RESEARCH FINDING AND DISCUSSION

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CHAPTER IV RESEARCH FINDING AND DISCUSSION

This chapter presents and discusses the findings of the research. It is divided into two main sections. The first section discusses the implementation of autonomous learning in Extensive Reading II ER II. In this section, the result of the interview both with the teacher and the students were analyzed to describe the process of autonomous learning in ER II. The second section discusses the students’ perception of autonomous learning in ER II. In this section, the results of the questionnaires were analyzed to find out the students’ perceptions of autonomous learning in Extensive Reading II. A. How Autonomous Learning is Implemented in Extensive Reading II Class Autonomous learning was implemented in ER II class by integrating metacognitive strategies with the tasks and assignments of Extensive Reading II course. According to O’Malley and Chamot 1990, cited in Benson 2001: 81, metacognitive strategies is “mental operation used by learners in the self- management of their learning”. Metacognitive strategies were carried out through the learning process of ER II by inviting the students to make a learning plan, a reflection and a learning evaluation. The students were trained to use those strategies to manage their own learning. In order to implement autonomous learning the teacher began the process by introducing the learning goal and the tasks of ER II. Introducing the learning goal was important to raise the students’ awareness of the purpose of the learning. In this step, the teacher informed the students that they had to develop their autonomy throughout the learning. The teacher expected the students to be autonomous learners. By getting the students acquainted with autonomy in learning, the teacher expected the students to achieve the goal without putting their dependence on the teacher . After introducing the goal of learning, the teacher presented the tasks of ER II. In this step, the teacher explained the tasks and decided the schedule of the tasks submission. The tasks of ER II included reading texts of popular readings, journals and a book which is based on one topic and reporting their studies in a summary consisted of a mind map and a synthesis of the reading. As the final assignment the teacher asked the students to make a reflection reporting their learning process in ER II. The schedule of the tasks submission and the tasks of ER II was presented in Table. 4.1. Table 4.1 The Schedule of the Tasks Submission in Extensive Reading II Course Readings Tasks Submission A two page of learning plan Meeting 3 Three popular reading sets each is at least five- page long on a particular theme Summaries in mind-mapping, one a half page short essay reporting the insights from the passages Meeting 5 Two research articles on the same theme Summaries in mind-mapping, one a half page short essay reporting the insights from the passages Meeting 9 A book at least 100-page long on the same theme or book chapters Summary book report in a form of book review Meeting 13 Table 4.1 Continued Readings Tasks Submission A five – page essay consisting of a reflection whether the learning plan is accomplished or not- how, why ?, and b a synthesis representing what you have accomplished in the class. Meeting 14 After presenting the tasks, the teacher invited the students to construct a learning plan. The learning plan consisted of the students’ own learning goal, the learning strategies and the reading topic they were going to explore. This learning plan was intended as a mean to help the students control their own learning. After constructing the learning plan, the students were allowed to work on their plan and accomplish the tasks. The teacher gave the students freedom to explore their interests and find their own reading text based on the topic chosen. In this process, the teacher gave a great opportunity for the students both to control their learning management and control the learning content. During the learning process, the teacher also gave opportunity for the students to have a consultation. The consultation facilitated the student to solve the students’ problem and to help the students to find solution of their difficulties in accomplishing the tasks. Responding to the students’ tasks, the teacher gave feedback to their work. This feedback aimed to make the students know what mistake they made. The students, therefore, were made aware of their progress and expected to make improvement using this feedback. As the final assignment the students were asked to make a reflection. This reflection was intended to evaluate the students’ own learning and to report to the teacher the result of their study. From this reflection, the students were made aware of how their learning strategies worked in accomplishing their goal. In summary, the process of implementing autonomous learning in Extensive reading II was presented in Table 4.2. Table 4.2 The Process of Autonomous Learning in Extensive Reading II No Description

