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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Jurnal Pengabdian kepada Masyarakat Nusantara Journal of Language Education, Literature, and Culture
Maromon, Eltina
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Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of Language Education, Literature, and Culture

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EMPOWERING LEARNERS’ SELF-REGULATED LEARNING: A STRATEGY TO INDEPENDENT LEARNER Maromon, Eltina
Journal of Language, Education, Literature, and Culture Vol. 1 No. 1 (2023): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i1.4

Abstract

Self-regulated learning activities are designed to encourage learners to actively participate in their own learning. Self-regulated learning allows learners to become independent learners in designing syllabi and lesson plans through drill assignments. The drill assignment is given by an instructor to strengthen the connections which are formed in the process of learners’ growth in mental motor skills. Instructional Design is a course that introduces learners to design their own instruction by designing syllabi and lesson plans and teaching media related to their chosen English instructional material. Monitoring learners’ activity by instructional goals and giving feedback on the learners’ assignments are the Instructor’s roles. Since learners are trained to be teachers, they must know how to design or create their own syllabus and lesson plan, teaching media related to the topic they are going to teach. Once learners create syllabi and lesson plans, they are required to determine Standard Competence (SK) Basic Competence (KD), and Indicator and the last is an instructional goal. Based on the syllabi and lesson plans they have designed, it is obviously described that the learners are capable to determine standard competencies based on operational verbs according to Bloom’s taxonomy as three domains stated, cognitive, affective, and psychomotor
PROBLEMS ENCOUNTERED IN ENGLISH TEACHING IN ONLINE LEARNING Lenggu, Otniel; Maromon, Eltina
Journal of Language, Education, Literature, and Culture Vol. 2 No. 2 (2024): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v2i2.56

Abstract

Online learning frequently necessitates students to be more independent and assume more accountability for their own instruction in online learning. Students can use the internet to access lectures, assignments, and instructional resources through online learning. One of the biggest benefits of online learning is its flexibility, which lowers barriers to education by allowing students to study at their own need anywhere. Students and teachers can participate in asynchronous learning activities that can be customized to meet each student's needs or in-person interactions using learning management systems (LMS) like Canvas and Moodle, as well as platforms like Zoom and Google Classroom. In gaining data, online questionnaires then uploaded in google form to be accessed by teachers. The results, show that teachers had several problems encountered in online teaching process that classified into understanding on the material, teachers’ ability to use technology in online learning, the limitation in the learning controlling, media of online learning, internet access, internet quota, and the less students’ enthusiastic to participate in online learning, lack of direct supervision by teachers, which unable to support them to stay motivated, focused, and organized.
Co-Authors Jacob, June A. Jonathans, Peggy Magdalena Kande, Fredrik Abia Ledo, Jollyanes P. Lenggu, Otniel Makatita, Reyner Frengky Rupidara, Anggreini D. N. Rupidara, Anggreini Dian Naomi