5. are alert to charge and able to change in an adaptable, resourceful and
opportunistic way; 6.
have a capacity to learn that is independent of the educational processes in which they are engaged;
7. are able to make use of the environment they find themselves in
strategically; 8.
are able to negotiate between the strategic meeting of their own needs and responding to the needs and desires of the other group members.
Candy in Benson 2001:85 proposes some characteristics of the learner capable of autonomous learning, these are:
1. methodical and disciplined
2. logical and analytical
3. reflective and self-aware
4. demonstrate curiosity, openness and motivation
5. flexible
6. independent and interpersonally competent
7. persistent and responsible
8. venturesome and creative
9. show confidence and have a positive self-concept
10. independent and self-sufficient
11. have developed information seeking and retrieval skills
12. have knowledge about, and skill at, learning processes
13. develop and use criteria for evaluating
Based on the claims above, it can be derived that an autonomous learner needs to have those profiles. Learners need to put themselves into those criteria
above. In short, autonomous learner should be able to know what to be learned, how they will learn, have a good desire, knowing what to do now and after, can
adapting themselves into any situations in which they are learning, can manage to use any useful resources, have a good capacity of independent learning and
knowing what is going on around them and is not self-oriented only. Autonomous learner can manage themselves to learn at any set of time and place without a need
of a director such as teacher or lecturer. They can always find a good way to learn using their own ways and styles. They can also use any resource available around
them to support their learning. And most of all, they have good desire in learning by knowing what they have to do in order to reach their own goals.
d. Learning Strategies and Learning Styles
Two parts will be discussed in this section, these are: 1
Learning strategies 2
Learning styles The discussion of each will be presented in this part.
1 Learning Strategies
This part will mainly discuss theories of learning strategy. There are some theories from some experts that will be presented in this part.
Learners need some strategies to help them achieve the goal of their learning. Learning strategies help learner to reach the learning goals in more
effective and efficient way. Brown 2000:210 defines strategy as:
...a specific methods of approaching a problem or task, modes of operation for achieving a particular end, or planned designs for controlling and manipulating certain information.
Strategies vary widely within an individual, while styles are more constant and predictable.
Furthermore, Brown 2000:210 also adds that successful second language learners are usually people who know how to manipulate style as well as
strategy levels in their day-to-day encounters with the language.
Oxford 1990:1 defines learning strategies as:
.... steps taken by students to enhance their own learning. Strategies are especially important for language learning because they are tools for active, self-directed
involvement, which is essential for developing communicative competence. Appropriate language learning strategies result in improved proficiency and greater self-confidence.
Oxford 1990:8 also differs the term learning with acquisition. Learning is a conscious knowledge of language rules which does not typically lead to
conversational fluency, and is derived from formal instruction, as the learner must
follow the instructions, rules, or even methods that is used. Whilst she mentioned acquisition, on the other hand, acquisition occurs unconsciously and
spontaneously, it does lead to conversational fluency and arises from naturalistic language use. This term is used since acquisition occurs spontaneously and
unconsciously, so that the main goal is to master the language use. Oxford 1990:9 adds features of language learning strategies as follows:
1. Contribute to the main goal, communicative competence.
2. Allow learners to become more self-directed.
3. Expand the role of teachers.
4. Are problem-oriented.
5. Are specific actions taken by the learners.
6. Involve many aspects of the learners, not just the cognitive.
7. Support learning, both directly and indirectly.
8. Are not always observable.
9. Are often conscious.
10. Can be taught.
11. Are flexible.
12. Are influenced by a variety of factors.
Oxford 1990:8 also adds six learning strategies which are called the “Six
Strategy Groups”, which are divided into two groups; they are direct strategies and indirect strategies. The direct strategies are 1 cognitive strategies, 2
memory strategies, 3 compensation strategies; meanwhile the indirect strategies are, 4 social strategies, 5 affective strategies, 6 metacognitive strategies.
These strategies stimulate the growth of communicative competence in general as Oxford 1990:8 claims; these can be seen in the following lists.
1.
Cognitive strategies
are useful for understanding and recalling new information
2.
Memory strategies
are highly useful for understanding and recalling new information- important functions in the process of becoming competent in
using the new language.
