ABSTRACT
Uli, Dogma. (2016). A Case Study of ExeLSA: The Implementation of ExeLSA and Its Relation to Students’ Self-Regulated Learning in Interpreting Class B. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
The research discussed the implementation of ExeLSA as a learning management system which was used by the English Education Study Program. ExeLSA was implemented to support the teaching and learning process in this study program since 2008. This phenomenon was also noted in one of the missions of the ELESP about integrating technology to an educational process. One of the examples of the implementation of ExelSA could be seen in Interpreting class B.
There were two research questions in this research. Those were 1) How is the use of ExeLSA as a learning management system to support e-learning in Interpreting class B best described? and 2) To what extent do learning activities provided in ExeLSA facilitate the English Language Education Study Program students’ self-regulated learning in Interpreting class B?
The researcher used mixed methods. It was in the form of a case study in ExeLSA as a learning management system. To answer the questions, the researcher distributed questionnaire sheets in Interpreting class B. Then, the researcher conducted interviews to obtain further information and understand the phenomenon in depth. Moreover, students’ self-reflections and documents were also used by the researcher to enrich the findings. The respondents of the research were 25 students of Interpreting class B academic year 2015/2016 and the lecturer of Interpreting course class B.
The results showed that ExeLSA supported the process of blended learning which occurred in Interpreting class B. Then, it also showed that ExeLSA facilitated students’ self-regulated learning in four aspects of self-regulated measurements. Therefore, it could be concluded that ExeLSA had an important role in the process of the blended learning in the class. Then, the study program was recommended to do evaluation regarding the implementation of ExeLSA in class. Moreover, students were also recommended to support the implementation of ExeLSA by actively participating in the learning process. They were also recommended to develop better understanding regarding their self-regulated learning in their learning processes.
ABSTRAK
Uli, Dogma. (2016). A Case Study of ExeLSA: The Implementation of ExeLSA and Its Relation to Students’ Self-Regulated Learning in Interpreting Class B. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Penelitian ini mendiskusikan penerapan ExeLSA sebagai sistem manajemen pembelajaran yang digunakan oleh Program Study Pendidikan Bahasa Inggris. ExeLSA diterapkan untuk mendukung proses mengajar dan belajar di program study ini sejak tahun 2008. Fenomena ini juga dicatat dalam salah satu misi dari Program Studi Pendidikan Bahasa Inggris mengenai integrasi teknologi pada proses pendidikan. Salah satu contoh dari penerapan ExeLSA dapat dilihat pada kelas Interpreting B.
Terdapat dua rumusan masalah dalam penelitian ini, yaitu 1) Bagaimana penggunaan ExeLSA sebagai sebuah sistem manajemen belajar untuk mendukung e-learning di kelas Interpreting B dideskripsikan? dan 2) Sejauh apa aktivitias belajar yang disediakan di ExeLSA memfasilitasi regulasi belajar mahasiswa Pendidikan Bahasa Inggris di kelas Interpreting B?
Peneliti menggunakan metode penelitian campuran dalam bentuk studi kasus mengenai ExeLSA sebagai sebuah sistem manajemen pembelajaran. Untuk menjawab rumusan masalah, peneliti membagikan kuisioner di kelas Interpreting B. Kemudian, peneliti melakukan wawancara untuk mendapatkan informasi lebih lanjut dan memahami fenomena yang terjadi lebih dalam. Selain itu, refleksi mahasiswa dan dokumen juga digunakan oleh peniliti untuk memperkaya penemuan penelitian. Responden dari penelitian ini adalah 25 mahasiswa dari kelas Interpreting B tahun ajaran 2015/2016 dan dosen dari kelas Interpreting B. Hasilnya menunjukkan bahwa ExeLSA mendukung proses dari blended learning yang terjadi di kelas Interpreting B. Kemudian, hasilnya juga menunjukkan bahwa ExeLSA memfasilitasi regulasi belajar mahasiswa dalam 4 aspek pada pengukuran regulasi belajar. Oleh karena itu, dapat disimpulkan bahwa ExeLSA memiliki sebuah peran yang penting dalam proses blended learning di kelas tersebut. Kemudian, program studi disarankan untuk melakukan evaluasi berkenaan dengan penerapan ExeLSA di kelas. Selain itu, para mahasiswa juga disarankan mendukung penerapan ExeLSA dengan secara aktif berpartisipasi dalam proses pembelajaran. Para mahasiswa juga disarankan untuk mengembangkan pemahaman yang lebih baik berkenaan dengan regulasi belajar mereka dalam proses pembelajaran.
Kata kunci: ExeLSA, learning management system, e-learning, self-regulated
A CASE STUDY of ExeLSA: THE IMPLEMENTATION OF
ExeLSA
AND ITS RELATION TO STUDENTS’
SELF-REGULATED LEARNING IN INTERPRETING
CLASS B
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Dogma Uli
Student Number: 121214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
i
A CASE STUDY of ExeLSA: THE IMPLEMENTATION OF
ExeLSA
AND ITS RELATION TO STUDENTS’
SELF-REGULATED LEARNING IN INTERPRETING
CLASS B
A SARJANA PENDIDIKAN THESIS
Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree
in English Language Education
By Dogma Uli
Student Number: 121214056
ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION
SANATA DHARMA UNIVERSITY YOGYAKARTA
vi ABSTRACT
Uli, Dogma. (2016). A Case Study of ExeLSA: The Implementation of ExeLSA and Its Relation to Students’ Self-Regulated Learning in Interpreting Class B. English Education Study Program, Department of Language and Arts Education, Faculty of Teachers Training and Education, Yogyakarta: Sanata Dharma University.
The research discussed the implementation of ExeLSA as a learning management system which was used by the English Education Study Program. ExeLSA was implemented to support the teaching and learning process in this study program since 2008. This phenomenon was also noted in one of the missions of the ELESP about integrating technology to an educational process. One of the examples of the implementation of ExelSA could be seen in Interpreting class B.
There were two research questions in this research. Those were 1) How is the use of ExeLSA as a learning management system to support e-learning in Interpreting class B best described? and 2) To what extent do learning activities provided in ExeLSA facilitate the English Language Education Study Program students’ self-regulated learning in Interpreting class B?
The researcher used mixed methods. It was in the form of a case study in ExeLSA as a learning management system. To answer the questions, the researcher distributed questionnaire sheets in Interpreting class B. Then, the researcher conducted interviews to obtain further information and understand the phenomenon in depth. Moreover, students’ self-reflections and documents were also used by the researcher to enrich the findings. The respondents of the research were 25 students of Interpreting class B academic year 2015/2016 and the lecturer of Interpreting course class B.
