated learning, another term of learning autonomy, requires more than passive compliance with prior direction, it also involves personal initiative, resourcefulness, and persistence (Zimmerman and Moylan, in Hacker, Dunlosky, and Graesser, 2009: 299). There are challenges to respond to be autonomous learners due to the fact that being human learners exhibit a multiplicity of non-ideal characteristics, such as that learners (1)
4
are poor judges of what they know, (2) are unschooled about tools for studying effectively, (3) possess belief systems that might impede productive self-regulated learning, (4) struggle with human biases, probabilistic heuristics, and difficult reasoning, (5) may not be able to benefit from errors, and (6) don not often seek help usefully (Winne, and Nesbit, in Hacker, Dunlosky, and Graesser, 2009: 262-265).
Using an opposite view, seeing learners from ideal characteristics, Harmer argues that good classroom learners possess some or all of the following characteristics (1) willingness to listen, (2) willingness to experiment, (3) willingness to ask questions, (4) willingness to think about how to learn, (5) willingness to accept correction (Harmer, 1998: 10).
Breen and Mann, as cited by Benson, identified six characteristics of learning autonomy, i.e.,; (1) ability to connect the learning materials with their learning strategies, learning materials and resources available (2) desire to learn language in authentic language use, (3) ability to use assessment and evaluation as feedback, (4) desire to practice independently, (5) ability to manipulate environment to meet their own learning, (6) ability to work cooperatively in groups. (Benson, 2001).
The six characteristics above seem considerably to be the basic concepts of a learning autonomy, applicable to any context of learning, including of course autonomy in language learning. This is true because almost all researchers concerning autonomy in language learning, when conducting researches, will promptly refer to it, although they used different labels or terminologies. Little postulates three basic principles in learning autonomy, i.e. (1) learner involvement in which learners should engage themselves to share responsibility for the learning process, (2) learner reflection involving metacognitive dimensions, (3) appropriate target language use or using the target language as the basic medium of language learning (Little, 2006).
When Breen’s and Mann’s characteristic of learning autonomy and Little’s basic characteristics of learning autonomy is synthesized, here is the description. Principle one, learning involvement, accommodates characteristics one and two of Breen’s and Mann’s as cited above. Principle two, learner reflection, is dealing with characteristics three and five, and principle three, appropriate target language use deals with characteristics four and six. Such a synthesis is trying to convince that the six characteristics of learning autonomy are conceptually true to indicate one’s learning strategy, whether it is autonomous or non-autonomous.
METHODOLOGY
This case study was conducted in English Language Study Program of Department of English Language and Literature of Universitas Negeri Jakarta for four months involving 55 respondents of students taking listening class during that semester.
Data were collected using a Likert scale questionnaire to measure their degree of learning autonomy.
Such an instrument is developed from Benson’s six characteristics of learning autonomy by which each is elaborated to produce two indicators. Table 1 below shows a specification of the instrument.
Table 1: Characteristic and indicators of Learning Autonomy in Listening Class Characteristics of Learning Autonomy Indicator
1. Ability to connect and control learning 1) Students use appropriate learning
5 materials in listening skill with learning strategies and learning materials resources available
strategy in listening
2) Students find their own materials related to listening skill
2. Desire to learn language in authentic language use in the aspect of
authentic materials and authentic form in listening skill
1) Students listen authentic materials (TV news, radio, songs, western movie)
2) Students practice their linguistic knowledge (pronunciation, stress, rhythm, intonation) in listening activities
3. Ability to use assessment and evaluation as potential feedback, in listening skill
1) Students summarize what they have already listened to assess their listening comprehension
2) Students ask their friends to check their summary
4. Desire to learn independently in listening skill both within education institution and outside education institution
1) Students listen independently use authentic materials
2) Students listen independently use their background knowledge 5. Ability to manipulate environment to
meet their own learning goal in listening skill
1) Students make a conversation with their friends to practice their listening comprehension
2) Students listen a conversation
between native speaker from cassette (recorded materials)
6. Ability to work cooperatively in a group
1) Students check their pronunciation cooperatively in a peer group 2) Students practice their listening
comprehension cooperatively in a peer group
Each indicator from the table 1 above is then used to construct a questionnaire of learning autonomy, producing 36 items which is validated using factor analysis. The steps used in applying factor analysis include (1) determine the variables that is the items of questions, (2) examine the variables using Measure of Sampling Adequacy (MSA) technique, (3) extract the variable using Principle Component Analysis(PCA), (4) rotate it to know variable grouping. Those steps could be simply conducted using a program called Statistical Package of the Social Sciences (SPSS) available in computer application program (Santoso and Tjiptono, 2001:248).
The reliability is calculated using Alpha and Cronbanch formula. After being validated the instrument is used to measure degree of learning autonomy of students in
listening class.
RESULT
The research reveals the following results:
1. In the validation using Factor Analysis it is reported that the coefficient of KMO is ˃ 0.5, and Bartlett’s test shows coefficient Chi Square 1275.705 which means the next step to calculate Measure of Sampling Adequacy (MSA) could be carried out. Table 2 shows the results of such a calculation.
6 Table 2: KMO and Bartlett’s test
Kaiser-Meyer-Olkin Measure of Sampling Adequacy.
.529 Bartlett's Test of Sphericity Approx. Chi-
Square
1275.70 5
Df 630
Sig. .000
2. The result of MSA computation indicates that 15 items of the instrument must be dropped out due to the lack of factor loading (MSA < 0.5). Therefore, the valid instrument of learning autonomy consists of 21 items.
