Playing with e-CALF: “Regulate My Own Learning”

Abstract

e-CALF facilitates digital natives to learn in their way. The researcher of this study used descriptive qualitative design to investigate the implementation of e-CALF in the school setting by finding six students' experiences, challenges, and responses in playing the game. It also found out how the implementation of e-CALF promotes self-regulated learning (SRL). Recording and interviewing were conducted to collect the data. As a result, playing with e-CALF is very fun for the students. e-CALF can increase their vocabulary and their desire to read English. In promoting students' SRL, e-CALF was an ideal environment to give the students a significant degree of autonomy over their actions. This autonomy included the freedom to determine their topic to be played, strategy to finish the game, and reflection on the progress and achievement. They could also set when, where, and how they play with and learn from the game.

Integrating Problem-Based Learning in a Criminal Law Course

“…In addition, in the material, questions that must be tried by students were provided. These ICT features can facilitate students in controlling their learning (Mahayanti et al, 2020) and also help students to become more enthusiastic in participating in learning (Gok & Silay, 2010), because so far, as found by Kusuma, Adnyani, & Taharyanti (2017), most students feel saturated and bored with material that is always presented through textbooks. It can develop students' knowledge and students' problem-solving abilities…”

“…In PBL, knowledge is actively constructed by the learner; students are therefore not passive (Gregson, Romito, & Garetto, 2010) where they also seek and become active in scrutinizing and constructing knowledge. Furthermore, students face alternative viewpoints by interacting with other students in small groups, thus constructing new modes of learning (N et al, 2013) PBL also offers a great tool for students' self-instruction (Lee et al 2009) as the behavioural theory on self-regulation includes students' self-instruction as well as their responsibility for ongoing monitoring of their own progress (Mahayanti, Suprianti, Utami, & Kusuma, 2020). The social-cognitive process constitutes both self-observation and selfjudgment that allow students to become active in their learning, especially when students are also conscious of their progress.…”