Autonomous learning features: A case study in an Indonesian ESP classroom

This article explores autonomous learning features and effective strategies for meeting the needs of the autonomous learner. A 4-month ethnographic study examined the learning features of three non-English major undergraduates enrolled in an English for Specific Purposes (ESP) course at an Indonesian university. The study also explored the students’ and teacher’s understanding of how the ESP classroom can benefit the autonomous learner. Data gathered through interviews, focus group discussions, and classroom observation indicate four key autonomous learning features: 1) a willingness to accept responsibility; 2) dedicated planning; 3) implementing effective strategies; and 4) monitoring progress. The findings also indicate that a variety of scaffolded and authentic learning materials combined with a flexible and creative teaching approach enhance autonomous learning. We also address how our results are applicable to most educational situations as autonomous learning is not limited to the language classroom. HIGHLIGHTS: The three subjects indicated different processes of autonomy such as monitoring learning progress using a specific task, holistic approach, and regular reflection strategies. Adopting and promoting a spirit of independent learning provides ESP learners with a supportive framework to develop and practice autonomous learning habits The ESP learners not only required to learn general English but also to learn specific English (their content knowledge in English) as their major. This is the novelty of the study. Therefore, this study provides specific add to the theory of autonomous learning.

Effect of Autonomous Learner Approach on Prospective Teachers' Critical Thinking Skills

Autonomous learner approach facilitates the learning environment in which students become a responsible and self-directed learner. The purpose of this experimental study was to explore the effect of the autonomous learner approach on prospective teachers' critical thinking skills. The 'quasi-experimental pre-test posttest control group research design' was used for this study. The participants of this study were prospective teachers of M.A. Early Childhood Education, studying at the Institute of Education and Research, University of the Punjab, Lahore'. A self-developed critical thinking skills scale (CTSS) was used for collecting the data. Independent samples t-test and ANCOVA were used to analyse the data. Findings show that there was an effect of the autonomous learner approach on prospective teachers' self-directed learning skills. The conclusion demonstrates that the autonomous learner approach is requisite in developing critical thinking skills among prospective teachers.

Meningkatkan Keterampilan Proses Sains Peserta Didik Pada Materi Elastisitas dan Hukum Hooke Berorientasi Learner Autonomy

Rendahnya keterampilan proses sains peserta didik dikarenakan penggunaan metode pembelajaran yang didominasi ceramah. Oleh karena itu, dilakukan penelitian untuk meningkatkan keterampilan proses sains dengan pembelajaran berorientasi learner autonomy. Jenis penelitian ini adalah penelitian tindakan kelas model Hopkins terdiri atas 2 siklus. Teknik pengumpulan data diperoleh melalui observasi dan tes. Hasil penelitian menunjukkan: (1) keterlaksanaan rencana pelaksanaan pembelajaranpada siklus I dan siklus II terlaksana dengan sangat baik; (2) keterampilan proses sains secara pada siklus I memperoleh hasil dengan kriteria baik dan siklus II memperoleh hasil dengan kriteria sangat baik; dan (3) ketuntasan hasil belajar peserta didik meningkat dari siklus I sebesar 64,29% menjadi 85,71% pada siklus II. Implementasi pembelajaran berorientasi learner autonomy mengalami peningkatan yang cukup signifikan dalam meningkatkan keterampilan proses sains peserta didik. Dengan demikian dapat disimpulkan bahwa keterampilan proses sains peserta didik di SMA Korpri Banjarmasin kelas XI MIPA dapat ditingkatkan melalui pembelajaran berorientasi learner autonomy.Students' low science process skills are due to the use of learning methods that are dominated by lectures. Therefore, this research was conducted to improve science process skills with an autonomous learner-oriented. This research is a Hopkins classroom action research model consisting of 2 cycles. The subject of the research was the students of class XI MIPA Korpri High School Banjarmasin. Data collection techniques were obtained through observation and tests. The results showed: (1) the implementation of the lesson plan implementation sheets in cycle I and cycle II was implemented very well; (2) science process skills in cycle I get results with good criteria and cycle II gets results with very good criteria; and (3) The completeness of the results of study participants students increased from cycle I amounted to 64.29% into 85.71% in cycle II. The implementation of learning, which is oriented towards students' learner autonomy, is significant enough to improve students' process skills. Thus it can be concluded that the science process skills of students in the Korpri High School Banjarmasin at MIPA XI class can be improved through autonomous learner oriented learning.

Indonesian Post Graduate Student’s Motivation as an Autonomous Learner in Overseas University

This study investigates the motivation of Indonesian postgraduate student as an autonomous learner in overseas university. This study focuses on answering a research question; (1) how the learner motivates himself for being autonomous learner. The qualitative method was used to fulfill the objective of the study. The data was collected from interview section with the student. It was transcribed and analyzed descriptively. The result shows that the student is an autonomous learner who has intrinsic and extrinsic motivation in learning language in overseas university. It can conclude that this study will enrich the discussion which relates to students’ motivation for being an autonomous learner especially in overseas university. Keywords: Autonomous Learner, Motivation, Intrinsic and Extrinsic

Analyzing Learning Autonomy in Reading English Text at MTS DDI AS-Salman Sidrap

This research is aimed at investigating the implementation of autonomous learning. Autonomous learning consists of three aspects: self-planning, self-monitoring, and self-evaluating. This research is a use a mixed-method sequential explanatory design. The subject of the research is 24 students of the first grade students of junior high school. The writer observed the classroom, and also gave a set of questionnaire to the students to find out whether they are an autonomous learner or not. The result showed that in self-planning aspect, 56.83% students are self-planned; they are categorized into “poor”. In self-monitoring aspect, 81.85% students are self-monitored; they are categorized into “good”. In self-evaluating aspect, 62.53% students are self-evaluated; they are categorized into “fair”. So, the students got good category in self-monitoring aspect, whereas for self-planning and self-evaluating must be improved.

PERANAN POPULAR CULTURE DALAM PEMBELAJARAN BAHASA INGGRIS UNTUK MENCIPTAKAN AUTONOMOUS LEARNER DI ABAD 21

Popular culture itu ada dimana-mana. Anda akan tahu ketika anda membuka internet, mendengarkan musik, menonton televisi, dll. Youtube, musik, drama korea, film animasi jepang (anime), media sosial, dan lain-lain merupakan popular culture yang banyakdigandrungi oleh pelajar maupun non-pelajar di Indonesia. Dengan adanya popular culture di abad 21 yang bersifat global ini dapat membantu orang-orang untuk memulai belajar bahasa inggris maupun meningkatkan kemampuan bahasa inggris mereka. Popular culture yangbersifat global di abad 21 ini juga dapat melatih dan menciptakan Autonomous learner yang kompeten dan mandiri. Penelitian ini melibatkan 11 responden yang merupakan mahasiswa jurusan Pendidikan Bahasa Inggris semester 3 dengan beberapa tahapan yaitu mengisikuesioner, interview, dan observasi. Tanggapan responden cukup beragam, tetapi mereka memiliki kecenderungan yang sama yaitu Youtube sebagai budaya populer yang paling di gandrungi oleh mahasiswa semester 3 jurusan Pendidikan Bahasa Inggris dan cukup efektifdalam meningkatkan pembelajaran bahasa Inggris.