1. Introducing the students with the syllabus of ER II included the goal of the learning

in ER II, the tasks and assignment and the schedule of the work submission. The tasks were that the students should make a summary, mind map and synthesize from the articles, journals and book under the topic the students chosen.. 2 Asking the students to manage their own learning in ER II by making a learning plan. The learning plan consisted of the topic they chose, the goal of their own learning, the strategy they would use to accomplish their goal, the challenge and difficulties that might be faced during their leaning and ways of how to solve the challenge and difficulties. 3 Giving the students freedom to work on their plan and starting to work on the articles. The students found the articles to read based on their topic, shared it to their friends in group or consulted it with the teacher. Finally they submit their report in form of summary, mind map and synthesize. 4 Giving the students freedom to work on their plan and start to work on journals. The students found the journals based on their topic, read it made the summary, main map and synthesize. 5 Working on their plan: work on books, novel or science book. The students read the book they had found and consulted to the teacher and made summary, mind map, and synthesize 6 Giving opportunities for the students to have a consultation with the teacher. 7 Students were asked to evaluate their learning in form of reflection and presented it to the teacher. Based on the discussion of the process of the implementation of autonomous learning in Extensive Reading II class, it was clear that autonomous learning applied was intended to develop the students’ autonomy. The students’ capacity to both control over learning management and control over learning content was developed. Control over learning management was developed through the metacognitive strategies applied. It was by making the students managed the planning and organized their learning. Control over learning content was exercised by giving the students freedom to choose the topic and the material by themselves. Although the implementation of autonomous learning had an exellent purpose, it would be meaningless if the students could not perceive the learning as a good learning. Therefore, the next section would discuss how students perceive the autonomous learning implemented in Extensive Reading II. B. Students’ Perception of Autonomous Learning in Extensive Reading II In order to describe the students’ perception of autonomous learning the discussion of students’ perceptions of previous experience, students’ perception of how the responsibility of learning is transferred, students’ perception of the transfer of responsibility for learning and the students’ perception of autonomous learning process are presented. The first subsection discusses the students’ perception of the students’ previous experience on autonomous learning.

1. Students’ Previous Experience on Autonomous Learning

This subsection discusses the students’ perception of their previous experience on autonomous learning. Table 4.3 summarizes the students’ previous experience in learning autonomy. Table 4.3 Student’s Previous Experience in Autonomous Learning NO STATEMENTS SD D U A S A 1 I have experienced of being assigned to make a particular project on my owngroup - 1.54 12.31 47.69 38.46 2 I have experienced of given freedom to decides what I learn and what I make on my own group - - 7.69 53.85 38.46 3 I enjoy the learning when I was given freedom in my learning 3.08 3.08 15.38 53.85 24.62 Total 1.03 1.54 11.79 51.80 33.85 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain The results of Table 4.3 describe that most of the students had previous experience of autonomous learning and had positive perception of autonomous learning. It was proven by 51, 80 of the participants chose agree and 31.85 of the participants chose strongly agree to all the statements. The students had an experience of reactive autonomy both in form of being assigned to make project on their own 38, 46 of the students chose strongly agree and 47, 69 chose agree to the statement number 1 and of being given freedom in deciding what PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI they learn 53, 85 of the students chose agree and 38, 46 chose strongly agree while, 7, 69 chose uncertain to the statement number 2. Most of the respondents had good experience in their previous autonomous learning. They enjoyed their learning when they were given freedom in their learning 53,85 of the students chose agree and 24,62 chose strongly agree while 15, 38 chose uncertain and the rests chose disagree and strongly disagree. The students’ positive perception of previous experience influenced the positive perception of the present experience.

