Abstract
This study was aimed to investigate the role of autonomous learning (hereafter, AL) with the teacher guidance approach in enhancing the performance and ability of students in practicing their English speaking skill. Pre-test and post-test were given to 22 first year university students to measure the improvement of their ability in the prepared talk before and after the learning strategy was implemented in the classroom. The questionnaires were also gathered to know their perception of this learning strategy. The questionnaires were in the form of closed-ended questions. Results of the pre-test and post-test were analyzed using Tableau software, meanwhile, the data from the questionnaire were calculated for frequency and percentage. From the results, the average score the students' post-test was higher than the average score they got in the pre-test, 83 and 62.2, respectively. The improvement was obvious; here, 16 students got the scores of 80-95 in their post-test, while others got a minimum of 75 and 60. The students' perception obtained from the questionnaires, in overall, received positive responses on the use of this learning strategy. It can be concluded that AL with the teacher guidance approach played a prominent role in improving the students' performance in English prepared-talk.
Highlights
Unenjoyable and ineffective English teaching-learning will lead to an unsatisfied result and demotivates students to be fond of learning English (Marcellino, 2008)
The research question is as follow: Does autonomous learning with the approach of teacher guidance improve the performance and ability of the students’ prepared-talk in speaking practice?
From the questionnaires data, it shows the role of teacher guidance in improving the prepared talk of the students
Summary
Unenjoyable and ineffective English teaching-learning will lead to an unsatisfied result and demotivates students to be fond of learning English (Marcellino, 2008). It is often caused by the applied method, teaching style and learning activities which fail to create enjoyable learning. It demotivates the students to enjoy learning English, so they never put a target of their achievement to be reached at the end of the learning session. This contributes to the unsatisfied result in the final test for most of the students. The lecturer should set a time allocation to review the basic language proficiency the students have achieved
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