10
CHAPTER II REVIEW OF RELATED LITERATURE
This chapter presents two important parts namely theoretical description and theoretical framework. The theoretical description focuses on 21
st
century learning, learning management system, e-learning, self-regulated learning, self-reflexivity,
and Interpreting. Meanwhile, the theoretical framework is the summary of the theories which were used by the researcher to answer the research problems.
A. Theoretical Description
There are six main theories which are used in this research. Those theories are 21
st
century learning, learning management system, e-learning, self-regulated learning, self-reflexivity, and Interpreting.
1. 21
st
Century Learning
a. Definition
The concept of 21
st
century learning is defined in some ways by many influential organizations and experts. According to The Center for Education, the
idea of 21
st
century learning comes from the fact that technology has changed the world through automation and globalization as cited in Jerald, 2009. Meanwhile,
Frieser and Jardine 2009 define 21
st
century learning as “a set of skills from critical thinking, analytical thinking, creative thinking, collaboration and teamwork,
and communication.” Additionally, Ball 1990 suggests that there must be some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11 movements to make a teaching and learning process more innovative and inclusive.
He states that passive learning must be replaced with active participation as cited in Forman, Nyatanga, Rich, 2002.
Furthermore, Oliver 2002 mentions the role of information and communication in education as we progress into 21
st
century learning. She believes that it has strong impacts on four aspects in a learning process. Those aspects are
what is learned, when and where learning will take place, and how the learning will occur.
b. Characteristics of 21
st
Century Learning The change of 20
th
century learning into 21
st
century learning basically cannot be separated from the change of those two eras. It is clear that they have
different needs and characteristics. Partnership for 21
st
Century Learning Skills 2011 attempted to see how they are different by comparing the language
classroom in the past and today. Then, the characteristics of a language classroom in 21
st
century learning are presented as follows: Students learn to use the language
Learner-centered with teacher as facilitator or collaborator Focusing on the three modes: interpersonal, interpretive, and presentational
Backward design focuses on the end goal Using thematic units and authentic resources
Emphasizing on learners as “doers” and “creators” Emphasizing on the relationship among the perspectives, practices, and
products of the culture PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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