Nicodemus Bisse
This Paper Explores (1) The Issue and problem of using self access material that the learner can be done (2) potential models and process in language Learning (3) the areas of autonomy in assessment development, application, decision - making to independent action. The terms "Autonomy" and "Self Direction" are being used more frequently in educational to discussion. This article identifier and examines the factors which contribute to these, including the minority rights movement, shifts in educational philosophy, reactions for or against behaviorism, linguistic pragmatism, access to educations increase the commercialization educational material for teaching greater availability of current technologies. A number of objection to "Autonomy" (It could not work with children or adult at low educational attainment not for difficult language, or in examination led Syllabus) have largely overcome, research into a wide range of educational topics, such as learning styles and strategies, resources centre and counselor and leaner training has directly contributed to present practice much remains to be explored. However, particularly cultural influenced on language learning. Learner autonomy has long been defines as the ability to take charge of one's own learning (Holic, 1981) in Other words, learners must be independent from others instruction and directing in order to develop autonomy (Benson, 1996). Teachers hold positive attitudes towards the promotion of learner's autonomy in language as the facilitators, counselor, and variable resources (Dujng and Sheepo, 2014). Learner Autonomy as a subject for research and as an educational goal, has gamed a lot of traction in recent years. Autonomy is now a common theme at conferences and in professional journals and is well on the radar of the average language teacher. The Idea that learners need to be able to take control over their own learning to be successful not just in class, but to learn independently without a teacher outside the class, has become widely accepted in mainstream language teaching (Benson, 2001). Breen's process syllabus (1987) and Nunan is (1988) Learner centered approach are examples of this. More recent approaches to learning and teaching, such as task based language teaching include elements that can support the development of autonomous learning skills (Errey & Scholart, 2005) in general, there is now a broader awareness at importance of developing language and autonomous learning skills in addition to the language competencies. The development of learner autonomy is sometimes carried out through 'Leaner training" or dedicated strategy instruction often through self-Access centers (Gardner of Miller, 2014). Most likely autonomous learners are those who explicitly accept responsibility for their own learning (e.q. little, 1991) the autonomous shows initiative in the learning process and share in monitoring. Progress and evaluating the extent to which learning is achieved (Schurk, 2005). There is a need to make students aware of the hidden potential within each and to find ways in which this can be explored when students become more autonomous and involved in their own learning, take an active part in making decisions. This may result in students feel a sense of ownership and commitment to the process this learning night be more meaning full, resulting in better classroom performance. There fore, teacher can help students in cover and develop the skills which will allow them to manage their own learning and survive outside the sheltered environment of the classroom, when the teacher is no longer there for support. Research done in the area of second language acquisition suggest how this night be achieved work in language learning in the last half of the twentieth century, has brought is closer to understanding the complex nature of this process. Research in area such is multiple intelligences (gardner, 2010), individual learning stylis and learning strategies (Rus,1978, Cohen,1988, Molley & Chamid;1990), motivation (Dormyei,2001) and cognition (Schimdt,1990, Crass, Svetie & Lemelin,2003) have given us insight into the ways in which deferent factors influence learners and the way they learn. Added to this is the move toward learner-centered father than teacher centered-classroom (Nunan,1999), giving students opportunity to become active participants in the learning process, making decisions with regard to learning objectives and materials to be used, helping decide the evaluation process, and this moving toward becoming independent and autonomous learners. My intention is to provide an overview of issues concerning learner autonomy and other related area which have an influence on self-Access language learning (SALL) We begin by examining the debate surrounding autonomy and identifying the mayor influences which have contributed in this debate. This debate will not be discussed after this chapter because it is not central to the purpose of the problem It is, however, an important starting point for talking about SALL The reminder of the chapter focuses specifically on SALL by identifying its characteristics the beliefs and attitudes which affect the acceptance of SALL The change in roles which is required of both learners and teachers The challenges of promoting speaking in SALL The kinds of learning environment in which SALL can take place Possible areas of resistant to SALL Finally we discuss issues related to the costs of establishing and mounting SALL.
State University of Makassar, Indonesia
