51 processes in the Micro Teaching class because the students needed a lot of
practice outside of the classroom. In addition, Holec 1981 states that autonomy is the capacity to take
charge of learners‟ responsibility in their learning processes. The respondents said
that the lecturer did not give a lot of explanations. The lecturer gave the chances to the students to get a lot of knowledge and information by letting them find it on
the internet and books. It was also shown in the observation result, the researcher saw that “the lecturer did not give a lot of explanation about materials, topics or
contents that would be learned by the students”. “The students were led to have a
discussion with their friends and explore it through another available media.” The teacher had already facilitated learner autonomy in the learning process in micro
teaching. The researcher also obtained the information through the observation
which had been done during the Micro T eaching class that “the students were also
very active in giving opinion, interruption, and suggestion by raising their hands without any command from the lecturer”
In the Micro Teaching class, the lecturer also gave the students freedom to choose the appropriate methods, and strategies in their learning processes and
teaching simulations. It is elaborated by Thanasoulas 2000, the principle of learner autonomy is when someone independently chooses goals and purposes,
chooses material, methods and tasks and does an evaluation. Statement number 21 stated that the lecturer decided the topic to be
explored by the students in the Micro Teaching class was 12.5 of the students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52 chose
“strongly agree” statement and 75 of the students chose “agree” statement. In the interview, the respondent said that:
Student I : Beliau dosen memberi penjelasan yang penting
kemudian beliau mebiarkan mahasiswanya mengksplor sendiri. Translation
: She just gave some important explanations then she let the students explore it by themselves. Own Translation
The students should display their autonomy in the Micro Teaching class. In this case, the Eastern students still needed
lecturer‟s assistance in their learning processes to decide their topic or to set the direction. It is called reactive
autonomy which is proposed by Littlewood 1999. The Eastern students have not had the capability to get full authority in determining the objectives, selecting
technique and method, and also evaluating what they have learned. However, autonomy could
increase students‟ abilities to take control of their own learning process in the Micro Teaching class
to stop students as teacher‟s pets. Statement number 22 stated that the lecturer motivated the students in their
learning processes. 43.75 of the respondents chose “strongly agree” statement
and 31.25 of the respondents chose “agree” statement. The student said that the
lecturer motivated the students. Student I
: Beliau dosen tidak pernah mengatakan mahasiswanya yang jelek-jelek, beliau selalu memotivasi
mahasiswanya supaya lebih baik dan memperbaiki kekuranganku Translation
: She never said something bad to her students, she always motivated the students to be better and improve my
weaknesses. Own Translation
The lecturer acted as the facilitator and counselor which had been stated by the student. It is in line with Benson
‟s 2011 statement that a teacher acts as a PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53 facilitator and a counselor in the learning processes. The teacher also had to be
able to be a motivator to motivate the students. The lecturer also had to be creative t
o raise students‟ motivation in the learning processes and being a model of a good teacher. Learning autonomy can be successful for the
students‟ willingness and power as well as lecturer‟s support for the students.
From the observation result, it was seen that “the lecturer gave the students
motivation and supports. The lecturer provided several inspiring stories about education field and also approached the student with the movies which also had
relation to the teaching field.”. The data which were provided by the researcher in order to answer the first
research question about the extent which students display their autonomy in the Micro Teaching class E indicated that the students really used their autonomy in
the Micro Teaching class E. The data of the students‟ awareness of their
autonomy showed 35.42 of the students chose “strongly agree” statement and
46.86 “agree” statement. The data of the students‟ capability in learning autonomy showed 34.38 of the students chose “strongly agree” statement and
51.04 “agree” statement. The data of autonomous learners‟ characteristics shown by the students showed 38.75 of the students chose “strongly agree”
statement and 40 “agree” statement. The data of the students‟ opinions about lecturer‟s roles showed 36.25 of the students chose “strongly agree” statement
and 51.25 “agree” statement. It could be seen by the total percentage of some points that were also supported by the results of the interview and observation
54 which indicated that the answer to the extent which students display their
autonomy in the Micro Teaching class E was really high.
B. How The Reflection Facilitates Learner Autonomy in Micro Teaching
Class E
Autonomy displayed in Micro Teaching class E was developed through the use of reflection. According to Watson 2006, reflection is thinking in depth
about things, just where people‟s thinking is challenged in anyway, where people are not just reacting on a superficial level where they are thinking beyond the
immediate thing to its implications and possibilities. Reflection is more than thinking which includes reasoning, the creative ideas, problem solving, and
awareness in metacognition. The students were trained to use those strategies in the Micro Teaching class E.
Reflection was chosen because it could increase students‟ awareness of
themselves. It was supported by Biggs 1999, who explains that reflection helps people to raise their awareness of themselves as the learners and to see that they
can change their learning. It became important because it was exercised in the Micro Teaching class. This course is a compulsory course in the English
Language Education Study Program in Sanata Dharma University. This course is a stepping stone from theory to practice.
The use of reflection was a trigger to facilitate learner autonomy in the Micro Teaching class to make the students independent in their learning
processes. The students were expected to stop being lecturer‟s pets and be able to
55 make their own decision in their learning processes. According to Boud et al.
