Motivation Use of technology in learning
in English but are not found recording their voices. More than 66 learners assessed themselves though did not effort much to motivate self.
Majority of the learners made use of reference materials, however, the modern technologies were used less. Only around 30 of the learners do
not use computers and internet for learning English. More than 80 learners perceived their own role as a great means to learning English.
They took it that, for learning mostly a learner has to be responsible. They took learning much as a part of learner efforts and also thought
that they need to go beyond their learning of prescribed materials. They took the teachers‟ role as an important component of their learning.
Though most of them agreed that a lot of learning can be done without teachers- the teachers should bring them out of the classroom learning.
More than 74 teachers not only thought but also found as part of their experiences that autonomous learners were the „good learners‟ in every
case. These were also the situations from which they judged autonomy in learning. Regarding the teachers‟ role in such learning they take that it
should be that of a facilitator. All the teachers felt that autonomous learning is the basis of better proficiency and performance, and it is quite
beneficial. The results suggest that Learners are not completely passive in
their language learning. Most of the learners realize they themselves play crucial roles in language learning, and greater responsibility should be
laid on their shoulders in language learning; however, they need help and advice from the teachers. Besides, learner
s‟ response can also show their PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
views of the teacher‟s various roles in the classroom. The teacher is seen as the helper, guideadviser, consultant and facilitator. And the teacher
also loses his or her authority in planning the learning process and evaluating the learner
s‟ achievements from the learners‟ perspective. The learners have a strong desire for a positive and dynamic
involvement in the language learning process. With regard to motivations, most learners learn English with either an instrumental
motivation or an integrative motivation, or indeed with both. Most learners have the confidence to learn by themselves, but they do not
completely believe they are capable of goal setting, implementation and self-evaluation in English language learning. They are still inclined to
need guidance and advice from their teachers. As for learning environments, most learners think teachers and class teaching still play
an indispensable role in the language learning process, but not the only dominant role as they traditionally did.
This suggests that promoting autonomous learning doesn‟t mean the language classroom is not necessary; rather the language classroom
can provide a favorable environment for developing the capacity for autonomy. Of course, the learners favor or even desire more diversified
learning environments and resources, not just constrained to classroom teaching and
the teacher‟ s transmitting knowledge. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI