Student`s perception of autonomous learning in extensive reading II class.

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vii ABSTRACT

Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Sanata Dharma University.

Traditional learning applied in schools today creates inactive and dependent learners. Learners will be unlikely to develop skills to control their learning by themselves. Promoting autonomous learning is one of the ways which enable learners to be actively involved in learning. Implementing autonomous learning is important since it supports lifelong learning and assists the learners in facing the globalization. In so doing, teachers should apply autonomous learning that encourages the learners to be actively involved in the learning processes.

The present study investigated the students’ perception of autonomous learning in Extensive Reading II of the English Language Education Study Program of Sanata Dharma University. There were two questions addressed. The first question discussed the implementation of autonomous learning in Extensive Reading II and the second question explored the students’ perception of the autonomous learning in Extensive Reading II (ER II).

This study employed survey method. There were two instruments used to obtain the data, namely questionnaires and interviews. There were two results gained from the study. First, based on the discussion on the implementation of autonomous learning, autonomous learning was implemented by integrating metacognitive strategies with the tasks of ER II. Second, based on the discussion on the students’ perception of autonomous learning, most of the students had positive perception of autonomous learning. The positive perception illustrated that the students had been ready for autonomous learning. There were 30, 77% of students who had negative perception of autonomous learning. They still depended for their learning on the lecturer and believed that learning must be directed by the lecturer. These students were not ready yet for autonomous learning.

Suggestions were given to (1) the lecturer in that he has to give more assistance to the students in constructing the learning plan and deciding the appropriate reading material, (2) the students in that they have to be more actively involved in their learning and take advantages of collaborative learning both with teacher and other students and (3) future researchers on learner autonomy in that they have to investigate other areas of autonomy such as autonomy and language proficiency, or much more on the psychological construct related to the development of autonomy.

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viii ABSTRAK

Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Universitas Sanata Dharma

Pembelajaran tradisional yang diterapkan di sekolah-sekolah saat ini mengakibatkan siswa tidak terlibat aktif dalam proses pembelaaran mereka. Siswa tidak akan mengembangkan kemampuan belajar mandiri. Mengembangkan kemandirian belajar (autonomous learning) adalah salah satu cara untuk memberikan siswa kesempatan agar terlibat aktif dalam proses pembelajaran. Hal ini penting karena kemandirian belajar mendukung pembelajaran sepanjang hayat dan membantu siswa untuk siap menghadapi era globalisasi. Dalam hal ini, hendaknya guru menerapkan kemandirian dalam belajar yang mendorong siswa untuk terlibat aktif dalam proses pembelajaran.

Studi ini mengkaji kemandirian belajar yang diterapkan di kelas Extensive Reading II, Pendidikan Bahasa Inggris, Universitas Sanata Dharma. Ada dua permasalahan yang dikemukakan dalam penelitian ini. Permasalahan pertama membahas penerapan kemandirian belajar di kelas Extensive Reading II. Permasalahan kedua memaparkan persepsi mahasiswa terhadap proses kemadirian belajar tersebut.

Peneliti menggunakan metode penelitaian survey. Ada dua alat yang digunakan untuk mengumpulkan data yaitu kuesioner dan wawancara. Ada dua hasil yang diperoleh. Pertama, berdasarkan pembahasan tentang penerapan kemandirian belajar, kemandirian belajar diterapkan dengan menggabungkan strategi pembelajaran dengan tugas-tugas ER I. Kedua, berdasarkan pembahasan persepsi siswa terhadap kemandirian dalam belajar, sebagian besar mahasiswa mempunyai persepsi positif terhadap kemandirian belajar. Persepsi positif ini menunjukkan bahwa siswa sudah siap dalam kemandirian belajar. Ada 30,77% mahasiswa yang mempunyai persepsi negatif terhadap kemandirian belajar. Mereka masih bergantung pada guru dan percaya bahwa pemebelajaran harus diatur oleh guru. Mahasiswa ini masih belum siap dalam kemandirian belajar.

Peneliti memberikan saran kepada (1) dosen agar lebih membimbing siswa dalam menentukan tujuan dan membuat rencana pembelajaran, (2) siswa agar lebih aktif dalam kegiatan pembelajaran dan memanfaatkan belajar bersama baik dengan guru maupun dengan siswa yang lain dan (3) peneliti mendatang agar mengkaji area lain yang berhubungan dengan kemandirian belajar seperti kemandirian belajar dan kemampuan berbahasa, atau faktor-faktor psikologis yang berhubungan dengan perkembangan kemandirian belajar.

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STUDENTS’ PERCEPTION OF AUTONOMOUS LEARNING IN EXTENSIVE READING II CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Agnes Nugraheni Student Number: 041214074

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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STUDENTS’ PERCEPTION OF AUTONOMOUS LEARNING IN EXTENSIVE READING II CLASS

A THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

Agnes Nugraheni Student Number: 041214074

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

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I dedicate this thesis

to my beloved father, mother, brother and sister.

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vii ABSTRACT

Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Sanata Dharma University.

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viii ABSTRAK

Nugraheni, Agnes. 2009. Students’ Perception of Autonomous Learning in Extensive Reading II Class. Yogyakarta: Universitas Sanata Dharma

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ACKNOWLEDGEMENTS

First of all I would like to express my greatest gratitude to Jesus Christ for His blessing, guidance and spirit given to me during the process of finishing my thesis. Without Him I never imagine I could finish these all.

My deepest gratitude goes to my thesis advisor, Drs. Concilianus Laos Mbato, M.A., who was willing to spend his precious time to guide and support me in writing my thesis. My gratitude also goes to all of my lecturers in PBI who had guided and taught me well.

I am truly indebted to Markus Budiraharjo, S.Pd, M.Ed., who had permitted me to undertake this research in his classes. I also thank the students of Extensive Reading II class C and D for being my research participants.

I am deeply grateful to my beloved parents Fransiscus Xaverius Midiharsanto and Ignatia Kasmirah Dwiyantini for the endless love and prayer. I also thank my beloved brother and sister, Dominicus Susilo Wibowo and Maria Margarita Pujiastuti for the advice and support. My special thank goes to Paulus Accruce Mulyana who has given many lessons of life to be learnt together.

I warmly thank my best freinds Bernadia Hastiwi Widya Sarastri, Vonny Indriawati, Hyacintha Handayani Purwitasari, Hana Yudita Windra Yasmein, Agustina Dyah Festy, Varonika Indrianingrum and Borommea Bekti. I thank them for their support in finishing my thesis.

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I would like to thank Agnes Deta Waluyaningtyas, Albertus Valentino Christian, Tarsisius Joni Prasetyo, Antonius Yulistyo Adi Nugroho, Agung Tri Haryanta, Protasia Dewi and Sariani Putranti for every strory we made.

My great thanks go to Hana’s family; Pak Endro, Bu Insi, Hana and Empi who have allowed me to stay in their house during my study. I also thank my friends in my boarding house, Lisa, Sasha, mba’ Nana, Tita and Amel for every laugh we share. I also thank all friends in Marsudirini Elementary School, especially the English teachers, tutors in Domby Kids’ Hope, and teachers and staff in Purikids. I thank them for the togetherness and experience we learned together.

I am happy to have an opportunity to give my appreciation to Charles Louis Sutherland, Hyacintha Handayani Purwitasari, and Hubertha Setyarindarti. I thank them for their willingness to be the proofreaders of my thesis. I also thank them for giving valuable feedback for my thesis.

I would not forget the help of secretariat staff of the English Language Education Study Program, mba’ Tari and mba’ Dani, since I have been studying there. I thank them for the assistance in administrative matters.

