Improving Self Independence and Adjustment-based Students' Language Competence through Self Access Center

Abstract

Self-Access Centre (SAC) originating from self-access language learning is expected to be an explorative learning that can make students content with learning language about new literacies and it is also easy for them to understand. In terms of independence concept, SAC is equipped by the facilities that support learning process consisting of applications and equipment. In related to the samples, the fourth-grade students are more interested to explore the learning process by using visual media and facilities that are packaged to attract their attention. The application of SAC facilities becomes a source of current information and an embodiment of technological integration with literacy that is easy for students to understand. The observation of such application is conducted every day in six months and the interview session is done in certain times when the students are free. This study uses qualitative methods aimed at knowing and understanding occurring phenomena, the learning process, or the views and input of the research subjects involved. The data collection is considered to be finished. On the research evidence evaluation stage, the NUD*IST software is implemented to search for emerging and developing themes and the evidences are collected based on these themes. Three categories, namely the construction of knowledge, language learning and the theories of listening and reading become more evident. In terms of knowledge construction, the sub-category of clarification, association and development is determined. The category of reading contains process and product. Its sub-category is problem solving. The third category, the independent learning through SAC contains the sub-category of simplifying the learning style and independence. Based on the categories above, the theory of knowledge construction, learning & problem solving, and learning through SAC is related to the students' experiences. The fourth category, integration of subjects, is intended to be an evidence containing reading skill. The fifth category, students' independence, is also influenced intentionally by the SAC program.