The results showed that ExeLSA supported the process of blended learning which occurred in Interpreting class B. Then, it also showed that ExeLSA facilitated students’ self-regulated learning in four aspects of self-regulated measurements. Therefore, it could be concluded that ExeLSA had an important role in the process of the blended learning in the class. Then, the study program was recommended to do evaluation regarding the implementation of ExeLSA in class. Moreover, students were also recommended to support the implementation of ExeLSA by actively participating in the learning process. They were also recommended to develop better understanding regarding their self-regulated learning in their learning processes.
vii
ABSTRAK
Uli, Dogma. (2016). A Case Study of ExeLSA: The Implementation of ExeLSA and Its Relation to Students’ Self-Regulated Learning in Interpreting Class B. Program Studi Pendidikan Bahasa Inggris, JPBS, FKIP, Yogyakarta: Universitas Sanata Dharma.
Penelitian ini mendiskusikan penerapan ExeLSA sebagai sistem manajemen pembelajaran yang digunakan oleh Program Study Pendidikan Bahasa Inggris. ExeLSA diterapkan untuk mendukung proses mengajar dan belajar di program study ini sejak tahun 2008. Fenomena ini juga dicatat dalam salah satu misi dari Program Studi Pendidikan Bahasa Inggris mengenai integrasi teknologi pada proses pendidikan. Salah satu contoh dari penerapan ExeLSA dapat dilihat pada kelas Interpreting B.
Terdapat dua rumusan masalah dalam penelitian ini, yaitu 1) Bagaimana penggunaan ExeLSA sebagai sebuah sistem manajemen belajar untuk mendukung e-learning di kelas Interpreting B dideskripsikan? dan 2) Sejauh apa aktivitias belajar yang disediakan di ExeLSA memfasilitasi regulasi belajar mahasiswa Pendidikan Bahasa Inggris di kelas Interpreting B?
Peneliti menggunakan metode penelitian campuran dalam bentuk studi kasus mengenai ExeLSA sebagai sebuah sistem manajemen pembelajaran. Untuk menjawab rumusan masalah, peneliti membagikan kuisioner di kelas Interpreting B. Kemudian, peneliti melakukan wawancara untuk mendapatkan informasi lebih lanjut dan memahami fenomena yang terjadi lebih dalam. Selain itu, refleksi mahasiswa dan dokumen juga digunakan oleh peniliti untuk memperkaya penemuan penelitian. Responden dari penelitian ini adalah 25 mahasiswa dari kelas Interpreting B tahun ajaran 2015/2016 dan dosen dari kelas Interpreting B. Hasilnya menunjukkan bahwa ExeLSA mendukung proses dari blended learning yang terjadi di kelas Interpreting B. Kemudian, hasilnya juga menunjukkan bahwa ExeLSA memfasilitasi regulasi belajar mahasiswa dalam 4 aspek pada pengukuran regulasi belajar. Oleh karena itu, dapat disimpulkan bahwa ExeLSA memiliki sebuah peran yang penting dalam proses blended learning di kelas tersebut. Kemudian, program studi disarankan untuk melakukan evaluasi berkenaan dengan penerapan ExeLSA di kelas. Selain itu, para mahasiswa juga disarankan mendukung penerapan ExeLSA dengan secara aktif berpartisipasi dalam proses pembelajaran. Para mahasiswa juga disarankan untuk mengembangkan pemahaman yang lebih baik berkenaan dengan regulasi belajar mereka dalam proses pembelajaran.
Kata kunci: ExeLSA, learning management system, e-learning, self-regulated
viii
ACKNOWLEDGMENTS
I dedicate my thesis to my only God, Jesus Christ. He always strengthens me. He lifts me up. He is always with me through my ups and downs.
I would like to thank my thesis advisor, Markus Budiraharjo, M.Ed., Ed.D., for helping me finish my thesis. He supported me and guided me to be the best version of myself. I also thank my academic advisor, Veronica Triprihatmini, M.Hum., M.A., for helping and supporting me during my study in this study program. I also thank all my lecturers in this study program. I have learned many things from them.
I would like to express my gratitude to my beloved parents, Brandan Swardi Sihombing and Rohaya Sinaga. I still remember how happy they were when they knew I was accepted in this study program. They always support and strengthen me. I thank them for always understanding me. I also thank my beloved sisters and brother, Dany Theresa, Nadia Narulita, and Dionisius Andrean Sihombing. I thank them you for being the coolest siblings I ever have.
I would like to thank my best friend, Anchieta Ave Avillanova. I thank her for being my academic partner and best friend from the beginning of my study until now. We have faced and passed similar problems and difficulties and enjoyed the same happiness during our study in this study program.
ix
For all my classmates in class B, I thank them for being my classmates for four years. I thank them for all the moments, togetherness, and memories that we have.
I also thank Sri Maryati and Dirtya Sunyi Paradewari, for helping and supporting me during my difficult time. I thank them for giving me some good advice and encouragement. I thank all my seniors for being very kind to me as their junior. They are good sisters and brothers. Moreover, I also thank Fabiola Nimas Ayu Sukeswari, Rafaela Anindita, Christoforus Sigit, and all my juniors. I thank them for always supporting and cheering me up.
I would like to thank all members of the ELESP batch 2012, Joint Society for Nature Community, Stand Up Comedy USD, Publication Division of Campus Ministry, Titanium Group, English Club PGSD, KKN 39, and Kos Wisma Surya, for being “my home” in Jogjakarta.
