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A GRADUATING PAPER
A DESCRIPTIVE ANALYSIS OF LEARNER AUTONOMY
IN ENGLISH LANGUAGE CLASSROOM
IN THE SECOND GRADE STUDENTS OF SMA AS SALAFI SUSUKAN
Submited to the Board of Examiner as a Partial Fulfilment of the
Requirements for the Degree of Sarjana Pendidikan (S.Pd) in
English Education Department of Teacher Training and Education Faculty
State Institute for Islamic Studies (IAIN) Salatiga
By:
AFIDHATUS SHOLIKATUL KHOIRIANA
11313020
ENGLISH EDUCATION DEPARTMENT
TEACHER TRAINING AND EDUCATION FACULTY
STATE INSTITUTE FOR ISLAMIC STUDIES (IAIN) SALATIGA
2018
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MOTTO
“God will Never Give You a Problem which Bigger than
Your Ability”
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DEDICATION
This graduating paper is dedicated to:
My beloved parents Sriyanto and Jumi‟ah, who always love and support
me, thanks for everything.
My beloved brother M. S Widodo, who always supports me.
My big family that supported for my education and finishing this
graduating paper.
My beloved people Mas Mul, who always supports, motivates, and gives
me suggestions.
My beloved friends Mita, Nia, Nazil, who supports and gives me
suggestion to finish this graduating paper.
All of my friends KKN squat 67 Kaliwungu, Thanks for your supports.
All of my friends in English Department.
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ACKNOWLEDGEMENT
Alhamdulillahirobbil’alamin. All praise be to Allah SWT, the Most
Gracious and the Most Merciful who always bless and help the writer so the
writer can finish the graduating paper. Bless and mercy is upon great Prophet
Muhammad SAW for his guidance that leads the writer to the truth.
However, this paper will not be finished without support, advices, help and
encouragement from several people and institution. Hence, the writer would like
to express special thanks to:
1. Mr. Dr. Rahmat Hariyadi, M.Pd., the Rector of Institute of Islamic Studies
(IAIN) of Salatiga.
2. Mr. Suwardi, M.Pd., the Dean of Teacher Training and Education Faculty
of State Institute for Islamic Studies (IAIN) of Salatiga.
3. Mrs. Noor Malihah, Ph.D., the Head of English Education Department of
Teacher Training and Education Faculty of State Institute for Islamic
Studies (IAIN) Salatiga.
4. Mr. Hanung Triyoko, S.S., M.Hum., M.Ed., the counselor of this paper,
thanks for your suggestion, correction, and guidance for this graduating
paper from beginning until the end.
5. All lecturers and staff of State Institue for Islamic Studies (IAIN) of
Salatiga.
6. English Teacher of the second grade students in SMA Assalafi Susukan.
7. Second grade students of SMA Assalafi Susukan.
8. My beloved family, my mother, my father and my brother. And my big
family. Thanks for all.
9. The special one, my future partner of my life Mas Mulyono.
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10. All friends In English Education Department 2013 and my friends
Finally, this graduating paper is expected to be able to provide useful
knowledge and information to the readers. In addition, the writer is pleased to
accept more suggestion and contribution from the readers for the improvement of
the graduating paper.
Salatiga, December 7th
2017
The writer,
Afidhatus Sholikatul Khoiriana
NIM. 11313020
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TABLE OF CONTENT
Title ......................................................................................................................... i
Attentive Counselor‟s Note ..................................................................................... ii
Statement of Certificate.......................................................................................... iii
Declaration ............................................................................................................. iv
Motto ........................................................................................................................ v
Dedication ............................................................................................................. vi
Acknowledgement ................................................................................................ vii
Table of Content .................................................................................................... ix
List of Table .......................................................................................................... xi
List of Chart ......................................................................................................... xii
Abstract ............................................................................................................... xiii
CHAPTER I INTRODUCTION
A. Background of the Study ............................................................................. 1
B. Research Problems ...................................................................................... 4
C. Objectives of the Study ............................................................................... 4
D. Benefits of the Study ................................................................................... 4
E. Limitation of the Study ............................................................................... 5
F. Clarification of the Key Terms .................................................................... 5
G. Research Outline ......................................................................................... 7
CHAPTER II LITERATURE REVIEW
A. Previous Research ...................................................................................... 8
B. Definition of Learner Autonomy .............................................................. 10
C. Perspectives on Autonomy ...................................................................... 14
D. Learner Autonomy in Language Education .............................................. 16
E. Development of Learner Autonomy ......................................................... 17
F. Stages in the Development Learner Autonomy ....................................... 20
G. Teacher‟s Role in Fostering Learner Autonomy ..................................... 23
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H. Definition of Language ............................................................................. 25
I. Language Classroom ............................................................................... 26
J. Characteristics of Language Classroom .................................................. 28
CHAPTER III RESEARCH METHODOLOGY
A. Research Design ......................................................................................... 31
B. Research Location and Time ....................................................................... 32
C. Subject of Research ..................................................................................... 32
D. Techniques of Collecting Data .................................................................... 33
E. Research Procedures ..................................................................................... 34
F. Process of Data Analysis ............................................................................. 35
CHAPTER IV DATA ANALYSIS AND DISCUSSION
A. Data Presentation ........................................................................................ 37
B. Data Analysis ................................................................................................ 50
C. Discussion .................................................................................................... 55
D. Final Result .................................................................................................. 59
CHAPTER V CONCLUSION AND SUGGESTION
A. Conclusions ........................................................................................... 65
B. Suggestions ........................................................................................... 66
REFERENCES
APPENDICES
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List of Table
1. Table 4.1 The Result of Students Questionnaire‟s Answer (Learner
autonomy) ........................................................................................... 38
2. Table 4.2 Eight Stages in the Development of Learner Autonomy ..... 40
3. Table 4.3 The Result of Students Questionnaire‟s Answer (Students
Ways to Develop Learner Autonomy) ................................................. 41
4. Table 4.4 The Percentage of Students‟ Preference in Learner
Autonomy Questionnaire .................................................................... 43
5. Table 4.5 The Percentage of Students‟ Preference in Students‟ Ways to
Develop Learner Autonomy Questionnaire ........................................ 45
6. Table 4.6 Students‟ scoring and categorizing (Learner Autonomy) .... 50
7. Table 4.7 The Categories of Learner Autonomy ................................ 53
8. Table 4.8 Students‟ scoring and categorizing (Students‟ Ways to
Develop Learner Autonomy) ............................................................... 53
9. Table 4.9 The Categories of Students‟ ways to Develop Learner
Autonomy ............................................................................................ 54
10. Table 4.10 Students‟ Profile of Learner Autonomy in English
Language Classroom ............................................................................ 59
11. Table 4. 11 Learning Stages of the Students‟ to Develop Learner
Autonomy ............................................................................................ 61
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List of Chart
1. Chart 4.1.1 The Result of Student‟s response in Questionnaires ............... 42
2. Chart 4.1.3 The Result of the percentage of students preference in learner
autonomy questionnaire ............................................................................. 47
3. Chart 4.1.4 The Result of the percentage of students preference in
students‟ ways to develop learner autonomy ............................................. 47
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ABSTRACT
Khoiriana, Afidhatus, Sholikatul. 2018. A Descriptive Analysis of Learner
Autonomy in English Language Classroom in the Second Grade
Students of SMA Assalafi Susukan. A Graduating Paper. English
Education Department. Teacher Training and Educational Faculty
State Institute for Islamic Studies (IAIN) Salatiga. Counselor: Hanung
Triyoko, S.S., M. Hum., M. Ed.
Learner autonomy is an ability to take charge of one‟s own learning.
Learner autonomy is the responsibility of the person toward their needs,
motivations, willingness and other requirements in learning process. This study
was carried to know the students‟ learner autonomy and the ways to develop
learner autonomy of the second grade students of SMA Assalafi Susukan.
The methodology of research was mixed-method research which involving
combining or integration of qualitative and quantitative data in research study.
The writer used convergent parallel mixed method to converges and merge
qualitative and quantitative data in order to provide a comprehensive analysis of
the research problems. The writer typically collects both forms of data at roughly
the same time and then integrates the information in the interpretation of the
overall results.
After being analyzed, it is known that learner autonomy of the students are
good (55%), good enough (25%) and very good (20%). While, the students ways
to develop learner autonomy are identifying the learning difficulties, choosing
books and exercises which suitable with their ability, keep record of the study
(writing review or take a note), and catching the chances to take part in class
activities, memorizing and trying to arrange words.
Key Words: Learner Autonomy; Descriptive Analysis; Language Classroom.
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CHAPTER I
INTRODUCTION
A. Background of the Study
Education cannot be separated from human life, because with
education, human can be useful and be autonomous. The school has a variety
of activities. The most important activity is teaching and learning process. The
success of the education or the failure depends on the process of students‟
learning. The classroom activities are important for the students for increasing
thinking of the students. The purpose of learning is to change from negative to
positive side based on experience in their society.
Language as a tool for communication has an important rule in
education. Every country has their own language for communication in daily
life. Language in each country has their own characteristic. One of language
that used to communicate from one country to another country is English
language. Leaning foreign language is more complex than learning mother
tongue. According to Brown (2007) language learning is not a set of easy
steps that can be programmed in a quick do-it-yourself kit. The learner should
have sufficient knowledge in order to get good result in learning a foreign
language, especially in this case is learning English language.
English as a foreign language in our country is the most important
language for international communication. People from all over the world
speak using the English language. All countries in the world have set English
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language as one of the compulsory subject at school. Students must be able to
speak using English in English language class. The students must learn by
their own abilities and ways to improve their knowledge. Learning English
language in order to get an optimal result, learners must apply learner
autonomy, so they know what they need in learning.
Learner autonomy is the learner‟s responsibility toward their needs and
wants in their learning activities. According to Holec 1990 as quoted in
Helena (2010:4), Autonomy refers to an ability, thus the characteristic
autonomous should only be applied to a person, not a process. This why he
suggests the expression self-directed learning to cover the learning process in
which an autonomous learner involved. Learner autonomy is the ability that
the students must do their assignments with their own-self. Students have a
responsibility to prepare for their needs. Learner autonomy is needed both in
school and outside school to create a better generation in the future.
Leaner autonomy is based on the idea that if students are involved in
decision making processes regarding their own language competence, they
more enthusiastic about learning (Littlejohn, 1985 as cited in Balcikanli,
2010). Learner autonomy is the responsibility to the personal needs of learners
and more active in the learning process. The students don‟t depend on the
teacher. The teacher is only as a facilitator and companions in the learning
process. Applying students-centered is one way to apply learner autonomy in
school. Students may able to advise or participate in determining the materials,
methods or mediums that to be used in the learning process.
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Today, in every school may have applied learner autonomy, but the
students‟ awareness mostly less. For example, when the whiteboard dirty the
students didn‟t clean the whiteboard before the teacher ask to clean it. That is
only one simple example of learner autonomy, but it‟s very important to make
the learning process run smoothly. The most important thing to create learner
autonomy in an English language class is to make the students comfortable
and enjoy in the classroom, so that the students can determine what is needed
in the English language classroom.
English language classroom can bring students learner autonomy.
According to Haiyan (2014) he explains that learner autonomy is the ability of
learners‟ managing their own study. They complement each other, whereby
the purpose of the learner autonomy is to get students to manage the necessary
requirements for their learning. They prepared the things that are needed
during learning activities. Learner autonomy motivated students to get what
they want in their own way. Learners can manage in their strategic ways to get
good result.
Therefore, the writer wants to know how the learner autonomy applied
in English language classroom activity. It is one of the reasons the writer
choose this title “A DESCRIPTIVE ANALYSIS OF LEARNER
AUTONOMY IN ENGLISH LANGUAGE CLASSROOM IN THE
SECOND GRADE STUDENTS OF SMA ASSALAFI SUSUKAN”
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B. Research Problems
In order to get better order on discussing of the study, the writer would
like to compose research problems as follows:
1. How is the profile of learner autonomy in English language classroom in
the second grade students of SMA Assalafi Susukan?
