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further research answer the question of how autonomy influences language proficiency as will be done through this study.
4.4 Teacher’s Role in Autonomous Learning
As stated previously, autonomous learning is not merely on learning without teacher. An autonomous learning does not mean that the students are learning
without any guidance, that is why it will not be successfully practiced without the active role of teacher. Gremmo and Riley 1995 state that teacher can take the
role of counseling in two ways. Firstly, the teacher can assist learners to build set of values, ideas and techniques in the process of language learning. It means that
the teachers role is as counselor who is able to raise the awareness of his or her language learning. Secondly, the teacher can establish and manage the resource
center or self-access center. Here the teacher plays role as a staff in self-access centers. The task here provides information and answers related to the available
materials in the self-access center. Meanwhile, Tudor as cited in Kocak 2003 suggests that the main role of the teacher in the additional modes of teaching is the
supplier of knowledge. It means that the teacher is a source of knowledge who decides on what will be learned and how will that be learned. Another role of
teacher is organizing to take in setting up the activities, motivate the students and provide authoritative feedback on students‟ performance.
Additionally, Esch, Schalkwijk, Elsen and Setz 2000 claim that future teachers should be prepared practically and academically in teacher training in
order to tackle the influences of autonomous learning on teaching methodology and the role of language teachers and learners. The teachers also need to be able in
integrating the principles and phases underlying autonomous learning into their
29 teacher training curriculum after long discussions and research. The other role is
that the teachers are able to write research program which mainly aims to help them develop specific tasks to train the autonomy of foreign language learners in
comprehension, production and self assessment. Related to the teacher‟s role for promoting autonomous learning, Voller in
Lai 2010 has suggested three potential roles for teachers who intend to promote learner autonomy in the classroom, namely “facilitator”, “counselor” and
“resource”.
4.5 Strategies to Promote Autonomous Learning
