SMSLEFA: An alternative synergistic multilayered analysis of students’ learning engagement in EFL context

Abstract

Students’ learning engagement (SLE) has been the focus of educational research at least since the 1990s. Studies have been conducted using various methods and data analysis approaches and frameworks. However, reviews on related literature show that thus far there is no synergistic multilayered framework of analysis that has been developed and utilized. In the meantime, understanding SLE using discrete and separated framework is by no means conclusive. Hence, it is reasonable to argue that synergistic multilayered framework is imperative if conclusive result is being targeted. For this purpose, the writer has developed an alternative framework, called SMSLEFA, standing for Synergistic Multilayered Students’ Learning Engagement Framework of Analysis. This paper will explicate how this framework of analysis works as well as describing the nature of SLE in an English as a foreign language (EFL) teaching. To achieve these objectives, a sample of EFL teaching in an Indonesian context, involving a teacher and his 24 students, has been purposively selected. The analysis shows that SMSLEFA has successfully explicated the SLE in a synergistic multilayered way and described the intricacy of the SLE in the class under study, and that SLE in the teaching-learning process has been successfully developed through the interwoven network of K1- (teachers’ explanation) and Ds1 (teachers’ invitation to perform communicative activities)-initiated exchanges, and the support of other kinds of exchanges. This interaction pattern encourages the development of synergistic combination of C1 (remembering text elements) and P2 (manipulating model texts) processes as the dominant processes, leading to the production of T (text)-level communication as the most frequently processed throughout the teaching-learning process.

Teaching English in the industry 4.0 and disruption era: Early lessons from the implementation of SMELT I 4.0 DE in a senior high lab school class

“…Merriam, 2009;and Richards, 2009;Malik and Hamied, 2014): organization, categorization, pattern identification, and interpretation. In addition, students' engagement was analyzed through SMSLEFA (Suherdi, 2018). In the meantime, the data from the questionnaires and communicative performance assessment were analyzed through relevant descriptive statistic tests (Salkind, 2004;and Glenberg and Copyright © 2019, IJAL, e-ISSN: 2502-6747, p-ISSN: 2301-9468 Andrzejewski, 2008).…”

“…This is indicated by both the number of negotiated exchanges and the number of students who participated in the TLPs (Cf. Suherdi, 2018 . This was also observed in the sessions that follow [GS_Asg_02_2018-GS_Asg_07_2018; Vtr_02_2018-Vtr_07_2018].…”

“…Using SMSLEFA (Suherdi, 2018) to analyze the classroom engagement in all the meetings during the semester, the data show that the engagement developed is mostly characterized by a high level of learning interactions, behaviors and texts. The learning interactions were characterized by dominant skilloriented, followed by knowledge-, and action-oriented exchanges; while the learning behaviors were dominated by language-oriented psychomotor behaviors; and in the textual perspective, texts were the dominant linguistic constituents in the TLPs.…”

SMEMFLE I 4.0 DE: A synergetic multi-layered educational model for learning excellence in industry 4.0 and disruption era

“…However, it needs more than this paper's limit to discuss the results. Hence, for the purpose of this paper, suffice it to say that SMEMFLE I 4.0 DE is theoretically plausible, and its promising results may be seen in some preliminary data shown by the piloting stage of SMELT I 4.0 DE, reported in different papers [56,57].…”

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

“…Hence, it is imperative for teachers in Indonesian educational system implement this teaching strategy in their teaching. This policy is critical as far as 21 st century Indonesia is concerned [2]. As highlighted by Gleason, today's world needs persons with cognitive flexibility, i.e.…”