At the end, I would like to thank the English Language Education Study Program of Sanata Dharma University for giving me a chance to study there.
x
TABLE OF CONTENTS
TITLE PAGE ... i
APPROVAL PAGES ... ii
STATEMENT OF WORK’S ORIGINALITY ... iv
PERNYATAAN PERSETUJUAN PUBLIKASI ... v
ABSTRACT ... vi
ABSTRAK ... vii
ACKNOWLEDGEMENTS ...viii
TABLE OF CONTENTS ... x
LIST OF TABLES ... xii
LIST OF APPENDICES ...xiii
CHAPTER I. INTRODUCTION A. Research Background ... 1
B. Research Problems ... 6
C. Problem Limitation ... 6
D. Research Objectives ... 7
E. Research Benefits ... 7
F. Definition of Terms ... 8
CHAPTER II. REVIEW OF RELATED LITERATURE A. Theoretical Description ... 10
1. 21st Century Learning ... 10
2. Learning Management System ... 12
3. E-Learning ... 13
4. Self-Regulated Learning ... 15
5. Self-Reflexivity ... 16
6. Interpreting ... 17
B. Theoretical Framework ... 18
CHAPTER III. RESEARCH METHODOLOGY A. Research Method ... 21
B. Research Setting ... 22
xi
D. Instruments and Data Gathering Techniques ... 24
E. Data Analysis Techniques ... 27
F. Research Procedure ... 29
G. Triangulation of Data Analysis ... 30
CHAPTER IV. RESEARCH RESULTS AND DISCUSSION A. The Implementation of ExeLSA in Interpreting class B ... 32
B. The Relation between ExeLSA and Students’ Self-Regulated Learning ... 54
CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS A. Conclusions ... 70
B. Recommendations ... 72
REFERENCES ... 74
xii
LIST OF TABLES
Table Page
Table 3.1 Sample questionnaire ... 28
Table 4.1 The implementation of 21st century learning in Interpreting class B ... 42
Table 4.2 ExeLSA as a learning management system in Interpreting class B ... 46
Table 4.3 The functions of ExeLSA as a learning management system ... 49
Table 4.4 Self-regulated learning measurements (1) ... 55
xiii
LIST OF APPENDICES
Appendix Page
Appendix A. Questionnaire Blueprint... 77
Appendix B. Matrix of Questionnaire ... 79
Appendix C. The Questionnaire ... 85
Appendix D. The Results of Questionnaire ... 89
Appendix E. The Result of Lecturer’s Interview ... 92
Appendix F. The Result of Students’ Interview... 99
Appendix G. Students’ Self-Reflections ... 113
Appendix H. Evaluation Data of Interpreting Course ... 118
Appendix I. Syllabus of Interpreting Course ... 120
1 CHAPTER I INTRODUCTION
This chapter is the introduction of the research. It is divided into six parts namely the research background, the research problems, the research limitation, the research objectives, the research benefits, and the definition of terms.
A. Research Background
In this 21st century, technology has been developed in many aspects in our lives. One of the aspects which is influenced by the development of technology is education. Oetomo and Priyogutomo (2004) state that communication and information from educators to students are part of the educational process. Education itself cannot be separated from its educational information and elements as the source of information, and also media. Moreover, they also state that the students themselves are also influenced by the educational development (as cited in Darmawan, 2014).
The issue of technology and education is also supported by Laurillard (2013), who mentions about “Information and Communication Technology-free” in the past and “Information and Communication Technology-aware” in the future.
2 The existence of technology in education brings up some other kinds of learning which are used by people nowadays. One of them is e-learning. Soekarwati, Haryono, and Librero (2002) define e-learning as:
a generic term for all technologically supported learning using an array of teaching and learning tools as phone bridging, audio and videotapes, teleconferencing, satellite transmissions, and the more recognized web-based training or computer aided instruction also commonly referred to as online courses.
In other words, e-learning is the learning process which is integrated into electronic tools as media to support the learning process. E-learning is provided with learning materials, placement, management, assessment, setting of environment, and learning condition (Darmawan, 2014).
Furthermore, e-learning needs a learning management system to manage the learning process. Graf (2008) states that learning management system is as a space which is used by an institution for students or learners where they can access any information or knowledge related to their learning processes (as cited in Roqueta, 2008). Learning management system provides educators and students with some tools or features. Those tools are for uploading materials and doing online discussion, quizzes, surveys, and reports (Darmawan, 2014).
3 implementation of Ignatian Pedagogy integrated into contexts, experiences, reflections, acts, and evaluations. The third point is the characteristics of the teacher candidates as the results of the learning. Those characteristics are smart, professional, and forceful. Moreover, they are also expected to be able to integrate technology into learning processes. The researcher underlines the point which is to integrate technology into learning processes. It is noted that students as teacher candidates are able to integrate technology to their learning processes. Thus, the ELESP as an educational environment also implements technology in teaching and learning processes as a model for the students.
Responding to the mission of the study program which is related to the issue of technology and education, the study program has implemented a learning management system named ExeLSA or Experiential E-learning of Sanata Dharma. It has been implemented since 2008 in the ELESP and other study programs.
In ELESP, ExeLSA is implemented in many courses. One of the courses is Interpreting (KPE 423). Interpreting is a course which is designed to introduce students to modes and principles of interpreting (Tutyandari, Prasetyo, Kristiyani, & Bram, 2012). This course is offered in semester 7. Besides learning about the theories, students are also given chances to practice Interpreting. Students practice interpreting texts or videos from English into Indonesian and vice versa. In this course, ExeLSA is used to support the learning process.
4 provided to support the face-to-face learning process. It is created to overcome the limitation between educators and students, especially in terms of time, space, condition, and situation (Darmawan, 2014). Therefore, the learning process is possibly done outside the class. Students can access the materials of the course, do quizzes, get information, and communicate with lecturers and other students through ExeLSA. Those activities can be done anywhere and anytime.
As part of university students who ever experienced the learning process in 20th century learning, the researcher realizes that technology gives very great impacts on the learning process inside and outside the classroom. Most people believe that technological tools and media in a learning process are helpful to develop learning activities.
On the other hand, another thing that should be considered in implementing e-learning is the role of students as part of the learning process. The success of the learning process in a class also depends on the students who receive the information from the teacher. Students are expected to be independent and able to have the ability of managing their own learning. According to Palloff and Pratt (1998), in order to be successful online learners, students need to take an active approach to learning. Additionally, Zariski and Styles (2000) also suggest students to be self-directed learners. It will require them to be highly self-regulated, responsible for organizing their learning, and reflective.
5 need self-regulated learning to control their learning systems. According to Zimmerman and Schunk (1989), self-regulated learning refers to self-generated thoughts, feelings, and actions. Those are systematically oriented towards attainment of students’ own goals.
In short, e-learning also influences students’ self-regulated learning. Soekartawi (2003) proposes some benefits of e-learning for students. He states that students can use structured and scheduled learning materials, review learning materials, and get information easily. He also states that there is a change of students’ role from passive to active. In this case, ExeLSA has a main role as a
medium to support e-learning (as cited in Darmawan, 2014).
6 B. Research Problems
Considering the background of this research, two research problems have been formulated as follows:
1. How is the implementation of ExeLSA as a learning management system to support e-learning in Interpreting class B best described?
2. To what extent do learning activities provided in ExeLSA facilitate the English Language Education Study Program students’ self-regulated learning in
Interpreting class B?
