The Implementation of ExeLSA in Interpreting Class B

36 In a more general view, the purpose of using ExeLSA in this class was to integrate technology into instruction in order to enhance learning. This characteristic strongly supported the phenomenon which had happened in this class. The lecturer creatively integrated technology into the teaching and learning process to enhance students’ learning in terms of effectiveness of time, learning speed, and accessibility. b. Plan After the clarification of the purposes, the next part was making some plans. In implementing ExelSA, the lecturer said that lecturers needed to plan the features, materials, and activities. She stated: Kalau misalnya mau menggunakan ExeLSA kan berarti harus diplan sejak awal. Karena kalau menggunakan ExeLSA kan harus diplot ini nanti untuk berapa meeting, lalu meeting pertama mau apa, meeting kedua mau apa dan harus sudah ada bahan-bahannya. If we want to use ExeLSA, it means it should be planned from the beginning. It is because if we want to use ExeLSA, it means it should be plotted the number of the meetings. Then, what we will do in the first and second meeting and the materials should have been prepared. Therefore, she devised some plans which were related to learning materials and activities in the class. In developing those plans, she did not only consider the topics of the course, but also the features which were used in ExeLSA. Since the learning activities were done through ExeLSA, the lecturer had to integrate the learning activities to the features which were provided there. She offered: Iya, jadi bukan hanya materi tapi juga aktivitasnya, aktivitasnya mau kayak apa. Karena kan fitur di ExeLSA banyak dan… dan… apa oiya.. untuk membuat aktivitas dari menggunakan masing-masing fitur itu ya butuh waktu juga. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 37 Yes, so it is not only about the materials, but also the activities. How the activities will be. It is because there are many features in ExeLSA and to make activities using each feature also needs time. The findings about the features which were used by the lecturer were discussed further in implementation. c. Orientation In implementing ExeLSA, it was important for the students to know ExeLSA. Therefore, the role of the lecturer was to explain about ExeLSA and how to use it. This was to make sure that the students could use ExeLSA appropriately. In the interview, the lecturer emphasized that in implementing ExeLSA lecturers or educators needed to give an orientation to the students. She said: Kalau misalnya itu diberikan kepada mahasiswa baru berarti meeting pertama harus digunakan untuk semacam orientasi, memberikan orientasi kepada mahasiswa supaya mereka tahu bagaimana caranya mengoperasikan ExeLSA. If it is given to the new students, it means that the first meeting should be used to give an orientation. Therefore, they know how to operate ExeLSA. Responding to this, the students shared their experiences in using ExeLSA in the class. According to the students, they had been familiar with this learning management system. It was because ExeLSA was used by the students since the first semester. Although the students had known ExeLSA, the lecturer introduced them to ExeLSA as the main medium which was used in Interpreting class B. In the reflection paper, A stated: Pada awal perkuliahan di mata kuliah interpreting, dosen sudah menjelaskan bahwa adanya penggunaan ExeLSA di dalam kelas sebagai bentuk dari E-learning. Dosen menjelaskan bagaimana cara mengakses Exelsa dengan benar dan tepat. Tidak hanya itu, dosen 38 juga menjelaskan pada kami apa saja yang akan diberikan di dalam ExeLSA. In the beginning of Interpreting course, the lecturer had explained the use of ExeLSA in the class as the form of e-learning. She explained how to access ExeLSA correctly and appropriately. Moreover, she also explained us what things would be given in ExeLSA. Meanwhile, C stated that: Penggunaan ExeLSA sendiri tidak diperkenalkan secara mendetail saat kelas interpreting. Hal ini dikarenakan penggunaan Excelsa sendiri sudah dimulai sejak semester awal. The use of ExeLSA itself was not introduced specifically in Interpreting class. It was because ExeLSA itself had been started from the first semester. So, maybe students did not need to be explained specifically about how to use ExeLSA. These findings showed that the lecturer introduced ExeLSA as the main medium in the class and explained how they would use it. However, considering that the students had known ExeLSA before, the lecturer did not explain it in detail. 