Autonomous Learning Strategies Ethical Lingua

to Improve the Speaking Skills Vol. 11, No. 1, 2024

of the EFL University Students ISSN 2355-3448 (Print)

ISSN 2540-9190 (Online)

Corresponding Email
Madar Aleksius,
1. Ivonia Reinalda Keri Dani Bao [email protected]
2. Madar Aleksius
Article’s History
3. Bernadus K. Danibao Submitted 3 March 2024
Revised 20 March 2024
Accepted 23 March 2024
1,2,3
Universitas Katolik Widya Mandira, Indonesia
DOI
10.30605/25409190.690

Abstract Copyright © 2022

This research is entitled "Autonomous Learning Strategies The Author(s)
to Improve Speaking Skills of the Fifth Semester English
This article is licensed under
Students of Widya Mandira Catholic University". The
CC BY-NC-SA 4.0 License
research questions were: 1) What are the types of
Autonomous Learning Strategies used by the fifth-semester
English students of Widya Mandira Catholic University to
improve their speaking skills? 2) What are the most
common mobile application forms used autonomously to
improve the speaking skills of the fifth-semester English
students of Widya Mandira Catholic University? 3) How are
these strategies used as an effort to improve the speaking
skills of the fifth-semester English students of Widya
Mandira Catholic University? This study aims to find the
types of autonomous learning strategies to improve
speaking skills, the most common mobile application used
to improve speaking, and to find out how the existing
strategies are to improve the speaking skills of English
students. This research employed a descriptive qualitative
method. The instrument used in this research was an online
questionnaire that involved a sample of 24 English students.
The findings of this research were the type of learning
strategy most often used by students was listening to
English songs to improve their speaking skills and YouTube
was the first application that students always used in
independent learning and the students' efforts were to
continue learning, making schedules, and setting goals and
being consistent in the study.

Keywords
Autonomous learning
Speaking skills
English as a Foreign Language

171
Autonomous Learning Strategies to Improve the
Speaking Skills of the EFL University Students
Introduction
Most Indonesian students, for example still face difficulties in communicating, both
in oral and written forms even though they have spent more than ten years studying
English from elementary school to college (Renandya et al., 2018). It can be
assumed that the students’ English proficiency is still low. The students have not
reached a satisfactory level of English proficiency upon university entrance
(Kirkpatrick, 2010; Lengkanawati, 2018; Zein et al., 2020). Besides, their final test
results in universities show various levels of proficiency, and even many do not meet
proficiency standards (Renandya et al., 2018). These results indicate serious
problems for Indonesian graduates who generally have weak competence in
English.

Undeniably, improving Indonesian graduates’ English-speaking skills should

become a priority. One of the appropriate solutions is to implement learner autonomy
(Lengkanawati, 2018; Renandya et al., 2018). Autonomous language learning
suggests that the learners should determine their own objective and materials to be
learned and select their own method and technique for learning (Afdaliah et al., 2022;
Boonma & Swatevacharkul, 2020; Cirocki et al., 2019; Han, 2021). The learners
have to design chances outside of the classroom to improve their English skills
independently. The concept of English learning autonomy refers to students’ ability
to take responsibility for their learning and requires them to learn more actively on
their own time and speed. It is believed that this concept allows the learners to be
more active and become effective language learners (Coronado et al., 2019; Fidyati,
Idaryani, Suryani, Rahmi, et al., 2021; Rahman & Suharmoko, 2019).

Learner autonomy is a means and an educational goal (Anh & Tuyen, 2023; Melvina
& Julia, 2021; Tuan, 2021). When students take the initiative in learning, make an
effort to learn, and know the way to organize their learning, they can achieve
satisfactory results in learning. In other words, learners’ autonomy can foster the
quality of language learning, enhance social networks, and prepare them with the
mentality to become lifelong learners. This suggests that autonomous learning is one
of the variables that can be applied to determine the success or failure of the foreign
language acquisition process (Han, 2021; Inayati et al., 2021; Rahman &
Suharmoko, 2019).

