Di era revolusi industri 4.0, teknologi harus menjadi alternatif pilihan yang digunakan oleh guru dalam menyampaikan materi kepada siswanya, sehingga pembelajaran menjadi lebih kontekstual, faktual, dan mampu membangun kemandirian belajar para siswa. Seperti contoh pengajaran berbasis gamifikasi menjadi sangat penting ketika lingkungan belajar yang ditunjang dengan teknologi dapat membantu para siswa memperoleh pengetahuan dengan cara-cara yang menantang dan menyenangkan. Kemandirian belajar dan berpikir kritis dapat terbentuk dan ditingkatkan melalui pembelajaran berbasis gamifikasi ketika pembelajaran menghendaki siswa berperan aktif dan bertanggung jawab terhadap keberhasilan belajarnya sendiri, di samping berkat bantuan bimbingan guru. Workshop pengembangan media pembelajaran berbasis gamifikasi terbukti dapat memecahkan masalah yang dihadapi para guru, khususnya guru-guru di lingkungan pondok pesantren Al Amin Sindangkasih Kabupaten Ciamis yang berkenaan dengan kemampuan menciptakan pembelajaran bahasa berbantuan teknologi (technology-aided teaching) yang masih rendah. Program ini dapat membantu para guru dalam memanfaatkan teknologi untuk kegiatan pembelajaran di kelas, bahkan di luar kelas. Workshop ini diikuti oleh 20 orang peserta yang berasal dari MTs dan MA Persis-Pondok Pesantren Al Amin Sindangkasih Kabupaten Ciamis selama dua bulan. Materi yang diberikan berkenaan dengan pemilihan materi belajar yang sesuai dengan kebutuhan dan kemampuan peserta didik (material selection) dan pengembangan media pengajaran dengan bantuan teknologi gamifikasi. Program ini dikemas dalam bentuk workshop pengembangan media pembelajaran berbasis gamifikasi dengan tahapan: orientasi, diskusi, ekplorasi materi, aksi, tes, dan refleksi. Data dikumpulkan melalui observasi, interview, dan dokumen, sehingga kinerja peserta dan instruktur selama pelaksanaan program dapat terkontrol dengan baik dan menghasilkan kualitas pembelajaran berbasis teknologi yang efektif dan terukur. Program ini diharapkan pula mampu membantu pemerintah, sekolah atau guru dalam bidang peningkatan profesionalitas guru seperti yang diamanatkan dalam UU No. 14 Tahun 2005 tentang Guru dan Dosen, khususnya di lingkungan Pondok Pesantren Al Amin Sindangkasih Kabupaten Ciamis.

This study reflects the best practice of the English immersion program designed for EFL learners.  Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

ABSTRACT

This study reflects the best practice of the English immersion program designed for EFL learners.  Through observation in the research site and interview with eight participants (two language managers and six language learners), the modified model is discovered as the guidelines in ruling the project in which curriculum, English proficiency, and language management are the main points. Besides, Informal learning becomes the hot issue of this study since the English zone facilitates English informal interaction between language partners and learners which enhances English learning experiences effectively and motivates them to use English. The finding also reported that English immersion program emerges learning community, personal qualities development, English language acquisition, and self-efficacy, language awareness and language exposure The study may contribute to the body of knowledge in second language acquisition and recommend schools or universities and other related institutions to implement English immersion program as the alternative solution for English language learning in non-native speaking countries.

This research is aimed at questing adult EFL learners’ self-directed learning performance in an Indonesian University. A case study is purposely employed to probing the learning behavior performed by adult learners when English language learning is taken as the context of this research carried out. Three student teachers are determined to be interviewed to obtain data. The acquired data is analyzed using thematic analysis by Braun and Clarke (2006). The study discovers that the EFL learners performed various activities presenting their self-directed learning in terms of learning motivation, learning strategy, self-monitoring, and social competence. This research contributes to body knowledge of English language learning at higher education in which a teacher will be able to choose or select appropriate teaching strategies dealing with learners’ learning behaviour promoting autonomous learning. The findings also suggest the learners to conduct learning process properly since self-directed learning enables the learners to maximize their both internal and external potentials in order to achieve better English achievement.