Finally, many thanks are addressed to those who have given me a hand, whose names I cannot mention here one by one, but I believe that God always blesses them all. Amien

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TABLE OF CONTENTS

Page

TITLE PAGE ……… i

APPROVAL PAGE ……… ii

PAGE OF DEDICATION ……… iv

STATEMENT OF WORK’S ORIGINALITY ……… v

LEMBAR PERNYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH UNTUK KEPENTINGAN AKADEMIS ………. vi

ABSTRACT ……… vii

ABSTRAK ……… viii

ACKNOWLEDGEMENTS ……….. ix

TABLE OF CONTENTS ………. xi

LIST OF TABLES ……….. xiv

LIST OF FIGURES ………. xv

LIST OF APPENDICES ………... xvi

CHAPTER I: INTRODUCTION A.Research Background ……….. 1

B. Problem Formulation ……… 5

C. Problem Limitation ……….. 5

D. Research Objectives ….……… 6

E. Research Benefits………... 6

F. Definition of Terms ……… 7

CHAPTER II: REVIEW OF RELATED LITERATURE A. Theoretical Description ……… 10

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xii

a. Concept of Autonomy………. 10

b. Characteristics of Learners Autonomy……… 15

c. Developing Autonomy in Language Learning…. 16 d. Implication of Autonomous Learning…………. 19

e. Collaborative Learning……….. 20

2. Extensive Reading ……… 21

3. Perception………. 23

a. The Perceptual Process……….. 23

b. Factors Influencing Perception……… 24

B. Theoretical Framework ……… 25

CHAPTER III: METHODOLOGY A. Research Method……….. 28

B. Research Participants……….. 29

C. Research Setting ……… 30

D. Research Instruments………. 30

1. Questionnaire……….. 30

2. Interview………. 32

E. Data Gathering Techniques……… 33

F. Data Analysis Techniques ………. 33

G. Research Procedure……… 35

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSIONS A. How Autonomous Learning is Implemented in ER II… 37 B. Students’ Perception of Autonomous Learning……… 41

1. Students’ Previous Experience on Autonomous Learning………. 42

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xiii

2. Students’ Perception of How the Responsibility

of Learning is Transferred………. 43

3. Students’ Perception of the Transfer of Responsibility of Learning……… 53

4. Students’ Perception of the Process of Autonomous Learning in ER II……… 60

CHAPTER V: CONCLUSIONS AND SUGGESTIONS A. Conclusions……… 62

B. Suggestions……… 64

REFERENCES ……….. 65

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xiv

LIST OF TABLES

Tables Page

Table 3.1 Questionnaire Blueprint ... 31

Table 3.2 Interview Blueprint ………... 32

Table 3.3 Data Analysis Technique ………. 34

Table 4.1 The Schedule of the Tasks Submission in Extensive Reading II... 38

Table 4.2 The Process of Autonomous Learning in Extensive Reading II .... 40

Table 4.3 Students’ Previous Experience in Autonomous Learning ... 42

Table 4.4 Teacher’s Roles in Autonomous Learning in Extensive Reading II 44 Table 4.5 Students’ Roles in Autonomous Learning in Extensive Reading II 48 Table 4.6 Group-work’s Roles ……….……… 50

Table 4.7 Students’ Perception of the Teacher’s Role ...……… 53

Table 4.8 Students’ Perception of the Students’ Role ……… 56

Table 4.9 Students’ Perception of Group-work ……… 58

Table 4.10 Students’ Perception of the Process of Autonomous Learning in Extensive Reading II Class………. 61

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LIST OF FIGURES

Figures Page Figure 2.1 Defining Autonomy……… 11

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xvi

LIST OF APPENDICES

Page

Appendix 1. Questionnaires ……… 69

Appendix 2. List of Interview Questions ……… 73

Appendix 3. Record of Interview with the Teacher ……….. 75

Appendix 4 The Result of Interviews ……… 79

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1 CHAPTER I INTRODUCTION

This chapter discusses the introduction of the study. This includes the research background, the problem formulation and problem limitation, the research objectives and research benefits. Definition of terms follows at the last part of this chapter. Research background deals with the reason for choosing the topic. Problem formulation focuses on the problem investigated through the research. Problem limitation describes the particular problems of the research. The research objectives describe the aims of the research. The research benefits exemplify the benefits of conducting the research for language learners, English teachers, and further researchers. Finally, definition of terms explains several terms that are important for the research.

A. Research Background

The implementation of traditional learning creates inactive learners. Teacher, as the one who knows knowledge, transfers information to the learner and directs the whole learning process (Holec, 1979: 10). Learners with a predominant teacher seem to be passive receivers of information. Consequently, learners will be unlikely to develop the skills necessary to learn by themselves after they pass their period of study in formal education. They will stop developing their skill and knowledge in this period.

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In order to prevent this situation, formal education has to provide a kind of learning which offers the students with the skills necessary to learn by themselves after they pass out of formal education. This is important since learners need to learn independently after they pass out of formal education. As Boekaert (1997: 161) stated that it is important to teach the skills to learn independently since they help the learners to up-date their knowledge after they leave school. Moreover, the requirements of the globalization era demand the learners to be as dynamic as the growth of this world. The skills that the learners obtain from formal education may not be enough to face the changing circumstances without continuing development of these, as well as additional skills and knowledge. It suggests that education has to promote autonomous learning to produce autonomous learners who are able to educate themselves and develop themselves to face the globalization era.

Besides giving the learners opportunity to educate and develop themselves, autonomous learning is taught as effective and efficient in language learning Dafei (2007: 2-4) states that developing autonomous learners is important because of its efficiency and because it creates motivated learners.

Realizing the importance of autonomous learning, teachers, especially teachers of adult learners have to promote autonomous learning since adult learning is important in its contribution of learners’ independence. Malcolm Tight (1983: 169) argues that the purpose of adult learning is to provide the students with an educational experience which enables them to be generally competent and independent. Therefore, the teacher of adult learners should create a learning

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environment which supports these purposes. The teacher must provide appropriate learning activities that enable the learners to develop and enforce their learning outcomes. At this point, the teacher applies what is called autonomous learning in which the learning process helps the learners to be more independent or autonomous.

In the context of language learning, autonomous learning was considered as effective learning. Benson (2001: 2) states that when learners succeed in developing autonomy, they not only become better language learners but they also develop into more responsible and critical members of the communities in which they live. For that reason autonomy needs to be practiced in language learning.

The English Language Education Study Program of Sanata Dharma University is a formal education institution which produces English teacher candidates. Within this context, it deals with both adult learners and language learning. Considering that it was thought important to promote autonomous learning in both language and adult learning, the English Language Education Study Program therefore, becomes the right setting to promote autonomous learning.

One of the courses in the English Language Education Study Program applied what is called autonomous learning. Based on the informal interview with the students of the English Language Education Study Program attending Extensive Reading II course, the researcher found that the teacher of that course applied autonomous learning in his class. Extensive Reading II course required the students to improve their reading skill through literary works and scientific or

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journalism writing. This requirement demanded the students to find reading material by themselves based on their own interest. The students were also obliged to produce short essays based on the reading material they choose. In this case, the students would be more responsible for their choice and learning.

As stated in the syllabus, Extensive Reading II was intended to develop the students’ autonomy. The teacher said that the students’ autonomy need to be developed since it prepared them to face the unpredictability of a changing world. Extensive Reading II gave more ample for the students to manage their own learning. As Hiemstra (1994: 2) said that reading is a primary mode for self directed study. Therefore, Extensive Reading II becomes the right setting for providing modes of autonomous learning. In order to develop students’ autonomy, the teacher invited the students to make a learning plan at the beginning of the course which consisting of the learning goal and learning strategies they planed to work on. Then, the teacher asked the students to work on their own learning plan. This learning facilitated the students to develop their responsibility for their own learning and helped them to be more autonomous.

