STUDENTS’ ROLES IN INDEPENDENT LEARNING

Almaidah Amalia Batubara (2213321029)

Dhea Ani Clarissa Sitohang (2213121070)

Ulfa Wahidah (2213321003)

A. The Nature of Students’ Role Itself

David Boud (1987) emphasizes the importance of students taking an active and self-
directed approach to their learning. This involves not only the acquisition of
knowledge but also the development of skills and attitudes necessary for lifelong
learning. The following is the key aspects that highlight the nature of students' roles
in independent learning.

Students are expected to take ownership of their learning process, setting goals and
priorities, and managing their time effectively to achieve these goals. This autonomy
allows them to tailor their learning to their individual needs and interests, fostering a
sense of self-reliance. For instance, a study on the role of project-based language
learning in developing students' life skills found that such an approach helps
students develop their personal and cooperative skills through communication and
mutual respect. This highlights the importance of students taking charge of their
learning, as they are able to engage in meaningful interactions that enhance their
skills.

Independent learning requires students to develop critical thinking skills, which

involve analyzing information, evaluating evidence, and making informed decisions.
This helps them to identify and address problems independently, fostering a sense of
self-reliance. A study on the enhancement of students' independent learning through
their critical thinking skills development emphasizes the importance of command
and teamwork in developing these skills. This underscores the role of students in
actively engaging with the learning process, rather than simply passively receiving
information.
 Independent learning involves collaboration and communication. While students are
expected to take ownership of their learning, they are also encouraged to work
together, share ideas, and provide feedback to enhance their learning and develop
teamwork skills. A study on the role of family education in forming the independent
character of students in elementary school highlights the importance of good family
education in shaping student character, which includes the ability to participate fully
in the learning process at school. This emphasizes the role of students in engaging
with peers and instructors to enhance their learning.

Independent learning requires students to be adaptable and resilient in the face of

challenges and setbacks. This involves developing coping strategies, managing
stress, and persisting through difficulties. A study on learning burnout in medical
students found that seniors, low family income, and low social support were
significant predictors of learning burnout, highlighting the importance of students
developing strategies to manage stress and maintain motivation. This emphasizes
the role of students in actively managing their learning, rather than simply being
passive recipients of information.

B. Types of Student Roles in Self-Independent Study

Students play a crucial role in independent learning because they are the primary
drivers of the learning process. There are some kinds of students’ roles that
necessary. This following is explaining.

a. Students as learners
Students take responsibility for their learning process, actively engaging in
acquiring knowledge and skills through self-motivation and self-regulation.
These students actively engage in the learning process, absorbing information,
understanding concepts, and acquiring new skills. They take responsibility for
their own learning by paying attention, asking questions, and seeking
clarification when needed (Wang, etc.,2022).
Students' ability to absorb and process new information is crucial for building a
knowledge foundation. Actively engaging with material helps them understand
underlying principles and relationships, leading to a deeper understanding of the
subject matter. This process also helps develop new skills, such as problem-
 solving and critical thinking, essential for success in academic and professional
settings.
Example:

Teacher can provide students with choices in the topics they want to explore,
the methods they use to learn, and the pace at which they progress. This not
only enhances student engagement but also encourages them to take
ownership of their learning.