2. How do the students‟ stages in achieving their learner autonomy in
English language classroom in the second grade students of SMA Assalafi
Susukan?
C. Objectives of the Study
Related from problems of the study above, this study has some
objectives which describe as follows:
1. To find out the students‟ profile of learner autonomy in English Language
Classroom in the second grade students of SMA Assalafi Susukan.
2. To describe the students‟ stages in achieving learner autonomy in the
English Language Classroom in the second grade students of SMA
Assalafi Susukan.
D. Benefits of the Study
The writer hopes that this study will useful for the teachers, students,
and also for the readers who read the result of the study.
1. The teacher
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The useful thing from this research is that it will help teacher to apply
learner autonomy in classroom.
2. The students
For students, the writer hopes that they can improve their learner autonomy
and participation during teaching-learning process in class.
3. The reader
The writer hopes that this research can be useful for the readers and other
researcher to do a deeper research.
E. Limitation of the Study
In order to avoid miss understanding in interpreting the problem, the
writer would like to limit the scope of the study to the following problems:
1. This research especially focus on learner autonomy that applied in English
language classroom in the second grade students of SMA Assalafi
Susukan.
2. This research applies to the second grade students of SMA Assalafi
Susukan.
F. Clarification of the Key Terms
To make easy to understand in discussing more about the title, the
writer wants to explain the meaning of the title at glance, it consists of two
main terms which are necessary to explained. As follows:
1. Descriptive Analysis
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According to Kothari (2004), “Descriptive vs. Analytical:
Descriptive research includes surveys and fact-finding enquiries of
different kinds. The major purpose of descriptive research is description of
the state of affairs as it exists at present.”
According to Creswell descriptive analysis is describing the result
of the study through means, standards deviations, and range of the scores
(Creswell. 2014)
2. Learner Autonomy
According to Holec 1990 as quoted in Helena (2010), Autonomy
refers to an ability, thus the adjective autonomous should only be applied
to a person, not a process. This why he suggest the experession self-
directied learning to cover the learning process in which an autonomous
learner involved.
Learner autonomy as explain by Holec (1981), should develop the
individuals freedom by developing those abilities which will enable him to
act more responsibly in running the affairs of the society in which he lives
(Little, 2007).
3. Language
Language is systematic, set of arbitrary symbols (vocal and may
also visual), used for communication, operates in speech community or
culture, essentially for human, acquired by all people with same way, and
language have universal characteristics (Brown, 2007).
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G. Research Outline
Writer aranges this study in the following order: the cover of the paper
contains the title page and the body consists of:
1. Chapter I is introduction which contains of background of the study,
research problem, cobjective of the study, benefits of the study, limitation
of the problem, clarification of keyterm, research outline of the graduating
paper.
2. Chapter II is literature Review. This chapter reviews contains of definition
of learner autonomy, learner autonomy in language education, the
development of leaner autonomy, stages in the development of learner
autonomy, teachers role in fostering learner autonomy, definition of
language, language classroom, characteristics of language classroom.
3. Chapter III is research methodology which describe research setting,
research approach, type of research, setting of research, subject of
research, techniques of collecting data, research procedures, process of
data analysis, and techniques of data analysis.
4. Chapter IV is data analysis which contains of questionnaires and interview
results, discussion of the result and final result.
5. Chapter V is closure containing of conclusion and suggestion.
6. The last part is references and appendices.
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CHAPTER II
LITERATURES REVIEW
In this chapter the writer wants to explain theories used to accomplish this
study. The main data in this study are learner autonomy that supported by some
resources.
A. Previous Research
This literature review presents relevant information which is needed to
understand and support the present research. By the end of previous section,
the readers aims to have a better understanding on the basic concepts that are
very fundamental for development of this research entitled “A Descriptive
Analysis of Learner Autonomy in English Language Classroom for the Second
Grade Students of SMA Assalafi Susukan.” Within this review, the writer
presents the readers some information related to the reason why this study is
important to be done.
The writer took some previous research from other research as
comparison. The first research, which held Zia Kemala (2016), in her paper,
entitled “An Analysis Factors Influencing the Autonomous Learners in
Learning English.” The result of the study showed that the autonomous
learners were influenced by five factors which are (1) motivation, (2) social
environment, (3) task, (4) teacher and (5) material. These finding suggest that
the teacher must encourage and promote students to become autonomous
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learner because students will get more benefit from becoming autonomous
learners.
The second research, which held Nuray Okumus Ceylan (2015), in his
paper, entitled “Fostering Learner Autonomy.” The study aims to find out
whether training learners on language learning strategies foster their learner
autonomy or not. This study concludes the more strategies the students
employ or the more frequently more autonomous they might become by
starting to shoulder the responsibility of their own learning process.
The third research, which held by Maria GiovannaTassinari (2012), in
her research entitled “Evaluating Learner Autonomy: A dynamic Model with
Descriptors.” This study aims to describe the dynamic model and to illustrate
how it can be used in language advising. The result showed that they are able
to benefit from the evaluation; their awareness, self-reflection and decision-
making in the autonomous learning process improved.
The fourth research, which held by Paula Andrea Bedoya (2014), in
her paper, entitled “The Exercise of Learner Autonomy in a Virtual EFL
Course in Colombia.” The study explores how a group of graduate students
manifest autonomy in English as a Foreign Language virtual course at a
Colombian university. The result showed that students manifested attitudes
that led autonomy such as motivation and commitment at the beginning of the
course, the students also manifested high levels of dependence and lack of
self-confidence.
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Another study, which held by Nenden Sri Lengkanawati (2017), in her
paper entitled “Learner Autonomy in the Indonesian EFL Settings.” The study
found that learner autonomy training could improve the teachers‟ perceptions
regarding learner autonomy concepts and principles. There were some
constraints as reported by the teachers during the learner autonomy training
that made learner autonomy difficult to develop among Indonesian learners in
general. Some of the identified constraints were limited time allotted for the
implementation of the curriculum, learners‟ lack of autonomous learning
experience, too much focus on national examinations, and insufficient
proficiency of English among the learners.
B. Definition of Learner Autonomy
Originally, learner autonomy is defined by Holec (1981) as an ability
to take charge of one‟s own learning (Little, 2007). In the middle of 1970s
concept of learner autonomy entered as the context of innovative adult foreign
language learning projects. The project based on „self-access‟ language
resource center, where learners were expected to self-direct their learning,
while another focused on „learner-training‟ for self directed learning. From the
late 1980s onward, interest shifted to the young learner and conventional
classroom, emerge literature emphasizing the need to help evolve the socio-
psychological attributes related to foreign language education context
(Benson, 2008).
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Definitions of learner autonomy have been changing with time, from
the Holec‟s explanation; „Ability‟ is often replaced by capacity, while „take
charge‟ is often replaced by taking responsibility for (Holec 1981, as cited in
Han, 2014). Learner autonomy is the responsibility of the person (in this case
is students) toward their needs, motivations, willingness, and soon in the
learning process. Learner autonomy as explain by Holec, should develop the
individual freedom by developing those abilities which will enable him to act
more responsibly in running the affairs of the society in which he lives (Little,
2007).
Another definition of learner autonomy, learner autonomy defined as
an ability of knowing how to learn (Wenden, 1991, as cited in Dang, 2012). In
another resources, Holec defined learner autonomy refers to encouraging
students “to determine the objectives, to define the contents and progressions,
to select methods and techniques to be used, to monitor the procedures of
acquisition and to evaluate what has been acquired” (Balcikanli, 2010),
through this process, the students could organize their agenda for their
learning.
According to Dickinson (1995, as cited in Haiyan, 2014), he listed
autonomous learners‟ basic features. Students can understand teaching
objectives and teaching methods, set their own learning target, choose suitable
learning strategies, monitor their own learning strategies and establish their
own learning outcome. Learner autonomy can be conceptualized as the
capacity o the individual to engage in critical reflection, decision making, and
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willingness to act and experiment on one‟s own. It may define as the ability to
take personal or self regulated responsibility for learning (Parvin, 2014).
Learner autonomy is often applied to the process and contents of
language learning, but not specifically to its intended outcome, the
development of proficiency in a second or foreign language (Little, 2007).
Learner autonomy is based on the idea that if students are involved in decision
making processes regarding their own language competence (Littlejohn, 1985,
as cited in Balcikanli, 2010).
In Dang (2012), learner autonomy has been perceived and translated
into practice in several ways, depending on particular political, social, and
contemporary situations. First, it is generally considered as an ability of
knowing how to learn. Second, it is regarded as an ability to control one‟s
learning activities. Third, it is seen as able to „detachment‟ or ability to learn
without the involvement of a teacher. Fourth, it is said to be a „capacity to
make and carry out choices‟ or an ability to perform rational decision-making
processes over learning activities. More specifically, it is viewed as an ability
to give responses beyond usual instructions. These examples suggest that
although different aspects of this ability can be focused in each definition, they
always maintain the central core of this construct which is the ability to
understand and manage learning process‟s responsibly and effectively.
These variations in the definition of learner autonomy reflect a
developmental trend that one should expect. As the notion of every learning
construct is embedded in and developed from a situational occasion, its
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interpretation should be modified by users according to changes in political
belief, language learning theory, technology, employment demand, and
learning objectives (Dang, 2012).
This becomes even more important for learner autonomy and it has
argued in contemporary literature that this capacity needs to be localized and
addressed in particular social contexts. In other words, people in different
socio-cultural situations may have different views on learner autonomy, and
this logically leads to a different set of practices to foster this capacity. Based
on the explanation from Dang, learner autonomy is depends on the situation
and the place. People in different cultures have different thought of learner
autonomy. Every society has a different perspective according to their
conviction about learner autonomy.
Learner autonomy can be conceptualized as the capacity of the
individual to engage in critical reflection, decision making, and willingness to
act and experiment on one‟s own. It may be defined as the ability to take
personal or self regulated responsibility for the learning process (Sinclair,
2014). The concept of learner autonomy is to foster the responsibility of
personal requirement in developing critical thinking, decision making and
willingness.
Therefore, from the definitions above, learner autonomy is the
student‟s responsibility to control their learning process, decided what they
need in their learning, to control their target in learning, to manage their time,
and the responsibility to achieve a good result in learning English.
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C. Perspectives on Autonomy
According to Rebecca (in David, 2003) there are perspectives on
autonomy which contains four perspectives with a different focus, as follows:
1. Technical Perspective on Learner Autonomy
The technical perspective emphasizes the situational conditions
under which learner autonomy may develop. Most often the literature
treats these as „other-created‟ conditions, not conditions initially generated
by the learner. Context in this perspective consists of literal surroundings,
such as a self-access center, a classroom, a home setting, or a travel
environment.
The technical perspective on autonomy treats learning strategies
merely as tools that the teacher can „give‟ to the student via learner
training or strategy instruction (Benson, 1997 as cited in Palfreyman,
2003). However, learning strategies are not mere tools that can be handed
over, just as agency or empowerment cannot be simply granted. Effective
strategy instruction requires the teacher‟s knowledge of learners‟ current
strategy use, needs, and cultural beliefs; it also demands learners‟ full
participation in the process of strategy development.
2. Psychological Perspective on Learner Autonomy
The psychological perspective is focus on characteristics of
learners. The Psychological perspective examines mental and emotional
characteristics of learners, who are viewed either as individuals or as
members of a rather generalized social or cultural group. Psychological
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indicates that autonomous learners have characteristics such as high
motivation, a desire to seek meaning, positive attitudes, need for
achievement, and a combination of extrinsic and intrinsic motivation.
Motivation depends greatly on the context, people involved, and specific
circumstances. The psychological perspective on learner autonomy offers
many riches, such as an understanding of various forms of agency, models
of motivation, and autonomy-encouraging styles and strategies.
3. Socio-Cultural Perspective on Learner Autonomy
The socio-cultural perspective emphasizes social interaction as a
major part o cognitive and language development. The socio-cultural view
does not focus primarily on issues of power, access and ideology; it
centers instead on development of human capacity via interaction. Socio-
cultural perspective contributes ideas concerning mediated, meaningful,
situated learning that involves a sense of agency.
