ANALYZING LEARNING AUTONOMY IN READING ENGLISH TEXT AT MTS DDI AS-SALMAN SIDRAP

This research is aimed at investigating the implementation of autonomous learning. Autonomous learning consists of three aspects: self-planning, self-monitoring, and self-evaluating. This research is a use a mixed-method sequential explanatory design. The subject of the research is 24 students of the first grade students of junior high school. The writer observed the classroom, and also gave a set of questionnaire to the students to find out whether they are an autonomous learner or not. The result showed that in self-planning aspect, 56.83% students are self-planned; they are categorized into “poor”. In self-monitoring aspect, 81.85% students are self-monitored; they are categorized into “good”. In self-evaluating aspect, 62.53% students are self-evaluated; they are categorized into “fair”. So, the students got good category in self-monitoring aspect, whereas for self-planning and self-evaluating must be improved.


INTRODUCTION
There are some components which would be discussed in this fragment namely, background of the research, problem which was identified, and problem solution alternatives.
English occupies a unique position among the languages of the world. English is used more widely by more people around than any language as means of communication internationally in every field, politics, economics, and social life. So it would not be a surprising matter that English is learned in many parts of the world as reported in the United Nation statistically yearbook. Proficiency in English becomes not only a must but also an urgent need especially in Indonesia.
Students' language development depends on what they experience in teaching and learning process. Teachers of English should be able to create meaningful learning activities. How learners acquire a language, Mustafa suggests that the language learners need ample exposure, engagement, and supports. He, further, elaborates that the most 2013 curriculum requires students to be more active and independent. This curriculum also requires the teacher to become the facilitator not the provider in the class. To reduce the teacher-centered in a classroom, the students should be able to move away and become autonomous learners. Learnercentered rather than teacher-centered classrooms gives students the opportunity to become active participants in the learning process, making decisions with regard to the learning objectives and materials to be used, and helping to decide the evaluation process, thus moving toward becoming independent and autonomous learners. This is why the researchers is interested in investigating whether the autonomous learning has been implemented by the students, especially in Islamic junior high school because that school has already implemented 2013 curriculum.

Problem Identification
After interviewing English Teacher of MTs DDI As-Salman, the researchers noticed in reading comprehension an autonomous learner may face problems like time allocation for reading, unfamiliar words in the text, and also difficulties in finding main idea and supporting detail. The English teacher there said that actually, there are many difficulties that faced by students in studying reading. For instance, the students are shy, bored, lack of vocabulary, and do not have self-confidence, so that make the students cannot read English well. In the other case the students seem to rely on the teacher and they tend to become a passive learner. The students are expected to be more independent.
Autonomous can be described as a capacity to take charge of, or take responsibility for, or control over your own learning.

Problem Solution Alternative
Therefore, the students need to be more autonomous in learning. Autonomy learning makes the students have their own way to study and this makes them more creative and enthusiastic about learning. Students can find out what they really need in the learning process and they can explore the material.
The teacher should help their students set their learning goals creating a friendly atmosphere in the classroom which leads to discussion, analysis and evaluation; encouraging This means that in autonomous learning the teacher is the facilitator in learning process.
Autonomy learning process makes the students more active in the learning process as expert noticed "increasing the level of learner control will increase the level of self-determination, thereby increasing overall motivation in the development of learner autonomy". Learner autonomy refers to encouraging students "to determine the objectives, to define the contents and progressions, to select methods and techniques to be used, to monitor the procedures of acquisition and to evaluate what has been acquired".
To help students overcome these problems, teachers can ask them to read and underline unknown words, looking up the meaning in dictionary and to use contextual clues to guess the general meaning. The students are expected to be more independent and can solve the problems in reading by themselves. Based on the previous findings above, the researchers concluded that in teaching and learning English, learning autonomy can be applied to energize the students' self-confidence, self-esteem and improve their English.

The Concept of Learning Autonomy
There is broad agreement in the theoretical literature that learner autonomy grows out of the individual learner's acceptance of responsibility for his or her own learning. This means that autonomy requires the learner to develop control over his or her own learning and his or her own role in that process. According to Benson,  So, what is autonomy? Holec sees autonomy as a capacity and critical ability to reflect on one's experience and to take charge of one's own learning. Little makes an addition to this definition by stating that autonomy enables learners to determine their objectives, define the content and process of their own learning, select their methods and techniques, and monitor and evaluate their progress and achievements.
Both definitions emphasize the transfer of responsibility for learning from the teacher to the learner. With such responsibility the learner gains a greater degree of active involvement and better learning.
Holec argues that learner autonomy refers to encouraging students "to determine the objectives, to define the contents and progressions, to select methods and techniques to be used, to monitor the procedures of acquisition and to evaluate what has been acquired" However, this about-face in paradigm, from teacher-dependent to teacher-independent is sometimes difficult for students who have been immersed in an educational system which has been predominately controlled by the teacher, who must now give up control and help these students become independent, self-sufficient, individuals. Autonomous learning, however, does not mean that the teacher's input and support is not needed. On the contrary, the teacher's role may change, becoming more of a facilitator than an expert, or "holder" of knowledge who transfers information to students, and it is precisely through classroom interaction that teachers can help them become conscious of and learn to make use of, this independence. Speaks of autonomy in terms of creating an atmosphere conducive to learning within the confines of the educational system where learners are given the possibility to be consciously involved in their own learning. Nunan mentions achieving "degrees of autonomy" which range from making students aware of the learning goals and materials, to making links between the content of classroom learning and the outside world.
Furthermore, Little suggested that learners who take responsibility for their learning are more likely to achieve their learning targets and hence likely to maintain their motivation. This acceptance of responsibility has both socio- independence in studying English and the teacher as facilitator. The autonomy refers to many things as the strategies, facilities of learning; teachers and students will be work together in bringing the effectiveness of the subject of the material.