C. Research Limitation
This research is limited to ExeLSA as a learning management system which is used by the English Language Education Study Program in Sanata Dharma University and Interpreting class B. The objects of this research are ExeLSA, twenty five students of the ELESP batch 2012 who have joined Interpreting class B in semester 7 academic year 2015/2016, and the lecturer of Interpreting class B. The problem limitation is limited to the description of the implementation of ExeLSA in Interpreting class B and the relation between e-learning and students’
self-regulated learning in the class. The researcher conducts the research by using questionnaires, interviews, self-reflection sheets, and documents. The questionnaire is used to limit students’ answers. The researcher chose Linkert scale to develop the
7 D. Research Objectives
The aim of this research is to see how ExeLSA as a learning management system is implemented in Interpreting class B. Through this research, the researcher would like to present further findings and deeper understanding about the implementation of ExeLSA in the learning situation of Interpreting class B. Moreover, through this research the researcher would like to achieve and present deeper knowledge regarding the relation between ExeLSA and students’ self -regulated learning in the class.
E. Research Benefits
This research is beneficial in some ways. The researcher elaborates the research benefits for the researcher, the ELESP students, the study program, and further studies.
1. For the Researcher
The results of this research are helpful for the researcher as an English teacher candidate to have deeper understanding of the importance of students’ self
-regulated learning and how technology through a learning management system can facilitate it. Moreover, the knowledge about self-regulated learning is also important for the researcher as a teacher candidate. It can help the researcher in a teaching and learning process in a class.
2. For the ELESP Students
8 candidates, students are also expected to understand the role of technology in learning process and development.
3. For the English Language Education Study Program
This research is beneficial for the study program as a reference to see to what extent ExeLSA contributes to students’ learning processes, especially their
self-regulated learning. This research can help the study program to see what things need to be improved from many aspects which are found in this research. Therefore, the implementation of ExeLSA as a learning management system can be more effective and efficient.
4. For Further Studies
This research is also beneficial for further studies related to 21st century learning, learning management system, e-learning, and self-regulated learning. This research can be a reference for related studies in the future.
F. Definition of Terms
There are some terms which need to be explained in order to make the readers have the same understanding with the researcher. The terms which are related to this research are:
1. E-Learning
9 2. Self-Regulated Learning
Zimmerman and Schunk (1989) define regulated learning as self-generated thoughts, feelings, and actions. They state that those terms are systematically oriented towards attainment of students’ own goals. Moreover,
Lidner and Harris (1992) state that it consists of six measurements. Those are epistemological beliefs, motivation, metacognition, learning strategies, contextual sensitivity, and environmental utilization or control.
3. Interpreting Course (KPE 423)
10 CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter presents two important parts namely theoretical description and theoretical framework. The theoretical description focuses on 21st century learning, learning management system, e-learning, self-regulated learning, self-reflexivity, and Interpreting. Meanwhile, the theoretical framework is the summary of the theories which were used by the researcher to answer the research problems.
A. Theoretical Description
There are six main theories which are used in this research. Those theories are 21st century learning, learning management system, e-learning, self-regulated learning, self-reflexivity, and Interpreting.
1. 21st Century Learning
a. Definition
11 movements to make a teaching and learning process more innovative and inclusive. He states that passive learning must be replaced with active participation (as cited in Forman, Nyatanga, & Rich, 2002).
Furthermore, Oliver (2002) mentions the role of information and communication in education as we progress into 21st century learning. She believes that it has strong impacts on four aspects in a learning process. Those aspects are what is learned, when and where learning will take place, and how the learning will occur.
b. Characteristics of 21st Century Learning
The change of 20th century learning into 21st century learning basically cannot be separated from the change of those two eras. It is clear that they have different needs and characteristics. Partnership for 21st Century Learning Skills (2011) attempted to see how they are different by comparing the language classroom in the past and today. Then, the characteristics of a language classroom in 21st century learning are presented as follows:
Students learn to use the language
Learner-centered with teacher as facilitator or collaborator
Focusing on the three modes: interpersonal, interpretive, and presentational Backward design focuses on the end goal
Using thematic units and authentic resources Emphasizing on learners as “doers” and “creators”
Emphasizing on the relationship among the perspectives, practices, and
12 Integrating technology into instruction to enhance learning
Using language as the vehicle to teach academic content Differentiating instructions to meet individual needs Personalizing real world tasks
Seeking opportunities for learners to use language beyond the classroom Assessing to find out what students can do
Students know and understand criteria on how they will be assessed by
reviewing the task rubric
Learners create to “share and publish” to audience more than just the teacher.
2. Learning Management System
Graf (2008) defines learning management system as a tool which is used to manage the transfer process of knowledge from educators and make it available for students (as cited in Roqueta, 2008). Then, Cole (2005) arranges some functions which should be provided in a learning management system.
a. Uploading and Sharing Materials
A learning management system provides educators to publish materials, articles, syllabuses, or other documents easily. When documents are published through a learning management system, students can access those documents. b. Forums and Chats
13 c. Quizzes and Surveys
A learning management system is also provided with quizzes and surveys for students. This also allows students to give direct feedback or responses based on their abilities and knowledge.
d. Gathering and Reviewing Assignments
Students are able to check their results and scores through a learning management system.
e. Recording Grades
A learning management system also provides educators with another function namely recording students’ grades automatically. It depends on educators’
configuration or setting from the beginning of the class.
3. E – Learning a. Definition
14 b. Models
Rashty (1999) classifies e-learning into three different models. The classification is based on the delivery system models. The three models are adjunct, mixed/blended, and fully online learning (as cited in Darmawan, 2014).
1) Adjunct
This model is also called as a traditional plus learning process. In this learning, the traditional learning is supported by an online learning system. However, the existence of e-learning is only as a supplement for the learning process.
2) Mixed/blended
This learning is the combination of the traditional learning and e-learning. In this learning, e-learning is not only as a supplement, but also part of the learning process. In other words, e-learning and face-to-face learning cannot be separated. 3) Fully online
This model is where all learning processes are done through e-learning or online learning. Learning materials are provided by linking to other sources in the internet. The main characteristic of this model is there is an online collaborative learning.
c. Functions
15 1) Supplement
The function of e-learning as a supplement is when students have the right to choose whether they want to use it or not. In this function, using e-learning is not an obligation. Nevertheless, students who access it must get more knowledge than others who do not.
2) Complement
In this function, learning materials are provided to complete learning materials which have been received by students in the class. In other words, e-learning is programmed as a reinforcement or remedial for students in following a conventional learning.