4. Political-Critical Perspective on Learner Autonomy
The political-critical perspective centrally involves issues of
power, access and ideology. In the political-critical perspective, context
refers to ideologies and attitudes found in specific locations, situations,
groups (related to age, gender, religion, culture), institutions, and
socioeconomic levels. The political-critical perspective shakes us by the
shoulders, forcing us to question assumptions and to critique existing
power structures.
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D. Learner Autonomy in Language Education
Learner autonomy in language education has been interpreted in
various ways and various terms such as learner autonomy, learner
independence, self direction, autonomous learning, and independent learning
are those having similar concepts. According to Benson (1997:3) as cited in
Palfreyman and Smith (2003) have been distinguished three broad ways of
talking about learner autonomy in language education. First, as a technical
perspective, that emphasizes the skills or strategies for un-supervised learning,
and specific kinds of activity. Second, as a psychological perspective, that
emphasize the broader attitudes and cognitive abilities which enable the
learner to take responsibility for his/her own learning. Third, as a political
perspective, that emphasize in empowerment or emancipation of learners by
giving them control over the content and processes of their learning.
The different views of what constitutes learner autonomy, there are
different interpretations of its scope. The variations in these views of
autonomy are reflected in the range of possible approaches to fostering
autonomy in learners-approaches which are often linked to broader ideas of
leaner-centered education (Tudor, 1997; Been and Littlejohn, 2000; as cited in
Palfreyman and Smith, 2003). A technical perspective on autonomy may
emphasize the development of strategies for effective learning; this approach
is often referred to as „learner training‟. A psychological perspective suggests
fostering more general mental dispositions and capacities. A political
perspective highlights ways in which the learning context can be made more
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empowering for the learner. In addition, approaches to fostering autonomy
may focus on technology or other resources, on the learner him/herself, and/or
on decision-making in the learning context (Benson, 2001, as cited in
Palfreyman and Smith, 2003).
Independence from a teacher is often taken as an observable sign of
autonomy, indeed the term „independence‟ is often used as a synonym for
autonomy. However, the individualistic connotations of this term have led
some writers to emphasize the value of interdependence: the ability of learners
to work together for mutual benefit, and to take shared responsibility for their
learning. Although working with a teacher, for example, is sometimes seen as
compromising autonomy, collaboration has come to be seen in a more positive
light, as an important component of learner autonomy.
E. Development of Learner Autonomy
According to Parvin (2014) in his book, there are several factors that
can influence the development of learner autonomy. There are some factors
for the development of learner autonomy; these are family, school and teacher
factor.
1. Family
Family is the place that human got the first education. The wrong
statement if human begins learning in the school. Humans begin learning
from their parents and/or other family members. Parents teach the children
with disciplinary, the manner of parents sometimes different, may be it
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authoritative, authoritarian, permissive or restrictive; can affect the
development of autonomy among learners. Learners should observe
parental wishes, desires, and directions.
2. School
School is a large organization that exists in every country which
following curricula and syllabi. Generally, school give due importance
activities; such as work experience, productive work, individual project
work, working with the community, etc., these activities could motivate
learners to boost learner autonomy.
Another opportunity to boost learner autonomy could be seen in
assigning „project work‟ to them on topics/themes of their choice and
permit full play to them to use their skills and talents. Currently,
conducting a project work has, by and large, been reduced to a farce. The
children can purchase „project work‟ in the market and submit it to the
school. The teacher may be overworked and not in a position to guide
students about how to do the project work. Project work, when done in
group with peers, innovate ideas do emerge and take practical shape.
These are instances of learner autonomy leading to innovation.
3. Teacher
The aspects mentioned above could be taken away from the list of
restrictive practices in the context of learner autonomy if the teacher is
professionally competent, committed, performing, proud of his/her task
and willing to guide his/her students on the basis of individual differences.
19
The teacher could generate awareness amongst parents about the level to
which they should impose their wishes on their children in matters of
nurturing talents and giving them the liberty of making choices and taking
decisions. A teacher, who keeps him/herself abreast of the new
developments in the field, can indicate possibilities and encourage students
to realize the bliss of learning on their own. For this, the teacher should be
will in to work with the students as a partner and co-worker. A teacher,
who grows with years, often presents an example of the positive outcomes
of learner autonomy. Young person‟s would innovate even when
enmeshed in restrictions and restraints, once they find someone ready to
stand with the affection and always ready to provide encouragement.
Those factors above can emerge the development of learner autonomy.
The development of learner autonomy cannot be separated from three factors
above; every learner has a family which supports their learning from baby
born until they can achieve the best result in the study. In other side, every
country makes school as a compulsory program for education, school as place
for formal study could be encouraging the development of learner autonomy.
The school has the teacher as facilitator to assist the students to promote
autonomous learning.
Learner autonomy can be developed by encouraging students to
acquire information from „searching‟ various sources and use the information
in building their knowledge. The principles of guided learning could be used
20
in a manner that it leads to greater motivation and applications of skills so
acquired in new and challenging situations.
Autonomy is also expressed as the ability to learn how something can
be learnt – learning to learn – and may not be the same when this acquisition
is put in applications in subsequent situations. This could happen only when
the learner realizes that the textbook is not only source and there is a world
beyond the teacher and his/her methods and content. Nurturing autonomy
requires the teacher to encourage such thoughts among learners.
F. Stages in the Development of Learner Autonomy
According to Reinders (2010) there are eight stages in the
development of learner autonomy as follows:
1. Identifying needs, learners must have a clear idea of their language needs,
and acknowledge that they have weaknesses in language learning. For
example, if they need to improve their writing skills, they may learn with
and from others, and that will affect their success in writing. The language
and learning needs should be recorded (in a diary or portfolio) and
reviewed regularly. As a needs analysis at the starting point of a dynamic
process, it should be repeated at regular intervals. In this way, students
become aware of the importance of aligning their work with their needs on
an ongoing basis.
2. Setting goals, goal setting will help them to be specific for the outcomes
they are aiming for. Learners should be encouraged to view the course as
21
one element in achieving their own goals. Having clear goals allows
learners to focus on those aspects of the class that are most relevant to
them.
3. Planning learning, planning is like finding the best way to get learner‟s
destination. Planning engages drawing up practical plans and allocating
time to them.
4. Selecting resources, normally this is the task of the teacher, but many
teachers have experimented with involving learners in the selection and
preparation of resources for learning. When learners involved in selecting
resources, they may more enthusiastic in the language learning process.
5. Selecting learning strategies, if learners take full responsibility for their
learning, learners should choose strategies that appropriate to the task. For
example strategies in speaking skill, they may memorize the vocabulary in
order to speech language fluency.
6. Practice, in classroom situations, the teacher provides opportunities for
practice and gives frequent feedback for the learners. For example, the
teacher gives homework appropriate to the material that given by the
teacher. It is important to practice the materials and to practice the ability
in experiment the materials with language.
7. Monitoring progress, the teacher wills feedback and perhaps there are
regular mini-test and assignments. For the development of autonomy,
learners will need to develop the ability to monitor their own progress and
22
revise their learning plans accordingly. Learning diaries are a good tool to
encourage this process, such as, to develop the necessary vocabulary.
8. Assessment and revision, whereas monitoring one‟s progress is an ongoing
task that takes place as part of every learning process, assessment is
usually less frequent. Many students, understandably, want to have a sense
of achievement and test scores can provide a kind of external validation
that is important to them. Learners may need to be given opportunities for
alternative assessment, so they feel confident in their own learning.
In short, from the explanation of the stages above can be included that
identifying needs for a learner is learner experiencing difficulties in using the
language. Setting goals are contextually determined for the goals that want to
be achieved in the course of language and usually relatively flexible. Planning
learning is usually determined by the teacher in school and the learners are
flexible. Selecting resources can be provided by the teacher and self-selection
by learners. Selecting learning strategies depend on the teacher models and
teacher instructions, the learners can choose the strategies that appropriate
with their self. Practice, when in school the exercises and activities are
provided by teacher, the learners can be implementing (language use) and
have experimentation in and out school. Monitoring progress, the teacher can
give feedback and comments on assignments and tasks of the learners, and the
learners can be monitoring their self or peer feedback with their friends. The
last stage is assessment and revision is depending on the tests and curriculum
changes; the learners can assess their self and do reflection the materials.
23
G. Teacher’s Role in Fostering Learner Autonomy
In Han‟s journal, most teachers would agree that the goal and
significance of teaching is to bring about changes in learners. The points out
what those changes might be and how they can be effectively brought about
which determined by a complex set of interrelated that depend upon what the
learner and the teacher perceive their perspective role to be and upon a set
decisions, both taken by them and imposed upon them‟ experiences, both past
and present experience that they bring with them to any given situation.
Complex in this case is the relationship between those factors above that one
feature of many methodologies of language learning is to ignore or at least
marginalize (very small) the teacher‟s role. Teacher‟s role in fostering learner
autonomy should be well considered or not be ignored.
Teacher‟s roles in fostering learner autonomy are various and
complex. There are some authors that give briefly explanation as cited in Han
(2014) as follows; Knowles (1975), stated that teachers act as facilitators,
helpers or consultant. Higgs (1988), the teacher play role of a manager who
creates a supportive and stimulating learning environment, who is available as
a resource person, who challenges learners to achieve their potential and who
helps learners to become aware of institutional requirements and expectations
associated with the discipline in which they are studying. Nunan (1993)
teachers are changing their traditional roles and moving to new ones, they
become active participants, monitors, consultants, and guides when they work
closely with their students‟ language learning and help students develop better
24
techniques for learning. Ho (1995), teachers must redefine their views about
teacher-learner roles. The burden of the responsibility for such a redefinition
should not be assignees solely to teachers; the teacher also has a role to play in
helping learners realize that they too, must take on responsibility for their
learning. Voller (1997), the language teacher may act as a facilitator who
initiates and supports decision-making processes, a counselor who responds to
the ongoing needs of individuals and a resource that makes his or her
knowledge and expertise available to the learners when it is needed. Yang
(1998), teachers have a role in developing students‟ learning strategy, which
can facilitate the development of learner autonomy, teachers should be
responsible for strategy instruction. Xu & Xu (2004), teachers help students
build the belief and confidence in autonomous learning; guide students to
make practical plans; help students to think about the learning strategies and
put them into practice; make effective use of self-directed center to facilitate
learner autonomy; encourage more communication between teachers and
students by various channels to monitor the learning process; provide more
opportunities for students to develop their autonomous ability.
As explained from some authors above, it is obvious that teachers
who want to foster learner autonomy of the language learning should not see
themselves as directors of classroom learning or as founts of knowledge to be
poured into the heads of the learners. Fostering learner autonomy is not simple
matter.
25
H. Definition of Language
According to Brown (2007), there are some reasons possibilities to
define language; language is systematic, set of arbitrary symbols (vocal and
may also visual), used for communication, operates in speech community or
culture, essentially for human, acquired by all people with same way, and
language have universal characteristics.
According Kumaravadivelu (2006), there are three broad
conceptual points; Language as system, language as discourse, and language
as ideology. First, language as system, all the components of a language work
in tandem in coherent and systematic manner. The components of language
are certainly not a random collection or disparate units. The central core of
language as system consists of the phonological, the semantic, and the
syntactic system. The phonological system deals with the pattern of sound, the
semantic system deals with the meaning of the words, and the syntactic
system that deals with the rules of grammar. Second, language as discourse,
the term of discourse generally refer to spoken or written language that
describable relationships of form and meaning that relate to an external
communicative function and purpose for audience. Here is focused for
connected and contextualized unit of language use. The third is language as
ideology. Language as ideology is usually reflected in the ideologically
grounded perceptions and practices of language use that are shaped and
reshaped by dominant institutional forces, historical processes and vested
interests.
