2020. Persepsi Siswa Terhadap Penerapan Keterampilan Abad 21 Dalam Pembelajaran Bahasa Inggris di SMA Negeri 1 Takalar (Studi Deskriptif). Persepsi Siswa Terhadap Penerapan Keterampilan Abad 21 Dalam Pembelajaran Bahasa Inggris Di SMA Negeri 1 Takalar (Penelitian Deskriptif). Akhir kata, peneliti menyadari bahwa skripsi ini masih jauh dari kesempurnaan, oleh karena itu kritik dan saran yang bersifat membangun sangat kami hargai.
INTRODUCTION INTRODUCTION
Background
This shows that the 4C skills are absolutely necessary to be integrated into classrooms, schools and districts across the country to prepare workers with the competencies and skills needed for the 21st century. Therefore, the researcher focuses on students' perception towards the application of 21st century skills or 4C. 34;Students' perception towards the application of 21st century skills in teaching English in SMAN 1 Takalar".
Problem Statement
The Objective of the Research
Significant of the Research
Scope of the Research
Pervious Related Research Findings
In their research, they used a quantitative approach and collected data using questionnaires, while the results of this study revealed that the majority of teachers (93.4%) agreed that critical thinking was one of the skills of the 21 .century which should be considered. above research, it can be concluded that in this 21st century learning, the 21st century skills are very important to be applied in learning. Therefore, the researcher was also interested in investigating the same topic, 21st century skills, but the researcher only wanted to focus on what the students' perception of the implementation of 4C skills in learning English, so the researcher wants to conduct a study titled " Students' Perceptions Toward the Implementation of 21st Century Skills in Learning English at SMAN 1 Takalar".
Pertinent Ideas
- Concept of 21 st Century
Daryanto & Karim (2017: 2) also reveals that the development of the 21st century is marked by the use of information and communication technology in all aspects of life. To realize the goals of 21st century education, Kusumah (2017) said the 2010 BSNP report titled National Paradigm of 21st Century Education. In the 21st century, the curriculum that will be developed is a learning model that promotes cooperation between individuals.
Conceptual Framework
RESEARCH METHOD RESEARCH METHOD
Research Design
The Procedure for Collecting Data
The researcher explained to the students the purpose of the questionnaire and how to answer it.
Technique Data Analysis
The first part presents the findings on aspects of each statement to answer the problem statement about students' perceptions.
Findings
- Critical Thinking Skill
- Creativity Skill
It appears that most students strongly agree with the statement that they correct their work before collecting it. In the second statement, the result shows that there are students who choose to strongly agree (SA choose to agree (A choose undecided (UN)), while none choose to disagree (D) and strongly disagree (SD), through the percentage of the data, it can be revealed that most of the students were undecided in the statement stating that they have a good command of English by using English and Indonesian in learning. In the third statement, the result shows that the students who choose strongly agree (SA), 8 (25%) choose Agree (A ), 8 (25%) choose undecided (ZN choose disagree (D), while no one chooses not at all agree (SD), through the percentage of the data it can be seen , that most students strongly agree with the statement that they have no learning difficulties when the teacher uses both English and Indonesian.
In the fourth calculation, the result shows that there are 16 (50%) students who choose strongly agree (SA chooses Agree (A), 8 (25%) choose undecided (FN chooses disagree (D), while no one chooses strongly disagree ( SD) , through the data percentage, it can be revealed that most students strongly agree with the statement indicating that they are more active in learning by using English and Indonesian.In the eighth statement, the result shows that there are students who choose strongly agree (SA chooses Agree). (A), while no one chooses undecided (FN), disagree (D) and strongly disagree (SD), it can be revealed through the data percentage that most students strongly agree with the statement which says, that they can find different new vocabulary. in English by using English and Indonesian in learning. In the ninth statement, the result shows that there are students who choose strongly agree (SA chooses Agree (A chooses undecided (FN chooses disagree ( D), while no one chooses strongly disagree)) data percentage, it can be revealed that most students strongly agree with the statement which states that they like the teacher to use a combination of English and Indonesian to deliver the material in the class.