1985, reflection does not only deal with intellectual activities, but also affects activities in which individually engage to explore their experiences in order to
lead to a new understanding and better attitude. It has benefits to take their experiences that are related to the mental activity which consists of transforming
the given information in order to get conclusion or problem solving in their processes of learning. The researcher made it as a consideration to relate the use
of reflection and the learner autonomy in the Micro Teaching class. The lecturer introduced the goals of the learning and students were
expected to be independent and active in their learning processes. The lecturer gave brief information about reflection to recall and get
students‟ understanding about it. The lecturer expected it because the Micro Teaching course is a
compulsory and semi terminal subject between theory and real practice of the students in performing their abilities in teaching and their knowledge.
The reflections were produced from the first week. The students might write anything they wanted in their reflection which related to their processes in
the Micro Teaching class. It might be their experiences during the Micro Teaching class which contained self-evaluation of their learning processes. The main goal
of the reflection was to get the important things which had been learned by the students. It could put what they had achieved, what they had learned, what they
had improved, what they had developed, what worked or did not work in the classroom and more thoughts on their reflections.
56 There were some points which had been formulated in the form of
questions. In order to elaborate and discuss the results of the use of reflection to facilitate learner autonomy in the Micro Teaching class, the researcher divided
into two main points. Those were the s tudents‟ experiences in writing the
reflection and the students‟ experiences in using reflection to facilitate learner autonomy.
1. The Students’ Experiences Writing Reflection
The researcher summarized the data of the students‟ experiences in making
reflection in the Micro Teaching class. The data were displayed in the table below.
Table 4.5 The Students’ Experiences in Writing Reflection
No. Statement
SD D
U A
SA
23 My lecturer asks me to make the
reflection in the Micro Teaching class. -
- 6.25
43.75 50
24 I make reflection during the Micro
Teaching class. -
18.75 25
31.25 25
25 I get a lot of difficulties in writing the
reflection in the Micro Teaching class. -
12.5 18.75 37.5 31.25 Total
- 10.42 18.75 37.5
35.42
Through the converted data above, the results were positive from the total percentage of the statements about the students‟ experiences in writing the
reflection in the Micro Teaching class E. It was shown by 35.42 of the respondents chose
“strongly agree” statement and 37.5 of the respondents chose
“agree” statement. 18.75 of the respondents chose “uncertain” statement and 10.42 of the respondents chose
“disagree” statement. It was clear that the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57 total percentage of the positive statements was higher than the negative
statements which indicated that the student had already experienced writing reflection in the Micro Teaching class. The students realized that reflection gave
several benefits in their learning processes. It was stated by student‟s opinion in the interview. The student admitted that the reflection was like a teacher for him
or her. Student II
: Menurutku refleksi itu kaya guru yang bisa ngajarin dan mengingatkan kita tentang banyak hal.
Translation : In my opinion reflection looked like a teacher that
could teach and remind me a lot of things. Own Translation
The students ‟ opinion was in line with Tarvin and Al-Arishi‟s 1999
statement. They state that reflection lets the learners use what they learn from the experiences. It meant that the students got a lot of things through the reflection
that they had made and written in the Micro Teaching course. Statement number 23 indicated that the lecturer asked the students to make
the reflection. From the data, 50 of the respondents chose “strongly agree”
statement and 43.75 of the respondents chose “agree” statement. The results of
the questionnaire were supported by the interview. The student said that the lecturer asked the students to write the reflection as a way to
foster students‟ initiative. It was presented as follows.
Student III :
Jujur ya,
dosennya sebenernya
nyuruh mahasiswanya buat refleksi, tapi habis beberapa pertemuan, aku
bikinnya ya insiatifku aja. Translation
: Honestly, my lecturer ordered the students to make reflections, after some meetings, I made it by my initiative. Own
Translation PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58 It was seen that in the beginning the students wrote the reflection in order
to accomplish his or her lecturer‟s command, but day by day, she or he made it
based on her or his willingness. The student wrote and took a note about his or her result in the teaching simulation and the learning processes during the Micro
Teaching course. This way could help the students to reflect on and remind what they had done.
The researcher had elaborated that autonomy could be successful by the collaboration between the students and the lecturer. The lecturer decided the
general direction and the students did it. From the students ‟ statement, it could be
seen that the direction from the lecturer could be a good trigger to foster the students‟ initiative.
Statement number 24 stated that the students wrote the reflections. 25 of the respondents chose
“strongly agree” statement and 31.25 of the respondents chose
“agree” statement. It indicated that the students wrote the reflections during the Micro Teaching course. The students admitted that:
Student I : Aku sering bikin. Ya sekitar kurang dari sepuluh
selama kelas micro. Translation
: I often made it. Those were less than ten reflections during the micro teaching class. Own Translation
Statement number 25 indicated that the students got a lot of difficulties in making the reflection. From the data, 31.25 of the respondents chose
“strongly agree
” statement and 37.5 of the respondents chose “agree” statement. The data above indicated that the students got a lot of difficulties in making and writing
