Abstract
This paper attempts to shed some light on the activities and facilities in one Self-Access Center (SAC) in one university in Bandung. On the ground of this investigation, a context description of SAC in university levels is put forward followed by an overt statement of the objectives and the rationales of the study. There are three research problems being investigated: What is the typology of the SAC? What are the self-access language learning (SALL) activities and materials provided in this SAC? And how do the students perceive the self-access language learning (SALL) activities and materials? This qualitative study reveals that this SAC is categorized into supermarket typology of SAC. This is because of the SAC system offers learners the chance to look around and choose what they want to study. This system displays materials under clearly marked categories like in supermarket. This typology of SAC is suitable for all learner contexts (Gardner and Miller, 2008). However, this SAC still lack the materials and activities for SALL. Further development, in terms of materials and activities which can promote learning autonomy should be done. Most students (72%) perceive positively about certain SAC facilities, such as books, resources, strong internet connection, and cozy environment of reading and writing area. However, there should be more improvement in certain SAC facilities (such as rooms for consultation with SAC tutor, TV viewing area) and certain SAC activities (such as English club and native speaker contact).Keywords: autonomy, self-access center (SAC), self-access language learning (SALL)
Highlights
To observe the self-access language learning (SALL) materials provided in this Self-Access Center (SAC)
There are three research questions in this study, they are: 1) What is the typology of the Self-Access (SAC) in this university? 2) What are the self-access language learning (SALL) materials provided in this SAC? And 3) How do students perceive the use and the facilities of the SAC? To make sure that the research questions have been answered, the data gained from the instruments are elaborated and analyzed thoroughly
This is suitable with what Gardner and Miller (2008) state that supermarket typology of SAC is suitable for all learners category, either young learners, teens or adult learners
Summary
Learner autonomy has become an important issue in education since 1960. To promote autonomy, several strategies have been developed by many educational institutions. Dickinson (1987) states that SALL in learning a language through the use of a selfcontained learning environment which provides an independent study program with readily accessible materials, makes available a form of help. It is either through answer keys or through counseling and possibly offers the latest technology provided in the SAC. Based on the background above, the writer attempts to analyze the use of Self-Access Center (SAC) in promoting learning autonomy in higher educational institution levels. The result of the study is hoped to enrich the literature and later enhance the use of Self-Access Center (SAC) which is established in many higher educational institutions in Indonesia. Practically, the portrait of SAC may become guidance for the management and stakeholders of STKIP Siliwangi about the establishment of SAC in the campus
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