Recently, students’ autonomy in learning English as a second or foreign language

(ESL/EFL) has attracted various researchers and scholars. Their studies reveal the
significance of learner autonomy for English language teaching and learning.
Autonomous English learning can foster students’ active participation in classroom
activities (Chong & Reinders, 2022; Inayati et al., 2021), increase students’
motivation (Jianfeng et al., 2018; Wachob, 2018), raise students’ responsibilities to
learn (Melvina & Julia, 2021; Tao et al., 2022), and help students to be more effective
and independent (Yu & Shen, 2022). Several studies have also explored the
relationship between learner autonomy and language proficiency (Jianfeng et al.,
2018; Melvina & Julia, 2021). Besides, learner autonomy promotes lifelong learning
for students (Borg & Al-Busaidi, 2012; Iamudom & Tangkiengsirisin, 2020). In short,
learner autonomy gives positive results in English language teaching and learning.

172 | Ethical Lingua

Despite the positive contributions of learners’ autonomy in learning English, several
studies revealed the challenges to sustainable autonomous learning. Among the
variables that may influence learning autonomy, learner motivation plays a central
role. Autonomy is unique because it involves learners being responsible for their own
learning (Liu, 2015). In a study of understanding the relationship between
autonomous learning and motivations among students learning English as a foreign
language in central Taiwan, Liu (2015) advocated that out of 157 fresh graduates,
the majority of participants possessed a satisfactory level of autonomy when asked
about their perceptions of responsibility, whereas they tended to show an
unsatisfactory level of autonomy regarding engagement in learning activities inside
or outside the classroom. In addition, the results indicated that students of all three
proficiency levels tended to perceive their ability as being mediocre. Furthermore,
the findings suggested that motivation and autonomy had a high level of positive
correlation. Engagement frequency of learning activities had the strongest
association with motivation, followed by perceived ability and responsibility. Finally,
the results revealed that motivation effectively contributed to predicting autonomy,
accounting for a relatively high amount (50%) of variance in the dependent variable
(Liu, 2015).

In addition, learning English as a foreign language autonomously requires a strong

personal desire to learn. When learners need to learn a language, they should have
a favorable attitude toward language learning. This personal desire is called
motivation (Iamudom & Tangkiengsirisin, 2020). This suggests that motivation is a
vital part of learner autonomy. It can promote responsibility among learners and their
capacity to be more confident in their ability to learn.

Apart from personal desires and motivations to learn a language, learning

autonomously requires the learner to have the willingness and ability to be
responsible for their learning. Wenden (1991) stated that the willingness and ability
of a learner can be promoted by improving their confidence. This indicates that the
students should be confident and trust in their ability to learn or monitor their learning.
Unless the learners are willing to take responsibility for their learning, their autonomy
will not be developed (Iamudom & Tangkiengsirisin, 2020; Wenden, 1991). In other
words, the willingness to take on the responsibility to do various strategies to acquire
the language plays a central role in language learning . Finally, a student who has
a positive attitude, which originates from motivation, tends to have a willingness to
take responsibility for learning (Jianfeng et al., 2018; Liu, 2015).

In the context of English speaking, there have been numerous ways to learn and
practice English autonomously. Fidyati, Idaryani, Suryani, Rahmi, et al. (2021)
mentioned several activities that students can use to practice their English. For
example, the students use podcasts, audio books, drama, TV programs, or movies,
join in karaoke, and play games with English language instructions to improve their
speaking, listening, reading, writing, and pronunciation skills. During the Covid-19
Pandemic, students learn English autonomously using various strategies such as
talking to themselves (self-talking), using mirrors, singing English songs, using
tongue twisters, and taking online courses.

Although there have been various studies on learners’ autonomy in English language
teaching and learning, there are still gaps for further research in the Indonesian
context. For example, many students in Indonesia including those who learn English
at university level believe that learner autonomy is a new concept so it is difficult to
encourage students to learn autonomously. Furthermore, in the context of remote

Vol. 11, No. 1 | 173

area of English learners, the studies about the types of autonomous learning
strategies are still limited. Therefore, it is still necessary to carry out further research
that examines learner autonomy in the Indonesian learning context, especially for
the university EFL students.

