42 recalling their processes, seeing the result and getting feedback from the lecturer
and also their friends. The result of the students‟ capability in learning autonomy which appeared
in the table is stated by Benson 2011. He says that in learning autonomy, the students have to be able to diagnose what they need, formulates the goals that
they want to achieve, identify the learning materials, choose the appropriate strategies, implement strategies that have been chosen and also evaluate the
outcomes. The students realized their strengths and weaknesses in teaching simulation in the interview.
Student II : Aku melihat kekuranganku dan apa yang aku
butuhkan buat kuliahku, aku membuat daftar tujuan yang harus aku capai, aku juga terbuka pada setiap saran dari dosen dan
teman-temanku. Aku juga mencari informasi dari artikel dan internet dan aku juga nulis hasi-hasilku itu.
Translation
: I saw my weaknesses and what I needed for my study, I listed my goals that I should achieve, I opened my mind to
some suggestions from my lecturer and my friends. I searched for some information from some articles and the internet, and I wrote
what I had experienced, such as my results. Own Translation
Fro m the student‟s experience, it is in line with Holec 1981, who states
that the student has the capability in understanding the purposes of learning or able to direct the whole learning. From the result of statement numbers 7 up to 12,
it indicated that the students had already had the capability to diagnose what they need, formulate their goals, identify the materials, choose the appropriate
strategies, implement the strategies and evaluate the outcomes in their learning processes in the Micro Teaching course. It is also in line with Benson 2011 and
43 Littlewood‟s 1999 statement that the students have the capability to take control
of their own learning.
3. Autonomous Learners’ Characteristics Shown by the Students
The researcher showed the collected data which were converted from the usual numeric into the percentage. The results of the data were about the
characteristic of autonomous learners shown by the students. The results were displayed in table 4.3.
Table 4.3 Autonomous Learners’ Characteristics Shown by the Students
No. Statement
SD D
U A
SA
13 I am a good guesser in my learning
process in the Micro Teaching class. 6.25
25 -
25 43.75
14 I have insight into my learning styles
and strategies in the Micro Teaching class.
- 6.25
12.5 43.75 37.5
15 I am willing to take a risk in the
Micro Teaching course. 18.75 12.5
12.5 31.25 25
16 I take an active approach to the
learning task at hand in the Micro Teaching class.
- -
6.25 37.5 56.25
17 I have a tolerant and outgoing
approach to the goals in the Micro Teaching class.
- -
6.25 62.50 31.25
Total 5
8.75 7.5
40 38.75
It was seen from the table above that the data of the autonomous learners‟
characteristics shown by the student in the Micro Teaching class. It was proven that the results were positive from the total percentage of the statements about the
students‟ experiences of showing autonomous learners‟ characteristics in the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44 Micro Teaching class. From the data, 38.75 of respondents chose
“strongly agree
” statement and 40 of respondents chose “agree” statement. It was also seen by 7.5 of respondents chose
“uncertain” statement, 8.75 of respondents chose
“disagree” statement and 5 of respondents chose “strongly disagree” statement. It was quite clear that the total percentage of the positive statements
was higher than the negative statements which indicated that the students in the Micro Teaching class E were autonomous learners and able to use their capacity
in their learning processes. Statement number 13 stated the students were the good guessers in their
learning processes in the Micro Teaching class. 43.75 of respondents chose “strongly agree” statement and 25 of respondents chose “agree” statement. It
indicated that students use their capacity to guess something by themselves without asking another people to decide they should do in their learning
processes in the Micro Teaching class. It was admitted by the student in the interview.
Student I : Aku sering mencoba menebak apa yang sudah aku
tahu tentang teori untuk diterapkan dan di praktikkan di simulasi mengajarku atau proses belajaraku tanpa bertamya sama orang
lain. Aku cuma ingin tahu aja pengetahuanku dan kemampuanku untuk melakukan atau memecahkan sesuatu.
Translation
: I often tried to guess it to relate what I had known about some theories to apply and practice it in my teaching
simulation or my learning processes without asking another people. I just wanted to know my knowledge and capability to do
or solve something. Own Translation
Statement number 14 stated the students had insight into their learning styles and strategies in the Micro Teaching class was 37.5 of the students chose
45 “strongly agree” statement and 43.75 of the students chose “agree” statement.