26
The three of the theoretical concepts of language, that language as
system deals with the phonological, syntactic, and semantic feature of
language, and with the notion of linguistic competence that is mostly confined
to semantic-grammatical knowledge of the language. Language as discourse,
on the other hand, focuses on the nature of language communication, with its
emphasis on the rules of language use that are appropriate to a particular
communicative context. Language as ideology, however, goes way beyond the
confines of systemic and discoursal features of language, and locates it as a
site for power and domination by treating it both as a transporter and a
translator of ideology that serves vested interests.
I. Language Classroom
Language classroom is a class where the students learn about language.
To a great extent, the language used by teachers and students in classrooms
determines what is learned and how learning takes places. The classroom is a
unique for learning and effects on students‟ development of language skills.
Students have opportunities to integrate oral language in classroom. In
language classroom, students should be talking. Language classroom should
be focused on the aspect of learning a language that intrigues students most
speaking it (Loyola, 2016). In language classroom teachers should get the
students talking more. Teacher should give opportunity to the students to
speak more than the teacher stood at the front of the classroom spouting
27
details of the materials. Students must be given a genuine way in language
learning to practice the language for communication.
Language is for communication among each others. In language
classroom there are four skills which are developed. They are listening,
speaking, reading and writing skill. The students must have proficiency in
language classroom. There are some strategies for focusing on students
proficiency on language classroom, as follows: begin each day with an
interpersonal speaking activity; require students to use the target language in
class (in this case English language); broach interesting topics that allow
students to use vocabulary they are learning or have learned previously.
In language classroom there are language learning and teaching.
Learning is acquiring or getting of knowledge of a subject or a skill by study,
experience, or instruction. While, teaching is showing or helping someone to
learn how to do something, giving instructions, guiding in the study of
something (Brown, 2003). Therefore, language learning is study for getting
knowledge of language skill by study in out or in classroom. Language
learning is attracted to studying certain languages (in this case English
language) and/or the way language is taught encourages a certain set of
beliefs. Language teaching is the activity of helping someone to learn the
study of language. In language teaching environment, teachers try to motivate
and support the students.
28
J. Characteristics of Language Classroom
According to Priyanka (2017), there are some characteristics that
matter in a language classroom, as follows:
1. In a good language classroom, educator recognizes that learners have
strengths and weaknesses and individual needs; and educator tries to
provide learner with what learners want as an individual.
2. The classroom should be a stress-free and relaxing environment. Students
learn most effectively when student feel relaxed.
3. Learning a language is fun and hard work. It is important that student
participate in the class activities. Student get involved in the classroom the
more speaking and communicating in the language students are studying
will seem natural. Pair and group work with other students help to achieve
this.
4. If the teachers are enthusiastic, friendly, and well-organized, students will
enjoy the lessons and learn more.
5. Games and laughter are part of the learning process. Communicative
games are a very good way of practicing spoken language.
6. Students need to practice structures/vocabulary that recently learnt. It
helps to use the language in an enjoyable way without worrying about
making mistakes.
However, the core features to get the best language learning are:
a. Collaborative Nature
29
The collaborative nature helps the learners to communicate with each
other, develop vocabulary and eventually they start to think in that
very language which implies that the language starts coming naturally
to them.
b. Promoted communication
The second feature of language learning classroom is that there is a lot
of communication among students and teachers. Many institutions
prefer the native educators for the language lessons so that they can not
only tech students the language but also help them to understand about
the culture, history and significance of that very language. This is help
student to get to the roots of a particular language which helps in have
a better grip of the language.
c. Engaging activities as part of the curriculum
Learning language is fun, but very difficult too. Learning about a new
language and achieving the eloquent bar in the same is time taking and
requires a lot of patience which can get frustrating for students. So, the
key to help students learn with minimum stress is to keep them
engaged in activities. Also, the nature of the study is such that the
more students are engaged the more they will learn in better ways.
d. Diversity in the classroom is valued
The diversity in the language learning classroom is viewed as a
resource from which all students can learn. Students from diverse
backgrounds feel that their culture is being validated and feel pride in
30
their heritage when they see their home cultures and languages being
studied in the classroom.
e. Scaffolds are Used to Help Students Acquire New Information
Scaffolds, such as linking new information to what students already
know, pre-teaching academic vocabulary, using of visuals to support
content learning, and modeling think-aloud, help students learn
content-area materials.
31
CHAPTER III
RESEARCH METHODOLOGY
This chapter contains the description of the methodology of the research; it
shows how the research is conducted based on the design of the research with the
general situation of SMA ASSALAFI Susukan, suitable data collection,
techniques and procedure of the research.
A. Research Design
To carry out this research, the writer used mixed methods design.
Mixed methods involving combining or integration of qualitative and
quantitative research and data in research study. Qualitative data tends to be
open-ended without predetermined responses while quantitative data usually
includes closed-ended responses such as found on questionnaires of
psychological instruments (Creswell, 2014).
Convergent parallel mixed method is a form of mixed methods design
in which the writer converges or merges quantitative and qualitative data in
order to provide a comprehensive analysis of the research problem. The writer
typically collects both forms of data at roughly the same time and then
integrates the information in the interpretation of the overall results (Creswell,
2014).
This mixed methods study will address to extent the profile of
students‟ learner autonomy and to describe the students‟ ways to develop
32
learner autonomy in English language classroom. A convergent mixed
methods design will be used and it is a type of design in which qualitative and
quantitative data are collected in parallel, analyzed, and then merged.
B. Research Location and Time
The writer chose the location of research in SMA Assalafi Susukan.
The reasons of the writer made choice of this school as a place of research
because the writer wants to know learner autonomy of the students of this
school, this school never investigated about learner autonomy before, having
medium for learning up to standard and the writer also the alumnus from
Assalafi foundation, so the admittance for doing research there was not too
complicated than another place.
This research was conducted in SMA Assalafi Susukan that is located
in Kenteng, Susukan, Semarang and this research is focused at the second
grade students‟ of SMA Assalafi Susukan in the academic year of 2017/2018.
This research was conducted on September 2017.
C. Subject of Research
a. Population
Population is all members of the research subject (Arikunto, 2006).
The population in this research is the second grade students of SMA
Assalafi Susukan. There are from Science class 10 students and Social
33
class 10 students. Therefore, the total number of the population is 20
students.
b. Sample
Sample is part of the population which is investigated (Arikunto,
2006). If the quantity of research subject less than 100, then it will be
better to take all of it. So, it was regarded as a population research. But if
the quantity of the research subject is more than 100, the writer can take
10-15% or 20-25% from the population therefore, the total number of
sample was 20 students. Related to the population which is 20 students, so,
the writer took all of it as the respondents.
In this research, the sampling technique that was used by the writer
was total sampling, which used all of the population in this research. In
this research, the respondents were from second grade students of SMA
Assalafi Susukan. The reason of choosing the sample from the second
grade of SMA Assalafi Susukan because they already adapted in range of
senior high school, they know what they need for their learning. Therefore,
they should have responsibility to their language learning process and
achievement goals.
D. Techniques of Collecting Data
1. Questionnaire
According Arikunto (2010) questionnaire is the number of written
question which is used to gain information from the respondents about
34
their personality and anything they know. This research used close
questionnaire to measure learner autonomy of the students. All participants
were responded to 20 statements to extent of students‟ profile of learner
autonomy and 15 statements to find out the students‟ ways to develop
learner autonomy.
In the questionnaires, responses of the respondents were classified
into category of frequency and treated in percentages, and then the results
were compared with the teacher‟s interview.
2. Interview
Interview is a meeting of two persons to exchange information and
idea through question and responses, resulting in communication and joint
construction of meaning about a particular topic (Arikunto, 2010). The
writer conducted interview with the English teacher of second grade of
SMA Assalafi Susukan. The writer also conducted semi-structured
interviews with five students. They were chosen because their responses
toward the students‟ ways to develop learner autonomy‟s questionnaire
which is appropriate with eight stages in the development of learner
autonomy. The purpose of this interview was to verify their ways to
develop learner autonomy.
E. Research Procedures
This research undertaken in according with the following steps:
1. Pre Research
35
a. The writer asked permission from the faculty that extended to the
headmaster of SMA Assalafi Susukan. Then, asked for the
Administrator of SMA Assalafi Susukan about research procedures
at that school.
b. The writer asked permission in SMA Assalafi Susukan to do
research by bringing a letter of permission from the faculty.
2. Implementation
a. After receiving permission from the school, the writer met with the
English teacher for second grade of SMA Assalafi and explained
what the writer do in SMA Assalafi Susukan.
b. Set schedules, the writer do interviews and distribute questionnaire.
c. Then, met with Miss Zumaroh to do interviews.
d. After that, the writer distributed close questionnaire for class XI
IPS and XI IPA, which the number of all respondents is 20
respondents. Types of questionnaire related to learner autonomy
and the students ways to develop learner autonomy.
F. Process of Data Analysis
Data analysis is the process of systematically searching and arranging
the interview and to present what have discovered (Bogdan and Briklen, 1998,
as cited in Kasiram, 2010). To analyze the data the writer used a side-by-side
comparison (Creswell, 2014). First, the writer reports the quantitative
36
statistical results and then discusses the qualitative findings. Then, the writer
combined the findings into conclusion.
Questionnaires used for the first instrument in this research. The writer
used two questionnaires, first questionnaire which assessed attitudes of
students‟ autonomy were designed to investigate the extent of the students‟
profile of learner autonomy. Then, the second questionnaire which used the
indicators of eight stages in the development of learner autonomy was
designed to investigate students‟ ways to develop learner autonomy. All
respondents were given the questionnaire by the researcher. In the
questionnaires, all of the respondents have to answer each item on a four-point
Likert scale (3=always, 2=sometimes, 1=seldom, 0=never).
Interviews have been selected in order to gain information toward the
profile of students‟ learner autonomy. First, the writer made interview with the
English teacher of second grade SMA Assalafi Susukan to gain information
about learner autonomy of the second grade students of SMA Assalafi
Susukan to answer research question number one. Second, the writer arranged
interview with students who elected the indicators of eight stages in the
development of learner autonomy in the second questionnaire to answer
research question number two.
37
CHAPTER IV
DATA ANALYSIS AND DISCUSSION
This chapter focused on presenting the finding and discussion of the
research. First, this analysis data processed through questionnaires from 20
students. Second, analysis data processed through the interview from an
English teacher in second grade of SMA Assalafi Susukan. The finding and
discussion from questionnaires for answer two research questions. First, find
out learner autonomy in the English language classroom in the second grade
students of SMA Assalafi Susukan. Second, to describes the students‟ stages
in achieving their learner autonomy in the English language classroom in the
second grade students of SMA Assalafi Susukan. The results from the
interview are to collect more information about the learner autonomy in the
English language classroom in the second grade students of SMA Assalafi
Susukan.
A. Data Presentation
1. Questionnaire of Learner Autonomy
The writer used a close questionnaire as the first instrument in this
research. The questionnaire adapted from Andrea (2014) which assessed
the attitudes of the students‟ autonomy. The writer attempted to have
identify manifestations of autonomy such as behaviors and qualities
associated with the construct which is the ability to understand and
manage learning process responsibility and effectively.
