scholarly journals Integrating self-regulated learning and discovery learning into English lesson plan

2018 ◽  
Vol 42 ◽  
pp. 00047
Author(s):  
Ni Kadek Heny Sayukti
Keyword(s):  
Lesson Plan ◽  
Lesson Planning ◽  
National Curriculum ◽  
Structured Interview ◽  
Discovery Learning ◽  
Self Regulated Learning ◽  
Learner Centeredness ◽  
Large Context ◽  
Regulated Learning ◽  
Tenth Grade

The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL) and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

scholarly journals Students’ perceptions of teacher feedback in EFL English class and their self-regulated learning after receiving feedback

2021 ◽  
Vol 11 (1) ◽  
pp. 42-60
Author(s):  
Nanin Verina Widya Putri ◽  
Ahmad Munir ◽  
Syafi’ul Anam
Keyword(s):  
Online Communication ◽  
Structured Interview ◽  
Teacher Feedback ◽  
English Learning ◽  
Self Regulated Learning ◽  
English Class ◽  
Regulated Learning ◽  
Efl Students ◽  
Seeking Help ◽  
English Classroom

Teacher feedback is useful information for EFL students’ improvement. It assists students to know their weaknesses and strengths in English learning. However, students might perceive teacher feedback differently from the teacher's intentions. This study examined students’ perceptions of their teacher feedback in English class and investigated their self-regulated learning after receiving feedback. It is a descriptive-qualitative study involving ten EFL students of the senior high school using semi-structured interview questions through online communication. Subsequently, the data were transcribed and analyzed qualitatively using thematic analysis of students’ perceptions of teacher feedback and their self-regulated learning. The finding showed that the students perceived teacher feedback as positive and negative. Upon receiving teacher feedback, the students developed their self-regulated learning, such as setting goals, monitoring, self-motivating, seeking-help, adopting, and self-evaluating in English learning. This study offers implications for English teachers and educators to improve their feedback quality in English classroom assessment.  

scholarly journals Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning

2021 ◽  
Vol 15 (2) ◽  
pp. 305-316
Author(s):  
Ratih Laily Nurjanah ◽  
Deswandito Dwi Saptanto ◽  
Maya Kurnia Dewi
Keyword(s):  
Teaching And Learning ◽  
Learning Strategy ◽  
Native Speaker ◽  
Lesson Plan ◽  
Authentic Materials ◽  
Face To Face ◽  
Self Regulated Learning ◽  
Narrative Design ◽  
Regulated Learning ◽  
Speaking Skills

Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy. 

scholarly journals Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject

2020 ◽  
Vol 4 (4) ◽  
pp. 483-498
Author(s):  
Indira Lusianingtyas Siswanto ◽  
Concilianus Laos Mbato
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Structured Interview ◽  
Senior High School ◽  
English Teacher ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Subject

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency.  The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia.  It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study.  Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback.  From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.  Keywords:  English learning strategies, self-regulated learning, autonomous learning, English subject

scholarly journals Preliminary Study: Self-Regulated Learning Procedure

2018 ◽  
Vol 150 ◽  
pp. 05008
Author(s):  
Shafizza Sahdan ◽  
Alias Masek ◽  
Noor Atikah Zainal Abidin ◽  
Juliati Jusoh
Keyword(s):  
Academic Achievement ◽  
Lesson Plan ◽  
Educational Institutions ◽  
Successful Implementation ◽  
Self Regulated Learning ◽  
Positive Effects ◽  
Learning Procedure ◽  
Regulated Learning ◽  
The Subject ◽  
Preliminary Study

