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

Abstract

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.