38
Table 4.1
The Result of Students Questionnaire’s Answer (Learner Autonomy)
Respondent
Questionnaire Number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Respondent 1 2 1 2 3 2 3 0 0 2 0 2 2 2 2 1 1 1 2 1 3
Respondent 2 2 1 3 3 3 3 0 1 2 0 2 3 3 2 0 3 3 3 2 2
Respondent 3 2 3 1 3 3 3 3 2 3 0 2 2 2 2 3 2 3 3 3 2
Respondent 4 2 2 2 3 2 3 1 1 1 2 0 1 2 2 1 0 1 1 2 1
Respondent 5 2 3 1 3 2 1 2 1 2 2 2 2 3 2 3 1 1 2 3 3
Respondent 6 1 2 3 3 1 1 0 0 1 2 1 1 0 2 0 1 3 2 2 3
Respondent 7 1 3 0 3 1 3 2 0 2 2 2 3 3 2 2 2 3 3 3 2
Respondent 8 1 1 3 3 2 2 2 3 2 0 3 2 0 2 2 2 2 3 2 2
Respondent 9 0 2 2 3 2 2 2 3 2 0 3 2 1 2 2 2 2 3 2 2
Respondent 10 1 3 2 3 0 3 0 2 3 2 2 0 2 1 2 2 0 2 2 2
Respondent 11 1 2 0 3 1 2 2 2 3 0 3 2 2 3 1 2 1 2 2 3
Respondent 12 2 2 3 3 1 1 1 0 1 0 0 1 0 2 1 1 3 2 2 2
39
Respondent 13 2 1 3 3 1 2 0 0 1 1 2 1 0 1 1 2 2 3 2 2
Respondent 14 2 3 1 2 2 1 2 1 3 0 1 1 3 3 1 2 3 2 2 3
Respondent 15 2 3 2 3 3 3 2 1 3 2 3 3 3 3 3 2 2 3 3 1
Respondent 16 2 2 1 3 2 3 2 1 2 2 2 2 2 2 1 2 3 3 2 2
Respondent 17 2 1 3 3 2 3 2 3 2 2 2 2 2 1 1 2 2 3 3 2
Respondent 18 2 3 2 3 3 2 2 2 2 1 2 2 3 3 1 2 3 3 3 2
Respondent 19 2 3 2 3 3 3 2 2 2 2 3 3 2 3 3 2 3 2 3 2
Respondent 20 2 1 3 2 1 2 2 1 2 2 2 2 2 2 2 3 1 0 3 2
By which:
3 : Always 1 : Seldom
2 : Sometimes 0 : Never
40
2. Students Stages in Achieving Their Learner Autonomy
The questionnaire used indicators from eight stages to develop
learner autonomy. The writer used those stages because learner autonomy
cannot reachable by automatically. To became learner autonomy, learners
can control of the learning process, their willingness and their motivation.
They also need to be actively involved in the whole process interacting
with their peers (in small groups) and sharing their learning experiences.
In this questionnaire, the writer used eight stages in the development of
learner autonomy to know the students‟ ways to develop learner
autonomy.
According to Reinders (2010) in the previous chapter, there are
eight stages for developing learner autonomy. The stages are shown in the
following form. The first (left) column shows the eight stages and the
right-hand column shows the learner directed in the development of
learner autonomy.
Table 4.2
Eight Stages in the Development of Learner Autonomy
No. Learning Stages Learner Directed
1. Identifying needs Learners must have a clear idea of their language
needs, and acknowledge that they have weaknesses
in language learning
2. Setting goals Having clear goals allows learners to focus on those
aspects of the class that are most relevant to them.
3. Planning learning Planning is like finding the best way to get learner‟s
41
destination. Planning engages drawing up practical
plans and allocating time to them.
4. Selecting resources When learners involved in selecting resources, they
may more enthusiastic in the language learning
process.
5. Selecting learning
strategies
If learners take full responsibility for their learning,
learners should choose or have strategies that
appropriate to their capacity.
6. Practice Implementation (language use) and
experimentation.
7. Monitoring progress The learners can be monitoring their self or peer
feedback with their friends
8. Assessment and revision The learners can assess their self and do reflection
the materials.
Table 4.3
The Result of Students Questionnaire’s Answer (Students in Achieving Their
Learner Autonomy)
Respondents
Questionnaire Number
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Respondent 1 1 0 2 0 2 3 1 1 1 3 1 0 1 1 1
Respondent 2 3 3 3 3 1 0 1 1 2 3 2 0 3 2 3
Respondent 3 3 0 3 3 3 2 1 1 1 1 0 0 1 1 3
Respondent 4 1 0 1 1 2 1 0 1 1 3 1 0 1 1 3
Respondent 5 1 0 0 2 3 3 1 0 2 1 0 1 3 0 2
Respondent 6 0 0 0 2 2 0 1 1 0 2 1 0 2 0 1
42
Respondent 7 3 1 0 3 1 0 3 2 2 2 2 1 3 0 3
Respondent 8 2 0 2 2 1 1 0 2 0 2 2 2 2 0 2
Respondent 9 2 0 2 1 2 2 1 2 2 2 2 2 1 2 2
Respondent 10 2 2 2 2 2 2 2 2 2 3 2 2 2 2 3
Respondent 11 2 0 1 2 1 0 2 2 0 0 0 1 2 0 1
Respondent 12 0 0 0 1 3 1 2 1 1 0 0 0 1 1 0
Respondent 13 1 2 0 1 3 1 1 1 1 1 0 0 1 0 0
Respondent 14 3 0 1 3 3 3 0 0 0 0 0 2 2 0 3
Respondent 15 2 3 1 2 3 1 2 2 2 2 0 1 2 2 3
Respondent 16 1 2 1 1 0 2 2 1 1 1 2 2 2 2 1
Respondent 17 1 2 0 2 2 2 1 1 1 1 2 1 2 1 3
Respondent 18 2 2 2 2 3 1 2 2 1 1 1 1 3 2 3
Respondent 19 2 2 3 0 2 2 2 2 2 2 2 2 2 2 3
Respondent 20 0 3 0 0 3 1 2 0 2 3 1 0 2 3 2
By which:
3 : Always 1 : Seldom
2 : Sometimes 0 : Never
Chart 4.1.1
(The result of students’ response in Questionnaires)
0
50
100
150
200
Students' Learner Autonomy Students Ways to Develop
Learner Autonomy
Always
Sometimes
Seldom
Never
43
From the students‟ responses in learner autonomy questionnaire
showed that the option “Always” have been chosen 115 times by the
students. Then, the option “Sometimes” have been chosen 178 times.
Then, the option “Seldom” has been chosen 73 times. The last is the
option “Never” has been chosen 34 times.
From students‟ in achieving their learner autonomy questionnaire
that have four options in every statement, showed that the option
“sometimes” are mostly selected and have been chosen 104 times by the
respondents. Then, the option “Seldom” is in the second position that has
selected and has been chosen 85 times by respondents. The third position
is the option “Never” that has been chosen 65 times. The last is the option
“Always” that only has been chosen 46 times by respondents.
Furthermore, the writer will show another data about the
percentage of the students‟ preference towards 20 item statements of
learner autonomy questionnaire and 15 item statements of students‟ in
achieving learner autonomy questionnaire. It‟s presented in the following
table.
44
Table 4.4
The Percentage of Students’ Preference in Learner Autonomy Questionnaire
No Statements The Percentage of Students Preference
A % ST % S % N %
1 I think I have the ability
to learn English well.
- - 14 70% 5 25% 1 5%
2 I study English on my
own.
8 40% 6 30% 6 30% - -
3 I reflect on what I learn. 7 35% 7 35% 4 20% 2 10%
4 I interact with my
classmate.
18 90% 2 10% - - - -
5 I am interested with my
teacher‟s feedback.
5 25% 8 40% 6 30% 1 5%
6 I ask the teacher when I
need clarification.
10 50% 6 30% 4 20% - -
7 I am able to work alone. 1 5% 12 60% 2 10% 5 25%
8 I spend enough time
studying English during
the week.
3 15% 5 25% 7 35% 5 25%
9 I submit my assignments
on time.
5 25% 11 55% 4 20% - -
10 I self-assertive my
performance in the
course.
- - 10 50% 2 10% 8 40%
11 I express opinions
through the forum.
5 25% 11 55% 2 10% 2 10%
12 I think I have achieved 4 20% 10 50% 5 25% 1 5%
45
my objectives in this
course.
13 I think I am committed
to the course.
6 30% 9 45% 1 5% 4 20%
14 I have a good
comprehension of the
course.
5 25% 12 60% 3 15% - -
15 I have given suggestion
for improving the
learning process.
4 20% 5 25% 9 45% 2 10%
16 I understand assignments
from the teacher easily.
2 10% 13 65% 4 20% 1 5%
17 I can control my
emotions related to
learning.
9 45% 5 25% 5 25% 1 5%
18 I feel confident about my
performance during the
course.
10 50% 8 40% 1 5% 1 5%
19 I can control my
attention when in the
course.
8 40% 11 55% 1 5% - -
20 I have needed a
classmate‟s help to do
the activities.
5 25% 13 65% 2 10% - -
By which:
A : Always S : Seldom
ST : Sometimes N : Never
46
Table 4.5
The Percentage of Students’ Preference in Students’ in Achieving Their Learner
Autonomy’s Questionnaire
No Statements The Percentage of Students’ Preference
A % ST % S % N %
1 I plan the time for
studying this course
(English)
4 20% 7 35% 6 30% 3 15%
2 I search information on
the internet or another
sources for learning.
3 15% 6 30% 1 5% 10 50%
3 I like to study English
online.
3 15% 5 25% 5 25% 7 35%
4 I identify my learning
difficulties.
4 20% 8 40% 5 25% 3 15%
5 I choose books and
exercises which suit me,
neither too difficult or
too easy.
8 40% 7 35% 4 20% 1 5%
6 I try to expose myself to
practice English out of
the classroom through
book, music, movies,
internet, etc.
3 15% 6 30% 7 35% 4 20%
7 I make use of my free
time to study this course.
1 5% 8 40% 8 40% 3 15%
8 I preview before the - - 8 40% 9 45% 3 15%
47
course.
9 I review after the course. - - 8 40% 8 40% 4 20%
10 I keep record of my
study, such as keeping a
diary, writing review,
etc.
5 25% 6 30% 6 30% 3 15%
11 I make self-exams with
the exam papers chosen
by my self.
- - 8 40% 5 25% 7 35%
12 I attend out of class
activities to practice and
to learn this course.
- - 6 30% 6 30% 8 40%
13 During the class I try to
catch chance to take part
in activities such as
pair/group discussion,
role play, etc.
4 20% 10 50% 6 30% - -
14 I bring dictionary
everyday.
1 5% 7 35% 5 25% 7 35%
15 I have my own strategy
to learn this course
10 50% 4 20% 4 20% 2 10%
By which:
A : Always S : Seldom
ST : Sometimes N : Never
48
Chart 4.1.2
the result of the percentage of students‟ preference in learner autonomy
questionnaire
Chart 4.1.3
In previous table 4.3 and chart 4.1.3 shows the result of the
percentage of students‟ preference in learner autonomy questionnaire. The
0
0,1
0,2
0,3
0,4
0,5
0,6
0,7
0,8
0,9
1
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Always
Sometimes
Seldom
Never
0%
10%
20%
30%
40%
50%
60%
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Always
Sometimes
Seldom
Never
49
writer found that 90% respondents give the highest response “Always” to
the statement number 4 (I interact with my classmate). While 5%
respondents give response “Never” to the 6 statements. Those statements
are number 1 (I think I have the ability to learn English well), number 5 (I
am interested with my teacher‟s feedback), number 12 (I think I have
achieved my objective in this course), number 16 (I understand
assignments from the teacher easily), number 17 (I can control my
emotions related to learning) and number 18 (I feel confident about my
performance during the course).
In table 4.4 and chart 4.1.4 shows the result of the percentage of
students‟ ways to develop learner autonomy questionnaire. The writer
found that 50% respondents give highest responses to “sometimes” to the
statement number 13 (sometimes: During the class I try to catch chances to
take part in activities such as pair/group discussion, role play, etc.). While
5% give response “always” to the statements number 7 and 14 (number 7:
I make use of my free time to study this course and number 14: I bring
dictionary everyday).
3. Teacher’s Interview Result
Based on the interview results, the writer found that the teacher
assumed that learner autonomy is understanding the material based on
books that students have and seek information by their self. According
Mrs. Zumaroh, learner autonomy is important. To promote learner
50
autonomy of the students, Mrs. Zumaroh asked the students to look into
their future. The condition of the second grade students of SMA Assalafi
Susukan are indicates in independent or autonomous learners, but they still
needs helping from the teacher. The teacher considered that learner
autonomy is important, because the teacher cannot attend to the class
everytime. The last, Mrs. Zumaroh conveyed that only partly of the
students who suggest for the learning process. The teacher hopes that the
students must have awareness and responsibility toward their learning
process.