2. Students’ Perceptions of How the Responsibility for Learning is

Transferred This subsection discusses the transfer of learning responsibility from the teacher to the students. In order to find out how the learning responsibility was transferred, the researcher analyzed the data of the teacher’s role and students’ role in learning. How the teacher and the students took the role in learning indicated their domination in learning. The teacher’s domination indicated that the responsibility was not well-transferred and the students’ domination in learning indicated that the responsibility of learning was well-.transferred Table 4.4 summarizes the teacher’s role in autonomous learning in Extensive Reading II. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.4 Teacher’s Role in Autonomous Learning in Extensive Reading II NO STATEMENTS SD D U A S A 1 The teacher makes the learning plan in Extensive Reading II 23.08 36.92 15.38 16.92 6.15 2 The teacher determines the goal of the learning in Extensive Reading II 7.69 12.31 21.54 47.69 10.77 3 My teacher decides the topic to be explored in Extensive Reading II 46.15 32.31 9.23 9.23 3.08 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain The results show that the teacher took great roles in learning. It was proven by 34, 62 of the participants and 12, 82 of them agreed to all the statements. It means that the students agreed that the teacher took great control of the learning. Based on Table 4.4 there are three major roles that were played by the teacher. They are making the evaluation, being facilitator and stating the learning goal. Making an evaluation was considered as the teacher’s duty as a teacher of a subject matter as well as stating the learning goal. In this case, the learning goal referred to the goal of the whole learning in ER II. Facilitating the learning was considered as the teacher’s role which supported autonomous learning. In this way, the teacher helped the students to solve their 4 My teacher decides the material to be learnt in extensive Reading II class 27.69 27.69 26.15 12.31 6.15 5 The teacher evaluates the students’ progress 3.08 3.08 4.62 64.62 24.62 6 The teacher gives solution to my problems - 3.08 13.85 56.92 26.15 Total 17.95 19.23 15.13 34.62 12.82 problem when they need helps. Following was the student’s confession that the teacher placed himself as learning facilitator. He helps much, he never discriminates and he always supports us, motivates us. He knows that the assignment is hard Respondent 2. Making the learning goal in a course was considered as one of the teacher’s duty of a teacher of a subject. The learning goal is stated in the syllabus. The goal the teacher made was the general goal of learning in ER II as stated in the syllabus of the course. Small numbers of participants considered that the teacher took roles in making the learning plan 16, 92 and 6, 16 of the participants, deciding the material 12, 31 and 6, 16 of the participants and deciding the topic 9, 23 and 3, 08 of the participants. Verified in the interview, the students stated that they experienced the help of the teacher in deciding the topic and material. The teacher suggested the students to choose a better topic. I have a topic. It is about Korea and I consult with the teacher. He told me that the topic is too broad. He suggested some specific topics related to Korea Respondent 6. The teacher suggested the better material to be explored. I got two journals. I showed to the teacher. And he asked me to choose the one which is journal. The others is not journal Respondent 4. The teacher did not provide the ready-used material, but he decided what kind of material that had to be explored. I find the material by myself but the teacher decided that we have to find articles journal and book related to my topic Respondent 1. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI It is obvious that the teacher did not give the material and the topic to be learnt but he decided the materials form in that popular reading, journals and book. The students found the material by themselves and the teacher helped the students to find better material to be explored. Therefore, the teacher played his role as a facilitator. The teacher was also considered to have responsibility in making a learning plan. Based on the interview, the participant thought that every teacher had to make a planning of a course as stated in syllabus. [The teacher] did not make the learning plan. He asked us to make our learning plan but he makes a schedule when we should submit the assignment and when we move to work on journal or book Respondent1. The learning plan that the teacher constructed was a planning of the whole learning that was related to the schedule of the tasks submission and evaluation. This planning was used to guide the students to manage the tasks submission. Based on table 4.4 there are three areas in which the majority students felt that the teacher did not take many roles. They are deciding the topic to be learnt, making the learning plan, and deciding the material. These results illustrates that the teacher gave the students freedom to explore their interest through choosing their own topic. The teacher also encouraged the students to develop their ability in managing their own learning by inviting the students to make a learning plan and deciding the material