d. Learner autonomy
Learner autonomy emphasizes on how the students have control over their own learning, which includes control over time, pace, the path to the goal, and
access to the measurement of success Egbert Hanson-Smith1999. The results of the questionnaire indicated how the web-based Sentence Writing class really
supported the students‟ autonomy, seen from the high total score of the statements 3.79. Some aspects of the web-based Sentence Writing class that facilitates
learner autonomy are discussed below. In this class, most of the tasks were online which allowed the students to
have control over time in working on the tasks according to their own preferred time. The questionnaire statement related to this was responded very positively, as
seen from the high score of 3.85. It is also confirmed by the interview results as follows.
... yes, the website supports learner autonomy, although sometimes we get confused with the material provided in the website MD55 ... also the
assignments that the teacher assigns us to do using ELTGallery are for homework. So, we can work on them independently MD56.
The online tasks, which the student above referred to “homework”, could be done and accessed from outside the class. Therefore, the students could manage their
own time to work on the assignments. This finding also supports the research result by Dameria 2013 that one of the Sentence Writing class aspects
supporting students‟ autonomy is the class enables the students to manage their own learning time.
In the web-based Sentence Writing class, the students also had the opportunity to have control over the class learning pace. They could manage their
own learning to keep up with the material coverage and the schedule of the lesson because of the online learning access and facilities. The questionnaire statement
related to this was responded very positively, as seen from the high score of 3.79. It is also confirmed by the interview results as follows.
We can be more flexible because we can have the access to learning as long as there is an Internet connection. NP3
Oh, yes, that’s right. The “select topic” menu is important to know the deadlines and many more. LN44
the web really supports us to learn independently NP44 ... all menus are supportive, because they all are connected to each other, right. NP45
The responses above also indicated that all of the facilities supported the students to have control over the learning pace because the facilities could all be accessed
online. The most highlighted menu of the website that sup ported this was “select
topic”. Here, the students could check out the syllabus, including the topics of the grammar material covered, the schedule, the assignments, as well as the deadlines
of the assignments. With this information that could be accessed from anywhere and anytime, the students had a clear picture of the learning activities of the class
and thus could control their own learning pace to keep up with the class. Having the knowledge of the learning activities is also one of the factors supporting
learner autonomy that Dameria 2013 found in her study. The students also had the control over the path to the learning goal in this
class. This is because the website provided the students with sufficient materials and features to learn about sentence writing independently. The questionnaire
statement related to this was responded positively, as seen from the score of 3.64. It is also confirmed by the interview results as follows.
ELTGallery facilitates the students to learn independently well enough ... almost all menus facilitates it, starting from the material explanation,
grammar practice, sentence and passage writing, also including the comments. LN38
All features, including material explanation, the grammar practice, the sentence and passage writing exercises, could all be accessed online. As all of the
information the students needed to pass the course, such as the course objectives, the learning materials, instructions how to participate in the class, the learning
progress etc, were all available in the web and able to be accessed flexibly, the students thus knew what they had to do to achieve their learning target.
Moreover, in the web-based writing class, the students also had the access to the measurement of success. In fact, the questionnaire statement related to this
was responded very positively, as seen from the high score of 3.87. The students made use the menus provided by the website to check their learning progress and
participation. The interview results as presented above also clarified this. The most helpful menu to see their learning progress was the “check records” menu.
With the menu, the students could check the number of sentences they had written, the number of sentences rated as good by their peers, and the number of
comments and corrections they had given. This enabled the students to self- monitor their own learning and thus self-assess their success. In brief, the web-
based Senten ce Writing class really supported the students‟ autonomy by
providing complete features with flexible online access to let the students have control over time, pace, the path to the goal, and access to the measurement of
success for their sentence writing learning.
e. Interaction
Kategori