Although autonomous learning is considered effective in language learning (Benson, 2001 & Defei, 2007), many students especially in Indonesia are not familiar with autonomous learning. Since elementary school, students’ experience of learning has been under the teacher’s direction. At the present, the implementation of autonomous learning in Extensive Reading II class may be perceived differently by the students. The students may perceive autonomous

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learning positively if they are interested in the learning. They may also perceive autonomous learning negatively if they are not interested in the learning.

Discovering the students’ perception of autonomous learning is very important. The students’ perception of autonomous learning indicates the students’ readiness to engage in autonomous learning. As stated by Deci and Ryan (1985, 1995 as cited in Noels, 2001) the students' perception of their autonomy supports their feelings of intrinsic motivation, which are central to sustained effort at the learning task. At this point, autonomous learners will be more responsible for their tasks. Moreover, Cotterall (1995, as cited in Sert, 2006: 14) argues that the students’ beliefs of their ability are likely to reflect their readiness for autonomy. Therefore, it suggests that the students’ high perception of autonomy indicates their readiness for learning autonomously.

B. Problem Formulation

The problems of this study are formulated as follow:

1. How is autonomous learning implemented in Extensive Reading II class? 2. What is the students’ perception of the implementation of autonomous

learning in Extensive Reading II class?

C. Problem Limitation

Realizing that autonomy in language learning is considered effective by most of teachers and researchers (Dafei, 2007 and Benson, 2001), this study is going to investigate the students’ perception of autonomous learning implemented in

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Extensive Reading II class. This study focuses on the implementation of autonomous learning in Extensive Reading II class. This class attempts to facilitate an active engagement of the learners in their own learning process. This study mainly discusses the implementation of autonomous learning in Extensive Reading II and the students’ perception of autonomous learning. The subjects of this study will be the fourth semester students of the English Language Education Study Program in Sanata Dharma University who experiencing autonomous learning in their learning process in Extensive Reading II class.

D. Research Objectives This study is going to find out:

1. How autonomous learning in Extensive Reading II class is implemented. 2. The students’ perception of autonomous learning in Extensive Reading II

class.

E. Research Benefits

It is hoped that this study will be of benefit to those who deal with language teaching and learning particularly teachers, learners and further researchers. 1. For teachers, especially English language teachers:

This study provides English teachers with knowledge about autonomous learning especially the implementation of autonomous learning in language learning and the students’ perception of autonomous learning in Extensive Reading II Class. As a result, teachers are likely to be encouraged to create

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autonomous learning modes to develop students’ autonomy. This study also benefits the teachers who have applied autonomous learning in their classes as a source of feedback for their teaching learning activities.

2. For students of the English Language Education Study Program of Sanata Dharma University:

This study makes the language learners aware of their responsibility for their learning. Learning happens not only with the teachers’ guidance. Consequently, they were encouraged to be more autonomous in their learning.

3. Further Researchers

This study benefits the future researchers as the basis for conducting research on autonomy in language learning. It is hoped that this study gives valuable insight concerning on learning autonomy in language learning.

F. Definition of Terms

The researcher provides definition of some important terms related to the study. Those are:

1. Perception

Perception is defined as how people select and group the stimuli so that they can interpret the stimuli meaningfully. It is the way that people view their environment (Altman, et al., 1985:85). Perception helps a person to know and to understand things around him/her. In this study, perception is defined as how the students view autonomous learning and interpret it to be meaningful information.

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The students’ perception of autonomous learning is derived from the students’ opinions of learning autonomously in Extensive Reading II class.

2. Learning Autonomy

Learning autonomy is usually defined as "the ability to take charge of or responsibility for one's own directed learning" (Holec, 1979: 3). In language learning area, “taking charge or taking responsibility” is related to the context of learning. Therefore learning autonomy is defined as learning in which the learners have the ability to take charge of or take responsibility for one’s learning.

3. Autonomous Learning

In order to develop the students’ capacity to take charge of or take responsibility for their learning, Benson (2001: 11) uses term the autonomous learning. It is a learning in which the learner’s capacity for autonomy is exercised and displayed. Since this study was intended to investigate students’ perception of learning in which the learner’s capacity for autonomy was exercised, this study used term autonomous learning. In this study autonomous learning was defined as a learning in which the students’ autonomy is exercised. The process of the students accomplishing Extensive Reading II tasks worked as autonomous learning.

4. Extensive Reading II

Extensive Reading II is a compulsory subject taken by the students of the English Language Education Study Program at Sanata Dharma University. Nurwidasa et, al (2004: 90) convey that the goal of Extensive Reading II is leading the students to improve their reading skill through literary works and

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scientific or journalism writing. In this study, Extensive Reading II Class worked as a general setting in which the study was conducted.

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10 CHAPTER II

REVIEW OF LITERATURE

This chapter is aimed at discussing the theories underlying the study. This chapter covers theoretical description and theoretical framework.

A. Theoretical Description

This section presents a detailed discussion of three key concepts in this study. They are autonomy in language learning, extensive reading and perception.

1. Autonomy in Language Learning

a. Concept of Autonomy

Holec (1979: 3) defined autonomy as “the ability to take charge of one’s own learning”. To take charge of one’s own learning is elaborated as “to have and to hold, the responsibility for all the decisions concerning all aspects of learning”(p: 3). It consists of the responsibility for “determining the objectives, defining the contents and progressions, selecting methods and techniques, monitoring the procedure of acquisition, and evaluating what has been acquired” (p: 4). This definition points out that autonomous learners are able to direct their own learning by making all the significant decisions concerning its management and organization. Furthermore, Little (1991: 4) defined autonomy as

a capacity for detachment, critical reflection, decision making , and independent action. It presupposes but also entails, that the learner will develop a particular kind of psychological relation to the process and content of his learning. The capacity for autonomy will be displayed both in the way

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the learner learns and in the way he /she transfer what has been learned to wider context.

Little’s definition describes autonomy more in terms of control over the cognitive processes involved in effective self-management of learning. This definition completes Holec’s definition of autonomy. Following the above definitions, Benson (2001: 49) adds a social aspect in the definition of autonomy. Therefore, the description of autonomy should at least recognize the importance of three levels at which learner controls may be exercised: “learning management, cognitive processes and learning content” (Benson, 2001: 49).

Figure 2.1 Defining Autonomy (Benson, 2001: 50)

Control over learning management points to the behaviors the learners employ to handle the planning, organization, and evaluation of the learning (Benson, 2001: 77). Nunan (2000: 8) describes management as behaviors related to time allocation, making plans and developing one’s own learning contracts. In this

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regard, the behaviors are closely related to the metacognitive strategies. According to O’Malley and Chamot (1990 as cited in Benson, 2001: 81) metacognitive strategies involve “ thinking about the learning process, planning for learning, monitoring the learning task, and evaluating how well one has learned”.

Control over cognitive process concerns with the psychological factors underlying the control of learning management (Benson, 2001: 86). It is assumed that the controlled cognitive processes constitute the controlled behaviors, either the process or the content of learning (Little, 1991, cited in Benson, 2001:84). In this viewpoint, the control of cognitive processes contributes an essential role in enhancing autonomy in language learning hence. Benson (p: 86), furthermore, identifies three independent factors strongly influencing the cognitive processes. They are attention, reflection, and metacognitive knowledge. Figure 2.1 describes the relationship and the contribution of those factors to the process of cognition in language learning.

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Attention refers to the noticing of linguistic input, a key process in language acquisition, which constitutes students’ consciousness and awareness of a particular linguistic form (Benson 2001: 90). Discussing attention toward language input calls attention to talk about the process of how the students attain the linguistic input. The picture of this process is elicited via students’ reflection. Little (1997 cited in Benson, 2001: 93), asserts that reflection is indispensable to enhance learning autonomy. Benson (p: 93), furthermore, asserts that reflection and autonomy are interconnected in terms of “the cognitive and behavioral process by which individual takes control of the stream of experience they are subject to”. As sated by Holec (1980 cited in Wenden, 1987: 57), “critical reflection fosters the students to dig up the psychological attitudes toward learning to bring about the change of their learning behavior.” Thus, reflection plays as a basis for control over learning management (Benson, 2001: 95).

