KEMENTERIAN AGAMA REPUBLIK INDONESIA

UNIVERSITAS ISLAM NEGERI

PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

PENGAJUAN JUDUL SKRIPSI

FTIK IAIN PURWOKERTO

Nama : Syafaa Muhammada Semester : 5 (Lima)

NIM : 2017404026 Jurusan : FTIK
Angkatan : 2020 Prodi : Tadris Bahasa Inggris
Kelas : TBI A Tanda tangan :

NO SUBTANSI ISI
I. JUDUL (menggambarkan dengan jelas substansi masalah penelitian, berupa frase, tidak lebih
dari 20 kata, ditulis dengan huruf kapital)
SUPPORTING FACTORS ON STUDENTS’ AUTONOMOUS LANGUAGE LEARNING IN MAN 2
BANYUMAS

II.
Kualitatif: FOKUS/ASPEK/DIMENSI Kualitatif: Sub FOKUS/DOMAIN (bila ada)

A. Autonomus Learning 1. A Brief History

2. Definition of Autonomus Learning
3. Levels of autonomy
4. Characteristics of Autonomous Learning
B. Language Learning 1. The definition of Language Learning
2. The Importance of Language Learning
3. Students Autonomy in Language
Learning

III. MASALAH PENELITIAN

A. Obyek/Masalah Utama Penelitian (Lebih baik dalam bentuk alur skematik)
The main object of this research are the factors that can affect student autonomous learning
B. Rumusan Masalah What are the factors that support students autonomous learning?
C. Turunan Rumusan
Masalah/Pertanyaan-
pertanyaan Penelitian

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 KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

IV. LATAR BELAKANG MASALAH; berisi tentang: (A) alasan tertarik dengan tema penelitian, (B)
alasan memilih setting penelitian (penelitian lapangan) atau buku/kitab (penelitian literer), (C)
hasil riset pendahuluan.
A. Alasan Tertarik dengan Tema (Fokus Tema) Penelitian
The achievement of learning objectives is not only influenced by educational factors.
Students also have a role in achieving learning objectives. Therefore, to achieve learning goals, it
is not enough to just rely on learning from educators in schools or places of study. Outside of this
time students need to give full control to themselves to determine everything that is needed to
support their learning activities. Autonomous Learning does not only affect student learning
outcomes, but more than that. Such as increasing psychomotor aspects (skills), cognitive aspects
(knowledge), affective aspects (attitudes) in students.

The ability of autonomous learning will shape the character of students who have a high
enthusiasm for lifelong learning. Therefore this study focuses on wanting to know what factors
can make students have autonomous learning abilities. So that later found supporting factors
that can then be applied to other students so that it is useful.

B. Alasan Memilih Setting Penelitian (Jika Lapangan) atau Buku/Kitab yang Diteliti (Jika Literer)
Based on preliminary research at MAN 2 Banyumas, the school support Autonomous Learning. At
the school the teacher support Autonomous Learning for students.
C. Hasil Riset/Observasi Pendahuluan
Based on preliminary observations on Friday 10 February 2023 at MAN 2 Banyumas.
Based on the results of observations of five Banyumas MAN 2 students, the factors that influence
them to carry out independent learning activities, especially outside school hours, namely: a)
parental support b) need factors, because they want to increase their understanding c)
preparation at any time there are sudden tests d) insufficient understand the material so you
need to study again.
V. KAJIAN PUSTAKA; berupa penjelasan singkat tentang penelitian/teori terkait yang telah ada
sebelumnya (baik berupa penelitian skripsi, penelitian lainnya atau teori) dan keterkaitan dan
perbedaannya dengan judul skripsi yang diajukan (distinksi/karakteristik khas penelitian).

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 KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

