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STUDENT-CENTRED LEARNING (SCL) APPROACHIN EFL CLASSES

Karmila Mokoginta

English Department Faculty of Letters Hasanuddin University

Abstract: This article discusses Student-Centred Learning (SCL) approach. It is arguedthat while SCL application is related to learning activities in classrooms; it is also stronglyrelated to the efforts of motivating learners, involving them in creating goals of learning,and encouraging them to find the relationship between their learning and their lifeexperience. Furthermore, it is explained that the application of SCL is partly related tocultural issues, both from teacher and learner perspectives.

Key words: Student Centred Learning, motivation, culture.

Abstrak: Artikel ini membahas pendekatan Pembelajaran Berbasis Siswa. Penulisberpendapat bahwa selain berhubungan dengan aktivitas pembelajaran di dalam kelas;pendekatan ini sangat terkait pula dengan usaha memotivasi siswa, melibatkan merekadalam membuat tujuan pembelajaran, dan mendorong mereka untuk menemukan hu-bungan antara kegiatan belajar mereka dengan pengalaman hidup mereka. Selanjutnya,dijelaskan bahwa penggunaan metode ini terkait pula dengan faktor budaya, baik darisudut pandang guru maupun siswa.

Kata-kata kunci: pembelajaran berbasis siswa, motivasi, budaya.

There has been a great shift from teacher-centred to student-centred learning (SCL)approach in education, including in Eng-lish teaching and learning. In Thailand, aspart of the national curriculum set up in2002, there was a suggestion to change theteaching approach to become more stu-dent-centred (Rogers 2002). The nature ofSCL is strongly emphasized in ThaiEnglish Language Teaching asNonkukhetkhong, et al (2006:2) say that:

The reform of the teaching-learning of Eng-lish in Thailand follows the trend in con-temporary English language teaching peda-gogies which have focused on devel-opinglearners’ communicative competence and onpromoting learning strategies and learnerautonomy in language classrooms.

In Malaysia, the new curriculum for Eng-lish language is implemented by usingTask-based language teaching (TBLT) ap-proach (Mustafa, 2012:269). This ap-proach requires much emphasis on stu-dent-centred learning process as “It isdesigned to develop learners’ ability toengage in meaningful and fluent commu-nication” (Ellis, Willis and Willis, andDickinson in Mustafa, 2012:270).

Similar change of attitude towardlearning approach also happens inIndonesia. At the level of higher educati-on, SCL has been endorsed as the mainapproach used in the learning process. Thiscan be seen in some Indonesian uni-versitydocuments (Universitas Tadulako,2011:26); Suharto and Abadi (2011); and

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Universitas Hasanuddin (2011) forexamples). Meanwhile, at elementary andhigh school levels, SCL as well as thecompetency-based learning are the mainelements in the teaching of language ac-cording to the school-based curriculum(Mattarima & Hamdan, 2011:101). Thesetwo authors emphasize that the focus of thecurriculum is “more on learner-learningrather than teacher-teaching” (p.101). Inother words, SCL becomes a prominentcolor in Indonesian language curriculum,including in EFL learning.

Furthermore, SCL is a clear implica-tion of the implementation of Competen-cy-Based Learning (CBL) approach inIndonesia. The characteristics of CBL-including the requirement of great flexibi-lity and independence in learning(Marcellino, 2008:58), emphasis on lan-guage functions and interactions, and re-lating learning to the the surrouding si-tuation (Marcellino, 2008:59)—are clear-ly related to SCL. Despite the acknowl-edgement of SCL as a prominent ap-proach, its application is not withoutchallenges. The problems can be seen inseveral studies elaborated below.

