An investigation into efects ò learner autonomy on speaking skill in grade 11th students at le van huu high school”

1 HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES GRADUATION THESIS “AN INVESTIGATION INTO EFFECTS OF LEARNER AUTONOMY ON SPEAKING SKILL IN GRADE 11 TH STUDENTS AT LE VAN HUU HIGH S

1

HONG DUC UNIVERSITY FACULTY OF FOREIGN LANGUAGES

GRADUATION THESIS

“AN INVESTIGATION INTO EFFECTS OF LEARNER AUTONOMY

ON SPEAKING SKILL IN GRADE 11 TH STUDENTS AT

LE VAN HUU HIGH SCHOOL”

Student : Le Thi Oanh Class : K20B-FLD-HDU Course : 2017-2021

Supervisor : Do Thi Loan

THANH HOA, MAY, 2021

First of all, I would like to express my deepest gratitude to my supervisor Ms.Loan, Who is the English lecturer of Foreign Language Faculty, for a valuable guidance, critical feedback, and enormous encouragement She always instructs and supports me during the time of doing graduation‘s paper She always gives me warm gestures, helps and supports in my graduation paper Her support helps me finish my graduation paper well

In addition, I wish to convey my thanks to the students of classes 11B2, 11B7 and English teachers at Le Van Huu High School who are always willing

to take part in the study seriously and contribution to the survey truthfully in order to results in the answers and findings for the research I have visited in order to gather information for survey questionnaire and observed Without their help, this study would not have been successful

My sincere thanks go to all the authors of the books, magazines and other materials listed in the reference part for their ideas that have been reflected and developed in the study

I also would like to take this opportunity to express my gratitude to all teachers in the Foreign Language Departure as well as the management board of Hong Duc University, for supporting me to complete this graduation paper Thank you so much for your support and cooperation during my four years

Last but not least, I do wish all of you good health and success

Sincerely

DECLARATION

I declare that this thesis in my own work and has not been submitted in any form for another degree or diploma at any university or other institution or tertiary education Information derived from the published or unpublished work

of others has been acknowledged in the text and a list of reference is given

Student

Le Thi Oanh

ABSTRACT

In Vietnam, the learning of English is receiving attention from students

To find the best way to learn English in high school in the period of integration, globalization today In fact, learning to use English as a second language after mother tongue becomes an important educational requirement

The researcher aims at investigating the attitudes of the 11th graders and teachers towards are new learning activity innovated text book Tieng Anh 11 – techniques applied to improving learner autonomy in order to find out its effects

on speaking skill and students‘ motivation in English learning Data used in this study were collected through Likert scale and multiple choice questionnaires and student‘s interview Data collected with the questionnaire was analyzed by the use of descriptive statistics For this purpose, excel software was used to analyze the questionnaire Data collected through interviews were analyzed qualitatively

The study gives a systematic presentation the key theories related to speaking skills and learner autonomy The aspects of learner autonomy on speaking skills and some difficulties in learning English speaking skills are also thoroughly discussed

In order to achieve the above objectives, the research carried out survey questionnaires among 90 students in grade 11 Based on the analysis from above sources of data, the research drew some significant conclusion The results of such research showed that students realized the importance of English and they want to improve English especially speaking skills

Within the aim of finding the effects of learner autonomy, the combination of teachers and students‘ view towards the activity was employed and showed key findings as vocabulary improvement, team working, confident attitudes, fluency and social skills

Finally, the findings were discussed, and some suggestions and implications of the effects of learner autonomy on speaking skill

TABLE OF CONTENT

ACKNOWLEDGEMENTS i

DECLARATION ii

ABSTRACT iii

TABLE OF CONTENT iv

LIST OF TABLES AND CHARTS vii

PART A: INTRODUCTION 1

1 Rationale of the study 1

2 Aims of the study 3

3 Scope of the study 3

4 Research questions 3

5 Methods of the study 4

6 Design of the study 5

CHAPTER I: THEORETICAL BACKGROUND 7

1.1 Learner autonomy 7

1.1.1 Definition of learner autonomy 7

1.1.2 Characteristics of Learner Autonomy 13

1.1.3 Roles of learner autonomy 16

1.1.4 Advantages and disadvantages of learner autonomy 18

1.1.5 Teacher‘s roles in learner autonomy 20

1.1.6 Ways to develop autonomy 21

1.2 Speaking skill 23

1.2.1 Definition of Speaking Skill 23

1.2.2 Autonomy in speaking skill 26

1.3 Motivation in learning English 30

1.3.1 Definition of motivation 30

1.3.2: Motivation in foreign language learning 32

1.3.3 Factors affecting motivation in foreign language learning 32

CHAPTER II: RESEARCH METHODOLOGY 34

2.1 The setting of the study 34

2.2 Participants of the study 34

2.3 Research methods 35

2.4 Instruments for collecting data 35

2.4.1 The questionnaires 35

2.4.1.1 The steps of designing the questionnaires 35

2.4.1.2 Description of the questionnaires 36

2.4.2 The interviews 37

2.4.3 Pre-testing and post-testing 37

2.5 Data collection procedure 38

CHAPTER 3: RESULTS AND DISCUSSIONS 40

3.1 Data results from questionnaires for students 40

3.1.1 Survey the behavior of learners‘ autonomy to English speaking skills 40

3.1.1.1 The importance of learning English 40

3.1.2 Students‘ evaluation of their English learning 49

3.1.3 The ways to deal with the situation in the lessons 50

3.1.4 The relationship between learner autonomy and speaking skill 52

3.1.5 Students‘ evaluation of speaking level after applying techniques 55

3.1.6 The results of pre-testing and post-testing 57

3.2 Findings and discussions 61

3.2.1 The reality of learning English 61

3.2.2 Learner autonomy in learning English at Le Van Huu High School before treatment 62

3.2.3 The effects of learner autonomy on speaking skill 63

3.2.4 Students' autonomous participation in learning and learning difficulties 65 3.2.5 Pedagogical implications 65

3.2.6 Summary 65

PART C: CONCLUSION 67

4.1 Summary of study 67

4.2 Limitations and suggestions for further study 68

REFERENCES 69

APPENDICES 71

APPENDIX A: (Questionnaires before treatment) 71

APPENDIX B (Questionnaires after treatment) 76

APPENDIX C: Interview questions 78

APPENDIX D: Pre-test 78

APPENDIX E: Post-test 80

LIST OF TABLES AND CHARTS

Tables

Table 3.1: The frequency of students in practice English speaking skill 42

Table 3.2 Learner autonomy in studying English 47

Charts Chart 3.1: The most favorite English skill of students‘ grade 11th 41

Chart 3.2: The importance of speaking 42

Chart 3.3: The students‘ aware of the concept of the leaner autonomy 43

Chart 3.4: The most difficult part in speaking English 44

Chart 3.5: Students‘ evaluation of the difficulty level of speaking skill 45

Chart 3.6: Students‘ perception about their success in studying English 49

Chart 3.7: Student‘s perception of responsibility in learner autonomy 50

Chart 3.8: The ways to correct mistakes in English speaking skill 51

Chart 3.9: The ways for students to have autonomy in learning 52

Chart 3.10: English mark in the most recent school report 53

Chart 3.11: Students‘ speaking mark in the class 54

Chart 3.12: Factors affecting the speaking skill (self-study) 55

Chart 3.13: Students' assessment of their progress in learning autonomy 56

Chart 3.14: The reason for improve 57

Chart 3.15: Mark of pre-testing speaking skill in class 11B2 and 11B7 58

Char 3.16 Mark of pre-testing and post-testing speaking skill in class 11B7 59

Chart 3.17: Mark of pre-testing and post-testing speaking skill in class 11B2 60

PART A: INTRODUCTION

This chapter introduces the rationale for the study, aims, research questions, the scope, the methodology and design of the study, would hopefully provide readers with overview of the whole paper