Method
This descriptive study employed a qualitative approach aiming at exploring and
identifying different types of autonomous strategies to improve the speaking skills of
university EFL students. The participants were purposively selected from the fifth-
semester students of the English Study Program at a private university in East Nusa
Tenggara Province in Indonesia. These students were chosen because they have
passed all the Speaking subjects offered by the Study Program and they have
various experiences in learning English. The total number of the participants is 27
students. Their age ranged between 19 to 27 years with the mean age was 23 years
old.

An online questionnaire was used as the research instrument and distributed to all
the participants via their mobile phone numbers. The questions on the questionnaire
were divided into two main parts. The first part aimed at tapping the students’ types
of autonomous learning strategies the students commonly employed and the second
part was to explore the most common mobile application forms used to practice their
speaking skills out of the classrooms. Out of 27 students, 24 students (88.88%)
answered the questionnaire.

The data analysis was conducted to identify and classify the students’ types of
autonomous learning strategies. The classification was made based on the
autonomous learning strategies proposed by Fidyati, Idaryani, Suryani, Fhonna, et
al. (2021). These strategies include: talking to yourself, using mirrors, singing
English songs, practicing tongue twisters, reading books, articles, and other types of
written texts in English. In addition, the researchers also identified and classified the
use of mobile application forms in autonomous learning as suggested by Inayati et
al. (2021) to include: YouTube, I-tunes, TED, Duolingo, Skype, Livemocha, Second
Life, and others. Then, the researchers calculated the total types of autonomous
learning strategies and the most common mobile application forms that have been
used by the participants in developing their speaking skills.

Results
The Types of Autonomous Learning Strategies
To elicit the autonomous strategies that the students employed to improve their
speaking skills, the researchers conducted an online questionnaire which was
developed based on an extensive review of literature. Each aspect was represented
by several items in the questionnaire, measured using a five-point Likert Scale:
always, often, sometimes, rarely, and never. The findings are presented as follows:

Talk to myself

Talking to one’s self means expressing his/her feelings, non-verbal thoughts, and
intuitions about a situation through speech. Many students feel timid when talking to

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other people, so talking his/herself would help them in convincing not to make
mistakes when they talk.

Figure 1: Talking to myself as an autonomous strategy for improving speaking ability

This data shows that out of 24 participants, 14 students or 58.3% indicated that they
always talk to themselves to improve their speaking skills. 5 participants indicated
that they often speak to themselves while 4 participants stated they sometimes
speak to themselves to improve their speaking skills. Only one student rarely
practiced his/her English by talking to him/herself.

Using mirrors

Using mirrors is a way of practicing pronunciation and grammar. A mirror is no longer

simply a common household item, but it helps language learners to better study since
it can help practice sounds or words.

Figure 2: Using mirrors as an autonomous strategy in improving speaking ablity

The data shows that there were 15 (62.5%) participants indicated that in improving
their speaking skills, they frequently use mirrors to practice their English. There were
7 (29.2%) participants indicated that they sometimes use mirror while 2 (8.3%)
students stated that they never use mirror to practice their English.

Singing English songs.

Learning English through English songs always gives enjoyable moments for
students. Not only the learners are faced with enriched vocabulary, grammar, and
pronunciation, but they also find enjoyable experiences. Out of 24 participants in
this research, 16 students, or 66.7% of them indicated that they always sing English
songs to improve their speaking skills. 5 participants (20.8%) stated that they often
sing the songs while 3 participants stated they sometimes use the songs to improve
their speaking.

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Figure 3: Singing English songs as an autonomous strategy for improving speaking
ability

Practice tongue twisters.

A tongue twister is a sentence that is difficult to utter appropriately and needs a lot
of practice. Practicing tongue twisters makes learners’ learning more fun and joyful,
and enhances the learner’s pronunciation, fluency, and learner motivation in
practicing their English. Our data shows that students also use the practice tongue
twister as a strategy to improve their speaking skills. There were 13 (54.1%) of the
participants indicated that they frequently practice tongue twisters to improve their
English. However, there were 20.8% admitted that they sometimes use tongue
twister sentences to practice speaking in English while 25% stated that they rarely
use tongue twister to practice their English.

Read books, articles, and other types of English texts.

