Motivating Students To Be Autonomous Learner through Learning Portfolio in Learning English

ABSTRACT
Imelda Mallipa. 2013. Motivating Students to be Autonomous Learners through Portfolio in Learning English. (Supervised by Djamiah Husain and Sukardi Weda).
            This research aimed at 1) investigating to what extent students become autonomous learners through learning portfolio, 2) describing students’ motivation to be autonomous learners through learning portfolio in learning English.
The design of this research is a descriptive one. The Population of this research is the year eleven students of SMAN 1 Sesean which consist of 82 students. The Samples are 16 students which chosen randomly. This research uses three kinds of instruments; they are questionnaire on autonomous learners, questionnaire on students’ motivation, and students’ portfolio.
The result of the data analysis showed that that 1) the year eleven students categorized into good level of autonomous learners. It was proved by the findings of students’ mean score which was 85.13. It was interpreted into the category of autonomous learners and categorized into good level.  The students had good ability to learn English in their own way through determining goal, planning activities, searching and choosing learning resources, documenting their learning process, and evaluating their learning. Students are able to be autonomous learner but they are not fully autonomous learner. They are still in the preliminary (reactive autonomy) step toward proactive autonomy. 2) The year eleven students of SMAN 1 Sesean were strongly motivated to be autonomous learners by documenting their learning process into portfolio and making reflection about what they have learnt. It can be seen from their interest to set goal, plan and act according to their goal, select materials which are suitable for their ability and interest, manage their time to learn English outside the classroom, document their learning process into portfolio, and evaluate their learning process. It was proved by the mean score which was 42.9. It was interpreted into motivation category and considered as motivated.

ABSTRAK
IMELDA MALLIPA. 2013. Memotivasi Siswa Menjadi Pebelajar Mandiri Melalui Penggunaan Portofolio dalam Belajar Bahasa Inggris (Dibimbing oleh Djamiah Husain and Sukardi Weda).
Tujuan penelitian ini adalah (1) untuk mengetahui sejauh mana siswa menjadi pelajar mandiri melalui penggunaan portofolio dalam belajar bahasa Inggris (2) untuk mendeskripsikan motivasi siswa menjadi pebelajar mandiri melalui portofolio dalam belajar bahasa Inggris.
Penelitian ini menggunakan metode deskriprif. Populasi pada penelitian ini adalah siswa kelas XI  SMAN 1 Sesean yang terdiri dari 82 siswa. Sampelnya adalah 20% dari total populasi yaitu sebanyak 16 siswa . mereka dipilih secara acak.Penelitian ini menggunakan 3 jenis instrument, yaitu kuesioner tentang belajar mandiri, kuesioner tentang motivasi siswa menjadi pebelajar mandiri, dan portofolio yang dibuat siswa.
Hasil penelitian menunjukkan bahwa 1) siswa kelas XI SMAN 1 Sesean memiliki kemampuan yang baik untuk menjadi pebelajar mandiri. Data tersebut dibuktikan dengan nilai mean skor dari kuesioner tentang belajar mandiri yaitu 85.13. nilai tersebut dapat di interpretasikan ke dalam kategori baik untuk menjadi pebelajar mandiri.  Siswa memiliki kemampuan yang baik untuk belajar mandiri dengan menentukan tujuan belajar, merencanakan kegiatan-kkegiatan pembelajaran, mencari dan memilih sumber belajar, mendokumentasikann prosess belajar, dan mengevaluasi cara belajarnya. Siswa mampu menjadi pebelajar mandiri, akan tetapi mereka tidak sepenunya  dikategorikan sebagia pebelajar mandiri. Mereka  2) siswa kelas XI SMAN 1 Sesean termotivasi belajar mandiri dengan mendokumentasikan proses pembelajarannya dan dengan dengan merefleksikan apa yang mereka telah pelajari. Hal tersebut dapat dilihat dari ketertarikan siswa untuk menentukan tujuan belajarnya, merencanakan aktivitas-aktivitas belajarnya serta melakukan aktivitas-aktivtas yang menunjang tercapainya tujuan belajar mereka, memilih materi yang sesuai  dengan minat dan kemampuan mereka, mengatur waktu untuk belajar di laur kelas, mendokumentasikan proses belajar mereka kedalam portofolio, dan mengevaluasi cara belajarnya. Data tersebut dibuktikan dengan nilai mean skor dari kuesioner tentang belajar mandiri yaitu 42.9. nilai tersebut dapat di interpretasikan kedalam leve  termotivasi.

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