1 Rationale of the study

Nowadays, it is easy to witness that English is recognized as an international language and its role has become more and more important in every aspect of life because it is considered as an effective means of international communication in various fields such as education and training, business and commerce, etc For this reason, leaning English has become more and more urgent towards individuals with the aim of meeting the requirement of both study and work It is important tool in the modern life

English has been learning widely for a long time in Vietnam However most of the learners cannot use English naturally and frequently and they have not achieved the high effect in using English to communicate In the high school, English has been teaching as the compulsory subject, but learners can be aware of the importance of learning English, they do not put the suitable environment to communicate in English Most teachers followed all the activities in the course book without adapting and designing to be suitable for student‘s abilities, levels and needs Although the learners spend a lot of time learning English, their linguistic competence, especially the speaking skills, have not been effective As a result, the appropriate choice of materials as well as the language activities is very important for learners to improve language skill

It is undeniable that English is very important to be able to be integrated and globalized all over the world English is the language that most people in different countries use to connect with others For that reason, learning English can be considered the key to successfully communicate globally

In the industrialization and integration ear, there has been a need of changing in ways of teaching as well as the practical application in education In Vietnam, education is tending towards the learner – centered learning and

teaching Therefore, for the learner in general and students in high school in particular, the autonomy is essential to achieve noticeable achievements In the current trend of integration and globalization, furthermore, English is known as

a required support tool English Competence, especially, speaking skills helps people in all ages communication and work effectively with native speaker, people in others English – spoken country as well However, a lot of students in school cannot speak English well, even cannot speak English So how to help students focus on studying speaking English to master basic scientific knowledge; especially, they are able to self-study, have skills to meet the demands of society Learner autonomy actually plays an important role in the second language acquisition Learner autonomy is ―the ability to take charge of one‘s own learning and to take charge of one‘s own learning is to have, and to hold, the responsibility for all the decisions concerning all aspects of this learning‖ Autonomy in studying should be able to reduce stress, increase attention, foster learners‘ creativity in the studying process; simultaneously, bring learners effective and successful study

The major purpose of learning English is focusing on the development of communicative approach All the speaking activities are designed with the aim

of helping students find out the easy way to practice speaking English effectively It is the fact that students felt bored with the current materials and have no learned how to speak at time of high school, so their speaking ability is mostly poor Therefore, it should be having a new environment where student can communicate by English or practice in order to help students develop the English speaking skills better in daily life Besides, studying the learners‘ autonomy to help education and teaching managers have an overview of the effect of learner autonomy on the English speaking skills in grade 11th at Le Van Huu High School

Thus, it gives the author great motivation to choose the study: ―An investigation into effects of learner autonomy on speaking skill in grade 11thstudents at Le Van Huu High School‖

2 Aims of the study

This research aims at investigating students‘ attitude towards the effects

of learner autonomy in learning speaking skills To be more specific, the objectives of this study are:

- Assessing the fact of learner autonomy while learning English speaking skill in grade 11th at Le Van Huu High School

- Finding out the difficulties in learning English speaking skills

- Clarifying the effects of learner autonomy on speaking skill

- Recommending some measures and techniques to develop learner autonomy in learning speaking skill

3 Scope of the study

The study is about improving speaking skills for 90 students at Le Van Huu High School Because of the limitations of time and knowledge, the shortage of reference materials, this study cannot cover the whole issue of speaking skills It only focuses on exploring common difficulties students get in speaking skills The research intends to investigate the current situation of learner autonomy in learning speaking skill, then apply some skills, some techniques developing learner autonomy to clarify more about effects of autonomy on speaking skill in grade 11th at Le Van Huu High School

The subjects of this study would be taken from 2 classes in grade 11th at

Le Van Huu High School and the number of students is about 90 students One class will be applied some techniques to improve learner autonomy in speaking lessons and another will not

Question 3: What should be done to improve learner autonomy in speaking skill for grade 11th students at Le Van Huu High School?

5 Methods of the study

In order to achieve the aims mentioned above, there is experimental research, theoretical research with quantitative method and qualitative method is carried out The study includes survey questionnaires and interview questions for students at Le Van Huu High School After get the data, the research will produce the tables and charts for presenting and analyzing the collected data

- Researching theoretical documents and results of practical research on learner autonomy, speaking skill and the relationship of them

- Using questionnaires to do survey on attitudes of students on learning speaking for 90 students at Le Van Huu High School to collect data for the analysis: Questionnaires 1 (Appendix A1) for students to survey the learner autonomy in studying English; Questionnaires 2 (Appendix A2) for students to find out the students‘ attitudes towards learning English; Questionnaires 3 (Appendix A3) for students to find out the ways which students use to handle the situation in English lessons; Questionnaires 4 (Appendix A4) for students to clarify the relationship between learner autonomy and speaking skill Questionnaires 5 (Appendix B) for students to survey students‘ attitudes towards speaking lessons after applying techniques to improve leaner autonomy

- Using interview question to survey learner autonomy in English lessons before and after treatment

- Carrying out an experimental research: there are two groups chosen for the study Each group has 45 students who are 11th grade students The population of the research would be 90 students, 45 students in 11B2 class will

be experienced techniques applied to develop learner autonomy in speaking class and 45 students in 11B7 class will not The time allowed to apply techniques is 6 Weeks for the grade 11th students at Le Van Huu High School

- Data analysis is based on the research questions in order to find out how learner autonomy effects on speaking skill by applying learner autonomy development techniques in the speaking class

- Pre-testing to evaluate the level of speaking skill for grade 11th students And post-testing to evaluate the speaking skill for grade 11th students after applying learner autonomy development techniques

- Giving recommendations and suggestions for the teachers and students

to improve English speaking skill

6 Design of the study

The study consists of three main parts: the introduction, the development and the conclusion, organize as follows:

Part A: Introduction: It lay out the reasons for choosing the topic of this

thesis and points out the aims, the cope, the methods, research questions and the sign of the study

