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In other words, SALL can be said to be the learning that takes place in a SAC. It involves the development of learner autonomy and it caters for learners
with different needs. In line with the previous definitions of SALL, Reinders 2000 proposed the definition of SALL as follows:
“Self-Access Language Learning is learning that takes place in a Self- Access Centre. A Self-Access Centre consists of a number of resources
in the form of materials, activities and help, usually in one place, that accommodates learners of different levels, styles, and with different goals
and interests. It aims at developing learner autonomy among its users.”
Moreover, Gardner Miller 1997 defined that ‘Self-access language learning SALL is learning in which students take more responsibility for their
learning than in teacher directed setting. Ideally SALL offers varying degrees of guidance but encourages students to move towards autonomy. According to the
definition above, SALL in SMK 2 Depok is meant to make students experience learning English autonomously and individually, so that they can take
responsibilities to make their own learning. Of course, group work is perfectly possible in a SAC and can be a good example of autonomous learning.
5. Vocational School
Vocational school is a formal secondary education of education system in Indonesia. The aims of the vocational school in Indonesia are:
a. to prepare students in the field of work and to develop a professional attitude.
b. to prepare students in order to be able to choose their carrier, to compete, and
to develop them-selves. c.
to prepare middle level labors for business world and industries at the present time and the future.
d. to prepare graduates in order to be productive, adaptive, and creative citizen
Depdiknas, 2003: 3.
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According to the aims above, it means that a vocational school has a special characteristic which differentiates between other educational institutions.
A vocational school has a characteristic of vocation that organizes an educational program appropriated with various fields of work.
Moreover, a vocational school is a vocational secondary education which also gives opportunities to students to continue their education to the higher level.
Such a thing differentiated from a non-formal vocational education. So that, the subjects in vocational school also differentiate from those that are in high school
or in a non-formal vocational education. The subjects in a vocational school are general subjects and vocational subjects Depdiknas, 2003: 8.
Then, a vocational school organizes educational program that agrees with various fields of work. According to that, educational programs in vocational
school are grouped into six groups, such as agriculture and forestry group, technology and industry group, business and management group, public
prosperity group, tourism group, and last art and craft group. With regard to English as a foreign language for Vocational School in
Indonesia, before admitting to the school some students have been learning English at least three years at Junior High School. Some others, however, may
have been learning five or six years, three years at junior high school and two or three years at elementary school.
English plays an important role in the students’ current and future lives. For their current lives, English as an adaptive subject can help them understand
cultures where English is spoken. They can understand how English words are put together to make meaningful sentences, how words are correctly pronounced, etc.
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The role for their future is to help them prepared to take parts in the global era community. With adequate competence in English, vocational school graduates
can get better job and lives by working for business sectors in foreign countries.
B. Theoretical Framework
As what the previous research revealed, perception is an important factor that influences successful learning since it influences someone’s motivation to
learn and behaviors or attitudes. In order to answer the first research question, that is students’ perception on the use of SALL in learning English, the researcher
employed four theories. They are first, the theory of perception Bootzin, 1983, and Biggs, 1992, second, the theory of language learning Brown, 2000, third,
the theory of motivation Gardner and Lambert, 1972, and last, the theory of learning English using SALL in line with the case that happened in vocational
schools. The theory of perception was employed in order to know what exactly the
meaning of perception, and also the factors that cause a student to have a certain perception such as presage, process and product. Those three aspects were used as
the basis for the construction of the questionnaire. Knowing that perception can influence students’ motivation in learning, as a result, the researcher employed the
theory of motivation which helped the researcher to know the definition of motivation, the importance of motivation and the relation among perception and
motivation. The theory of motivation in learning was also used as the basis for the construction of the motivation measurement. The researcher also employed the
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