6th WEEKLY REPORT

Name : PUPUT ARIANTO NIM : S 891108080 Topic : Developing a Self-Access Centre KEYWORDS Self Access Centers DESCRIPTION Is educational facilities designed for student learning that is at least ranging from photocopied exercises with answer keys to computer software for language learning. The aims of the SLC as explained to the students were:

Language Learning partially, if not fully self-directed. Students have access to resources

To introduce students to independent learning skills (such as goalsetting, time-management and learning strategies) that they could apply to their other classes;

Goal

To help students design, implement and evaluate an individualized learning plan relevant to their learning needs; and To familiarize the students with the SALC facilities and resources

and to increase usage of these facilities. The major advantage is flexibility, with the purpose of giving the Advantages students themselves the opportunity to tailor the course more to their learning needs and styles than a more traditional mode of teaching. The major disadvantage of this mode has basically to do with the ability of both students and teachers to adapt and integrate this method Disadvantages effectively. Many students are not used to working independently, creating the need to provide guidance as to the use of this kind of center, at least in the beginning. For teachers, the 'letting go' of control can be equally disorienting and it may seem that giving students such control depreciates teachers' skills and experience.

1. Fully Independent Learning Types of Self-Access Learning Centers 2. Semi-Guided Learning 3. Self-access center combined with English-language writing center 4. Online self-access learning 5. The KELP Project Here, then, are some ideas we have tried to take that glazed look out of the eyes of our students, and so to help them do more work (and more useful work) outside the classroom: Tips for Self Access Centres 1. Arrangement 2. Labelling 3. Posters 4. Handouts Elements 5. Personal attention The following elements are considered in designing the course: 1. Student control 2. Skill development 3. Challenge 4. Self-management 5. Self-evaluation The course was designed using common elements of self-directed learning as defined by the research literature. Benson (1992) referred to Planning the Course self-directed learning as a learning situation which calls for certain skills on the part of the student if it is to be productive (p. 31). Pemberton (1996) considered it to be a way of organizing learning (p. 3). Selfdirected students take up responsibility for their own learning but will seek expert advice and help as and when they need it. Benson, P. (1992). Self-access for self-directed learning. Hong Kong Papers in Linguistics and Language Teaching, 15, 31-37. Sources: Pemberton, R., Li, E., Or, W., & Pierson, H. (Eds.). (1996). Taking control: Autonomy in language learning. Hong Kong: Hong Kong University Press