Self-regulated learning (SRL) is widely adopted by various educational institutions all over the world. A simple guideline is important and essential for the successful implementation of SRL that yields good results. Hence, a procedure and lesson plan of SRL for the subject of Principles of Management are developed and tested in a preliminary study. The objective of the preliminary study is to determine the reliability of the instruments so that the implementation procedure and lesson plan for the real study can be executed smoothly. This study was conducted for a cycle of SRL designed procedure. ANCOVA was used to analyse the effects of the procedure and lesson plan in relation to students’ motivation, metacognitive awareness and academic achievement. Based on the results of the preliminary study, the items reliability index using alpha cronbach was 0.92, indicated that the questionnaire was good and effective. Each variable was significantly different, indicated that the procedure and lesson plan have positive effects on motivation, metacognition, and academic achievement. In conclusion, the procedure and lesson plan of Principles of Management developed are ready for an actual study.

scholarly journals THE IMPLEMENTATION OF FLIPPED LEARNING 3.0 AND SELF-REGULATED LEARNING ON TENTH-GRADE STUDENTS’ SPEAKING PERFORMANCE

2021 ◽  
Vol 4 (4) ◽  
pp. 157
Author(s):  
M. Eggy Saputra ◽  
Luh Diah Surya Adnyani ◽  
Luh Gd Rahayu Budiarta
Keyword(s):  
Interaction Effect ◽  
Medium Effect ◽  
Flipped Learning ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Tenth Grade ◽  
Post Test ◽  
Quasi Experimental ◽  
Speaking Performance

This study aimed to investigate the simple effect and interaction effect of flipped learning 3.0 (FL 3.0) and self-regulated learning (SRL) on students speaking performance in SMAN 1 Sukasada. This study was quasi-experimental research. Fifty-three tenth-grade students were the sample of this study that were divided into two groups, namely experimental and control groups. The data were collected through a post-test and survey. The data were analyzed using a two-way ANOVA. The result showed that flipped learning 3.0 did not give a significant difference on students’ speaking performance, but the effect size showed a medium effect. On the other hand, SRL gave a significant difference on students’ speaking performance between those who have high and low SRL. There was no interaction effect between FL 3.0 and SRL. Through the implementation of FL 3.0 and SRL, the students were stimulated to learn independently which can create their understanding and more active.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KALKULUS UNTUK MENCAPAI KETUNTASAN DAN KEMANDIRIAN BELAJAR SISWA

2015 ◽  
Vol 2 (1) ◽  
pp. 78
Author(s):  
Raekha Azka ◽  
Rusgianto Heri Santoso
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Mastery Learning ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Teaching Package ◽  
Development Step ◽  
Calculus Teaching

Penelitian ini bertujuan untuk (1) mengembangkan perangkat pembelajaran kalkulus MA yang meliputi silabus, RPP, LKS, dan instrumen penilaian untuk mencapai ketuntasan belajar dan keman-dirian belajar; (2) mendeskripsikan kualitas hasil pengembangan perangkat pembelajaran kalkulus MA untuk mencapai ketuntasan belajar dan kemandirian belajar. Penelitian ini merupakan penelitian pengembangan yang mengembangkan perangkat pembelajaran kalkulus dengan menggunakan model pengembangan yang diadaptasi dari model pengembangan Thiagarajan, Semmel, dan Semmel. Tahap-tahap yang dilalui sampai diperoleh perangkat pembelajaran kalkulus yang valid, praktis, dan efektif meliputi: (1) tahap pendefinisian, (2) tahap perencanaan, dan (3) tahap pengembangan. Uji coba yang dilakukan meliputi uji coba ahli/validasi ahli, uji coba terbatas, dan uji coba lapangan. Uji coba lapangan dilakukan di MA PK Ma’arif 01 Kebumen pada dua kelas XI IPS. Penelitian ini menghasil-kan perangkat pembelajaran kalkulus untuk MA kelas XI IPS terdiri atas silabus, RPP, LKS, dan THB yang berkualitas dan layak digunakan dalam proses pembelajaran. Masing-masing komponen perangkat pembelajaran yang terdiri atas silabus, RPP, LKS, dan THB telah memenuhi kriteria valid, praktis, dan efektif untuk mencapai ketuntasan dan kemandirian belajar siswa. Kata kunci: pengembangan, perangkat pembelajaran, kalkukus, ketuntasan belajar, kemandirian belajar.   DEVELOPING A CALCULUS TEACHING PACKAGE TO ACHIEVE MASTERY AND SELF-REGULATED LEARNING Abstract This research aims to: (1) develop a calculus teaching package consisting of syllabus, lesson plan, worksheet, and test of Islamic high school to achieve mastery and self-regulated learning; (2) describe the quality of the calculus teaching in Islamic high school to achieve mastery and self-regulated learning. This research is a developmental research which develops calculus teaching package using the development model adapted from Thiagarajan, Semmel, and Semmel. The steps to get valid, practical, and effective calculus teaching package are: (1) definition step, (2) planning step, and (3) development step. The try out consisted of expert judgment, small group try out, and field try out. The field try out was held in MA PK Ma’arif 01 Kebumen at two classes of XI IPS. The research produces a calculus teaching package for class XI IPS students of MA consisting of the syllabus, lesson plan, worksheet, and test which are qualified and suitable for the teaching and learning process. Each teaching package component is valid, practical, and effective to achieve students’mastery learning and self-regulated learning. Keywords: development, teaching package, calculus, mastery learning, self-regulated learning

