Incorporating Self-Regulated Learning into English Teaching: Early lessons from the implementation of  SMELT I 4.0 DE in an UPI Senior High Lab School class

Suherdi, Didi; Ihrom, Sudarsono Muhammad; Nurbiyatun, Nuri

doi:10.2991/ices-18.2019.12

Cited by 3 publications

(4 citation statements)

References 9 publications

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“…Third, many researchers examined the use of ICT in the teaching learning process which affected on students' achievement [12]. [13], [14], [15], [16], [17], [18], [19], [20], [21], [22], [23], [24], [25], [26], [27]. However, several studies did not only examine the students' achievement, but also motivation, such as [13], [14], [18].…”

Section: Introductionmentioning

confidence: 99%

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Apriani

Syafryadin

Inderawati

et al. 2021

Int. J. Emerg. Technol. Learn.

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This study was aimed to know the e-learning training implementation which involved the lecturers’ perspective, the barriers and its solution. This study involved 50 postgraduate lecturers, however only 9 Master of English education lecturers who participated in this training. The research design of this study was qualitative research which applied observation checklist, interview and note taking as the instruments to collect the data. The data analysis of this study used qualitatively which comprise several steps, such as collect the data, think about the data, code the data, did reflection on data, organizing the data, and interpreting the data. The findings showed that the implementation of e-learning has been done by the trainer, however, there were problems that occurred during the implementation of this training, such as discipline of time, the understanding of the material, electricity, internet connection, module and the age. These problems had been solved by the trainer. The trainer provided the assistant to help them in handling this training. Another finding was most the lecturers had positive perspective about e-learning training because this e-learning training could assist them in teaching, but there were still two until four participants who gave negative perspective about the training.

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Section: Introductionmentioning

confidence: 99%

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Apriani

Syafryadin

Inderawati

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…where the teacher can act as a facilitator (Suherdi et al, 2018;Yarahmadzehi & Bazleh, 2012). Similarly, Little (2011) believes that with an autonomous attitude, the language learning process for students became more focused and personal and could indirectly solve the problem of low motivation, and affect learning outcomes.…”

mentioning

confidence: 99%

“…Many researchers have previously conducted studies related to learner autonomy. First, Suherdi et al (2018) conducted a study that aims to determine self-regulated learning has an impact on learning achievement. The results of the research show that self-regulated learning can improve student learning outcomes.…”

mentioning

confidence: 99%

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

Syafryadin

Suherdi

Nadya

et al. 2022

Indonesian J. Appl. Linguist.

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The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.

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“…DBI triggers the students to be active, creative and they can have more time to practice using DBI. Overall, it has good implications to learning process and there are many researches related to this finding [13,30]. Whereas, the challenges of DBI have to be solved by the lecturers and students in order to support learning process in 4.0 era [12,31].…”

Section: Discussionmentioning

confidence: 99%

Digital-based instruction: Chances and challenges in English language teaching context

Argawati

Suryani

2020

IJERE

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The use of Digital Based Instruction (DBI) nowadays seems to have many obstacles and difficulties. It is due to lack of digital literacy both lecturers and students. Meanwhile, many advantages also emerge through the use of DBI. It becomes the reason for the lecturers to keep on trying to develop their digital literacy to occupy the need of DBI to their English Language Teaching (ELT) class. This study aimed at revealing the chances and challenges of the implementation of DBI. Descriptive qualitative was employed in this study which involved the use of observation and interview as the instruments. The participants of this study were five English lecturers and 200 students. The findings showed that the chances of applying DBI cover activating students, elevating digital literacy, provoking students’ creativity, and creating new application. While some challenges are also emerged. It is due to limited devices and access, and limited digital literacy. The implementation of DBI could provoke the elevation of digital literacy and creativity if we could handle the challenges.

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Incorporating Self-Regulated Learning into English Teaching: Early lessons from the implementation of SMELT I 4.0 DE in an UPI Senior High Lab School class

Cited by 3 publications

References 9 publications

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities

Digital-based instruction: Chances and challenges in English language teaching context

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