b. Students as planners
This role means students taking ownership of their learning by setting goals,
prioritizing tasks, and managing their time effectively. To facilitate students as
planners in an English classroom, teachers can provide guidance and support
while also giving students the autonomy to make decisions about their learning
(Susiani, et.al., 2022). This can involve setting up learning centers or stations
that cater to different learning styles, providing resources and materials that
students can use to plan their learning, and offering one-on-one consultations or
peer mentoring to help students stay on track.
Teachers can create learning centers or stations that cater to different learning
styles, such as reading, comprehension, writing, vocabulary, and grammar. These
centers should have clear objectives and expectations, allowing students to
choose the one that best suits their needs. Teachers can also provide students
with online platforms, educational apps, and multimedia resources that support
English learning, empowering them to take ownership of their learning. One-on-
one consultations or peer mentoring sessions can help students stay on track and
address challenges, through regular meetings, peer mentoring programs, and
online discussion forums. These opportunities help students develop the skills
and confidence needed to manage their learning effectively and make informed
decisions about their academic paths.
c. Students as Researchers
Students are encouraged to participate on a variety of tasks, including "Students
as Researchers." This function is vital in developing critical thinking, problem-
solving, and cooperation abilities in pupils. In an English classroom, this
 function is especially beneficial at improving students' analytical skills and
ability to engage with complex texts (Wang, etc.,2022).
When students participate in research activities, they are given the freedom to
study themes of their choosing, which not only piques their interest but also
helps them develop critical thinking abilities.
For Example:
In an English classroom, students as researchers might work on projects like
analyzing literary themes, researching the historical backdrop of a novel, or
investigating the impact of language on culture. These projects require
students to collaborate, share their findings, and discuss their conclusions.
This collaborative method enables students to learn critical skills such as
communication, teamwork, and time management.
Students play various roles in research, including researchers, investigators,
analysts, presenters, and critics. Researchers oversee research initiatives, collect
data, and analyze findings. Investigators explore topics, assessing sources and
analyzing information significance. Analysts analyze data to detect patterns and
trends, improving analytical skills. Presenters communicate findings to peers,
enhancing communication and engagement. Critics provide constructive
feedback on projects, enhancing critical thinking skills. Overall, students' roles
in research contribute to their overall development and understanding of the
world around them.
d. Students as collaborators
These students work together with their peers to achieve common learning goals.
They engage in discussions, share ideas, and collaborate on projects or group
assignments (Lin & Liu, 2023).
Students are encouraged to work together on various activities and projects in
this collaborative atmosphere, which helps them develop important skills like
communication, problem-solving, and critical thinking. This technique also
allows students to exchange their knowledge and skills with one another,
resulting in a vibrant and diverse learning community. For example, students
may collaborate in small groups to accomplish a project, with each member
contributing their own abilities and viewpoints to the outcome.
 Students as collaborators share responsibilities and tasks, fostering a sense of
responsibility and accountability among group members. They are encouraged to
serve as peer mentors, providing feedback, suggestions, and acting as a sounding
board for ideas. This peer-to-peer support system fosters a sense of community
and camaraderie in the classroom. Students also become self-assessors, regularly
assessing their progress, finding areas for growth, and setting learning
objectives. This technique helps students build a growth attitude, become more
reflective learners, and adapt their learning strategies accordingly.
In an English classroom, students can engage in various collaborative roles to
enhance their learning experience and develop essential skills. These include
peer review and feedback, group discussions and presentations, role-playing and
improvisation, peer tutoring and mentoring, collaborative writing projects,
classroom debates and discussions, peer editing and revision, and group research
projects. These activities help students develop critical thinking, writing,
communication, teamwork, creativity, problem-solving, leadership, and teaching
skills.

Peer review and feedback fosters a sense of community and mutual support,
while group discussions and presentations promote active listening, critical
thinking, and effective communication. Role-playing and improvisation
activities foster teamwork, creativity, and problem-solving. Peer tutoring and
mentoring provide guidance and support in specific areas, while collaborative
writing projects encourage sharing ideas, negotiation, and compromise.
Classroom debates and discussions foster critical thinking, public speaking, and
argumentation skills, while peer editing and revision focus on grammar, syntax,
and coherence. Group research projects encourage collaboration, knowledge
sharing, and research and critical thinking skills.
e. Students as assessors
In this role, students evaluate both their own learning progress and the work of
their peers. They evaluate their own strengths and flaws, establish assessment
criteria, and give constructive criticism to others. Students are not only learners,
but also evaluate their own and their peers' work. This method enables students
 to develop a critical eye for their own work, discover areas for development, and
hone their talents via constructive criticism (Petrová et. al., 2022).
Matsuno (2017) emphasizes the role of students as assessors typically involves
several key responsibilities. This following are the key of students as assessor.

Self-assessment is a teaching method where students evaluate their own work

using specific criteria or rubrics set by the teacher. This helps students develop
self-awareness and understanding of their strengths and weaknesses. Peer
assessment is another method that provides constructive feedback on peers'
work, fostering critical thinking and deeper engagement with the material.
Teachers facilitate this process by providing clear assessment criteria and
rubrics, teaching effective feedback provision and acceptance, and allowing
students to practice judging each other's work before independently completing
it. This approach helps students gain confidence and enhance their skills in this
area. Both methods contribute to the overall development of students' critical
thinking skills and engagement with the material.