A research by Nonkukhetkhong, et al(2006) show some findings about the per-spective of Thai English teachers about theapproach and how they implement theapproach in Thai schools of secondary le-vel. Although the teacher respondents inthis study agree with the change to morelearner-centred based approach, and knowthat giving more responsibility to studentsis required in applying the approach; theythought that students were not really in-dependent yet. As a result, teachers’ role isstill prominent in the class. Furthermo-re,they reported many problems including theabsence of proficiency development in thestudents, which might be due to limi-tedteaching of language content. The otherproblems included less-qualified teachers,problems with students’ motiva-tion, lowlevel of English skills, classes with manystudents, and limited resources. In theimplementation, although the teach-er

respondents have tried using varioustechniques that are more communicative innature, it was found that they were stillmore teacher-centred. Moreover, the find-ings of this study suggested that the teach-ers’ interpretation of SCL application ismore on classroom level.

Another investigation by Mustafa(2012) was about the implementation ofTask-based Language Teaching (TBLT)which can be regarded as a form of learn-er-centred learning. She found some pro-blems experienced by teachers implement-ing the approach, including large numberof students in one class, large range of di-fferences in students’ proficiency level,efforts they need in motivating students topractice English, and the fact that they stillhave to deal with an education system em-phasizing students’ success in examina-tions.

In Indonesia, a study by Marcellino(2008) on the implementation CBL (whichreflects SCL) shows many con-straints.Many teachers in this study did not applyfacilitative role, and this was followed bythe passive role performed by manystudents under investigation, in-dicated bytheir high-level obedience and low-levelcritical arguments toward their teachers. Inthe explanation, the author considers thephenomena as “cultural barriers” (p. 63).

The problem related to Indonesiancultural assumption has been raised byDardjowidjojo & Nur (in Imperiani,2012:5). They say that it is difficult forteachers to change their function frombeing the main source of knowledge tobeing learning facilitator due to culturalassumption they already have.

Two issues from these previous stu-dies will be highlighted in this paper. Thefirst one is related to one of the findings inthe study of Nonkukhetkhong, et al (2006).According to the researchers, there was anindication that the teachers in the study: “.. . interpreted the learner-cen-tred approachat the classroom level rather than at thecourse or curriculum level where studentsare supposed to take part in decision

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making for course planning,implementation, and assessment and eva-luation” (p.7). In contrast, this paper willdescribe that the application of SCL is notonly limited to the actual process of learn-ing activities in the class. It is also a mat-ter of how to enhance learners’ motiva-tion, involve learners in creating learninggoals, and encourage learners to relate theirlearning to the actual situation out-side theclass. The second issue raised in thiswriting is related to the cultural pro-blemdiscussed in Marcellino (2008:63, 65). Thewriter agrees with the expla-nation in thestudy that the problematic implementationof learner-based approach based on CBLcurriculum is partly due to culturalassumption held by Indonesian teachersand learners. In this paper, it will beexplained that the cultural issue can be seenfrom two sides, teachers and learners.While teachers stick to the belief that theyare the “givers” of knowledge, learnersbelieve that they are the “receivers” ofknowledge.

This paper starts with a short reviewabout SCL approach. The following dis-cussion explains ideas about: the im-portance of motivation in SCL; involvinglearners in determining learning goals;learning beyond the class; and the culturalissue related to Indonesian learning cul-ture.

THE CONCEPT OF STUDENT-CENTRED LEARNING (SCL)

SCL emerged to counter the traditi-onal teaching approach. The latter one -which is conducted in a sequence of pre-senting, practicing, and producing –emphasizes memorisation activities with-out encouraging students to think, result-ing in learners chracterized by pas-siveness, lack of autonomy, and limitedcapacity of creative and critical thinking(Thamraksa in Mustafa, 2012:269). Thisresults in lack of ability to communicate.On the other hand, SCL encourages think-ing skill and creativity in communication.

For example, in task-based languageteaching (TBLT), an extension of Com-municative Language Teaching, the mainobjective of learning is to improve stu-dents’ ability to use language in communi-cation (Richards in Mustafa, 2012:270).