- Rationale of the study

- Aims of the study

- Scope of the study

- Research questions

- Methods of the study

- Design of the study

Part B: Development: Development which consists of four chapters:

Chapter 1: Theoretical Background

Theories related to study

- Theoretical background related to English speaking

- Characteristic of learner autonomy

- Role of learner autonomy

- Difficulties in English skill

- Strategies of English speaking skill (ways to develop learner autonomy)

- The definition of speaking skill and autonomy in speaking skill

Chapter 2: Research Methodology

- The setting of the study

- The data collection instrument, experiment research

- Lesson plans for learner autonomy development techniques in speaking class

- Students‘ survey, data analysis are presented

Chapter 3: Results and discussions

Data Analysis, some finding and discussion – shows the detailed results of the survey and comprehensive analysis on the data collected

- Results of the study

- Discussion about the result of the study

- Suggestion for teaching and learning

Part C: Conclusion: Conclusion which presents the review of the study,

suggestions for further research and limitations of the study

- Summary of the study

- The limitations of the study

- Suggestions for further studies

CHAPTER I: THEORETICAL BACKGROUND

The theoretical part of this thesis provides the readers with the basic information necessary for the understanding of the subsequent practical part concerned with learner autonomy, speaking skills and relationship between them There are the various theories and claims that serve to explain clearly what is exactly meant by the various applied terms which are perceived differently by some authors Therefore, its main purpose is to state the facts in order to avoid confusion

1.1 Learner autonomy

1.1.1 Definition of learner autonomy

Especially since the 1980s, learner autonomy has been a topic of widespread discussion Definitions of learner autonomy are varied

Learner autonomy is a late twentieth century term introduced by Henri Holec in 1981, who is the father of learner autonomy Learner autonomy is against all the old, traditional and teacher centered practice of language teaching It ensures a learner‘s freedom as an individual one where he learns to think himself important as Autonomy is a recognition of the rights of learners within educational system‟ (Phil Benson) In the field of language teaching there are also some prevailing synonymous terms to autonomy such as, 'independence' (Sheerin, 1991), 'language awareness' (Lier, 1996;James & Garrett, 1991), 'self-direction' (Candy, 1991), 'andragogy' (Knowles, 1980; 1983) etc., which are near

in purpose The term autonomy‟ indicates to the ability to take charge of own self without being controlled by anyone else So, learner autonomy is a useful term for an adult learner as it is necessary for him to recognize and solve his own problem It automatically facilitates a learner‘s psychology and makes him ready to learn through his own way with better attachment as in autonomous learning, learning is not imposed rather achieved

Learner autonomy in teaching language is mainly based on worldwide thoughts and research works of language teachers and researchers Dewey (1996), Holec (1979), Janne (1977), Schwartz (1977), Dickinson (1978), Little

(1991), Dam (1990, 1994), Sinclair (2000), Benson (2001, 2007) and many others All of them talk about the huge potentials of Learner autonomy could be discovered through continuous exercise of it This way of learning facilitates learners in a self-governing way This taking charge of own learning widens the scope of positive output where teacher is never the center rather learners get total importance to explore their hidden potentials and interests It helps a learner sorting out his weaknesses as well as their solutions too These kinds of activity not only make him a good learner but obviously a responsible and interactive social being as he needs to interact with his all peers Moreover, in autonomous learning a teacher always remains friendly and works as a facilitator to the learners which create a positive environment of learning There

is nevertheless broad agreement that autonomous learners understand the purpose of their learning program, explicitly accept responsibility for their learning, share in the setting of learning goals, take initiatives in planning and executing learning activities, and regularly review their learning and evaluate its effectiveness (Holec 1981, Little 1991) So, all these aspects make learning a spontaneous, purposeful and prolific process and thus learner autonomy gets the place of uniqueness

Learner autonomy has been a popular concept in foreign language education in the past decades, especially in relation to lifelong learning skills It has transformed old practices in the language classroom and has given origin to self-access language learning centers around the world The rapidly expanding literature is constantly debating whether learner autonomy should be thought of as ability or behavior; whether it is characterized by learner responsibility or learner control; whether it is a psychology phenomenon with political implications or a political right with psychology implications or whether the development of learner autonomy depends on teacher autonomy as well (Little, 2002)

Learner autonomy is when students take control and responsibility for their own learning, both in terms of what they learn and how they learn it It

takes as its starting point the idea that students are capable of self-direction and are able to develop an independent, proactive approach to their studies

At the heart of autonomous learning is the student‘s perception of their own role as a learner Classroom discussion and one-to-one conversations with the teacher can help students to understand the essential part that they play in their own success in English Establish that autonomous, dynamic students have the potential to learn far more than passive, reactive learners Self-reliant students can address their own individual needs and make ongoing progress

Additionally, Pemberton is on the same terms with Holec‘s definition which means that the word autonomy is a capacity, while self-directed learning

is a way of organizing learning (p 3, as cited in Lee, 1998) However, the word

―capacity‖ and its definition need further explanation at this very point As Holec (1981) puts it, there are three key components in this definition The first and the to-the-point one is that there is ―a dual emphasis on the ability to carry out autonomous learning and on the learning structures that allow the possibility

of developing and exercising that ability‖ (p 6 as cited in Benson 1996, p 29) This explanation demonstrates that what are emphasized here is the ability and the possibility In other words, the learner is not necessarily expected to have but rather expected, or supposed to have the capacity to play an autonomous role in the classroom in order to improve himself or herself As is suggested, the capacity and readiness of the learners to undertake such responsibility is not innate and also this is not something which should be fostered and gained through formal learning environments (Holec, 1981, cited in Chan, 2001, p 506) Although the second component is more about the ways of fostering autonomy, the third component Holec (1985) talks about is that there is ―a principle of full control by learners over decisions relating to their own learning and a concept of teaching or counseling as support‖ (ibid, p 29)

In other words, the concept of autonomy signifies learner‘s expansive approach to the learning process rather than a specified style of teaching or learning (Benson, 2001, p 1) Benson and Voller (1997) specify these processes

where learner autonomy is used Claiming that the term is used at least in five ways in language education, they list these ways in which autonomy concept is used, as follows:

- Situations in which learners study entirely on their own;

- A set of skills which can be learned and applied in self-directed learning;

- An inborn capacity which is suppressed by institutional education;

- Exercise of learners‘ responsibility for their own learning;

- The right of learners to determine the direction of their own learning (p 2)

As Benson and Voller (1997) argue the term is used at least in five different ways in the field of language learning alone As the term has its connection with more and more concepts even in language learning, the literature of autonomy is abundant of countless definitions and synonyms ―such

as ‗independence‘ (Sherin, 1991), ‗language awareness‘ (Lier, 1996; James & Garett, 1991), ‗self-direction‘ (Candy, 1991), ‗andragogy‘ (Knowles, 1980;

