scholarly journals Autonomous Learners: How Competency-Based Curriculum could Accelerate EFL at English Education Department

LEKSIKA ◽  
2019 ◽  
Vol 12 (2) ◽  
pp. 72
Author(s):  
Jati Suryanto
Keyword(s):  
Language Learning ◽  
English Education ◽  
Learning Processes ◽  
Autonomous Learning ◽  
Education Department ◽  
Competency Based ◽  
Long Life ◽  
Ultimate Objective ◽  
Student Centred Learning ◽  
Teaching Learning

This paper will explore the implementation of the Competency-Based Curriculum at the Department of English Education, Universitas Muhammadiyah Yogyakarta,  in reaching the goal of creating autonomous learners. Autonomous Learner is the ultimate objective in teaching learning processes. It is the beginning of the long-life learning processes. By creating autonomous learners, the process of achieving better graduate quality will be more effective and efficient. To reach the goal of producing autonomous learners, the Department of English Education, Universitas Muhammadiyah Yogyakarta,  focuses its curriculum on the graduate abilities in “thinking how to think” and “learning how to learn” through the Competency Based Curriculum.Competency-Based Curriculum (CBC) is the teaching learning planning which bases its objectives on the students’ competences. To achieve the ultimate goal of language learning the Department of English Education, Universitas Muhammadiyah Yogyakarta needs to choose the relatively most effective curriculum and method of teaching for the students. Therefore, the department chooses CBC that applies student centred learning (SCL) to achieve the autonomous learning model. The department also applies constructivism approach which enhance the students curiosity to accelerate the autonomous learning in the student centred learning.   

scholarly journals Promoting mobile collaborative language learning in Islamic higher education

2019 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Rully Agung Yudhiantara ◽  
Ade Yeti Nuryantini
Keyword(s):  
Language Learning ◽  
English Education ◽  
Group Discussion ◽  
Case Study Research ◽  
Word Meaning ◽  
Analysis Data ◽  
Education Department ◽  
Writing Feedback ◽  
Collaborative Language

<span lang="EN-US">This study sought to explore students’ experience in using Instagram to participate in mobile collaborative language learning (MCLL)</span><span lang="EN-US">. T</span><span lang="EN-US">he</span><span lang="EN-US"> contents they </span><span lang="EN-US">produced and shared, a</span><span lang="EN-US">s well as</span><span lang="EN-US"> their interaction and collaboratio</span><span lang="EN-US">n, were analyzed</span><span lang="EN-US">. The participants of this study were </span><span lang="EN-US">110 students in an </span><span lang="EN-US">English education department</span><span lang="EN-US">, in three different classes,</span><span lang="EN-US">who all had taken a </span><span lang="EN-US">translation course</span><span lang="EN-US">their third semester. Online tasks were assigned to students and they were required to produce, share, interact and collaborate to accomplish tasks. This study applied </span><span lang="EN-US">a </span><span lang="EN-US">qualitative method </span><span>with case study research design </span><span lang="EN-US">using observation, focus group discussion and content analysis. Data were analyzed through stages namely categorization, reduction and interpretation. </span><span>Results showed </span><span lang="EN-US">that </span><span>the </span><span lang="EN-US">students were able to participate in MCLL using Instagram. They produced and shared contents that met the requirement of MCLL. The contents include</span><span lang="EN-US">d</span><span lang="EN-US"> English sentences for structural collaboration in terms of subject-verb agreement and English sentences for word meaning collaborations. They interacted with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by writing feedback and comment</span><span lang="EN-US">s on the uploaded content</span><span lang="EN-US">. They collaborated with their peer</span><span lang="EN-US">s</span><span lang="EN-US"> by providing multiple interactions to accomplish tasks in MCLL like writing structural analysis, word meaning, paraphrasing sentences, and sentence translation.</span>

scholarly journals Control of students' autonomous learning in competency-based teaching of mathematics

2019 ◽  
pp. 24-31
Author(s):  
S. N. Gorlova ◽  
E. A. Makarova
Keyword(s):  
Training System ◽  
Autonomous Learning ◽  
Federal State ◽  
Subject Knowledge ◽  
Competency Based ◽  
The Subject ◽  
Teaching Of Mathematics ◽  
Teaching Function ◽  
State Educational ◽  
Teaching Learning