2. Implementation In this part, there were three main points which were presented by the researcher. The first point is the features and materials of ExeLSA. The second point is the function of ExeLSA as a blended learning. The third point is the function of ExeLSA as a learning complement. a. Features and Materials Cole 2005 offers some functions of learning management system. There are five functions such as uploading and sharing materials, chatting, doing quizzes and surveys, gathering and reviewing assignments, and recording grades. In ExeLSA, there were some features which were provided. In Interpreting class B, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 39 the lecturer said she only used two of the provided features. Those were to have discussion with the students and upload files, she stated: Kalau feature-featurenya yaa, kalau fitur-fiturnya sih banyak, cuma yang saya gunakan untuk kelas interpreting ini ya hanya sebatas forum diskusi dan upload file saja. There are many features, but in Interpreting class I only used the features for discussing and uploading files. Furthermore, through the features which were used in ExeLSA, there were some kinds of learning materials which could be provided. The lecturer said that she provided the students with some kinds of learning materials. The learning materials were in the form of video, power point, and text. She shared: Ada video, lalu ada power point, ada bacaan teks juga bisa dalam bentuk word maupun pdf. Kalau ppt terkadang. Supaya mereka lebih jelas untuk apa, mengerti instruksi yang harus dilaksanakan. Tapi kalau bahan bacaan seperti pdf, word, itu biasanya, harapannya sih mereka membacanya di luar kelas. There were videos and power points. There were also reading texts which could be in the form of word or pdf. Sometimes, it was power point. So, they could understand the instructions which should have been done clearly. As noted above, there were two features which were used by the lecturer. The first feature was discussion forum. The discussion forum was used by the lecturer to do a virtual discussion. In the discussion forum, the lecturer would give some questions related to the topic of the day. Then, the students were asked to answer the questions based on their opinions. There, all of the students could see other students’ answers and give some comments. The second feature was to upload materials. The most common use of ExeLSA was to upload materials. The lecturer uploaded materials in the form of 40 video, Microsoft word, power point, and PDF. All materials could be accessed by the students inside and outside the class. Then, further findings were obtained from the students. As D shared in the interview: Misalnya kayak itu, yang aku tahu ya, aku tuh ngga ngerti tentang fitur. Yang aku tahu di ExeLSA itu misalnya kita mau, ada misalnya mau ke mana tuh namanya misalnya ke home, misalnya mau lihat grade kita. Grade itu kan juga bisa dilihat, mislnya nilai kita udah sampai mana sih, ada skornya di situ. Terus mau lihat timeline hari minggu ini ngapain, minggu ini ngapain juga ada. Terus, udah sih setauku itu. I do not really understand about the features. What I know in ExeLSA is that we could see our grades there. Then, we could also see timeline of each week. That is all. From this statement, the researcher could add more information about the features. Besides to have a discussion forum and upload materials, ExeLSA was also used to provide students’ grades and timeline of the class. Then, A also added: Kalau soal media atau fitur itu, selain kita mengakses materi kayak nonton-nonton video itu kita juga bisa mengakses kayak attachments kayak materi dalam bentuk PPT atau word dari Ms. X. Itu kita bisa ngunduh lewat ExeLSA dan juga kita bisa menulis refleksi atau menulis apa ya opini kita dari berdasarkan kita menonton sebuah video atau membaca materi yang diberikan Ms X. Itu kita bisa langsung komen di situ dan langsung send ke Ms X. I could not only access materials and watch videos, but also attachments of materials in the form of power point or word from Ms. X. We could download from ExeLSA and write reflections or our opinions based on what we had watched or read. We could directly comment there and send it to Ms. X. In this statement, the researcher highlighted the finding that students were able to give direct feedback or reflection about what they had learned and discussed in the class. The findings were appropriate with the theory about PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41 learning management system. The findings showed that ExeLSA provided the lecturer and the students with the functions of learning management system. Both the lecturer and A mentioned the use of ExeLSA to upload or share materials and have forum chats. Moreover, D also mentioned the use of ExeLSA to record grades. Then, A indirectly stated that the use of ExeLSA was also to submit quizzes or assignments. From these findings, it could be seen that ExeLSA as a learning management system provided the members of the class with some features and materials. The features referred to the functions of learning management system which are defined by Cole 2005. b. Blended learning According to Rashty 1999, e-learning is classified into three different models. Those are adjunct, mixedblended, and fully online learning as cited in Darmawan, 2014. This part presents the findings about the types of e-learning which occurred in Interpreting class B. To analyze the types of learning in this class, the