f. Students as creators
Through taking on this role, students are taught to think critically, be creative,
and successfully express themselves through various types of media and
communication (Androsov & Zhang, 2023).
Students can pursue a variety of careers, including writing, art, film, and game
creation. For example, they could write a short narrative, a comic strip, a film, or
a podcast to demonstrate their knowledge of a specific literary theme or
historical event. Students in an English classroom can play a variety of creative
roles, depending on the assignment or activity. Here are some examples of roles
that students can take up:
1) Project-based learning
Teachers can assign projects that allow students to explore different roles and
mediums, such as creating a short film or writing a script.
2) Choice and autonomy
Teachers can offer students choices in their projects, such as selecting the
topic, format, or medium, to encourage them to take ownership of their
work.
 3) Guidance and feedback
Teachers can provide guidance and feedback throughout the creative process,
helping students refine their ideas and develop their skills.
4) Collaboration
Teachers can encourage students to work in groups or pairs, allowing them
to share ideas, learn from each other, and develop teamwork and
communication skills.
5) Technology integration
Teachers can provide access to digital tools and platforms that support the
creative process, such as multimedia software, online collaboration tools, or
digital publishing platforms.
g. Students as Presenters
Independent learning allows students to take on various responsibilities, such as
presenters in English classes. These roles involve conducting research,
presenting findings, and enhancing public speaking abilities, critical thinking,
organizational, and time management skills.
Students can participate in two roles: Literary Analysis Presenters, where they
are assigned themes for research and presentation, and Informations Engineering
Student Presenters, where they share their project findings and gain confidence.
In an English classroom, this role can be especially helpful at encouraging
independent learning. For example, students may be assigned literary analysis
themes on which they must conduct research and present their findings to the
class.
h. Students as Reflectors
Students are encouraged to assume the role of "reflectors" as part of their
own learning process. This role requires students to reflect on their own
learning, recognize areas of strength and weakness, and adapt their approach
accordingly.
The reflective process involves students analyzing their learning
experiences, identifying strengths and weaknesses, and adjusting their
approach based on the results. This helps them build confidence, address
weaknesses, and adjust their strategies accordingly. The process also
 involves process analysis, where students review the steps taken to complete
tasks and achieve goals. The outcomes of their learning are evaluated,
allowing them to adjust their goals and strategy accordingly. The final phase
involves adjusting strategies, setting goals, and seeking feedback to validate
their self-assessment and refine their learning approach.

C. The Value of Students' Participation Individual Education

The involvement of students in independent learning is critical to their development
and success in every aspect of life. Independent learning is an important skill that
allows students to take control of their learning process, develop critical thinking
skills, and become more self-sufficient in their academic pursuits. These following
are several lines the importance of students' involvement in their learning process.

a. Encourages Students to be Actively Engaged in the Learning Process

This position promotes active student participation in learning by absorbing
information, understanding concepts, and developing new skills. It fosters self-
motivation, self-regulation, problem-solving, time management, and critical
thinking. This strategy aids in overcoming obstacles and achieving goals.
Students who take responsibility for their learning are more motivated, leading
to higher retention rates and a greater sense of success.
b. Boost The Motivation
The benefits of students as planners in an English classroom are numerous. By
taking charge of their learning, students develop a sense of autonomy, which can
boost their motivation and engagement. They also learn to be more responsible
and accountable for their own learning outcomes, which can lead to increased
confidence and self-esteem (According to Babicheva & Rybachuk, 2021).
Students as planners can boost their motivation and engagement for several
reasons, they are:

This text highlights the benefits of students as planners in an English classroom.

It emphasizes the role of students in shaping their own learning experiences,
which can boost their motivation and engagement. By taking charge of their
education, students feel more in control, fostering a sense of ownership and
responsibility. This leads to personalized learning, a sense of purpose, increased
 agency, improved self-efficacy, more meaningful learning, and reduced stress.
Students who take control of their learning experience feel more invested in the
process and feel a sense of achievement when they reach their objectives. This
approach also increases their sense of agency, allowing them to shape their
learning experiences and feel more confident in their ability to learn and achieve
their goals.
c. Improved Critical Thinking and Problem-Solving
Students’ roles inn independent learning encourages students to think critically
and solve problems independently, which are essential skills for success in
various aspects of life. By taking charge of their learning, students develop the
ability to analyze information, evaluate options, and make informed decisions.
d. Enhanced Responsibility and Self-Motivation
Students’ roles foster a sense of responsibility and self-motivation in students, as
they are more likely to take initiative and drive their own learning. This self-
motivation is critical for students to stay engaged and focused on their
educational goals.
e. Developing the ability to learn from their mistakes and Adapt to new
situations
Resilience is crucial for students to overcome challenges and failures in their
educational and professional careers. Independent learning allows students to
take calculated risks, experiment with different methods, and learn from their
mistakes. This ability to adapt and learn from failures is essential for
autonomous learners. Autonomous learners adopt a development mindset,
believing that abilities and intelligence can be improved through dedication and
hard work. This perspective views challenges and losses as opportunities for
growth and development, rather than threats to their ego or self-esteem.

D. The Taking of Students' Roles in Independent Learning Into Practice

The notion of self-directed learning in language acquisition aims to investigate
learners' behaviors and attitudes, recognizing the potential for language acquisition
both within and beyond traditional classroom settings.
According to Nurieva (2019), This facilitates the development of communicative
skills and enhances motivation for online learning. Consequently, students'
engagement in self-directed learning in language acquisition influences their
personal motivation to manage their learning process both within the classroom,
guided by the teacher, and outside the classroom, in collaboration with peers. The
Implementation of Student's Roles in Independent Learning is as follows.

