Abstract

This paper examines the use of online materials that students can explore independently to improve their English competency. This paper focuses on how those online materials that students can find globally help them to communicate fluently in English. The study is qualitative in nature as it uses descriptive survey which was applied to obtain responses from the sample size of 50 students selected randomly from both IPA and IPS majors. The data were collected by using questionnaire and interviews to 3 students from each sample class focusing on (a) the types of online materials that the students used, (b) the procedures in which they have independently used them, and (c) the extent to which such use has impacted on their English competency. The data were analyzed using the following procedure: (a) identifying and classifying the types of materials and methods of use, and (b) statically determining the impact of such use. The study found that all participants use online materials of interest to them, and there are sufficient materials according to the student needs. However, the methods of use were still traditional and mechanical in which examples of materials were mechanically copied for the sources without sufficient adaptation to the nature of tasks that the teachers had requested. The study also found that the use of online materials has significantly helped students to improve their fluency and competency in English. This study also explicates how students find it much easier to develop fluency and competency through independent works compared to teacher-supervised works. In addition, the study findings are expected to give another perspective among teachers in this 4.0 era in which development independent learning prepares students to be lifelong learners.

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