Concept of Reading Comprehension
Based on Oxford Advanced Learner's Dictionary the word "comprehension" is defined as: 1) The ability to understand 2) An exercise that trains students to understands a language. Comprehension is a part of the communication process getting the thoughts that were in the author's mind into the reader's mind. Comprehension is the essence of reading because the goal of written language is communication of massage. In addition, comprehension also involves the recovery and interpretation of the abstract deep structural relations underlying sentences. Reading is the act of linking one idea to another. It is the activity to read, that has a purpose to get information from the reading material. If we want to learn language especially English, we have to study reading because reading is very important

Comprehension
Reading comprehension is a cognitive process that requires many skills and strategies.
The readers are actively engaged with the text, they think about many things as they read to

3) Fluency
Reading with fluency allows students to retain information with accuracy, expression and increased speed. The ability to read fluently develops through reading practice. As students become fluent readers, they will spend less time trying to decipher the meaning of words or more time considering the overall meaning of the sentences. Over time, fluent readers will develop the ability to insightfully respond to a text.

4) Active reading
Beginning readers often rely on skilled readers to guide them through a text.
However, as readers develop, they will be able to monitor their own reading comprehension. Students can actively guide their own reading by targeting comprehension problems as they occur. Students can troubleshoot comprehension problems by recalling what they read, asking themselves questions or evaluating the text.

5) Critical thinking
The students can actively respond to a text more efficiently when they possess critical thinking skills. As students read, they can determine the main idea and supporting detail, the sequence of events and the overall structure of the text. Students will also be able to identify literary devices and their effect on the text. Having critical thinking skills help to deepen a students' comprehension of a text, resulting in a positive reading experience

Theoretical Framework
Constructivism which is popularly by Piaget is basically a theory based on observation and scientific study about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.
According to Bruner there are tree learning modus, they are enactive, iconic and symbolic.
Enactive is doing, for example the students will give word cake, it will be understood directly to make a cake. The second step is iconic. After giving label image, the word of cake is studied by the picture and lastly is symbol. The students will read or listen to the word of cake and try to match with their experience in making cake.. The three steps will integrate each other to build up the students' activeness. The theoretical frame work can be shown below: The students can actively respond to a text more efficiently when they possess critical thinking skills. As students read, they can determine the main idea and supporting detail, the sequence of events and the overall structure of the text. Students will also be able to identify literary devices and their effect on the text. Having critical thinking skills help to deepen a students' comprehension of a text, resulting in a positive reading experience 16 2.2. Theoretical Framework Constructivism which is popularly by Piaget is basically a theory based on observation and scientific study about how people learn. It says that people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences. When we encounter something new, we have to reconcile it with our previous ideas and experience, maybe changing what we believe, or maybe discarding the new information as irrelevant. In any case, we are active creators of our own knowledge. To do this, we must ask questions, explore, and assess what we know.
According to Bruner there are tree learning modus, they are enactive, iconic and symbolic. Enactive is doing, for example the students will give word cake, it will be understood directly to make a cake. The second step is iconic. After giving label image, the word of cake is studied by the picture and lastly is symbol. The students will read or listen to the word of cake and try to match with their experience in making cake. 17 . The three steps will integrate each other to build up the students' activeness. The theoretical frame work can be shown below:

Conceptual Framework
Learning autonomy is meant to give opportunity to the students in independent in study English, which is teacher as facilitator and the students as learning-centered. The conceptual framework underlying this research is given in the following diagrams:

Conceptual Framework
Learning autonomy is meant to give opportunity to the students in independent in study English, which is teacher as facilitator and the students as learning-centered. The conceptual framework underlying this research is given in the following diagrams: Autonomy has three aspects such as planing, doing the planing (monitoring) and evaluating. The students should be plan what will they study and then doing what they studied and the last is evaluating what they have studied before III. RESEARCH METHOD

Research Design
This research used a mixed-method sequential explanatory design. This research consists of two phases: quantitative followed by qualitative. The research is focusing on the implementation of autonomy learning aspects especially for reading skill 3.

