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defined SALL as a learning in which students take more responsibility for their learning than in teacher directed settings. Ideally, SALL offers varying degrees of
guidance and encourages students to move towards autonomy.’ SALL can be regarded as a manifestation of learner autonomy in the way that
SALL provides materials and organizational systems that accommodate individualization and the promotion of independent learning Sheerin, 1997. It
allows learners with different learning needs and styles to outline their learning objectives, decide what to do, find materials that suit their needs, use the material
assess their learning, attain their goals, and learn on their own Dickinson, 1987; Sheerin, 1997. In this study, SALL refers to the language learning activities that take
place in a SAC which involves the development of learner autonomy.
3. SMK Negeri 2 Depok, Sleman, Yogyakarta
SMK Negeri 2 Depok, Sleman, Yogyakarta is a school where the students learn English using SALL. The school has its own self-access center SAC. The
teachers use SALL in order to help the students in acquiring, understanding English, and also train the students to be independent in learning English. The teachers use
self-access materials as one of the teaching media. They are ready to be the facilitators when students face problem in their learning session. From forty-eight
meetings, the teachers use fifteen meetings for teaching English using self-access. In this school, SALL is used as one of the media in teaching English subject.
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CHAPTER II THEORETICAL REVIEW
This chapter attempts to contextualize some related theories to address the research problems. It consists of two major sections, namely 1 theoretical
description, and 2 theoretical framework.
A. Theoretical Description
There are four major areas discussed; they are theory of perception, theory of learning English, theory of motivation, and theory of Self-Access Language
Learning SALL.
1. Theory of Perception
This part presents the theory of perception including the definition of perception and perception in learning.
a. Definition of Perception
According to Foley 2008, perception is a psychological term which can be defined as a process by which organisms interpret and organize sensation to
produce a meaningful experience of the world. Sensation usually refers to the immediate, relatively unprocessed result of stimulation of sensory receptors in the
eyes, ears, nose, tongue, or skin. Perception, on the other hand, better describes one’s ultimate experience of the world and typically involves further processing of
sensory input. In practice, sensation and perception are virtually impossible to separate because they are part of one continuous process. In line with Foley’s
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