1983 etc.) which testifies the importance attached to it by scholars‖ (cited in Thanasoulas, 2000) However, Little (1990, as cited in Benson, 2001, p 48) states that there are several terms used by some to refer to autonomy term in a wrong way He states these misinterpretations as in the following:

- Autonomy is not a synonym for self-instruction; in other words, Autonomy is not limited to learning without a teacher

- In the classroom context, autonomy does not entail an abdication of responsibility on the part of the teacher; it is not a matter of letting the learners get on with things as best they can

- On the other hand, autonomy is not something that teachers do to learners, that is, it is not another teaching method

- Autonomy is not a single, easily described behavior

- Autonomy is not a steady state achieved by learners

Here are a few popular definitions of learner autonomy: Autonomy is an acclimatizing skill that allows learners to build up supportive structures within themselves rather than to have these erected around them (Trim, 1976, cited in

Esch, 1996); the ability to take charge of one‘s own learning (Holec, 1981); a faculty for disconnection, crucial consideration, decision-making and self-regulating action (Little, 1990); the condition where an individual is completely responsible for all the choices concerned with his learning and the process involved in carrying out those decisions (Dickinson, 1993); the willingness to take control of an individual‘s own learning based on his own needs and purposes (Dam, 1995); and acknowledgment of the rights of students inside educational systems (Benson, 2001)

On the other hand, Learner autonomy could not be defined exactly; this difficulty arises from two basic postulations: that there are degrees of autonomy (Nunan, 1997: 172) and that the characteristics of autonomous learners are various, such as the students‘ age, progression of learning and their own perception of what their immediate learning needs are (Little, 1991: 4)

To this day, the definition of learner autonomy by Holec (1981) is that which is widely used and cited However, his definition only presents what the skills of autonomous learners are and not how they are able to learn autonomously Dickinson (1993) has presented learner autonomy as a situation; whereas all other definitions refer to learner autonomy as an ability or skill Little (2007) states that learner autonomy is more of a matter of learners doing things not alone but for themselves

Apple (2009), although generally content and agreeable with Holec‘s definition, states also the definition used by some of the mainstream North America educational theorists (for example Buttler, Winne, Carver or Sheier) who perceive autonomy as ―a process of adjusting goals, strategies and motivations for general learning‖ The source of this quotation is rather old which may lead the reader to the conclusion that it is obsolete; however, many modern authors are still mentioning it today and when there is a newer definition, it looks suspiciously only like a paraphrasing of this one (e.g Benson‘s (2001) definition of autonomy as ―the capacity to control one‘s own learning‖ (2001, p.290) (in Brown, 2000))

Trebbi believes (in Lamb & Reinders, 2008) that before we can answer the question what learner autonomy is, we need to figure out what freedom is, because it is a prerequisite to learner autonomy To give a flattened description, Sinclair (in Borg and Al-Busaidi, 2012) believes that learner autonomy does not presently mean that a student should study individually

In David Little‘s terms, learner autonomy is ―essentially a matter of the learner‘s psychology relation to the process and content of learning – a capacity for detachment, critical reflection, decision-making, and independent action‖ (Little, 1991 : 4)

Although there are varieties of definition of learner autonomy, they all agree that students should take charge of their own learning They are responsible for making decisions about learning objective, selecting learning methods, assessing progress Besides, Learner autonomy is as linked to motivation which is the key to success in learning a foreign language

As is stated, autonomy is a term which is difficult to come to an agreement among scholars even in the field of language learning and teaching This is not an excuse, of course, for teachers to motivate the learners to develop this ability of learning how to learn independently In other words, having become the buzzword within the context of ELT, more and more teachers are dwelling upon their students‘ capability to develop autonomy in their process of language learning (Jiao, 2005, p 27) This will provide them with a life-long experience of autonomous learning affecting not only their educational life in formal setting but also their life where they have to learn and decide at each and every second Therefore, it would be appropriate to learn more about those people whom we can call as autonomous learner

After reviewing all these definitions, I understand the term of learner autonomy not as learning or teaching method, but as a reflection and analysis of the students‘ own learning process

1.1.2 Characteristics of Learner Autonomy

Many scholars agree on the hypothesis that learner autonomy entails reflective involvement in planning, implementing, monitoring and evaluating learning However, different scholars may contribute additional attributes of learner autonomy to these core features

Breen and Mann (1997) have listed the expected standards of autonomous language learners: Autonomous learners see understand what they need to learn, how they will learn this, and acknowledge the resources available as something they can take control of They present an authentic relationship with the language they are learning and present a genuine desire to learn it They have a positive sense of self that is not undermined by any actual or implicit undesirable assessments of themselves or their output They are able to pause and reflect upon their current learning activities and make decisions about what learning steps to take next They are alert and adaptable to change and resourceful They have the capacity to learn regardless of the environment they are in; they engage and make use of the environment they find themselves in strategically They can balance the strategic meeting of their own needs and respond to the requirements and wants of other group members

The autonomous learner takes on a proactive part in the learning process, producing ideas and availing himself of learning prospects, rather than merely responding to different incitements of the educator This falls within the theory

of constructivism Learning to the autonomous learner is the result of initiated interaction with his society, with the world

self-Littlewood (1996 : 429) gives a detailed explanation on levels of autonomy, which is a level of behavior at which a person makes independent choices:

- Learners are able to make their own choices in grammar and vocabulary This is the initial step towards ―autonomous communication‖;

- Learners choose the meaning they want to express and the communication strategies they will use in order to achieve their communicative goals;

- Learners are able to make more far – reaching decisions about goals, meanings and strategies

- Learners begin to choose and shape their own learning context;

- Learners become able to make decisions in domains which have traditionally belonged to the teacher;

- Learners participate in determining the nature and progression of their own syllabus;

- And learners are able to use language independently in situation of their choice outside the classroom

Scharle and Szabo (2000) proclaim that an autonomous student must have built four blocks, i.e, 1) motivation and self-confidence, 2) monitoring and evaluation, 3) learning strategies, and 4) cooperation and group cohesion While motivation and self-confidence refer to the intrinsic motivation and willingness

to take responsibility in learning, cooperation and group cohesion indicates that learners should liaise with each other in learning process The second and third factors cover the same notion as the core features Monitoring skills emphasize the need to focus on the process of learning rather than the product This step is followed by self-evaluation, which means learners judge their own works as objectively as they can, acknowledge their level of proficiency, their strong and weak points

We understand that autonomous learners have to be responsible for all decisions that they have to make in their own learning In other words, they are self-directed in the sense that they act independently of the teacher without remaining passive or waiting to be told what to do from teachers

According to Hedge (2000) characterized autonomous learners as those who:

- Know their needs and work productively with the teacher towards the achievement of their objectives

- Learn both inside and outside the classroom

- Can take classroom based material and can build on it

- Know how to use resources independently

- Learn with active thinking

- Adjust their learning strategies when necessary to improve learning

- Manage and divide the time in learning properly

- Do not think the teacher is a god who can give them ability to master the language

