favorable environment for developing the capacity for autonomy. Of course, the learners desire more diversified learning environments and
resources, not just constrained to classroo m teaching and the teacher‟ s
transmitting of book knowledge. All this suggests that learners have already made psychological preparations for learner autonomy.
B. Implication
This study results revealed that the learners are willing to practice autonomous language learning but still they believe that they still need
their teacher to facilitate them. While employing Autonomous Language Learning, teacher and learners must together being autonomous Al
Asmari, 2013. Therefore, towards developing autonomous language learning,
teachers should be aware of their learner s‟ educational backgrounds and
perceptions that relate to learner autonomy. It does not seem possible to talk about completely non-autonomous or completely autonomous
learners. Learners must first learn to take responsibility of themselves first and then take responsibility of being autonomous learners and it is
important for language teachers to be able to determine where and when to start practicing autonomous language learning as learners from
different backgrounds carry different perceptions of responsibility and some of those perceptions might not fit into „ideal‟ type of autonomous
learner. Further understanding and exposure of autonomy in language
learning is very essential to educate or to train the teachers towards the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
development of autonomous language learning in their classrooms. Educational Training Department should come out with courses and
workshops that can train the teachers for better practices of autonomous language learning to make sure positive and successful implementation.
In addition, Learners training is one of the crucial elements toward the successful practice of autonomous language learning.
Learners should be able to identify and employ the suitable strategies with their learning styles and preferences since learner training has the
capability in fostering and developing learner autonomy. Teachers should exposed their learners with various learning strategies so they can
identify and exercise the specific strategies that suit them best to improve their English learning and skills.
Autonomous language learning will not only benefit them in language and communication skills but as well as to train them to be
autonomous in all subject s and fields and to practice the lifelong learning to become more creative and innovative learners and human
capital in this challenging industrial age. Therefore teachers should realize that they are no longer sole educational resource of their learners
but they are also the manager, facilitator, mentors and counsellors. They should start giving their learners some basic or small autonomy of their
learning process and encourage them to reflect upon their learning outcomes.
Despite one of the objectives of curriculum is to train independent learners that can manage their own learning, their independency is not
encouraging. We have to accept that teachers and the curriculum are the main aspects in developing autonomous language learning.
C. Recommendation
In doing the study, the researcher had some limitation. This resulted at some scopes of the field cannot be covered. The number of subject of
the study is also one of the limitation, with the small amount of subject involved in this study made the result of the study need to be supported
by the next research with the more subject of the study and the bigger scope of area.
The results show that the learners put attitudes, learning strategies and learning styles as important factors. Therefore, developing positive
attitudes towards learner autonomy and appropriate learning strategies and proper learning styles and habits are crucial to the success of the
development of learner autonomy.
Bibliography
Abdul Rahman Al Asmari.2013. Practices and Prospects of Learner Autonomy: Teachers‟ Perceptions. English Language
Teaching, Vol. 6, No. 3; 2013. Canadian Center of Science and Education
Agota Scharle, Anita Szabo. 2000. Learner Autonomy: A Guide to Developing Learner Responsibility. Aug 17. Cambridge
University Press.
Benson, P.2001.Teaching and Researching Autonomy in Language Learning. Harlow, England. Pearson Education Limited.
Bernat, E. Inna Gvozdenko.2005. Beliefs about language learning:current knowledge, pedagogical implication, and new
research direction. TESL Journal June 2005 Volume 9, Number 1. http:tesl-ej.orgej33a1.html
Bogdan, R. C. and Biklen, S. K. 1998. Qualitative research in education. An introduction to theory and methods. 3rd
Edition. MA: Allyn and Bacon
Borg, S., Al- Busaidi, S. 2012. Teachers‟ beliefs and practices
regarding learner autonomy. ELT Journal, 663, 283 –292.
https:doi.org10.1093eltccr065 Camilleri, A. 1999. Introducing Learner Autonomy in Teacher
Education. Germany. Council of Europe. Cresswell, J.W. 2003. Research design. Thousand Oaks: SAGE
publication. Dang, T. T. 2010. Learner Autonomy in EFL Studies in Vietnam: A
Discussion from Sociocultural Perspective. English Language Teaching,
32, 3
–9. Retrieved
from http:search.proquest.compqcentraldocview83889002732
D8AEC89C8C4C4FPQ1?accountid=62831
Dickinson, L. 1995. Autonomy and motivation a literature review. System,
232, 165
–174. https:doi.org10.10160346- 251X9500005-5
Fisher, L., Evans, M., Esch, E. 2004. Computer-Mediated Communication:
promoting learner
autonomy and
intercultural understanding at secondary level. The Language PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
