Undergraduate Students' Perspective on Self-Directed Learning in Speaking Skill

Yulianti, Rida; Miftakh, Fauzi; Fitriyana, Wahyudin

doi:10.36232/jurnalpendidikanbahasa.v8i2.1146

Cited by 4 publications

(3 citation statements)

References 8 publications

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“…In addition to the benefits of using Duolingo as a vocabulary learning assistant application, the researcher found that more students felt the benefits of Duolingo than those who did not. The results of this study are the same as that of (Miftakh & Yulianti, 2021) who stated that in their research on the perception and experience of secondary students in using Duolingo, they received positive responses from students where they felt facilitated to learn vocabulary using Duolingo. Where in the study both used interviews to obtain the data needed in the study and found that most of the respondents in the study stated that they felt the benefits after using Duolingo.…”

Section: Discussionsupporting

confidence: 77%

The use of Duolingo to Assist EFL Students of Prof. KH. Saifuddin Zuhri State Islamic University in Learning Vocabulary

Faradisa¹,

Afrila²,

Faroh³

et al. 2022

celti

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Vocabulary is one of the important aspects in the process of learning English. It is a basic component of the four main language skills that can improve one's mastery of English. There are many application media for English which can help students in learning activities. This study used the Duolingo application as the object research. The purpose of this research is to investigating the implementation of the Duolingo application to assist EFL students of State Islamic University Prof. K.H. Saifuddin Zuhri Purwokerto in learning vocabulary. In this study, researchers used qualitative data analysis techniques to obtain actual data. The method used to analyze the data is thematic analysis in order to gain experiences, views and opinions of participants in using the Duolingo application. For collecting the data, researchers used observation and interview. The finding of this study were about the perceptions and students interest towards Duolingo application as learning media which assist them in learning vocabulary. It revealed that most of participants gave positive statements about the Duolingo application they used. they think this application helps them in improving vocabulary especially when they as beginners. Some of them also gave statements that Duolingo would be a tedious application to use when the learner have a great vocabulary level.

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Section: Discussionsupporting

confidence: 77%

The use of Duolingo to Assist EFL Students of Prof. KH. Saifuddin Zuhri State Islamic University in Learning Vocabulary

Faradisa¹,

Afrila²,

Faroh³

et al. 2022

celti

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“…The importance of SDL skills cannot be denied. According to Yulianti et al (2021), selfdirected students can use their knowledge and abilities in various contexts and continue to improve their learning capabilities throughout their lives. They further state that by giving students the freedom to learn what is essential from their perception, learning motivation is increased and the students are motivated to develop their SDL abilities.…”

Section: Strategies To Promote Sdl As Learning Presencementioning

confidence: 99%

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Bosch

Laubscher²

2022

IJLTER

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Students often feel isolated when they do blended learning courses and they do not always have the necessary skills to work on their own. Blended learning courses need to be thoughtfully planned to actively involve students in the learning processes. Cooperative learning is an active teaching strategy that can assist students to engage in online and blended courses and is known to promote self-directed learning. The communities of inquiry framework is often used as a framework to design blended learning. In this study, we focused on an additional dimension of the communities of inquiry framework, namely courses learning presence, which is closely linked with self-directed learning skills. In this basic qualitative study, semi-structured interviews were conducted with post-graduate Mathematics Education students (n = 8) to establish their experience of the cooperative blended learning course. Data were coded and analysed using a deductive approach. The aim of this article is to describe how self-directed learning as learning presence can be enhanced through a cooperative blended learning course. The findings showed that the use of cooperative learning was a useful strategy to promote self-directed learning as learning presence. Furthermore, matters relating to motivation as a component of self-directed learning were incorporated into the design of the course, such as allowing students to manage their own learning, making the learning experience enjoyable, and providing encouraging feedback. Aspects of the course design that assisted in promoting self-directed learning as learning presence included the use of authentic tasks, allowing students to develop and apply their own learning strategies, and providing students with the opportunity to socially construct knowledge.

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“…It correlates with students in this modern era, where they can learn at their own pace by taking responsibility and actively participating in their learning process (Cakiroglu & Ozturk, 2021). In addition, Yulianti et al (2021) also argue that students need to take accountability for their learning because they cannot grasp the subject matter entirely through the teacher's explanations in class. Consequently, students are expected to evolve into self-regulated learners to broaden their comprehension of learning outside of the classroom, which may assist them in achieving tremendous academic success.…”

Section: Introductionmentioning

confidence: 99%

Self-Regulated Learning Strategies and Their Relationship to Grammar Achievement of Undergraduate English Department Students

Wardani,

Munir,

Lestari

et al. 2023

LLT Journal

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Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used.

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Undergraduate Students' Perspective on Self-Directed Learning in Speaking Skill

Cited by 4 publications

References 8 publications

The use of Duolingo to Assist EFL Students of Prof. KH. Saifuddin Zuhri State Islamic University in Learning Vocabulary

The use of Duolingo to Assist EFL Students of Prof. KH. Saifuddin Zuhri State Islamic University in Learning Vocabulary

Promoting Self-Directed Learning as Learning Presence through Cooperative Blended Learning

Self-Regulated Learning Strategies and Their Relationship to Grammar Achievement of Undergraduate English Department Students

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