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(1) * Neni Marlina
Teachers Education Faculty, Universitas Siliwangi Tasikmalaya
(2)  Nita Sari Narulita Dewi
Teacher Education Faculty, Universitas Siliwangi
(3)  Yusup Supriyono
Teacher Education Faculty, Universitas Siliwangi
(*) Corresponding Author
Looking for opportunities to let learners take charge of their learning autonomously is a pivotal responsibility for the teacher. This study aims at visualizing learners’ self-directed learning in grammar in spoken discourse classroom through poster presentation. Poster presentations which are given to a small group repeatedly has contribution to cultivate not only their speaking opportunities but also self-directed learning, , critical reflection, and independent action. A small group poster presenter consisting of 4 members is recruited as participants of the study. Learners’ journals and a 45 minute-video observation are analyzed using thematic analysis dealing with learners’ self-directed learning. The findings reveal that through poster presentation, the learners’ self-directed learning is portrayed as they select appropriate activities and strategies to present the material by searching from a number of resources, prepare their performance when they want to present, and handle questions or arguments from visitors. Those findings learners’ self-motivation, self- responsibility, and also self-management in learning. This study provides information that the learners should be given opportunities to experience learning meaningfully that fosters their learning autonomy to achieve meaningful learning success.
- Learners need meaningful tasks that facilitate their learning autonomy.
- Poster presentation fosters learners’ motivation, self-responsibility, and self-management learning as foundations of learners’ self-directed learning.
- The use of poster presentations should continue to be used and developed in order to provide many benefits for learners.
Copyright (c) 2020 Neni Marlina, Nita Sari Narulita Dewi, Yusup Supriyono
This work is licensed under a Creative Commons Attribution 4.0 International License.
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