Research Variables
This research consists of one variable namely independent variable. The independent variable is learning autonomy.

Setting and Subject of the Research
The population of this research is the eight year students of MTs DDI As-Salman Sidrap. There are three classes consist of VIII a=23, VIII b=23, and VIII c=26 students and the total number are 70 students. The researchers used cluster random technique. The respondents of the research are taken from one class that is class VIIIA which has 23 students because the English teacher suggested doing research that class.

Teacher Directed
Learner Directed

Developing learner autonomy
• Planning what to do • Carrying out the plans • Evaluating the insights gained

Dialogue/Negotiation
Autonomy has three aspects such as planing, doing the planing (monitoring) and evaluating.
The students should be plan what will they study and then doing what they studied and the last is evaluating what they have studied before

Research Design
This research used a mixed-method sequential explanatory design. This research consists of two phases: quantitative followed by qualitative. The research is focusing on the implementation of autonomy learning aspects especially for reading skill

Research Variables
This research consists of one variable namely independent variable. The independent variable is learning autonomy.

Setting and Subject of the Research
The population of this research is the eight year students of MTs DDI As-Salman Sidrap. There are three classes consist of VIII a=23, VIII b=23, and VIII c=26 students and the total number are 70 students.
The researchers used cluster random technique. The respondents of the research are taken from one class

Instrument of the Research
To answer the first and the second research questions, this research used questioner, while to answer the third research question, this research applied interview.

DISCUSSION
The students had already implemented the autonomous learning in their reading class. The result of observation sheets showed that the students were active from the starting of the reading class until the end of the class. The data were analyzed though grounded theory, Setiyadi argues that the analysis commonly construct the theory based on the data from the research (grounded theory). In students' preparation sources (dictionary) and the students' involvement in the questioning the topic, only half of the students were doing it. Some students were active in questioning the material. The result of the observations indicated that the aspects of autonomous learning had already implemented by the students. In the class, the researchers observed that the students dominated the class and the teacher supported them with clues to attract their opinion about the text and materials. 1 Benson says autonomy can be described as a capacity to take charge of, or take responsibility for, or control over your own learning. During the reading class the teacher made the students working first 1 Setiadi, Bambang. 2006. Metode Penelitian untuk Pengajaran bahasa Asing.Yogyakarta: Graha Ilmu in a group or pair before they have individual task.
The teacher also gave them time to have discussion, looked the dictionaries, and asked questions. This condition showed the autonomous learning and was supported by Little's theories that says teacher should help their students set their learning goals creating a friendly atmosphere in the classroom 9 which leads to discussion, analysis and evaluation; encouraging them to work collaboratively in small groups; asking the learners to keep a record of their learning and evaluate their progress both as individual learners and as a class again in the target language are among the tasks.
There are three aspects of learning autonomy such as self-planing which is 56.83 % whose answer is yes, self-monitoring 81.85 % and self-evaluating which is 62.53 %, who's the students answer is yes.
So, the students still weak in self-planing. The criteria ca be seen below: The criteria of implementation of autonomous aspects in learning process: For the self-evaluating half of the class implemented it. Students' self-evaluating showed 62.53%, this meant that students have enough criteria in self-evaluating. The observation sheets showed that in the students' self-evaluating around 16-17 students involved actively. This means more than half of the class implemented self-evaluating from 22 students in the class. For the students' selfevaluating result from the questionnaires, the students seemed to be weak in re-discussing the material with the others and re-study the material after the class is over. Only six students claimed that they are active in re-discussing the material after the class over and nine students claimed that they re-study the material after the class over. But the students were actively in asking the difficulty to the teacher and finding some difficulty by themselves. Holec (1981) argues that learner autonomy refers to encouraging students "to determine the objectives, to define the contents and progressions, to select methods and techniques to be used, to monitor the procedures of acquisition and to evaluate what has been acquired".
Based on the interview to the English teacher, it was found that the students got difficulties in the selfevaluating. The teacher said that the students were rarely having questions before the class over. When the teacher asked them about their understanding of the material, the students only said they have understood. This condition made the teacher not really sure about the students' material mastering.
The teacher said that from the result of the test she can be sure about the students understanding.
Contrary to the result of questionnaires, the students showed some weaknesses in self-planning.
They admitted that they lacked in material preparation before the class begin. It seemed that the students did not study about the material at their house. And the students also have difficulties in preparing the source of the reading class like a dictionary for each person. There were only half of the students brought dictionary and the rest borrowed from others. It seemed the difficulties happened because the students lack of intrinsic motivation, because their intrinsic motivation is closely related to the perception of being somehow in control of their own learning and learning preparation.
Based on the questionnaires, it showed that almost of the students did not study the next material in their house and they seemed study only during the class. The students also have weakness in re-study the material and re-discuss the material that has learned with their friends. For the reading strategies