The use of reflection to facilitate learner autonomy in Micro Teaching class E.

ABSTRACT

Christanti, Avysta. (2016). The Use of Reflection to Facilitate Learner Autonomy in Micro Teaching Class E. Yogyakarta: Sanata Dharma University.

Learner autonomy is important to be developed so that the students can use their capacity in their learning processes. This study focuses on the students’ capacity to display their autonomy in the Micro Teaching class. Learner autonomy can be facilitated by students’ reflections. This research investigates the use of reflection to facilitate learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University.

There are two research problems and objectives which have been formulated in this research. The research problems of this research are: (1) To what extent do the students display their autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University? And (2) How does the reflection facilitate learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University?

The research employed a qualitative study. The researcher gathered the data by conducting observation, distributing the questionnaires and conducting the interview. This research employed multiple sources of data in order to allow data triangulation. The participants of the research were sixteen students in the Micro Teaching class E of the English Language Education Study Program in Sanata Dharma University. The research used purposive sampling in order to select the participants to be interviewed.

The findings showed that the students exercised their autonomy. The results of the questionnaires which were supported by the observation and the interview showed that it was going well and very high. The students displayed their autonomy in terms of using their capacity in their learning processes in the Micro Teaching class. The students were able to show the characteristics of autonomous learners and foster their awareness of their autonomy in the Micro Teaching class. The use of reflection facilitated the exercise of learner autonomy in the Micro Teaching class. Reflection became a medium for the students to raise their awareness and get problem solving in their learning processes. The students used the reflection to evaluate their progress, improvement and development in their own learning processes in the Micro Teaching class. The students could use reflection to facilitate learner autonomy in the Micro teaching class E by identifying and writing down their weaknesses, strengths, problems, and obstacles; formulating their goals; arranging their plans and evaluating what they had done in written reflection.

ABSTRAK

Christanti, Avysta. (2016). The Use of Reflection to Facilitate Learner Autonomy in Micro Teaching Class E. Yogyakarta: Universitas Sanata Dharma.

Otonomi pembelajar penting untuk dikembangkan sehingga mahasiswa mampu menggunakan kapasitas kemampuan mereka dalam proses belajar. Studi ini fokus pada kapasitas mahasiswa untuk menampilkan otonomi mereka dalam kelas micro teaching. Otonomi pembelajar dapat difasilitasi dengan refleksi mahasiswa. Penelitian ini menyelidiki tentang penerapan reflkesi unuk memfasilitasi otonomi pembelajar di kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma.

Ada dua masalah penelitian dan tujuan dalam penelitian ini. Masalah-masalah yang telah dirumuskan dalam penelitian ini adalah: (1) Sejauh apakah mahasiswa menampilkan otonomi mereka di kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma? Dan (2) Bagaimana refleksi memfasilitasi otonomi pembelajar dalam kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma?

Penelitian ini menggunakan studi kualitatif. Peneliti mengumpulkan data dengan melakukan pengamatan, mendistribusikan kuesioner dan melakukan wawancara. Penelitian ini menggunakan beberapa sumber untuk penggunaan triangulasi data. Peserta penelitian berjumalah enam belas mahasiswa di kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma. Penelitian ini menggunakan purposive sampling untuk memilih peserta untuk diwawancara.

Temuan menunjukkan bahwa mahasiswa melatih otonomi mereka. Hasil dari kuesionair yang didukung oleh pengamatan dan wawancara menunjukkan bahwa hal ini berjalan sangat baik dan hasilnya sangat tinggi. Mereka menunjukkan otonomi mereka dalam penggunaan kapasitas mereka dalam proses belajar di kelas micro teaching. Mahasiswa mampu menampilkan karakteristik dari pelajar yang otonom dan mampu menumbuhkan kesadaran akan otonomi mereka di kelas micro teaching. Penggunaan refleksi memfasilitasi latihan dari otonomi pembelajar. Refleksi menjadi sebuah media untuk meningkatkan kesadaran dan kemampuan memecahan masalah dalam proses pembelajaran mereka. Mahasiswa juga menggunakan refleksi sebagai alat untuk mengevaluasi perkembangan mereka, perbaikan dan pengembangan dalam proses belajar mereka di kelas micro teaching. Mahasiswa dapat menggunakan refleksi untuk memfasilitasi pembelajar otonom di micro teaching kelas E dengan mengidentifikasi dan menulis kekurangan, kelebihan, masalah, rintangan; merumuskan tujuan mereka; mengatur rencana mereka dan mengevaluasi apa saja yang telah mereka lakukan dalam refleksi tertulis.

THE USE OF REFLECTION

TO FACILITATE LEARNER AUTONOMY IN MICRO TEACHING CLASS E

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Avysta Christanti Student Number: 121214072

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

i

THE USE OF REFLECTION

TO FACILITATE LEARNER AUTONOMY IN MICRO TEACHING CLASS E

A SARJANA PENDIDIKAN THESIS

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

in English Language Education

By

Avysta Christanti Student Number: 121214072

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

SANATA DHARMA UNIVERSITY YOGYAKARTA

iv

Finish what

you started.

This thesis is dedicated to: My Lord My parents All family All friends

vii ABSTRACT

Christanti, Avysta. (2016). The Use of Reflection to Facilitate Learner Autonomy in Micro Teaching Class E. Yogyakarta: Sanata Dharma University.

Learner autonomy is important to be developed so that the students can use their capacity in their learning processes. This study focuses on the students’ capacity to display their autonomy in the Micro Teaching class. Learner autonomy

can be facilitated by students’ reflections. This research investigates the use of

reflection to facilitate learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University.

There are two research problems and objectives which have been formulated in this research. The research problems of this research are: (1) To what extent do the students display their autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University? And (2) How does the reflection facilitate learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University?

The research employed a qualitative study. The researcher gathered the data by conducting observation, distributing the questionnaires and conducting the interview. This research employed multiple sources of data in order to allow data triangulation. The participants of the research were sixteen students in the Micro Teaching class E of the English Language Education Study Program in Sanata Dharma University. The research used purposive sampling in order to select the participants to be interviewed.

The findings showed that the students exercised their autonomy. The results of the questionnaires which were supported by the observation and the interview showed that it was going well and very high. The students displayed their autonomy in terms of using their capacity in their learning processes in the Micro Teaching class. The students were able to show the characteristics of autonomous learners and foster their awareness of their autonomy in the Micro Teaching class. The use of reflection facilitated the exercise of learner autonomy in the Micro Teaching class. Reflection became a medium for the students to raise their awareness and get problem solving in their learning processes. The students used the reflection to evaluate their progress, improvement and development in their own learning processes in the Micro Teaching class. The students could use reflection to facilitate learner autonomy in the Micro teaching class E by identifying and writing down their weaknesses, strengths, problems, and obstacles; formulating their goals; arranging their plans and evaluating what they had done in written reflection.

viii ABSTRAK

Christanti, Avysta. (2016). The Use of Reflection to Facilitate Learner Autonomy in Micro Teaching Class E. Yogyakarta: Universitas Sanata Dharma.

Otonomi pembelajar penting untuk dikembangkan sehingga mahasiswa mampu menggunakan kapasitas kemampuan mereka dalam proses belajar. Studi ini fokus pada kapasitas mahasiswa untuk menampilkan otonomi mereka dalam kelas micro teaching. Otonomi pembelajar dapat difasilitasi dengan refleksi mahasiswa. Penelitian ini menyelidiki tentang penerapan reflkesi unuk memfasilitasi otonomi pembelajar di kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma.

