The " two sides " of Learner Autonomy in English Language Learning PDF

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The „two sides‟ of Learner Autonomy in English Language Learning Sukasih Ratna Widayanti, S.S., M.Hum. Universitas Widya Dharma Klaten ([email protected]) Abstract This study is aimed to explain some important points of the learner autonomy in English language learning, especially the ...

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The " two sides " of Learner Autonomy in English Language Learning Sukasih Ratna Widayanti

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The „two sides‟ of Learner Autonomy in English Language Learning Sukasih Ratna Widayanti, S.S., M.Hum. Universitas Widya Dharma Klaten ([email protected]) Abstract This study is aimed to explain some important points of the learner autonomy in English language learning, especially the ‗two sides‘ of learner autonomy. Here, the ‗two sides‘ means the advantages and disadvantages of learner autonomy. In English language learning, both teachers and students become the main parts of achieving good teaching and learning process. The teachers concern in teaching and students have more portions in learning. The development of autonomous learning to the students implies better language learning since the learners will be the main element in the learning process. Keywords: learner autonomy, English language learning Introduction In many countries, there have been changes in the way education is resourced. At the same time as these changes to educational management and learner-teacher relationships have been taking place, the movement to promote learner autonomy has grown. The concept of autonomy refers to the effectiveness and efficiency of learning. It started to take root when the Centre de Recherches et d‘ Applications en Langues (CRAPEL) was established in 1971 in France (Benson 2001). An autonomy environment for learners to engage in activities that allow them to develop a capacity to control their learning (Benson 2001) can be created both inside and outside the classroom. The effectiveness in English language learning is not only influenced by the teacher, but also the students. In terms of students, especially high level of education, they should have high motivation in learning, so that they will pay their attention towards the lesson. They will actively involve in the teaching and learning process, so they can improve their ability in using English. The way to improve motivation and involvement actually can be done by building students‘ learning behaviors or learning styles. It is important for the students to know their own learning style since they will be able to learn something effectively. It can be done through the improvement of their learning autonomy. If the students have learning autonomy, the problem of motivation and involvement can be reduced, as they have the awareness of learning something independently. Holec in Crabbe (1990:245) distinguishes autonomy as the capacity to manage one‘s own learning, from self-direction to actually using the capacity in any one situation. The capacity leads the autonomous learner to be able to get benefit optimally from the opportunities for language learning. Benson (2001) mentions that autonomy is a pre-condition for effective learning. It means that when learners succeed in developing learner autonomy, they not only become better learners but they also develop into more responsible and critical members of the communities in which they live. It makes sense, that autonomy is not a method of learning, but an attribute of the learner‘s approach to the learning process. He (2001) adds that the control of an autonomous learner exerts over his learning demonstrates his capacity to take control of his own learning.

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Dickinson (1995) characterizes autonomous learners as those who have the capacity for being active and independent in the learning process. They can identify goals, formulate their own goals, and can change goals to suit their own learning needs and interests. They are able to use learning strategies, and to monitor their own learning. Nunan in Harmer (2001:335) suggests that not everything can be taught in class, but even if it could a teacher will not always be around if and when students wish to use the language in real life. To compensate for the limits of classroom time and to encounter the passivity that is an enemy of true learning, students need to develop their own learning strategy that is becoming autonomous learner. A majority study in the English language learning field has been focusing largely on teaching or course effectiveness, but little has been done to look at what makes learners become self-determined enough to take control of their own learning. This study deals with English language learning, specifically learner autonomy. The formulation of the problem in this study can be formulates as follow ―What is the meaning of ‗two side‘ of leaner autonomy in English language learning?‖ related to the formulation of the problem, the objective of this study is to explain some important points of the learner autonomy in English language learning, especially the ‗two sides‘ of learner autonomy. Discussion Related to the objective of this study, some important points of the learner autonomy in English language learning is to explain the ‗two sides‘ of learner autonomy. Here, the phrase ‗two sides‘ means two things. They are the advantages and the disadvantages. Some important points of ‗two sides‘ the learner autonomy in English language learning are explained as follows. In order to distinguish learner autonomy to other types of learning some principles of learner autonomy are constructed. There are some principles of learner autonomy. First, autonomy means moving the focus from teaching to learning. Second, autonomy affords maximum possible influence to the learners. Third, autonomy encourages and needs peer support and cooperation. Fourth, autonomy means making use of self/peer assessment. Fifth, autonomy requires and ensures 100% differentiation. Sixth, autonomy can only be practiced with a documentation of learning and a tool of reflection. Seventh, the role of the teacher as supporting scaffolding and creating room for the development of autonomy is very demanding and very important. Last, autonomy means empowering students. Little suggest that learner autonomy is a problematic term since it is widely focused with self-instruction. The teacher‘s role is to create and maintain a learning environment in which learners can be autonomous. There are two general arguments in favour of trying to make learner autonomous. First, if they are reflectively engaged with their learning. It is likely to be more efficient and effective since it is more personal and focused. Second, it learners are proactively committed to their learning. The problem of motivation is by definition solved, although they may not always feel entirely positive about all aspects of their learning. Autonomous learners have developed the reflective and attitudinal resources to overcome temporary motivational setbacks. The advantages of learner autonomy include six positive sides. Firstly, learners are directly involved in their own learning process. The processes are knowledge instruction, topics and materials, speed and progression of development, and the learning process itself. Knowledge construction is the result of negotiation between teachers and learners and based on their requirements. Topics, materials, and level of difficulty can be chosen by the learners. Speed and progression of development of learner autonomy can be matched to the learners. Learning process is likely to be more successful and fulfilling. The 2nd International Language and Language Teaching Conference

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Secondly, learner autonomy positively effects motivation, reduces boredom and lack of interest. Thirdly, autonomous learning provides opportunities for authentic language use. Fourthly, co-operation supports social integration and creates a positive learning atmosphere. Fifthly, knowledge about how to learn (a language) can be applied to other languages. Lastly, learners are prepared for living in their society as independent individuals. In autonomous learning, there is no major disadvantage but there are some problems that emerge. The first problem is autonomous learning is difficult to fit into curricula. The second problem is the teacher. Teachers are not prepared. The third problem is autonomous learning requires discipline from the learners. The last problem is learners develop with different speeds into different directions. The directions cover monitoring each learner‘s development; need to prevent severe performance differences, leading the pupils towards one aim, and choosing appropriate materials Conclusion Autonomy in English language learning is a process. It is not a product that many students seek today. It is impossible to teach learners everything they need to know in class so that the class activity should be driven to the development of learner autonomy. To be able to follow the development, language learner should learn continuously whether there are some advantages and disadvantages of learner autonomy. Being an autonomous learner has a parallel relation with the awareness of one‘s responsibility as a member of a society. References Benson, Phill. 2001. Teaching and Researching Autonomy in Language Learning. London: Longman. Crabbe, David. 1999. Learner Autonomy and The Language Teacher in Language Teaching: New Insights for the language teacher by Christoper Ward and Willy Renandya (ed). Singapore: Seameo Regional Language Centre. Dickinson, Leslie. 1987. Self-instruction in Language Learning. Cambridge: Cambridge University Press. Harmer, Jeremy. 2001. The Practice of English Language Teaching. Edinburg: Pearson Education Limited. Litlle, David. Learner autonomy and second/ foreign language learning. Retrieved from https://www.llas.ac.uk/resources/gpg/1409

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