Proposed 21st Century Learning Themes in English Classrooms

Authors

  • Tuti Alawiah Hasanuddin University
  • Abdul Hakim Yassi Hasanuddin University
  • Nasmilah Hasanuddin University
  • Abidin Pammu Hasanuddin University

DOI:

https://doi.org/10.17507/jltr.1303.14

Keywords:

21st Century learning, 21st century interdisciplinary themes, present situation analysis, target situation analysis, learning situation analysis

Abstract

In many universities in Indonesia, English is still a mandatory subject. The universities provide the courses under the names Bahasa Inggris (English), English for Academic purposes, English I to II, English for Proficiency, English for Health Science, etc. Different universities give 2 credits, 3 credits, or more than 4 credits. The teaching materials used are from various sources, such as from the internet, English books published by famous publishers, or modules written by the lecturers. However, the materials provided are often not suitable for the current situation. Therefore, this research was conducted to investigate and seek better alternatives for English learning. What are the students’ target needs with respect to English class materials development? What are the students’ learning needs with respect to the development of English class material for Social and Political Science’s Students? And what suitable materials are available that are in line with 21st-century learning? This study surveyed 437 new students in the first semester from the Social and Political Science Faculty and eight English lecturers National University of Indonesia. Google form questionnaires were used to collect and analyze data. The three main indicators to be analyzed were: students’ present situation, students’ target situation, and students’ learning situation. The results show that 60.9% agree that the topics discussed relate to 21st-century learning, 80.3% of all necessary English skills are learned by the students, and they prefer learning from YouTube/social media and academic journals. Nearly half (46.9 %) were comfortable with learning through blended learning, and 95.6% agreed with the use of Google meet, Google classroom, and Zoom meetings. Furthermore, the materials considered appropriate to 21st-century learning include global awareness, finance, economics, business and entrepreneurial literacy, civic literacy, health literacy, and environmental literacy.

Author Biographies

Tuti Alawiah, Hasanuddin University

Faculty of Cultural Sciences

Abdul Hakim Yassi, Hasanuddin University

Faculty of Cultural Sciences

Nasmilah, Hasanuddin University

Faculty of Cultural Sciences

Abidin Pammu, Hasanuddin University

Faculty of Cultural Sciences

References

AACTE (American Association of Colleges for Teacher Education). (2010). 21st Century Knowledge and Education. New York: National Education Association.

Andrade, M. S. (2016). Curricular elements for learner success—21st -century skills. Journal of Education and Training Studies, 4(8), 143–149. https://doi.org/10.11114/jets.v4i8.1743

Dudley-Evans, T. & St John, M. J. (1998). Developments in English for specific purposes-A multi-disciplinary approach. Cambridge: Cambridge University Press.

Fandiño, Y. J. (2013). 21st -century skills and the English foreign language classroom: A call for more awareness in Colombia. Gist Education and Learning Research Journal, 7(7), 190–208.

Hutchinson, T., & Waters, A. (1987). English for specific purposes: A learning-centred approach. Cambridge: Cambridge University Press.

Joynes, C., Rossignoli, S., & Fenyiwa Amonoo-Kuofi, E. (2019). 21st Century Skills: Evidence of issues in definition, demand and delivery for development contexts (K4D Helpdesk Report). Brighton, UK: Institute of Development Studies.

Ledward, B. C., & Hirata, D. (2011). An overview of 21st century skills. Summary of 21st Century Skills for Students and Teachers, by Pacific Policy Research Center. Honolulu: Kamehameha Schools–Research & Evaluation, 20.

Menggo, S., Suastra, I. M., Budiarsa, M., & Padmadewi, N. N. (2019). Needs Analysis of Academic-English Speaking Material in Promoting 21st Century Skills. International Journal of Instruction, 12(2), 739-754. https://doi.org/10.29333/iji.2019.12247a

Nunan, D. (2005). An Introduction to Task-Based Language Teaching. The Asian EFL Journal Quarterly June 2005 Volume, 7, 25-28.

Ortega, L. (2018). Ontologies of language, second language acquisition, and world Englishes. World Englishes, 37, 64–79.

Philp, J., Walter, S., & Basturkmen, H. (2010). Peer interaction in the foreign language classroom: What factors foster a focus on form?. Language Awareness, 19(4), 261-279.

Rahman, F., & Weda, S. (2018). Students’ perceptions in appreciating English literary works through critical comment: A case study at Hasanuddin University and Universitas Negeri Makassar. Asian EFL Journal, 20(3), 149-172.

Rahman, F., Abbas, A., Hasyim, M. (2019). Facebook Group as Media of Learning Writing in ESP Context: A Case Study at Hasanuddin University. Asian EFL Journal Research Articles, 26(6.1), 153-167.

Tan, J., Choo, S., Kang, T., & Liem, G. (2017). Educating for twenty-first-century competencies and future-ready learners: Research perspectives from Singapore. Asia Pacific Journal of Education, 37(4), 425–436. https://doi.org/10.1080/02188791.2017.1405475

Trilling, B., & Fadel, C. (2009). 21st -century skills: Learning for life in our times. San Francisco: Jossey-Bass.

The American Association of Colleges for Teacher Education and the Partnership for 21st Century Skills. (2010). 21st Century Knowledge and Skills in Educator Preparation. Washington: Pearson.

The College Board for the National Coalition for Core Arts Standards. (2011). Arts Education Standards and 21st Century Skills: An Analysis of the National Standards for Arts Education (1994) As Compared to the 21st Century Skills Map for the Arts. New York: The College Board.

Weda, et al. (2021a). Linguistic aspects in intercultural communication (IC) practices at a higher education institution in Indonesia. European Language Scientific Journal, 14, 2-6.

Weda, et al. (2021b). Factors Affecting Students' Willingness to Communicate in EFL Classroom at Higher Institution in Indonesia. International Journal of Instruction, 14(2), 719-734.

Downloads

Published

2022-05-02

Issue

Section

Articles