Ada dua masalah penelitian dan tujuan dalam penelitian ini. Masalah-masalah yang telah dirumuskan dalam penelitian ini adalah: (1) Sejauh apakah mahasiswa menampilkan otonomi mereka di kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma? Dan (2) Bagaimana refleksi memfasilitasi otonomi pembelajar dalam kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma?

Penelitian ini menggunakan studi kualitatif. Peneliti mengumpulkan data dengan melakukan pengamatan, mendistribusikan kuesioner dan melakukan wawancara. Penelitian ini menggunakan beberapa sumber untuk penggunaan triangulasi data. Peserta penelitian berjumalah enam belas mahasiswa di kelas micro teaching dari Program Studi Pendidikan Bahasa Inggris di Universitas Sanata Dharma. Penelitian ini menggunakan purposive sampling untuk memilih peserta untuk diwawancara.

Temuan menunjukkan bahwa mahasiswa melatih otonomi mereka. Hasil dari kuesionair yang didukung oleh pengamatan dan wawancara menunjukkan bahwa hal ini berjalan sangat baik dan hasilnya sangat tinggi. Mereka menunjukkan otonomi mereka dalam penggunaan kapasitas mereka dalam proses belajar di kelas micro teaching. Mahasiswa mampu menampilkan karakteristik dari pelajar yang otonom dan mampu menumbuhkan kesadaran akan otonomi mereka di kelas micro teaching. Penggunaan refleksi memfasilitasi latihan dari otonomi pembelajar. Refleksi menjadi sebuah media untuk meningkatkan kesadaran dan kemampuan memecahan masalah dalam proses pembelajaran mereka. Mahasiswa juga menggunakan refleksi sebagai alat untuk mengevaluasi perkembangan mereka, perbaikan dan pengembangan dalam proses belajar mereka di kelas micro teaching. Mahasiswa dapat menggunakan refleksi untuk memfasilitasi pembelajar otonom di micro teaching kelas E dengan mengidentifikasi dan menulis kekurangan, kelebihan, masalah, rintangan; merumuskan tujuan mereka; mengatur rencana mereka dan mengevaluasi apa saja yang telah mereka lakukan dalam refleksi tertulis.

ix

ACKNOWLEDGEMENTS

I thank my Lord for His love which is given to my life. He gives me strengths and patience so that everything was possible to be done. He is always present in every single second on the processes of completing this thesis.

I would like to thank my advisor, Veronica Triprihatmini, M.Hum., M.A. for her limitless patience to guide and help me during writing my thesis. I got a lot of knowledge and lessons from her. I also thank my academic advisor (DPA), Agustinius Hardi Prasetyo, S.Pd., M.A. for helping me in this study program. I also thank all the lecturers and staff of the English Language Education Study Program in Sanata Dharma University. I have learned many things from them.

I would like to express my thanks to my beloved parents, my father Supartono and my mother Purwaningsih for their prayers, patience, guidance, love, efforts, support and help. I thank my sister, Destyn Audyawati. I also thank my family, my grandmother, my uncles and my aunties for their support and motivation.

I would like to send appreciation to Priyatno Ardi S.Pd., M.Hum. and Drs. Barli Bram M.Ed., Ph.D. for their willingness to proofread my thesis and also give me a lot of suggestions and advice. I also express my thanks to my classmate in class C for being my precious friends for four years which are full of the moments, memories, togetherness and lessons in the English Language Education Study Program in Sanata Dharma University. I would like to give special

x

thanks to my friends, Yoseph Deny Charismawan, Gde Raka Birama Anuraga, and Hilarius Raditya Priyambada Purba.

Last, I would like to send my thanks and appreciation to anyone whom I have not been mentioned for their invaluable contribution in my thesis and cannot be mentioned one by one for helping me to finish my thesis.

xi

TABLE OF CONTENTS

Page

TITLE PAGE ... i

APPROVAL PAGE ... ii

BOARD EXAMINERS ... iii

DEDICATION PAGE ... iv

STATEMENT OF WORK ORIGINALITY ... v

PERNYATAAN PERSETUJUAN PUBLIKASI ... vi

ABSTRACT ... vii

ABSTRAK ... viii

ACKNOWLEDGEMENTS ... ix

TABLE OF CONTENTS ... xi

LIST OF TABLES ... xiii

LIST OF APPENDICES ... xiv

CHAPTER I: INTRODUCTION ... 1

A. Research Background... 1

B. Problem Formulation ... 5

C. Problem Limitation ... 6

D. Research Objectives ... 6

E. Research Benefits ... 6

F. Definition of Terms ... 8

CHAPTER II: REVIEW OF RELATED LITERATURE ... 10

A. Theoretical Description ... 10

1. Autonomy in Language Learning ... 10

2. Reflection ... 14

3. Micro Teaching Course ... 17

xii

Page

CHAPTER III: RESEARCH METHODOLOGY ... 21

A. Research Method ... 21

B. Research Setting ... 22

C. Research Participant ... 22

D. Instrument and Data Gathering Technique ... 23

1. Observation ... 24

2. Questionnaire ... 25

3. Interview ... 26

E. Data Analysis Technique ... 27

F. Research Procedure ... 30

CHAPTER IV: RESEARCH RESULTS AND DICUSSION ... 32

A. Autonomy in Micro Teaching Class E ... 32

1. The Students’ Awareness of Their Autonomy ... 34

2. The Students’ Capability in Learning Autonomy... 38

3. Autonomous Learners’ Characteristics Shown by The Students ... 43

4. The Students’ Opinions about Lecturers’ Roles ... 47

B. How the Reflection Facilitate Learner Autonomy in Micro Teaching Class E ... 54

1. The Students’ Experiences in Writing Reflection ... 56

2. The Students’ Experiences in Implementing Reflection to Facilitate Learning Autonomy ... 60

CHAPTER V: CONCLUSIONS AND RECOMMENDATIONS ... 66

A. Conclusions ... 66

B. Recommendations ... 68

REFERENCES ... 71

xiii

LIST OF TABLES

Page

3.1: Questionnaire Blueprint ... 25

3.2: Interview Blueprint ... 27

33: Result of the Questionnaire ... 27

3.4: Theme Development ... 29

4.1: The Students’ Awareness of Learning Process ... 33

4.2: The Students’ Capability in Learning Process ... 38

4.3: Autonomous Learners’ Characteristics Shown by the Students ... 43

4.4: The Students’ Opinions about Lecturer’s Roles ... 48

4.5: The Students’ Experiences in Writing Reflection... 56

xiv

LIST OF APPENDICES

Page

Appendix A: Micro Teaching Course Outline ... 75

Appendix B: Observation ... 79

Appendix C: Questionnaire Sheet ... 82

Appendix D: Result of the questionnaire ... 86

Appendix E: Interview Guidance ... 89

1 CHAPTER I INTRODUCTION

The chapter discusses the reason why the researcher chooses the topic. The topic is the use of reflection to facilitate learning autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University. It consists of six sections, namely research background, research problem, problem limitation, research objectives, research benefits and definition of terms.

A. Research Background

Nowadays, several media, methods, principles and strategies can be used by students to facilitate their learning processes. The students have the capability to decide what they should do in their learning activities. They take their freedom to manage and decide something on their own because they are not the lecturer‟s pets who always have to be fed with the knowledge by the lecturer. The lecturer is not the one and only source for the students to get information and knowledge in their processes of learning. The lecturer is a counselor who assists the students in their learning processes. According to Benson (2011), a teacher or lecturer has two main roles in the learning processes, as facilitator and counselor. It facilitates the students to be active, free, independent and responsible for choosing and deciding their own needs. It means that the students have a chance to explore and try to get the information and knowledge by themselves. It can be a trigger to the

students to get more information and knowledge outside of the classroom, but the students should have the willingness to be active and independent to decide how they get the knowledge. The students can be facilitated to get more knowledge inside and outside of the classroom through the activities that foster learner autonomy. According to Holec (1981), autonomy is known as a capability in understanding the purpose of learning or directing the whole learning, selecting methods and material in learning, choosing criteria for evaluation, actively and exploring freedom of learning. Benson (2011) argues that each student has autonomy, but sometimes their autonomy is not displayed. The students have willingness and responsibility to act independently and they do not wait to be told what and how they have to do by the lecturer. They have authority to choose their own styles, methods, media and sources in their learning processes. They have their own authority and responsibility for handling their activities, weaknesses, strengths, needs, and goals.