to be learnt. Regarding the discussion above, it is obvious that the teacher controlled the learning in giving evaluation, facilitating the students and making the goal of learning. Giving evaluation and making the goal was the teacher’ responsibility as a teacher of a subject matter while, facilitating the students was the teacher’s roles supporting autonomous learning. At this point, the teacher had given much opportunity for the students to decide their own learning goal, construct the learning plan, and decide the topic and material to be explored. Based on the elaboration of the teacher’s roles in the learning, it is obvious that the teacher had transferred the responsibility to the students well. It is viewed from the teacher’s roles in learning in which he had given opportunity for the students to control over their learning. Learners had opportunities to control over their learning by making their own learning plan, choosing their topic-interest and organizing material to be explored. In order to complete the discussion on how the responsibility of learning is transferred, the next section discusses the students’ role in the learning in Extensive Reading II class. The discussion of the students’ role is divided into two sections. The first section discusses the students’ role in learning individually and the second section discusses the students’ role in group. The students’ role in the learning indicated their responsibility for their own learning. Table 4.5 summarizes the students’ roles in the learning in Extensive Reading II. Table 4.5 is in the next page. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.5 Students’ Role in Autonomous Learning in Extensive Reading II NO STATEMENTS SD D U A S A 1 I really understand what should I do in Extensive Reading II 3.08 7.69 35.38 43.08 10.77 2 I make my own learning plan in Extensive Reading II - 4.62 9.23 52.31 33.85 3 I determine the goal of my learning in Extensive Reading II by myself 1.54 3.08 18.46 49.23 27.69 4 I decide the topic to be explored in Extensive Reading II by myself 4.62 6.15 4.62 44.62 40.00 5 I decide the material to be learnt in Extensive Reading II class 7.69 9.23 9.23 52.31 21.54 6 I evaluate my progress by myself 1.54 9.23 35.38 40.00 13.85 7 I ask question to the teacher if I have problems - 4.62 21.54 55.38 18.46 Total 2.64 6.37 19.12 48.13 23.74 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain Table 4.5 shows that students had greater control of their learning 48, 13 of the students chose agree and 23,74 of the respondents chose strongly agree to all the statements. Most participants considered that they made their own learning plan 43, 08 of the students chose agree and 33, 85 chose strongly agree to statement number 2, determined their specific goal in their learning 49, 23 of the participants chose agree and 27, 69 of the participant chose strongly agree to statement number 3, decided the topic and the material to be explored 52, 31 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI of the participant chose agree and 21, 54 of participants chose strongly agree to statement number 5 and evaluated their progress by themselves 26 or 40 of the participants chose agree and 13, 85 chose strongly agree. These results suggested that students had greater opportunity to control their own learning. Some students were uncertain with their role in the learning 19, 12 of the respondents were uncertain to all the statements. Most of the students were uncertain on how they understood their learning in Extensive Reading II 35, 38 of the students were uncertain to statement number 1. They were also uncertain whether they evaluated their progress or not 35, 38 of participants were uncertain to the statement number 6. These results indicates that those students were doubt with their roles in the learning. They found that they were not really responsible for their learning, on the other hand, they found that the teacher did not responsible for the students’ own learning. A small number of students disagreed and strongly disagreed to all the statements 2, 64 of the participants chose strongly disagree and 6, 37 chose agree to all the statements. These students considered that they did not really understand what they should do in their learning, make learning plan, decide the learning goal, the topic and the material to be explored and evaluate their progress by their own. The results imply hat these students did not take charge of their roles. Autonomous learning implemented in ER II class had changed the students’ roles from a passive learner to be an active learner. The results illustrate that most of the students of Extensive Reading II were responsible for making the planning, which consisted of goal and strategies, defining the contents of learning by deciding the topic and the material to be learnt, and evaluating their progress. The next section discusses the roles of group-work in the learning in Extensive Reading II. Table 4.6 Group-work’s Role NO STATEMENTS SD D U A S A 1 I have a group in which I can work together 4.62 9.23 23.08 43.08 20.00 2 I decide my group by myself 7.69 9.23 21.54 41.54 20.00 3 My group make learning plan in Extensive Reading II 16.92 30.77 32.31 18.46 1.54 4 The goal of the learning in Extensive Reading II is determined in group. 