Reading is another important skill to have when learning a language. Whether you
prefer a novel or an article, reading for a few minutes every day will help you acquire
new vocabulary. The findings of our research indicated that reading books, articles,
and other types of English texts is an autonomous strategy to improve their speaking
ability. Eleven students (45.8%) indicated that they often read books, articles, and
other types of English texts to improve their English. Seven (29.2%) students
admitted that they always read books, articles, and other written texts to improve
their English. The remaining 4 (16.7%) students stated that they sometimes read
books, articles, and other written texts to improve their English.

Speaking with native speakers.

Interacting with native speakers of English can become an effective way to improve
speaking skills. It can trigger the students’ confidence and fluency when speaking.
However, our data shows that only 8 (33.3%) participants stated that they frequently
speak with native speakers, as shown in Figure 4 below.

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Figure 4: Speaking with native speakers as an autonomous strategy for improving
speaking ability

Attending an English course or private English course.

Attending an English course or private English course is the best way to improve
speaking skills. Students learn for a stronger foundation from basic grammar,
pronunciation, and vocabulary and students also learn 4 skills to master English such
us, listening, speaking, reading, and writing. The data analysis shows that out of 24
participants, 8 (33.4%) students admitted that they frequently attend an English
course or private English course to improve their speaking skills. 6 (25%) participants
indicated that they rarely attend an English course or private English course while 5
participants(20,8%) stated they sometimes attend an English course or private
English course to improve their speaking skills. There were also 5 participants never
attended an English course or private English course to practice their English.

Watching movies or films on TV.

Students can improve their speaking skills by watching English movies or films on
TV. Students learn new words and understand new ways of saying something using
subtitles. It can broaden students' knowledge.

Figure 5: Watching movies or films on TV as an autonomous strategy for improving

speaking ability

Figure 5 shows that students also watch movies or films on TV in their English-
speaking learning strategy. There were 19 (82.6%) participants indicated that they
frequently watched movies or films as a strategy to be more fluent in speaking.
However, there were 8.7% indicated that they sometimes watch movies or films on
TV while only two students stated that they rarely and never watch movies or films
on TV.

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Using of Technological Applications
Apart from using diverse types of autonomous strategies in improving their English
speaking skills, the finding also shows the participants also use several mobile
technological applications to support their English speaking skills. They mentioned
several technological applications such as YouTube, iTunes, Duolinggo, Skype, Live
Mocha, TED Talk and Second Life. The findings about the frequency of these
technological applications can be explained as follows.

You Tube

YouTube, is one of the most popular online platforms which contains random videos
both discussing science and just entertainment. YouTube gives the experience to
learn more fun, interesting, motivating, and learning more effectively and efficiently.
The result of the data analysis shows that among 24 participants, 18 (78.2%)
students always and often use the YouTube application to improve their speaking
skills. There were also 3 (13%) students who sometimes use YouTube to improve
their speaking skills while 2 (8.7%) students never use YouTube to improve
speaking.

Figure 6: Students use Youtube as an autonomous strategy to improve speaking

ablity

I-tunes.

I-tunes is an application that has many features in it such as music, audiobook, TV,
films, podcasts, and others. Students can use this application to learn languages
through music, audiobook, movies, and more. However, our data shows that
although the participants indicated using I-tunes in improving their speaking skills,
but only 7 (29,2%) students admitted to using this mobile application. Interestingly,
a similar number of participants 7 (29,2%) said that they sometimes and never use
I-Tunes while 3 (12.5) participants stated that they rarely used I-Tunes application
to practice their English.

Duolingo mobile application.

Duolingo is a language learning application that is currently well-known and popular.

Duolingo helps students learn English from basic (beginner) to advanced levels.

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Figure 7: Students use of Duolingo as an autonomous strategy in improving their
speaking ability

Figure 7 shows that 50% of participants frequently used the Duolingo mobile
application to improve their speaking skills. Interestingly, there were 20.8% indicated
that they never used the Duolingo mobile application and 16.7% sometimes and also
rarely used this application to improve their English skills.

Skype application, Livemocha, TED talks, Second Life mobile applications

These four mobile applications were also mentioned to be used by the students but
only with less frequency. Skype application, for example, was used only by 4.2% of
the participants, while Livemocha was used by only 3 (12.5%) students. On the
other hand, Ted Talks and Second Life mobile applications were very rarely used by
the students as autonomous learning strategies to improve their speaking skills.