One of the classroom activities which is used to facilitate learner autonomy is writing the reflection. It is programmed to monitor the students‟ learning processes. Writing reflection can facilitate the students to display their autonomy in their learning process. Reflection can make students‟ learning experiences meaningful. According to Watson (2006), reflection is thinking in depth about things, just where the thinking is challenged anyway, where people are not just reacting on a superficial level where they are thinking beyond the immediate thing to its implications and possibilities. The importance of reflection in language learning is to raise metalinguistic awareness. According to Lier

(1996), one of the support that may help the students to focus attention effectively is a metalinguistic awareness. He says that metalinguistic awareness consists of awareness, intuition, knowledge and performance in language learning. To be meaningful what is learned has to be viewed personally significant in some way. It must feel purposive and illuminate qualities and values of importance to the person or group.

Reflection is implemented in the Micro Teaching course in the English Language Education Study Program of Sanata Dharma University. It is a semi terminal course in the English Language Education Study Program which trains the students to use the theories that they had got in the previous subjects and applies it to their performance in teaching simulations (Sukirman, 2012). Micro teaching course is a compulsory subject for the students of the English Language Education Study Program in Sanata Dharma University before they come to their teaching practice program in the junior high school or senior high school. It is also a preparation for the students to be teachers or lecturers before they graduate from the university. Reflection is programmed to reflect on their teaching simulation and teaching practice. It is used as an evaluation medium to improve student‟s teaching performances.

In the Micro Teaching course, the students cannot depend on the lecturer all the time. Depending too much on the lecturer will not improve their abilities, skills, and knowledge because of the limitation of the face-to-face time in learning activities. It is important for language learners because they need more practice and they can do it by themselves outside of lecturing schedule. They will be more

active by practicing knowledge and it can also increase their self-confidence in making right decision in their learning processes. Even though the students still need assistance from the lecturer, they should manage and explore their learning processes by themselves. In this case, reflection is very useful to be used as a medium to make sense of their activities and also for the lecturer to monitor students‟ progress in micro teaching class. The reflection is employed to facilitate autonomy in their learning processes which can include students‟ abilities, knowledge and skills and also increase their chance to improve academic, intellectual, personal and interpersonal elements. Reflection is chosen to monitor and decide the appropriate treatments for the students. It is applied to see students‟ experiences in learning the processes in the Micro Teaching class. According to Boud, Koegh and Walker (1985), reflection can be defined as a process of looking at experiences and learning new things from them.

Reflection can increase students‟ awareness and exercise the autonomy of the students. It is also very helpful for lecturer side, it can be a medium to monitor, evaluate and choose the appropriate strategies which have to be used to improve and develop students‟ abilities and interests. Reflection gives a chance for the students to check and do self-evaluation in their learning processes. In the Micro Teaching class, students are prepared to be teachers who have the capability to make a decision what should they do in their learning and teaching processes. As the teacher candidates, the students have to be active and creative in the processes of learning and the lecturer should act a facilitator to guide, help and

monitor the students. The monitoring can be done through the use of reflection which can foster autonomy of the students.

Reflection can also be a trigger to foster the autonomous learning for the students. According to Burden and Byrd (1999), reflection gives an opportunity to the students to look what they did in the classroom, thinking about what they did and thinking about it as a process of self-observation and self-evaluation. The students who are able to display their learning autonomy by writing reflections will be easier to understand their weaknesses, problems and obstacles, set their goals, choose their own strategies, implement their choice and evaluate their work. The students should be given more opportunities to organize the resource to achieve their goal (Benson, 2011, p.100). Through the use of reflection, the lecturer is able to guide and assist the students to display autonomy in language learning to manage what, how, and when they have to learn.

B. Research Problem

The researcher formulates two research questions to assist the researcher in this study.

1. To what extent do the students display their autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University?

2. How does the reflection facilitate learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University?

C. Problem Limitation

The study focuses on the sixth-semester students in the Micro Teaching class in the English Language Education Study Program of Sanata Dharma University who made reflections. It is chosen because the course is a compulsory subject which deals with the skills, abilities, knowledge, and characters of the students as the teacher candidates and also students. The course has to be taken by all of the students in the faculty of teachers training and education in Sanata Dharma University. It has been taken before the students of the English Language Education Study Program in Sanata Dharma University come out to the real life as an English teacher.

D. Research Objectives

The objectives of this research are:

1. To find out the extent to which the students display their autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University.

2. To find out how the reflection facilitates learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University.

E. Benefits of the Study

The study is expected to be useful and be able to give several benefits for many people, especially in the education field. Those are:

1. For the students

This study provides the students to get knowledge and information about the use of the reflection to facilitate learner autonomy which is very important and useful for students‟ learning process, especially to handle, improve their weaknesses and also develop their strengths, so that the students can apply what they have learned through this research in their daily life, especially in education field as a student and also a teacher candidate.

2. For the lecturers and teachers

This study provides the benefits to the teacher and lecturer, especially lecturer to get more information learning autonomy and reflection. It will be useful for the lecturer in their lecturing process to teach, guide, assist and treat the students in their learning process to achieve students‟ goal.

3. For the future researchers

This study can be the basis or foundation for the next research which relates to the topic of learner autonomy and reflection. It is also supposed to give understanding, information, and knowledge for the researchers who work in similar research and education field.

4. For the English Language Education Study Program

The aim of the research is to give references to the English Language Education Study Program about the use of reflection to facilitate learning autonomy in students‟ learning processes.

F. Definition of Terms

The researcher defines four terms which relate to the research in order to clarify concepts and avoid misinterpretation so that the readers will not get confused with some unfamiliar terms. Those are:

1. Autonomous learning

According to Benson (2011), autonomous learning is learners‟ capability of making all decisions concerning the learning with which they are or wish it be involved. It defines as the ability to direct the course of their own learning by making all the significant decisions concerning its management and organization. The students are involved in decision making processes regarding their own competence. Autonomous learning needs supports and collaboration from the environment. It refers to a capability of the students to make a decision in their learning process which involves the collaboration between the students and the environment in the Micro Teaching class.

2. Autonomy

Benson (2011) states that autonomy is the capacity to take control for learners‟ own learning. It defines as people‟s capability of choosing and deciding something for their own life, in this context for their learning process. It can be related to the capability of every person who has the willingness to use their capacity to learn something without any command from others. It refers to the students‟ capacity to take control of their methods, techniques, media and strategies in their learning process in the Micro Teaching class.

3. Reflection

Reflection is an activity which consists of transforming given information in order to reach conclusion (Watson, 2006). It defines as people‟s thinking to find the implications and possibilities in order to reach conclusion. It refers to students‟ thought which includes awareness, reasoning, creative ideas and problem solving of their experiences in their own learning process in the Micro Teaching class.

4. Micro Teaching

Sukirman (2012) explains that micro teaching is a laboratory training procedure aimed at simplifying the complexities of regular teaching-learning processing (p.23). Based on the course description of the micro teaching course outline of the English Language Education Study Program in Sanata Dharma University, micro teaching refers to a compulsory course of the English Language Education Study Program in Sanata Dharma University. The course has to be taken by the students after they passed some courses, such as LLA, LPD, AMT, LTM and master some basic skills. The course is designed for the students to understand and master language skills in the education field.