7.69 26.15 35.38 27.69 3.08 5 My group decide the topic to be explored in Extensive Reading II 6.15 13.85 15.38 36.92 27.69 6 My group decide the material to be learnt in Extensive Reading II class 6.15 20.00 27.69 38.46 7.69 7 My friends in my group give evaluation to my progress 6.15 27.69 24.62 26.15 15.38 Total 7.91 19.56 25.71 33.19 13.62 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain According to Table 4.6 most of participants had group work which they decided by themselves 43, 28 and 20 of the participants. Some students did not have group to work together 4, 62 and 9,23 of the participants. Other students were not sure whether they had group or not 23, 08 of the participants. Based on the finding illustrated in Table 4.6, there are three major roles of group work. They are deciding the topic 36, 93 of the participants chose agree and 27,69 of the participants chose strongly agree to the statement number 5, deciding the material to be explored 38,46 of the participants chose agree and 7,69 chose strongly agree to the statement number 6 and evaluating the group members’ progress 26,16 of the participants agreed and 15,38 of the participants chose strongly agreed to the statements number 7 Working together in group in deciding the topic and the materials indicate that the students used group-work as a place to share the same interest. By sharing experience in the same interest, the students enriched their knowledge on the topic or on their interest. While, evaluating the group members’ progress indicates that group work helped the students to improve their work. Few numbers of the participants respected that their group took role in constructing the learning plan 18,46 of the participants agreed and 1,54 of the participants chose strongly agree to statement number 3 and decide the learning goal 27,69 of the students agreed and 3,08 of the students strongly agree to the statement number 4. Basically, the learning plan and the learning goal were made by the students individually. The students considered that making the learning plan and deciding the goal were carried out in group because they experienced the help of the group in doing these activities. I’m not sure with my learning plan so I asked my friend in my group how they make the learning plan. It helped me to improve my task [learning plan] Respondent 5. It [the learning plan] was made individually, but sometimes I asked my friends, and compare my work with theirs Respondent 4. There aree some students who chose uncertain with the group’s roles in constructing the learning plan 32,15 of participants uncertain to statement number 3, deciding the goal 35,38 of the participants, deciding the topic 15,38 of the participants, deciding the material 27,69 of the participants and giving evaluation 24,62 of the participants. The uncertain answers indicate that the students were not sure with the roles of the group-work. It also indicates that they did not really take the advantages of group-work. Some students chose disagree and strongly disagree to all the statements 19, 56 and 7, 91 of the participants. The answers describe that those activities were done individually. The other possibility is that the students did not have a group. Based on the discussion of the teacher’s role and students’ role both individually and in group, the results show that teacher had transferred the responsibility of learning to the students well. The teacher took roles in the learning particularly in being a facilitator, evaluating the students’ progress and deciding the learning goal. Viewing the finding of the students’ roles in learning, the researcher found out that the students took greater control of their learning. The students believed that they really understand what they should do in their learning; they decided the learning goal, made a learning plan, chose the topic and the material to be explored and evaluated their progress. While respecting on the result of the role of group-work, the researcher found that the group-work took role in deciding the topic finding the material and evaluating the students’ progress in learning. Therefore, students had greater opportunity to take control over their learning both individually and collaboratively. The next section discusses the students’ perception of the transfer of learning responsibility. It is intended to investigate the students’ motivation in learning regarding the changes of roles of teacher and students in autonomous learning. 3. The Students’ Perception of the Transfer of Responsibility in Learning Autonomous learning in which there was a transfer of responsibility between teacher and students might not be a new experience for the students since they had experience of autonomous learning before in Extensive Reading II. However, students might perceive the teacher’s roles differently. The new roles of the teacher and students would influence their motivation in learning. Table 4.7 Students’ Perception of the Teacher’s Role NO STATEMENTS SD D U A S A 1 I am motivated to do my task if the teacher makes the learning plan 10.77 18.46 40 26.15 4.62 Table 4.7 Continued NO STATEMENTS SD D U A S A 2 I am motivated to achieve the goal if the teacher determines the goal for the learning. 6.15 16.92 43.08 30.77 3.08 3 I am motivated in the learning if the teacher decides the topic to be explored. 