Learner Autonomy: Gender-Based Perception Among EFL Indonesian Students

Learner Autonomy: Gender-Based Perception Indonesian Journal of EFL and Linguistics Vol. 3 No. 1, 2018 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org Learner Autonomy: Gender-Based Perception among EFL Indonesian Students Moch. Said Mardjuki Universitas Pendidikan Indonesia e-mail: Abstract: Learner autonomy is believed to be the contributing factor toward the students’ successful learning process. However, its implementation in Indonesia still faces some challenges regarding students’ readiness and competencies in realizing such concept. Thus, this study is aimed to investigate gender-based perceptions and attitudes among EFL Indonesian students on learner autonomy. Qualitative design in which four out of twenty respondents were selected purposively under the rationale that they demonstrated positive evidences reflected to the preliminary questionnaire results. Using semi-structured interview, the findings indicated no gender-based discrepancy in terms of learning experiences and challenges. Although individual tasks were preferred by both groups, problem-solving strategies differ in which females employed internal strategies (rescheduling and selfcommitment), while males employed external strategies (learning sources and collaborative works). In conclusion, each of the autonomous learners has personal preference to deal with the encountered challenges. Further researches, thus, need to investigate the actual transparencies of their learning behavior through observation. Keywords: learner autonomy, learning process, gender, perceptions, attitudes Indonesian Journal of EFL and Linguistics, Vol. 3(1), 2018 1 Learner Autonomy: Gender-Based Perception 1. INTRODUCTION Learner autonomy becomes major concern in English as second or foreign language teaching. It is believed that the success of learners’ learning depends on the way they learn the language independently with appropriate learning strategies. Thus, it is impacted to the teaching and learning process in which the learner becomes the center of attention in language learning in education of some places including in Indonesia. However, in reality, the implementation of learner autonomy as it is mandated by the government in the latest curriculum, 2013 Curriculum faces some challenges particularly the readiness of the students to be the central part of the teaching and learning process and teachers’ competencies in employing learner autonomy through various teaching activities. Thus, this study is aimed to investigate gender-based perception among EFL Indonesian students on learner autonomy. Learner autonomy is a modal for the learners who are pursuing higher education degree (Balcikanli, 2008). Such modal is translated into six abilities to have including: “setting learning goals; identifying and developing learning strategies to achieve such goals; developing study plans; reflecting on learning (which includes identifying problem areas and means of addressing these problems); identifying and selecting relevant resources and support; assessing one’s own progress (which includes defining criteria for evaluating performance and learning) (Holec, 1981). Based on the circumstances listed, this present study aims to investigate the students’ perception of learner autonomy and the way they become learner autonomy which is based on gender. Several researches related to learner autonomous have been established. Chan (2010) in her research found that the teachers’ roles have influenced the process of gaining learner autonomy by the students. Another study conducted by Lengkanawati (2017) on such concept revealed that the teachers’ roles and guidance are needed in fostering learner autonomy in classroom context. Moreover, Yuliani and Lengkanawati (2017) in their research acknowledged that by employing projectbased activities are able to promote learner autonomy. Thus, researches related to gender-based learner autonomy have also conducted by Varol and Yilmaz (2010) and Abdel Razaq (2014). Varol and Yilmaz (2010) in their research found that there were no significance differences between male and female related their learning activities as autonomous learners. On the other hand, Abdel Razaq (2014) in his research revealed that there was discrepancy between male and female students related to their learning activities as autonomous learner. Despite profoundly investigated, the aforementioned studies still demonstrate certain gaps. There is insufficient evidence regarding gender-based learner autonomy in Indonesian context. Besides, challenges encountered along with the problems solving strategy employed in the students’ learning process are also in absence. In the effort to address such gaps, the present study was aimed at seeking students’ perceptions and attitudes toward learner autonomy. This encompasses learning experiences, learning strategies, learning challenges, and problem solving strategies. Indonesian Journal of EFL and Linguistics, Vol. 3(1), 2018 2 Learner Autonomy: Gender-Based Perception 2. LITERATURE REVIEW This chapter unpacks some important points regarding learner autonomy including: definition of learner autonomy; characteristics of autonomous learners, learning process of autonomous learner, and learning challenges as autonomous learner. 2.1 Learner Autonomy The commonly term of learner autonomy firstly introduced by Henri Holec in 1981. He defines learner autonomy as ‘the ability to take charge of one’s own learning’ (p.3). Since it was introduced by Holec in 1981. There are a number of definitions related to learner autonomy depending on the context of the writer. Benson (2001) conceptualizes learner autonomy as someone’s competence in learning management. In line with Benson, Little (1996) describes learner autonomy as the capability and disposition of the learner in decision making process independently. Macaro (2008) emphasizes on individual learning outcomes under such decision making process as stated in the following statements: Having a choice in their own language learning means the language learner or user taking control not only of the language being learnt, but also of the goal and purpose of that learning… Autonomy resides in being able to say what you want to say rather than producing the language of others… (pp. 59-60) Both characteristics lead to the act of responsibility toward their own lifelong learning empowerment (Egel, 2009). Moreover, Dickinson (1987) considers the concept of learner autonomy as the students’ flexibility in managing outsideclassroom learning. In EFL context, it was believed that learners’ decision making about how they learned and what activities they did, and involving them to decide what and how to learn could promote autonomy among learners (Lengkanawati, 2017). Another indicator is learner autonomy concern on students’ sense of responsibility for ensuring their progress during English lessons (Abdel Razeq, 2014). In addition, s (...truncated)