Federal State Educational Standards of Higher Education have designated a reorientation from the subject-knowledge education model to the competency-based one, when the goal is to develop students' personal and professional features with an emphasis on their autonomous learning. Universality and generality of requirements for the results of studying the bachelor’s programme in Pedagogical Education does not exclude, but assumes the subject’s orientation of the competencies formulated when implementing specific areas of training. This requires rethinking the functionality of all components of the training system, including the contents. It is the very aspect that remains insufficiently revealed for competency-based teaching of mathematics. The vector of a significant part of studies is directed towards the search for effective educational technologies. Meanwhile, continuity in nurturing competencies requires considering professional orientation on teaching-learning the subject. Reviewing mathematical contents is also vital as the proportion of students’ autonomous learning is getting increased. The article substantiates the role and significance of mathematical contents in arranging control of students' autonomous learning. Keeping in mind the priority of control’s teaching function, it is proposed to make up tasks that contribute to assessing not only knowledge, but also experiential and motivational components of competences.

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

scholarly journals ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Aji Budi Rinekso ◽  
Nurin Afifah ◽  
Ari Nur Widyantoro
Keyword(s):  
Language Learning ◽  
English Language ◽  
Formal Education ◽  
English Education ◽  
Education Department ◽  
International Language ◽  
Teaching Situation ◽  
Career Prospect ◽  
Learning English

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary from for different purposes. Then the realization came to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivations of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting the interview on some English instructors in Swift English School in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all of the privileges of working in an English course, some general motivations underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

scholarly journals Willingness to Communicate and its Relationship with Emotional Intelligence and Gender Differences

2015 ◽  
Vol 52 ◽  
pp. 87-94 ◽  
Author(s):  
Leila Gholami
Keyword(s):  
Emotional Intelligence ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Willingness To Communicate ◽  
Language Learner ◽  
Human Beings ◽  
Emotional Quotient Inventory ◽  
And Gender ◽  
Teaching Learning

As a matter of fact, contemporary universal education gives prominence on authentic communication as an ultimate goal of language learning. Language teaching and learning processes are among the most important and complex human endeavors which is the result of the complicated nature of human beings. Therefore, a successful language learner is the one who is capable of dealing with complexities of teaching-learning processes. Various recent learner-fronted teaching methodologies have underscored the notion of learner-initiated communication which is known as willingness to communicate (WTC). To date, various variables have been discovered by scholars to be influential in the satisfactory flow of communication among students in the language classrooms. Another variable analyzed in the present study is the potential relationship between learners’ gender and WTC as well as their emotional intelligence (EQ-i). Therefore, the present study tries to investigate the possible go-togetherness between learners’ willingness to communicate and their emotional intelligence. Two questionnaires of Bar-On’s (1997) emotional quotient inventory and McCrosky’s (1992) willingness to communicate scale were administered to a total of 100 academic EFL learners. After obtaining the raw data, the SPSS software (version17) was used to change the data into numerical interpretable forms. Correlation analysis revealed that there is positive correlation between learner’s willingness to communicate and their emotional intelligence level. Furthermore, the findings characterized females as the outperforming group both in terms of emotional intelligence and willingness to communicate.

scholarly journals The Optimization of Blended Learning in Extensive and Intensive Reading Course

2020 ◽  
Vol 2 (2) ◽  
pp. 8-17
Author(s):  
Musdalifah Ifah Rahman
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Learning Processes ◽  
Positive Perception ◽  
Education Department ◽  
The Subject ◽  
Intensive Reading ◽  
Online Conversation

This study aimed to describe 1) the application of Blended Learning in extensive and intensive reading subjects, and (2) the students’ perception of the application of blended learning.  The subject of this study was the students of the English education department at the Muhammadiyah University of Enrekang. The data in this study were the activities of students and the lecturer in the teaching and learning processes and the students’ perception of the learning process in the classroom.  The results showed that (1) the students and the lecturer were actively engaged in live learning and online conversation, and (2) the students had a positive perception of learning.

scholarly journals Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning

2015 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Fauzi Miftakh
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Students ◽  
Students Attitudes

This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.

scholarly journals TOWARDS A BETTER EFL LEARNERS’ MANAGEMENT OF THEIR INDEPENDENT ENGLISH LANGUAGE LEARNING AT UNIVERSITY LEVEL

