Several advantages are noted from the application of this method. First, it can raise students’ attitude formation, development of appreciations, cooperation
and interpersonal relations. Second, it can also train students’ problem-solving and decision-making ability. And third, it can aid students to practice their
organization and presentation of ideas as well as to practice leadership.
2. Learning Autonomy
The discussion of learning autonomy covers two major parts, namely background of learning autonomy and the concept of learning autonomy, with
which the basic principle of autonomy is “the active involvement of learners in learning” Niemi, 2002 cited in Ardi, 2007. Simply saying, learning autonomy is
understood as learners’ ability to manage, monitor, and evaluate their learning although there is no control from other people, the teachers Ardi, 2007: 26.
a. Background of Learning Autonomy
The concept of autonomy has been influenced by various theories beyond the field of language learning. Benson 2001: 22 proposes several theories
influence the theory of learning autonomy which includes educational reform, adult education, psychology of learning, and political philosophy.
1 Educational reform
Theory of educational reform perceives that learners are responsible for their engagements and learn from their experiences, problem solvers, decisive,
reflective, innately good, and self-actualizer Benson, 2001. Considering those
good things which exist in learners, it is thought that education should lead learners to become fully autonomous.
2 Adult education
Adult education which is characterized by self-directed learning has stimulated the idea of learning autonomy. Adult self-directed learning conducted
in non-institutional learning emphasizes on learners’ responsibility on carrying it out.
3 Psychology of learning
From the perspective of psychology of learning, it is seen that learning is a psychological process. The psychological process of learning includes learners’
active involvement in the process of learning, which implies autonomy in learning.
4 Political philosophy
According to political philosophy approach, personal autonomy is the key to people existence as social beings. Quoting from Raz 1986: 83 cited in Benson,
2001: 44, “personal autonomy perceives that the good life is one which individuals are the authors of their own lives”.
Another factor that emerges the development of autonomy is something called “social progress” Holec, 1979. The development of industrially advanced
Western countries in the late of 1960 brings about changes not only in the increasing of material, which is characterized by the increasing of consumer
goods and service, but also in the increasing of other thing called “quality of life” Holec, 1979. The improvement in the quality of life can only be reached through
education with which it forces person to be responsible to “running the affairs of the society in which he lives” Holec, 1979.
Several theories on approaches within the field of language learning, including educational reform, adult education, psychology of learning, political
philosophy, and social progress which are occurred in Western countries have emerged the idea of autonomy. The idea of autonomy becomes popular in
language teaching through the Council of Europe’s Modern Languages Project which results on the establishment of Centre de Recherches et d’Applications en
Langues CRAPEL at the University of Nancy, France. The founding father of CRAPEL, Yves Chalon, brought about the leadership of CRAPEL went to Henri
Holec. Holec’s project report to Council of Europe becomes a key early document
in the development of autonomy in language learning.
b. Concept of Learning Autonomy
In his project report to the Council of Europe, Holec points out that “autonomy is the ability to take charge of one’s own learning” Holec, 1979: 3.
Holec 1979 proposes there are five prerequisites for learners to be fully autonomous.
To take charge of one’s own learning is to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning, i.e.:
- determining the objectives;
- defining the contents and progressions;
- selecting methods and techniques to be used;
- monitoring the procedure of acquisition properly speaking rhythm, time,
place, etc; -
evaluating what has been required
The autonomous learner is himself capable of making all these decisions concerning with which he is or wishes to be involved.
Holec, 1979: 3
In the meantime, the definition of autonomy proposed by Benson is slightly different from that of proposed by Holec. Instead of saying “taking charge” or
“taking responsibility”, Benson 2001: 47 describes autonomy as “the capacity to take control of one’s own learning”. He prefers to use it because “the construct of
‘control’ appears to be more open to investigation than the construct of ‘charge’ or ‘responsibility’” Benson, 2001: 47.
As Benson’s description that control over learning can be vary based on the level of the learning process, he elaborates them into three aspects namely control
over learning management, control over cognitive process, and control over learning content. Each levels of control will be exemplified below:
1 Control over learning management
Control over learning management is described as the ability to plan, organize and evaluate the learning possessed by the learners Benson, 2001: 76.
The ability meant is tightly related to cognitive, metacognitive, and socialaffective strategies as supported by Benson 2001: 80 that “the conscious
use of learning strategies implies control over learning management”. Cognitive strategies are the strategies which deal with the materials learned; metacognitive
strategies are the strategies used to manage the learning process; while socialaffective strategies are strategies which include learners’ interaction with
others and learners’ control over themselves in enhancing the learning.
2 Control over cognitive process
Control over cognitive process is related to the psychology of learning and related to mental process of controlling idea Benson, 2001: 87. Similar to
Benson’s definition, O’Malley Chamot 1990: 44 cited in Thanasoulas, 2002 elaborate cognitive process as a process that works “directly on the incoming
information”. Benson proposes there are three factors involved in cognitive processes
which are interrelated each other. Those are shown in figure 2.2 The Psychology of Autonomous Learning below.
Figure 2.2 The Psychology of Autonomous Learning Taken from: Benson, 2001: 86
As it is elaborated by Bialystok 1994 cited in Benson, 2001 that directing attention includes the process of noticing linguistic input, terms that are taken
from language learning, and constructing mental meaning of the input. The attentional process itself establishes consciousness and awareness to the learning
input.
Building metacognitive knowledge
Cognitive Process
Directing attention Reflection
