EXPLORING SELF-DIRECTED LEARNING READINESS OF UNDERGRADUATE STUDENTS AT IPB UNIVERSITY

To equip learners to face global challenges, there is an urgency to support and facilitate learners to become autonomous, particularly in the higher education context. Being autonomous learners means being aware and taking control of their own learning process, which will prepare them for the future. In doing so, learners need to acquire the capability of self-direction, which leads to the approach of self-directed learning. The theoretical framework in this study was the modified version of Guglielmino’s Self-Directed Learning Readiness Scale (SDLRS) as the guide for obtaining the data. Hence, this study aimed to measure the self-directed learning readiness of students in higher education, specifically in learning English as a Foreign Language. It revealed the attitudes, abilities, and characteristics of the learners contributing to their readiness in performing self-directed learning. This descriptive, quasi-quantitative study obtained the data through questionnaire responses among 268 undergraduate students at Bogor Agricultural University. The responses were tabulated and interpreted descriptively to obtain more comprehensive findings. The results show that there is room for improvement in increasing the learners’ readiness in self-directed learning through a classroom environment that allows them to explore their own learning. Although the average score of students’ self-directed learning readiness shows that the majority of students by 76.5% are ready to conduct self-directed learning, there are still 23.5% of students who are in the “not ready” category. By understanding the learners’ self-directed learning readiness, this study will contribute to the development of teaching and learning designs that prioritize learner autonomy. Considering the results of the self-directed learning readiness scale, strategies and innovations are needed to increase the overall score of students’ SDLR. Therefore, with appropriate teaching and learning design, it is hoped that learners can improve their capability of directing their own learning by taking the responsibility for learning instead of depending on the lecturers to provide knowledge. However, lecturers also need to be aware of their roles and give opportunities for learners to actively seek knowledge