The Relation between ExeLSA and Students’ Self-Regulated Learning

58 For me, it was because the materials were interesting. If the materials were interesting, I would try them. On the other hand, C stated another reason. She said: Ya, karena saya melihat hasil mid-test saya yang pertama kurang maksimal, saya kemudian belajar dan harus memotivasi diri saya bahwa saya harus bisa lebih baik. It was because the result of my first test was not good. Therefore, I learnt and motivated myself that I should have been better. The two students above clearly explained how this self-regulated learning measurement occurred in their learning processes. The statement of B was the example of motivation in terms of desire to learn. She was excited in practicing and learning more. Meanwhile, the statement of C referred to her awareness of the relationship between the effort and outcome. She realized that what she had done before did not give her a good result, so she tried to motivate herself to be better. The other findings were obtained from the other two students. D said: Iya, pasti. Karena ini kuliah teori terakhir jadi harus semangat. Yes, of course. It was because this was the last theoretical course so I have to be full of spirit. Then, he added: Karena, dengan adanya ExeLSA ini sangat membantu ya. Maksudnya dari segi materi, dari segi latihan-latihan yang diberikan oleh dosen, ini sangat memotivasi saya untuk semakin belajar lagi. It was because ExeLSA was very helpful. I mean from the aspects of the materials and exercises which were given by the lecturer, it really motivated me to study more. He shared that he was really excited and motivated to join the class. Since Interpreting course was his last theoretical course, he really motivated himself. Besides, the existence of ExeLSA helped him to motivate himself. It was because PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 59 ExeLSA helped him to access the materials and exercises which were given by the lecturer. This statement indicated two things related to motivation. It showed that he had an internal and external motivation. Internal motivation came from himself who was full of spirit to join the class. The external motivation came from the support of ExeLSA for him. On the other hand, F gave her different response to this. She said: Engga terlalu sih. Maksudnya, selain dari ExeLSA kan aku masih bisa ngakses yang lain. Not really. I mean, besides ExeLSA I could access from other sources. In the interview, she said that ExeLSA did not make her motivated. It was because she felt that she could access other sources. This meant that she felt ExeLSA was not the one and only source. She also could get other materials from other sources. Therefore, even though she did not say ExeLSA motivated her, other sources could be also seen as the external motivation for her. In short, stude nts’ self-regulated learning in terms of motivation in this class was very good. However, the results showed that most of the students did not agree that ExeLSA facilitated them to motivate themselves. Although, some students still agreed that ExeLSA could facilitate them to motivate themselves through the learning materials and activities which were provided there. 3. Metacognition Metacognition refers to students’ knowledge about their own cognition, learning, and thinking awareness. Lindner and Haris 1992 mention that the 60 definition of metacognition involves three aspects. Those are regulation of cognition, knowledge about cognition, and self-reflective awareness. Regulation consists of three parts which are planning or deciding, monitoring, and evaluation or checking. S tudents’ knowledge about cognition involves knowing what to do, how to do, when to do, and where to do. In this case, metacognition was related to students’ awareness in their own learning. In this part, the researcher tried to understand students’ awareness about their abilities and self-regulation in the learning process. The results of the questionnaire in terms of metacognition were good. The percentage of the students who understood their abilities and self-regulation was higher than the students who did not. The percentage of the students who did not agree with this statement was less than 10. The further finding was that ExeLSA facilitated the students to understand their abilities in the learning process. This positive result was confirmed by the students. D stated: Yang saya tahu, dengan adanya fitur ExeLSA itu saya bisa belajar ini dari video. Jadi, dari video tersebut saya tahu bahwa kemampuan saya seperti ini. Ketika saya ulang-ulang lagi, kemampuan saya mulai mulai membaik. I could learn from the videos in ExeLSA. Therefore, from the video I could know how my ability was. When I repeated again, my ability started getting better. Then, regarding his understanding about his self-regulation, he added: Oh, kalau merencanakannya ngga tahu sih. Kalau memonitor iya, jadi melalui melalui jadi disitu kan ada grade, maksudnya ada nilai atau skor. Nah, itu bisa dilihat dari situ sih bagaimana kemampuan saya bisa dicek terus dipantau terus di ExeLSA. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 61 I did not know about planning, but I knew about monitoring. My scores were provided there. It meant my ability could always be checked and monitored in ExeLSA. This statement showed a strong result that ExeLSA facilitated him to know and understand his ability in learning how to interpret. Based on the statement, students could understand their abilities by practicing through ExeLSA. It allowed the students to access videos in order to practice by themselves. Besides, they could also monitor their abilities through grades or scores which were given by the lecturer in ExeLSA. Then, ExeLSA also allowed the students to understand their self-regulation by practicing it. By checking and monitoring their learning processes and results in ExeLSA, it indicated that they were aware about their learning processes. In this case, D elaborated his knowledge about cognition. By practicing interpreting through videos, he could identify the level of ability he had. Responding to that, he started thinking about what to do, that was practicing more and more. Moreover, he knew that how to practice was by repeating the videos and interpreting it. Meanwhile, knowing when to do and where to do should have depended on his own time management, since he could access and practice wherever and whenever. Additionally, in his elaboration, he clearly mentioned that ExeLSA helped him to monitor and check his learning process and result. He was able to do a self-evaluation through grades and scores which were given by the lecturer in ExeLSA. Therefore, it could be concluded that metacognition aspect in Interpreting class was good. ExeLSA as a learning media in this class also took an important PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 62 role in facilitating students in metacognition aspect. The process of metacognition occurred by the support of ExeLSA in providing materials for the students. In the following parts, the researcher discusses about the other three measurements in self-regulated learning. Those were learning strategies, contextual sensitivity, and environmental utilization or control. The results of these measurements were presented in Table 4.5 below. Table 4.5 Self-Regulated Learning Measurement 2 4. Learning strategy Learning strategies refer to strategies of students who know and can utilize their learning strategies in their learning ibid. One of the important things in self- regulated learning is to see whether students have their own learning strategies or not. Each student has different learning strategy. 4 4 8 8 12 24 8 20 16 20 8 28 20 44 68 60 80 40 52 20 8 8 12 4 16 8 10 20 30 40 50 60 70 80 90 Learning strategies ExeLSA supports Understanding and identifying problems The role of ExeLSA to understand and identify problems The use of external sources The role of ExeLSA to find external sources Learning strategy, contextual sensitivity, environmental utilization Strongly Disagree Disagree Undecided Agree Strongly Disagree 63 The researcher presented the results of the students’ learning strategies in Interpreting class B. The results were good. They showed that more than a half of the students in this class had their own strategies in learning and practicing interpreting. They agreed that ExeLSA supported their learning strategies. Even though some students disagreed with the two statements, the percentage was lower compared to the students who agreed. Responding to this, E said: Cara belajarku kan pakai ExeLSA itu tadi. Kan kita cuma ikut kelas kan berarti ikut ExeLSA. Videonya di situ semua kan ya ikut videonya itu. The way I learned was by using ExeLSA. It was because we joined the class, it meant we followed ExeLSA. All videos were provided there, so I followed the videos. In this statement, he wanted to emphasize that ExeLSA was the main medium he used to learn interpreting. His learning strategy was by using ExeLSA to access videos. D also agreed to the statement above. He said: Strategi ya itu tadi cuma mengulang-ulang video-video yang sudah diberikan oleh dosen yang membuat saya lebih tahu bagaimana ini vocab yang seperti ini bagaimana termsnya dari Indonesia – Inggris, Inggris – Indonesia seperti apa. The strategy was only repeating the videos which were given by the lecturer. It made me know how and what terms of this vocabulary from Indonesia to English and vice versa. Thus, it was proven that ExeLSA suppor ted students’ learning strategies. Some of the students even chose ExeLSA as one of the strategies to learn and practice interpreting. Students who practiced interpreting through videos could access it through ExeLSA. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 64 On the other hand, A responded differently to the statement about the learning strategy. She said: Kalau strategi belajar, kalau aku malah modelnya bukan yang misalnya ujian terus spanneng latihan di rumah gitu, engga sih. Lebih ke, yaudah pokoknya lebih ke rileks aja. I was not that kind of person who got stressed and then practiced at home when I had a test. I was more relax. She did not mention any learning strategy. She noted that she practiced interpreting, but she preferred to do it spontaneously. It meant that she did not design or plan any learning strategy to learn interpreting, but only practicing. In short, ExeLSA facilitated the students in terms of learning strategy measurement. Students’ learning processes in this class involved ExeLSA as a medium for the lecturer and students. Therefore, it became part of students’ learning strategies. How it took a role was by facilitating stud ents’ accessibility to the learning materials. 5. Contextual sensitivity Lindner and Harris 1992 mention that contextual awareness or sensitivity involves students’ abilities in identifying learning situation in a class. Specifically, contextual awareness or sensitivity refers to students’ abilities in gauging task demands, balancing task demands with personal resources, and judging the relationship between learning task and assessment ibid. In detail, these findings led the researcher to the specific definitions of contextual awareness or sensitivity. In contextual sensitivity, the researcher wanted to find out how students understood some particular learning situation and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 65 identified problems. In this class, they faced a different learning situation. They had to deal with technological tools and learning media. The results showed that more than 90 of the students could understand and identify the difficulties in learning and practicing interpreting. It was proven by the students. They could mention the difficulties and challenges in this class deeply. As D stated: Jadi, kesulitannya kemarin itu bagaimana menemukan kata-kata yang cocok untuk di bahasa Indonesia atau bahasa Inggris tersebut. Mungkin misalnya yang kesulitan dalam bahasa Inggris ke Indonesia, ketika speed atau kecepatan berbicara seseorang itu sangat cepat. Jadi, kadang-kadang ada beberapa konten yang miss. The difficulty was how to find the appropriate words in Indonesian or English. Maybe, for example the difficulty in English to Indonesia. I was difficult when the speaking speed of speaker was too fast. So, sometimes I missed some contents. In this case, the challenge was the speed of the speaker. It was difficult for him to think about the appropriate terms or words while listening to the speaker. This was also confirmed by C who had the same problem. She said: Lebih ke kosakata. Karena terkadang jika kita harus menginterpret sesuatu dan dalam jangka waktu yang cepat, kata-kata yang seharusnya mudah jadi susah untuk kita utarakan. It was more about vocabulary. It was because sometimes if we had to interpret something within a short time, the words which should have been easy was getting difficult to say. In short, the two big challenges in interpreting were speed and vocabulary. These things were related to each other as the two students elaborated before. Furthermore, the results of the questionnaire showed that the percentage of the students who agreed that ExeLSA facilitated them in contextual sensitivity was not 66 even a half of the students. This indicated that the role of ExeLSA in contextual sensitivity was low. On the other hand, the researcher found that the students were able to identify the learning situation in the class. C shared her experience in her self- reflection: Menurut saya, mata kuliah ini tidaklah mudah karena saya harus benar-benar berpikir cepat dan harus menguasai banyak kosa kata baik dalam Bahasa Indonesia maupun Bahasa Inggris. Oleh sebab itu, saya sadar bahwa saya harus berlatih dengan sungguh-sungguh agar saya dapat mengikuti mata kuliah ini dengan baik. In my opinion, this course was not easy. It was because I had to think quickly and master many vocabularies in both Indonesian and English. Therefore, I realized that I needed to practice seriously so I could follow the class well. What she wrote in her self-reflection explained that she was aware of the environment of the class which was different from other classes. This phenomenon referred to contextual sensitivity. The results showed that the students were able to gauge the task demands and balance it with their own personal resources. They did not only understand the difficulties of the tasks, but also measured their own abilities in interpreting. However, the researcher did not find any further information about the role of ExeLSA in this aspect, since none of the students mentioned that ExeLSA helped them in this aspect. On the other hand, the existence of ExeLSA as a medium for the students to understand the situation was still helpful. It was because the materials and videos which were mentioned by the students previously were provided in ExeLSA. 