10 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter reviews some theories which are related to the issues of the study and formulate the theoretical framework. There are two major things that are discussed in this chapter. Those are theoretical description and theoretical framework.

A. Theoretical Description

The theoretical description presents any literature related to learning autonomy, reflection, and micro teaching. There are three major things that are provided in the theoretical description to support the study. They are:

1. Autonomy in Language Learning

Learning autonomy is the capacity to take charge of or responsible for learners„ own learning (Holec, 1981, p.3). Holec‟s explanation is modified by Benson (2011). He states that autonomy is the capacity to take control for learners‟ own learning. The students should use their capacity to control their learning process. Autonomy cannot be done easily because it is about the willingness of the students. Therefore no one can force it, including the teacher. It can be done by students‟ power and teacher‟s support. According to Schaler and Szabo (2005), the teacher needs to take on the role of facilitator or counselor in an

increasing number of classroom situations. It is supported by Benson‟s statement (2011), a teacher has two roles as a facilitator and counselor.

According to Lier (1996), autonomy is about student‟s choice and responsibility. It is supported by Schaler and Szabo‟s statement (2005), autonomy will start when responsibility starts. In addition, Holec (1981) explains that autonomy is the ability to take charge of one‟s own learning and having self-initiatives to learn about something. It indicates that the students also have to be responsible and aware of what they need. In addition, Benson (2011) states that autonomy consists of self-management, control over cognitive process and decision concerning the content of learning.

The students are expected to be able to manage their needs and control their decision in the learning processes. There are two kinds of learning autonomy which is stated by Littlewood (1999, p.74). First is proactive autonomy. It is somewhat idealistic in the effort of promoting autonomy in language learning. The students have the capability to determine the objective, select technique, and method, and also evaluate what they have learned in order to take charge of their learning. It is very applicable in Western Culture because the lecturer gives full authority for the students to choose their objectives, select techniques, and methods, and also evaluate what they have done. The lecturer takes a part as an assistant to assist students‟ process of learning. The kind of autonomy is in line with Holec‟s (1981) definition. Second is reactive autonomy, reactive autonomy means that the students regulate the activities when the direction is set by the external authority. It is applicable to Asian learners because in Eastern Culture,

there is a strong interdependence relation between the lecturer and the students in the learning process. The students still need support and stimulus from the teacher (Littlewood, 1999). In this part, the students are given a chance after the lecturer‟s instruction in their learning process. It needs interdependence between the students and the lecturer. It means that the lecturer and the students need each other and have to be able to collaborate in the learning processes.

According to Thanasoulas (2000, p.117), the principle of learner autonomy is that students independently choose goals, choose materials, methods, and tasks and do the evaluation by themselves. It means that they are responsible and able to be the responsible learners to their own path. According to Lier (1996), autonomy is having freedom of choice, exploration, personal preferences, but also the responsibility for the learner‟s own and companion‟s journey. An autonomous learner must be able to make significant decisions about what is to be learned, as well as how and when to do it. In addition, Scharle and Szabo (2005) state that the responsible learner is learner‟s capability to accept the idea that his or her own efforts are crucial to the progress of the learning. It also has to do with self-directed learning. When the students learn about something, they need to practice, especially in language learning. Murray, Gao and Lamb (2011) state that learning autonomy faces instability, variability and adaptability. The students are able to face unstable and not always the same situation and also to adapt to some situation.

Autonomy can be influenced from the internal, such as a willingness to learn in an independent way so that it cannot be forced by other people because it

is about the willingness of the students. The teachers or people around the students cannot force the students to be autonomous. They only can support and guide them. As a result, the students can be more active and responsible for making a decision in their learning processes so that they are ready to make the best decision for their own life, especially in learning processes in the Micro Teaching class. The students stop acting as a teacher‟s pet and the teacher acts as a facilitator and also a counselor who helps and guides the students when they get the problems and need help.

Cotterall (1999) argues that naturally, autonomy is part of a goal by teacher and students in the learning process towards it to be made (p.6). It is supported by Holec (1981) that learning autonomy is known as 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 and exploring freedom. The students have to focus on their learning process rather than only the outcome. The outcome is just the result of the process that students make. The outcome or the result is important, but it is not the main goal of the learning autonomy‟s purpose. The outcome is used to the further step to improve their performance. The students have to evaluate their results after facing the learning process. They have to act like a teacher to judge their own job objectively to evaluate what they have done. Learner autonomy has some advantages, the students will be more aware of their weaknesses and strengths, so they can see their needs, they can understand themselves and many more.

According to Benson (2011), naturally, every individual owns autonomy. Autonomy can be displayed by the support of the environment around the students, including the lecturer, the parents, and the friends. The characteristics of learner autonomy are stated by Omaggio (1978), as cited in Wenden (1998). First, the students have insight into their learning styles and strategies. Second, the students are able to take an active approach to the learning task at hand. Third, the students are willing to take the risks. Fourth, the students are good guessers. Fifth, the students attend to form a content that places importance on accuracy. Sixth, the students develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply. Last, the students have a tolerant and outgoing approach to the target language.

Students can display and increase their learning autonomy by taking some steps which are suggested by Benson (2011). He suggests that the students should improve their learner autonomy by doing several ways. First, the students diagnose what they need. Second, the students formulate the goals that they want to achieve. Third, the students identify the learning materials. Fourth, the students choose the appropriate strategies. Fifth, the students implement the strategies that have been chosen. Last, the students evaluate the outcomes.

2. Reflection

Boud et al. (1985, p.2) explains that reflection is a process of finding experiences and learning new things. Ghaye and Ghaye (1998) add that reflection on practice is not about learning from experience in a private and solitary way, but

it is about knowledge production to enlighten and empower teachers. It means that reflection is more than thinking which includes reasoning, the creative ideas, problem solving, and awareness. According to Watson (2006), reflection is thinking in depth about things, just where someone‟s thinking is challenged in anyway, where someone is not just reacting on a superficial level where someone is thinking beyond the immediate thing to its implications and possibilities. Boud et al. (1985) adds that reflection does not only deal with intellectual activities, but also affects activities in which individuals engage to explore their experiences in order to lead to a new understanding and the better attitude. Reflection also can be related to the mental activity that consists of transforming given information in order to reach conclusion or problem solving of something. It has the certain duration so that it should be done regularly.

According to Watson (2006), reflection is an activity which consists of transforming given information in order to reach conclusion. It is used by many teachers and lecturers as a self-evaluation, so the students can be aware of their weaknesses and strengths. It is supported by Biggs (1999) saying that reflection helps people to raise their awareness of themselves as learners and to see that they can change their learning. It is also made for the students as a self-monitoring and for the teachers or lecturer. They can use students‟ reflections to control students‟ progress to help the students in many aspects. According to Tarvin and Al-Arishi (1999, p.16), reflection lets people use what they learn from experiences.

According to Burden and Byrd (1999), reflection is a way of thinking about an educational matter that involves the ability to make rational choices and

to assume responsibilities for those choices. Watson (2006) notes that real learning can be built on students‟ own existing cognitive structures, and must relate to their needs and interest (p.4). Reflection can be done in a written form and spoken form. The students also have to understand themselves first before they make a reflection. Reflection can also make students understand about themselves by doing it regularly. It will be meaningful for the students to make an effective reflection.