3. From PCA computation it is reported that 5 factors could be extracted, having Eigen value bigger than 1.0. It means correlation of the variables within the extracted factors represents the data about learning autonomy of students in listening class. Diagram1 is the Secree Plot showing such a data.
Diagram 1: Secree Plot
4. The internal consistency of reliability was assessed using Cronbach's Alpha formula and it obtained index of reliability 0.875 which means significant.
5. Using the validated questionnaire of learning autonomy, it is reported that 82% of the students in listening class are mid-autonomous, 9.2% are high autonomous and the rest (8.8%) are low autonomous.
ANALYSIS
Respondents of this research consist of 55 students. This amount is very far from being adequate, as far as validation using Factor Analysis is concerned. Number of respondents of a research involving variables of affective domain, such as learning autonomy, should amount at least 6 times as many as total number of items in the questionnaire (Gable, 1986:175). Therefore, it is possible that the validity of instrument of learning autonomy is relatively low. Culture and value systems of respondents in their social lives are not involved in this study. This is important since
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the two variables have a very close relationship with what is being studied in this research. Such is true because all successful learning takes place within cultural frameworks that include acceptable teaching practices within one’s home, or base structure (Klug & Whitfield, 2002 as cited by Pewewardy Cornel: 2004).
CONCLUSION
Out of the 36 items in the questionnaire of learning autonomy, 15 are dropped to make a valid instrument consisting of 21 items. From the application of Factor Analysis five factors could be extracted. Below is the description of the extracted factors.
1. Factor One includes six variables in which each relates to four indicators, such as (1) Students listen authentic materials, (2) Students summarize what they have already listened to assess their listening comprehension, (3) Students make conversation with their friends, and (4) Students check their pronunciation cooperatively with peers.
2. Factor Two includes five variables in which each relates to three indicators, such as (1) students use appropriate learning strategy, (2) students practice their linguistic knowledge (such as pronunciation, stress, rhythm, intonation in listening), and (3) Students make conversation with their friends
3. Factor Three includes three variables in which each relates to three indicators, such as (1) students use appropriate learning strategy, (2) students practice their linguistic knowledge (such as pronunciation, stress, rhythm, intonation in listening), and (3) students practice their listening comprehension cooperatively.
4. Factor Four includes four variables in which each relates to three indicators, such as (1) students listen a conversation between native speaker from recorded materials, (2) students listen independently using authentic materials, (3) students listen independently using their background knowledge.
5. Factor Five includes three variables in which each relates to three indicators, such as (1) students listen independently using authentic materials, (2) students listen independently using their background knowledge, (3) students make conversation with their friends.
In spite of the fact that the research might have limitation, such as discussed in the analysis, the instrument to measure learning autonomous of students in listening class are valid in the sense that all items represent and comply with the underlying theories of learning autonomy.
The scale of autonomous learning of students in listening class is made based on their total score of the questionnaire. They show that most of the students got middle score (82%) that means they are mid-autonomous). Some students got high score (9, 2%) which means they are high-autonomous, and some others got the lowest score (8.8%) which means there are low-autonomous.
.
8 References
Benson, Phil. 2001 Teaching and Researching Autonomy in Language Learning.
England: Pearson Education Limited.
Chamot, Anna Uhl (et.al.). 2005 Learning Strategies Instruction in Higher Education.
Washington D.C: National Capital Language Resource Center. available at http://www.nclrc.org/guides/HED/pdfs/full.pdf
Dickinson, L. 1987. Self-instruction in language learning. Cambridge: Cambridge University Press.
Ek, J.A.van and J. L. M. Trim (eds.), 1984. Across The Threshold: Readings from the Modern Languages Projects of the Council of Europe. Oxford: Pergamon Press,
Gable, Robert K., 1986. Instrument Development in Affective Domain, Boston:
Kiluwer-Nijhoff Publishing.
Gardner, David (Ed.), 2011. Fostering Autonomy in Language Learning. Gaziantep, Turkey. Available electronically at: http://ilac2010.zirve.edu.tr
Hacker, Douglas J., John Dunlosky, Arthur C. Graesser (Ed.), 2009. Hand Book of Metacognition in Education. New York: Routledge Tayler and Francis Group.
Little, David. Learner Autonomy: Definitions, 1991. Issues and Problems. Dublin:
Authentic Language Learning Resources Ltd.,
Pewewardy, Cornel, 2002 Learning Styles Of American Indian/Alaska Native Students: A Review Of The Literature And Implications For Practice, Journal of American Indian Education Volume 41 Number 3
Santoso, Singgih dan Fandy Tjiptono, 2001. Riset Pemasaran, Konsep dan Aplikasi dengan SPSS. Jakarta: PT. Elex Media Komputindo.
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Room 10202 Teacher Management System in Blended Learning: Friend or Foe
Building X, 2nd Floor Room 10203
Roger Palmer William Learning to Read Texts 4201 Harumi Manik Ayu Yamin
Using Movies in English as a Foreign Language (EFL) Classrooms
4203 Yayuk Widyastuti Herawati
Developing Expository Essay Test for EFL University Students 4205 Ali Aljufri
Explaining Bloom’s Taxonomy Using Dance Movements
4206 Hananto
Adapting Computer Adaptive Testing for Vocabulary-Size Test 15:15 – 15:45
Coffee Break
Building IV 1st Floor and Building I 1st Floor 15:45 – 16:45
Plenary Speaker Presentation Auditorium
Building I
Dr. Luciana
Globalization: Redefining English Teacher Education Program in Indonesia
Auditorium Building IX
Dr. Nugrahenny T. Zakarias
Integrating EIL Pedagogy in Pre-service Teacher Education 18:30 – 20:30
Business Meeting Building I Auditorium I
