Promoting Autonomous Learning and 21st Century Skills of English Education Students Through Empowering Their Pedagogical Skills

To compete in the 21st century, educators need to equip students with various skills called 21st-century skills. The purpose of this research is to identify and describe the perceptions of biology education lecturers and students regarding the authentic assessment of 21st-century skills. The method used in this research is an internet-based survey method. The research participants consisted of 7 lecturers and 80 students majoring in biology education. The instrument used is a result questionnaire consisting of 11 questions for lecturers and ten questions for students. The survey results show that lecturers and students know about the components and urgency of 21st-century skills. In addition, the assessment of these skills is also quite often done. However, there are still some obstacles in authentically assessing 21st-century skills.

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Teaching Writing and Twenty First Century Skills Using Guided Autonomous Learning Designs

Budapest International Research and Critics Institute (BIRCI-Journal) Humanities and Social Sciences ◽

10.33258/birci.v2i4.572 ◽

2019 ◽

Vol 2 (4) ◽

pp. 495-505

Author(s):

Abdul Ghofur ◽

Kisyani Kisyani ◽

Bambang Yulianto

Keyword(s):

21St Century ◽

Narrative Analysis ◽

21St Century Skills ◽

Lesson Plan ◽

First Century ◽

Autonomous Learning ◽

Teaching Writing ◽

Average Score ◽

Conversational Analysis ◽

Correlation Techniques

This article describe how to improve student’s skills in writing French and eight types of the twenty first (21st) century skills Using Guided Autonomous Learning designs. This research is intended to produce and use Guided Autonomous Learning Designs by integrating eight types of 21st century skills in teaching writing French. The designs developed consist of syllabus, learning model, textbook, learning media, and lesson plan. The research data is obtained from students, lecturers, experts, observers, and documents. Data sought are (1) process of developing Guided Autonomous Learning designs by integrating eight types of 21st century skills and their quality based on their validity, practicality, and effectiveness. The data was collected using observation techniques, expert validation, interviews, documents analysis, tests, and questionnaires. The data was analyzed quantitatively and qualitatively using content analytic techniques, conversational analysis, narrative analysis, percentage techniques, average techniques, and correlation techniques. The finding show that Guided Autonomous Learning designs by integrating eight types of 21st century skills are very effective to improve student’s writing in French and eight types of 21st century skills. The average score of the quality (validity, practicality, and effectiveness) of Guided Autonomous Learning designs by integrating eight types of 21st century skills is 3.51. Therefore, this research needs to be developed and implemented in other subjects by integrating other types of 21st century skills.

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INTEGRASI KETERAMPILAN ABAD 21 DALAM MODUL SOCIOLINGUISTICS: KETERAMPILAN 4C (COLLABORATION, COMMUNICATION, CRITICAL THINKING, DAN CREATIVITY)

Jurnal Muara Pendidikan ◽

10.52060/mp.v4i2.179 ◽

2019 ◽

Vol 4 (2) ◽

pp. 455-466

Author(s):

Winda Winda Trisnawati ◽

Arini Kumala Sari

Keyword(s):

Critical Thinking ◽

Data Analysis ◽

21St Century ◽

Learning Process ◽

21St Century Skills ◽

English Education ◽

Teaching Material ◽

Education Department ◽

Analysis Techniques ◽

Student Questionnaire

Preparing 21st century students to be able to compete in the future, teachers around the world promote several skills to face the challenges of 21st century development. Students need 21st century skills which are known as 4C skills (critical thinking, collaboration, communication, and creativity). Integrating 21st century skills in the learning process effectively becomes very important. Teaching material as a source of learning is needed in this regard. One of the teaching materials is a module. The aim of this research is to develop an integrated Sociolinguistics module on 21st century skills that focus on 4C skills. It aims to find out the suitable of this module as teaching material for students in the English Education Department of STKIP Muhammadiyah Muara Bungo. This research method used research and development (R&D). The research procedure was divided into two, namely preparation and implementation. This research was conducted to students in the fifth semester of the academic year 2019/2020 English Education Department of STKIP Muhammadiyah Muara Bungo. Data collection techniques used questionnaire and observation sheets as instrument. This research data analysis technique used quantitative data analysis techniques and qualitative data analysis techniques. The results showed the recapitulation of assessment aspects from various experts, sociolinguistics lecturer, student questionnaire sheets, and observations sheet. The following are the percentages of the result module eligibility which includes: the results of the material expert validation was 61.3% (good category); the results of the validation of media experts was 75.8% (excellent category); module self-evaluation results by lecturers was 90% (excellent category); field trial observation sheet results was 78.9% (excellent category); and the results of the student questionnaire sheet was 76.3% (excellent category). So the sociolinguistics module which is integrated with 4C skills is appropriate to be used in the learning process.

