Emy Sudarwati, Yana Shanti Manipuspika


Abstract : This study is aimed at describing the implementation of autonomy in Sociolinguistics classes. It employs descriptive qualitative research design as it is done to get a detailed description on how learner autonomy is implemented in class viewed from both lecturers and students. The participants involved were the sixth semester students taking Sociolinguistics course in the even semester academic year 2018/2019 as many as 80 students, as well as two lecturers teaching the course. To collect the data, the researchers used field notes, semi-structured interview, and questionnaire. The results revealed that the learning methods used in the classroom were various, including lectures, oral presentation, demonstration, group discussion, project-based learning, and personal consultation. All those learning methods aimed at meeting
the instructional objectives of Sociolinguistics class as well as fostering students learning autonomy. In terms of perception, the lecturers and students agreed students autonomous learning traits have clearly been shown in the classroom activities. Most students have fulfilled the criteria of autonomous learning.

Keywords : Autonomous learning, classroom activities, independence, sociolinguisticsThe condition of teaching and learning in Indonesia, in practice, is still dominated by the fact that teachers play a central figure in the process (Bjork, 2005; Karim Mattarima, 2011; Crome, et. al; 2009). They are the major source of learning who explain, describe, teach and do all the teaching and learning activities which learners can rely on. However, nowadays there are more and more teachers who have shifted from teachercentered learning method into learner-centered method (Indrianti, 2012; Kidwell & Triyoko, 2012). This happens as learners today demand high opportunities to take a part into their own learning by taking more responsibilities to be involved into a more autonomous learning.

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