3) Substitution
The function of e-learning as a substitution is to substitute the traditional learning in a classroom. Some universities in other countries give an opportunity to their students to choose an alternative learning model. The aim is so that students can flexibly manage their learning activities depends on their time and daily activities.
4. Self-Regulated Learning a. Definition
16 Furthermore, Lidner and Harris (1992) identify six self-regulated learning measurements as follows:
Epistemological beliefs: students’ understanding about their own knowledge systems
Motivation: students’ eagerness to learn and have better achievements which
come from internal or external motivation
Metacognition: students’ knowledge about their own cognition, learning, and
thinking awareness
Learning strategies: the strategies of students who know and can utilize it in
their learning
Contextual sensitivity: students’ abilities in understanding particular learning
situations and identify problems
Environmental utilization/control: students use other external sources to obtain
solutions
5. Self-Reflexivity
According to Nagata (2004), self-reflexivity is having an ongoing conversation with someone’s whole self about his or her experience. In other words,
being self-reflexive is to engage in the meta-level of feelings and thoughts while being in the moment. Furthermore, Dowling (2008) defines reflexivity as “qualitative researchers’ engagement of continuous examination and explanation of
how they have influenced a research project.” She also states that reflexivity is as a
17 She defines four types of reflexivity which are used by qualitative researchers. The first type is objectivist reflexivity. In this type, researchers keep diaries or journals of researchers’ thoughts and feelings which are related to the study. The second type is epistemological reflexivity. In this type, researchers ask questions of their methodological decisions making and think about epistemological decisions. Besides, it is also similar with objectivist reflexivity, where researchers can keep diaries or journals. The third type is where reflexivity is critical. The fourth type is more about the relation between researchers and participants. Participants’ experiences and reflections are used by researchers to
describe the important meaning (ibid).
6. Interpreting
Interpreting course has its own unique position in the curriculum of the English Language Education Study Program. Its unique position is presented in its goals, modes of learning, and assessments.
a. Goals
According to Ginori and Scimone (2001), the main purpose of interpreting is communication. They state that in interpreting “the relationship between
language and communication is one which transcends the normal dimension and scope of words utterance in order to transmit thoughts from one person (or group) to another.” The word “interpreting” itself means “to transfer orally a text from a
18 b. Modes
Ginori and Scimone (2001) define two main areas of specialization in interpreting namely consecutive and simultaneously. In consecutive nterpreting, an interpreter listens to someone’s speech in a source language before translates or
summarizes the speech into a target language. For practical purposes, consecutive interpreting is divided into two types. Those types are sentence-by-sentence interpretation and summarizing the whole speech. Sentence-by-sentence interpretation requires a good memory training, while summarizing the whole speech requires excellent memories and note-taking skills.
Then, simultaneously interpreting is often used in large meetings such as conferences and conventions. In the process of simultaneously interpreting, an interpreter interprets the speech while listening to the speech. Therefore, it requires a specialized training and equipment (ibid).
c. Assessment
Schjoldager (1995) suggests a marking sheet to assess simultaneously interpreting. This can be used by interpreters or students to do a self-evaluation on their performances. There are four major components which are included in the marking sheet. Those are comprehensibility and delivery, language, coherence and plausibility, and loyalty (ibid).
B. Theoretical Framework
19 research is conducted to investigate a case study of the implementation of ExeLSA as a learning management system to support e-learning in Interpreting class B and its relation to students’ self-regulated learning in the class. From the research, the
researcher is going to find out the answers of the two research problems.
The first research problem is how the implementation of ExeLSA in Interpreting class B is best described. To answer this question, the researcher used 21st century learning, e-learning, and learning management system theories. Those theories help the researcher to define the implementation of ExeLSA in depth. The researcher will see the learning characteristics in the class by using the characteristics of 21st century learning based on Partnership for 21st Century Learning Skills (2011). Then, the theories of e-learning and learning management system help the researcher to find further understanding regarding the use of ExeLSA as a learning management system in e-learning environment. It supports the researcher to explain the relation between ExeLSA and e-learning. The focus is on how they work together and cannot be separated. The functions of learning management system which are developed by Cole (2005) will be a reference for the researcher to identify the implementation of ExeLSA in this class.
The second research problem is to what extent learning activities provided in ExeLSA facilitate the English Language Education Study Program students’ self
20 supported by the findings of each measurement. Moreover, Darmawan (2014) states that self-regulated learning theory is relevant to e-learning theory, so e-learning theory also supports the researcher to answer the second question.
21 CHAPTER III METHODOLOGY
In this chapter, the researcher discusses how the research was conducted. This research consists of six parts namely research method, research setting, research participants, instrument and data gathering technique, data analysis technique, and research procedure.
A.Research Method
This research was a mixed-method research. According to Leech and Onwuegbuzie (2009), it involves three big points in a research. Those are collecting, analyzing, and interpreting both qualitative and quantitative data in the same study. Then, Denscombe (2008) states that a mixed-method research allows the researcher to increase the accuracy of the data and enable the researcher to elaborate the analysis of the data. Moreover, it also provides the researcher with more complete description about the phenomenon under the study and aid sampling (as cited in Cohen, Manion, and Morrison, 2011)
Then, this research was in the form of a case study. According to Merriam (2002), a case study “is an intensive description and analysis of a phenomenon or social unit such as an individual, group, institution, or community.” By focusing on
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This case study was done by distributing questionnaire sheets to the students of Interpreting class B and interviewing some of the students. The researcher used a questionnaire to depict the phenomenon in general. Then, the researcher interviewed the lecturer of Interpreting class B and some students to get deeper understanding about the results. Moreover, the researcher would use respondents’
self-reflection sheets to enrich the data. Through self-reflection, the researcher wanted to see their feelings and understanding about their own experiences.
B.Research Setting
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C.Research Participants
The research participants of this research were the lecturer and twenty five students of Interpreting course class B. The students were still studying in Sanata Dharma University. The researcher distributed the questionnaire to the twenty five students in the class. Actually, there were thirty students in the class, but only twenty five students filled the questionnaire sheets. After that, the researcher selected the students and chose six students to be interviewed. The interviewees were chosen by using cluster sampling. Johnson and Christensen (2012) define cluster sampling as a type of sampling in which clusters are randomly selected. Cohen, Manion, and Morrison (2011) add that cluster sampling is widely used in a small scale research. It helps the researcher to select a specific number of participants. Thus, the researcher divided the participants into three groups. The groups were the students with high, moderate, and low total of answers. From the results of their answers in the questionnaire, the researcher tried to indicate their levels of self-regulated learning. Then, the researcher confirmed the results to the lecturer. It was done because the researcher wanted to see the different answers from different levels of self-regulated learning.