50
B. Data Analysis
1. The Students Learner Autonomy in English Language Classroom
Table 4.6
Students’ Scoring and Categorizing (Learner Autonomy)
Respondents
Statements
Score
Category
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Respondent 1 2 1 2 3 2 3 0 0 2 0 2 2 2 2 1 1 1 2 1 3 32 Good
Respondent 2 2 1 3 3 3 3 0 1 2 0 2 3 3 2 0 3 3 3 2 2 41 Good
Respondent 3 2 3 1 3 3 3 3 2 3 0 2 2 2 2 3 2 3 3 3 2 47
Very
Good
Respondent 4 2 2 2 3 2 3 1 1 1 2 0 1 2 2 1 0 1 1 2 1 30
Good
Enough
51
Respondent 5 2 3 1 3 2 1 2 1 2 2 2 2 3 2 3 1 1 2 3 3 41 Good
Respondent 6 1 2 3 3 1 1 0 0 1 2 1 1 0 2 0 1 3 2 2 3 29
Good
Enough
Respondent 7 1 3 0 3 1 3 2 0 2 2 2 3 3 2 2 2 3 3 3 2 42 Good
Respondent 8 1 1 3 3 2 2 2 3 2 0 3 2 0 2 2 2 2 3 2 2 39 Good
Respondent 9 0 2 2 3 2 2 2 3 2 0 3 2 1 2 2 2 2 3 2 2 39 Good
Respondent 10 1 3 2 3 0 3 0 2 3 2 2 0 2 1 2 2 0 2 2 2 34 Good
Respondent 11 1 2 0 3 1 2 2 2 3 0 3 2 2 3 1 2 1 2 2 3 37 Good
Respondent 12 2 2 3 3 1 1 1 0 1 0 0 1 0 2 1 1 3 2 2 2 28
Good
Enough
Respondent 13 2 1 3 3 1 2 0 0 1 1 2 1 0 1 1 2 2 3 2 2 30
Good
Enough
52
Respondent 14 2 3 1 2 2 1 2 1 3 0 1 1 3 3 1 2 3 2 2 3 38
Good
Enough
Respondent 15 2 3 2 3 3 3 2 1 3 2 3 3 3 3 3 2 2 3 3 1 50
Very
Good
Respondent 16 2 2 1 3 2 3 2 1 2 2 2 2 2 2 1 2 3 3 2 2 41 Good
Respondent 17 2 1 3 3 2 3 2 3 2 2 2 2 2 1 1 2 2 3 3 2 43 Good
Respondent 18 2 3 2 3 3 2 2 2 2 1 2 2 3 3 1 2 3 3 3 2 46
Very
Good
Respondent 19 2 3 2 3 3 3 2 2 2 2 3 3 2 3 3 2 3 2 3 2 50
Very
Good
Respondent 20 2 1 3 2 1 2 2 1 2 2 2 2 2 2 2 3 1 0 3 2 37 Good
53
In the table 4.7 below shows the categories of scoring and categorizing in
students‟ learner autonomy.
Table 4.7
The Categories of Learner Autonomy
2. The Students Stages in Achieving Their Learner Autonomy in English
Language Classroom
Table 4.8
Students’ Scoring and Categorizing (Students’ in Achieving their Learner
Autonomy Questionnaire)
Respondents
Statements
Score Category
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
Respondent 1 1 0 2 0 2 3 1 1 1 3 1 0 1 1 1 18 Good
Enough
Respondent 2 3 3 3 3 1 0 1 1 2 3 2 0 3 2 3 30 Good
Respondent 3 3 0 3 3 3 2 1 1 1 1 0 0 1 1 3 23 Good
Respondent 4 1 0 1 1 2 1 0 1 1 3 1 0 1 1 3 17 Good
Enough
Respondent 5 1 0 0 2 3 3 1 0 2 1 0 1 3 0 2 19 Good
Enough
Score Category Result
46 – 60 Very Good Very Good: 4 Respondents (20%)
Good: 11 Respondents (55%)
Good Enough: 5 Respondents (25%)
31 – 45 Good
16 – 30 Good Enough
0 – 15 Adverse
54
Respondent 6 0 0 0 2 2 0 1 1 0 2 1 0 2 0 1 12 Good
Enough
Respondent 7 3 1 0 3 1 0 3 2 2 2 2 1 3 0 3 26 Good
Respondent 8 2 0 2 2 1 1 0 2 0 2 2 2 2 0 2 20 Good
Enough
Respondent 9 2 0 2 1 2 2 1 2 2 2 2 2 1 2 2 25 Good
Enough
Respondent 10 2 2 2 2 2 2 2 2 2 3 2 2 2 2 3 32 Good
Respondent 11 2 0 1 2 1 0 2 2 0 0 0 1 2 0 1 14 Good
Enough
Respondent 12 0 0 0 1 3 1 2 1 1 0 0 0 1 1 0 11 Good
Enough
Respondent 13 1 2 0 1 3 1 1 1 1 1 0 0 1 0 0 13 Good
Enough
Respondent 14 3 0 1 3 3 3 0 0 0 0 0 2 2 0 3 20 Good
Enough
Respondent 15 2 3 1 2 3 1 2 2 2 2 0 1 2 2 3 28 Good
Respondent 16 1 2 1 1 0 2 2 1 1 1 2 2 2 2 1 21 Good
Enough
Respondent 17 1 2 0 2 2 2 1 1 1 1 2 1 2 1 3 22 Good
Respondent 18 2 2 2 2 3 1 2 2 1 1 1 1 3 2 3 28 Good
Respondent 19 2 2 3 0 2 2 2 2 2 2 2 2 2 2 3 30 Good
Respondent 20 0 3 0 0 3 1 2 0 2 3 1 0 2 3 2 22 Good
In the table 4.9 below shows the categories of scoring and
categorizing in students‟ ways to develop learner autonomy questionnaire.
Table 4.9
The Categories of Students’ Ways to Develop Learner Autonomy
Score Category Result
33 – 45 Very Good Good: 8 Respondents (40%)
Good Enough: 12 Respondents (60%) 22– 32 Good
55
10 – 21 Good Enough
0 – 9 Adverse
C. Discussion
As the writer proposed at the first chapter, this research proposed to
answer the proposed question those are: to find out the students profile in
learner autonomy in English language classroom and to describes the students‟
stages in achieving their learner autonomy. In this discussion section, the
writer adds more information about the students‟ condition in English
language classroom by interview result. The writer calculates the data
manually, not using SPSS program. There are the discussion of the data
analysis above:
1. The Students Learner Autonomy in English Language Classroom
The concept of learner autononomy is capacity to take charge of
one‟s own learning. Learner autonomy arises when the learner is willing to
take charge of his/her own learning by independently. Based on 20 items
of statements in learner autonomy questionnaire, there were varieties of
responses from all respondents. The writer found out that, there were 20
students who had different category in learner autonomy in an English
language classroom. First, there were 4 students (20%) who had categories
in “Very Good” category and the range score for “Very Good” category
started from 46-60. Second, there were 11 students (55%) are in “Good”
56
category, it means a half of the respondents are in range score 31-45.
Third, there were 5 students (25%) are in “Good Enough” category, the
range score in 16-30. This result is appropriate with teacher interview
result, that according to the English language teacher, most of the students
already have good learner autonomy in English language classroom.
Learner autonomy of the students in English language classroom of
SMA Assalafi Susukan included in good category because of the reasons
that taken from the questionnaire results above: First, from the statement
“I think I have the ability to learn English well” showed that most students
have high frequency in option “sometimes” more than a half of the
respondents (14 (70%) students) choose this option. This statement
indicate that students are independent. Second, from the statement “I am
able to work alone” showed that most of them express that they can work
alone by choosing option “sometimes” (12 (60%) students). This
statements indicate that the students are autonomous learners. Third, from
the statement “I submit my assignments on time” showed that around a
half of the respondents (11 (55%) students) submit the assignments on
time. This statement indicate that the students disciplined in their learning.
Fourth, from the statement “I have a good comprehension of the course”
showed that many of the respondents (12 (60%) students) have a good
comprehension by choosing option “sometimes”, the statement indicate
that the students are independent and self-sufficient in their learning. The
last, from the statement “I understand assignments from the teacher
57
easily” showed that most of the respondents (13 (65%) students) can
understand the assignments from the teacher without more explanation
from the teacher.
Another reason that the learner autonomy of the students of SMA
Assalafi Susukan included in good category is most of the students put
their choice in option “sometimes”. It means the students still have
desirability to increase learner autonomy in English language classroom
and to manage their requirements for learning in English Language to
promote their learner autonomy.
2. The Students Stages in Achieving Learner Autonomy in English
Language Classroom
As defined by Holec (1981) in previous chapter, learner autonomy
is an ability to take charge of one‟s own learning. To reach learner
autonomy, the students will face a process called autonomous learning
process (Boud, 1998, as cited in Kemala 2012). Autonomous learning in
which the learner works on a learning task or activity and is largely
independent of the teacher (Higgs, 1988 as cited in Fumin and Li, 2012).
In this process, learners will not become autonomous immediately. They
will pass some stages. First, students are still dependent learners who
depend totally on their teacher. They seem to do what teacher asks them to
do. Then, step by step, they are realize that they are expected to be
independent of their teacher forever. However, they are aware that they
58
cannot learn alone. They still need teachers or peers for collaborative
learning. In this stage, learners are interdependent learners which learners
need to pass in any given context rather than being apart from it.
According to the questionnaire result, the writer concluded that the
students‟ ways to develop learner autonomy included in good enough
categories. Later on, based on the students‟ questionnaire results in 15
items of the statements above, there were varieties of responses from all
respondents. The writer found out that there are 5 statements which always
have good response from the respondents by choosing the options
“always” and “sometimes” in those statements, the writer assumed that
most of the respondents using the following ways to develop and maintain
learner autonomy in English language classroom, there are: First, from the
statement number 4 “I identify my learning difficulties” showed that most
of the respondents have choose this way (40%). Second, from statement
number 5 “I choose books and exercises which suit me, neither too
difficult nor too easy” showed that most of them (40% of the respondents)
choose this method to develop learner autonomy. Third, statement number
10 “I keep record of my study, such as keeping a diary, writing review,
etc.” showed that most of the students (30% of the respondents) choose
this way to develop and maintain learner autonomy. Fourth, from
statement number 13 “During the class I try to catch chances to take part
in activities such as pair/group discussion, role play. Etc.” showed that
most of them use this way to develop learner autonomy. The last, from
59
statement number 15 “I have my own strategy to learn this course”, when
the researcher asked to the respondents about their own strategy, they
answered that they memorize the vocabulary and try to make sentences to
develop and maintain learner autonomy in English language classroom.
D. Final Result
The table below shows the final result about the students‟ learner
autonomy and the students‟stages in achieving learner autonomy in an English
language classroom.
1. Students’ Profile of Learner Autonomy
Table 4.10
Students’ Profile of Learner Autonomy
No Respondents Score Category
1 Respondent 1 32 Good
2 Respondent 2 41 Good
3 Respondent 3 47 Very Good
4 Respondent 4 30 Good Enough
5 Respondent 5 41 Good
6 Respondent 6 29 Good Enough
7 Respondent 7 42 Good
8 Respondent 8 39 Good
9 Respondent 9 39 Good
10 Respondent 10 34 Good
60
11 Respondent 11 37 Good
12 Respondent 12 28 Good Enough
13 Respondent 13 30 Good Enough
14 Respondent 14 38 Good Enough
15 Respondent 15 50 Very Good
16 Respondent 16 41 Good
17 Respondent 17 43 Good
18 Respondent 18 46 Very Good
19 Respondent 19 50 Very Good
20 Respondent 20 37 Good
By which:
Very Good : 46-60 Good Enough : 16-30
Good : 31-45 Adverse : 0-15
Based on table 4.10, all of the students already have responded the
questionnaires from the writer. The writer concluded that most of the
students have good learner autonomy in an English language classroom.