A. Skripsi/hasil penelitian terkait tema/variabel penelitian (minimal 3 judul)

1. THE STUDENT’S AUTONOMY IN LEARNING ENGLISH, thesis by Marzait, Siti
(2021)Tarbiyah and Teacher Training Fculties in ANTASARI STATE ISLAMIC
UNIVERSITYBANJARMASIN. Discussing the independence of learning English with a
research location at SMAIT Ukhuwah Banjarmasin. students who have an autonomous
learning have the following characteristics. Highly Motivated in Language Learning, Goal-
Oriented in Language Learning, Willing to Ask Question in Language Learning, Well-
Organized in Language Learning, Hard Working in Language Learning, Interested and
Enthusiastic in Language Learning, The Students Activeness (Improve Different Way) in
Learning English, Having Initiative in Language Learning.
2. Maria Dian Purnamasari's thesis, a UNY student entitled EMPOWERING THE STUDENTS'
AUTONOMOUS LEARNING TO IMPROVE THE ENGLISH LANGUAGE SKILLS OF THE TENTH
GRADE STUDENTS OF RSBI SMA N 7 PURWOREJO. In this study it was concluded that
autonomous learning helps students improve the quality of their learning. Such as
increasing language skills, increasing knowledge, and increasing students' se it is found
that monotonous teachinglearning activities, such as teacher-centred and LKS-based
activities, are oneof the factors that cause the low mastery of students’ language skills,
which affect their learning achievement. Those activities make the students bored during
the learning process. The students’ language skills mastery is low because the activities
focus on the teacher and there is lack of activities that facilitate the students to improve
their language skills.riousness in learning. The planned action of the research is
improving the students’ language skills through the autonomous learning using the self-
discovery and the jigsaw activities. The Self-discovery activities facilitate the students to
improve their self-investment, while Jigsaw activity itself improves the students’
language skills on speaking, listening, reading, and writing. The similarity of this research
with the author's research plan is that they both discuss the main topic, namely
autonomous learning. However, there is a difference if this research focuses on how
autonomous learning improves students' skills in English language. While the author's
research focuses on what factors affect students' ability to do autonomous learning in
language learning.
3. INVESTIGATING EFL STUDENTS' AUTOMOUS LEARNING IN READING ACTIVITY DURING
ONLINE LEARNING . Thesis by Vivi Nur Imami student in Faculty of Teacher Training and
Education Islamic University of Malang. Discusses about autonomous learning in reading
learning during online learning. This research has the same theme so that it can be used
as reading material to add insight regarding autonomous learning. The internal factor
found in contributing to development of EFL students’ reading autonomy are knowledge,
skills, motivation and confidence. According to the composition of internal factors, it
appeared the contributions of skill and motivation are more significant than two others.
Furthermore, the external factors that contribute to development of EFL students’
reading autonomy are parents, siblings, environment, reading lecturer and technology.

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 KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

Among them, technology and environment factors are more significant factors in
contributing EFL students’ reading autonomy during online learning. This study focuses
on examining autonomous learning in EFL students in reading during online learning
activities. It has the same main theme, namely autonomous learning. The difference is
that this study examines online learning. The author's research examines offline learning.
This research only focuses on reading activities, while the author's research focuses on
language learning activities.
4. Agres Nugraheni's thesis entitled STUDENTS PERCEPTIONS OF AUTONOMOUS LEARNING
IN EXTENSIVE READING II CLASS.The conclusion of the first study is that autonomous
learning was implemented for incorporating metacognitive strategies with the tasks of
ER II. Second most of the students had experiences on autonomous learning in from
active autonomy. They perceived their previous autonomous learning positively.
Therefore the student were assumed to be familiar with the implementation of
autonomous learning in extensive reading II. Then the teacher had transferred the
responsibility for learning to the student well. Most of the students perceived the
changing role of teachers and students role positively. The implementation of
autonomous learning in extensive reading II mostly gained positive perception. This
thesis has the same related theme so that it can be used as reading material to add
insight about autonomous learning.
5. THE INFLUENCE OF AUTONOMOUS LEARNING AND VOCABULARY MASTERY ON READING
COMPREHENSION OF THE ELEVENTH GRADE STUDENTS AT MAN 1 KAMPAR thesis by
Rifqo Yuli Sari student in POST GRADUATE PROGRAM STATE ISLAMIC UNIVERSITY OF
SULTAN SYARIF KASIM RIAU. Autonomous learning is one of the factors that can
influence students' reading comprehension. The result of the simple correlation analysis
showed that there was an influence of autonomous learning on students' reading
comprehension of narrative text. The hypothesis which stated that there is an influence
of the two variables above was accepted. Moreover, both variables had a one-way
relationship as the more autonomous students are, the better they read and understand
the narrative text. On the contrary, the less autonomous students are, the lower their
ability to comprehend narrative text. This study has the same main theme, namely
autonomous learning, but in this study it is more focused on the effect of autonomous
learning on vocabulary mastery and its effect on students' reading comprehension.
6. Zia Kemala's research students in STKIP SILIWANGI, AN ANALYSIS OF INFLUENCING THE
AOUTONOMOUS LEARNERS IN LEARNING ENGLISH. In this study, it was mentioned that
the factors that influence students to Autonomus Learning are the role of the learner
themselves, the role of teachers, the type of tasks. the role of environment, social
environment aspects, and situational aspects. This study has the same research theme,
namely discussing the factors that support student autonomous learning.

