Undergraduates Perception on Language Learning Autonomy in English Communication - A Case Study at Higher Education Kristianus Oktriono (a*), Joice Yulinda Luke (b), Alex Jhon (c), Wishnoebroto (d)
a) Language Center, Tourism Department, Faculty of Humanities, Bina Nusantara University, Jl. Kemanggisan Ilir 3, No.45, Kemanggisan, Palmerah, Jakarta Barat, 11480, DKI Jakarta, Indonesia
*koktriono[at]binus.edu
b,c) Language Center, English Language Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia
d) Language Center, Informatics Engineering Department, Faculty of Humanities, Bina Nusantara University, Jakarta, Indonesia
Abstract
The process of English learning is one of the important concerns, especially in the current pandemic situation which demands independence for the students. For students, learning experiences that combine technology and face-to-face require adjustments because learning outcomes do not only focus on the use of technology and achievement of grades but also the learning process so that communication skills are achieved. This study aims to investigate the perception of undergraduates on language learning autonomy based on learning strategies, especially in learning English in higher education. These aspects encompass language learning strategies. This research emphasized thirty-eight important points related to Language Learning Strategies. The study underscored the use of affective strategy with 26% of the total respondents, 24% of undergraduates occupied memory strategies, 18% performing metacognitive and cognitive strategies respectively. Total respondents who utilized compensation strategies account for 13%. This study involved eighty-eight respondents who enrolled in English courses and used an online questionnaire. The data interpretation of this study refers to descriptive analysis. The study attributes that by applying effective strategies, negative factors encountered by students, such as low motivation, negative attitudes, and anxiety can be lowered by the support from other counterparts. The result contributes to stakeholders in higher education, especially for course management.
Keywords: Language Learning, Communication, Autonomy, Higher education, Technology