The result showed that there are only 4 students who have “very
good” category of learner autonomy. Then, about a half of the students 11
(55%) are in “good” category of learner autonomy. The other students 5
(25%) are in “good enough” category. This result derived from calculating
the data of learner autonomy questionnaire.
61
2. Students’ Stages in Achieving Learner Autonomy
Table 4.11
Learning Stages of the Students’ to Develop Learner Autonomy
No. Learning
Stages
Items Statements in
Questionnaire
Percentage
1. Identifying
needs
- I identify my learning
difficulties. (item 4)
8.5%
- I preview before the
course. (item 8)
6%
- I keep record of my study,
such as keeping a diary,
etc. (item 10)
7%
- I bring dictionary
everyday. (item 14)
5%
26.5%
2. Setting goals (none)
0
3. Planning
learning
- I plan the time for
studying this course..
(item 1)
7%
7%
4. Selecting
resources
- I search information on
the internet or another
sources for learning. (item
2)
5%
- I like to study English
online. (item 3)
5.5%
- I choose books and
exercises which suit me,
neither too difficult nor
too easy. (item 5)
10%
20.5%
62
5. Selecting
learning
strategies
- I have my own strategy to
learn this course. (item 15)
10%
10%
6. Practice - I try to expose myself to
practice English out of the
classroom through books,
musics, movies, internet,
etc. (item 6)
6.5%
- I make use of my free
time to study this course.
(item 7)
6.5%
- I make self-exams with
exam papers chosen by
my self. (item 11)
5%
- I attend out of class
activities to practice and
to learn this course. (item
12)
4%
- During the class I try to
catch chance to take part
in activities such as
pair/group discussion, role
play, etc. (item 13)
8.5%
30.5%
7. Monitoring
progress
- I review after the course.
(item 9)
5.5%
5.5%
8. Assessment
and revision
(none)
0
Based on the table above, the writer found out that the students
preferred to practice the language use in achieving learner autonomy, the
percentage of practice is at 30.5%. Followed by identifying needs at
26.5%, showed that the learners have clear idea toward their language
needs and acknowledge that have weaknesses in learning process. Then,
63
selecting resources 20.5%, showed that students are enthusiastic in
learning process by selecting resources independenly. Later on, selecting
learning strategies at 10%, showed that the students have responsibility to
their language learning. And then planning learning at 7%, the writer
assumed that the students planning their learning to get the best way for
the developing learner autonomy and monitoring progress at 5.5%,
showed only few students who can be monitoring their self or peer
feedback with their friends.
Based on the data, the writer has interview with 5 students who
have responses which is most of the responds indicates to the eigth stages
in achieving their learner autonomy or in the development of learner
autonomy, as follows:
1. Musomad, to develop and maintain learner autonomy, he always
review the material after the course to memorize and to make easier in
understanding the course.
(“Usually I review the material, little bit memorizing the vocabulary”)
2. Eka, she always takes a note during the class and review the note book
for study and memorizing vocabulary. To maintain learner autonomy
she study her own or discuss with her friend.
(“Mmm,,Through note book and memorizing vocabulary. To maintain
learner autonomy, I usually study by my self and have discussion with
my friends”)
64
3. Sutrisno, to develop and maintain the learner autonomy and
performance in English language, he choose books or exercise that
compatible with his requirements and ability.
(“I choose books and try to doing exercises which I can do”)
4. Fauzi, to develop learner autonomy he use internet to search material
when he doesn‟t understand with teacher explanation and he try to
seek information from another sources, such as ask to his friends
which have different school.
(“Search material that I don’t understand via internet. And I ask to my
friend who has different school”)
5. Roikhan, to develop learner autonomy, Roikhan use his phone to study
on-line; and to maintain learner autonomy, he memorize the point of
the material.
(“Playing my phone then search everything that there any English
language….Also memorizing the points of the material in order to
remember It”)
The writer concluded that in achieving their learner autonomy and
maintain learner autonomy in English language classroom, the students
use the following ways, there are: identifying the learning difficulties,
choosing books or exercises which suitable with their requirements, makes
a transcription/record, takes a part in class activities, memorizing, and try
to make English sentences.
65
CHAPTER V
CONCLUSIONS AND SUGGESTIONS
This chapter divided into two parts, conclusion and suggestion. In the
conclusion, the writer will clarify the result about learner autonomy in English
language classroom in the second grade of students SMA Assalafi Susukan. The
suggestion part contains the writer‟s view and suggestion for the students, future
researchers, and teacher.
A. Conclusions
Based on the data analysis and the result of the study, it can be
concluded as that:
1. The result of this research shows that the students‟ profile of learner
autonomy in English language classroom is good. The writer concluded
that the students can take charge of one‟s own learning. There are
percentages of the students‟ profile in learner autonomy, 11 (55%)
students are at “Good” category, 5 (25%) students are at “Good Enough”
category, and 4 (20%) students are at “Very Good” category in learner
autonomy.
2. The result of this research shows that the students‟ stages in achieving
their learner autonomy are good enough. The students used the some
stages in achieving their learner autonomy, there are: identifying needs,
practice, selecting resources, selecting learning strategies, planning
learning, and monitoring progress in English language classroom. Besides
66
that, there are the students‟ ways to develop learner autonomy: identify the
learning difficulties, choosing books and exercises suitable with their
ability, keep record of the study (writing review or take a note), and catch
chances to take part in class activities. Another ways to maintain learner
autonomy are memorizing vocabulary and try to arrange the words.
B. Suggestions
Although this study was carried out with a small number of
participants within a short period of time, the findings provide some useful
information that can be used by teacher, students, and future researcher to
improve the quality of English language teaching and learning process.
1. For the Teacher
a. The teacher should be aware of the condition of learner autonomy of
the students in English language classroom.
b. The teacher should promote and motivate learner autonomy of the
students in English language classroom by choosing strategy that
appropriate with the students‟ condition.
2. For the Students
a. The students should be more pay attention to what their requirements
in learning process.
b. The students should try to increase their learner autonomy and their
ways to develop learner autonomy in English language classroom.
67
c. The students should try to search information from another sources,
not rely on the teacher.
3. For Future Writer/Researcher
Due to the limitations of this study, the writer hopes that the future
researchers will conduct a better research about learner autonomy in
English language classroom. The writer also hopes that the future
researchers will conduct with more deeply research about learner
autonomy in English language teaching and learning.
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APPENDICES
Interview Result between Writer and Teacher
1. What is autonomous learning / learner autonomy according to you? Why
is it?
(Apakah kemandirian belajar menurut Anda? Mengapa Seperti itu?)
In my opinion, if learner autonomy is when we have the material and the
students can understand the material based on the books they have, then
they can seek information from various sources. For example, from
internet. So, beside from the teacher they can find other material that does
not only depend on the teacher.
(menurut saya kalau kemandirian belajar itu misal kita mempunyai
materi, jadi siswa itu bisa memahami materi itu berdasarkan buku-buku
yang mereka miliki, kemudian nanti bisa mencari informasi sendiri dari
berbagai sumber, misalkan dari internet. jadi selain ada guru mereka juga
masih bisa mencari materi yang lain tidak hanya bergantung pada guru).
2. How will you develop autonomous learning?
(Apakah Anda akan mengembangkan kemandirian belajar?)
Of course, if it was clear
(tentu saja, jelas kalau itu)
3. Do you think your students were autonomous or they needed assistance
and support from teacher?
(apakah Anda pikir murid-murid sudah mandiri atau mereka masih
membutuhkan bantuan dan dukungan dari guru?)
If they are released without handles from the teacher, might not have been
able (pupils in this school), but if they seek to find some materials they
will be able, but if they were released without guidance from the teacher
they still difficult.
(kalau secara dilepaskan tanpa pegangan mungkin belum bisa kalau yang
disini (murid di sekolah ini). tetapi kalau untuk mencari bahan sampingan,
misalkan untuk beberapa materi mungkin mereka masih bisa, tetapi kalau
untuk dilepaskan tanpa bimbingan masih agak sulit.)
4. How good are students in this school (Second grade students of SMA
Assalafi) at learning English Autonomously?
(Sebarapa bagus murid-murid disini dalam belajar bahasa inggris dengan
mandiri?)
For some students they able, but for other students they have still not
autonomous.
(untuk sebagian anak ada yang sudah bisa, tetapi kalau untuk beberapa
anak masih agak sulit, belum terlalu bias)
5. Do you consider learner autonomy important? Why?
(Apakah Anda pikir kemandirian belajar itu penting? Mengapa?)
Of course, because if they depend on the teacher, they can‟t be
autonomously. They must be able to learn on their own, because the
teacher are not always there, so without the teacher the students still be
able to learn other materials.
(tentu saja, dikarenakan kalau hanya mengandalkan guru mereka nanti
juga tidak bisa mandiri. mereka juga harus bisa belajar sendiri, karena
guru tidak selalu ada. jadi tanpa guru mereka juga masih bisa untuk
mencari pembelajaran yang lainnya.)
6. What should to do to encourage students to become more autonomous in
or outside classroom?
(Apa yang harud dilakukan untuk mendorong murid-murid untuk lebih
mandiri di dalam maupun di luar kelas?)
A boost? I usually put this way, I have seen the future what their aspiration
for their future. If their future is important or not, they will imagine that “I
had to learn because my future is important, so I should study hard to
become autonomously from now”. Then, if there any lesson they must be
aware the importance of learning.
(Dorongan ya? kalau saya biasanya begini, saya suruh melihat masa
depan, jadi cita-citanya apa sih. nah, kalau dengan mereka menyadari
cita-citanya itu penting apa tidak, mereka pasti bisa membayangkan "oh
berarti saya harus belajar, karena cita-cita saya tinggi berarti saya harus
bisa belajar mulai sekarang, harus bisa belajar dengan mandiri"
kemudian juga kalau ada pelajaran dan sebagainya, mereka itu juga
harus menyadari pentingnya pembelajaran yang mereka alami sekarang.)
7. Did they suggest anything for learning process?
(Apakah mereka menyarankan apa saja untuk proses pembelajaran?)
There are some students who open minded to the fore. There some
students who ask to study outside classroom or where so. And usually if
we discussed as yesterday we have discussed about narrative text, the
students asked that it can be learned from the movie or not, like that.
(ada beberapa anak yang memang fikiran mereka lebih kedepan, itu ada
beberapa anak yang meminta "bu, kita belajar diluar " atau kemana gitu.
kalau tidak biasanya kalau kita membahas seperti kemarin kita membahas
mengenai teks naratif mereka menanyakan apakah bisa dipelajari dari
film atau tidak, seperti itu)
Students’ Interview Result
Student 1
Researcher : How to develop your learner autonomy by your own way?
(Bagaimana cara kamu mengembangkan kemandirian belajar
dengan cara kamu sendiri?)
Eka : Mmm, through note book and memorizing vocabulary, but only
little. When there are difficulties, I ask to the teacher or friend
which smarter than me, and I try to arrange the words by my self.
(Mmm, Lewat buku catatan sama menghafal vocab, tapi tidak
banyak Cuma beberapa. Sama kalau ada yang susah tanya sama
guru, tanya sama temen yang sudah bisa bahasa Inggris, dan
coba-coba merangkai kata sendiri).
Researcher : Then, how to maintain it?
Eka : To maintain learner autonomy, I usually study by own self,
sometime I also have discussion together with friends.
(Kalau cara mempertahankan biasanya belajar sendiri, kadang
juga bareng-bareng saling diskusi)
Student 2
Researcher : How you study autonomously in English lesson? Via internet,
note book, review the lesson or what?
(Bagaimana cara kamu belajar dengan mandiri pelajaran bahasa
Inggris? Apakah lewat internet atau mungkin buka catatan buku
atau apa? Mengulas materi, baca-baca buku sendiri, atau
bagaimana?)
Musomad : Usually I review the material, miss.
(Biasanya mengulas materi, bu)
Researcher : Besides that? Memorizing to try to make sentences or not?
(Selain itu apa? Menghafal atau buat kalimat gitu nggak?)
Musomad : Yes, little bit memorizing the vocabulary.