A short but comprehensive descrip-tion of the origin of SCL concept is givenin Hodge (2010). The writer starts by ex-plaining that this learning approach can betraced far back to the education philoso-phy advocated by Socrates and Dewey, andit was brought to the centre of discus-sionagain by Carl Rogers (p.2). He rooted hisopinion on the concept of “ ‘client-centredtheraphy’ ” (p.2) which emphasi-zes theuse of clients’ personal resources insolving their problems. Rogers, Hodgecontinues, says that the practice, which isbased on “acceptance, understanding, andrespect” (p.2) – can successfully facilitatethe process of theraphy, so Roger assumedthat it might also facilitate learning pro-cess. Hodge concludes that Roger’s con-cept of SCL is much similar to Dewey’ssuggestion concerning the change ofteachers’ role from being the centre oflearning activities to more as facilitators ofstudents’ learning experience (p.2).

Furthermore, an explanation of thecharacteristics of SCL is given in Hodge’s(2010) article. According to Brandes &Ginnis in Hodge (2010:3), SCL is basicallycharacterized by (1) the delega-tion oflearning responsibility on learners; (2)construction of relevant and meaning-fultopics for learners; (3) the encourage-mentof learners’ engagement to realize learningexperience; (4) the enhancement ofcollaboration between learners; and (5) theshift of teachers’ function toward the roleof being a learning resource as well asfacilitating the learning process. The firstprinciple implies that learners are respons-ible for what and how they learn. Conse-quently, they need opportunity to determi-ne the content of the subjects they learn,which is the second principle. The learn-ing subjects are expected to contain topicsrelated to the learners’ need. Only in that

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way, students can get meaningful learningexperience. When learners perceive theirlearning experience as meaningful, theywill be more likely to contribute in theprocess, which is the core of the thirdprinciple. The fourth principle emphasizesthe importance of creating connectionbetween students, and that implies theemployment of a lot of collaborativeworks. The last one reminds that teacherswould not be the centre of the process,which is the logical consequence of thefirst four principles. In short, in SCL,teachers are encouraged to give more op-portunities to students to determine whatand how they learn.

THE IMPORTANCE OFMOTIVATION IN SCL

The very first thing learners need tohave in learning a language is motivationbecause it determines their success inlanguage learning. Learners who have lo-wer motivation would not be as successfulas those who have higher motivation(Gardner in Al-Tamimi 2009:32). In otherwords, as Engin (2009:1036) says, “Themotivation of the learners determines howready and eager they are to get more infor-mation and to increase their ability to un-derstand, write, and speak the second lan-guage”. It can be concluded that learnerswould have more beneficial learning ex-perience if they are well motivated (Engin2009:1040).

Motivation becomes even more im-portant in the application of SCL. The ap-proach requires the decrease of teachers’role and the increase of learners’ autono-my. Consequently, learners will havehigher resposibility for the success of theirlearning process. This, absolutely, will bemuch determined by to what extent theyare able to motivate themselves in achiev-ing their goals in learning.

The question now is how to increaselearners’ motivation. A framework hasbeen elaborated by Thanasoulas (2002) byrefering to a concept given by Dornyei and

Otto. The framework consists of seve-ralsteps elaborated below.

The first step is to set up a condition inwhich learners are motivated to learn. Theauthor explains that it would need theawareness of the teacher to show enthu-siasm through verbal and non-verbal lan-guage in order to create trust among learn-ers so that they would be committed andinterested in learning. This is true in myopinion. Diplays of teachers’ enthusiamcan make learners feel that they get fullattention from their teachers. Learners mayalso feel that what they do and say areimportant. In addition, according toThanasoulas (2002), it is important tocreate a safe classroom environment inwhich learners are free from underpres-sure feeling. This statement is also justi-fiable. Safe environment which does notcreate any fear among learners can in-crease learners’ performance, such as inexpressing opinions in discussions. Anevident related to this opinion can be foundin Novera (2004:481). In this study, onerespondent expressed happiness due to thefreedom given to learners to talk withoutany fear of negative judgement. Suchpositive feeling can become a good startingpoint for learners in dealing with furtherchallenges in learning the lan-guage. Stillin the effort to create motivat-ed learningcondition, Thanasoulas (2002) says that itis necessary to create a suppor-tive groupof learners managed with group regulationsset up by the learners. This is alsoreasonable. Having supportive friendswould be beneficial for learners becausethey get the opportunity to work togetherand help each other. When the groupsconsist of fast learners and slow learners,the collaborative atmosphere will be bene-ficial for both groups. The fast ones will getthe opportunity to teach their peers, whicheven increases their understanding of thesubject matter. For the slow ones, thecollaborative learning atmospehere be-comes a better alternative to high competi-tive learning style which tends to makethem frustrated and left behind.

