Using Independent Learning Log for Listening Skill Learning Among First Year University Students
DOI:
https://doi.org/10.26418/jeep.v5i1.72372Keywords:
Independent learning log, listening skills, self-directed and autonomous learning, learning communityAbstract
Students freshly admitted to the English Language and Literature study program has various levels of English proficiency. To maximize their listening skills, independent learning log was administered to the students to support their learning activities outside classroom. This action research was aimed at investigating the benefits of the log for the students"™ listening skills, and for the students"™ English learning in general. Data was collected from a listening class comprising 42 students. Each student was given an independent learning log and had to complete the log outside the classroom. Classroom discussions during the log completion were carried out in several meetings throughout the semester. In addition, the independent learning reflection was conducted at the last week of the semester. The findings indicate that the benefits of using the independent learning log for students were self-paced learning, more personalized choices, and more peer collaboration. Specifically, students became more self-directed and autonomous. Furthermore, they shared learning resources, forming a class-based learning community. Collectively, all of these benefit their future learning.
References
Akbar, H. R., & Sofian, W. (2020). Improving students’ listening comprehension by using bottom-up. Journal of English Education Program, 1(2), 111-129. https://dx.doi.org/10.26418/jeep.v1i2.40274
Alm, A. (2013). Extensive listening 2.0 with foreign language podcasts. Innovation in Language Learning and Teaching, 7(3), 266-280. https://doi.org/10.1080/17501229.2013.836207
Andini, I. A., & Burhanuddin, A. (2022). Indonesian and Thai EFL Learners’ extensive listening through podcasts: A Self-directed English learning. Language Circle: Journal of Language and Literature, 16(2), 332-347. https://doi.org/10.15294/lc.v16i2.35719
Ariani, R., Arifin, Z., & Riyanti, D. (2019). Student's language learning stratgies in listening. Journal of English Education Program, 1(1). http://dx.doi.org/10.26418/jeep.v1i1.40049
Bibi, S., Wang, Z., Ghaffari, A. S., & Iqbal, Z. (2018). Social achievement goals and academic adjustment among college students: Data from Pakistan. European Online Journal of Natural and Social Sciences, 7(3), pp. 588-593.
Boud, D., & Lee, A. (2005). ‘Peer learning’as pedagogic discourse for research education. Studies in higher education, 30(5), 501-516. http://dx.doi.org/10.1080/03075070500249138
Box, C., Box, & Vernikova. (2019). Formative assessment in United States classrooms: Springer.
Buckley, P., & Doyle, E. (2016). Gamification and student motivation. Interactive learning environments, 24(6), 1162-1175. https://doi.org/10.1080/10494820.2014.964263
Cazan, A.-M. (2012). Enhancing self regulated learning by learning journals. Procedia-Social and Behavioral Sciences, 33, 413-417. https://doi.org/10.1016/j.sbspro.2012.01.154
Cook, D. A., & Artino Jr, A. R. (2016). Motivation to learn: an overview of contemporary theories. Medical education, 50(10), 997-1014. https://doi.org/10.1111/medu.13074
Ferede, T., & Gorfu, M. (2008). The effect of learning log on the academic performance of university students: The case of psychology second year students in Jimma University. Ethiopian Journal of Education and Sciences, 3(2). http://dx.doi.org/10.4314/ejesc.v3i2.42003
Haghighi, H., Jafarigohar, M., Khoshsima, H., & Vahdany, F. (2019). Impact of flipped classroom on EFL learners' appropriate use of refusal: achievement, participation, perception. Computer Assisted Language Learning, 32(3), 261-293. http://dx.doi.org/10.1080/09588221.2018.1504083
Haidir, M., Salam, U., & Husin, S. (2017). The use of internet for independent English learning. Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK), 4(3).
Hixson, N. K., Ravitz, J., & Whisman, A. (2012). Extended professional development in project-based learning: Impacts on 21st century skills teaching and student achievement. West Virginia Department of Education.
