However, it also functions as an initial step to achieve the ideal learning autonomy for autonomy is a continuum process. Meaning to say, the reactive autonomy
seeds the proactive autonomy. In this kind of autonomy, the teacher provides the students with stimulus, through establishing the goal, procedures, and the
materials. Yet, once the stimulus is determined, the stduents are given an opportunity to organize the resources that support them to achieve the determined
goal Benson, 2001: 100.
b. Characteristics of Learners Autonomy:
Based on the definition of learning autonomy there are agreements that autonomous learners understand the purpose of their learning program, explicitly
accept responsibility for their learning, share in setting of learning goals, take initiatives in planning and execute learning activities, and regularly review their
learning and evaluate its effectiveness Dafei 2007: 6. Having same idea as Dafei 2007 Leni Dam 1990 cited in Thanasoulas, 2000: 117 adds that someone
qualifies as an autonomous learner when he independently chooses aims and purposes and set goals, chooses materials, methods and tasks, exercises choices
and purpose in organizing and carrying out the chosen tasks, and chooses criteria for evaluation
Therefore, autonomous learners principally are able to self- determine the overall direction of their learning, become actively involved in the management of
learning process, and exercise freedom of choice in relation to learning resources and activities Nunan, 2000: 1
c. Developing Autonomy in Language Learning
Dafei 2007: 7 states that autonomy in learning is more effective than non
autonomous learning. In other words, the development of autonomy implies better language learning. It means that autonomous learner will be more successful than
non autonomous learner. Since autonomy is not directly inborn, it needs exercise to achieve it. “The
ability is not inborn but must be acquired either by natural means or by formal learning i.e. in a systematic, deliberate way” Holec, 1979:3.
Furthermore, Little 1995 points out that
learners do not automatically accept responsibility in formal contexts and do not necessarily find it easy to reflect on the learning process. Teachers must
therefore first provide them with appropriate tools and with opportunities to practice using them Little, 1995:176.
Thinking as a goal of language education, Benson 2001 states that teachers and educational institution should attempt to foster autonomy through the
practices that allow the learner to engage the learning approach in which the capacity can be developed. In principle any practice that encourages and enables
the learners to take greater control of any aspect of their learning can be considered a means of promoting autonomy Benson, 2001: 109.
Little 2004 stated that the development of autonomy in language learning is governed by three basic pedagogical principles. First is the learner involvement. It
means that learning gives opportunity to engage the learners to share responsibility for the learning process. It involves the affective and metacognitive
dimension. Second is the learner reflection. It means that learning has to help the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
learners to think critically when they plan, monitor and evaluate their learning. It involves the metacognitive dimension. Third is the use appropriate target
language. It means that learning has to use the target language as the principal medium of language learning. It involves the cognitive and metacognitive
dimension Little, 2004: 2. Nunan 2000 presents four ways to sensitize learners to the learning process
and thereby begin to encourage a greater degree of autonomy. They are “integrating language content and learning process through learner strategy
training, incorporating reflective lessons into your teaching, drawing up learning contracts and learner diaries” Nunan, 2000: 12. These ways involves
metacognitive strategies in learning. According to Benson 2001: 113-177, practices associated with the
development of autonomy can be classified under six approaches. First is resource-based approach. In resource-based learning, the focus of the
development of autonomy is placed upon the learners’ independent interaction with learning resources. Resources-based learning offers learners the opportunity
to exercise control over learning plans, the selection of learning material and the evaluation of learning. In resource-based learning, learner will develop skills
associated with these activities through processes of the experimentation and discovery in which freedom of choice is a crucial factor. The success in resources-
based learning presupposes that the learner already possesses some of skill that associated with autonomy.
Second is technology-based approach. In technology-based approach, the focus of the development of autonomy is placed upon the learners’ independent
interaction with educational technology or the use of technologies to access resources.
Third is learner-based approach. Learner-based approach focuses directly on the reproduction of behavioural and psychological changes that will enable
learners to take greater control over their learning. Fourth is classroom-based approach. Classroom-based approaches attempt to
foster autonomy by involving learners in decision making processes concerned with the day-to-day management of their learning.
Fifth is curriculum-based approach. Curriculum based approach to autonomy extend the principle of control over the management of the learning to
the curriculum as a whole. The principle of learner control over the curriculum has been formalized the idea of the process syllabus, in which learner are expected
to make the major decisions concerning the content and procedures of learning in collaboration with their teachers.
Sixth is teacher-based approach. Teacher-based approach emphasizes the role of the teacher and teacher education in the practice of fostering autonomy
among learners. Voller 1997 as cited in Benson, 2002: 172 describes the role of teacher in autonomous learning under the headings of technical and psycho-social
support. The key features of technical support are first, helping learners to plan and carry out their independent language learning by means of need analyses,
objectives setting, and work planning, selecting materials, and organizing PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
interaction. Second, teacher helps learners to evaluate themselves. Third, helping learners to acquire the skills and knowledge needed by raising their awareness of
language and learning by providing learner training to help them to identify the learning styles and appropriate learning strategies.
The key features of psycho-social support are first, the personal qualities of the facilitator being caring, supportive, patient, tolerant, emphatic, open, and non-
judgemental. Second is the capacity for motivating the learners and third is an ability to raise learners’ awareness Benson, 2001: 172.
d. Implication of Autonomous Learning