Further, Wenden (1991) also characterized autonomous learners as those who:

- Are willing and have the capacity to control or supervise learning

- Are motivated to learn

- Are good guessers

- Choose material, methods and tasks

- Exercise choice and purpose in organizing and carrying out the chosen task

- Select the criteria for evaluation

- Take an active approach to the task

- Make and reject hypothesis

- Pay attention to both form and content

- Are willing to take risks

Though Weden (1987) does not state a definition for autonomy itself, she describes the autonomy language learners as those who, in the course of their studies, ―become not only more efficient at learning and using their second language but also more capable of self-directing these endeavors‖ (1987, p.8)

Although, Holec believes autonomous learning is a twofold procedure On the one hand, it implicates learning the foreign language; on the other, learning how to study Holec‘s description implicates that autonomous learners can independently exert their wisdom and proficiency out by the instant setting of learning

All of these qualities and characteristics mentioned above will be regarded

as the most important standards to evaluate learner autonomy in future researches

It would be sound to conclude that autonomous learners are good language learners as well, however, it would be nice to know that the premise behind capacity in autonomous learners is that they are not autonomous at all times Motivational and affective factors, such as mood, psychological and environmental factors affect a learner‘s aptitude (McKay, 2003)

1.1.3 Roles of learner autonomy

The importance of autonomy in learning the second language is a controversial issue for many scholars There are varieties of theories and

different claims were given in the studies before

According to Candy (1991, p.270), students must ―take proactive roles to build up and construct the knowledge‖ rather than being taught by others to learn a second language successfully

Dafei (2007) denotes it as a goal of the learning and one of the most important issues that determine whether an individual reaches his or her potential or falls short of that potential The European Commission (2002) indicates that ― selfinitiated, self-regulated, intentional learning at all stages of life has become the key to personal and professional advancement

In addition, there are a lot of scholars who believe that autonomy is linked

to motivation In Deci‘s words, ―autonomy is nourished by, but in turn nourishes our intrinsic motivation, our proactive interest in the world around us‖ (1995, p.2) The relationship works in both directions, when we cultivate our autonomy, which helps us boost our motivation Although we cannot assume that the relationship between autonomy and motivation is always one in which autonomy leads to motivation, we can conclude undoubtedly that developing autonomy helps students get better results (Deci, 1995)

Holden and Usuki (1999) who questioned Japanese students‘ perceptions

of learner autonomy concluded that it was not the learners who were innately

passive, but it was the teachers that created an environment which discouraged learner autonomy Moreover, it also concluded that the vast majority of students view their instructor as playing a major role in the development of their language skills However, it stresses that learner autonomy, is not something that teachers do to learners, or another teaching method that can be taught (Little ,1990; Benson, 2001) Also, Dickinson (1987) states that, ―the learner is totally responsible for all of the decision concerned with his learning and the implementation of those decisions‖ In a full learner autonomy there is no involvement of a teacher or an institution And learners are also independent of specially prepared materials For instance, the early research on language learning strategies carried out by such researchers as Rubin (1975) indicated that good learners have an active involvement with language learning, that they have clear ideas about the best ways for them to go about language learning, and that they set up their own learning objectives However, this research has no strong reason to support that autonomous learning requires teachers or institutions, does not mean that it must proceed independent of them

Even there is a contradiction between the role of the teacher and the learner in promoting learner autonomy; McCarthy (2000) and Scharer (2000) argue that, in developing learner autonomy, ―the teacher-student relationship is crucial‖ The trust and cooperation between the teacher and the students makes the students feel comfortable and secure in the classroom Only then can the students have the confidence to adventure in language learning Benson and Vollers (1997) study also found that teachers have a significant role to play in launching learners into self-access and in helping them to stay afloat In this investigation, it was found that there is a great change for both teachers and learners Teachers are no longer in their dominant position as speakers in class while learners are not passive receivers any more However, it does not necessarily mean teachers are less important On the contrary, the teachers‘ job

is more demanding and challenging in helping students grow up as creative and independent learners Teachers must focus their attention on how to learn

instead of how to teach They must play different role in class as guides, facilitators and counselors Therefore, adjusting the teacher‘s and student‘s roles, and establishing proper relationship are the keys to the success in promoting autonomous learning (Benson & Vollers, 1997)

According to Dickinson (1995), success in learning and enhanced motivation will occur when a learner has more control of his or her own learning process Dornyei and Csizer (1998) record learner autonomy as one of ‗ten commandments‘ for motivating learners, so autonomy is an important factor to motivate students

Based on scholars‘ hypothesis, we can understand that autonomy is linked

to successful language learning The benefits of cultivating autonomy in learners have been disclosed by a variety of researchers and practitioners Motivation and cooperation as well as responsibility in their studying process can be increased

by Learner autonomy, which makes students to learn more effectively

1.1.4 Advantages and disadvantages of learner autonomy

As already mentioned in the introduction, most authors currently agree upon the notion that learner autonomy is a useful concept that should be at least attempted to be installed into the learning process Dafei (2007) does not perceive autonomy only as an ability to reach other skills; she denotes it as a goal of the learning and one of the most important issues that determine whether

an individual reaches his or her potential or falls short of that potential Cotterall (2000) indicates this issue similarly, stressing out the fact that autonomy is not only a goal for the highly committed students, but for all of them Little (2002) states two main reasons why autonomy deserves its position as a prominent theme; first, the students are engaged with their learning and therefore more likely to be effective, since it become more personal, and secondly, if learners are proactively committed to their learning, the problem of motivation is ultimately solved, because autonomous learners have developed the reflective and attitudinal resources to overcome temporary motivational setbacks (in Dafei, 2007) In the same vein, Littlewood (1999) claims that autonomy is an

incontrovertible goal for learners everywhere, since it are obvious that no students will have their teachers to accompany them throughout their whole life (in Cotterall, 2000) In Czech (and generally European) circumstances, the ideas

of autonomy are specified and required in the demands to attain the key competencies; the part especially connected to autonomy is specified within the competence for learning in Framework Education Programme for Secondary General Education (Grammar Schools) (2007) as a requirement for the grammar-school graduates to ―plans and organizes his or her learning and work activity himself or herself, using them as a means for self-fulfillment and personal development‖ (RVP, p.9) Similarly, the European Commission (2002) indicates that ―selfinitiated, self-regulated, intentional learning at all stages of life has become the key to personal and professional advancement Within this context, much attention is now focused on the critical role of metacognitive competence, the capacity to understand and control one‘s own thinking and learning processes‖ (European Commission, p.16) As a practical result of this statement, schools should i.e strive to ensure that all pupils: develop a sense of curiosity and the desire to learn; develop their own individual way of learning, develop confidence in their own ability, reflect on experiences and strengthen the habit of independently formulation points of view based not only on knowledge but also on rational and ethical considerations Whereas majority of voices claim the autonomy to be beneficial, there are still some who perceive and pinpoint the disadvantages of that idea Trebbi (1996) argues that the Holec‘s definition (as stated above) is a tautology since no learning takes place unless the learner is in charge, because it is a prerequisite of learning (quoted

in Fenner, 2000) On the other hand, Ellis and Sinclair (1991) describe autonomy critically as an ―ideal rarely attained in any sphere of life‘s Little (1991) criticizes, above all, the over-use of this term, claiming it became the

