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.
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. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2. Extensive Reading