There are three advantages of reflection for the teacher which are explained by Burden and Byrd (1994). First, reflection becomes the tool to reflect on the methods he/she currently uses to present a subject and on ways that he/she could improve his/her teaching methods. Second, reflection is useful to evaluate the lesson taught on that day and might be helpful next time to teach that lesson. Last, reflection enables to set teaching goals for themselves more easily. They can take note of their teaching goals. For the students, reflection also has advantages for their learning processes to reflect on what they have experienced and to evaluate what they have done and also improve their results.

The importance of reflection in language learning is to raise metalinguistic awareness. According to Lier (1996), one of the support structures that may help the students to focus attention effectively is a metalinguistic awareness. He says that metalinguistic awareness consists of awareness, intuition, knowledge and performance in language learning. Awareness is about knowing where the learner is going, what the learner is doing and why. Awareness of language has played a

role in human consciousness for a very long time. It also triggers to the autonomous development.

According to Benson (2011), reflection is indispensable to enhance learning autonomy. Reflection can facilitate the cognitive and behavioral process by which individual takes control of the stream of experiences they are subject to. It also helps the students to evaluate and judge their own result by themselves, so that the students realize what should be improved and find the problem solving of their findings.

3. Micro Teaching Course

Sukirman (2012) explains that micro teaching is a laboratory training procedure aimed at simplifying the complexities of regular teaching-learning processing (p.23). It is supported by Gilarso and Suseno (1986), in their book „Program Pengalaman Lapangan (microteaching)‟, saying that micro teaching is a method of teacher-skill practice or teaching practice, conducted in a small scope or limited real. Micro teaching is a training technique, which requires students to teach a single concept, using specified teaching skills to a small number of students in short duration of time (Singh & Sharma, 2004, p.70). Micro teaching is taught in this study program to prepare the students to teach their pupils in the future.

According to Brown (2004), since teaching is complicated, learning to teach will be more complicated. It is also supported by Burhan (2004), stating that responsibility as a teacher is to manage the learning process to be effective,

dynamist, efficient, positive, it can be seen through the awareness and involvement of two main elements, they are student and teacher. According to Brown (1975) micro teaching is a model of teacher training designed to provide a set of real personal teaching experiences where the learning situation is made by the teachers and the students. It is said that the teacher acts as a guide and the student as an active doer to improve their learning process. Micro teaching is designed as a specific teacher training technique through which trainee practices the various teaching skills in a specific situation with the help of feedback with a view to increase the students‟ involvement (Singh & Sharma, 2004).

There are two important elements in the micro teaching which are stated by Sukirman (2012, pp.24-25). First, micro teaching is used as an approach or a way to train teacher candidates in preparing and improving their ability in teaching performance. Second, micro teaching is a coaching process that uses micro in learning approach which can be done for all learning aspects. It is also done step by step which needs help and direction by the supervisor, and micro teaching needs observation by the supervisor. It is done because the students have to know their strength and weakness during the process. The supervisor will give feedback and help the students to find the solution and improvement.

There are several benefits of micro teaching, especially for students in the faculty of teachers training and education. There are four benefits for students (Sukirman, 2012). First, the students can practice their teaching skill part by part to make sure that they master and able to control it. Second, the students are able to realize their weakness and strength in every teaching skill that they have to

master. Third, the students get complete, objective and accurate information through the practicing process that is done by the observer. Fourth, every student has a chance to join practicing process to improve their weakness and develop their strength.

Micro teaching becomes one of the important courses at the English Language Education Study Program. It is designed for the sixth-semester students before they get their teaching practice program outside of the campus, it is called by PPL. This course consists of the knowledge and skill that students have already got in language and education field as a teacher candidate. This course also has a purpose to improve student‟s verbal and nonverbal ability in public speaking in general. It is useful to master and improve specific skill and ability. It also has a function to give a chance for the students to find the potential and passion as a teacher candidate. It also facilitates the students to get feedback on their performance, try to use another method, technique, and approaches, improve their weaknesses, and also develop their strengths.

B. Theoretical Framework

There are two research problems which are formulated in this study in order to discuss the use of reflection to facilitate learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University. The questions are answered by learning autonomy theory and reflection theory.

The first research question is to find out the extent to which the students display their autonomy in the Micro Teaching class. The researcher uses some theories about learner autonomy from Benson (2011), Littlewood (1999), Cotteral (1999), and Omaggio (1978).

The second research question is to find out how the use of reflection facilitates autonomy of the students in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University. The researcher tries to answer the second research problem formulation by using some theories about autonomy from Benson (2011), Littlewood (1999), Cotteral (1999) and Omaggio (1978), reflection theories from Boud, Koegh and Walker (1985), Biggs (1999), Burden and Byrd (1999).

The theories that have been mentioned help the researcher to answer the second research question about the use of reflection to facilitate learning autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University. Those theories are chosen because it contains learning autonomy, reflection and micro teaching information and knowledge to answer those problem formulations in chapter I.

21 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the methodology of this research. There are six major things that are discussed in this part. Those are research method, research setting, research participant, instrument and data gathering technique, data analysis technique, and research procedure.

A. Research Method

The researcher used a qualitative method. According to Ary, Jacobs, and Razavieh (2002), the goal of the qualitative method is a holistic picture and depth understanding, rather than a numeric data analysis. It is also supported by Fraenkel and Wallen (2009, p.380) saying that qualitative research is research where the researcher investigates the quality of the relationship, activities, situations or materials. The researcher used the qualitative research to get deep information about the use of reflection to facilitate learner autonomy in the Micro Teaching class. Holiday (2000, p.5) adds that qualitative a study fosters the researchers to achieve deep investigation of human behavior within a specific natural social setting.

The data were in the form of qualitative data. Qualitative can be used to produce data that will be rich in the description of the issue in the research (Lodico, Spaulding & Voegtle, 2006). The researcher chose the qualitative method to get rich information through the respondents. The researcher believed

that it may provide deeper information about the use of reflection to facilitate learner autonomy in the Micro Teaching class. A qualitative method is used to help the researcher to get variant problems which relate to the education field and human behavior (Sukardi, 2003, p.157). According to Lodico et al. (2006, p.116), qualitative data are collected in the form of words and/or pictures. A qualitative approach is a way of collecting the experience of the respondents.

B. Research Setting

The researcher conducted the study in the English Language Education Study Program which is part of Faculty of Teachers Training and Education in Sanata Dharma University Yogyakarta. It was done during the even semester in the 2015/2016 academic year. The research was conducted in the Micro Teaching class E. The researcher chose class E because the students wrote several reflections in the Micro Teaching class.

C. Research Participant

The participants were the English Language Education Study Program in Sanata Dharma University who taking the Micro Teaching course. The population was the students in the sixth semester of the even semester in the 2015/2016 academic year. There were some classes of the Micro Teaching courses in the English Language Education Study Program. The researcher took one class which implemented reflection to be the sample of the research. The researcher chose the Micro Teaching class E as the research participants because

the class experienced the use of reflection which can facilitate learner autonomy in their learning processes. The class consisted of sixteen students. The participants were able to provide meaningful data in this study.

The researcher implemented purposive sampling. According to Wahyuni (2011), purposive sampling is one of the most common sampling strategies in selecting groups participant according to pre-selected criteria relevant to a particular research question. In addition, Fraenkel and Wallen (2009) state that purposive sampling is a simple selection in which the researchers use judgment that they believe will provide the data needed. Patton (2002) says that the power of purposive sampling is deriving from the emphasis on in-depth understanding. It also led to select information-rich cases for an in-depth study. The researcher took three respondents based on their answers. It was used to get the further information from the respondents as representative respondents to complete the data.

D. Instrument and Data Gathering Technique

The researcher employed three sources in order to allow the data triangulation. Data triangulation allowed the researcher to obtain complete information. According to Bogdan and Biklen (2003), many sources of data are beneficial compared to a single source because multiple sources lead comprehensive understanding of the phenomenon which is studied by the researcher. The researcher obtained the data by conducting the observation, distributing the questionnaire and conducting the interview.