‗buzz-word‘ 7 of the 1990s, which is frequently used but rarely understood (in Dafei, 2007)

1.1.5 Teacher’s roles in learner autonomy

Autonomous learning must be the characteristic expected to nurture in students with the aids from teachers Teachers take responsibility for managing and consulting during the process It is not leaving students to fend by them or siting students in front of computers and hoping they will learn

First and foremost, teachers become less of knowledge transmitter and more of a facilitator Relinquishing teacher‘s control is parallel with providing sufficient guidance to smooth learners‘ way into autonomous learning, and into developing purposefulness and creativity in doing so (Dickinson, 1995) Teachers supervise students in their own learning – preference discovery and create opportunities for their experience

Autonomous learning magnitude necessarily entails difficulties in many aspects, and different students may have problems in different ways To that end, teachers are also the counselors helping students with individual obstacles Both facilitators and counselors provide psychology – social and technical supports, the difference between the two is that while the former mainly works with groups, the latter in one-to-one situations (Voller, 1997) According to Riley (1998), counseling involves a great deal of work such as eliciting information about aims, needs and wishes, helping with planning, suggesting materials and sources, talking part in interaction, offering alternatives, listening and responding, interpreting information, giving feedback on self-assessment, and being positive and supportive, etc

Apart from the cultural influence, motivation, learner training and environmental factors, many researchers believe that the teacher plays another important role in facilitating autonomy learning (Breen & Man, 1997; Lee, 1998; Thanvenius, 1999; Scharle & Szabo, 2000) Teachers take responsibility for managing and consulting during the learning process As students begin to control their learning, the teacher needs to take on the role of facilitator or counselor (Riley, 1997; Scharle & Szabo, 2000; Wenden, 2002)

Relinquishing teacher control is parallel with providing sufficient guidance to smooth learners way into autonomous learning, and into developing purposefulness and creativity in doing so (Dickinson, 1995) Teachers supervise students in their own learning – preference discovery and create opportunities for their experience

Breen and Man (1997 : 145) listed that some important factors required to

be a teacher of autonomous learners: 1) the attributes which the teacher can bring to their relationship with their students; 2) self – awareness as a learner; 3) belief in each learner‘s capacity to learn and trust in each learner‘s capacity to assert their own autonomy; 4) the desire to foster learner autonomy

Facilitating and counseling learners is not just a matter of pointing them in the right direction – it is also to do with motivation, behaviors, and practical and emotional support Teachers, therefore, should motivation students in acquiring learning independence as well as language skills

To recap, the teacher‘s function should become less dominant, but not less important Instead of absolving themselves of all responsibility teachers, they play more roles than before as facilitators, counselors, motivators, awareness raisers as well as resources in this development

1.1.6 Ways to develop autonomy

As learner autonomy is so pivotal in second language acquisition, scholars, researchers and teacher have long been searching for methods to magnify this character in learners It is suggested that this transition must be taken through raising awareness, changing attitudes, and transferring roles (Scharle & Szabo, 2000)

Autonomy plays an important role in second language acquisition, therefore, scholars, researchers and teachers have long been searching for methods to ignite this character in learners It is suggested that this transition must be taken through raising awareness, changing attitudes, and transferring roles (Scharle & amp; Szabo, 2000)

The starting stage in cultivating autonomy in learners is raising awareness

of pedagogical goals, contents and strategies (Nunan, 1997) This phase function

as an impetus to initiate learning the second language and copening the learner‘s eyes to new ways of thinking about their learning (Scharle & amp; Szabo, 2000, p.15) It is grounded in the belief that learning happens if learners are willing to co-operate Teachers must encourage students to think consciously in their inner learning processes This is a tightly-teacher-controlled stage on the consumption that learner are not yet responsible in their learning

However, only raising students‘ awareness is not enough Students should

―consciously practice learning strategies‖ which requiring more learner initiative and higher level of responsibility (Sharle & Szabo, 2000, p.50) Additionally, group work and pair work are encouraged to heighten cooperation, which reduces the dominance of learner-teacher interaction, encourages students

to rely on each other and on themselves, and spreads responsibility for the achievement of a task more evenly among students.1998 Furthermore, peer support in this environment is weightier pushing learners in acquiring ―a capacity and willingness to act independently and in cooperation with others, as

a socially responsible person.‖ (Dam, 1995, p.1, citied in Lee, 1998)

Increasing independence may evoke and reinforce responsibility and autonomous attitudes (Scharle & Szabo, 2000, p.80) Therefore, teacher can use some methods like interview, presentation, role play in learning process Furthermore, mind map can be used to ignite creativity and motivation in learner

as well

According to Holec (1981) ―autonomy has to be adapted to different cultural context‖ and accordance with students‘ level of autonomy at different stages Different classroom cultures may entail different teachers‘ responsibilities and students‘ roles, which means the borderline between the suggested activities in changing awareness and transferring attitudes are vague

―Language learning depends vitally on language use‖ (Deci, 1995)

In short, there are three phases in culminating learner autonomy, namely raising awareness, changing attitudes and transferring roles The activities in each part should be adapted in line with students‘ level of self-direction and educational milieu

1.2 Speaking skill

1.2.1 Definition of Speaking Skill

Speaking is one of the skills that have to be master by students in learning English There are some definitions of speaking skills below, such as according

to Jones (1996:12) states that: ―In speaking we tend to be getting something done, exploring ideas, working out some aspects of the world, or simply being together‖ If the students speak English fluently that can help them easily to communication and also explore their idea Speaking English well also helps students to access up-to-date information in fields including science, technology and health and so on

Speaking consists of producing systematic verbal utterances to convey meaning As far as the research is concerned, there has been a myriad of definitions of speaking skill According to the Oxford Dictionary of current English (2009), speaking is ―the action of conveying information or expressing one‘s thoughts and feelings in spoken languages‖

By gate, Martin (1987) believes that speaking is the skill by which they are most frequently judged and thought Learners often need to be able to speak with confidence Speaking skill is regarded as the vehicle of social solidarity, of social ranking, of professional advancement and business It is also a medium through which much language is learnt‖

However, as for W.F.Mackey, oral skill ―involves not only the use of the right sounds in the right patterns of rhythm and intonation, but also the choice of words and inflections in the right order to convey the right meaning.‖ (quoted from By gate, M, 1985:5)