67 Therefore, these findings showed students’ good abilities in terms of contextual sensitivity. Almost all of the students believed that they could identify problems and learning situations in the class. However, the findings showed that ExeLSA did not directly helped the students in this issue. 6. Environmental Utilization or Control Environmental utilization or control means that students use other external sources to obtain solutions. This is still related to the previous aspect. In environmental utilization, students independently find other sources to support their learning processes and obtain solutions when they face some difficulties. In this measurement, the students are expected to know where to find assistance Lindner Harris, 1992. This aspect helped the researcher to understand whether students in Interpreting class B used other sources or not. Besides, the researcher also wanted to know how ExeLSA facilitated this measurement. The findings showed that 68 of the students agreed that they used other external sources. Although, 12 of the students disagreed with this statement. On the other hand, the next statement did not get positive responses from the students. The percentage of the students who agreed and disagreed that ExeLSA facilitated them to find external sources were equal. The percentage was only 28 of the students for each degree. Then, the researcher tried to find further information from the students. D said: Yang paling sering ya cuma lihat di YouTube sih. Jadi, belajar menginterpret video-video yang durasinya pendek misalnya dua menit tiga menit baru diinterpret. 68 I often saw it on YouTube. So, I learned to interpret videos which had short duration, for example two to three minutes then I interpreted it. Then, being asked about the role of ExeLSA to find other sources he said: Saya rasa tidak. I think no. This opinion was also supported by E. He said: Ya. Itu tadi kayak dari google itu tadi. Cari videonya dari google apa dari YouTube. Cari sendiri di YouTube, cari yang gampang. Yes. It was from google. I found the videos from google or YouTube. I found it by myself on YouTube, finding the easy ones. Being asked about the role of ExeLSA, he also confirmed: Engga. No. These findings clearly explained that the students used external sources to support their own learning in the class. However, they did not think that ExeLSA took a role in supporting them to find external sources. They were sure they could find it independently. On the other hand, one of the students gave a different answer related to this. When B was being asked about the role of ExeLSA to find external sources, she answered: Aku belum pernah sih. Maksudnya, belum pernah nyoba buka ExeLSA buat nyari sumber yang lain gitu, emang belum pernah sih. Tapi, kalau ngga salah inget kayaknya ada link-link deh di ExeLSA itu yang menuntun kita buat ke sumber-sumber lain. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 69 I never did it. I mean, I never tried to check ExeLSA to find other sources, I never. But, if I am not mistaken there were links in ExeLSA which led us to go to other sources. A significant finding was obtained by the researcher from this answer. She said that ExeLSA provided links which could lead them to find external sources. It indicated that actually ExeLSA provided the students to find other sources. However, not all of the students knew about this feature. In this case, the students really knew where to go when they needed assistance or other external sources. They could go to other channels and online sources to get materials or references. However, regarding the role of ExeLSA in facilitating them, not all of the students agreed with it. Therefore, it could be concluded that the positive results were obtained in terms of environmental utilization or control in this class. However, the use of ExeLSA in facilitating them to find external sources did not get good responses. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 70

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

There are two parts in this chapter. The first part is the conclusion of the research. The second part is some recommendations from the researcher based on the results of the research.

