learning positively if they are interested in the learning. They may also perceive autonomous learning negatively if they are not interested in the learning.
Discovering the students’ perception of autonomous learning is very important. The students’ perception of autonomous learning indicates the
students’ readiness to engage in autonomous learning. As stated by Deci and Ryan 1985, 1995 as cited in Noels, 2001 the students perception of their autonomy
supports their feelings of intrinsic motivation, which are central to sustained effort at the learning task. At this point, autonomous learners will be more responsible
for their tasks. Moreover, Cotterall 1995, as cited in Sert, 2006: 14 argues that the students’ beliefs of their ability are likely to reflect their readiness for
autonomy. Therefore, it suggests that the students’ high perception of autonomy indicates their readiness for learning autonomously.
B. Problem Formulation
The problems of this study are formulated as follow: 1.
How is autonomous learning implemented in Extensive Reading II class? 2.
What is the students’ perception of the implementation of autonomous learning in Extensive Reading II class?
C. Problem Limitation
Realizing that autonomy in language learning is considered effective by most of teachers and researchers Dafei, 2007 and Benson, 2001, this study is going to
investigate the students’ perception of autonomous learning implemented in PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
Extensive Reading II class. This study focuses on the implementation of autonomous learning in Extensive Reading II class. This class attempts to
facilitate an active engagement of the learners in their own learning process. This study mainly discusses the implementation of autonomous learning in Extensive
Reading II and the students’ perception of autonomous learning. The subjects of this study will be the fourth semester students of the English Language Education
Study Program in Sanata Dharma University who experiencing autonomous learning in their learning process in Extensive Reading II class
.
D. Research Objectives
This study is going to find out: 1.
How autonomous learning in Extensive Reading II class is implemented. 2.
The students’ perception of autonomous learning in Extensive Reading II class.
E. Research Benefits
It is hoped that this study will be of benefit to those who deal with language teaching and learning particularly teachers, learners and further researchers.
1. For teachers, especially English language teachers: This study provides English teachers with knowledge about autonomous
learning especially the implementation of autonomous learning in language learning and the students’ perception of autonomous learning in Extensive
Reading II Class. As a result, teachers are likely to be encouraged to create PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
autonomous learning modes to develop students’ autonomy. This study also benefits the teachers who have applied autonomous learning in their classes as a
source of feedback for their teaching learning activities. 2. For students of the English Language Education Study Program of Sanata
Dharma University: This study makes the language learners aware of their responsibility for their
learning. Learning happens not only with the teachers’ guidance. Consequently, they were encouraged to be more autonomous in their learning.
3. Further Researchers
This study benefits the future researchers as the basis for conducting research on autonomy in language learning. It is hoped that this study gives valuable
insight concerning on learning autonomy in language learning.
F. Definition of Terms