Students autonomous efforts to improve speaking skills

Apart from the 5-Likert scale questionnaire, the researchers also used 4 open-ended
questions to explore in depth some issues related to autonomous learning strategies
such as the reasons for learning to speak autonomously, the aspects that motivated
them to learn to speak autonomously, the challenges in autonomous learning, and
how they solved the problems in improving speaking autonomously. The findings for
these open-ended questions can be described as follows,

Motivation to continue improving speaking skills autonomously

Data in Table 1 below indicates that the majority of participants’ motivation to

continue improving their speaking skills autonomously was to be more fluent in
speaking 12 (50%) which was followed by the reason to get a job 5 (23.80%), to go
abroad 3 (14,28%), to be more confidence and to improve English grade 2 (9,52%)
respectively

Table 1. Participants’ motivation to continue improving their speaking skills

autonomously

Number Motivations Number of Percentage

students
1 To be more fluent 12 50 %
2 Get job 5 23,80 %
3 Go aboard 3 14,28 %

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 4 More confidence 2 9,52 %
6 Improve English 2 9,52 %
grade

The challenges currently faced in learning English autonomously

In the process of improving their speaking ability independently, the participants

mentioned some challenges they faced as shown in Table 2 below.

Table 2. The challenge is to continue improving the speaking skills autonomously.

No Challenges Number of Percentage

students
1 Time 5 20,83 %
management
2 Lazy and Bored 5 20,83 %
3 Grammar 4 16,66 %
4 Speaking 4 16,66 %
5 Vocabulary 3 12,05 %
6 Pronunciation 2 8,33 %
7 Writing 1 4,16 %

The findings in Table 2 explains that time management and feelings of laziness and
boredom were the highest challenges faced by the students in developing their
speaking skills autonomously. These two aspects were mentioned by 5 (20.83%)
participants respectively. There were some other challenges related to English skills
such as Grammar (16,66%), speaking (16,66%), vocabulary (12,05%),
pronunciation (8,33), and writing (4,16%).

The students' efforts to solve the problems in learning English autonomously?

The last open-ended question explores how the participants solved the problems
they encountered in learning to improve their speaking skills. The results of this
question can be seen in Table 3 below.

Table 3. How the participants solve the problems in autonomous learning

No. Solutions Number Percentage

of
students
1 Strengthen self-motivation 8 33%
to keep practicing English
2 Learn more focused 7 29,16 %
3 Read more texts in English 4 16,66 %
4 Set a study schedule 3 12,5%
5 Set up specific goals 2 8,33 %

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Table 3 indicates that the participants have several ways to solve the problems in
learning English autonomously. These include strengthening self-motivation to keep
practicing English (33%), learning to be more focused (29,16%), reading more texts
in English (16,66), setting a study schedule (12,25%), and setting up specific goals
(8,33%).

Discussion
After doing data analysis, the researcher discovered that the participants had a
positive response to learning English autonomously because it helped develop their
speaking skills. They have more relevance to the current situation and technology
as well as the implications of their language learning. The findings revealed some
information in some ways echoed the strategies for learning English autonomously
offered by Fidyati, Idaryani, Suryani, Rahmi, et al. (2021) The data shows that the
strategy of learning autonomy mostly used by participants is singing English songs.
This can be seen from the percentage obtained at 66.7%. The aspects that are taken
into account are that students always sing in English to improve their speaking skills.
This is confirmed by Afdaliah et al. (2022) who explain that most students often listen
to English songs respectively. The majority of them usually listen to English songs
cause it is entertaining activities that can help them enrich their vocab when they
speak. They also write and pronounce difficult new words and listen to the song
repeatedly. The majority of students said that singing English songs was very helpful
and more effective. Access is easier and in accordance with today's world where
young people mostly use it. Besides that, singing can also help reduce stress and is
a very positive form of entertainment. Students will feel more joyful in learning. This
finding supports a previous study by Liva et al. (2015) that found that speaking
lessons through English songs improved students’ speaking ability and also gave
them enjoyment. They found few atmospheres, enjoyable experiences, and enriched
vocabulary, grammar, and pronunciation. The students have to be more active in
transactional conversations with their friends.