The reflected learning facilitates the students to look at themselves and finally find the strengths and weaknesses of their learning. Consequently, reflection raises students’ learning awareness. Furthermore, the students also bear the cognitive knowledge about their learning, consisting of person knowledge, task knowledge, and strategic knowledge. The metacognitive knowledge is used in their upcoming learning management in terms of planning, problem solving, monitoring and evaluating (Benson, 2001: 111).

The third aspect of learning autonomy is control over learning content. Being able to control the learning management and cognitive processes, as discussed previously, but failing to find the material to be learned does not guarantee

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learning to take place. Controlling the learning content also conveys the challenge for the students to decide what they want to learn in order to reach the goal of their learning (Benson, 2001: 47).

The three levels of control are clearly interdependent. Effective learning management depends upon control of the cognitive processes involved in learning, while control of cognitive processes necessarily has consequences for the self- management of learning. Autonomy also implies that self- management and control over cognitive processed should involve decision concerning the content of learning (Benson, 2001: 50).

As to the control over learning content, Littlewood (1999: 74) proposes two kinds of learning autonomy, namely proactive autonomy and reactive autonomy. Proactive autonomy is somewhat idealistic in the effort of promoting autonomy in language learning. It indeed suggests that the learners regulate both the direction and the activity of learning. Given this respect the learners are as “the locus of causality towards their learning” (Littlewood, p: 74). Proactive autonomy is regarded to be in accordance with the clarification of ideal autonomy articulated by Holec (1979: 3) that the learners are able to determine the objective, select technique and method, and evaluate what is learned in order to take charge of their learning. Thus, the clarification appears to be the main key for proactive autonomy. In short, the ideal form of autonomy lies in the total involvement of the students in their learning.

Reactive autonomy, on the other hand, requires the students to regulate the activities when the direction is set by external authority (Litlewood, 1999: 149).

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However, it also functions as an initial step to achieve the ideal learning autonomy for autonomy is a continuum process. Meaning to say, the reactive autonomy seeds the proactive autonomy. In this kind of autonomy, the teacher provides the students with stimulus, through establishing the goal, procedures, and the materials. Yet, once the stimulus is determined, the stduents are given an opportunity to organize the resources that support them to achieve the determined goal (Benson, 2001: 100).

b. Characteristics of Learners Autonomy:

Based on the definition of learning autonomy there are agreements that autonomous learners understand the purpose of their learning program, explicitly accept responsibility for their learning, share in setting of learning goals, take initiatives in planning and execute learning activities, and regularly review their learning and evaluate its effectiveness (Dafei 2007: 6). Having same idea as Dafei (2007) Leni Dam (1990 cited in Thanasoulas, 2000: 117) adds that someone qualifies as an autonomous learner when he independently chooses aims and purposes and set goals, chooses materials, methods and tasks, exercises choices and purpose in organizing and carrying out the chosen tasks, and chooses criteria for evaluation

Therefore, autonomous learners principally are able to self- determine the overall direction of their learning, become actively involved in the management of learning process, and exercise freedom of choice in relation to learning resources and activities (Nunan, 2000: 1)

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c. Developing Autonomy in Language Learning

Dafei (2007: 7) states that autonomy in learning is more effective than non autonomous learning. In other words, the development of autonomy implies better language learning. It means that autonomous learner will be more successful than non autonomous learner.

Since autonomy is not directly inborn, it needs exercise to achieve it. “The ability is not inborn but must be acquired either by natural means or by formal learning i.e. in a systematic, deliberate way” (Holec, 1979:3).Furthermore, Little (1995) points out that

learners do not automatically accept responsibility in formal contexts and do not necessarily find it easy to reflect on the learning process. Teachers must therefore first provide them with appropriate tools and with opportunities to practice using them (Little, 1995:176).

Thinking as a goal of language education, Benson (2001) states that teachers and educational institution should attempt to foster autonomy through the practices that allow the learner to engage the learning approach in which the capacity can be developed. In principle any practice that encourages and enables the learners to take greater control of any aspect of their learning can be considered a means of promoting autonomy (Benson, 2001: 109).

Little (2004) stated that the development of autonomy in language learning is governed by three basic pedagogical principles. First is the learner involvement. It means that learning gives opportunity to engage the learners to share responsibility for the learning process. It involves the affective and metacognitive dimension. Second is the learner reflection. It means that learning has to help the

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learners to think critically when they plan, monitor and evaluate their learning. It involves the metacognitive dimension. Third is the use appropriate target language. It means that learning has to use the target language as the principal medium of language learning. It involves the cognitive and metacognitive dimension (Little, 2004: 2).

Nunan (2000) presents four ways to sensitize learners to the learning process and thereby begin to encourage a greater degree of autonomy. They are “integrating language content and learning process through learner strategy training, incorporating reflective lessons into your teaching, drawing up learning contracts and learner diaries” (Nunan, 2000: 12). These ways involves metacognitive strategies in learning.

According to Benson (2001: 113-177), practices associated with the development of autonomy can be classified under six approaches. First is resource-based approach. In resource-based learning, the focus of the development of autonomy is placed upon the learners’ independent interaction with learning resources. Resources-based learning offers learners the opportunity to exercise control over learning plans, the selection of learning material and the evaluation of learning. In resource-based learning, learner will develop skills associated with these activities through processes of the experimentation and discovery in which freedom of choice is a crucial factor. The success in resources-based learning presupposes that the learner already possesses some of skill that associated with autonomy.

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Second is technology-based approach. In technology-based approach, the focus of the development of autonomy is placed upon the learners’ independent interaction with educational technology or the use of technologies to access resources.

Third is learner-based approach. Learner-based approach focuses directly on the reproduction of behavioural and psychological changes that will enable learners to take greater control over their learning.

Fourth is classroom-based approach. Classroom-based approaches attempt to foster autonomy by involving learners in decision making processes concerned with the day-to-day management of their learning.

Fifth is curriculum-based approach. Curriculum based approach to autonomy extend the principle of control over the management of the learning to the curriculum as a whole. The principle of learner control over the curriculum has been formalized the idea of the process syllabus, in which learner are expected to make the major decisions concerning the content and procedures of learning in collaboration with their teachers.

Sixth is teacher-based approach. Teacher-based approach emphasizes the role of the teacher and teacher education in the practice of fostering autonomy among learners. Voller (1997 as cited in Benson, 2002: 172) describes the role of teacher in autonomous learning under the headings of technical and psycho-social support. The key features of technical support are first, helping learners to plan and carry out their independent language learning by means of need analyses, objectives setting, and work planning, selecting materials, and organizing

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interaction. Second, teacher helps learners to evaluate themselves. Third, helping learners to acquire the skills and knowledge needed (by raising their awareness of language and learning by providing learner training to help them to identify the learning styles and appropriate learning strategies).

The key features of psycho-social support are first, the personal qualities of the facilitator (being caring, supportive, patient, tolerant, emphatic, open, and non-judgemental). Second is the capacity for motivating the learners and third is an ability to raise learners’ awareness (Benson, 2001: 172).

d. Implication of Autonomous Learning

Since autonomous learning is a learning in which the students’ autonomy is exercised, this learning gives much opportunity to the students take grater control of their learning. Consequently, there are changes of the learning in form of the leaners’ role, the objectives of the learning and the teacher’s role in learning (Holec, 1979: 69).

1. The new Role of Learner

Since autonomous learning gives the learners greater control of learning, learners play much role in determining their own objectives and contents by making choices based on personal criteria.

2. The new Role of Teacher

Dewey (1996 cited in Benson, 2001: 26) teacher’s role was not to direct the process of learning, but to act as a resource or guide for learner’s own self-directed effort.