The observation was chosen because it helped the researcher to see the real picture about the use of reflection to facilitate learner autonomy in the Micro Teaching class. The researcher investigated the use of reflection as a way to facilitate learner autonomy in their learning process, their performances and their teaching simulations in the Micro Teaching course. The researcher also distributed the questionnaires to the participants. The researcher employed the questionnaire and made it in the form of Likert scale. It helped the researcher to gather the information by having the participants‟ responses to a list of questions. The researcher employed interview to confirm what the participants stated in the questionnaires. The respondents were three students. The multiple sources and data collections were employed by the researcher to make sure the reliability of the research.

1. Observation

The observation was chosen as an observational protocol to collect and gather the data related to in the use of reflection to facilitate autonomy in the Micro Teaching class E. It helped the researcher to see the real picture about the use of reflection which facilitates autonomy in the Micro Teaching class E. The researcher investigated the use of reflection to facilitate autonomy in students‟ learning processes, their performances and their teaching simulations in the Micro Teaching course. According to Creswell (2003), there were reflective notes which were about researcher‟s personal thoughts such as speculation, feeling, problems, ideas, impression and prejudices in the observation. The observations were done on March 3rd, 10th and 17th, 2016.

2. Questionnaire

The researcher chose the questionnaire as one of the instruments used in the research. According to Ary et al. (2002), a questionnaire is an instrument to gather information by having the participants respond to a list of questions. The questionnaires were distributed to students in the Micro Teaching class E. The questionnaires were made by some criteria to be the first step in to collect the respondents to go to the next step. The questionnaire contained the closed-ended questions.

The questionnaires used Likert scale which had the rank of one up to five. It was used because the responses of the participants were valued as strongly disagree, disagree, uncertain, agree and strongly agree. There were twenty nine closed-ended questions. Lodico et al. (2006, p.107) explain that Likert scale is the most widely used scale in survey research and certainly the one that has found its way into popular culture. The questions were formulated based on the theories that had been found by the researcher. The questionnaires were distributed on June 20th, 2016. The questionnaires helped the researcher to investigate the research questions in this research. There were five main points which guided the researcher to make questionnaires.

Table 3.1 Questionnaire Blueprint

No Points Item Numbers

1 The Students‟ awareness about autonomy 1-6 2 The Students‟ capability in learning autonomy 7-12 3 The autonomous learners‟ characteristics 13-16 4 The Students‟opinions about teacher‟s roles 17-21 5 The Students‟ experiences in writing reflection 22-28

3. Interview

The instrument used to investigate the research was an interview. It was chosen by the researcher because an interview is one of the major gathering data of the study and also to validate observations (Lodico et al. 2006). It could be done by a person or group of persons. According to Seliger and Shohamy (1989), an interview is conducted to get information from the subject by talking to them. The respondents were selected based on their answers in the questionnaires that had been distributed before on June 20th, 2016. An interview was used to get the deeper information from the respondents‟ experiences. It was used to answer, support and confirm the results of questionnaires about the extent to which the students display their autonomy and how the reflection facilitates learner autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University.

The interview was done on July 4th and 14th, 2016. The interview was done one by one to make the respondent comfortable to tell about their opinions and experiences to the interviewer. It could be done after the researcher analyzed the questionnaire. The interviewer formulated some questions to guide the interviewer to get opinions from the respondents. Creswell (2003) says that interview involves open-ended questions which are intended to elicit views and opinions from the participant of the study. The data of interviewed would be more specific and also personal. There were four main points which guided the researcher to do an interview.

Table 3.2 Interview Blueprint

No Points Item Numbers

1 The students‟ experiences of writing reflections 1-7 2 The students‟ opinion about teacher‟ roles 8-9 3 The students‟ characteristics as learner autonomy 10-13 4 The use of reflection to facilitate learner autonomy 14-17

E. Data Analysis Technique

The research is a qualitative study. The collected data were in the form of words. After the data of questionnaires were collected, the researcher used it to answer the research problems that were formulated in chapter I. The data from the questionnaires were placed on the table that had statements and columns for students‟ particular choices. The researcher counted the number of students who chose the particular number that stated totally disagree, disagree, uncertain, agree and totally agree. The researcher analyzed the data to get what options that participants had chosen.

Table 3.3 Result of the Questionnaires

No. Statement SD

(%) D (%) U (%) A (%) SA (%) 1 2 3 Etc TOTAL

In order to present the result of the data in the questionnaires, the researcher also converted the number of respondents‟ choices into percentage form. Number 1 and 2 were in the column which meant strongly disagree and disagree that indicated a negative result. Number 4 and 5 were in the column

which meant agree and strongly agree that indicated a positive result. Those findings answered the first research problem and became a consideration to get respondents to be interviewed.

P = The number of the participants based on the degree choice Q = The total participants

The findings of the questionnaires were used to help the researcher to select the respondents to get the future information by interview. After the interview was done, the researcher analyzed the data to answer the second research problem. The data from the interviews were interpreted and transcribed in the written from. It gave the detail information in the written form of learner autonomy and the use of reflection which facilitates learner autonomy in the Micro Teaching class E.

The researcher also had to make organization and coding of the data collection into several categories in order to be described, summarized and interpreted in the data analysis processes. According to Miles and Huberman (1994), coding is a tool for summarizing segment of data. The collected data in this research were classified into several sections which relate to the point of the research. In data analyzing processes, the researcher used pattern coding to reduce the larger amount of data to emphasize and focus on the important thing is field work of the study. It was also useful to lead the researcher to get deeper

P

understanding and elaboration about the data collections of the study. In addition, Miles and Huberman (1994) state that there are some advantages of using pattern coding to make classification group from the data collections which have been summarized into smaller number of sets, themes and construct.

1. Coding Category

The coding category was important in reducing data process because it helped the researcher to gain the information about something. The use of coding category was to classify some categories to make the data easier to be analyzed by the researcher. Miles and Huberman (1994) explain that codes mean tags or labels for assigning units of meaning to descriptive or inferential information during the study.

2. Theme Development

After classifying the family code, the researcher made the themes and found the relation between the theme and the research questions. Patton (2002) says that the theme development comes from the characteristic of the phenomenon which was observed by the researcher in the qualitative study.

Table 3.4 Theme Development

Research Question Theme Pattern Matching

1. To what extent do the students display their autonomy in the Micro Teaching class of the English Language Education Study Program in Sanata Dharma University?

The students display their autonomy in the Micro Teaching class.

 Respondents‟ experiences  Respondents‟

way of thinking

2. How does the reflection facilitate learner

The students write

 Respondents‟ experiences

autonomy in the Micro teaching class of the English Language Education Study Program in Sanata Dharma University?

reflections to facilitate learner

autonomy in the Micro Teaching class.  Respondents‟ strategies  Respondents‟ opinions  Respondents‟

way of thinking

F. Research Procedure

In this section, the researcher presents the procedures that had been done during the research.

First, the researcher formulated and made the review of related literature. It was made to build the knowledge and information about the research that was investigated by the researcher. The researcher used many relevant sources, such as books, articles, and journals. It was done to find some theories related to learner autonomy, micro teaching and reflection.

Second, the researcher formulated the questions in the questionnaire. The questions were conducted by the theories that had been got through many sources in review of related literature which had relation to learner autonomy, micro teaching, and reflection

Third, the researcher conducted twenty nine questions and distributed the questionnaires in Micro Teaching class E. After that, the researcher analyzed the answers to select the respondents who were interviewed.