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The Mediating Role of Critical Thinking and Cooperativity in the 21st Century Skills of Higher Education Students

Thinking Skills and Creativity ◽

10.1016/j.tsc.2021.100967 ◽

2021 ◽

pp. 100967

Author(s):

Ömer KOÇAK ◽

Murat ÇOBAN ◽

Abdulkerim AYDIN ◽

Nermin ÇAKMAK

Keyword(s):

Higher Education ◽

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

Education Students ◽

Mediating Role

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EDUCATION STUDENTS’ ATTITUDES REGARDING 21ST CENTURY SKILLS

ICERI2019 Proceedings ◽

10.21125/iceri.2019.2241 ◽

2019 ◽

Author(s):

Alona Forkosh Baruch ◽

Rivka Gadot

Keyword(s):

21St Century ◽

21St Century Skills ◽

Education Students ◽

Students Attitudes

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PROMOTING AUTONOMOUS LEARNING THROUGH ‘HOT POTATOES’

ELTICS : Journal of English Language Teaching and English Linguistics ◽

10.31316/eltics.v1i1.441 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Gendroyono Gendroyono

Keyword(s):

Teaching And Learning ◽

English Education ◽

Native Speakers ◽

Autonomous Learning ◽

Online Publishing ◽

Education Students ◽

Teaching Materials ◽

Cultural Issue ◽

Students First

This study was designed to investigate the role of „Hot Potatoes‟ in promoting autonomous learning of the English education students at Muhammadiyah University of Yogyakarta. This study was conducted on some reasons: first, autonomous learning is very significant in the success of learners‟ learning, and to make the learners implement autonomous learning is quite tricky. Second, the use of Hot Potatoes as the software is very simple and fun to publish any education materials online, and as a result, the students like the program. Therefore, it is very challenging for the teacher to find a way to promote autonomous learning to the students through the use of a simple education software called „Hot Potatoes‟. The study was aimed at exploring the roles of Hot Potatoes in English teaching and learning. Further, it also explored the advantages of the Hot Potatoes in developing the students‟ ability or habit in having autonomy in their learning. This research was a qualitative case study in nature since it dealt with a holistic description. The setting of the research was Muhammadiyah University of Yogyakarta with 10 students who have implemented Hot Potatoes in designing teaching materials for them to use at schools. The procedure to collect the data was through questionnaires and interviews with the participants. In analyzing the data, the researcher first categorized the data gained from the questionnaires and then extracted the information from the data collected through the interview process. The data were then grouped into categories and interpreted in accordance with the research questions. The study found that students first had awareness to be better in mastering English due to their online publishing the teaching materials developed with Hot Potatoes. They were aware that by publishing materials online, people all around the globe would have a chance to stop by and read the materials. This awareness led them to learn by themselves on the grammar of the sentences they wrote. As a result, they started looking up grammar books to check if the grammar was appropriate or not. The same process also happened to the choice of words and the spelling of words used in the teaching materials they developed. They checked and rechecked until they were sure of the correctness of the dictions and the spelling. The last but not least is about the cultural issue in the sentences. It dealt with the appropriateness of the sentences they make due to native speakers‟ cultural background. Therefore, the writer concluded that the use of Hot Potatoes promoted autonomy in students‟ learning.

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Improving Students’ 21st Century Skills Through Creative Writing as A Creative Media

DEIKSIS ◽

10.30998/deiksis.v12i02.5184 ◽

2020 ◽

Vol 12 (02) ◽

pp. 164

Author(s):

Helda Jolanda Pentury ◽

Anastasia Dewi Anggraeni ◽

Dendi Pratama

Keyword(s):

Creative Writing ◽

21St Century ◽

21St Century Skills ◽

Qualitative Method ◽

English Education ◽

Language Skills ◽

Writing Skills ◽

Literature Study ◽

Creative Media ◽

The University

The ability to improve students’ 21st century skills using creative writing is truly one of the most revolutionary developments in modern creative English education. This type of education, however, is not without its challenges, the way of using creative projects as the creative media to improve writing skills experiences showed the students and the teachers as well that to improve ‘21st century skills’ through creative writing is imaginative, and creative way. This study conducted an observation of design students at the University of Indraprasta PGRI Jakarta, especially their projects and literature study. The qualitative method with an integrated creative approach of 4C’s is used to analyze the creative writing elements of students’ creative projects as a creative media. The results of this study are useful to be used as a reference in improving students’ 21st century skills and creative writing skills as well by using those Creative Writing projects as a creative media. Furthermore, the results show most of the students have improved their 4C’s skills which is called 21st century skills, grow their language skills by writing the projects creatively and innovatively. Keywords: 21st century skill, creative writing, media

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Project-based Learning Implementation to Cultivate Preservice English Teachers’ 21st Century Skills

IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) ◽

10.21093/ijeltal.v5i1.638 ◽

2020 ◽

Vol 5 (1) ◽

pp. 191

Author(s):

Evi Puspitasari

Keyword(s):

Critical Thinking ◽

21St Century ◽

21St Century Skills ◽

English Education ◽

Single Case ◽

21St Century Learning ◽

Project Based Learning ◽

Classroom Activities ◽

Collaboration And Communication ◽

Reflective Essay

The contribution of Project-based Learning (PbL) to 21st century learning skill development has been widely discussed by experts. This present qualitative research aims at exploring how PbL is applied in Lantern School of English Education (LSEE), an undergraduate program in Indonesia that produces an English teacher. In further, this research also looked at how the implementation enhanced the students’ 21st century learning skills comprising creativity, critical thinking, collaboration, and communication. Considering those objectives, this research stood under qualitative approach and specifically employed case study design in order to investigate a single case which was project-based learning implementation in a particular context. The data were collected from interview, observation, and relevant documents which in this case, reflective essay, syllabus and students’ final projects. Observation and syllabus were used to investigate the implementation of PbL in LSEE, interviews and was to gather information about how the implementation cultivated students 21st century skills, while students’ works and reflective essay were to triangulate information from the other data collection techniques. After gaining the data, all were analysed using coding process to obtain the embedded themes as findings. The findings showed that the institution implemented PbL through the assessment, classroom activities, teacher roles, and student roles. Based on the students’ viewpoints, project-based assessment, group classroom activities, teachers being a facilitator, and students’ centeredness were successfully trained their ability on creativity, critical thinking, collaboration, and communication. Conclusion and recommendation are also presented after the findings were discussed.

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Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence

IJEE (Indonesian Journal of English Education) ◽

10.15408/ijee.v3i2.3164 ◽

2016 ◽

Vol 3 (2) ◽

pp. 158-170

Author(s):

Athriyana Santye PATTIWAEL

Keyword(s):

Communication Skills ◽

21St Century ◽

21St Century Skills ◽

English Education ◽

Communicative Competence ◽

Instructional Materials ◽

Intercultural Communicative Competence ◽

National Education ◽

Wide Range ◽

Emerging Issues

ABSTRACT 21st Century Skills has attracted the attention of various education experts, practitioners, school management, teachers and educational managers in ASEAN countries, including Indonesia. A number of activities in terms of seminars and workshops have been held by a wide range of institutions to address this framework in terms of how to align it to the curriculum and how to integrate it into classroom activities. Regarding communication skills, Partnership for 21st Century Skills defines 21st Century Communication Skills – among the other five definitions – as communicating effectively in diverse environments (including multilingual and multicultural). Realizing that this framework was developed in the American context for their national education purposes, it is imperative for various parties, including teachers and practitioners of English as a Foreign Language, to contextualize it by considering both local and regional contexts. As a minute contribution to the effort of contextualizing the framework, this paper will address some emerging issues in developing the instructional materials framed by the pedagogy of English as an International Language and Intercultural Communicative Competence. ABSTRAK Keterampilan Abad ke-21 telah menarik perhatian beragam kalangan dari pakar pendidikan, praktisi, pengelola sekolah, guru sampai para manajer institusi pendidikan di negara-negara ASEAN, termasuk Indonesia. Serangkaian kegiatan termasuk seminar dan workshop telah diselenggarakan oleh berbagai institusi untuk membedah kerangka kerja ini dalam hal Tentang keterampilan berkomunikasi, Partnership for 21st Century Skills mendefinisikan keterampilan Komunikasi Abad ke-21 -di antara lima definisi lainnya– sebagai kemampuan berkomunikasi secara efektif di berbagai lingkungan (termasuk multibahasa dan multikultural). Menyadari bahwa kerangka kerja ini dikembangkan dalam konteks Amerika untuk tujuan pendidikan nasional mereka, maka sangatlah penting bagi berbagai pihak, termasuk guru dan praktisi bahasa Inggris sebagai bahasa asing, untuk mengkontekstualisasikannya dengan mempertimbangkan konteks lokal dan regional. Sebagai kontribusi kecil terhadap upaya kontekstualisasi tersebut, tulisan ini akan membahas beberapa isu yang muncul dalam pengembangan bahan ajar yang dibingkai oleh pedagogi Bahasa Inggris sebagai Bahasa Internasional dan Kompetensi Komunikasi Antar-budaya. How to Cite: Pattiwael, A., S. (2016). Addressing 21st Century Communication Skills: Some Emerging Issues from Eil Pedagogy & Intercultural Communicative Competence. IJEE (Indonesian Journal of English Education), 3(2), 158-170 doi:10.15408/ijee.v3i2.3164. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.3164

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