In Brown and Yule‘s point of view (1983) spoken language consists of short, fragmentary utterances, in a range of pronunciation There is often a great

deal of repetition and overlap between on speaker and another and speaker usually use non-specific references They also point out that spoken language is made to feel less conceptual dense than other types such as prose by using the loosely organized syntax, and non-specific words and phrase and fillers such as

―well‖, ―oh‖

Chaney (1998), however, considered speaking a process: ―Speaking is the process of building and sharing meaning through the use of verbal or nonverbal symbols in a variety of contexts‖ Sharing the same viewpoint, Flozez (1999) added that speaking is an ―interactive‖ process, which consists of three main stages ―producing, receiving and processing information‖

Tarigan (1990:3-4) defines that speaking a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned

Oral language seems to be the most critical skill in all language skills because the language leader is the representative of a language user, just like any other language, including listening, reading, and writing Zhong (Ur, 1996) When they speak, people can know how many languages they know and how many of them can display correct grammar, vocabulary, and so on Therefore, spoken language can cover other language skills and it is necessary to improve

in a good way Oral skills can be defined as the most important part of the EFL curriculum With the advancement of technology and the need for international exchanges in the contemporary world, language learners take part in language courses to improve their speaking skills Those who interpret more will achieve more success and efficiency in schools and other areas of life (Malmir & Shoorcheh, 2012) According to Folse (2006), most people think that language recognition means a language because the word is a basic element of communication with other people in society but can provide a language for foreign language learners Very difficult because verbal communication should

be able to use the language correctly in social communication Interaction includes not only verbal communication, but language based elements such as

stress, intonation, and intonation (Seligson, 1997, Fulcher, 2003) Verbal and oral communication involves writing and negotiating languages in different ways Speakers and listeners speak the language of production and processing in language interactions, but both skills are very sensitive and highly dependent on time, which means that they must treat the language in words without any possibility of return, inspection, and production The speaker also needs to take into account the relationship with others or the person they hear and communicate and adapt their language (Thornbury, 2007)

Under the skills of the macro language, spoken language is an assessment

of the most difficult skills, which means that it is difficult to determine language skills (Joiner & Jones, 2003) A discussion is an interactive constructive process that involves the production, acquisition, and processing of information (Brown, 1994; Burns & Joyce, 1997)

The conversation is very dependent on the context in which it happened Participants, their knowledge, goals, subject experiences, and physical and mental conditions can influence the form and meaning of the word Speaking skills and spoken language skills can affect the success of any communication (Van Duzer, 1997) The speaker should be able to anticipate and produce the expected model of a particular discourse situation They also manage discrete elements, such

as rotation, rewriting, response, or tracking (Burns & Joyce, 1997)

According to Ladouse (1991) speaking is described as the activity as the ability to express oneself in the situation, or the activity to report acts, or situation in precise words or the ability to converse or to express a sequence of

ideas fluently Furthermore, Tarigan (1990:8) said that “Berbicara adalah cara

untuk berkomunikasi yang berpengaruh hidup kita seharo-hari” It means that

speaking as the way of communication influences our individual life strongly

Wilson (1983:5) defines speaking as development of the relationship between speaker and listener Speaking is only an oral trail of abilities that is got from structure and vocabulary Freeman (in Risnadedi, 2001: 56-57) stated that speaking ability more complex and difficult than people assume, and speaking

study like study other in study of language, naturalize many case to language teachers

Wallace (1978:98) stated that oral practice (speaking) becomes meaningful to students when they have to pay attention what they are saying Stern (in Risnadedi, 2001: 56-57) said watch a small child‘s speech development First he listens, then he speakers, understanding always produces speaking Therefore this must be the right order of presenting the skills in a foreign language

Nunan (2003) ―speaking is the productive oral skill It consists of producing systematic verbal utterance to convey meaning‖ According to Nunan, interactional speech is more unpredictable than transactional speech

Speaking is, however, a skill, which deserves attention as much as literary skills Our listeners often need to speak with confidence so as to carry out many

of their most basic transaction Moreover, speaking is known with two main types of conversation namely dialogue and monologue

1.2.2 Autonomy in speaking skill

Autonomy means the ability to take control of one's own learning, independently or in collaboration with others An autonomous learner will take more responsibility for learning and is likely to be more effective than a learner who is reliant on the teacher Learner training in the classroom encourages autonomy and is an important element of language teaching

Student autonomy is the ability of a student to decide independently and not to be influenced by other people Dickinson (1995) defines autonomy as the student's attitude to learning It is the responsibility of students to learn through this attitude Breeze (2000) also believes that student autonomy is an exploration

of attitudes and attitudes experience Similarly, Little (1995) cited that autonomy

is a learning problem and also a learning problem of learning in a formal education environment

Among the many definitions proposed by many scholars, Benson and Foller (1997) believe that autonomy includes five categories, including a variety

of skills that can be taught and implemented for autonomous learning, natural skills considered in institutional education and their orientation skin Student learning situation and student responsibility to teach

Students need autonomy because teachers do not always guide and help them Therefore, Nation and Macalists (2010) noted that students need to learn how to learn a language, how to monitor and apply their learning so that they can become effective language learners (page 38) Thanasoulas (2000) noted that motivations, attitudes, needs, learning styles, language learning strategies, and language student awareness are important factors in promoting student autonomy Many scholars (Dam, 1995, Holec, 1981, Little, 1991) believe that autonomy plays an important role in education They believe that students with higher autonomy are more motivated to learn and gain knowledge and to have a higher self-esteem of learning

Arcko (2008) made a study to discover the effect of autonomy on the success of hearing comprehension Research findings show that there is no significant link between student autonomy and understanding of hearing Tabatabaei and Parsafar (2012) study the influence of student autonomy on their ability to think critically

According to research results, autonomous learning has a significant impact on the ability of students to think critically Fahim and Haghighi (2014) study the relationship between self-criticism and foreign language students thinking skills Ninety-five EFL students participated in the study The results show that there is a significant positive relationship between the ability of self-regulation of students and the ability to think critically

The autonomy in speaking increases in proportion to the automaticity of his language production This is the ability to automatize the more mechanical elements to situational and functional elements of a task Besides, learners need

to be able to ―marshal their newly acquired skills and deploy them unassisted and under what are called real operating conditions‖ (Thornbury, 2006, p.89)

Along similar line, Rubin and Thompson (1994, p.75) gives several techniques which autonomous students often use in speaking skill:

- Rehearsal: rehearsing the situation in their heads to make sure they can

do it or rehearsing with another student

- Automatic use: imagining what they would say in the foreign language

in different situations (when they are in a store or restaurant, etc.)