The second highest choice after singing songs is students always use the strategy
of talking to themselves to improve their speaking skills. The previous research by
N.-D. Yang 1999 in (Fidyati, Idaryani, Suryani, Rahmi, et al., 2021) explained that
most students felt timid when talking to other people. They are afraid of making
mistakes when speaking. So this possibility is one of the reasons students choose
to talk to themselves to improve their English speaking skills. Other students always
watch movies or films as a strategy to become more fluent in speaking with a
percentage of 56.5%. This finding confirms the previous study by Salah (2018) that
revealed that watching English films/movies as an autonomous learning strategy
could help EFL learners to improve their oral proficiency. His study found out that
the large majority of the participants almost a hundred percent agree that watching
films/movies in entertaining and encourage them to speak English.

While 45.8% of students often read books, articles, and other texts in English to
improve their speaking skills. A study from Abdipoor and Gholami (2016) found out
that reading articles, reading academic books, and other texts in English were the
effective strategies chosen by autonomous and non-autonomous learners. They also
found that in their learning, both groups carried out surfing activities on the internet
to talk with native speakers or chat with them. This study supports the researcher's
findings, that there are 41.7% of students sometimes speak with native speakers in
improving their speaking skills.

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The study by Abrar et al. (2018) confirmed the participants' response that “I learn
how to correctly pronounce the English words myself in front of mirrors”. He added
that in most cases, they often did this strategy when they wanted to improve their
vocabulary mastery and/or short daily conversation by memorizing some words and
speaking in front of a mirror. This previous study can support my finding about 33.3%
of students often use mirrors to improve their speaking and the same percentage of
students always practice tongue twisters to improve their English speaking skills.
This finding similar to study by Mu’in et al. (2017) claims that students who have a
regular and effective learning style through practicing tongue twisters will produce
good pronouncement mastery. This means it will have a positive impact on speaking
fluency.

The last sequence of strategies used by students is attending an English course or

private English courses. The percentage is 25% of students rarely use this strategy
to improve their English speaking skills. Previous research by Huang (2017)
assumed that students who have private tutoring experience may have a family
background with adequate economic conditions or parents who understand the
importance of English. In his research, He found that only students who took part in
private tutoring had great motivation so that they were more proficient in English.
From the strategies above, it can be said that all strategies used by students can be
seen using the highest criteria, namely from the words "always", "often", and
"sometimes" and even it cannot be denied that they use that strategy.

Following the current developments of mobile technology applications, many

students use them as a learning medium. From the data found above, the most
popular mobile applications used by the participants in improving their speaking skills
is the YouTube application. The percentage of participants' interest in using this
application is 78.2%. This finding confirmed the previous studies by Sirait et al.
(2021) who explained that YouTube is an application that has long been known to
the general public in providing tutors about learning English. Similarly, Dabamona
and Yunus (2022) who conducted a study about the use of Youtube for learning
English at State Islamic Institute of Sorong explained that YouTube can be used as
tool for learning English to support students in learning English independently in
informal situation as well as giving a wider opportunity to improve their English skills.
The study also found that YouTube can be used as educational technology which
supports students’ technology-based approach by facilitating learning that are more
independent along with give an experience to learn more fun, interesting, motivating,
and learning more effectively and efficiently. Therefore, it is not surprising that many
participants choose YouTube in the independent learning process to improve their
speaking skills.

Apart from YouTube, the participants also used Duolingo and I-Tunes application.
Other types of mobile applications such as Skype, Live Mocha, TED and Second
Live. As these mobile applications are not familiar to the participants, only a few of
participants admitted to use them in English learning autonomously. Majority of this
study participants said that they had never used the applications to improve their
English speaking skills.

In the open-ended questions, most students answered that the applications they
most often use to improve their English skills are the TikTok and Instagram
applications. These two applications are very popular nowadays. According to
Rahman (2021), there is an influence correlation between Instagram and TikTok of
improving student’s vocabulary and speaking skills. The correlation is positive and

182 | Ethical Lingua

significant as the coefficient of correlation is 0.698 and the total effective contribution
of Instagram and TikTok is 68%. Regarding the result of the research, it can be
concluded that Instagram and TikTok have a positive contribution to Improving
Students’ Vocabulary which directly impacted the students’ English learning
including their speaking skills.