(Iya, menghafal vocab sedikit-sedikit)
Student 3
Researcher : How to study autonomously?
(Bagaimana cara kamu belajar dengan mandiri?)
Sutrisno : What is it? I choose books and try to doing exercises which I
can do, that‟s all.
(Apa ya? Saya memilih buku-buku dan mencoba untuk
mengerjakan soal-soal sebisa saya, sudah itu saja.)
Student 4
Researcher : How to develop learner autonomy in English language lesson?
(Bagaimana mengembangkan kemandirian belajar dalam
pelajaran bahasa Inggris?)
Fauzi : Usually search material that I don‟t understand via internet. And I
ask to my friend who has different school.
(Biasanya nyari materi yang telah di jelaskan oleh guru tapi belum
paham lewat internet. Sama tanya sama temen yang sekolahnya
beda, pinjam catatannya gitu).
Student 5
Researcher : Roikhan, how to develop and maintain learner autonomy in
English language lesson?
(Roikhan, bagaimana mengembangkan dan mempertahankan
kemandirian belajar dalam pelajaran bahasa Inggris?)
Roikhan : Hmm,,Playing my phone then search everything that there any
English language.
(Hmm,,mainan Hp terus nyari-nyari yang bahasa inggris online
gitu)
Researcher : Just do it?
(Hanya melakukan itu?
Roikhan : Also memorizing the points of the material in order to remember
it.
(Sama menghafal poin-poin materinya, supaya mudah diingat)
List of Respondents
No. Name Respondents Class
1 Wiwik Hartanti Respondent 1 XI IPA
2 Eka Kurnia Sari Respondent 2 XI IPA
3 Heny Maulaningsih Respondent 3 XI IPA
4 Nazbudin Z Respondent 4 XI IPA
5 Ayu Nur Aziza Respondent 5 XI IPA
6 Nurul Kamila L Respondent 6 XI IPA
7 Siti Zulaikhah Respondent 7 XI IPA
8 Faiqotul Muna Respondent 8 XI IPA
9 Aprillian Ratna N Respondent 9 XI IPA
10 Musomad Respondent 10 XI IPA
11 Faisal Respondent 11 XI IPS
12 M. Ulinnuha Respondent 12 XI IPS
13 Didik Sulistiawan Respondent 13 XI IPS
14 Ziddan Nur R Respondent 14 XI IPS
15 Iwan Fauzi Respondent 15 XI IPS
16 Neri Noviana Respondent 16 XI IPS
17 Siti Anisah Respondent 17 XI IPS
18 Sutrisno Respondent 18 XI IPS
19 M. Roikhan Respondent 19 XI IPS
20 Nur Anisa S A Respondent 20 XI IPS
Data Questionnaire
Questionnaires result of the students‟ Learner Autonomy
Res
po
nd
en
ts
Statements
To
tal
Sco
re
Per
cen
tag
e
Info
rma
tio
n
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
R 1 2 1 2 3 2 3 0 0 2 0 2 2 2 2 1 1 1 2 1 3 32 53% Good
R 2 2 1 3 3 3 3 0 1 2 0 2 3 3 2 0 3 3 3 2 2 41 68% Very
Good
R 3 2 3 1 3 3 3 3 2 3 0 2 2 2 2 3 2 3 3 3 2 47 78% Very
Good
R 4 2 2 2 3 2 3 1 1 1 2 0 1 2 2 1 0 1 1 2 1 30 50% Good
R 5 2 3 1 3 2 1 2 1 2 2 2 2 3 2 3 1 1 2 3 3 41 68% Very
Good
R 6 1 2 3 3 1 1 0 0 1 2 1 1 0 2 0 1 3 2 2 3 29 48% Good
R 7 1 3 0 3 1 3 2 0 2 2 2 3 3 2 2 2 3 3 3 2 42 70% Very
Good
R 8 1 1 3 3 2 2 2 3 2 0 3 2 0 2 2 2 2 3 2 2 39 65% Good
R 9 0 2 2 3 2 2 2 3 2 0 3 2 1 2 2 2 2 3 2 2 39 65% Good
R 10 1 3 2 3 0 3 0 2 3 2 2 0 2 1 2 2 0 2 2 2 34 57% Good
R 11 1 2 0 3 1 2 2 2 3 0 3 2 2 3 1 2 1 2 2 3 37 62% Good
R 12 2 2 3 3 1 1 1 0 1 0 0 1 0 2 1 1 3 2 2 2 28 47% Good
R 13 2 1 3 3 1 2 0 0 1 1 2 1 0 1 1 2 2 3 2 2 30 50% Good
R 14 2 3 1 2 2 1 2 1 3 0 1 1 3 3 1 2 3 2 2 3 38 63% Good
R 15 2 3 2 3 3 3 2 1 3 2 3 3 3 3 3 2 2 3 3 1 50 83% Very
Good
R 16 2 2 1 3 2 3 2 1 2 2 2 2 2 2 1 2 3 3 2 2 41 68% Very
Good
R 17 2 1 3 3 2 3 2 3 2 2 2 2 2 1 1 2 2 3 3 2 43 72% Very
Good
R 18 2 3 2 3 3 2 2 2 2 1 2 2 3 3 1 2 3 3 3 2 46 77% Very
Good
R 19 2 3 2 3 3 3 2 2 2 2 3 3 2 3 3 2 3 2 3 2 50 83% Very
Good
R 20 2 1 3 2 1 2 2 1 2 2 2 2 2 2 2 3 1 0 3 2 37 62% Good
Questionnaire results of the students‟ ways to develop Learner Autonomy
Res
pon
den
ts
Statements
Tota
l S
core
Per
cen
tage
Info
rmati
on
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
R 1 1 0 2 0 2 3 1 1 1 3 1 0 1 1 1 18 40% Good
R 2 3 3 3 3 1 0 1 1 2 3 2 0 3 2 3 30 67% Very
Good
R 3 3 0 3 3 3 2 1 1 1 1 0 0 1 1 3 23 51% Good
R 4 1 0 1 1 2 1 0 1 1 3 1 0 1 1 3 17 38% Good
R 5 1 0 0 2 3 3 1 0 2 1 0 1 3 0 2 19 42% Good
R 6 0 0 0 2 2 0 1 1 0 2 1 0 2 0 1 12 27% Less Good
/ Adverse
R 7 3 1 0 3 1 0 3 2 2 2 2 1 3 0 3 26 58% Good
R 8 2 0 2 2 1 1 0 2 0 2 2 2 2 0 2 20 44% Good
R 9 2 0 2 1 2 2 1 2 2 2 2 2 1 2 2 25 56% Good
R 10 2 2 2 2 2 2 2 2 2 3 2 2 2 2 3 32 71% Very
Good
R 11 2 0 1 2 1 0 2 2 0 0 0 1 2 0 1 14 31% Good
R 12 0 0 0 1 3 1 2 1 1 0 0 0 1 1 0 11 24% Less Good
/ Adverse
R 13 1 2 0 1 3 1 1 1 1 1 0 0 1 0 0 13 29% Less Good
/ Adverse
R 14 3 0 1 3 3 3 0 0 0 0 0 2 2 0 3 20 44% Good
R 15 2 3 1 2 3 1 2 2 2 2 0 1 2 2 3 28 62% Good
R 16 1 2 1 1 0 2 2 1 1 1 2 2 2 2 1 21 47% Good
R 17 1 2 0 2 2 2 1 1 1 1 2 1 2 1 3 22 49% Good
R 18 2 2 2 2 3 1 2 2 1 1 1 1 3 2 3 28 62% Good
R 19 2 2 3 0 2 2 2 2 2 2 2 2 2 2 3 30 67% Very
Good
R 20 0 3 0 0 3 1 2 0 2 3 1 0 2 3 2 22 49% Good
86
General Overview of SMA ASSALAFI Susukan
In 1986 stood Boarding Mahirul-Hikam, started with 40 students
habitation and about 90 students are non-habitation, from year to year
students were increased. Then started in 1987, this boarding began to hold
Diniyah Assalafi Madrasah education, from the level of Madrasah Ibtida„, Al-
Ula, and Al Wustho. After the boarding has a legal entity, in 1994 the
foundation board and leaders within the sub-district education Susukan collected
and counseled to establish a junior high school (SMP/ MTs) which then
generated a decision to make it named MTs Assalafi. The growing school is
supported by simple facilities and morale of the Teachers Council and of the
Council of the School Committee, later in the year 1999/2000 Assalafi MTs in
principal reformation, has been elected as head of the school is Mr. Jony
Mohandis, S.Ag, when it looks more existing schools and the development
of the students become more and more visible.
Looking at the development, the foundation wanted to increase the
government‟s program to establish a high school (SMA) that is in 2002/2003. It is
true that today the foundation built the school named SMA Assalafi where the
writer conducts the research. This educational institute is the best choice for
students to continue the following schools within the District of Susukan
communities. Senior high school of SMA Assalafi located in Talok 18/05,
Kenteng, Susukan, Semarang.
a. Identity of School
Name : SMA ASSALAFI
NPSN / NSS : 20320376 / 304032203034
Level : Senior High School / SMA
Status : Swasta
SK of Building : 452/00480/2003
Date of Building : 2003-01-28
Status : Government
Date of Accredits : 2008-11-07
Telp. Number : 085 713 162 209
Email : [email protected]
b. Vision and mission of the School
Vision of this school a future situation or society is what
imagine or hope it would be like. The vision is of concern in well
regulated school, discipline and performing in religious nuance. The
Indicators of Vision:
a. The realization of intellectual intelligence.
b. The realization of the appropriate creative talents and interests.
c. The realization of the increase of faith and piety.
87
d. The creation of polite behavior both inside and outside of school.
e. The realization of the school environment (ASRI).
c. Situation of SMA Assalafi
Teaching learning activity in SMA Assalafi begins at
07.30 o„clock until 13.30 o„clock and this schedule from Monday
until, except Friday until 11.00 0„clock. The student of SMA
Assalafi, get the theoretical and formal lesson, they also get the
informal and practice lessons. Especially this is one region. The fact
that there are:
1) Prayers Dhuha done one as long fifteen minute before the first
lessons.
2) Prayers Dzuhur done when on the second takes a rest. Saturday
3) Reading Asma„ul Husna before the lesson begins.
To understand the lessons taught in SMA Assalafi Susukan,
Kabupaten Semarang, and the subject matter of SMA Assalafi as
follows:
1. Islamic Education
2. Pancasila and Citizenship
3. Indonesian
4. English
5. Math
6. Physic
7. Biology
8. Geography
9. Historical
10. Economy
11. Javanese language
12. Healthy and sport
13. Art
14. Aqidah Akhlaq
15. Qur„an Hadist
16. Arabic
17. Computer
18. Sociology
19. Islamic History
88
Curriculum Vitae
Researcher
Personal Identity
Name : Afidhatus Sholikatul Khoiriana
Sex : Female
Place / Date of Birth : Kab. Semarang / 18 Juni 1995
Address : Dalaman RT 27 RW 07, Desa Kenteng, Kec. Susukan,
Kab. Semarang
E-mail Address : [email protected]
Educational Background
1. RA Tarbiyatul Banin 15 Dalaman (1999-2001)
2. MI Islamic Center Sudirman Dalaman (2001-2007)
3. MTs Assalafi Susukan (2007-2010)
4. MAN Salatiga (2010-2013)
5. IAIN Salatiga (2013-2017)
89
Curriculum Vitae
Teacher
Personal Identity
Name : Siti Zumaroh
Place / Date of Birth : Kab. Semarang / 25 Juli 1989
Address : Talok RT 19 RW 05, Kenteng, Susukan, Kab.
Semarang
Educational Background
1. 1996 – 2001 SD Kenteng 02
2. 2001 – 2004 SMP N 01 Tengaran
3. 2004 – 2007 SMA N 01 Tengaran
4. 2008 – 2012 STAIN Salatiga
Teaching Experience
1. 2011 – Now SD 02 Kenteng
2. 2013 – Now SMA Assalafi
3. 2014 – Now MTs Assalafi