Students are essential in the learning process, and their characteristics include being
active listeners, independent learners, participants in discussions, problem solvers,
collaborators, and creative presentations. Active listening helps students understand
the essence of learning and improves their listening comprehension skills.
Independent learners can manage their time and studying independently,
demonstrating motivation and self-discipline in learning. They actively participate in
class discussions, expressing opinions and asking questions. They are also essential
problem solvers, analyzing problems, identifying solutions, and taking necessary
action. For example, in a grammar lesson, students collaborate in pairs to correct
errors, improving grammatical accuracy and language fluency. Collaborators are
willing to listen, respect others' opinions, share ideas, and maintain good working
relationships.

The characteristics of independent learners include internal initiative or drive,

setting goals, actively and creatively looking for learning resources, and realizing
who they are. Self-awareness and self-knowledge play a crucial role in students'
learning motivation. Students who understand their abilities, talents, and interests in
science and knowledge will be motivated to study teaching material regardless of
the results, making the learning process more meaningful.

Example: A student who learns English independently is aware of their preferred

learning style, whether visual, auditory, or kinesthetic. For example, visual students
can create concept maps or word cards to memorize vocabulary, while auditory
students can listen to audiobooks or podcasts in English to understand. This self-
awareness enhances their learning experience and motivates them to progress in
their command of the English language.

1) Cognitive abilities
 According to Piaget (1954) a pioneer in the field of developmental psychology,
cognitive definitions influence an individual's understanding of their
surroundings through the processes of introspection, comprehension, and
organization. It is the ability to use informal rules to solve problems; classify
objects based on given criteria; formulate a hypothesis; and make logical
decisions.

Example: A student uses learned grammar rules to identify and correct errors in
writing sentences in English. They can also group words based on appropriate
grammatical categories.

2) Metacognitive skills

According to Baker and Anderson, metacognition refers to an individual's

understanding of and control over the cognitive processes that they possess
(Lawson, 1984:90). A person with a good metacognition strategy will always
base their activities on their knowledge and on well-functioning control
mechanisms (Hsiao, 1997:1). In this way, metacognition can be defined as the
ability of learners to analyze, relate, and comprehend their own cognitive
processes as well as the learning process itself by identifying appropriate
learning strategies within appropriate contexts. Students can explain how they
learn and identify key learning activities that are important to the learning
process, such as using formal strategies and modifying, observing, and applying
previously learned knowledge.

Example: A 6th grade student was able to describe how they learned English,
including the study strategies that were most effective for them. They realized
that revising notes from previous lessons and practicing speaking skills with
friends were helpful steps in their learning process.

3) Success skills

This type of skill is related to overcoming challenges. Motivation is the most

significant emotional component that influences learning at home. A study
shows that “delaying gratification” is another significant and successful
motivation technique. This impacts the ability to hide success results.
 Example: A student faces challenges in comprehending more complex English
passages. However, they stay motivated to study by setting long-term goals,
such as achieving a certain score on the TOEFL test, and employing the "delay
gratification" technique by prioritizing learning English before relaxing.

CONCLUSION

The key aspects of students' roles in independent learning include taking

ownership of their learning process by setting goals, managing time effectively,
and tailoring learning to individual needs, thus fostering self-reliance.
Independent learning also involves developing critical thinking skills,
collaboration, and communication, which enhance students' abilities to analyze
information, evaluate evidence, and make informed decisions. Additionally,
students need to be adaptable and resilient, developing coping strategies to
manage stress and persist through challenges. Various roles in independent
learning, such as learners, planners, researchers, collaborators, assessors,
creators, presenters, and reflectors, enable students to engage actively with the
learning process, improve critical thinking, enhance responsibility and self-
motivation, and develop resilience. These roles facilitate personalized learning,
boost motivation, and help students become self-sufficient in their academic
pursuits, ultimately leading to a more meaningful and successful learning
experience.

SUGGESTION

Students should take ownership of their learning by setting goals, prioritizing tasks,
and managing their time effectively. This autonomy fosters self-reliance and allows
for personalized learning experiences. For instance, project-based language learning
promotes personal and cooperative skills through communication and mutual
respect. Additionally, critical thinking skills are crucial in independent learning,
enabling students to analyze information, evaluate evidence, and make informed
decisions. Collaborative efforts and effective communication with peers further
enhance the learning experience. Adaptability and resilience are also key, as students
must develop coping strategies to manage stress and persist through challenges.
Studies show that a supportive family environment, good self-management, and
peer interactions are essential in shaping a student's ability to participate fully in the
learning process, highlighting the multifaceted nature of students' roles in
independent learning.
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