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In the analysis, this would not be bias because the researcher confirmed the statements of the interviewees. The students who were interviewed would be called A, B, C, D, E, F and the lecturer would be called Ms. X. The use of initial is for neutrality and respecting the research participants.
D.Instruments and Data Gathering Technique
There were three instruments which were used in this research. Those were questionnaire, interview, self-reflection, and document.
1. Questionnaire
Johnson and Christensen (2012) define questionnaire as an instrument in the form of self-report data collection which are filled by research participants. They believe that the purpose of questionnaire is to obtain information about the thoughts, feelings, attitudes, beliefs, values, perceptions, personalities, and behavioural intentions of research participants. Questionnaire can be used for a quantitative, qualitative, or mixed-method research.
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Christensen (2012) states that a questionnaire which consists of mostly close-ended questions is called quantitative questionnaire.
The questionnaire consisted of twenty six close-ended questions. The questionnaire was addressed to twenty five students in Interpreting course class B. The aim of using questionnaire was to gather general information about students’
point of views towards the implementation of ExeLSA and how they see the role of ExeLSA in their self-regulated learning. The results of the questionnaire helped the researcher to answer the first and second research questions.
2. Interview
According to Gall, Gall, and Borg (2007), an interview consists of oral questions which are asked by the interviewer and oral responses which are given by interviewees. Basically, an interview is done by interviewing one participant at a time. However, now some researchers are interested in doing a group interview. In an interview, interviewees will answer questions using their own words and their answers will be recorded by the interviewer.
Additionally, Seidman (1991) defines that as a research instrument, interview has some advantages. By using an interview, researchers can investigate for more details. Researchers also have the flexibility to explore more interesting and unexpected ideas which are given by research participants. The interview also gives high credibility and flexibility to research participants, since they are able to describe their feelings and opinions using their own words.
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in the process of the interview. Kerlinger (1970) suggests that “although the
research purposes govern the questions asked, their content sequence and wording are entirely in the hands of the interviewer.”
The researcher interviewed the lecturer and six students of Interpreting class B. The interview consisted of several questions related to the implementation of ExeLSA and students’ self-regulated learning. The results of the interview would be used to answer the first and second research questions.
3. Self-Reflection
Besides doing an interview, the researcher also asked each of the student in the interview to make a self-reflection. The results of self-reflection helped the researcher to see their feelings and experiences in the class deeply. It was done after the researcher interviewed the students. Each student was asked to make a self-reflection and sent it via email.
4. Document
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E.Data Analysis Technique
After gathering the data, the researcher would analyze the data which were gained from the questionnaire, interview, self-reflection, and document. The questionnaire was used to gather the data from the whole class, while interview was used to verify the answers. Besides, it was also used to enrich the data so that the researcher would get better and deeper understanding about participants’ answers and experiences.
As stated before, the questionnaire was distributed to twenty five students in the class. The questionnaire was in the form of Likert’s scale, so it consisted of
five degrees of response to the statements. The five degrees of response were strongly disagree (SD), disagree (D), undecided (U), agree (A), and strongly agree (SA). Then, the researcher calculated the number of responses for each statement.
Table 3.1 Sample Questionnaire
SD: Strongly Disagree; DA: Disagree; U: Undecided; SA: Strongly Agree; A: Agree
After the researcher got the results of the questionnaire, the final data were presented in the form of percentage. In order to get the percentage of each statement, the researcher used a formula as follows:
No Statements SD D U A SA
28 �
� x 100%
x = The number of the students based on the degree agreement n = The number of all participants
Then, the researcher used content analysis to analyse the results of the interviews, students’ self-reflection sheets, and documents. According to Ary,
Jacobs, and Sorensen (2010), the focus of content analysis is on analyzing and interpreting recorded materials to have deeper understanding about human behaviour. The recorded materials can be in the form of public records, textbooks, letters, films, tapes, diaries, themes, reports, and other documents.
As the researcher explained before, this research used some interviews, self-reflection sheets, and documents. In analyzing the results of those three instruments, the researcher focused on the content of the results. Since the results of the interview were in the form of voice records, the researcher made a transcript of each voice record. For the transcript of the lecturer’s interview, the researcher made a
table to ease the researcher in analyzing the lecturers’ answers. Then, the researcher
made a table for the students’ interview results. This helped the researcher to see
and compare the answers of the students. In analyzing the content of the interviews, self-reflection sheets, and documents, the researcher focused on the main idea of each answer. The main ideas which were obtained were based on the questionnaire and related to theories used by the researcher. It is supported by Wahyuni (2012) that “a summative content analysis involves counting and comparisons, usually of
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F. Research Procedure
In this part, the researcher presents the research procedure of conducting the research. The procedure is presented as follows:
Consulting the topic to the advisor
Asking the advisor whether the topic was accepted or not
Asking for permission to the lecturer of Interpreting class B to conduct research
in her class
Arranging the questionnaire
Consulting the questionnaire to the advisor
Doing the first data gathering using a questionnaire at the end of the class in the
last meeting of Interpreting class B Explaining the topic of the research
Distributing the questionnaire to the twenty five students in the class Collecting all sheets of the questionnaire
Analysing the results of the questionnaire
Conducting questions of the interview for lecturer and students Consulting the questions to the advisor
Contacting the lecturer to have an interview with her Doing an interview with the lecturer
Confirming the lecturer’s statements orally
Consulting six chosen students as the participants of the interview to the lecturer Contacting all chosen participants
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Doing some interviews in three different days Explaining the participants about the interview Asking some questions to the participants
Taking some notes while listening to the participants’ answers
Recording the interview
Confirming the participants’ statements
Analysing the data
G. Triangulation of Data Analysis
This research was a mixed-method research. It relied on quantitative and qualitative data instruments in gathering the data. In this case, the researcher was the member of Interpreting class B which was studied by the researcher. Therefore, the data triangulation was achieved by following this procedure.
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32 CHAPTER IV
RESEARCH RESULTS AND DISCUSSION
This chapter presents and discusses the results of the research based on the research findings. It consists of two major points. Those are about the implementation of ExeLSA in Interpreting class B and to what extent the learning materials provided in ExeLSA facilitate students’ self-regulated learning in the class.