The last statement shows that there are students who strongly agree (SA choose Agree (A), 8 (25%) choose undecided (UN), while no one chooses disagree (D) and strongly disagree (SD), by the data percentage that it can be revealed that most students strongly agree with the statement that they can use a combination of English and Indonesian to learn English.For the second statement it can be revealed that there are students who choose completely agree (SA), 8 (25) %) choose Agree (A choose undecided (VN choose disagree (D) and choose completely disagree (SD), so it can be concluded that most students strongly agree with the statement that says that they can easily understand English subject material through group work activities. For the last statement, it can be revealed that there are students who strongly agree (SA chooses Agree (A chooses undecided (UN), none disagree (D) and disagree (SD), so it can be concluded that most students agree with the statement that they become more active in learning English by doing group work activities.
In the second statement, it can be seen that there are students who choose strongly agree (SA chooses Agree (A chooses undecided (FN chooses disagree (D), while no one chooses strongly disagree)), therefore by looking at the percentage, most students agree with the statement saying that if they work with other people, they like to participate, contribute an idea.
Discussion
The implementation of 21st century skills plays an important role in supporting students to achieve success in learning, it was also conveyed by Astuti (2019) that the four characters of 21st century learning namely critical thinking, creativity, communication and collaboration must be owned by students because education in the 21st century has a different direction compared to the previous century. Education in the 21st century is expected to deliver results for students who are ready to enter the industrial revolution 4.0. The steps taken by the government to implement these 4Cs in the learning process are indeed very appropriate, Tuzlokova, et al (2018) in their research on 21st century skills especially critical thinking skills are very important to be applied in the learning process, it can is seen in the majority of respondents (93.4%) agree that 21st century skills or critical thinking should be taken into account in the teaching of English and that it benefits students (93.2%), and communication is also recognized as a basic social skill by the P21 framework for the 21st learning program by thousands of teachers and hundreds of school teachers in the USA and many other countries, (Raptou E, et al 2017) in addition, collaboration has also become a trend of the 21st century and in the 21st century there has also been a shift from individuals to group work and from independence to society, collaboration also allows participants at various levels of performance to work together in small groups towards shared goals (Laal, M et al 2012) and Piirto ( 2011) also states that there are currently skills or expertise that are needed in the 21st century, and those skills include creativity skills and are justified to include them in the school curriculum, creativity is interrelated with other 21st century.
Most participants agreed that each of the 4Cs is an important 21st century skill. The same results revealed by Chanes, D (2018) in his research revealed that students showed increased motivation in the classroom due to the implementation of 21st century learning practices. Research on the importance of the implementation of 21st century skills also emphasizes Hamid et al (2017) in their research, they say that the implementation of 21st century skills is very important for use in lessons, because students who learned with the help of 21st century skills had significantly .
Therefore, we can conclude that 21st century skills play a facilitating role in listening and speaking. In addition to the fact that using 21st or 4C skills also develops students' writing skills, Yu (2019) proves this in his research when he says that 4C elements of 21st century learning play an essential role in students' learning process, 4C elements improve students' writing skills in English, which is evident from the positive impact on the students, where the students were trained to generate ideas for writing through critical thinking and creative thinking, and group activities that enable students to effectively master various content also through discussion with group members. In addition, the application of 21st century skills learned in the learning process has transformed students' lives, supported their future success, and increased their confidence, self-efficacy, and credibility (Jacobson, L, 2016).
It can be concluded that this 21st century skill or 4C skill is important to implement and.
Conclusion
Suggestion
21st century learning practices: A case study of student response and motivation in the classroom. Master of Arts in Education Degree Thesis California State University San Marcos. Students' perception of using English as a medium of instruction in RSBI at SMP Negeri 2 Magelang. A summary of 21st century skills summary of 21st century skills for students and teachers.
Exploring teachers' perception of 21st century skills in teaching and learning in the English language classroom in Omani tertiary institution. Integrating 21st century learning skills (4C elements) into interventions to improve English writing skills among 3K students.
