CHAPTER II

THEORY AND DISCUSSION

2.1 Definition Literature Self-Access Center

A literature self-access center is a library or small collection of

texts for students to read on their own with minimal supervision. The

reading can be done either in class time or for homework. The self-access

center could consist of literary texts, a box or file of literary extracts, a

small collection of books, and a collection of video/audio recordings of

plays or films based on novels. Self-access refers to a method of learning

in which students use books, videos, and other materials to study on their

own. In a school or college, a self-access center is a place where students

can choose and use books, tapes, or other materials. Self-access language

learning centers are educational facilities designed for student learning that

is at least partially, if not fully self-directed. The theory behind this style

of learning is that students, especially foreign language students, learn

better if they have a say in how they learn. Self-access language learning is

closely related to a learner-centered approach, learner autonomy, and self-

directed learning as all focus on student responsibility and active

participation for their own learning. Self-access learning resources allow

students to do extra work on their own in order to develop their skills, to

revise, and to consolidate what they have learned.

2.2 Reasons
A literature self-access program is designed to provide individuals

with the opportunity to independently explore and engage with literature.

Here are some reasons for having a literature self-access program:

o Individualized Learning: It allows learners to choose literature that

interests them, enabling a more personalized and engaging learning

experience.

o Flexible Schedule: Self-access programs give learners the flexibility to

study literature at their own pace and on their own schedule.

o Autonomy: It promotes self-directed learning and encourages

individuals to take responsibility for their own learning.

o Diverse Reading Material: Participants can access a wide range of

literary genres, styles, and topics, broadening their horizons and

preferences.

o Skill Development: It supports the development of reading

comprehension, critical thinking, and analytical skills, which are

essential for literary analysis and interpretation.

o Language Proficiency: Literature self-access programs can also help

improve language proficiency and vocabulary by exposing learners to

complex and nuanced texts.

o Cultural Awareness: Reading literature from different cultures and

time periods can enhance cultural understanding and awareness.

o Lifelong Learning: Encourages a lifelong love of reading and learning,

fostering intellectual growth beyond formal education.

o Accessibility: It can be offered in libraries, online platforms, or other

accessible spaces, making literature available to a wider audience.

 o Assessment and Feedback: Some self-access programs may include

assessments and opportunities for feedback, allowing learners to track

their progress.

In summary, a literature self-access program empowers individuals

to engage with literature on their terms, fostering a love of reading and

supporting their personal and educational development.

2.3 Simulation

Setting Up a Literature Self-Access Center

Nayos, in his study on self-access centre (Nayos & Chuaychoowong, 2016, p. 2)

wrote that a self-access centre is a place which provides self-study materials and

facilities to support learners to learn on their own.

 When you are willing to set up a Literature Self-Access Center, you have

to hold a meeting with different members of staffs in your school such as

headmaster, director of resources, classroom teachers, director of studies,

etc.

 In setting up a Literature Self-Access Center, we should consider some

information in order to make a planning reaches it goals. The information

which have to be gained is as follows:

o Type of students

o Age of students & level of students

o Number of students

o Availability of resources

o Reasons to set up a literature self-access center

 Setting up a literature self-access center can be a valuable resource for

learners who want to explore and engage with literature independently. Here are

some steps to help you establish a literature self-access center:

 Define Your Goals and Objectives:

Determine the purpose and goals of the self-access center. What

are you aiming to achieve with this resource?

 Location and Space

Find a suitable physical location, whether it's a room in a library,

an independent space, or a website for online access.

 Selection of Literature:

Curate a diverse collection of literature, including books, e-books,

magazines, and other reading materials. Consider different genres, styles,

and levels of difficulty.

 Catalog and Organization:

Create a catalog or database to organize and categorize the reading

materials for easy access and retrieval.

 Access and Availability:

Determine the rules for access, such as opening hours for a

physical center or registration requirements for an online platform.

 Technology and Resources

Equip the center with computers, e-readers, or other technology for

digital access, if applicable.

 Supportive Materials:
 Provide dictionaries, literary guides, and reference materials to

assist readers in understanding and analyzing texts.

 Training and Orientation:

Offer training or orientation sessions to help users make the most

of the self-access center and its resources.

 Assessment and Feedback:

Consider offering assessments or feedback mechanisms, such as

discussion groups, where users can share their thoughts and insights on

the literature they've read.

 Promotion and Outreach:

Promote the center to your target audience, whether it's students,

community members, or a specific group interested in literature.

 Monitoring and Evaluation:

Continuously assess the effectiveness of the center, gather user

feedback, and make improvements accordingly.

 Collaboration:

Collaborate with educators, librarians, or literary experts who can

support the center's activities and users.

 Funding and Sustainability:

Secure funding or explore sustainable models for keeping the self-

access center operational in the long term.

 Accessibility and Inclusivity

Ensure that the center is accessible to a diverse range of users and

consider the needs of people with disabilities.

  Legal and Copyright Considerations:

Be mindful of copyright laws when providing access to

copyrighted materials and consider licensing agreements.