In the interview, the students admitted that: Student II
: Aku tau kalau aku bisanya belajar lewat praktik atau melakukan sesuatu.Ini membantuku memahami konsepnya
dan bikin aku lebih mudah memahami sesuatu. Translation
: I knew that I should learn something by practicing or by doing. It helped me to understand the concept and made me
easy to understand so that I was not only memorizing. Own Translation
The researcher obtained that the student had the initiative in her or his learning processes in the Micro Teaching class which indicated that he or she
used their capacity to be an autonomous learner. Statement number 15 stated that the students had the willingness to take a
risk in the Micro Teaching course. From the data, 25 of respondents chose “strongly agree” statement and 31.25 of respondents chose “agree” statement.
It reflected that the students were ready to take a risk in their learning processes. It was also mentioned in the interview. The student said that:
Student I : Kadang-kadang aku nggak tahu ini bakal berjalan
baik atau nggak. Aku nggak takut walaupun kadang aku kuatir aja. Translation
: Sometimes, I did not know it would be going well or not. I was not afraid although sometimes I worried about it.
Own Translation
Statement number 16 stated that the students were able to take an active approach to the learning process in the Micro Teaching class. 56.25 of
respondents chose “strongly agree” statement and 37.25 of respondents chose
“agree” statement. It meant that the students were able to take an active approach PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46 in their learning processes and they did not always depend on their lecturer all
the time. The information was supported by the interview. Student I
: Sebenarnya aku sadar kalau sebagai mahasiswa aku harus bertanggungjawab dengan tugas-tugasku tanpa disuruh-
suruh sama siapapun. Sejujurnya, aku nggak begitu suka kerja dalam tim soalnya ribet aja harus ketemu mereka anggota
kelompok kalau aku dapat masalah, baru aku datang ke teman apa dosen dan usaha nyari solusinya dari buku atau internet.
Translation
: Actually I realized that as a student, I had to be responsible for my tasks and assignments without any command
from anyone. Honestly, I disliked working in a team because it was complicated to see them, so when I got problems, I came to my
lecturer, my friends and tried to find the solution in the book or internet. Own Translation
Statement number 17 stated that the students had tolerant and outgoing approach to the goals in the Micro Teaching class. From the data, 31.25 of the
respondents chose “strongly agree” statement and 62.50 of the respondents
chose “agree” statement. It reflected that the students had a tolerant and outgoing
approach to the goals that they had set before. It indicated that the students were autonomous learners and able to use their autonomy.
Student III : Aku menggunakan beberapa strategi untuk
mencapai tujuanku. Aku nggak tahu apakah ini akan berjalan baik atau tidak. Aku cuma mencoba merancang rencana-rencana lain
untuk menghadapi ‘kalau-kalau’. Translation
: I used some strategies to achieve my goals. I didn‟t know it would be going well or not, but I was not afraid. I
just tried to formulate another plan for the preparation to face the „just in case‟. Own Translation
Through the collected data and confirmation from the students‟ opinions,
it proved that the students had the characteristics of autonomous learner which PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47 were described by Omaggio 1978 as cited in Wenden 1998. Omaggio 1978
says that the learner should have some characteristics to be called as an autonomous learner. First, the students have insight into their learning styles and
strategies. Second, the students are able to take an active approach to the learning task at hand. Third, the students are willing to take the risks. Fourth, the students
are good guessers. Fifth, the students attend to form a content that places importance on accuracy. Sixth, the students develop the target language into a
separate reference system and are willing to revise and reject hypotheses and rules that do not apply. Last, the students have a tolerant and outgoing approach to the
target language. Thus the characteristics which are shown by the students had been in line with the theories from the expert.
4. The Students’ Opinions About Lecturer’s Roles
The results of the data were abo ut the students‟ opinions of lecturer‟s roles
in the Micro Teaching class E. The researcher converted the data into percentage in this table below.
Table 4.4 The S tudents’ Opinions about Lecturer’s Roles in Micro Teaching
No. Statement
SD D
U A
SA
18 My lecturer does not ask me to decide
what I should do in the Micro Teaching class.
- -
6.25 43.75 50
19 My lecturer supports and guides me in
my learning processes in the Micro Teaching class.
- -
6.25 68.75 25
20 My lecturer gives me freedom to
- -
12.5 37.5
50 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