Hussin, A. A. (2018). Education 4.0 made simple: Ideas for teaching. International Journal of Education and Literacy Studies, 6(3), 92-98. https://doi.org/10.7575/aiac.ijels.v.6n.3p.92
Hwang, G.-J., Hsu, T.-C., Lai, C.-L., & Hsueh, C.-J. (2017). Interaction of problem-based gaming and learning anxiety in language students' English listening performance and progressive behavioral patterns. Computers & Education, 106, 26-42. https://www.learntechlib.org/p/200811/
Kayalar, F., & Kayalar, F. (2017). The effects of auditory learning strategy on learning skills of language learners (students’ views). IOSR Journal of Humanities And Social Science (IOSR-JHSS), 22(10), 04-10. http://dx.doi.org/10.9790/0837-2210070410
Kemp, J. (2010). The listening log: Motivating autonomous learning. ELT journal, 64(4), 385-395. https://doi.org/10.1093/elt/ccp099
Kurniawan, D., Bunau, E., & Wardah, W. (2021). The use of Rosetta Stone language learning software in teaching listening: Documentary research. Journal of English Education Program, 2(2). https://dx.doi.org/10.26418/jeep.v2i2.45516
Listiyaningsih, T. (2017). The influence of listening English song to improve listening skill in listening class. Academica: Journal of Multidisciplinary Studies, 1(1), 35-49. https://doi.org/10.22515/academica.v1i1.601
Magolda, M. B. B. (2020). Making their own way: Narratives for transforming higher education to promote self-development: Stylus Publishing, LLC.
Mayangsari, M., Anam, S., & Retnaningdyah, P. (2021). Learning diary implementation in promoting autonomous learning on listening skill through video-formatted storytelling. Jurnal education and development, 9(3), 52-57. https://doi.org/10.37081/ed.v9i3.2677
Mezirow, J. (1994). Understanding transformation theory. Adult education quarterly, 44(4), 222-232.
Park, Y., Lee, S., & Shin, S.-Y. (2022). Developing a local academic English listening test using authentic unscripted audio-visual texts. Language Testing, 39(3), 401-424.
Rahayu, M. N. M., & Arianti, R. (2020). Penyesuaian mahasiswa tahun pertama di perguruan tinggi: Studi pada mahasiswa fakultas psikologi UKSW. Journal of Psychological Science and Profession, 4(2), 73-84.
Rinaldi, C. (2021). In dialogue with Reggio Emilia: Listening, researching, and learning: Routledge.
Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education, 17(3), 8-19.
Setiawati, S., Ikhsanudin, I., & Riyanti, D. (2023). Self-efficacy in English listening. Journal of English Education Program, 4(1).
Sivarajah, R. T., Curci, N. E., Johnson, E. M., Lam, D. L., Lee, J. T., & Richardson, M. L. (2019). A review of innovative teaching methods. Academic radiology, 26(1), 101-113.
Vygotsky, L. S., & Cole, M. (1978). Mind in society: Development of higher psychological processes: Harvard university press.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Wulandari, S., Susilawati, E., & Wardah, W. (2022). Developing listening comprehension materials to support “Bahasa Inggris for the Eleventh-grade†Text. Journal of English Education Program, 3(1).
Zachary, L. J., & Fain, L. Z. (2022). The mentor's guide: Facilitating effective learning relationships: John Wiley & Sons. https://doi.org/10.1177/074171369404400403
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Journal of English Education Program
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright aims to protect the specific way the article has been written to describe an experiment and the results. Journal of English Education Program (JEEP) is committed to its authors to protect and defend their work and their reputation and takes allegations of infringement, plagiarism, ethical disputes, and fraud very seriously. Under the terms of the Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0), author(s) retain copyright and grant the journal the right of first publication (online and print) with the work simultaneously. We use the ShareAlike (SA) component in addition to the Attribution (BY) and NonCommercial (NC) components, as follows:
BY (attribution): Users are allowed to share, distribute, and redistribute the published article in any medium or format, with identification of the authors and its initial publication in this journal. Authors are encouraged to post and distribute their articles immediately after publication (e.g., institutional or public repositories, personal websites). Authors are allowed to enter into additional contractual arrangements for the non-exclusive distribution of the published article and an acknowledgment of its initial publication in this journal.
NC (non-commercial): Users are not allowed to use the article commercially without the permission of the authors. Authors agree explicitly that the published article is indexed worldwide in databases, repositories, and indexation services, even if these services operate on a commercial basis. Authors grant Journal of English Education Program (JEEP) explicit the right to include the published articles in databases, repositories, and indexation services.
SA (ShareAlike): If user(s) remix, transform, or build upon the material, they must distribute their contributions under the same license as the original (CC BY-NC-SA 4.0).