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The second step in Thanasoulas’(2002) framework is to stimulate motivati-on among the learners. The author ex-plains that it can be done by: (1) en-couraging the learners to determine theirown goals in learning, and to be commitedto reach the goals; (2) relate the learningcontent to their need; and (3) have posi-tivethinking of their ability to learn thelanguage, and to find out the best way ofexperiencing the learning. Each will beelaborated below.

The first and second points ofThanasoulas’ (2002) second step, in myobservation, are not commonly practice inIndonesian EFL. What happens usually isthat teachers teach English by using atextbook rigidly. As a result, the secondpoint is rarely achieved too. When theSchool-Based Curriculum is implementedin Indonesia, actually teachers have theopportunities to involve learners in the de-signing process. Yet, it seems that notmany teachers take the opportunity.

There are some possible reasons whynot many teachers involve learners in de-termining what to learn. First, it is said that“Konsep bahwa perencanaan silabuskompetensi komunikatif harus didasarkanatas kebutuhan siswa, dan bukan atas su-atu unit gramatikal atau lainnya, mempu-nyai implikasi yang sangat serius”(Salimbene in Sadtono 2010:67)—theconcept that the planning of communicati-ve competence syllabus should be based onstudents’ need, and not based on agrammatical unit or other things, has a veryserious implication (My translation).According to Sadtono (2010:67), “Hal iniberarti bahwa setiap guru harus juga se-orang perencana silabus dan penulis mate-ri, karena setiap kelas, bahkan setiap sis-wa, mempunyai kebutuhan yang unik,yang berbeda dengan kelas atau siswa la-innya.”—This means that each teachershould also become a syllabus planner andmaterial writer, because each class, eveneach student, has unique need, which isdifferent from other classes or students(My Translation). In other words, if learn-

ers are involved in determining what tolearn, there might be various demands fromthe learners so that teachers should findnew materials and design new lesson plans.This will require teachers’ creativ-ity andtake much time, which is difficult forteachers who already have overloadedworking hours. In such situation, manyteachers might think that it is much easierto stick to one text book in their teaching.Another reason is because EFL teaching inIndonesian schools is mostly driven bystudents’ need to pass the exam. For thisreason, EFL teaching at schools shouldfollow all the topics set up in the NationalCurriculum. In a study by Exley (2004)about the experience of four Australianswho became guest teachers in an Indo-nesian region, it was found that Indone-sian teachers were very much driven by theneed of the students to pass the finalEnglish examination (p.4). One of theAustralian guest teachers said that “theIndonesian English teachers were limitedby the set text they were using” (p.4). In-terestingly, the Australian guest teacherswere allowed, even supported, to teachother topics. One of the respondents saidthat “active communicative English” (p.6)is considered important by the schoolleader (p.6), and another respondent re-ported that the “Principal wanted thestudents to be enthused and to have theirlanguage activated” (p.6). This gives a hintthat there might be a willingness amongteachers and school leaders to have morestudent-centred EFL teaching in theirclasses, but they are constrained by theneed to cover all topics set up in theNational Curriculum for the purpose offinal examination preparation.

In relation to the third point ofThanasoulas’ (2002) second step, manylearners in Indonesia find English one ofthe most difficult subjects at schools. As aresult, many of them do not have confi-dence of their own ability to master Eng-lish language, let alone to evaluate theirlearning experience and determine the bestlearning strategies to be used.

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This situation, no doubt, creates bigchallenges for teachers in enhacing learn-ers’ motivation and implementing SCL,especially for those working at highereducation levels where such negative atti-tude may have been fosilized amonglearners. Therefore, an urgent call is nowfor teachers to be aware of this motivationproblem, and to increase their skills inmotivating learners. In addition, the initia-tive can be also conducted at school/colle-ge level. It can be conducted in the form ofinformation and training sessions, as wellas through various displays of writtenslogans and quotes in strategic cornersaround the institution building. In this way,it is expected that learners are em-bracedwith a totally supportive learningenvironment.

INVOLVING LEARNERS INDETERMINING LEARNING GOALS

It is a common practice for manyteachers in Indonesia to teach what they orcurriculum makers perceive as necessaryfor students to learn. Many times, studentsdo not have opportunity to have a say ofwhat they want/need to learn. They do noteven know why they have to learn certainthings, and not the other ones that might bemore interesting for them. As a result,many students get bored; while manyteachers get frustrated seeing their stu-dents do not learn what they teach.

To recover this situation, it is impor-tant to get learners more involved in thelearning process. In SCL, learners’ invol-vement needs to be started from the step ofplanning the learning process. Learners canbe given the opportunity to determine theirlearning goals and the content of theEnglish course. In fact, asking learners todetermine their learning goals and relatewhat they learn to their need is one way ofstimulating learners’ motivation (Seediscussion about Thanasoulas’ frameworkabove).

One of the areas in which learners needto be involved so that learners can learnwhat teachers teach is “the expe-rential

content domain” (Nunan 1995: 134—139).In this domain, there are five thingsteachers need to do. The first four thingsare related to the goal and content of thecourse. They are to: (1) give learners theinformation about the objecti-ves and thecontent of the course; (2) provide learnersthe opportunities to make their ownselection of some alternative learningpurposes; (3) give learners the chances tomake some changes of pre-determinedsyllabus; and (4) give learners the chancesto think and write the aims and targets oflearning. These points, according to Nunan(1995:136), can be regarded as steps in acontinuum, imple-mented by consideringthe situations of the learners involved. Thefirst and the se-cond levels, for example,might seem suitable for very younglearners who have not had the ability tomake decisions on what they need to learn;while the two further levels seem to bemore appropriate for adult learners whohave awareness of their own need. Furtherthought of these points give some newinsights.

The first point, rising learners’ aware-ness of the learning objectives and theitems included in the syllabus, needs to bedone every time a teachers starts a lesson.The goals or objectives that are usuallymentioned in lesson plans need to bespelled out explicitly so that learners wouldknow the targets of the learning process.One benefit of knowing the tar-gets is thatlearners would be able to eva-luate theirown achievement. While being involved inthe learning activities, learners can get afeeling whether they have achieved thegoals, or are still far from them. When theyknow that they are still far away from thegoals, they can be motivated to do moreefforts.

Furthermore, when being invited to doselection of learning goals and objectives,learners can feel more freedom, creating acomfortable learning environment. More-over, they can be more motivated to en-gage themselves in the learning process,because they know that they learn what

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they really want. The feeling of freedom isextended when learners are given thechance to make some alternations on thepre-determined learning design. This isparticularly necessary when learners feelthat the syllabus does not yet accommo-date their need. The enhanced freedom aswell as the feeling of being accommo-datedcan create a learning environment withgreater comfort.

Much greater freedom can be given tolearners by providing chances to set uptheir own learning goals, and determine theitems to be learnt in a course. In cours-eswith adult learners, the participants oftencome from certain work back-grounds, andthey are aware of the si-tuations in whichthey need English. In such situation,teachers just need to facili-tate them toidentify specific language items andparticular communication skills related totheir need. Even in courses with younglearners, especially in this global era, theparticipants may already know thesituations in which English skill can givebenefit to them. For example, they mightset up a target of being able to read news-paper articles with specific topics of theirinterest. Many young people nowadayshave quite clear purpose of what they wantto be in the future. When this is the case,teachers can assign learners to do a small-scale research project, thinking of whatthey really want to do in the future andfinding out specific English skills neededfor the activities by interviewing peoplewho already do such jobs. Once they do theassignment, they can make their ownlearning objectives.

