Engagement as one of the learning strategies

Renitha Apriliandini
1802616
Universitas Pendidikan Indonesia

Obviously, learning is process of gaining knowledge by studying, practicing, being taught or

experiencing something. According to Kingsley and R. Garry (1957), learning is the process by
which behavior (in the broader sense) is originated or changes through practicing or training. The
learning process is organized interactively, inspiring, fun, challenging, motivates participants to
actively participate, and provides sufficient space for initiative, creativity, and independence in
accordance with the talents, interests, and physical and psychological development of students.
To regulation of the minister of education and culture number 22, 2016 in accordance with the
Competency Standards of Graduates and Content Standards, the learning principles used 14
principles.
The writer’s review of the regulations of the Minister of Education and Culture number 22, 2016
and Mr. Didi’s journal entitled SMSLEFA: An alternative synergistic multilayered analysis of
students‘ learning engagement in EFL context. The writer also observed his practice at the first
grade of Labschool senior high school. The contents of Mr. Didi's article and the practice in the
class are in accordance with the standards of the education process in the regulations of the
Minister of Education and Culture number 22, 2016. To be specific, the articles and the practice
are related to engagement. According to Mr. Didi in his article, engagement is investigated in
terms of achieve the expected learning outcomes as indicated by students’ roles and contribution
in classroom interactions and learning behavior characteristics. The patterns of Students Learning
Engagement (SLE) in Mr. Didi’s journal indicated the learning principles on the regulations of the
Minister of Education and Culture number 22, 2016. To sum up about that two articles, the
teaching centered is not exist but students centered does.
The writer beliefs about teaching and learning affect their planning, instructing and evaluation
processes in the classroom. There are some characteristics of beliefs mentioned by Pajares
(1992): • Beliefs are formed early and they tend to self-perpetuate in spite of the contradictions
caused by time, reason, education or experience. • Knowledge and beliefs are related, but they
are not the same. The strong affective, evaluative, episodic nature of beliefs males them a filter
through which new knowledge is interpreted. • Due to their own nature and origin, some beliefs
are more irrefutable and harder to change than others. • People with a belief that is based on
incorrect knowledge tend to maintain said belief even after they have been proved wrong. •
People’s beliefs have great influence on their behavior.
According to Mr. Didi’s journal, the SLE has been described in such way so that it is clear that the
SLE patterns indicate the belief that the teacher holds about teaching and language teaching as
well as communicative competence. The SLE also helps the teacher and students achieve their
teaching and learning under investigation.
Meanwhile on the observation class, the writer observed the teaching-learning process. Mr. Didi
teaches the first grade students, which around 25 students in. He teaches using ICT based
learning, which is using technology and communication. He asked the students to work on in a
group then make a video conversation in term of future tense. The video conversation showed in
the class and the students should give a comment for their videos. At the end of the class, Mr.
Didi asked the students about what did their learn from today’s lesson in a comment section with
past tense pattern. The students can discuss with their friends if they need help with English.
Then for the assignments, the students should gather with their group to make a video again. But
the conversation is about past project.

References:
Kingsley, H.L., and R. Garry. 1957. The Nature and Conditions of Learning. Englewood Cliffs,
New Jersey: Prentice Hall.
Suherdi, D. (2018). SMSLEFA: An alternative synergistic multilayered analysis of students‘
learning engagement in EFL context. Indonesian Journal of Applied Linguistics, 8(1), 11-20.
doi: 10.17509/ijal.v8i1.11457
Pajares, M. (1992). Teachers’ beliefs and educational research: Cleaning up a messy construct.
Review of Educational Research, 62(3), 307-332.