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 KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

B. Konsep teori beserta rujukannya (tuliskan konsep/variabel besarannya saja)

1. Autonomus Learning
The term Autonomous Learning first appeared in 1981 by Henri Holec, who is also known
as the “father” autonomous learner. Autonomous Learning is “the ability to take charge or
responsibility for self-directed learning” (Holec, 1981). In language learning takes responsibility
for itself related to the learning context. Autonous learners are those who are able to solve
problems or develop new ideas by combining divergent and convergent ways of thinking without
too much help from outsiders to choose (Wood, 1999). So it can be said that autonomy is a
student attribute, not a learning situation (cf. Dickinson 1987: 11).
Autonomous Learning is "the ability to take charge or responsibility for independent
learning" (Holec, 1981). In language learning take responsibility for themselves related to the
learning context. Autonomous learners are those who are able to solve problems or develop new
ideas by combining divergent and convergent ways of thinking without too much help from
outsiders to choose (Wood, 1999). So it can be said that autonomy is a student attribute, not a
learning situation.
Autonomus Learning or independence in learning is important to grow in every student.
Therefore the teacher has a role to help grow the character of students. Autonomous Learning
trains students to be responsible independently of the learning process they are living in (Garaus,
et al, 2015). Autonomus Learning increases the effectiveness of learning in students because
students are able to analyze what they have to do so that their learning goals are achieved.
It is important for students to have autonomous learning awareness so that students do
not always depend on other people and teachers. This attitude will also make students
responsible and disciplined in learning concepts. Students who have an autonous learner 'take
charge of their own learning', which emphasizes planning, selecting materials, monitoring
learning progress and self-assessment, arguably focused on the day-to-day mechanisms of
learning management (Holec 1981: 4)
According to Phil Benson, the factors that support autonomous learning are motivation,
self-regulation, cultural context, and awareness. Factors that support students autonomous
learning are: infrastructure, themselves, teacher support/help, ability to organize material, ability
to plan schedule learning, learning strategies (Akhtar and Fatema: 2016). Autonomous learning
abilities do not just appear, students need help from the teacher and the surrounding
environment. All of these factors can be realized if teachers, schools and parents provide support
to students

2. Language Learning
The process by which humans acquire the ability to, capture, produce. and use words
and sentences for communication. Language Learning is a language that is used without
qualification for the process that produces language knowledge in Lyons language learners
(1981:252). Language Learning is the process of acquiring language skills either in understanding
or in natural expression (Tarigan at all : 1998)

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 KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

All students can become successful learners if supported by teachers, parents. Students
need learning opportunities. Starting from a small group such as in the family. Then study in a
larger group, namely the community. School as a learning environment provides strategies,
knowledge skills to achieve the goal of mastering the language.

VI. METODE PENELITIAN

A. Jenis Penelitian Lapangan
B. Pendekatan Kualitatif
C. Metode Qualitative Descriptive
D. Teknik Pengumpulan Interview, Questionnaire
Data
E. Teknik Uji Keabsahan Triangulasi Sumber Data
Data
F. Teknik Analisis Miles and Huberman
(Reduction, Display Data, Conclusion)
VII. DAFTAR PUSTAKA (ditulis daftar bacaan yang dimiliki dan/atau telah dibaca sebagai referensi
sementara, minimal 2 untuk buku metodologi penelitian, 3 buku untuk konsep/variabel).
1. Creswell, J. (2014). Research Design. Sage Publication.
2. Cothari, C. (1990). Research Methodology. NEW AGE INTERNATIONAL (P) LIMITED,
PUBLISHERS.
3. Cohen, L. (2007). Research Method In Education. Routledge.
4. Jimenez, M. (2021). Autonomy In Language Education. Routledge
5. Brown, H. Douglas (2006). Principles of Language Learning and Teaching. Pearson
Education.

VIII. PEMBIMBING YANG DIUSULKAN

1. Khairunnisa Dwinalida, M.Pd.
2. Desi Wijayanti Ma’rufah, M.Pd.

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 KEMENTERIAN AGAMA REPUBLIK INDONESIA
UNIVERSITAS ISLAM NEGERI
PROFESOR KIAI HAJI SAIFUDDIN ZUHRI PURWOKERTO
FAKULTAS TARBIYAH DAN ILMU KEGURUAN
Jalan Jenderal A. Yani, No. 40A Purwokerto 53126
Telepon (0281) 635624 Faksimili (0281) 636553
www.uinsaizu.ac.id

PERNYATAAN KEASLIAN
Yang bertanda tangan di bawah ini, saya:
Nama : Syafaa Muhammada
NIM : 2017404026
Jurusan/Prodi : FTIK/TBI
Angkatan : 2020
menyatakan bahwa judul/tema/masalah dan isi usulan penelitian yang tertulis dalam form
pengajuan judul ini adalah benar-benar hasil pikiran/kerja akademik saya bukan hasil plagiat atas
karya orang lain, dan saya bersedia menerima sanksi apabila ternyata pernyataan ini terbukti tidak
benar.
Purwokerto, 28 Maret 2023
Yang Membuat Pernyataan

(Syafaa Muhammada)

CATATAN:
Untuk bagian ini perlu dibuatkan sistem agar kaprodi bisa meng-acc atau menolak judul yg diajukan
oleh mahasiswa (sistem berisi check list dan catatan masukan dari kaprodi)

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