Elementary School Students' Spoken Activities and Their Responses in Math Learning by Peer-Tutoring

Autor/in	Baiduri
Titel	Elementary School Students' Spoken Activities and Their Responses in Math Learning by Peer-Tutoring
Quelle	In: International Journal of Instruction, 10 (2017) 2, S.145-160 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Elementary School Students; Peer Teaching; Mathematics Instruction; Learning Activities; Qualitative Research; Observation; Interviews; Questionnaires; Foreign Countries; Grade 5; Interpersonal Communication; Student Participation; Indonesia + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; Mathematics lessons; Mathematikunterricht; Lernaktivität; Qualitative Forschung; Beobachtung; Interviewing; Interviewtechnik; Fragebogen; Ausland; School year 05; 5. Schuljahr; Schuljahr 05; Interpersonale Kommunikation; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Indonesien
Abstract	Students' activities in the learning process are very important to indicate the quality of learning process. One of which is spoken activity. This study was intended to analyze the elementary school students' spoken activities and their responses in joining Math learning process by peer-tutoring. Descriptive qualitative design was piloted by means of implementing the qualitative approach and case study. Further, the data were collected from observation, field note, interview, and questionnaire that were administered to 24 fifth-graders of First State Elementary School of Kunjang, Kediri, East Java Indonesia. The design was that four students were recruited as the tutors; while the rest was subdivided into four different groups. The data taken from the observation and questionnaire were analyzed descriptively which were later categorized into various categories starting from poor category to the excellent one. The data collected from the interview were analyzed through the interactive model, data reduction, data exposing, and summation. The findings exhibited that the tutors' spoken activities covering: questioning, answering, explaining, discussing, and presenting, were improved during three meetings and sharply developed in general. In addition, the students' spoken activities that engaged some groups were considered good. Besides, there was a linear and positive interconnectedness between tutors' activity and their groups' activities. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01