researcher focused on two kinds of learning, namely conventional learning and e-learning. The researcher would present the results related to conventional learning. In the interverview, the lecturer stated: Jadi, selain tatap muka tradisional yang terjadi di dalam kelas, itu juga saya mengintegrasikan penggunaan teknologi dalam bentuk ExeLSA supaya terjadi semacam blended learning, jadi tidak hanya pertemuan tatap muka secara tradisional tapi juga melibatkan mahasiswa untuk ikut menggunakan teknologi dalam pembelajaran mereka. Besides traditional face-to-face learning which happened in the class, I also integrated the use of technology in the form of ExeLSA. So, blended learning was implemented. It was not only a traditionally 42 face-to-face meeting, but also involved students to use technology in their learning. From the questionnaire, the same results were obtained. Table 4.1 presented the results of the questionnaire regarding the use of ExeLSA in the conventional learning. Table 4.1 The Implementation of 21 st Century Learning in Interpreting Class B Table 4.1 presented the results of the first six questions in the questionnaire. The questions were related to the six points which were drawn by the researcher in the questionnaire. Those points were about the implementation of 21 st century learning in the class. This finding was closely related to 21 st century learning, since the lecturer stated that she integrated face-to-face learning into technology. The two main points of 21 st century learning are learning by doing and the characteristic of 21 st century classroom which produces students who are highly productive effective, inventive, and able to master technology. 8 4 4 8 4 24 28 20 32 60 64 48 52 72 64 32 32 20 16 8 10 20 30 40 50 60 70 80 Learning by doing Knowledge use to guide learning Learning participation Technology mastery Effective communication Sharing ideas and information ExeLSAs use to meet digital learning Strongly Disagree Disagree Undecided Agree Strongly Agree 43 The data showed that the use of ExeLSA met the needs of 21 st century learning principles in this class. The self-reported data which were gained from the questionnaire demonstrated that most of the students found that the use of ExeLSA appropriately addressed their learning needs. In detail, the results showed that learning by doing, knowledge use to guide learning, learning participation, and sharing ideas and information had positive responses from the students. It was presented that more than 90 of the students agreed and strongly agreed. Meanwhile, more than 50 of the students gave positive answers and less than 10 of the students gave different responses to technology mastery and effective communication. This indicated that the implementation of 21 st century learning in Interpreting class B was very good, even though the different results were obtained for technology mastery and effective communication aspects. The deep and further results were obtained by the researcher through the interview. In the interview, the students also shared their experiences related to those points. B shared about how learning activities in the class were done. She said: Practice, terus ya kan lecturing. Itu lecturingnya terus practice. Ya udah sih, itu aja. Ya kita lihat video, terus kita belajar untuk menginterpretkan itu, gitu. Practicing, then lecturing. That was lecturing, then practicing. Yes, that was it. We watched a video, then we learned to interpret it. She tried to explain that in this class she learned by practicing interpreting. Students were asked to watch a video. Then, they were asked to practice interpreting the video. That was how they learned by doing it. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 44 Then, one of the students also shared her experience about how knowledge was used to guide learning in this class. A said: Nah, itu dia minta kita untuk nonton video itu, lalu dikasih pertanyaan. Menurut kamu, apa bedanya interpreting dan translation based on those videos. Nah, terus kita langsung komen di situ. Jadi, kita langsung komen. Terus, juga ada baca materi tentang beberapa macam interpreting. She asked us to watch that video, then she gave us a question. In your opinion, what are the differences between interpreting and translation based on those videos? Then, we directly commented there. So, we directly commented. Then, we also read materials about some kinds of interpreting. In this class, students were not only asked to watch videos. However, they were also asked to analyze the videos to understand the knowledge of interpreting. Then, the materials about the theories in interpreting were also provided by the lecturer. By understanding the theories which were given by the lecturer, the students could use the theories to guide them in practicing interpreting. Then, one of the characteristics of 21 st century learning is students’ participation. In 21 st century learning, students are expected to be more active in the learning process. The findings of the questionnaire showed positive results of learning participation. I t was supported by students’ statement. C said: Berlatih interpreting sama teman, diskusi kelompok, atau presentasi. Practicing interpreting with friends, having a group discussion, or doing a presentation. In this case, the lecturer had a good strategy to make the students more active in the learning process. In the class, the learning activities were not only done individually. The learning activities were also done in pairs or groups. In order to finish the learning activities, students needed to communicate to each other and 45 work together. This gave students more chances to be more active in the class. This was as noted in the syllabus of Interpreting course. It was noted that the learning strategies of the class would be meaning-focused input activities, group work, pair work, and individual work. Then, the next two statements were about effective communication and sharing ideas and opinions. Responding to these statements, A shared in her reflection: Tidak hanya mengakses materi yang ada di dalam kelas, namun kami juga diajak oleh dosen untuk berdiskusi di ExeLSA dengan menjawab beberapa pertanyaan yang diberikan berdasarkan topik yang sedang diajarkan pada hari itu. Not only accessing materials in the class, but we were also invited by the lecturer to have a discussion in ExeLSA by answering some questions which were given based on topic of the day. Discussion was a great idea to invite all of the students in the class to participate in the learning process. As the researcher explained before, a discussion forum was also conducted in ExeLSA. It meant that the discussion could be done in the class or through ExeLSA. In the discussion forum, students were invited to give their opinions about the topic. Then, at the same time, they also built effective communication among the members of the class. The following parts were the results of the questionnaire related to the use of ExeLSA as a learning management system to support e-learning in Interpreting class B. Four points were presented in the table. Those points were presented as follows: 46 Table 4.2 ExeLSA as a Learning Management System in Interpreting Class B Table 4.2 presented the results of the questionnaire from number 7 to 10. This table clearly presented that more than 95 of the students agreed with the statements about the use of ExeLSA to support their teaching and learning process, the use of other online sources, and ExeLSA as part of the teaching and learning process. These results were confirmed by the students. A shared: Kalau penggunaan ExeLSA sebagai e-learning di kelas interpreting sangat sangat digunakan. Menurutku sangat bermanfaat. Karena, selain kita bisa mengakses materi yang dikasih dosen di dalam kelas, di luar pun kita bisa berlatih melalui e-learning itu, melalui ExeLSA. ExeLSA as an e-learning in Interpreting class was very useful. It was because, besides we could access materials which were given by the lecturer inside the class, we could also practice through ExeLSA, ouside the class. A directly said that ExeLSA was very useful. It provided her to access the materials inside and outside the class. This proved that ExeLSA supported the teaching and learning process in this class. It was also clear that ExeLSA was part 8 12 4 12 36 20 24 44 60 80 76 24 10 20 30 40 50 60 70 80 90 Supporting teaching and learning The use of other online sources Part of teaching and learning Accessing ExeLSA inside and outside the class ExeLSA as a learning management system Strongly Disagree Disagree Undecided Agree Strongly Agree 47 of the teaching and learning process in this class. The existence of ExeLSA helped the students to manage their learning whenever and wherever. Then, since A said that they could access materials and practice interpreting whenever and wherever, it meant that all materials were online sources. Furthermore, the researcher found some different answers in the last point. From the questionnaire, more than a half of the students agreed with the statement, but the rest disagreed. Since there were two different answers, some interviews were conducted to reveal further results. In the interview, the researcher found some findings related to this issue. B said: Kalau misalkan satu hari sebelum mata kuliah itu biasanya sering itu, sering ngecek ExeLSA. Soalnya takutnya, apalagi interpreting kan interpreting itu ExeLSAnya jalan terus jadinya aku sering banget ngecek. I often checked ExeLSA a day before the course. It was because I was afraid. ExeLSA in Interpreting class was always used, so I often checked it. From this statement, B wanted to say that she often checked ExeLSA because she needed to update the materials and topic about interpreting. Meanwhile, E said: Kalau untuk interpreting sendiri jarang. Karena, interpreting biasanya cuma sebelum kelas dicek apa ada, nanti kita-kira mau belajar apa, udah. Tapi juga cuma tak liat ngga tak download. For interpreting, it was rarely. It was because it was usually only checked before the class, if there were any materials, what we would learn, that was all. But only I checked, I did not download it. This statement showed the different finding from the previous statement. In this statement, the student emphasized that he rarely checked ExeLSA. Then, if he checked it, he did not do anything with the materials. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 48 From the two different statements above, it was clear that each student had his or her own response about why he or she accessed ExeLSA. Each student also had the different act towards the existence of ExeLSA. Even though not all of the students accessed ExeLSA outside the class, most of the students accessed it. Mostly, the reason why they checked it was to get the materials. The findings regarding conventional learning and e-learning in Interpreting class B above clearly explained how blended learning occurred in this class. The results of the research showed that ExeLSA was used in this class to support blended learning. It meant that ExeLSA as a learning management system supported both conventional and online learning. The use of ExeLSA enabled the lecturer to manage the learning process inside and outside the class. Hence, ExeLSA was part of the teaching and learning process. It meant that it could not be separated from the learning process. c. ExeLSA as a Learning Complement Siahaan 2003 defines three functions of e-learning. Those functions are as a supplement, complement, and substitution as cited in Darmawan, 2014. ExeLSA as a learning management system is part of e-learning. Its existence is to help the process of e-learning. In this part, the researcher elaborated the findings regarding the function of ExeLSA in Interpreting class B. 49 Table 4.3 The Functions of ExeLSA as a Learning Management System Table 4.3 presented the students’ responses towards the questions from number 11 to 14. There were four statements which were presented in Table 4.3. Those are about the functions of ExeLSA to support e-learning in Interpreting class B. The results of the first and second statements were positive. More than 70 of the students agreed with those statements. Although, there were less than 10 of the students disagreed with the statements. These positive results were also proven by the students’ statements in the interview. E said: Karena di ExeLSA ada video-video untuk berlatih interpreting, ada juga materi-materi yang nanti diajarkan, ada materi-materi dan teori-teori tentang interpreting dan lain-lain yang berhubungan dengan interpreting. It was because in ExeLSA there were some videos to practice interpreting. There were also materials which would be taught later. There were some materials and theories about interpreting. Then, A also shared her experience in her self-reflection by saying: 8 8 4 8 12 12 24 12 28 24 68 44 48 52 4 36 4 4 10 20 30 40 50 60 70 80 ExeLSA as a complement Materials equipping Materials provided as reinforcement Materials provided as remedial ExeLSA as a complement Strongly Disagree Disagree Undecided Agree Strongly Agree 50 Dosen menghimbau juga pada kami untuk tidak hanya mengakses ExeLSA di dalam kelas, namun juga pada saat dalam proses belajar di luar kelas. Beliau menghimbau untuk secara berkala mengakses ExeLSA apabila ada materi tambahan atau tugas yang harus dikumpulkan. The lecturer encouraged the students to not only access ExeLSA inside the class, but also outside the class. She appealed the students to access ExeLSA just in case there was some additional materials or tasks which should have been submitted. The first statement proved that all materials were provided in ExeLSA. The materials involved materials which were given in the class and other additional materials and sources. Since the students could access the materials outside the class, the students could use provided materials to get more knowledge. Then, the second statement indicated that accessing ExeLSA outside the class was also part of the teaching and learning process. The lecturer encouraged the students to regularly checked and accessed ExeLSA. It was because the students needed to update the materials. In other words, it was an obligation for the students to access it. The findings above led the researcher to the characteristics of e-learning as a complement. Siahaan 2003 states that the function of e-learning as a complement is to complete learning materials which have been received by the students in class as cited in Darmawan, 2014. Materials were provided in a learning management system. That was the role of ExeLSA to support e-learning in Interpreting class B. Furthermore, e-learning as a complement is divided into two types. Those are reinforcement and remedial. Reinforcement means that materials which are provided in a learning management system are used by the students to enhance their 51 knowledge and understanding about the materials. Meanwhile, remedial means that the materials are used to help students to understand difficult materials ibid. The researcher found that the students in this class gave different responses towards