- Paraphrasing: trying to say something in another way;

- Topic changing: switching to the topic they know to maintain interaction in the target language

In classroom, autonomy is defined that learners need to be given opportunities to talk freely about subjects of their own choice Like autonomy development in other skills, autonomy development in speaking includes three previously mentioned phases Specifically, it commences with awareness-raising activities in which learners learn features of spoken language This is followed

by appropriate activities to aid control of these features, before reaping full autonomy as independent speakers in a range of different spoken genres

To sum up, autonomy effects relatively on speaking skill As students become proactive in learning, they are able to find out and implement effective speaking strategies They take initiative in awareness, action and the way to dominate knowledge Furthermore, autonomy helps learners raising their confidence in speaking, explores new things and effective methods to develop speaking skills

Student autonomy is the ability of a student to decide independently and not to be influenced by other people Dickinson (1995) defines autonomy as the student's attitude to learning It is the responsibility of students to learn through this attitude Breeze (2000) also believes that student autonomy is an exploration

of attitudes and attitudes experience Similarly, Little (1995) cited that autonomy

is a learning problem and also a learning problem of learning in a formal education environment Among the many definitions proposed by many scholars, Benson and Foller (1997) believe that autonomy includes five

categories, including a variety of skills that can be taught and implemented for autonomous learning, natural skills considered in institutional education and their orientation skin Student learning situation and student responsibility to teach

Students need autonomy because teachers do not always guide and help them Therefore, Nation and Macalists (2010) noted that students need to learn how to learn a language, how to monitor and apply their learning so that they can become effective language learners (page 38) Thanasoulas (2000) noted that motivations, attitudes, needs, learning styles, language learning strategies, and language student awareness are important factors in promoting student autonomy Many scholars (Dam, 1995, Holec, 1981, Little, 1991) believe that autonomy plays an important role in education They believe that students with higher autonomy are more motivated to learn and gain knowledge and to have a higher self-esteem of learning

Arcko (2008) made a study to discover the effect of autonomy on the success of hearing comprehension Research findings show that there is no significant link between student autonomy and understanding of hearing

Tabatabaei and Parsafar (2012) study the influence of student autonomy

on their ability to think critically According to research results, autonomous learning has a significant impact on the ability of students to think critically Fahim and Haghighi (2014) study the relationship between self-criticism and foreign language students thinking skills Ninety-five EFL students participated

in the study The results show that there is a significant positive relationship between the ability of self-regulation of students and the ability to think critically

Nosratinia and Zaker (2013) conducted a study to investigate the relationship between the critical thinking and the autonomy of 182 Iranian male and female students Research findings show that there is a significant positive correlation between critical thinking and participants' autonomy

1.3 Motivation in learning English

1.3.1 Definition of motivation

Motivation is an essential factor in the students learning process The success of the students studying process is depending on their motivation Motivation leads them to reach their goals As Ormrod (2011:362) says, ―It leads to increase the effort and energy in pursuit of those goals‖ Therefore, motivation is the key to open their future success Motivation has an important role to influence the power of learning activity, but the motivation is also influenced by the goals If there is a higher goal, there is a bigger motivation to reach the goal

Motivation also has functions to activate and increase the activity as an effort to reach the goals As Sukmadinata (2011:63) notes, ―Motivation also can functioned to activate and increase the activity‖ If the students have a good motivation, they will more enthusiastic in the studying process and surely they will get a better result than the students without motivation

Motivation is the process that initiates, guides, and maintains oriented behaviors It is what causes you to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge

goal-Motivation involves the biological, emotional, social, and cognitive forces that activate behavior In everyday usage, the term "motivation" is frequently

used to describe why a person does something It is the driving force behind

human actions

Motivation doesn't just refer to the factors that activate behaviors; it also involves the factors that direct and maintain these goal-directed actions (though such motives are rarely directly observable) As a result, we often have to infer the reasons why people do the things that they do based on observable behaviors

There are two base motivations that have correlation with students learning process, intrinsic motivation and extrinsic motivation As Syah (2006:136) says ―There are two kind of motivation: 1 Intrinsic motivation—

feeling enjoy and interest in a particular topic or material, 2 Extrinsic motivation—the praise and prize, school rules, the parent‘s paragon, teacher, etc

Motivation in learning has been considered as an interesting filed that attracted many researchers There have been numerous studies into the literature regarding to the definition ―motivate‖ Scott Thornbury defines motivation as what drives learners to achieve a goal, and is a key factor determining success or failure in language learning The leaner‘s goal may be a short – term one, such

as successfully performing a classroom task, or a long-term one, such as achieving native-like proficiency in the language (Thornbury, 2006) Dornyei (1996) points out that motivation theories in general seek to explain no less than the fundamental question of why humans behave as they do, and therefore it would be naive to assume any simple and straightforward answer; indeed, every different psychological perspective on human behavior is associated with a different theory of motivation and, thus, in general psychology it is not the lack but rather the abundance of motivation theories which confuses the scene

Motivation is described as the in tempus to create sustain intentions and goals seeking acts (Ames & Ames, 1989) Motivation as the factor that determines a person‘s desire to do something In second language and foreign language learning, learning may be affected differently by different type of motivation (Richard, 1992)

In addition, there are another kind of motivation that also has close relation with students language learning process Those are integrative and instrumental motivation As Tamimi and Shuib (2009: 32) say ―Studies of motivation of second/foreign language learners often refer to a distinction between two types of motivation namely, instrumental versus integrative motivation‖

From the above ideas, it could be defined that motivation refers to the reasons that activate person‘s desire to do something by their own willingness and volition

1.3.2: Motivation in foreign language learning

Motivation plays an important role in determining success or failure in foreign language learning Therefore, many researchers had given the definition of motivation in foreign language learning However they gave various ways of definition Ellis (1997) stated ―Motivation involves the attitudes and effective states that influence the degree of effort that learners make to learn an L2.‖ (p.75)

Similarly, in 2001, Dornyei added that motivation involved desire to learn

a language, intensity of effort to achieve this, and attitudes toward learning in language

In 1994, Dornyei divides motivation into 3 main levels which were language level ( integrative motivational subsystem and instrumental motivational subsystem) , learner level (depends on need for achievement, self-confidence which is language use anxiety, perceived L2 competence, casual attributions and self-efficacy) and learning situation level (refers to course specific motivational components, teacher specific motivational components and group specific motivational components) In addition, Marion Williams and Bob Burden (1997) proposed a detailed framework of L2 motivation with the

―Internal and ―External‖ motivational influence

1.3.3 Factors affecting motivation in foreign language learning

Green conducted research entitled ―Factors That Affect Motivation among Adult Learners.‖ He stated that motivation is an internal force that energizes the individual for action and determines the direction of that action Antecedent conditions (e.g attitudes toward the subject and concern for academic excellence), and methodological or course design conditions (classroom variety, instructional activities, direct feedback) are variables that influence student motivation This research presents the results of a survey that examined the influence of personal, teacher behavior, and institutional-structural factors on adult students The results indicate that teacher behaviors are among those rated

by students as having the most influence on their motivation to succeed

Harmer (1991) lists four factors that can be dangerous to the learners‘ motivation as follows: