STUDENT-CENTERED LEARNING AND TESTING AS AN APPROACH TO DEVELOP STUDENTS PROFICIENCY ON ENGLISH SENTENCE STRUCTURE TO PROMOTE AUTONOMOUS LEARNING

Andi Dian Rahmawan, Sri Wiyanah

Abstract


This study investigates how Sentence Master downloaded from Android can be used as a self-study media for students to promote Autonomous Learning to develop students comprehension on English sentence structure which is grammatically correct. Students can measure, by themselves, whether the material given during the teaching and learning process has been successfully learned. The result of this study is also intended to be used by the teachers and lecturers to indicate the successfulness of teaching and learning that have been conducted. This is an action research which 10 students of English Education Program of the University of PGRI Yogyakarta were employed as the objects of the research. They are tested to run the game of Sentence Master and the score will be recorded that benefits teacher to consider whether the learning process that has been conducted is successful. This study also investigates students difficulty on making English sentence. This study emerges results that Sentence Master helps students to understand English grammar better by employing the smart phone to promote Autonomous Learning. This media is used by the students as the indication whether they have the abilities to make good English sentences.

Keywords


autonomous learning, Sentence Master, English sentence structure

Full Text:

PDF

References


Alhodiry, A. A. (2016). The Libyan EFL teachers role in developing students motivation, 232(April), 8389. https://doi.org/10.1016/j.sbspro.2016.10.020

Ali, G., Soleimani, H., & Bakhtiarvand, M. (2014). Exploring the influence of using technology on Iranian EFL students motivation. Procedia - Social and Behavioral Sciences, 98, 814823. https://doi.org/10.1016/j.sbspro.2014.03.486

Bolsunovskaya, L. M., Kemerova, N. S., Asadullina, L. I., Sentsov, A. E., & Chris, P. (2015). Promoting international students autonomy?: The experience of Tomsk Polytechnic University. Procedia - Social and Behavioral Sciences, 215(June), 5359. https://doi.org/10.1016/j.sbspro.2015.11.573

Cai, H. (2012). E-learning and English teaching, 2, 841846. https://doi.org/10.1016/j.ieri.2012.06.180

Celik, S. K. (2013). Language games as a part of edutainment, 93, 12491253. https://doi.org/10.1016/j.sbspro.2013.10.023

Chou, T.-L., & ChanLin, L.-J. (2015). Autonomous ESL learning: Read & reflect in English. Procedia - Social and Behavioral Sciences, 191, 357360. https://doi.org/10.1016/j.sbspro.2015.04.692

Cristina, T. (2015). The teacher s role in building the student ` s range of autonomy, 203, 2227. https://doi.org/10.1016/j.sbspro.2015.08.254

Daskalovska, N., Koleva, L., & Ivanovska, B. (2012). Learner motivation and interest, 46, 11871191. https://doi.org/10.1016/j.sbspro.2012.05.272

Degirmenci, N., & Yavuz, F. (2015). Pre- service teachers attitudes t owards grammar teaching, 191, 18281832. https://doi.org/10.1016/j.sbspro.2015.04.353

Dincer, A., Yesilyurt, S., & Takkac, M. (2012). The effects of autonomy-suppor engagement , achievement and competence in English speaking classrooms, 46, 38903894. https://doi.org/10.1016/j.sbspro.2012.06.167

Egel, P. (2009). Learner autonomy in the language classroom?: From teacher dependency to learner independency, 1(1), 20232026. https://doi.org/10.1016/j.sbspro.2009.01.355

Farivar, A., & Rahimi, A. (2015). The impact of CALL on Iranian EFL learners TM autonomy. Procedia - Social and Behavioral Sciences, 192, 644649. https://doi.org/10.1016/j.sbspro.2015.06.112

Goulao, M. de F., & Menedez, R. C. (2015). Learner autonomy and self-regulation in e-learning. Procedia - Social and Behavioral Sciences, 174, 19001907. https://doi.org/10.1016/j.sbspro.2015.01.853

Hamdi, R. (2016). Developing learner autonomy in vocabulary learning in classroom?: How and why can it be fostered?? Procedia - Social and Behavioral Sciences, 232(April), 784791. https://doi.org/10.1016/j.sbspro.2016.10.106

Ismail, N., & Yusof, M. A. (2012). Using language learning contracts as a strategy to promote learner autonomy among ESL learners, 66, 472480. https://doi.org/10.1016/j.sbspro.2012.11.291

Ivanovska, B. (2015). Learner autonomy in foreign language education and in cultural context. Procedia - Social and Behavioral Sciences, 180(November 2014), 352356. https://doi.org/10.1016/j.sbspro.2015.02.128

Jana, P., & Pamungkas, B. (2018). Pelatihan penelitian tindakan kelas bagi guru SD Negeri Guwosari. Abdimas Dewantara, 1(1), 3946.

Karababa, Z. C., Eker, N., Serkan, R., & Ar, . (2010). Descriptive study of learner s level of autonomy?: Voices from the Turkish language classes, 9, 16921698. https://doi.org/10.1016/j.sbspro.2010.12.386

Laz, A. (2013). Learner autonomy and its implementation for language teacher training, 76, 460464. https://doi.org/10.1016/j.sbspro.2013.04.146

Masouleh, N. S., & Jooneghani, R. B. (2012). Autonomous learning: A teacher-less learning! Procedia - Social and Behavioral Sciences, 55, 835842. https://doi.org/10.1016/j.sbspro.2012.09.570

Okumu, N. (2015). Fostering learner autonomy, 199, 8593. https://doi.org/10.1016/j.sbspro.2015.07.491

Popescu, A. (2014). Communication strategies for developing the learner s autonomy. Procedia - Social and Behavioral Sciences, 116, 34893493. https://doi.org/10.1016/j.sbspro.2014.01.789

Tran, T. Q., & Duong, T. M. (2018). EFL learners TM perceptions of factors in fl uencing learner autonomy development. Kasetsart Journal of Social Sciences, 16. https://doi.org/10.1016/j.kjss.2018.02.009

Vile, D. Ezgi A., & Buyukduman, I. (2013). Breaking the chains: Autonomous learners, 106, 570575. https://doi.org/10.1016/j.sbspro.2013.12.065

Vooren, V. Van, Casteleyn, J., & Mottart, A. (2012). The impact of teachers beliefs on grammar instruction and students grammar competences. Procedia - Social and Behavioral Sciences, 69(Iceepsy), 641648. https://doi.org/10.1016/j.sbspro.2012.11.456




DOI: https://doi.org/10.24071/llt.v21i2.1405

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 Andi Dian Rahmawan, Sri Wiyanah



Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

  

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.