the function of ExeLSA in supporting e-learning. As showed in Table 4.3, less than 60 of the students agreed with the third and fourth statements and 20 of the students disagreed with the statements. Then, the researcher found further explanation about these results in the interview. C said: Kalau untuk saya, saya jadi tahu materi apa yang akan dijelaskan di kelas nanti. Jika saya bisa mempelajarinya terlebih dahulu, di kelas nanti saya akan lebih mudah mengikuti. For me, I could know what materials were being to be explained in the class later. If I could study the materials before the class, in class it would be easier for me to follow the learning process. In this statement, C wanted to emphasize that the materials in ExeLSA helped her to prepare herself before coming to the class. By accessing the materials, she wanted to increase her knowledge about some particular topics. In other words, she used it to enhance her knowledge about interpreting. Moreover, she also added: Karena sebenarnya mahasiswa dapat melihat dan ya mungkin membaca-baca sendiri di rumah tentang materpi yang diupload oleh dosen. Because actually student could see and perhaps read the materials which were uploaded by the lecturer by themselves. This indicated that providing materials in ExeLSA enabled the students to review the materials by themselves. It was an advantage for the students, since they could review the materials as many as they wanted until they understood the materials. 52 On the other hand, 20 of the students disagreed with the last two statements. B stated: Kalau yang apa, satu hari sebelumnya itu kan ngecek materi untuk hari berikutnya. Kalau yang apa di luar kelas lainnya ya iseng-iseng aja sih. I checked it one day before the class to check the materials for the next day. Outside the class, I did it without any purpose. From this statement, she honestly shared that she accessed ExeLSA without any purpose. She did not plan what she would do with the materials. In short, she had nothing to do with the reinforcement and remedial. She just checked it without giving further acts. These findings clearly presented that most of the students felt that the materials could help them in their learning processes. Therefore, they accessed it. However, some other students only checked it regularly and did not have specific purposes in accessing it. 3. Evaluation After preparing and implementing, the last part of a teaching and learning process is evaluation. Evaluation is needed to evaluate the teaching and learning process which has been implemented. In this part, the researcher analyzed the findings about the students’ evaluation towards the teaching and learning process in Interpreting class B. The findings were the stud ents’ evaluation from Lembaga Penjaminan Mutu of Sanata Dharma University. It was obtained from the archival data gathering. 53 From the data, each student gave his or her evaluation on the teaching and learning process in this class. Each student gave different response and opinion. Then, the researcher noted some of them as follows: Student 2 gave the evaluation by saying: Dosen memberikan cara pengajaran yang menyenangkan dan kreatif. Saya dituntut untuk lebih belajar mandiri lagi. The lecturer gave a fun and creative way of teaching. I was expected to study more independently. This statement showed the student’s positive feedback towards the teaching and learning which was done in this class. The student noted that the lecturer had a fun and creative way in delivering the materials. The student also mentioned that the lecturer expected the students to study independently. Then, student 8 gave a feedback and suggestion as noted below: Penggunaan media sangat mendukung proses belajar baik di luar maupun di dalam kelas. Waktu yang tersedia untuk berlatih sangat banyak. Saran: lebih banyak pemberian tugas atau project interpreting. The use of media really helped the learning process outside and inside the class. Time which was provided to practice was a lot. Suggestion: more tasks or interpreting project. In this evaluation, the student appreciated the use of media in the class. The student also stated that the media really helped the teaching and learning process inside and outside the class. Then, the student gave a suggestion to the lecturer. The student suggested her to give more tasks or projects to the students, so they could practice more and more. This statement was also supported by another student. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 54 Student 10 gave a feedback by saying: Mungkin perlu ditambahkan kegiatan dimana mahasiswa mendapat kesempatan untuk melakukan interpreting di dalam maupun di luar kelas. Perhaps some activities are needed to add, so the students get chances practice interpreting inside and outside the class. This meant that some students felt they needed more activities to practice interpreting. Even though maybe the lecturer had provided some activities for the students, adding some more activities would be better for the students’ learning processes.

