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AUTONOMOUS LEARNING IN ENGLISH CLASS

In the Indonesian educational system, autonomy has been demanded to be promoted in the teaching and learning process of recent curriculum implementation. Unfortunately, it cannot be denied that learner autonomy still poses a challenge to be implemented in Indonesia since the teaching-learning process still was dominant. Therefore, it is essential to explore students’ problems with learner autonomy. This study used descriptive quantitative study through the questionnaire as the students’ data collection method, to explore students’ problems with autonomous English Learning. Ninety one students from one of MAN in Agam were involved to elicit their problems on autonomous English learning. Furthermore, this finding showed that the students have problems with autonomous English learning. This study found problems of students in autonomous English learning which were (1) developing the target language into a separate reference system and being willing to revise and reject hypotheses and rules that do not apply, (2) willing to take risks, (3) and good guessers. On other hand, the study showed four indicators were low problematic. There were (1) The students should have a tolerant and outgoing approach to the target language, (2) The learners take an active approach to the learning task at hand, (3) Autonomous learners have insights into their learning styles and strategies, and (4) The learners try to be proactive in developing their ability in English by seeking external knowledge. The learners who try to be proactive in developing their ability in English by seeking external knowledge are the least students who answered.

The Progress: Journal of Language and Ethnicity/Investigating Students’ Experiences of Autonomous Learning in English Online Platform

In the 21st century, autonomy in learning has become a primary objective for students. Students should take responsibility for their own learning in order to increase their interest in learning English. One popular English teaching medium in the present day is the English Online Platform, which supports students in autonomous learning by providing a source of learning materials and facilitating the expansion of their English knowledge, among other benefits. This study aims to examine students' experiences of autonomous learning using the English Online Platform through a quantitative technique and questionnaire design. The results of this study indicate that the students included in the research possess a clear understanding of the potential benefits of autonomous learning. Therefore, the utilization of the English Online Platform can serve as a learning tool to enhance students' autonomous learning

Problems Behind Fostering Autonomous Learning During Learner-Centered Instruction Paradigm in EFL Class

Promoting students to be independent learners is challenging for English teachers. Students accustomed to learning based on the teacher's instruction and usually waiting for any materials will find learning through autonomous learning difficult. Moreover, English teachers would also obligate to lead the students to foster their learning independently. This article aims to analyze any difficulties found in EFL classes during fostering students' autonomous learning. The research was conducted under a qualitative approach by using a phenomenology design. The research was conducted at MAN Kota Solok and further developed by involving 4 English teachers and 160 students in four classes. The research found that the problems in fostering autonomous learning in EFL classes lie in 4 reasons: time availability, teachers' creativity, and competence, materials resources, and class size. The finding strengthens that all elements in the educational system should be ready to run autonomous learning, which involves the readiness of teachers, students, institutions, and the government to support the implementation of autonomous learning in EFL class

STUDENTS’ PROBLEMS ON AUTONOMOUS ENGLISH LEARNING IN MAN 3 AGAM

ABSTRACT Nur Azizah, 2315.059. Students’ Problems on Autonomous English Learning in MAN 3 AGAM. A Thesis, UIN Sjech M. Djamil Djambek Bukittinggi, 2022. In Indonesian educational system, learner autonomy has been demanded to be promoted in the teaching and learning process of recent curriculum implementation. Unfortunately, it cannot be denied that learner autonomy still poses a challenge to be implemented in Indonesia since the teacher-centered learning is still dominant. Therefore, it is essential to explore students’ problems on learner autonomy in one study. This research used descriptive quantitative research. By employing a case study, this study used the questionnaire as the students’ data collection methods to see in-depth the students’ difficulty on student’s problems on autonomous English Learning. Ninety one students from XI of MAN 3 AGAM were involved to elicit their problems on autonomous English learning and how the teacher’s efforts in promoting learner autonomy in the English learning. The researcher used Total Sampling in choosing the sample. The findings showed that the students have the problems on autonomous English learning. This study also underlined that there were three of seven indicators was found problematic enough of students on autonomous English learning. There were (1) willing to take risks, (2) good guessers, (3) develop the target language into a separate reference system and are willing to revise and reject hypotheses and rules that do not apply. The finding showed the third indicators were problematic enough on autonomous English learning. In other hand, the research showed there were four indicators was low problematic. There were (1) Autonomous learners have insights into their learning styles and strategies, (2) The learners take an active approach to the learning task at hand, (3) The learners try to be proactive in developing their ability in English by seeking external knowledge, and (4) The students should have a tolerant and outgoing approach to the target language.

THE DESCRIPTION OF STUDENTS’ AUTONOMOUS ENGLISH LEARNING ACTIVITIES OUTSIDE OF THE CLASS AT THE THIRD GRADE OF SMA N 2 BUKITTINGGI ACADEMIC YEAR 2017/2018

ABSTRACT Nenci Felina: 2313.020, “The Description of Students Autonomous English Learning Activities Outside of the Class at the Third Grade of SMA N 2 Bukittinggi Academic Year 2017/2018”. A Thesis, State Islamic Institute Bukittinggi (IAIN). This research was done because the researcher found the several problems faced by students in learning English in school. The problems that the researcher found were in preliminary interview the researcher found that some students still low self-confidence in using English, some students were lack of vocabulary, some students did not have enough time to use English inside of the classroom . Due to this phenomenon, the researcher wants to know about Autonomous Learning Activities by students at the third grade of SMA N 2 Bukiittinggi in academic year 2017/2018. The design of this research was descriptive qualitative. The respondents of the research was at the third grade of SMA N 2 Bukittinggi academic year 2017/2018 The researcher used snowball sampling by taking 4 class which took interest class, while technique of data collocation were interview and observation outside of the classroom. The finding reveals that the most activity that the most students did were: watching movie, surfing the internet, using the internet and technology, practicing conversation with friends, reading newspaper, magazine and book, studying in groups, talking to foreigners, writing letters to pen pals, attending a self-study center, keeping a journal, listening to the radio. Keyword: Learning English, Autonomous English Learning Activities

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