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Voller (1997 cited in Benson, 2001: 171), in a detailed review of the literature on teacher roles in autonomous learning provides three roles of teacher. They are facilitator, counsellor and resources. As a facilitator, the teacher is seen as providing support for learning, as counsellor, the emphasis of the teacher’s role is placed on one to one interaction and as resource, the teacher is seen as a source of knowledge and expertise.

3. The New Role of Objective

Since autonomous learning is intended to practice the students’ control over their learning, the objective of the learning will be the learners’ objectives. Students decide their goal based on their need (Holec, 1973: 74)

e. Collaborative Learning

Collaborative learning is learning in which the students work in small group to help one another learn academic content. Students are expected to help each other to discuss and argue with each other and to assess each other’s current knowledge and filling gaps in each other‘s understanding. (Slavin, 1995: 2). According to Chamot (1999) working in small group increases students’ involvement in the discussion. Students are likely to be more open with classmates in small groups than in large discussion lead by the teacher. Students at all ages are willing to talk to their peers about strategy and often willing to try a strategy suggested by peers (Chamot, et al, 1999:66).

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2. Extensive Reading

According to Anderson (1999) as cited by Nunan (2003: 68), reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning”. The readers are required to combine the information from the text and the knowledge that they have already had to find out what actually the author wants to convey.

Reading has traditionally been divided into two types: intensive and extensive. In broad terms, intensive reading may be described as the practice of particular reading skills and the close linguistic study of text. Extensive reading, on the other hand, can be defined as reading a large quantity of text, where reading confidence and reading fluency are prioritized (Barfield, 1999: 2).

Extensive reading is an approach to language teaching in which learners read a lot of easy material in the new language (Barfield, 1999: 3). They choose their own reading material and read it independently of the teacher. They read for general, overall meaning and they read for information and enjoyment.

According to Day and Bamford (1998:7–8) there are ten characteristics of Extensive Reading approach. First, students read as much as possible, in class and outside of the class. Second, a variety of materials on a wide range of topics is available so as to encourage reading for different reasons and in different ways. Third, studentsselect what they want to read and have the freedom to stop reading material that fails to interest them. Fourth, the purposes of reading are usually related to pleasure, information, and general understanding and are determined by

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the nature of the material and the interests of the student. Fifth, reading is its own reward. There are few or no follow-up exercises after reading. Sixth, reading materials are well within the linguistic competence of the students in terms of vocabulary and grammar. Dictionaries are rarely used during reading because constantly stopping to look up words makes fluent reading difficult. Seventh, reading is individual and silent. Student’s read at their own pace, and outside class, they choose when and where to read. Eight, reading speed is usually faster rather than slower as students read books and other material they can easily understand. Ninth, teachers orient students to the goals of the program, explain the methodology, keep track of what each student reads, and guide students in getting the most out of the program. Tenth, the teacher is a role model for student. Teacher will be an active member of the classroom reading community who demonstrates what it means to be a reader and the rewards of being a reader.

Viewing the characteristics of Extensive Reading, reading will be an appropriate subject to carry out autonomous learning. Both extensive reading and autonomy have a same characteristic that is dealing with the students’ interest. Extensive reading deals with reading much and easy material based n the students’ interest (Day and Bamford, 1997: 7) and learning autonomy concerns with students interest (Benson, 2001: 21). Extensive reading gives the students great opportunities to select the reading material based on their interest. Therefore, extensive reading allows the students to organize the learning materials.

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3. Perception

According to Borger and Seaborne (1966:105) perception is an awareness of the environment, through which a person processes incoming, sensory data in a certain way to arrive at useful impression of his surrounding. Mozkowitz and Orgel (1969:158) argue that perception is a global response to stimulus or set of stimuli. Altman, et al. (1985:85) defines perception is how people select and group the stimuli so that they can interpret the stimuli meaningfully. It is the way that people view their environment. From those definitions perception is viewed as the responses to a stimulus or to surroundings. Those responses occur in people‘s awareness to the stimuli for people get the incoming data from the stimuli through their sensory receptors. Then these responses will be interpreted as meaningful information about the stimuli called perception.

a. The Perceptual Process

As stated by Altman et.al al (1985: 85) perception is the way stimuli are selected and grouped by a person in such a way that the stimuli can meaningfully interpreted. The existence of perception begins from the stimuli. Before the message is being interpreted, the stimuli are selected in the brain. The selected stimuli will result in the form of information. The information will be organized and interpreted by the brain. The interpretation of the information is called sensation (the translation of external energy). After interpreting the information, the brain then translates the information is called perception (Altman, et al, 1985: 85)

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b. Factors Influencing Perception

There are four important factors which can affect someone to have perception towards something (Altman et al, 1985:86-90). They are:

1. Selection of Stimuli

Each person selects certain stimuli. The selction of stimuli will be different from one person to another. The different selection of stimuli because of each person has different interest towards something.

2. Organization of stimuli

The selected stimuli should be organized in order to be meaningful. Altman, et al (p: 87) states that perceptual organization of information can help us categorize sensory inputs. The categorization will make the complexity of the information become simpler until a person can interpret the stimuli as meaningful information.

3. The situation

Each person has different expectation towards a situation happened around him or her. The expectation toward a situation may affect what he or she perceived (Altman et al, p: 89). Altman et. al add that familiarity with the situation and a person’s past experience also affect what he or she perceived.

4. Self Concept

The next factor which influences someone’s perception is self concept. Altman et al (p: 90) define self-concept as the way someone perceives his or herself. The way people feel and see themselves will affect their perception of surrounding.

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Altman et al add that self-concept is very important because it will determine what a person perceives and do. For example, a student who feels that he or she is an independent person, he or she will enjoy and like to be in the environment which requires his or her independence, as in the implementation of independence learning which requires the students’ independence in learning the material. The students’ self-concepts can shape their like or dislike towards the implementation of independent learning.

B. Theoretical Framework

Autonomy is considered as an effective learning in language learning (Dafei, 2007: 2 & Benson, 2001: 2) Autonomy in learning is defined as the capacity to take charge of or responsible for the learners’ own learning (Holec, 1979:3). An autonomous learner is considered has 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 engaging in learning and exploring freedom. In order to create autonomous learner, teacher has to provide a kind of learning which exercised those capability of autonomous learner. In this regard, autonomous learning should give the students enough practices on determining the aims of the learning, selecting method of the learning, choosing the material supporting their learning and evaluating their progress.

As consequences of implementing autonomous learning, there are changes of the teacher’s roles, students’ roles and objectives of the learning. Since autonomous learning is learning in which the students take greater control of

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their own learning, the objectives of the learning must be the students’ own objectives. The students will be more active in their learning rather than depend for their learning on the teacher. Therefore, the teacher will have less control over the whole of learning. At this point, teacher will places himself/herself as the facilitator of learning.

The students’ and teacher’s role in learning indicate how autonomous learning is carried out. The students’ involvement in learning points out that the learning facilitated the students to exercise their autonomy. Moreover, the teacher’s role in diminishing learning control supports the attempt to create autonomous learning setting. The implementation of autonomous learning gives opportunity for the students to be active and responsible for their learning. However, students might perceive autonomous learning differently because they were not accustomed to work independently from the teacher.

In this study, the writer attempts to answer two questions. First is to find out how autonomous learning was implemented in Extensive Reading II class. Second is to find out the students’ perception of autonomous learning in Extensive Reading II. Autonomous learning may well be implemented to exercise the ideal autonomy by giving the students greater opportunity to manage their whole learning. Autonomous learning could also be implemented by integrating it with the tasks and assignment related to particular subjects. The implementation of autonomous learning gives opportunity for the students to be active and responsible for their learning. However, students might perceive autonomous learning differently. They might perceive it positively or negatively. The positive

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perception of autonomous learning indicates that the students are ready to learn autonomously. Students’ confidence and a sufficiently high self perception of competence are also important in the context of developing their autonomy because it is argued that, when combined with a perceived internal situation of control and intrinsic motivation, they predispose students towards taking responsibility for their learning. The capacity to behave autonomously is enhanced by self perception of competence. The negative perception of autonomous learning and on their capability indicated that the students were not ready enough for autonomous learning.