B. The Relation between ExeLSA and Students’ Self-Regulated Learning

In this part, the researcher discusses the findings related to ExeLSA and students’ self-regulated learning in Interpreting class B. This part answers the second research question which is to what extent ExeLSA facilitates students’ self- regulated learning in Interpreting class B. The results involved self-reflexivity as part of both researcher and research participants. Nagata 2004 states that self- reflexivity refers to have an ongoing conversation with someone about what he or she is experiencing. To answer the second research question, the researcher conducted an ongoing conversation with the students in the interview. The researcher tried to understand their stories and experiences during the learning process in the class. T he researcher identified students’ self-regulated learning using self- regulated learning measurements. Lindner and Harris 1992 state that there are six aspects of self-regulated learning measurement. Those are epistemology beliefs, PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 55 motivation, metacognition, learning strategies, contextual sensitivity, and environmental utilization or control. The results of the measurements are presented in two tables. Those tables presented the answers of the questionnaire from number 15 to 24. The first table was about epistemology beliefs, motivation, and metacognition. The second table was about learning strategies, contextual sensitivity, and environmental utilization or control. Table 4.4 Self-Regulated Learning Measurements 1 1. Epistemology Beliefs Epistemology beliefs refer to students’ understanding about their own knowledge systems Lindner Harris, 1992. Table 4.4 showed positive results of the two statements related to epistemology beliefs. More than a half of the students agreed with the statements. This proved that most of the students were really aware 4 12 12 12 4 8 24 36 20 56 12 32 72 44 60 24 68 56 4 8 8 4 16 4 10 20 30 40 50 60 70 80 Knowledge system understanding ExeLSA supports Motivation The role of ExeLSA Ability in learning and practicing Knowlegde on self-regulation Epistemology beliefs, motivation, metacognition Strongly Disagree Disagree Undecided Agree Strongly Agree 56 and able to understand their own knowledge systems. However, not all of the students felt that ExeLSA helped them to understand their knowledge systems. There were 12 of the students who disagreed with these statements. Further findings related to this issue were obtained by the researcher. In the interview, the different answers were given by the students. A shared her experience by saying: Sejauh ini paham, paham banget. Karena dari Ms. X sendiri lewat ExeLSA udah ngupload materi, udah ngupload, bahkan bahan ujian aja diupload disitu. So far I understand, really understand. It was because Ms. X uploaded all materials through ExeLSA, even materials for the tests. She was really sure that she understood her knowledge system. She also stated that ExeLSA helped her to understand it. This indicated that providing materials in ExeLSA did not only help the students to easily get the materials, but also helped them to understand their knowledge systems in the class. However, another student gave a different answer. E said: Lumayan paham. Engga paham-paham banget sih. Tahu kita belajar apa, tahu bagaimana belajarnya, tahu cara-caranya, tapi kalau tahu tahu kan belum tentu bisa. Pretty understand. I was not really understand actually. I knew what we learned, how to learn it, knew the ways, but knowing does not mean I could. E said that he understood about his knowledge system. However, he emphasized that it did not mean that he could do that. He also did not mention that ExeLSA helped him to understand his knowledge system. Therefore, it could be said that ExeLSA facilitated the students to meet deeper understanding about their own knowledge systems in the class. It was PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 57 believed that it helped the students through learning materials which were provided by the lecturer. 2. Motivation Motivation refers to students’ eagerness to learn and have better achievements which come from internal and external motivation Lindner Harris, 1992. In other words, students are motivated to learn and practice more and more so they can improve. The definition of motivation is specifically elaborated into three components. Those are awareness of the relationship between effort and outcome, sense of mastery or competence, and desire to learn ibid. The findings about students’ motivation in Interpreting class B were good. There were 68 of the students who motivated themselves to learn and practice interpreting. This percentage was higher compared to the percentage of the students who did not motivate themselves. However, the different result was found regarding the role of ExeLSA in facilitating the students to motivate themselves. From 68 of the students who motivated themselves, only 28 of the students who agreed that ExeLSA helped them to do that. The rest of the students disagreed with this statement. In the interview, the students elaborated different reasons and experiences about how and why they motivated themselves. B shared: Ya, ini sih dengan materi yang menarik kalau aku. Jadi, kalau misalkan ada materi yang menarik gitu aku lebih kayak wah ini Misalkan videonya, videonya topiknya menarik gitu nanti bikin ayolah coba-coba, gitu. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 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