Integrating self-regulated learning and discovery learning into English lesson plan

Ni Kadek Heny Sayukti,A.G Abdullah,A Hellman,J Foley,I.G.N.A Suryaputra

doi:10.1051/shsconf/20184200047

Abstract

The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL) and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

Highlights

Due to the development of learner-centered methods and approaches to teaching English as a foreign language in the current curriculum, the role of teachers and learners have changed
Based on a study conducted in a Learner Autonomy-based teaching training, it was revealed that most teachers desired to integrate Learner Autonomy principles in their teachinglearning contexts, but the principles seem to be not feasible for the implementation (Lengkanawati, 2017) [10]
As past studies dominantly concerned at lesson plan analysis or the theory in teaching practice, this study explores the concept of Self-Regulated Learning in two sections; its integration with discovery learning in the teacher made lesson plan and teacher’s perspective about the concept of Self-Regulated Learning (SRL) in lesson planning

Summary

Introduction

Due to the development of learner-centered methods and approaches to teaching English as a foreign language in the current curriculum, the role of teachers and learners have changed. Most of teachers experience several common difficulties in lesson planning such as the way of formulating indicators, selecting materials, determining learning activities, selecting media and developing assessment procedure (Farid, 2014) [9]. Based on a study conducted in a Learner Autonomy-based teaching training, it was revealed that most teachers desired to integrate Learner Autonomy principles in their teachinglearning contexts, but the principles seem to be not feasible for the implementation (Lengkanawati, 2017) [10]. The Indonesian teachers tend to be uncertain whether this could be integrated into the lesson plan and teaching practice

Objectives

Methods

Results