12.31 33.85 35.38 15.38 3.08 4 I enjoy doing the tasks if my teacher decides the material 13.85 15.38 40 24.62 3.08 5 I am comfortable with the way the teacher gives evaluation - 7.69 38.46 40.00 13.85 6 The teacher’s evaluation is able to measure students’ progress 1.54 6.15 18.46 53.85 18.46 Total 7.44 16.41 35.90 31.80 7.70 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain Based on Table 4.7 majority participants chose agree and strongly agree to all the statements 31, 80 and 7, 70 of the participants others chose uncertain to all the statements 35,9 of the participants and the other participants chose disagree and strongly disagree to all the statements 7,44 and 16,41 of the participants. The results suggest that the students liked the learning if the teacher took great roles. The role of the teacher which was considered favored by the students was giving evaluation 40 of the respondents agreed and13, 55 of the participants chose strongly agree that they were comfortable with the way the teacher gave evaluation. The students believed on the teacher evaluation 53, 85 of the respondents agreed and 18, 46 of the respondents strongly agreed that the teacher’ evaluation was able to measure the students’ progress. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI A small number of the participants agreed and strongly agreed that they were motivated in learning when the teacher determined the goal of the learning 30, 77 and 3, 08 of the participants, made the learning plan 26,15 and 4,62 of the participants, decided the material 24,62 and 3,08 of the participants and decided the topic to be explored 15,08 and 3,08. The majority of the participants who chose agree and strongly agree indicated that those participants tended to be depended on the teacher. On the other hand, some of the respondents were uncertain whether they were motivated or unmotivated to the learning if the teacher played many roles 40 of the participants were uncertain to the statement number 1, there were 43, 08 of the participants chose uncertain to the statement number 2 and 43, 08 , of the participants were uncertain to the statement number 4. The results illustrated that most respondents were in between. They were not able to determine whether they agreed or disagreed to the statements. It might be because they still enjoyed the learning in which the teacher controled of the learning but at the same time they found that they were not motivated in the learning when the teacher controlled the learning. The second possible reason was that making the learning plan, stating the goal and finding the material were considered difficult to be done by the students themselves and at the same time the students they found that they were not motivated in the learning if the teacher played much roles. The uncertain answers also indicated that those participants were in the year of transition from non autonomous learner to be autonomous learners. The minority students chose disagree and strongly disagree to all the statements. The results illustrate that those students were motivated in the learning when they were not interfered of the teacher especially in deciding the topic. It showed that the students liked their learning when they had greater opportunity to explore their interest and managed their own learning based on their interest. Based on the discussion above, majority students felt that they were motivated in the learning when the teacher took great roles especially in giving evaluation. A small number of students were motivated in the learning when the teacher decided the goal, made the learning plan and decided the material and topic. Those students still depended their learning on the teacher. On the other hand, some students were uncertain that they were motivated in the learning when the teacher took great role. It indicates that they were in the year of transition from non autonomous learner to be autonomous learners. Only few students who chose disagree and strongly disagree tended to be independent learners. Table 4.8 shows how students perceived their role in autonomous learning in Extensive Reading II class. Table 4.8 Students’ Perception on the Students’ Role NO STATEMENTS SD D U A S A 1 I am motivated to do the task if I make the learning plan by myself - 3.08 24.62 52.31 20.00 Table 4.8 Continued NO STATEMENTS SD D U A S A 2 I can submit the assignment on time 1.54 3.08 7.69 43.08 44.62 3 I am motivated to achieve the goal if I determine the goal of the learning by myself. 1.54 3.08 13.85 53.85 24.62 4 I am motivated in the learning if I decide the topic to be explored by myself 1.54 3.08 20.00 44.62 30.77 5 I enjoy doing the tasks when I decide the material to be learnt by myself 1.54 7.69 9.23 49.23 32.31 6 I am able to decide where I get the material 3.08 7.69 23.08 43.08 21.54 7 I am comfortable when I make the evaluation by myself 1.54 7.69 33.85 43.08 13.85 8 I am able to measure my progress by myself 3.08 9.23 33.85 43.08 10.77 Total 1.73 5.58 20.77 46.54 24.81 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain Table 4.8. demonstrates that the students perceived their role in autonomous learning in Extensive Reading II positively. Most of the participants chose both agree and strongly agree to all the statements in Table 4.8. They were motivated to do the tasks and achieve the goal of the learning when they made the learning plan and stated the goal of the learning by