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28 CHAPTER III METHODOLOGY

This chapter presents detailed discussion about the methodology used in this research. It includes the description of the research method, the research participants, the research instruments, data gathering technique, data analysis technique and the research procedure.

A. Research Method

In order to answer the research problems, the researcher employs survey method in this study. According to Fraenkel and Wallen (1994: 11) survey is a research in which the researchers summarize the characteristics of individual or groups, such as abilities, preferences and behaviour or characteristic of physical environment. Furthermore, Ary, Jacobs and Razavieh (2002: 374) argue that “survey is a research technique in which data are gathered by asking question of a group of individuals”. Since this study investigated the students’ perception of autonomous learning in Extensive Reading II class, survey method was an appropriate method to be conducted. This study gathered the data by asking questions to the students of Extensive Reading II class. The data was about the students’ perception of autonomous learning. The data obtained were in form of both quantitative and qualitative data. The qualitative data were in form of the results of interviews and the quantitative data were the data from the results of the questionnaires.

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B. Research Participants

The population of interest was the students of the English Language Education Study Program in Sanata Dharma University taking Extensive Reading II course. They were students of academic year 2006/2007 and some of them were students of academic year 2004/2005 and 2002/2003. The researcher chose the students of Extensive Reading II class C and D as the research participants because those classes experienced the implementation of autonomous learning. Therefore, those participants were able to provide meaningful data needed in this study. At this point, the researcher implemented purposive sampling. According to Fraenkel (1994: 88) purposive sampling is a sample selection in which the researchers use judgement that they believe will provide the data needed. The belief is based on the prior information that the lecturer of Extensive Reading II teaching class C and D applied autonomous learning in the course. Hence, the researcher believed that the students of Extensive Reading II class C and D were able to provide data of students’ perception of autonomous learning. Besides the belief that these participants would give meaningful data, those participants of those classes were easy to be accessed. The data from these participants was considered able to complete the data needed. Therefore, the researcher did not need to take the whole population as the participants of the research.

The total number of the participants from class C and D were ninety students but the students who came in class when the research was conducted were only sixty five students, thirty five from class C and thirty from class D. These students were involved in filling in the questionnaire. Three students from class C and

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three students from class D were chosen as representative to be interviewed to complete the data. These students were selected based on their answer of the questionnaires.

C. Research Setting

The research was carried out during the even semester of 2007/2008 academic year in the English Language Education Study Program of Sanata Dharma University, Yogyakarta. The research was conducted in Extensive Reading II class C and D. The main reason for choosing these classes was because the students learned that the teacher implemented autonomous learning in Extensive Reading II. The teacher taught two classes. They were class C and class D.

D. Research Instruments

In this research, the researcher explored the students’ perception of autonomous learning in Extensive Reading II class. The researcher employed two types of instruments to gather the data from the participants. They were questionnaires and interviews. The questionnaire and individual interview are the most common instruments for data collection in survey research (Ary, et al, 2002: 406).

1.Questionnaires

In order to investigate the students’ perceptions of autonomous learning as presented in the second problem formulation, the researcher administered

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questionnaires to the research participants. Ary et al (1990: 421) define a questionnaire as an instrument to gather information by having the participants respond to a list of questions. The questionnaire implemented in this research was a directly-administered-questionnaire. The questionnaire was distributed to a group of people assembled at a certain place for a specific purpose (p: 385). Hence, the questionnaires were distributed to the students of Extensive Reading II class C and D.

The questionnaire used in this study was a close-ended questionnaire. Fifty one close-ended questions in each questionnaire were administered to discern students’ perception of autonomous learning. The questionnaires used Likert Scale, a scale that is constructed by assembling a number of statements about an object, about a half of which express a clearly favourable attitude and half of which are clearly unfavourable attitude ( Ary at al, 1990: 235). A set of related responses, one for each point, was provided. The responses were valued from strongly disagree, disagree, uncertain, agree and strongly agree. The rank was one to five. The questions were divided into eight parts. Table 3.1 summarized the questionnaires blueprint. Table 3.1 is in the next page.

Table 3.1 Questionnaire Blueprint

NO Features Item Numbers

1 Students’ previous experience of autonomous learning 1-3 2. How the responsibility of learning is transferred

a. Teacher’s roles b. Students’ roles c. Group-work roles

1-6 1-7 1-7 3 Students’ Perception of the transfer of responsibility

a. Students’ perception of the teacher’s roles b. Students’ perception of their roles c. Students’ perception of group-work roles

1-6 1-8 1-9 4. Students’ perception of autonomous learning 1-5

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2. Interview

The second instrument employed in this study was interview. This interview was used to obtain data to answer the first problem presented in the problem formulation that was how autonomous learning is implemented in Extensive reading II class. The strategy used in conducting interview was interview guide approach, in which topics and issues to discuss were specifically outlined. The interviewer decided the sequence and wording of the questions. By using this strategy, the comprehensiveness of the data was improved and the data could be specifically collected. In addition, gaps in the data could be anticipated.

To help the researcher to conduct the interview, interview blueprint was made. Table 3.1 was the interview blueprint.

Table 3.2 Interview Blueprint

Features Item Numbers

Process of autonomous learning 1,2,3,4,5,6 Students opinion on autonomous

learning

7,8, Positive and negative effect of

autonomous learning

9,10

The interview was conducted before and after the students filled out the questionnaire. The participants of the interview were the teacher and six students of class C and D of Extensive Reading II. The researcher asked ten open-ended questions which were designed to find out the process of implementation of autonomous learning and to verify the students’ answers to the questionnaire.

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E. Data Gathering Technique

The first data were gathered from the interview of the lecturer and the students. This interview was intended to answer the first research problem that was how autonomous learning is implemented.

After gaining the description of the implementation of autonomous learning the students distributed the questionnaire to the participants. The questionnaire was aimed to find out the students’ perception of autonomous learning in Extensive Reading II class. The questionnaires were distributed to the students of Extensive reading II class C and D. The participants were asked to fill out the questionnaire in class. It took about 15 to 20 minutes. The questionnaires for class D were distributed on May 8, 2008 while the questionnaires for class C were distributed on May 14, 2008. Obtaining the data from the questionnaire, the researcher conducted interviews to the students chosen to verify their responses of the questionnaires.

F. Data Analysis Technique

After the data had been gathered, the researcher analysed the data to answer the research problems. The data from the first interviews were transcribed in written form and analyzed to answer the first problem. The data from the questionnaires were put in table which consisted of the column for the questions and the columns for the number of students who chose the particular options (strongly disagree and disagree, uncertain, and agree and strongly agree). The

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researcher counted the number of students who chose the option totally disagree and disagree, agree and totally agree, and uncertain.

Table 3.3 Data Analysis Technique NO Statements SD

(%) D (%)

U (%)

A (%)

SA (%) 1

2 etc

Total

After compiling the data from the participant, the researcher analysed the data to discover what option considered as the priority that was often chosen by the participants. These results were converted into percentage form. From the result the researcher concluded whether the students perceived autonomous learning positively or negatively. The priority on strongly agree and agree choice indicated the students’ positive perception. Meanwhile, the priority of disagree and strongly disagree choice indicated the students’ negative perception. After analyzing the whole statements, the students analyzed each item. It was intended to gain the students perception of each item of the questionnaire. It gave the detailed analysis of each statement in the questionnaire. Subsequent to analysing the data of the questionnaires, the data of the students’ interviews were transcribed in written form. Subsequently, they were interpreted to complete the data of the questionnaire.