In addition, some students used Google translate, Bahaso, and podcasts as

autonomous learning strategies to support them in improving their English speaking
more quickly. However, the frequency of using such applications was less than
Instagram and TikTok. These findings corroborated the previous study by Hanim
(2021) in terms of the frequency of participants’ use of the social media in learning
English. In his study about social media usage for learning English by 50 participants
of the fourth-semester students of the Department of English Literature, in the Public
University of Medan, the results showed that the social media used by students to
learn English were YouTube (94%), Instagram (72%), WhatsApp (62%), TikTok
(52%), Twitter (32), Facebook (30%), Line (10%), and Google (2%). The study
suggests that to learn English, the students need to utilize social media to boost their
English proficiency including to create their English dialect aptitudes in speaking.

The participants’ responses to the importance of independent learning is something

that is needed where they can feel more enjoy, comfortable, and more focused and
not get bored quickly, learning to improve their speaking skills with a strategy that
suits their own wishes and does not become a burden for them. They also have more
freedom in speaking practice and don't need to feel embarrassed or nervous when
they make mistakes. They will be better prepared to represent what they have
learned. The goal that motivates them in this case is to become more fluent in
speaking English. Getting a job like a teacher or tour guide and going abroad is the
basis for them wanting to learn and becoming more confident. They try to encourage
themselves and try to get good grades so that their goals and basic motivation can
be achieved.

However, to learn English autonomously is not easy. There were various challenges
faced by the students in learning English independently. This study revealed that
majority of the participants’ experienced the poor time management and being lazy
and bored are the highest factors that hinder their autonomy in learning English. The
findings corroborated the previous study by Ying et al. (2021) who explained that the
second language (ESL) learners in China had significant difficulties in learning
English language especially for speaking skills. The challenges ESL learners
encounter in learning speaking skills, as well as the use of social media and video
conferencing tools to teach speaking skills. Lack of motivation and self-confidence,
fear, hesitation, and limited vocabulary are some of the challenges faced by ESL
learners. The study suggests that it is vital to determine the technology intervention
used in teaching and developing speaking skills among the learners.

This study also revealed other challenges related to lack of English ability in
grammar, vocabulary, and pronunciation. The solutions they provide to face the
challenges above are learn more focused, learn from YouTube, Keep practice in
English, Read text in English, Set a study schedule, Consistent in learning, Set
specific goals, Encourage yourself and never give up. It can be said, students know
the strategies they want, strong goals and motivation, weaknesses that become
challenges and how to solve problems in order to achieve their goals.

Vol. 11, No. 1 | 183

Conclusion
This research is about the autonomy learning strategy to improve speaking skill by
English student of Widya Mandira catholic university. Based on the data that has
been analyzed, there are several conclusions to answer the research problem.

For the types of strategy, the writer uses the theory of Fidyati, Idaryani, Suryani,
Fhonna, et al. (2021) about the types of autonomous learning strategies used by
English students. Based on the findings of this study showed that there are several
types of strategies employed by the fifth semester English students. Those types
were singing English songs, talking to themselves, watching movies or films, reading
books, articles, and other texts in English, speaking with native speakers, and using
mirrors to improve their speaking. Meanwhile, in line with the theory from Inayati et
al. (2021), the most common mobile application forms used by the fifth-semester
English students were YouTube, Duolingo, and I-Tunes. The finding also revealed
the students’ intentions to improve their English speaking skills from strategies by
using several strategies, such as continuing to practice English, reading text in
English, setting a study schedule, being consistent in learning, setting specific goals,
and encouraging themselves not to give up in learning English.

This research has implications for all students to learn outside the classroom using
the strategies that the researchers found. It is expected that those findings would
help all EFL learners out there specially autonomous learners to modify their learning
styles to be in tune with the strateges that they deem appropriate to themselves. In
addition, since the current research was limited to EFL university students, further
research needs to be conducted to encompass EFL students at different levels, such
at the junior or high school students.

Acknowledgment
The researchers would like to thank the fifth-semester students of English Education
Study Program of Widya Mandira Catholic University who have taken part as
participants of this research.

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