themselves. They were also able to submit the assignment on time. The choice of the topic and the material also influenced their motivation in learning. They enjoyed doing the tasks and were motivated in the learning when they decided the topic and the material by themselves. It was because they were interested in the topic they chose. As stated by Benson 2001: 21 “autonomy is fundamentally concerned the interest of the learners rather than the interest of those who require their skills”. The students were also assumed themselves as being able to decide where they found the material. The students found that they enjoyed evaluating their progress by themselves and they assumed themselves as able to evaluate their progress. The next subsection discusses the students’ perception on group-work. Table 4.9 Students’ Perception of Group Work NO STATEMENTS SD D U A S A 1 I am motivated to do my task when my group make the learning plan 4.62 15.38 49.23 29.23 1.54 2 I am motivated to achieve the goal when my group determine the goal of the learning - 16.92 50.77 26.15 4.62 3 I am motivated in the learning when the topic to be explored 4is decided in group. 3.08 9.23 38.46 41.54 6.15 4 I enjoy doing the tasks when my group decide the material to be learnt. 7.69 9.23 44.62 33.85 4.62 5 I am comfortable when my friends give evaluation to my progress 6.15 6.15 26.15 44.62 16.92 Table 4.9 Continued NO STATEMENTS SD D U A S A 6 Group work helps me to evaluate my progress 6.15 12.31 15.38 43.08 23.08 7 I enjoy working in my group 1,54 1.54 15.38 50.77 33.85 8 Working in group helps me to develop my ability in interacting with others 4.62 1.54 12.31 47.69 33.85 9 Working in group improves my work 4.62 6.15 23.08 46.15 20 Total 4.62 8.79 30.11 40.44 15.60 SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain The results show that the students liked working in group proven by the majority participants chose both agree 40, 44 and strongly agree 15, 60 to all the statement. Working in group was considered gave advantages in the students’ learning process. Most participants agreed that working in group developed their ability in interacting with others 47, 69 chose agree and 33, 85 chose strongly agree to statement number 8 and improved their works 46, 15 chose agree and 20 chose strongly agree to statement number 9. Group-work also influenced the students’ motivation in the learning. Most of the students were motivated in the learning when the group decided the topic 41, 54 chose agree and 6, 15 chose strongly agree. It was because they had friends with the same topic and interest to share their work. They were also comfortable when their friends evaluated their progress 43, 08 and 23, 08 chose strongly agree to statement number 6. It was because they enjoyed working in group and they had friend that they chose by themselves 50, 77 chose agree and 19,62 chose strongly agree to statement number 7. Working in group helped the students to improve their work. It was because group work helped the respondents to evaluate their work. By sharing their work in group they can evaluate their work and then improve their work. Besides helping the students to improve their work, group work was also considered helping the students to interact with others. Some students chose uncertain with all the statements 30, 11 of the participants. It indicated that those students enjoyed working in group but they were not sure with the group capability. It caused them be less motivated to work in group. Other students chose disagree and strongly disagree to the statements 8,79 and 4,62 of the participants. It described that those students did not like working in group. It might be that the students liked working individually or being directed by the teacher.

4. Students’ Perception of the Process of Autonomous Learning in

Extensive Reading II Class The process of autonomous learning in Extensive Reading II was perceived positively by most students. Table 4.10 summarizes the students’ perception of the process of autonomous learning in Extensive Reading II. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI Table 4.10 Students’ Perception of the Process of Autonomous Learning in Extensive Reading II Class SD: Strongly Disagree A : Agree D : Disagree SA: Strongly Agree U : Uncertain The process of autonomous learning, starting from making the learning plan to the evaluating the learning obtained good perception from the students. The majority of students chose agree and strongly agree to all the statements. Determining the goal and deciding the topic were considered easy by most of the respondents. On the other hand, deciding the material and making the learning plan was considered difficult. At this point, it was apparent that the difficulties in the process of autonomous learning were making the learning plan and deciding the material to be explored. NO STATEMENTS SD D U A S A 1 Making the learning plan is easy 15.38 44.62 24.62 10.77 3.08 2 It is easy to determine the goal of the learning by myself. 4.62 29.23 21.54 27.69 16.92 3 It is easy to decide the topic to be explored in Extensive Reading II by myself 10.77 15.38 21.54 26.15 24.62 4 I am interested in my topic 1.54 1.54 7.69 41.54 44.62 5 Deciding the material to be learnt by myself is easy 7.69 23.08 30.77 23.08 15.38 Total 8 22.77 21.23 25.85 20.92 62

CHAPTER V CONCLUSIONS AND SUGGESTIONS