Fourth, the researcher formulated some questions as guidance in interviewing the respondents. The questions were formulated based on the review of related literature. It applied to get deeper information which had relation to

learner autonomy, micro teaching and reflection. The researcher interviewed three respondents to get the information.

Fifth, the researchers analyzed the results and findings of the interview. After that, the researcher interpreted and transcribed the result of the questionnaires and also interviews that had been done into the written form.

32 CHAPTER IV

RESEARCH RESULTS AND DISCUSSION

This chapter provides and discusses the findings of the research. It consists of two main sections. The first section is the extent to which the students display their autonomy in the Micro Teaching class. The second section is how the reflection facilitates learner autonomy in the Micro Teaching class.

A. Autonomy in Micro Teaching Class E

Naturally, everyone has the capacity to take control of their own learning process which is called by Benson (2011) as learner autonomy. It exists on every individual. It helped the students to learn and train themselves to use the strategies to manage their own learning processes. The students were expected to display their learner autonomy in the Micro Teaching class E to be able to learn and train themselves inside and outside of the classroom with and without the lecturer‟s assist. The Micro Teaching course is a compulsory and semi terminal subject of the English Language Education Study Program in Sanata Dharma University, so the students are demanded to be able to take control of their own learning processes and do not fully depend on their lecturer as the student cannot depend on their lecturers‟ schedules.

The lecturer introduced the goals and purposes of the course. Therefore, the students were expected to be independent and active in their learning processes. The lecturer gave the information about the materials of the course to

recall and get the students‟ understanding. The lecturer expected to be independent and active in the learning processes because the Micro Teaching course is a compulsory and semi terminal course between theory and real practice of the students in performing their ability in teaching and their knowledge.

In order to elaborate and discuss the learner autonomy in the Micro Teaching class, the researcher composed the questions in the form of questionnaire based on some points which are related to the theories. The points were about the students‟ awareness of autonomy, the students‟ capability in learning autonomy, the autonomous learners‟ characteristics, and the students‟ opinions about lecturer‟s roles.

1. The Students’ Awareness of Their Autonomy

The researcher displayed the result of the questionnaires about the students‟ awareness of autonomy in their learning processes in the Micro Teaching class. It appeared in table 4.1

Table 4.1 The Students’ Awareness of Their Autonomy

No. Statement SD D U A SA

1 I am willing and responsible for deciding the methods, techniques and strategies by myself in the Micro Teaching class.

6.25 18.75 6.25 50 18.75

2 I arrange my plans for my learning process in the Micro Teaching class.

- 6.25 6.25 56.25 31.25 3 I am active and responsible in making

decision to my learning process in the Micro Teaching class.

- 6.25 - 62.5 31.25

4 I realize my weaknesses and my strengths in my learning processes in

the Micro Teaching Class.

5 I use the chance to train and build myself in teaching skill in the Micro Teaching class.

- 6.25 6.25 43.75 43.75

6 I find my potential and passion as a teacher candidate in the Micro Teaching class.

12.5 18.75 6.25 18.75 43.75

Total 3.13 9.38 5.21 46.86 35.42

The table above presents the data about the students‟ awareness of autonomy in their learning processes in the Micro Teaching class. The data showed that the results were positive from the total percentage of the statements about the students‟ awareness of autonomy in the Micro Teaching class. The data showed 35.42% of the respondents chose “strongly agree” statement and 46.86% chose “agree” statement. 5.21% of the respondents chose “uncertain” statement, 9.38% of the respondents chose “disagree” statement and 3.13% of the respondents chose “strongly disagree” statement. It was quite clear that the total percentage of the positive statements was higher than the negative statements. It meant that the students already had the awareness of their autonomy in their learning process in the Micro Teaching class E

Statement number 1 stated the students‟ willingness and responsibility to decide the methods, techniques and strategies in the Micro Teaching class E. 18.75% of the respondents chose “strongly agree” statement and 50% of the respondents chose “agree” statement. The results showed that the students were autonomous. It was also supported by student‟s statement in the interview.

Student III : Aku mutusin sendiri teknik apa yang aku pakai. Aku pakai video-video gitu di simulasi mengajar.

Translation : I decided my own techniques. I used several videos as the media for my teaching simulation. (Own Translation)

The data above indicated that the students had willingness and responsibility to decide the methods, techniques and strategies by themselves in the Micro Teaching class E. It is in line with Benson (2011) who explains that autonomy is self-management and control over cognitive processed should involve decision concerning content of learning.

Statement number 2 stated the students‟ awareness of arranging the plans for their learning process in the Micro Teaching class E. 31.25% of the respondents chose “strongly agree” statement and 56.25% of the respondents chose “agree” statement. It meant that the students arranged their plans for their learning process in the Micro Teaching class. In the interview, the students stated that:

Student III : Aku juga membuat beberapa rencana untuk simulasi mengajarku.

Translation : I also made some plans for my teaching simulation. (Own Translation)

Statement number 3 stated the students‟ awareness of being active and responsible for making the decision to their own learning process in the Micro Teaching. From the data, 31.25% of the respondents chose “strongly agree” statement and 62.25% of the respondents chose “agree” statement which indicated that the students were active and responsible for making the decision to their learning process in the Micro Teaching class. It was supported by the result of the interview.

Student III : Aku tidak perlu diperintah sama orang buat bikin keputusan dan menjalankan kewajibanku sebagai mahasiswa. Aku itu mencoba melakukan semua sendiri.

Translation : I didn‟t need to be ordered by other people to make the decision and do my duty as a student. I tried to do something by myself. (Own Translation)

Statement number 4 stated the students‟ awareness of their weaknesses and their strengths in the learning processes in the Micro Teaching class E. 43.75% of the respondents chose “strongly agree” statement and 50% of the respondents chose “agree” statement. The percentage showed that the students had considered their weaknesses and strengths in the learning processes. In the interview, the students also admitted that they had awareness in learning autonomy in the Micro Teaching course. The students were able to see their own strengths and weaknesses in their learning process in the Micro Teaching class E. It was shown by their statement in the interview.

Student II : Kelebihanku adalah aku mampu menarik perhatian murid-murid. Kekuranganku adalah dalam penyampaian materi, tata bahasa, konten dan pelafalan.

Translation : My strength was I could engage students‟ attention. My weaknesses were in delivering the materials, grammar, content, and pronunciation. (Own Translation)

Statement number 5 stated the students‟ awareness of the chance to train and build their teaching skill in the learning processes in the Micro Teaching. From the data, 43.75% of the respondents chose “strongly agree” statement and 43.75% of the respondents chose “agree” statement. It indicated that the students had awareness for using the chance that they got in the Micro Teaching class to train and build themselves in the teaching skills, design lesson plans, and manage

the classroom. The student also admitted in the interview which supported the data of questionnaires.

Student III : Aku tahu elemen dari micro teaching. Aku bisa bikin RPP dan mengajar. Aku juga memakai kesempatan ini untuk berperan sebagai guru dan praktik mengajar. Kesempatan ini juga aku pakai buat sangu besok pas PPL.

Translation : I knew some basic elements of the micro teaching course. I could design a lesson plan and teach my students. I also used this opportunity to act as a teacher and practice what I had got in the previous courses. This chance was also used as the preparation for my PPL. (Own Translation)

Statement number 6 stated the students‟ awareness of their potential and passion as the teacher candidates in the Micro Teaching class. 43.75% of the respondents chose “strongly agree” statement and 18.75% of the respondents chose “agree” statement which indicated that the students had awareness for finding their potential and passion as the teacher candidates in the Micro Teaching class E. The information was supported by the student‟s statement. It was presented as follows.

Student I : Aku menemukan potensiku sebagai guru. Aku belajar bahwa menjadi seorang guru itu membutuhkan banyak persiapan dan juga banyak yang harus diperhatiin.

