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PROMOTING LEARNERS AUTONOMY ON ENGLISH FOR SPECIFIC PURPOSES COURSE IN SHARIA FACULTY OF UIN MAULANA MALIK IBRAHIM

Kuswanto, Welly (2018) PROMOTING LEARNERS AUTONOMY ON ENGLISH FOR SPECIFIC PURPOSES COURSE IN SHARIA FACULTY OF UIN MAULANA MALIK IBRAHIM. Masters (S2) thesis, University Of Muhammadiyah Malang.

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Abstract

To have awareness and responsibility in interpreting the text, the learners need autonomy in studying reading. When interpreting the text, the leaners as critical thinkers at university level are able to know, analyze and understand reading course. Therefore, learners’ autonomy and critical thinking as methods that can be applied by students to improve reading ability inside the class. This research aims to promote learners’ autonomy in reading through critical thinking. Based on the aim of the research, quantitative research was adopted because it was empirical approach in researching the phenomenon and needed data analysis through statistics procedure. In analyzing the data, the researcher used path analysis, because the research problem consisted of three variables and one of the variables as mediator. Based on the problem statement, the researcher would like to investigate the correlation between learners’ autonomy and reading, learners’ autonomy with critical thinking, and learners’ autonomy with reading through critical thinking. This research used questionnaire to gain the data which was conducted at Sharia Faculty, Maulana Malik Ibrahim State Islamic University. The data gained from three department students who were taking ESP Course. In analyzing the data, the researcher created a line chart, calculated path coefficient, checked the model validity, and interpreted the research result. The result showed that direct and indirect correlation of learners’ autonomy, critical thinking and reading are .673 (correlation for learners’ autonomy and reading ability) and .219 (correlation for learners’ autonomy and reading ability through critical thinking). It meant that to increase reading ability for learners in university level, the lecturers were not allowed to use critical thinking. However, the lecturers were recommended to use learners’ autonomy without critical thinking to increase learners’ reading ability inside and outside the class. All correlations among variables had positive correlation. It meant that all lecturers were available to use the appropriate classroom learning activities such as asking questions, using collaborative learning or dictation.

Item Type: Thesis (Masters (S2))
Student ID: 201410560211026
Keywords: Learners’ autonomy, critical thinking, reading and path analysis.
Subjects: L Education > LB Theory and practice of education > LB2300 Higher Education
P Language and Literature > PR English literature
Divisions: Postgraduate > Master of English Language Education (88103)
Depositing User: Moh. Zawawi
Date Deposited: 01 Nov 2018 04:06
Last Modified: 01 Nov 2018 04:06
URI : http://eprints.umm.ac.id/id/eprint/39067

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