The Use of Cooperative Round Robin Discussion Model to Improve Students' Holistic Ability in TEFL Class

Autor/inn/en	Asari, Slamet; Ma'rifah, Ulfatul; Arifani, Yudhi
Titel	The Use of Cooperative Round Robin Discussion Model to Improve Students' Holistic Ability in TEFL Class
Quelle	In: International Education Studies, 10 (2017) 2, S.139-147 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Thinking Skills; Teaching Methods; Critical Thinking; Skill Development; Statistical Analysis; Language Tests; Worksheets; Independent Study; Qualitative Research; Cooperative Learning; Discussion; Scores; Action Research; College Students; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Kritisches Denken; Kompetenzentwicklung; Qualifikationsentwicklung; Statistische Analyse; Language test; Sprachtest; Selbststudium; Qualitative Forschung; Kooperatives Lernen; Diskussion; Projektforschung; Collegestudent; Ausland; Indonesien
Abstract	This classroom action research is carried out within two cycles to breed a strategy on how a" Round Robin Discussion Learning Model" enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom participation sheet, observation sheet, and rubric are utilized in the study. In addition, the collected data are then scrutinized via quantitative and qualitative doctrine. Quantitative analysis is pertained to gauge students' critical comprehension on TEFL issues through test, quiz, and worksheet. Meanwhile, for the qualitative analysis, constant comparative method is executed to enlighten parallel variable to depict students' presentation skills, confidence, and independent learning. The result of the study uncovers that guided question and answer session within and without the group foster students' higher order thinking skills and the results of the tests, pop-up quizzes indicates significant upgrading from 66% into 82%. Next, round presentation in and out group activity also cultivates students' presentation skills as well as confidence and independent learning from 65% to 85%, 67% into 77%, and from 65% to 93%. Round Robin discussion model operates well if it is supported with fixed and detailed roles of both students and teacher so that equal interactive practice is well established. (As Provided).
Anmerkungen	Canadian Center of Science and Education. 1120 Finch Avenue West Suite 701-309, Toronto, ON M3J 3H7, Canada. Tel: 416-642-2606 Ext 206; Fax: 416-642-2608; e-mail: ies@ccsenet.org; Web site: http://www.ccsenet.org/journal/index.php/es
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01