STUDENTS’ MODEL OF LEARNING ENVIRONMENT TO SUPPORT THEIR INDEPENDENT LEARNING

ABSTRACT Maharani. Kurnia Sri. Students Registered Number. 12510184012. 2021. Students’ Model of Learning Environment to Support Their Independent Learning. Sarjana Thesis. English Education Department. Faculty of Tarbiyah and Teacher Training. State Islamic Institute (IAIN) of Tulungagung. Advisor: Dr. Susanto, S.S., M.Pd., Dr. Ida Isnawati, M.Pd. Keywords: learning environment, independent learning Students and their communities outside of school, friends, family and what they can watch, are important factors to support the students’ effort in learning and maintaining their English. Some students have their own way to develop their language. Many facilities that they can find such as books, films, comics and games. They can independently develop their language. Some previous studies studied about how independent learning affect students’ English skills. Based on the background of the study, the researcher formulates two research questions. Those are: (1) How do the students create a learning environment to support their independent learning?; (2) How do the students think of a comfortable learning environment to support their independent learning? In this research, the researcher takes the data based on research subject’s experience in their club related to how they build a language environment by their own ways. The data will be taken by using interview, observation and documentation. Research subject of this research is a group of students in Accelerated Destiny Academy that make a reading group. The reading group itself grows for students to develop their English skills. The present study investigates discussion deals with the perception of the students (subjects) on how learning environment supports independent learning and about the ideal learning environment according to students. Based on the results of data analysis, it is concluded that The learning environment is created when the two subjects had interest in reading. They shared some novels and gave some recommendation each other. Days by days, some of their friends had interest in reading. They joined them in reading novels. Furthermore, the activities developed to reading group. Subject research explained some point of how their group supports independent learning. There are: (1) learning activity that does not insist them; (2) learning that is not totally to memorize material (grammar oriented) but based on what they liked; (3) learning a certain material in use/ in contexts; (4) learning that provided graded reading material (from simple to more complex reading materials); (5) learning that is not fully a tied criticism; (6) learning that provides peer coaching; (7) learning that is free of pressure; (8) learning that has flexibility in time, place, material and partner