IDENTIFYING AUTONOMOUS LEARNING FOR ENGLISH DEPARTMENT STUDENTS THROUGH SELF-ACCESS CENTER (SAC) RESOURCES AND ACTIVITIES: A NEEDS ANALYSIS
Total View This Week0
Total View This Week0
Institusion
Universitas Muhammadiyah Gresik
Author
Mukamil, Mukamil
Subject
English Education
Datestamp
2024-01-25 03:09:07
Abstract :
To boost English department students? autonomous learning beyond the classroom learning through Self-Access Center (SAC), the provision of learning-resources and activities in SAC should meet their needs. The issue that rises is that little is known about the specific needs of autonomous learning for English department students within the SAC context. Therefore, this study analyzed English department students' needs for autonomous learning through SAC by answering the research question of what the English department students? target needs for autonomous learning resources of SAC and learning needs for autonomous learning activities carried out in SAC are. The research is aimed to examine English department students? need for autonomous learning through SAC resources and activities. To direct the questions, mixed methods were applied using both quantitative and qualitative approaches focusing on discovering students? target and learning needs based on the need analysis model by Hutchinson and Waters (1987) for autonomous learning through SAC resources and activities. The research was projected to English department students as users of ?American Corner? which is so-called Amcor as one of SACs at University of Muhammadiyah Malang (UMM). Around 51 English department students of UMM were required to fill out the questionnaires consisting of 17 multiple-choice questions adapted and modified from Ortiz (2006). Among 51 samples, 8 of them were selected as interview participants. Two techniques were employed to analyze the data, descriptive statistics through SPSS version 25 and descriptive qualitative through content analysis. The result of the validity test through the Pearson correlation test showed that the significant values of all items were the same at 0.00 which was less than or below 0.05 that suggests that all the items were significant and thus they were valid. The reliability statistics test result based on the value of Cronbach?s Alpha was 0.996 which is higher than 0.600 denotes that the instrument was reliable. It was found that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills to improve their English skills supported by adequate internet sources which is still lacking so they also want it the most. Also, students found standardized English-based test materials like the TOEFL preparation book were also lacking. Another most wanted material to support their autonomous learning was authentic-based material for specific English skills, especially a resource person in the form of a native speaker. Furthermore, activities more favored by the students are individual activity in listening, native American speaker advisors guide in speaking, individual reading, and free writing. Vocabulary, pronunciation, and grammar are also needed to be more integrated into programs. Nevertheless, the findings on the students? preference in learning strategy indicated that most English department students are semi-autonomous learners and only less than one-quarter of them are full-autonomous learners. Based on above-mentioned findings, the practical implication of the research is for SAC managers to consider future development and recommendations of material and resource allocation as well as ideas of forthcoming programs of SAC based on the identified needs particularly for the English department students.
To boost English department students? autonomous learning beyond the classroom learning through Self-Access Center (SAC), the provision of learning-resources and activities in SAC should meet their needs. The issue that rises is that little is known about the specific needs of autonomous learning for English department students within the SAC context. Therefore, this study analyzed English department students' needs for autonomous learning through SAC by answering the research question of what the English department students? target needs for autonomous learning resources of SAC and learning needs for autonomous learning activities carried out in SAC are. The research is aimed to examine English department students? need for autonomous learning through SAC resources and activities. To direct the questions, mixed methods were applied using both quantitative and qualitative approaches focusing on discovering students? target and learning needs based on the need analysis model by Hutchinson and Waters (1987) for autonomous learning through SAC resources and activities. The research was projected to English department students as users of ?American Corner? which is so-called Amcor as one of SACs at University of Muhammadiyah Malang (UMM). Around 51 English department students of UMM were required to fill out the questionnaires consisting of 17 multiple-choice questions adapted and modified from Ortiz (2006). Among 51 samples, 8 of them were selected as interview participants. Two techniques were employed to analyze the data, descriptive statistics through SPSS version 25 and descriptive qualitative through content analysis. The result of the validity test through the Pearson correlation test showed that the significant values of all items were the same at 0.00 which was less than or below 0.05 that suggests that all the items were significant and thus they were valid. The reliability statistics test result based on the value of Cronbach?s Alpha was 0.996 which is higher than 0.600 denotes that the instrument was reliable. It was found that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills to improve their English skills supported by adequate internet sources which is still lacking so they also want it the most. Also, students found standardized English-based test materials like the TOEFL preparation book were also lacking. Another most wanted material to support their autonomous learning was authentic-based material for specific English skills, especially a resource person in the form of a native speaker. Furthermore, activities more favored by the students are individual activity in listening, native American speaker advisors guide in speaking, individual reading, and free writing. Vocabulary, pronunciation, and grammar are also needed to be more integrated into programs. Nevertheless, the findings on the students? preference in learning strategy indicated that most English department students are semi-autonomous learners and only less than one-quarter of them are full-autonomous learners. Based on above-mentioned findings, the practical implication of the research is for SAC managers to consider future development and recommendations of material and resource allocation as well as ideas of forthcoming programs of SAC based on the identified needs particularly for the English department students.
Download
book
BibTex
Latex, Jabref
cloud_download
Original Resource
url resource Institution
