64 udah aku alami aku dan aku lakukan dan juga untuk mencari
solusi dari masalah dan rintangan yang aku hadapi. Ketika aku membaca refleksiku lagi, ini dapat mengingatkanku untuk tidak
melakukan kesalahan yang sama lagi. Translation
: I saw weaknesses and strengths and I wrote it down in my first reflection. I tried to conclude my goals in this
course, such as getting a good score, being able to teach and be a good teacher. I listed my needs, my schedules and what I should do
to achieve my goals in my reflections. In my reflection, I also noted my mistakes, my problems, my plans, feedback, advice and
suggestion from my friends and my lecturer for my teaching simulations. In my opinion, writing reflection could help me to see
my own progress and improvement in this course. It helped me to rethink about what I had done and experienced and also to find out
the problem solving of my obstacles and my problems. It also could be a medium to evaluate what I had done and experienced.
When I reread my reflections, it reminded me to avoid doing the same mistakes. Own Translation
From the transcription of the interview, it indicated that the student used reflection as a medium to facilitate their autonomy. The students wrote down the
feedback from their friends and their lecturer and made it as a reflection which could be evaluation medium to see what they had done and experienced. The
reflection played the role as a reminder for the student to avoid making the same mistakes because they had already written what they had experienced. Reflection
raised students‟ awareness and responsibility in learning processes. It triggered
them to be active, independent and responsible in their learning processes. From the observation, it was confirm
ed that “students could accept and be open minded in getting the suggestions, recommendation and feedback from the lecturer and
their friends as the observers when they had teaching simulation.”
Watson 2006 says that real learning can be built on students‟ own
existing cognitive structures and must relate to their needs and interest. It was an PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65 activity to monitor students‟ progress in order to improve and develop their
knowledge in the Micro Teaching class. In the Micro Teaching class, the student should be able to take control of their own learning process so that the reflection
helped the students to reflect on what they had done and experienced as well as evaluation medium to judge their results and what they faced in their learning
process without any direction from their lecturer. The data which were provided by the researcher in order to answer the
second research question about how the reflection facilitates learner autonomy in the Micro Teaching class E indicated that the students were able to use the
reflection to facilitate learner autonomy in the Micro Teaching class E. It could be seen by the total percentage of some points that were also supported by the result
of the interview and observation which indicated that the answer to how the reflection facilitates learner autonomy was by identifying and writing down
student‟s weaknesses and strengths, and also formulating hisher goals which heshe wanted to achieve and arranging hisher plans in the Micro Teaching
course. The student also noted hisher mistakes, problems, feedbacks, advice and suggestions that heshe had got in their reflection to get problem solving and to
remind the student to avoid doing the same mistakes. Reflection was also used by the students to evaluate what heshe had done and experienced and also to monitor
hisher improvement and also progress in learning processes. Those were several ways which were done by the student in order to use the written reflection to
facilitate learner
autonomy in
the Micro
Teaching class
E. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
CHAPTER V CONCLUSIONS AND RECOMMENDATIONS
This chapter presents conclusions and recommendation of this study. The conclusions consist of the research findings. The recommendations deliver some
suggestions for the lecturer, the students, the English Language Education Study Program and the future researchers.
A. Conclusions
The research was conducted to find out the use of reflection to facilitate learning autonomy in the Micro Teaching class E of The English Language
Education Study Program in Sanata Dharma University. The research focuses on learner autonomy displayed by the students in the Micro Teaching class E. There
are two main important things which related to the research. First, the extent which the students display their autonomy in the Micro Teaching class E. Second,
how the reflection facilitates learner autonomy in the Micro Teaching class E. The students displayed learner autonomy in the Micro Teaching class. It
was going well which could be seen by the total percentage of some statements that were also supported by the results of the interview and observation in chapter
IV. It indicated that the answer to the extent which students display their autonomy in the Micro Teaching class E was really high. There are three proofs to
support that statement. First, autonomy is an attribute which is owned by every individual. The students had the decision to use their capacity in their learning
67 processes an
d stop being lecture‟s pets and be independent in the Micro Teaching class E.