scholarly journals THE DEVELOPMENT AND IMPLEMENTATION OF BIOLOGY TEACHING KITS USING SELF REGULATED LEARNING (SRL) STRATEGIES

2015 ◽  
Vol 3 (3) ◽  
Author(s):  
Erie Agusta ◽  
Djukri .
Keyword(s):  
Development Strategy ◽  
Small Scale ◽  
Biology Teaching ◽  
Paired Sample ◽  
Self Regulated Learning ◽  
The Development Strategy ◽  
Regulated Learning ◽  
Tenth Grade ◽  
Sample Test ◽  
Academic Year

Abstract: This study was aimed to develop Biology teaching kits using Self Regulated Learning (SRL)-based strategy in senior high schools that have been validated and tested. The study was carried out by using the development strategy of Borg and Gall. The subjects were the tenth grade students of SMA Negeri 1 Sentolo in the academic year of 2014/2015. The data for the validation process and the implementation of the teaching kits were collected through questionnaires and observations. The data of the validator assessment were analyzed using the categorization formula and Borich formula. The data on the try-out were analyzed using the paired sample test. The findings were in the form of teaching kits product for Bryophyta materials for the tenth grade students. The teaching kits had been validated theoretically by experts and teachers, the lesson plans had been validated and simulated, and the teaching kits and research instruments had been tried out in a small scale and implemented in the field. Keywords: teaching kits, Self Regulated Learning (SRL) strategies PENGEMBANGAN DAN IMPLEMENTASI PERANGKAT PEMBELAJARAN BIOLOGI DENGAN STRATEGI SELF REGULATED LEARNING (SRL) Abstrak: Tujuan penelitian pengembangan ini adalah dihasilkannya perangkat pembelajaran biologi berbasis Self Regulated Learningdi SMA yang telah tervalidasi dan teruji. Metode penelitian menggunakan strategi pengembangan Borg dan Gall. Subjek penelitian perangkat pembelajaran adalah siswa kelas X SMAN 1 Sentolo. Teknik pengumpulan data dalam proses validasi dan implementasi perangkat pembelajaran menggunakan angket dan observasi. Data penilaian validator dianalisis dengan rumus kategorisasi, sedang persamaan validator terhadap lembar validasi menggunakan rumus Borich. Data hasil uji coba dianalisis dengan paired sample test. Hasil penelitian berupa produk perangkat pembelajaran pada materi tumbuhan lumut di kelas X SMA. Perangkat pembelajaran tersebut telah divalidasi secara teoretis yang dilakukan oleh ahli dan guru, rencana pelaksanaan pembelajaran tertentu telah diuji secara terbatas keterbacaan dan disimulasikan, perangkat pembelajaran dan instrumen penelitian telah diuji coba terbatas dan lebih luas. Kata kunci: perangkat pembelajaran, strategi self regulated learning

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