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G. Research Procedure

This part presents the procedure of conducting the study. The procedure involves the following five steps:

First, the researcher conducted a review of related literature. The review of related literature was applied as the base of this research. It was conducted in order to find some theories related to the study. The researcher carried out this review of literature by reading some relevant books and documents concerning perception, autonomous learning and Extensive Reading.

Second, the researcher developed questions for the first interviews. The first interviews were conducted with the teacher and the students of Extensive Reading II. It was intended to acquire data concerning the implementation of autonomous learning.

Third, based on the literature review and the result of interview, the researcher formulated 51 questions for the questionnaire. The researcher, then, distributed the questionnaire to the participants, the students of two classes of Extensive Reading II who experienced autonomous learning. The researcher asked the students to fill in the questionnaire at the time.

Fourth, the researcher interviewed the six participants from class C and D to complete the data from the questionnaire. The students interviewed were chosen based on the researcher’s judgment that they would provide data needed in this study. This interview was conducted to verify the answer to the questionnaire.

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Fifth, the researcher analyzed the data. The data gathered from the questionnaires and interviews were analyzed to find out the students’ perception of autonomous learning.

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37 CHAPTER IV

RESEARCH FINDING AND DISCUSSION

This chapter presents and discusses the findings of the research. It is divided into two main sections. The first section discusses the implementation of autonomous learning in Extensive Reading II (ER II). In this section, the result of the interview both with the teacher and the students were analyzed to describe the process of autonomous learning in ER II. The second section discusses the students’ perception of autonomous learning in ER II. In this section, the results of the questionnaires were analyzed to find out the students’ perceptions of autonomous learning in Extensive Reading II.

A. How Autonomous Learning is Implemented in Extensive Reading II Class

Autonomous learning was implemented in ER II class by integrating metacognitive strategies with the tasks and assignments of Extensive Reading II course. According to O’Malley and Chamot (1990, cited in Benson 2001: 81), metacognitive strategies is “mental operation used by learners in the self-management of their learning”. Metacognitive strategies were carried out through the learning process of ER II by inviting the students to make a learning plan, a reflection and a learning evaluation. The students were trained to use those strategies to manage their own learning.

In order to implement autonomous learning the teacher began the process by introducing the learning goal and the tasks of ER II. Introducing the learning goal

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was important to raise the students’ awareness of the purpose of the learning. In this step, the teacher informed the students that they had to develop their autonomy throughout the learning. The teacher expected the students to be autonomous learners. By getting the students acquainted with autonomy in learning, the teacher expected the students to achieve the goal without putting their dependence on the teacher.

After introducing the goal of learning, the teacher presented the tasks of ER II. In this step, the teacher explained the tasks and decided the schedule of the tasks submission. The tasks of ER II included reading texts of popular readings, journals and a book which is based on one topic and reporting their studies in a summary consisted of a mind map and a synthesis of the reading. As the final assignment the teacher asked the students to make a reflection reporting their learning process in ER II. The schedule of the tasks submission and the tasks of ER II was presented in Table. 4.1.

Table 4.1 The Schedule of the Tasks Submission in Extensive Reading II Course

Readings Tasks Submission

A two page of learning plan Meeting 3 Three popular reading

sets (each is at least five-page long) on a

particular theme

Summaries (in mind-mapping, one a half page short essay reporting the insights from the passages)

Meeting 5

Two research articles on the same theme

Summaries (in mind-mapping, one a half page short essay reporting the insights from the passages)

Meeting 9

A book (at least 100-page long) on the same theme or book chapters

Summary (book report in a form of book review)

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Table 4.1 Continued

Readings Tasks Submission

A five – page essay consisting of (a) reflection whether the learning plan is accomplished or not- how, why (?), and (b) a synthesis representing what you have accomplished in the class.

Meeting 14

After presenting the tasks, the teacher invited the students to construct a learning plan. The learning plan consisted of the students’ own learning goal, the learning strategies and the reading topic they were going to explore. This learning plan was intended as a mean to help the students control their own learning.

After constructing the learning plan, the students were allowed to work on their plan and accomplish the tasks. The teacher gave the students freedom to explore their interests and find their own reading text based on the topic chosen. In this process, the teacher gave a great opportunity for the students both to control their learning management and control the learning content. During the learning process, the teacher also gave opportunity for the students to have a consultation. The consultation facilitated the student to solve the students’ problem and to help the students to find solution of their difficulties in accomplishing the tasks.

Responding to the students’ tasks, the teacher gave feedback to their work. This feedback aimed to make the students know what mistake they made. The

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students, therefore, were made aware of their progress and expected to make improvement using this feedback.

As the final assignment the students were asked to make a reflection. This reflection was intended to evaluate the students’ own learning and to report to the teacher the result of their study. From this reflection, the students were made aware of how their learning strategies worked in accomplishing their goal.

In summary, the process of implementing autonomous learning in Extensive reading II was presented in Table 4.2.

Table 4.2 The Process of Autonomous Learning in Extensive Reading II

No Description

1. Introducing the students with the syllabus of ER II included the goal of the learning in ER II, the tasks and assignment and the schedule of the work submission. The tasks were that the students should make a summary, mind map and synthesize from the articles, journals and book under the topic the students chosen..

2 Asking the students to manage their own learning in ER II by making a learning plan. The learning plan consisted of the topic they chose, the goal of their own learning, the strategy they would use to accomplish their goal, the challenge and difficulties that might be faced during their leaning and ways of how to solve the challenge and difficulties.

3 Giving the students freedom to work on their plan and starting to work on the articles. The students found the articles to read based on their topic, shared it to their friends in group or consulted it with the teacher. Finally they submit their report in form of summary, mind map and synthesize.

4 Giving the students freedom to work on their plan and start to work on journals. The students found the journals based on their topic, read it made the summary, main map and synthesize.

5 Working on their plan: work on books, novel or science book. The students read the book they had found and consulted to the teacher and made summary, mind map, and synthesize

6 Giving opportunities for the students to have a consultation with the teacher.

7 Students were asked to evaluate their learning in form of reflection and presented it to the teacher.

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Based on the discussion of the process of the implementation of autonomous learning in Extensive Reading II class, it was clear that autonomous learning applied was intended to develop the students’ autonomy. The students’ capacity to both control over learning management and control over learning content was developed. Control over learning management was developed through the metacognitive strategies applied. It was by making the students managed the planning and organized their learning. Control over learning content was exercised by giving the students freedom to choose the topic and the material by themselves. Although the implementation of autonomous learning had an exellent purpose, it would be meaningless if the students could not perceive the learning as a good learning. Therefore, the next section would discuss how students perceive the autonomous learning implemented in Extensive Reading II.

B. Students’ Perception of Autonomous Learning in Extensive Reading II

In order to describe the students’ perception of autonomous learning the discussion of students’ perceptions of previous experience, students’ perception of how the responsibility of learning is transferred, students’ perception of the transfer of responsibility for learning and the students’ perception of autonomous learning process are presented. The first subsection discusses the students’ perception of the students’ previous experience on autonomous learning.

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1. Students’ Previous Experience on Autonomous Learning

This subsection discusses the students’ perception of their previous experience on autonomous learning. Table 4.3 summarizes the students’ previous experience in learning autonomy.

Table 4.3 Student’s Previous Experience in Autonomous Learning

NO STATEMENTS SD (%) D (%) U (%) A (%) S A (%)

1 I have experienced of being assigned to make a particular project on my own/group - 1.54 12.31 47.69 38.46

2 I have experienced of given freedom to decides what I learn and what I make on my own/ group

- - 7.69 53.85 38.46

3 I enjoy the learning when I was given freedom in my learning

3.08 3.08 15.38 53.85 24.62 Total

1.03 1.54 11.79 51.80 33.85

SD: Strongly Disagree A : Agree

D : Disagree SA: Strongly Agree U : Uncertain

The results of Table 4.3 describe that most of the students had previous experience of autonomous learning and had positive perception of autonomous learning. It was proven by 51, 80% of the participants chose agree and 31.85% of the participants chose strongly agree to all the statements. The students had an experience of reactive autonomy both in form of being assigned to make project on their own (38, 46% of the students chose strongly agree and 47, 69% chose agree to the statement number 1) and of being given freedom in deciding what

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they learn (53, 85 % of the students chose agree and 38, 46% chose strongly agree while, 7, 69% chose uncertain to the statement number 2).