Creating a literature self-access center requires careful planning and

resources, but it can be a valuable asset for promoting literacy, love for

literature, and lifelong learning in your community or educational institution.

2.4 A Case Study

 Type of School

A school in London which combines a language school for adults and teacher

training center.

 Reasons

Having recently expanded its self-access provision, the school offers video,

computer, and language labs to students who work independently.

 Choices of Text

1. Classics, Literary Criticism

2. Contemporary novels

3. Thrillers & detective novels

4. Collections of short stories

5. Poetry anthologies

6. Plays, Comics, Cartoon

  Helping Students to Choose Texts

1. Using a file in the library that listed all literature self-access books.

2. Using a comments file written by students after they read the books.

One case study that was found in the search results is a brief

description of a literature self-access center that was set up at a university.

The case study aimed to investigate the effectiveness of the services

provided in enhancing students' learning and developing learner autonomy.

The study found that the self-access center was successful in providing

students with a range of resources and activities that catered to their

individual needs and interests. The center also helped to develop students'

language skills and fostered a sense of community among learners. The

study concluded that self-access centers can be an effective way to

promote learner autonomy and provide students with a more personalized

learning experience.

Overall, the case study suggests that a literature self-access center

can be a valuable resource for students, providing them with a range of

materials and activities that cater to their individual needs and interests. It

can also help to promote learner autonomy and foster a sense of

community among learners.

2.5 Worksheets

Worksheets can be a useful resource for literature self-access

centers. There are several resources available for self-access worksheets,

including books like "Self-access Worksheets" by Erica Buckmaster.

Additionally, universities like the University of Southampton provide free

worksheets for language self-access centers. Worksheets can be used to

help guide students through literary texts, provide vocabulary practice, and

encourage critical thinking.

Creating worksheets for a literature self-access center can be done

using a variety of materials, including photocopiable resources, laminated

worksheets, and free online resources. Publishers offer a wide range of

ELT materials that can be adapted for self-study use. Additionally, old

course books, graded readers, and other materials can be used to create

worksheets.

Overall, worksheets can be a valuable resource for literature self-

access centers, providing students with guidance and practice as they work

through literary texts. There are many resources available for creating

worksheets, including books, free online resources, and materials that can

be adapted for self-study use.

 CHAPTER III
CONCLUSION

3.1 Conclusion
In conclusion, a literature self-access center is a valuable educational

resource that empowers individuals to engage with literature independently,

promoting a love of reading and supporting their personal and educational

development. The self-access approach allows for individualized learning,

flexible schedules, autonomy, access to diverse reading material, and the

development of essential skills like reading comprehension and critical thinking.

Additionally, it contributes to language proficiency, cultural awareness, and a

lifelong love of learning. The establishment of a literature self-access center

involves careful planning, including defining goals, selecting appropriate

literature, organizing resources, providing access and support, and promoting the

center effectively. A case study of a London-based language school and teacher

training center illustrates the successful expansion of self-access provisions,

emphasizing the effectiveness of self-access centers in enhancing learner

autonomy and providing a personalized learning experience. Furthermore,

worksheets are identified as valuable tools within literature self-access centers,

offering guidance and practice to students as they engage with literary texts.

Overall, literature self-access centers play a crucial role in promoting literacy,

fostering a deeper appreciation for literature, and encouraging lifelong learning

in various educational settings.

 REFERENCES

Ferguson, Mathew Robert. (2015). Learn by yourself together: Getting

Thai students in the door for self-access language learning. The Asian EFL

Journal. 84, 48-65.

Gremmo, M.J. & Riley, P. (1995). Autonomy, self-direction and self-

access in language teaching and learning: The history of an idea. System, 23(2),

15-164.

Harji, M.B., & Vafaeepour, Alireza. (2015). Integrating Internet-based

Materials in Reading Comprehension Course: A Theoretical Constructivist

Perspective. The Asian EFL Journa, 83, 51-74.

Jarvis, Huw. (2013). Computer Assisted language Learning (CALL):

Asian Learners and Users going Beyond Traditional Frameworks. The Asian

EFL Journal.15 (1), 190-201.

Keating, S. & Gabb, R. (2005). Putting learning into the learning

commons.A literature review.Victoria: Victoria University.

Kohnke, Lucas. (2012). Facilitating the Implementation of ICT to

Teachers. The Asian EFL Journal. 64, 75-84

Kwan, L & Lyons, L.H. (2001). Different learning patterns in self-access.

RELC Journal. 32(2), 63-79.

Lai, J. (2001). Towards an analytic approach to assessing learner

autonomy. In Dam, L. (ed.): The AILA Review, 15, 34-44.

Piaget, J. (1972). The principles of genetic epistemology. London:

Routledge & Kegan Paul

 Suriaman, Aminah. (2015). Strategies in Promoting Independent Learning

through Self-Access Centre at Tadulako University.The Asian EFL Journal, 88,

29-58.

Universitas Negeri Semarang.(2012). Tujuh Pilar Konservasi. Accessed

22 February 2016 from http://konservasi.unnes.ac.id/?page_id=378#)