Reflection Micro Teaching Definition of Terms
13 is about the willingness of the students. The teachers or people around the
students cannot force the students to be autonomous. They only can support and guide them. As a result, the students can be more active and responsible for
making a decision in their learning processes so that they are ready to make the best decision for their own life, especially in learning processes in the Micro
Teaching class. The students stop acting as a teacher‟s pet and the teacher acts as
a facilitator and also a counselor who helps and guides the students when they get the problems and need help.
Cotterall 1999 argues that naturally, autonomy is part of a goal by teacher and students in the learning process towards it to be made p.6. It is
supported by Holec 1981 that learning autonomy is known as capability in understanding the purpose of learning or able to direct the whole learning,
selecting method and material in learning, choosing criteria for evaluation, actively and exploring freedom. The students have to focus on their learning
process rather than only the outcome. The outcome is just the result of the process that students make. The outcome or the result is important, but it is not the main
goal of the learning autonomy‟s purpose. The outcome is used to the further step
to improve their performance. The students have to evaluate their results after facing the learning process. They have to act like a teacher to judge their own job
objectively to evaluate what they have done. Learner autonomy has some advantages, the students will be more aware of their weaknesses and strengths, so
they can see their needs, they can understand themselves and many more. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 According to Benson 2011, naturally, every individual owns autonomy.
Autonomy can be displayed by the support of the environment around the students, including the lecturer, the parents, and the friends. The characteristics of
learner autonomy are stated by Omaggio 1978, as cited in Wenden 1998. First, the students have insight into their learning styles and strategies. Second, the
students are able to take an active approach to the learning task at hand. Third, the students are willing to take the risks. Fourth, the students are good guessers. Fifth,
the students attend to form a content that places importance on accuracy. Sixth, the students develop the target language into a separate reference system and are
willing to revise and reject hypotheses and rules that do not apply. Last, the students have a tolerant and outgoing approach to the target language.
Students can display and increase their learning autonomy by taking some steps which are suggested by Benson 2011. He suggests that the students should
improve their learner autonomy by doing several ways. First, the students diagnose what they need. Second, the students formulate the goals that they want
to achieve. Third, the students identify the learning materials. Fourth, the students choose the appropriate strategies. Fifth, the students implement the strategies that
have been chosen. Last, the students evaluate the outcomes.