It is in line with Benson‟ 2011 explanation. They were able to show their awareness and capability in their learning processes. Second, the students
showed their autonomy by displaying some characteristics of autonomous learner which are described by Omaggio 1978, as cited in Wenden 1998. Third,
Indonesian students applied reactive autonomy which needed collaboration and interdependence between the students and the lecturer. It has described by
Littlewood 1999. It was such teamwork between the lecturer and the students to succeed in facilitating and displaying learning autonomy.
The use of reflection facilitated learner autonomy in the Micro Teaching course. Reflection was used successfully as a medium to facilitate learner
autonomy. Based on the discussion, there were four proofs. First, it was seen that every student got their own experiences through the use of reflection to facilitate
and display learner autonomy. Second, writing reflection was an activity to employ self-evaluation to monitor and evaluate the outcomes of the students.
Third, reflection helped the lecturer to monitor progress, development, and improvement of students‟ skills and knowledge in students‟ learning processes. It
helped the students to get appropriate treatment from the lecturer to get the better result from the students. Fourth, the use of reflection could be done to facilitate
learner autonomy by identifying and writing down students‟ weaknesses and
strengths, and also formulating their goals which they wanted to achieve and arranging their plans in the Micro Teaching course. The students could note their
mistakes, problems, feedbacks, advice and suggestions that they had got in their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68 reflection to get problem solving and to remind the students do the same mistakes.
Reflection was also used by the students to evaluate what they had done and experienced and to monitor their improvement and also progress in learning
processes. In conclusion, the students exercised their autonomy. The students
displayed their autonomy in terms of using their capacity in their learning processes in the Micro Teaching class. The students were able to show the
characteristics of autonomous learners and foster their awareness of their autonomy in the Micro Teaching class. The use of reflection facilitated the
exercise of learner autonomy in the Micro Teaching class. The students needed a medium to facilitate learner autonomy. Reflection became a medium for the
students to raise their awareness and get problem solving in their learning processes. The students used the reflection to evaluate their progress,
improvement and development in their own learning processes in the Micro Teaching class. This research also showed that the students displayed their
autonomy in the Micro Teaching class and the use of reflection successfully facilitated the student to show learner autonomy in the Micro Teaching class.
B. Recommendation
Based on the elaboration and findings, there are some positive results of learner autonomy and writing reflections in the Micro teaching class E of the
English Language Education Study Program in Sanata Dharma University. In PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69 connection with the findings, there are some recommendations intended for
ELESP lecturers, English students, and future researchers.
1. For ELESP lecturers
It is important for the lecturer to know the knowledge of learner autonomy, autonomous learner, and reflection. It will be very useful for the
lecturer to train the students to be responsible, independent and active in their learning process. Moreover, the Micro Teaching course is a semi terminal course
which combines among theories and practical. It is the time for the lecturer to act as a facilitator and a counselor to assist the students. It is also suggested that the
lecturer should implement reflection to monitor the progress of the students. The regular reflection will be more familiar to the students in their learning process or
their daily life. It also can be a meaningful report to see the progress of the students inside and outside of the classroom.
2. For English students
For the students, learning autonomy is an attribute and capability of a person to take control of their own learning. When it is displayed it will train the
students to be responsible, independent, active and able to make some decisions on their hands. Students should not always depend on the
ir lecturer‟s schedule in the teaching processes. The students should train themselves to explore their skills
and abilities in their own ways and their own characters. Autonomy can be collaborated to the reflection to foster the stude
nts‟ awareness which also works as a note and „diary‟ to see their own progress in their learning processes.
70
3. For the English Language Education Study Program
This research can be a trigger for the English language Education Study program to implement reflection in every course. It has some benefits for the
lecturers and students. It can be used as an evaluation medium to improve and develop students and lecturers or education systems in this study program. It can
be used for the program study to be an exercise for the students in order to prepare the students before they graduate from the university and become teachers or
lecturers.
4. For future researchers
It is important for future researchers who are going to investigate similar topic about learner autonomy and reflection. The researcher gives suggestion to
come and work in learner autonomy, metacognitive learning, transformative learning, and reflection. The future researchers are supposed to investigate
learning autonomy which has relation to metacognitive learning and transformative learning through the use of reflection. It is recommended because
learner autonomy, metacognitive learning, transformative learning and reflection have relation which can support one and another in the learning process.
