The correlation between students’ learning autonomy and learning achievement of undergraduate students majoring a foreign language

Ekalia, Yulian Juita (2017) The correlation between students’ learning autonomy and learning achievement of undergraduate students majoring a foreign language. Masters thesis, Widya Mandala Catholic University Surabaya.

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Abstract

In language learning the term autonomy has been known in educational field and research since 1970s. Additionally, the implementation of learning autonomy in language teaching has become a prominent issue too. Nowadays, learning autonomy becomes a goal in educational field in which it leads to each individual develop a sense of responsibility on his/her own learning and become aware and be ready to take some roles from the lecturers or teachers to enjoy the freedom of his/ her own learning. Besides becoming a goal of education, learning autonomy is one of the learning strategies in learning a foreign language. Surya (2003) pointed out that learning autonomy is process of directing the learners’ self-motivation to develop the potential in learning of an object without any pressure or external influences. Therefore, by having this kind of learning the learners will enjoy learning a foreign language independently without any pressure. Furthermore, it is expected that the learners who set their strategy are able to achieve great academic success in the form of GPA (Grade Point Average). Therefore, this study investigated the correlation between English Department students’ learning autonomy and English Learning Achievement in Widya Mandala in a sample of 199 undergraduate students studying at the English Department in Widya Mandala University by means of questionnaire and Grade Point Average of Undergraduate Students. The data of this study were analyzed by Pearson Product Moment Correlation with SPSS version 16.0. Then, the result revealed that the level of students’ learning autonomy is autonomous however, the correlation between learning autonomy and language learning achievement was low. It indicates that when variable X increases, variable Y decreases in general and vice versa. In this case, learning autonomy is not parallel to learning achievement. Students who were autonomous could have low or high achievement. There are many factors which affect students’ learning achievement.

Item Type:	Thesis (Masters)
Department:	["eprint_fieldopt_department_Graduate School" not defined]
Uncontrolled Keywords:	Learning autonomy, learning achievement
Subjects:	English Education
Divisions:	Graduate School > Master Program in Teaching English as a Foreign Language
Depositing User:	Yulian Juita Ekalia
Date Deposited:	18 Sep 2017 08:46
Last Modified:	18 Sep 2017 08:46
URI:	http://repository.ukwms.ac.id/id/eprint/12569

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