A. The Implementation of ExeLSA in Interpreting Class B
The following discussion presents the answers to the first research question, i.e. regarding the implementation of ExeLSA in Interpreting class B. The discussion of the implementation of a teaching and learning process means talking about the whole process. Following McTighe & Wiggins (2012), an instructional procedure can be summarized into three major components, namely goals identification, assessment, and implementation. To meet the purpose of the thesis, the three components will be subsequently presented under three sections, i.e., preparation, implementation, and evaluation. Thus, in this part the researcher presents the findings which are related to those three major parts.
1. Preparation
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findings, there were three important points in the lecturer’s preparation. Those were
purpose, plan, and orientation. a. Purpose
Before implementing ExeLSA, the lecturer of Interpreting class B sought some information regarding the instructional purposes by considering students’
needs and some technical things. The lecturer stated that one of the purposes in using ExeLSA was the effectiveness of time. According to the lecturer’s
experience, Interpreting course without using ExeLSA would be more complicated. It also needed much time. It was because the students could not access the materials at once. Therefore, the lecturer had to distribute the materials one by one to the students. She stated:
Karena menurut saya sih jadi jauh lebih ribet karena pada saat itu saya harus mendistribusikan file yang video untuk latihan itu ke satu-satu, setiap mahasiswa satu-satu, jadi mereka ngga.. ngga bisa langsung streaming at the same time, tapi harus dikasih satu-satu, gitu. For me, it was much more complicated because at that time I had to distribute the videos which would be used to practice to the students one by one. Therefore, they could not directly access the video once. This indicated that by using ExeLSA the lecturer could save time and manage it better. It was because she did not have to distribute the videos or other files to the students one by one, but asking the students to access it in ExeLSA at the same time. What she needed to do was only giving instructions to the students while they were accessing it.
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more time to practice, it was good for the students to have their own time to practice outside the class.
Jadi semua materi saya upload di situ, karena interpreting kan harus banyak latihan dan kalau hanya mengandalkan waktu tatap muka di kelas untuk latihan itu kurang maka saya memutuskan untuk menggunakan ExeLSA platform moodle untuk memberikan materi kepada para mahasiswa supaya mereka dapat berlatih sendiri di luar kelas.
So, I uploaded all materials there. It was because interpreting needed more practice and if we only relied on face-to-face learning in class to practice, it was not enough. Therefore, I decided to use ExeLSA platform moodle to give materials to students so they could practice by themselves outside the class.
It was clear that the lecturer considered the time well. As she explained before, the students needed more time to practice interpreting. However, the time estimation which was provided in the class would not be enough for them. Thus, the lecturer believed that it would be better if the students could access the learning materials outside the class, so they could have more practice by themselves.
Furthermore, she also believed that each student had his or her own learning speed. Since they could access all materials through ExeLSA, they could practice by themselves with their own speed. Moreover, she also mentioned the advantage of using ExeLSA for the students in the future. She believed that the ability in using technology would be useful for the students in the future.
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Whereas, if they had the materials and accessed it freely wherever and whenever depended on their own pace learning speed, it could be more effective. Then, the students could habitually use technology which perhaps would be useful if someday they would be teachers or other professions which required them to use technology. They had used it habitually.
These findings indicated that the lecturer paid attention to the needs of the students. She reflected what she had done in the previous class and planned to make it better. She decided to develop the teaching and learning process by using ExeLSA. She paid attention to the students’ needs, background, and time estimation which were provided by the study program. Then, she found that ExeLSA was an appropriate provider to cover all those things.
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In a more general view, the purpose of using ExeLSA in this class was to integrate technology into instruction in order to enhance learning. This characteristic strongly supported the phenomenon which had happened in this class. The lecturer creatively integrated technology into the teaching and learning process to enhance students’ learning in terms of effectiveness of time, learning speed, and
accessibility. b. Plan
After the clarification of the purposes, the next part was making some plans. In implementing ExelSA, the lecturer said that lecturers needed to plan the features, materials, and activities. She stated:
Kalau misalnya mau menggunakan ExeLSA kan berarti harus diplan sejak awal. Karena kalau menggunakan ExeLSA kan harus diplot ini nanti untuk berapa meeting, lalu meeting pertama mau apa, meeting kedua mau apa dan harus sudah ada bahan-bahannya.
If we want to use ExeLSA, it means it should be planned from the beginning. It is because if we want to use ExeLSA, it means it should be plotted the number of the meetings. Then, what we will do in the first and second meeting and the materials should have been prepared. Therefore, she devised some plans which were related to learning materials and activities in the class. In developing those plans, she did not only consider the topics of the course, but also the features which were used in ExeLSA. Since the learning activities were done through ExeLSA, the lecturer had to integrate the learning activities to the features which were provided there. She offered:
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Yes, so it is not only about the materials, but also the activities. How the activities will be. It is because there are many features in ExeLSA and to make activities using each feature also needs time.
The findings about the features which were used by the lecturer were discussed further in implementation.
c. Orientation
In implementing ExeLSA, it was important for the students to know ExeLSA. Therefore, the role of the lecturer was to explain about ExeLSA and how to use it. This was to make sure that the students could use ExeLSA appropriately. In the interview, the lecturer emphasized that in implementing ExeLSA lecturers or educators needed to give an orientation to the students. She said:
Kalau misalnya itu diberikan kepada mahasiswa baru berarti meeting pertama harus digunakan untuk semacam orientasi, memberikan orientasi kepada mahasiswa supaya mereka tahu bagaimana caranya mengoperasikan ExeLSA.
If it is given to the new students, it means that the first meeting should be used to give an orientation. Therefore, they know how to operate ExeLSA.
Responding to this, the students shared their experiences in using ExeLSA in the class. According to the students, they had been familiar with this learning management system. It was because ExeLSA was used by the students since the first semester. Although the students had known ExeLSA, the lecturer introduced them to ExeLSA as the main medium which was used in Interpreting class B. In the reflection paper, A stated:
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juga menjelaskan pada kami apa saja yang akan diberikan di dalam ExeLSA.
In the beginning of Interpreting course, the lecturer had explained the use of ExeLSA in the class as the form of e-learning. She explained how to access ExeLSA correctly and appropriately. Moreover, she also explained us what things would be given in ExeLSA.
Meanwhile, C stated that:
Penggunaan ExeLSA sendiri tidak diperkenalkan secara mendetail saat kelas interpreting. Hal ini dikarenakan penggunaan Excelsa sendiri sudah dimulai sejak semester awal.
The use of ExeLSA itself was not introduced specifically in Interpreting class. It was because ExeLSA itself had been started from the first semester. So, maybe students did not need to be explained specifically about how to use ExeLSA.
