Promoting Autonomous Learning in Reading Class

Sholeh, Agus; Heriyawati, Dwi Fita

doi:10.30762/jeels.v2i2.99

Cited by 6 publications

(7 citation statements)

References 7 publications

(4 reference statements)

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“…Student autonomy is necessary in foreign language education research to support student life-long learning, which has shifted to a more communicative and student-centered approach, in creating more creative learning for students and involving elements of art in learning. This is in accordance with the objectives of the 2013 Indonesian Curriculum which encourages students to increase intellectual curiosity through a habituation and intervention approach [1].…”

Section: Introductionsupporting

confidence: 77%

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The Roles of Students’ Autonomous Learning on EFL Students’ Reading Mastery

Sulistyo¹,

Sholeh²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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This study aims at determining the impact of autonomous learning on EFL students' reading comprehension. This study used a quasi-experimental approach with two groups of research subjects, namely the experimental group using interactive reading activity and the control group using conventional methods. It was found that learning independence became a determining factor for student learning success, as indicated by the significant difference in results between students in the experimental group who learned to use interactive reading with high autonomous learning compared to students who had low autonomous learning. Those who had high autonomous learning got higher reading scores than students in the control group who had low autonomous learning. It indicates that students who have high autonomous learning have better reading mastery with significant differences. Therefore, learning independence needs to be grown on students so that they achieve the expected learning outcomes, and teachers need to train themselves to improve students' autonomous learning.

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Section: Introductionsupporting

confidence: 77%

“…Thus, the interactive reading media implemented with the learning independence approach becomes an interesting challenge. Independent learning has a significant effect on student understanding, because students are individuals who actively shape their learning experiences for self-development [1].…”

Section: Findings and Discussionmentioning

confidence: 99%

The Roles of Students’ Autonomous Learning on EFL Students’ Reading Mastery

Sulistyo¹,

Sholeh²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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“…For the successful reading process, students must proceed basic intellectual ability or background knowledge and experience related the topic of reading since reading is usually conceived of as a solitary activity in which the reader interacts with the text in isolation [1,2]. Students need to improve their reading skill in order to understand the teaching and learning materials.…”

Section: Introductionmentioning

confidence: 99%

Read, Encode, Annotate and Ponder (REAP) on Reading Comprehension

Sholeh¹,

Osu²

2021

Proceedings of the 2nd Annual Conference on Social Science and Humanities (ANCOSH 2020)

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The main purpose of this study was to find out the effect of Read, Encode, Annotate and Ponder (REAP) strategy towards the students' reading comprehension. It helps students comprehend the text by connecting a text with their own words to enable them to communicate their understanding of the text. This research was quasi experimental research, the subjects were 51 students, divided into 22 students of control group and 29 students of experimental group was consisting. The data was analyzed by using independent t-test, the experimental class got higher score than control class. The mean score of experimental class was 80.34. The mean score for experimental class was 73.41 with the maximal score was 80 and the minimal score was 65. Based on the result of the t-test analysis was 0.000 that made REAP strategy effective on students reading comprehension to think more deeply about what they have read and get the gist of the text. Based on the result of the research, it could be concluded that the students who were taught by using REAP strategy gave the positive effect on students' reading comprehension. This strategy is recommended to use in teaching reading comprehension.

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“…Providing students with an autonomous learning can accomodate students to be an effective learner. As stated by [2], the autonomy positively affects language learning and it is no doubt that learner autonomy can increase motivation to learn and learning effectiveness. [3] Learner autonomy needs to be considered because it gives more opportunities for students to be independent in learning.…”

mentioning

confidence: 99%

“…In conclusion, the higher of the students capabilities in fullfiling those criteria, the higher degree of the students' autonomy. This state of the students' autonomy will lead them become successful learners, since autonomous learners hold responsibilities for their own learning [2].…”

mentioning

confidence: 99%

Promoting Task-based Autonomous Learning in Intensive listening Class through Elica

Wulanjani¹,

Indriani²

2019

Proceedings of the Proceedings of the 3rd English Language and Literature International Conference, ELLiC, 27th April 2019, Sem

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In this fast-growing digital era, students are sometimes demanded to be autonomous agents toward their own learning. The students need to adapt and custom themselves with the use of technology and gadgets in learning process. The rapid use of technology brings its own benefit in learning process, including in learning listening. Technology, both directly and inderectly, can drag the students to be actively participated in the learning process. When the students are highly participted and in charge in their own learning, it can be seen that they already become autonomous agents or learners. This research is a case study which tries to explore the use Elica website in promoting a task-based autonomous learning in Intensive Listening classes. Task-based is choosen since it has been adopted widely in higher education. Besides, this model seems fit to be applied in Intensive Listening classes which use Elica website. There were 56 students participated in this research. A set of questionnaire and an interview were used in this research. From the result its was found that most of the students belong to autonomous learners and more than 70% of them were included as independence learners. The presence of Elica website can provide the students with unlimited access in involving themselves in a task-based learning.

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Promoting Autonomous Learning in Reading Class

Cited by 6 publications

References 7 publications

The Roles of Students’ Autonomous Learning on EFL Students’ Reading Mastery

The Roles of Students’ Autonomous Learning on EFL Students’ Reading Mastery

Read, Encode, Annotate and Ponder (REAP) on Reading Comprehension

Promoting Task-based Autonomous Learning in Intensive listening Class through Elica

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