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Wiyono 2008: 16 summarized that students’ motivation is the tendency to increase or keep as high as possible students’ capabilities in all their learning
activities that lead to success. The following aspects will be used as the basis for the constructing of the motivation measurement. Students’ motivation contains the
following aspects: 1 Self-confidence in facing achievement related task,
2 Persistence is case of failure, 3 Preference for levels of difficulties,
4 Preference for partners in doing tasks, 5 Competition with others.
Those aspects will be used as the basis for the construction of the questionnaire measurement.
4. Theory of the Self-Access Language Learning SALL
SALL can be regarded as a manifestation of learner autonomy in the way that SALL provides materials and organizational systems that cater for
individualization and the promotion of independent learning Sheerin, 1997. SALL allows learners with different learning needs and styles to outline their
learning objectives, to decide what to do, to find materials that suit their needs, and to use the material to assess their learning, to attain their goals, and to learn on
their own Dickinson, 1987; Sheerin, 1997. SALL promotes the approach where students study independently
choosing from among different resources that are available. It focuses on student responsibility and active participation for students’ own learning. According to
Gardner and Miller 1999, SALL creates a learning environment where teachers, learners, resources provided and the systems are organized to function as a quasi-
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independent unit which engages learners in studying outside the classroom. This style of instruction is most often done in the setting of a self-contained learning
environment or self-access center SAC. In accordance to Rodden 2007, SAC can be as simple as a classroom set
aside with dictionaries and shelves of paper-based exercises to state-of-the-art digital centers with various types of computer- and Internet-based resources. What
resources are available and how students are guided to use them depend on the financial resources available and how much learner autonomy an institution
decides to give students. As cited from Reinders 2000, Benson 1998 summarizes that SALL
does not have to be self-directed by saying that if autonomy is the aim, then self- direction is a means to this end, and self-access is an environment within which it
can be achieved. So learners need to be equipped with a number of skills before they can benefit from working in a SAC. As cited by Dickinson 1987: 116,
Cousin 1985 summarizes some of these necessary skills: “They must be accustomed to finding their way around a resource, which
may require familiarity with the use of a public library, for instance. They must obviously be sufficiently fluent readers to be able to make use of a
considerable amount of written instructions and must have the self discipline and habits of study to be able to concentrate on an academic task
without outside supervision. It seems unlikely that this is to be achieved without experience of formal education.”
Furthermore, students need to develop skills that allow them to make choices about what to learn, when to learn and how to learn it, as well as to
monitor progress and evaluate outcomes. The SAC can give students the opportunity to learn by themselves, and to make their own decisions about their
learning although this does not have to be the case.
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In other words, SALL can be said to be the learning that takes place in a SAC. It involves the development of learner autonomy and it caters for learners
with different needs. In line with the previous definitions of SALL, Reinders 2000 proposed the definition of SALL as follows:
“Self-Access Language Learning is learning that takes place in a Self- Access Centre. A Self-Access Centre consists of a number of resources
in the form of materials, activities and help, usually in one place, that accommodates learners of different levels, styles, and with different goals
and interests. It aims at developing learner autonomy among its users.”
Moreover, Gardner Miller 1997 defined that ‘Self-access language learning SALL is learning in which students take more responsibility for their
learning than in teacher directed setting. Ideally SALL offers varying degrees of guidance but encourages students to move towards autonomy. According to the
definition above, SALL in SMK 2 Depok is meant to make students experience learning English autonomously and individually, so that they can take
responsibilities to make their own learning. Of course, group work is perfectly possible in a SAC and can be a good example of autonomous learning.
5. Vocational School