A. Conclusions

Based on the research findings and discussion, the implementation of ExeLSA as a learning management system to support e-learning in interpreting clas B was also related to the implementation of 21 st century learning in the class. It could be seen from the use of technology in the learning process. The findings showed that this class had the characteristics of 21 st century learning. Moreover, the implementation of e-learning in this class was also seen from three major components in a teaching and learning process. Those were preparation, implementation, and evaluation. Each component had its own role in the teaching and learning process. Preparation was the first step for the lecturer to prepare and develop the learning materials, media, and activities for the students. In this part, the lecturer constructed some plans and ideas. The findings also showed that e- learning which occurred in this class was in the form of blended learning and as a complement for the students. Blended learning referred to the combination of conventional or face to face learning and e-learning. The function of e-learning as a complement meant that it completed the learning materials which were given by PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 71 the lecturer in the class. Students were able to access the materials outside the class. In this case, ExeLSA took a strong role in facilitating blended learning in this class. It was the main media in which all learning materials were provided by the lecturer. In short, ExeLSA supported the existence of blended learning in the class. Furthermore, it can also be concluded that ExeLSA facilitated students’ self- regulated learning in six aspects of self-regulated learning measurement. Those aspects were epistemological beliefs, motivation, metacognition, learning strategies, contextual sensitivity, and environmental utilization. From the research results, the researcher obtained positive responses from the students about their epistemological beliefs, motivation, metacognition, learning strategies, contextual sensitivity, and environmental utilization in learning and practicing interpreting. However, the role of ExeLSA in facilitating these measurements was not seen in all measurements. Students gave positive responses about ExeLSA in facilitating their epistemological beliefs, metacognition, learning strategies, and contextual sensitivity. On the other hand, they did not feel that ExeLSA supported them in motivation and contextual utilization measurements. Additionally, it was clearly found that ExeLSA facilitated the students by helping them to access materials easily. The features, learning materials, and activities which were provided there supported them to follow the learning process of Interpreting class inside and outside the class. 72

B. Recommendations

In this part, the researcher would give some recommendations to the English Language Education Study Program, the students of this study program, and further researchers. 1. For the English Language Education Study Program Integrating technology to the teaching and learning process in a class is a great idea to give a real example for the students in terms of education and technology. Moreover, it is part of the mission of the English Education Study Program as an educational institution. Considering the findings of this research, the researcher recommends the study program to evaluate the implementation of ExeLSA as a learning management system which is used by the study program. The evaluation would be important for the study program to know what things that should be improved. Therefore, the use of ExeLSA as a learning management system in the study program can be more effective and efficient. 2. For the English Education Study Program Students As teacher candidates, it is important for all of the students to know and understand ExeLSA as a learning management system which is used by the study program. It is also good for the students to use ExeLSA actively. By actively using ExeLSA, the students support the implementation of ExeLSA and the developing of 21 st century learning in the study program. 3. For future researchers This research can be a reference for future researchers who are interested in the phenomenon of e-learning and self-regulated learning. Moreover, future PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 73 researcher can also use other research methods to conduct the study such as qualitative and quantitative methods. 74 REFERENCES Ary, D., Jacobs, L. C., Sorensen, C. 2010. Introduction to research in education 8 th ed. Belmont, CA: Wadsworth Cengage Learning. Cohen, L., Manion, L., Morrison, K. 2011. Research methods in education 7 th ed. New York: Routledge. Cole, J. 2005. Using Moodle. Sebastopol, CA: O’Reilly Media, Inc. Darmawan, D. 2014. Pengembangan e-learning: Teori dan desain. Bandung: PT Remaja Rosdakarya. Dowling, M. 2006. Approaches to reflexivity in qualitative research. Nurse Researcher, 133, 7-21. Forman, D., Nyatanga, L., Rich, T. 2002. E-learning and educational diversity. Nurse Education Today, 221, 76-82. Friesen, S., Jardine, D. 2009. 21 st century learning and learners. Retrieved November 23, 2015, from http:tfsfusa.orgfilesDocsTECanada 2021st20cent20learning.pdf Gall, M. D., Gall, J. P., Borg, W. R. 2007. Educational research: An introduction 8 th ed. Boston: Allyn and Bacon. Ginori, L., Scimone, E. 2001. Introduction to interpreting: Background notes to interpreting as a profession in a multicultural society. Bexley, NSW: Lantern Press. Jerald, D. 2009. Defining a 21 st century education. Retrieved November 22, 2015, from http:bit.ly1uhMwyX Johnson, B., Christensen, L. 2012. Educational research: Quantitative, qualitative, and mixed methods 4 th ed. Los Angeles: SAGE Publication, Inc. Kerlinger, F. N. 1990. Asas-asas penelitian behavioral 3 rd ed. Simanjuntak, L., R, Trans. Yogyakarta: Gadjah Mada University Press. Laurillard, D. 2013. Rethinking university teaching: A conversational framework for the effective use of learning technologies. New York: Routledge.