Translation : I found my potential as a teacher. I learned that being a teacher needed preparation and paid attention to a lot of things. (Own Translation)

From the results of statement numbers 1 up to 6, it indicated that the students were aware of seeing their needs in order to achieve their goals in their learning process. The students also understood that they should be more active in the learning processes. It is in line with Lier‟s (1996) statement. He says that

S : She did not give a lot of information to the students, but she guided us to find out what we should learn. I liked how she gave the real example and related the materials into the real life

R : Did you have insight into the learning styles and strategies? Tell me about it.

S : Yes, I often used pre-activity in my learning process because I thought that it would be a fun activity for me to boost my mood. I liked learning by doing, so it would be full of practice.

R : Did you take an active approach to the learning task at your hand? Tell me about it.

S : In my opinion, I should be an active student. I usually made some list for my activities, so I did not need someone or my lecturer to tell me to do something. I had to be more independent in deciding what I should do.

R : Did you try to be a good guesser and take the risks in the learning process? Tell me about it.

S : Yes, sometimes I tried to take a risk, especially in micro teaching because it was about practicing, so everything could happen.

R : What were your strengths and weaknesses in learning micro teaching and performing teaching simulation?

S : My strengths were I could engage students‟ atmosphere, I could catch students‟ attention. My weaknesses were in delivering the materials, grammar, content, and pronunciation.

R : What did you do to display learner autonomy?

S : I saw my weakness and what I needed for my study, I listed my goals that I should achieve, I opened my mind to some suggestions from my lecturer and my friends. I searched for some information from some articles and the internet, and I wrote what I had experienced, such as my results.

R : Did you think that the use of the reflection can facilitate the learner autonomy?

S : Yes, it could be a learning media in my learning process and my real life. I could monitor and evaluate myself through the reflection. It could remind me some important things that I had learned and faced. In my opinion, I could see the reports from the beginning of the semester up to now. What I had got, what I should improve and throw away. I could control myself, manage my time and be well-prepared. The reflection could facilitate me to see my needs.

R : What had you got through the use of reflection during the Micro Teaching class in facilitating your teaching ability as learner autonomy? S : I could be more independent and active. I thought that at my age I had

to decide what should I do and through the reflection, I could see what I had missed and I could learn from my experience that I wrote in my reflection.

R : How did the use of reflection facilitate learner autonomy?

S : first, I saw weaknesses and strengths and I wrote it down in my first reflection. I tried to conclude my goals in this course, such as getting good score, being able to teach and be a good teacher. I listed my needs, my schedules and what I should do to achieve my goals in my reflections. I learned the materials from my lecturer‟s explanations, books, movies and searched on the internet. In my reflection, I also noted my mistakes, my problems, my plans, feedback, advice and suggestion from my friends and my lecturer for my teaching simulations. In my opinion, writing reflection could help me to see my own progress and improvement in this course. It helped me to rethink about what I had done and experienced and also to find out the problem solving of my obstacles and my problems. It also could be a medium to evaluate what I had done and experienced and reminded me to avoid doing the same mistakes.

 R : Researcher Name : Student III

 S : Student Date : 14th July 2016

R : Did you make a reflection during the Micro Teaching class? S : Yes.

R : What did you think about reflection?

S : In my opinion making written reflection was not only as evaluation media, but it was a place to practice and improve my writing skill.

R : How often you made your reflection during the Micro Teaching class? S : Those were about seven reflections.

R : What was the form of your reflection that you make during the Micro Teaching class?

S : I made it in three ways. The first was in the visual forms such as drawing some sketch and pictures then I made it in the written forms and sometimes I made it in the spoken form spontaneously.

R : What was your difficulty(s) in making a reflection?

S : Honestly, making reflection was difficult for me because I had limited time for writing and making reflection inside of the class; sometimes I lost or forgot some details. I also seldom made it in the previous courses. R : How interested are you for making reflection?

S : I was interested in making the reflection, especially in the visual form because I like drawing and it was fun.

R : What was your reason in making a reflection?

S : I also valued the reflection as a media to learn about some experiences that I had faced and also as a reminder to remind me about some important things in my learning process and in my life. I also used my reflection as a diary to share what happened in several days. I made it as a evaluate media to see my progress.

R : Did your lecturer ask you to make a reflection?

S : Honestly, my lecturer ordered the students to make reflections, after some meetings, I made it by my initiative.

R : Could you tell me briefly about how your lecturer taught you and your friends?

S : I liked how she taught us because it was not in the lecturing way which full of explanations. She just gave some important explanations then she let the students explore it by themselves. She could motivate the students. She could package the materials, related and applied the theories into the real life so it made us really understand the concept of the materials. She also gave a chance to give our opinions, saw her inside or outside of the class.

R : Did you have insight into the learning styles and strategies? Tell me about it.

S : Yes, I liked learning by using a game, so I tried to make creative media for my teaching simulation because I assumed that learning process could be something fun if we could package it in an interesting way. I also made some plans for my teaching simulation.

R : Did you take an active approach to the learning task at your hand? Tell me about it.

S : Yes, through the reflection I could be more responsible, active and independent. I did not need to be ordered by someone to do my duty as a student. I tried to do something by myself, if I got difficulties I usually asked my friends, searched on the internet and asked my lecturer.

R : Did you try to be a good guesser and take the risks in the learning process? Tell me about it.

S : Yes, in micro teaching class I often tried to be a good guesser to relate what I had known about some theories to apply and practice it in my teaching simulation. Sometimes, I did not know it would be going well or not, but I was not afraid although sometimes I worried about it.

R : What were your strengths and weaknesses in learning micro teaching and performing teaching simulation?

S : My strengths were I could engage students‟ attention, I could master the materials, I was a well-prepared person, I used several videos as the media

for my teaching simulation. My weaknesses were in grammatical mistakes, lack of vocabularies, mispronouncing, lack of public speaking skill, monotone activities

R : What did you do to display learner autonomy?

S : I listened to my lecturer‟s explanation and the values of it would be written as a reflection and note. I reread my previous reflections to remind me what I should learn, I tried to write down my fears and worries in my reflection. I also wrote down my mistakes, my problem and the problem solving so I could make it as a reminder when I forgot and also to avoid me doing the same mistakes.

R : Did you think that the use of the reflection can facilitate the learner autonomy?

S : I thought that it could make me realize that I needed to improve some elements and ways of my learning style and how I taught my students at micro teaching class. It could make me independent and active without any order from others.

R : How did you implement reflection to facilitate learning autonomy in micro teaching?

S : I noted a lot there, so it could make me remember some important things about my weaknesses and strengths. Through the reflection, I could reflect on my processes when I made the mistakes and it could be a motivation for me to be better without any direction from my parents, my friends and my lecturer.

R : What had you got through the use of reflection during the Micro Teaching class in facilitating your teaching ability as learner autonomy? S : I could see my progress from the beginning up to the end of the semester.

I could be more open-minded, I could improve my writing skill, my teaching ability. I knew that some basic elements of micro teaching. And I got some new experiences, information and knowledge. I could design a lesson plan, teach students and the best part of all was I could lay my fears and worries in my reflection and also I could be more active, independent,

responsible and confident when I was in public speaking. I could control myself, such as teacher manner style, I could identify my need and others‟ need, and I knew how to act as a teacher who gave a sample and being a model for the students. It would be useful for my preparation for my PPL. R : How did the use of reflection facilitate learner autonomy?

S : I could judge my own result, I don‟t need to wait for it from my lecturer. I had to be able to evaluate what I had done and what I should improve and develop. Actually, I still needed the feedback from my friends and my lecturer to make it better, but those were not the only way to reflect on myself because through the reflection I can monitor what I have done.