Most of the respondents had good experience in their previous autonomous learning. They enjoyed their learning when they were given freedom in their learning (53,85% of the students chose agree and 24,62 % chose strongly agree while 15, 38% chose uncertain and the rests chose disagree and strongly disagree). The students’ positive perception of previous experience influenced the positive perception of the present experience.

2. Students’ Perceptions of How the Responsibility for Learning is Transferred

This subsection discusses the transfer of learning responsibility from the teacher to the students. In order to find out how the learning responsibility was transferred, the researcher analyzed the data of the teacher’s role and students’ role in learning. How the teacher and the students took the role in learning indicated their domination in learning. The teacher’s domination indicated that the responsibility was not well-transferred and the students’ domination in learning indicated that the responsibility of learning was well-.transferred

Table 4.4 summarizes the teacher’s role in autonomous learning in Extensive Reading II.

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Table 4.4 Teacher’s Role in Autonomous Learning in Extensive Reading II

NO STATEMENTS SD (%) D (%) U (%) A (%) S A (%)

1 The teacher makes the learning plan in Extensive Reading II

23.08 36.92 15.38 16.92 6.15 2 The teacher determines the goal

of the learning in Extensive Reading II

7.69 12.31 21.54 47.69 10.77

3 My teacher decides the topic to be explored in Extensive

Reading II

46.15 32.31 9.23 9.23 3.08

SD: Strongly Disagree A : Agree

D : Disagree SA: Strongly Agree U : Uncertain

The results show that the teacher took great roles in learning. It was proven by 34, 62% of the participants and 12, 82% of them agreed to all the statements. It means that the students agreed that the teacher took great control of the learning.

Based on Table 4.4 there are three major roles that were played by the teacher. They are making the evaluation, being facilitator and stating the learning goal. Making an evaluation was considered as the teacher’s duty as a teacher of a subject matter as well as stating the learning goal. In this case, the learning goal referred to the goal of the whole learning in ER II.

Facilitating the learning was considered as the teacher’s role which supported autonomous learning. In this way, the teacher helped the students to solve their

4 My teacher decides the

material to be learnt in extensive Reading II class

27.69 27.69 26.15 12.31 6.15

5 The teacher evaluates the students’ progress

3.08 3.08 4.62 64.62 24.62 6 The teacher gives solution to my

problems

- 3.08 13.85 56.92 26.15

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A: for one task I can do it for about two up three weeks. When I get the journal I spent everyday to read one to two pages. If I read all of them I will not understand

Q: Is there any difficulty in this learning? If yes, what are they? If no, why?

A: ya , in finding the articles. There are many articles but only few articles that suitable. Sometimes it’s difficult to find the topic and it’s difficult to receive the topic from the teacher.

Q: Is there any advantage of this learning? If yes, what are they? If no, why?

A: ya. Because I decide and chose the material by myself, I can choose what I like. I can enjoy it.

Respondent 4

Date: 22 August 2008

Place : K.03 Sanata Dharma University

Q: What are the tasks and assignments in Extensive Reading II?

A: The tasks are reading articles, journals, and book. Those are in one topic. Then we make a summary, mind-map and synthesis after we read each article.

Q: Have you ever experienced this kind of learning? A: Not sure

Q: Were you asked to make a learning plan? A: Yes

Q: What did you write in your learning plan?

A: I wrote the goal, the strategy, the topic I chose, the title of the book and.. the difficulties I face.

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A: the learning plan was made individually, but sometimes I asked my friends and compare my work with theirs.

Q: What is your goal of your learning?

A: to be able to understand the reading material I chose and to succed in this course. Q:What did you do to accomplish your goal?

A: I manage my learning. I have to make priority for ER because there are many task to do.

Q: Is there any difficulty in this learning? If yes, what are they? If no, why?

A: Yes, especially deciding the goal and finding the reading material that related to my topic.

Q: Did your teacher help you to solve your difficulties?

A: Yes, he helps me. When I got two journals, I show them to the lecturer and he asked me to chose the one which is journal. The other is not journal.

Q:Is there any advantage of this learning? If yes, what are they? If no, why? A: Yes, I can learn how to manage my learning. It improve my critical thinking and

my responsibility for my own learning.. Then I get lots of information based on my reading.

Respondent 5

Date: 22 August 2008

Place : K.03 Sanata Dharma University

Q: What are the tasks and assignments in Extensive Reading II?

A: Firstly we are asked to make a learning plan, decide the topic and find reading material in form of articles or popular reading, journals and book. It’s too difficult for me

Q: Have you ever experienced this kind of learning? A: Yes, but not too complicated like this.

(3)

Q: Were you asked to make a learning plan? A: Yes

Q: What did you write in your learning plan?

A:I write my learning plan without any consideration. At that time I haven’t got the book so I confused how to make the learning plan.

Q: Do you make your learning plan by yourself?

A: not really. I’m not sure with my learning plan so I asked my friend in my group how they make the learning plan. It help me to improve my task.

Q: What is your goal of your learning?

A: My goal is I can pass this course and improve my reading skills.. Q:What did you do to accomplish your goal?

A: I just do the tasks as the lecturer asked us to do.

Q: Is there any difficulty in this learning? If yes, what are they? If no, why? A: Yes. Making learning plan is difficult because at that time I don’t know what should I do.

Q:Is there any advantage of this learning? If yes, what are they? If no, why? A: It enforces me to work hard and responsible for my learning.

Respondent 6

Date: 22 August 2008

Place : K.03 Sanata Dharma University

Q: What are the tasks and assignments in Extensive Reading II?

A: The task is more complicated than in ER I. It is difficult. We are asked to find topic that be used in one semester. Then we are asked to find reading material based on the topic. They are in form of articles, journal and book

(4)

A:Ya, but not as complicated as now.

Q: Were you asked to make a learning plan? A: yes

Q: What did you write in your learning plan?

A: If I’m not mistaken I wrote the topic the reason why I chose the topic the reading material and the title of the book

Q: What is your goal of your learning?

A: I didn’t write my goal at that time. At the final exam the lecturer asked me the goal of the learning and I just say I want to comprehend the reading based on my interest

Q: What did you do to accomplish your goal? A: I do the tasks as best as I can

Q: Is there any difficulty in this learning? If yes, what are they? If no, why? A: Yes, especially in finding material

Q: Did your teacher help you?

A: Yes. I have a topic. It is about Korea and I consult with the teacher. He told me that the topic is too broad.He suggested some specific topics related to Korea. Q:Is there any advantage of this learning? If yes, what are they? If no, why? A: It improve my reading skill.

(5)

(6)

Questions for Interview with Teacher

1. What is your reason/ motivation implementing learning autonomy in your Extensive Reading II class?

2. How long have you been applying learning autonomy?

3. Is there any weakness of learning autonomy? If yes, what are they? 4. How do you implement learning autonomy in Extensive Reading II class?

What are the procedures you use?

5. How do the students respond to the implementation of learning autonomy in Extensive Reading II class?

6. Is there any difficulty in implementing learning autonomy in Extensive reading II class? If yes, what are they?

Student`s perception of autonomous learning in extensive reading II class.

I dedicate this thesis

to my beloved father, mother, brother and sister.

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Student`s perception of autonomous learning in extensive reading II class.

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to my beloved father, mother, brother and sister.

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