These findings showed that the lecturer introduced ExeLSA as the main medium in the class and explained how they would use it. However, considering that the students had known ExeLSA before, the lecturer did not explain it in detail.
2. Implementation
In this part, there were three main points which were presented by the researcher. The first point is the features and materials of ExeLSA. The second point is the function of ExeLSA as a blended learning. The third point is the function of ExeLSA as a learning complement.
a. Features and Materials
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the lecturer said she only used two of the provided features. Those were to have discussion with the students and upload files, she stated:
Kalau feature-featurenya yaa, kalau fitur-fiturnya sih banyak, cuma yang saya gunakan untuk kelas interpreting ini ya hanya sebatas forum diskusi dan upload file saja.
There are many features, but in Interpreting class I only used the features for discussing and uploading files.
Furthermore, through the features which were used in ExeLSA, there were some kinds of learning materials which could be provided. The lecturer said that she provided the students with some kinds of learning materials. The learning materials were in the form of video, power point, and text. She shared:
Ada video, lalu ada power point, ada bacaan teks juga bisa dalam bentuk word maupun pdf. Kalau ppt terkadang. Supaya mereka lebih jelas untuk apa, mengerti instruksi yang harus dilaksanakan. Tapi kalau bahan bacaan seperti pdf, word, itu biasanya, harapannya sih mereka membacanya di luar kelas.
There were videos and power points. There were also reading texts which could be in the form of word or pdf. Sometimes, it was power point. So, they could understand the instructions which should have been done clearly.
As noted above, there were two features which were used by the lecturer. The first feature was discussion forum. The discussion forum was used by the lecturer to do a virtual discussion. In the discussion forum, the lecturer would give some questions related to the topic of the day. Then, the students were asked to answer the questions based on their opinions. There, all of the students could see other students’ answers and give some comments.
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video, Microsoft word, power point, and PDF. All materials could be accessed by the students inside and outside the class.
Then, further findings were obtained from the students. As D shared in the interview:
Misalnya kayak itu, yang aku tahu ya, aku tuh ngga ngerti tentang fitur. Yang aku tahu di ExeLSA itu misalnya kita mau, ada misalnya mau ke mana tuh namanya misalnya ke home, misalnya mau lihat grade kita. Grade itu kan juga bisa dilihat, mislnya nilai kita udah sampai mana sih, ada skornya di situ. Terus mau lihat timeline hari minggu ini ngapain, minggu ini ngapain juga ada. Terus, udah sih setauku itu. I do not really understand about the features. What I know in ExeLSA is that we could see our grades there. Then, we could also see timeline of each week. That is all.
From this statement, the researcher could add more information about the features. Besides to have a discussion forum and upload materials, ExeLSA was also used to provide students’ grades and timeline of the class.
Then, A also added:
Kalau soal media atau fitur itu, selain kita mengakses materi kayak nonton-nonton video itu kita juga bisa mengakses kayak attachments kayak materi dalam bentuk PPT atau word dari Ms. X. Itu kita bisa ngunduh lewat ExeLSA dan juga kita bisa menulis refleksi atau menulis apa ya opini kita dari berdasarkan kita menonton sebuah video atau membaca materi yang diberikan Ms X. Itu kita bisa langsung komen di situ dan langsung send ke Ms X.
I could not only access materials and watch videos, but also attachments of materials in the form of power point or word from Ms. X. We could download from ExeLSA and write reflections or our opinions based on what we had watched or read. We could directly comment there and send it to Ms. X.
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learning management system. The findings showed that ExeLSA provided the lecturer and the students with the functions of learning management system. Both the lecturer and A mentioned the use of ExeLSA to upload or share materials and have forum chats. Moreover, D also mentioned the use of ExeLSA to record grades. Then, A indirectly stated that the use of ExeLSA was also to submit quizzes or assignments.
From these findings, it could be seen that ExeLSA as a learning management system provided the members of the class with some features and materials. The features referred to the functions of learning management system which are defined by Cole (2005).
b. Blended learning
According to Rashty (1999), e-learning is classified into three different models. Those are adjunct, mixed/blended, and fully online learning (as cited in Darmawan, 2014). This part presents the findings about the types of e-learning which occurred in Interpreting class B. To analyze the types of learning in this class, the researcher focused on two kinds of learning, namely conventional learning and e-learning. The researcher would present the results related to conventional learning. In the interverview, the lecturer stated:
Jadi, selain tatap muka tradisional yang terjadi di dalam kelas, itu juga saya mengintegrasikan penggunaan teknologi dalam bentuk ExeLSA supaya terjadi semacam blended learning, jadi tidak hanya pertemuan tatap muka secara tradisional tapi juga melibatkan mahasiswa untuk ikut menggunakan teknologi dalam pembelajaran mereka.
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face-to-face meeting, but also involved students to use technology in their learning.
From the questionnaire, the same results were obtained. Table 4.1 presented the results of the questionnaire regarding the use of ExeLSA in the conventional learning.
Table 4.1 The Implementation of 21st Century Learning in Interpreting Class B
Table 4.1 presented the results of the first six questions in the questionnaire. The questions were related to the six points which were drawn by the researcher in the questionnaire. Those points were about the implementation of 21st century learning in the class. This finding was closely related to 21st century learning, since the lecturer stated that she integrated face-to-face learning into technology. The two main points of 21st century learning are learning by doing and the characteristic of 21st century classroom which produces students who are highly productive effective, inventive, and able to master technology.
0 0 0 0 0 0 0 0 0
ExeLSA's use to meet digital learning
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The data showed that the use of ExeLSA met the needs of 21st century learning principles in this class. The self-reported data which were gained from the questionnaire demonstrated that most of the students found that the use of ExeLSA appropriately addressed their learning needs.
In detail, the results showed that learning by doing, knowledge use to guide learning, learning participation, and sharing ideas and information had positive responses from the students. It was presented that more than 90% of the students agreed and strongly agreed. Meanwhile, more than 50% of the students gave positive answers and less than 10% of the students gave different responses to technology mastery and effective communication. This indicated that the implementation of 21st century learning in Interpreting class B was very good, even though the different results were obtained for technology mastery and effective communication aspects.
The deep and further results were obtained by the researcher through the interview. In the interview, the students also shared their experiences related to those points. B shared about how learning activities in the class were done. She said:
Practice, terus ya kan lecturing. Itu lecturingnya terus practice. Ya udah sih, itu aja. Ya kita lihat video, terus kita belajar untuk menginterpretkan itu, gitu.
Practicing, then lecturing. That was lecturing, then practicing. Yes, that was it. We watched a video, then we learned to interpret it.