LEARNING BEYOND THE CLASS

As the most advanced step of apply-inglearner-based approach in the “expe-rentialcontent domain” (Nunan 1995: 134), it issuggested that teachers require learners tomake connections between their learningexperience and their after-class activities(Nunan 1995:138—140). This is a kind ofindependent learning, another consequenceof applying SCL pedagogy.

Such activity, according to somepeople, might seem difficult to do in EFLcontext. For example, in Indonesia Eng-lish is not widely used in daily activities sothat it can be difficult to gain opportu-nitiesto use English outside the class. This maylead to a total failure of English learning asSadtono (2010:69) says that “...pengajaranbahasa Inggris untuk ber-komunikasi yangsetengah-setengah akan lenyap setelahbeberapa bulan siswa me-ninggalkanbangku sekolah karena tidak dipakai”—half-hearted efforts in the teaching ofcommunicative English would lead tostudents forgetting the language six monthsafter they leave the school, because they donot use the language (My translation).

However, in a study by Lamb (2011),some respondents regarded as highly mo-tivated Indonesian learners show highachievement in English learning becausethey get access to extra resources outsideschool, such as English magazines, andfriends who are willing to be partners inEnglish practice (p.14). Moreover, in thecurrent global situation and technologyadvances, English has become the lan-guage of contact in many forms of com-munication between many people fromdifferent countries. Some examples areemail exchanges, online chats, and socialnetwork contact. Within such situation,more and more learners of EFL areexposed to English-facilitated communi-cation through virtual world, the internet,so that it is now much easier for EFLlearners to relate their English lesson towhat they do outside the class. The effortto enhance learners’ autonomy and confi-dence becomes more important because inthat way, learners motivation can be main-tained and protected (Thanasoulas, 2002).

THE CULTURAL ISSUE RELATEDTO INDONESIAN LEARNINGCULTURE

It is also important to deal with anotherconstraint related to learners’ cul-ture. In

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the study of Marecellino (2008), it wasfound that despite of the determina-tion ofcompetency based-learning, which wasexpected to be more learner-based, therewere still many problems. Teachersobserved in the research still maintainedtheir authoritative role (p.62), and thelearners did not show any willingness to becritical, sticking to the common expec-tation that learners should show high levelof obedience (p.63).

Limited responses from learners can betraced back to the habit of Asian people,including Indonesians. In many Asiansocieties, there is a belief that “theknowledge is passed down from teachers tostudents” (Kirkpatrick in Marcellino2008:62). This implies the role of theteacher as the source of knowledge, and therole of students on the other hand as theknowledge recievers. As a result, manytimes classrooms become the places whereteachers’ talk is dominant, while studentslisten and follow everything said by theteachers.

This practice has become a habit that itis difficult to change, even in a class whereactually student-centred is the ex-pectednorm. This is evident in a study conductedby Novera (2004) about Indo-nesianstudents studying in Australia. In-formation from three respondents revealedthat they had internal constraint in expres-sing ideas critically when their lecturerstalked (p.481). According to the author, thecause is maybe because “In Indonesiastudents manifest their respect for olderpeole such as teachers by being obedientand listening to them” (p.481).

Similar cases of limited responsesfrom learners might also happen in othersituations. Some teachers may have tried toto apply SCL by reducing their use ofclassroom time and having more emphasison getting learners to be more active, butthen feel disappointed of lack of responsesfrom learners.

Therefore, learners need to have train-ing of various study skills required in SCL.The notions of active engagement, idea

contribution, and independent learn-ingneed to be clarified. The study skill trainingcan be conducted at institutional (school oruniversity) levels and then be reinforced byteachers during class activi-ties.

CONCLUSION

In conclusion, implementing SCL is abig job. It requires trainings of teachers andlearners. Teacher trainings need to coverthe aspects of motivation and coursedesign, in addition to the well knowntraining sessions of learning strategies. Inthe same time, learners need to be wellprepared. Their awareness, willingness,and skills to learn actively are importantparts to be covered in the training.

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