2016 ◽  
Vol 3 (1) ◽  
pp. 85
Author(s):  
NADIA KIES
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Work ◽  
First Century ◽  
Autonomous Learning ◽  
English Language Learning ◽  
Efl Learners ◽  
Before And After ◽  
Ultimate Objective ◽  
Instructional Programme

This paper reports the results of a research work that has sought to investigate the characteristics of students’ management of their English language learning and has attempted to correlate it with effective, independent, autonomous learning. It stresses the importance of improving students ‘learning how to learn skills’ through implementing an instructional programme based on autonomy fostering. It is undeniable that the ultimate objective of Education is targeting quality assurance and enhancement for facing twenty first century education challenges. Therefore, the primary goal of higher education is to prepare learners to function independently and appropriately into this world in constant motion. It is our role as teachers to equip them with the necessary tools and skills so that they manage both content and the way to learn it and use it for future employability objectives. Major researches in the area of learner autonomy in language learning will be reviewed drawing the characteristics of the autonomous learning behaviour as well as the main variables influencing its practice. The research adhered to a descriptive interpretative type of research, where we have attempted to investigate whether students were able to manage, monitor and self-regulate their learning and make it more self-directed and more successful. Both qualitative and quantitative data were collected thanks to a triangulation of research tools used before and after the instruction in learning skills and competencies. Some of the results revealed that while for the majority of learners, autonomy fostering was welcomed and gave significant results, not all students were ready to function independently from a teacher for their language learning.

scholarly journals THE USE OF WHATSAPP APP IN DISTANCE LANGUAGE LEARNING IN PANDEMIC COVID-19: A CASE STUDY IN NAHDLATUL ULAMA UNIVERSITY OF YOGYAKARTA

2020 ◽  
Vol 10 (2) ◽  
pp. 24
Author(s):  
Adhan Kholis
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Education ◽  
Asynchronous Communication ◽  
Education Department ◽  
Factors Affecting ◽  
Nahdlatul Ulama ◽  
Educational Field

Lately, pandemic covid-19 has changed the educational field including learning methods from conventional learning to distance learning. This shift needed more adaptation for all parts like stakeholders, teachers, and also students. Evidently, various efforts have been made by teachers in simplifying teaching and learning such as applying some digital technologies like WhatsApp App, an asynchronous communication to reach the students’ presence with any spaces and time. This study aimed to describe and to evaluate the use of utilizing WhatsApp App in distance language learning for the English Education Department Students of Nahdlatul Ulama University of Yogyakarta. The research design of this study was a case study. Furthermore, this study gave the detailed information, description, and understanding deeply in relation to the use of WhatsApp App in remote teaching. Students’ perception and the factors affecting the effectiveness were investigated through a questionnaire. The results showed that WhatsApp App can support and helped the language learning to be more effective and efficient for the reason that it was accessible and low technology for distance learning. The students were more responsive and enthusiastic in joining the class. Indeed, it has given more facilities and satisfaction in practice.     

scholarly journals Learner Perceptions and Teacher Beliefs about Learner Autonomy in Language Learning

1970 ◽  
Vol 16 (1-2) ◽  
pp. 12-29 ◽  
Author(s):  
Khem Raj Joshi
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
English Education ◽  
Focal Point ◽  
Good Practice ◽  
Learner Autonomy ◽  
Structured Interview ◽  
Autonomous Learning ◽  
Learner Perceptions ◽  
Master Level

Learner autonomy is one of the intriguing phenomena in the field of SLA. This has become the focal point for many scholars and researchers these days. The present study was carried out to make a survey of autonomous learning activities of the Master level students, majoring in English Education, Tribhuvan University, Nepal. It also explored their perceptions on the roles of their own and their teachers’ roles, and how it has been looked at from the teachers’ viewpoint. Adopting a mixed methodological design and analyzing the data collected through questionnaire and semi-structured interview, it was found that the learners make a good practice of autonomous activities. They view their role as an important factor in learning. The teachers have also suggested the learners to be autonomous. The teachers as well as the learners were found highly positive towards autonomous learning. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6126 NELTA 2011; 16(1-2): 13-29

Sign in / Sign up

Export Citation Format

Share Document