types of data about respondents might be accessed by use of questionnaire instrument. Factual questions: These include demographic
information, socio-economic status, education, etc. Behavioral questions: deals with both past and present deeds of the respondent; Attitudinal
questions: comprises of world views. It covers peoples opinions, attitudes, beliefs and values.
C. Data Gathering Instruments
To attain the research objective on describing the learners‟ beliefs
about autonomous language learning, an instrument in the form of questionnaire using the same questionnaire that is used by Yingshuang
Liu 2011. The same questionnaire was used in order to get the reliability of the result.
As defined by Brown 2001, “questionnaires are any written instruments that present respondents with a series of
questions or statements to which they are to react either by writing out their answers or selecting from among existing answers” p. 6. Also,
Mackey and Gass 2005 suggest that the questionnaire is one of the most common measures of collecting data on opinions from a large number of
respondents in second language research. As explained by Dornyei 2010, the advantage of questionnaires
is their efficiency in terms of research time, research effort, and financial resources. This study used a new design instrument of linkert-scale
questionnaire as the main instrument. The questionnaire contained 29 statements followed by column showing the range of responses from
„Never‟, „Rarely‟, „Sometimes‟, „often‟ and „always‟ responses will PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
designed by the researchers by adapting from the previous research. This questionnaire was designed to investigate learner
s‟ beliefs about autonomus language learning which was devised based on the
literature in 1 Learner awareness, 2 Self-efforts, 3 Broader autonomous activities, 4 self-esteem, 5 Use of
reference materials, 6 Motivation. Therefore the category and features as the blueprint of the
questionnaire based on Yingshuang Liu are presented below in Table 3.1. Table 3.1. Questionnaire Blueprint
No. Category
Features
1.
Beliefs about language learning Behaviorist Theory
Krashens monitor hypothesis Cognitive
2.
Beliefs about self esteem Personal identity
The sense of purpose Personal competence
3.
Beliefs about lerning sources Textbook
Authentic material Classroom language
Multimedia Online- Internet Based
4.
Beliefs about being an English Learner Value construction
Self direction
D. Data Setting
1. Population The research was conducted in the area of Yogyakarta State
University, especially at the Independent Language Learning Center in The Institution of Educational Development and Quality Assurance,
Yogyakarta State University. Institute Of Educational Development And Quality Assurance of
the Yogyakarta State University IEDQA YSU is part of the main structure of the University. The Institute was established in 2011, based
on Regulations by the Minister of National Education of the Republic of Indonesia Number 23 Year 2011, regarding the Organization and
Management System of the Yogyakarta State University, and Regulations by the Minister of National Education of the Republic of
Indonesia Number 34 Year 2011, regarding the Statute of YSU. IEDQA YSU is an institution serving to strategically develop and implement
education and professions and to assure the quality of education and professions. It has duties to implement, coordinate, monitor, and evaluate
activities of developing and assuring the quality of education and professions.
In line with the implementation of such duties, IEDQA YSU has several
functions. They
include: a
coordination, planning,
improvement, guidance, and development of educational and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
professional services, b development of support facilities and resources for educational functions including other support resources, c utilization
and protection of academic resources for a variety of consultation systems to support academic functions, d guidance, development, and
utilization of a variety of educational thoughts resulting from research studies, e coordination of planning, guidance, development, and
utilization of facilities, experts, and other academic resources in accordance with the needs for the implementation of education and
professions, f planning of academic quality, g improvement of academic quality, h controlling and audit of academic quality, and i
monitoring and evaluation of academic quality. IEDQA YSU has nine centers, i.e. i Center for Quality
Assurance, ii Center for Curriculums, Instructions, and Learning Resources, iii Center for Services of Field Practicum Program and Field
Work Practicum, iv Center for Educators and Educational and Non- educational Personnel, v Center for University Courses, vi Center for
Languages, vii Center for Character Education and Culture Development, and viii Center for Career Development, ix Center of
Scientific Periodical Development. As an institute in the university that is obliged to disseminate research results and a variety of scientific ideas,
besides managing nine centers, IEDQA YSU also publishes three types of publication. These are scientific journals Jurnal Cakrawala
Pendidikan and Jurnal Pendidikan Karakter and a popular scientific magazine WUNY Warta Universitas Negeri Yogyakarta.
