The diversity of students in the classroom also indicates the diversity of their needs. Recognizing the needs of different student’s curriculum targets are adjusted based on developmental phases. To accommodate the diverse needs of students differentiated learning needs to be done in the classroom. Differentiated learning is an effort to adjust the learning process according to the readiness of students, interests, and student profiles obtained by educators from the results of diagnostic assessments. The objective of this paper is to compile a range of literature pertaining to how the practice of differentiated learning can align with the objectives set by the curriculum. The literature cited in this paper, which focuses on differentiated learning, comprises works that were published between 2018 and 2022. The findings from a review of several pieces of literature on differentiated learning indicate that differentiated learning can be done in one aspect or four aspects, there are content, process, product, and learning environment. Additionally, differentiated learning can increase students' motivation and engagement in the learning process. However, the effective implementation of differentiated learning requires a planned approach that is tailored to the context and characteristics of the class as well as the abilities and needs of the students.
{"title":"Differentiated Learning in Diverse Students to Meet Curriculum Targets","authors":"Intan Putri Nur Zulaikha, Anita Fatimatul Laeli","doi":"10.32528/issh.v2i2.259","DOIUrl":"https://doi.org/10.32528/issh.v2i2.259","url":null,"abstract":"The diversity of students in the classroom also indicates the diversity of their needs. Recognizing the needs of different student’s curriculum targets are adjusted based on developmental phases. To accommodate the diverse needs of students differentiated learning needs to be done in the classroom. Differentiated learning is an effort to adjust the learning process according to the readiness of students, interests, and student profiles obtained by educators from the results of diagnostic assessments. The objective of this paper is to compile a range of literature pertaining to how the practice of differentiated learning can align with the objectives set by the curriculum. The literature cited in this paper, which focuses on differentiated learning, comprises works that were published between 2018 and 2022. The findings from a review of several pieces of literature on differentiated learning indicate that differentiated learning can be done in one aspect or four aspects, there are content, process, product, and learning environment. Additionally, differentiated learning can increase students' motivation and engagement in the learning process. However, the effective implementation of differentiated learning requires a planned approach that is tailored to the context and characteristics of the class as well as the abilities and needs of the students.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is action research conducted on in-service teachers as the participants of the teacher professional education program (TPE) at Universitas Muhammadiyah Jember. The research objective was to develop the in-servive teachers’ ability in designing and applying project-based play. Project-based play was the focus of this study, which aimed to improve the skills of in-service teachers through professional education. The Kurikulum Merdeka, which was introduced in the 2022–2023 school year, includes a new emphasis on using project-based play to teach young children. To most teachers, and especially to those who are currently teaching, the Project Play Approach is novel territory. There was a total of 12 participants across 3 cycles of the study. A video recording of the practice teaching session, cut down to 30–40 minutes, was uploaded to the LMS and used for data collection. We used a narrative inquiry method of data analysis, detailing our results and the process of providing remedial assistance in the accompanying video. This CAR helped in-service teachers become more proficient in developing and enacting project play activities in line with K13 and Kurikulum Merdeka.
{"title":"Engaging Young Children in Learning by Project-Based Play","authors":"Wahju Dyah Laksmi Wardhani, Indri Astutik","doi":"10.32528/issh.v2i2.269","DOIUrl":"https://doi.org/10.32528/issh.v2i2.269","url":null,"abstract":"This study is action research conducted on in-service teachers as the participants of the teacher professional education program (TPE) at Universitas Muhammadiyah Jember. The research objective was to develop the in-servive teachers’ ability in designing and applying project-based play. Project-based play was the focus of this study, which aimed to improve the skills of in-service teachers through professional education. The Kurikulum Merdeka, which was introduced in the 2022–2023 school year, includes a new emphasis on using project-based play to teach young children. To most teachers, and especially to those who are currently teaching, the Project Play Approach is novel territory. There was a total of 12 participants across 3 cycles of the study. A video recording of the practice teaching session, cut down to 30–40 minutes, was uploaded to the LMS and used for data collection. We used a narrative inquiry method of data analysis, detailing our results and the process of providing remedial assistance in the accompanying video. This CAR helped in-service teachers become more proficient in developing and enacting project play activities in line with K13 and Kurikulum Merdeka.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135439165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English as lingua franca has aroused the demand to include English in early childhood education curriculum, while most of the teachers experienced English Language Anxiety symptoms. In PAUD J, English material had been delivered to the students but the practice itself needs a lot of improvements. One of the factors hindering the improvements is the teachers English Language Anxiety. This study aimed to explore deeper into the teacher’s English language anxiety that hinder their performance to deliver English to their class proficiently. Case study method with observation and interview was conducted to collect data from three early childhood education (ECE) teachers. The result of this study was that the ECE teachers participating in this study experience an anxiety regarding English language that they must deliver to their students. There are three themes discussed in this study, namely (1) the manifestation of their English Language Anxiety., (2) confidence in their English proficiency, and (3) prior exposure to English
{"title":"English Language Anxiety","authors":"Hanafi Hanafi, Asti Bhawika Adwitiya","doi":"10.32528/issh.v2i1.213","DOIUrl":"https://doi.org/10.32528/issh.v2i1.213","url":null,"abstract":"English as lingua franca has aroused the demand to include English in early childhood education curriculum, while most of the teachers experienced English Language Anxiety symptoms. In PAUD J, English material had been delivered to the students but the practice itself needs a lot of improvements. One of the factors hindering the improvements is the teachers English Language Anxiety. This study aimed to explore deeper into the teacher’s English language anxiety that hinder their performance to deliver English to their class proficiently. Case study method with observation and interview was conducted to collect data from three early childhood education (ECE) teachers. The result of this study was that the ECE teachers participating in this study experience an anxiety regarding English language that they must deliver to their students. There are three themes discussed in this study, namely (1) the manifestation of their English Language Anxiety., (2) confidence in their English proficiency, and (3) prior exposure to English","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72578841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Character education and literacy becomes prominent issue in today’s education and it is suggested to be taught earlier. Since children have unique characteristics in learning, specific methods and media are frequently required to make them engage during the lesson. This article attempts to elaborate practical ideas for classroom practice for the inclusion of character education and bilingual literacy by using bilingual big book. Bilingual big book here refers to a big book with pictures created by the teachers. It uses teacher-made stories delivered in two languages: Bahasa Indonesia and English. Teacher-made stories are suggested for the character education so the stories can be adjusted with the students’ language abilities and preferences. Teacher made-stories also enable them to set the targeted moral values. In this paper, it will provide step-by-step activities to implement the bilingual big book in the classroom. It will also give some pedagogical recommendations for teachers to engage young learners in learning English. It is expected that this article can benefit teachers of early childhood for promoting bilingual literacy and inserting character education.
{"title":"Incorporating Character Education And Bilingual Literacy Into Early Childhood Classroom: Practical Ideas","authors":"Yansyah Yansyah, Lita Ariani, Jamiatul Hamidah","doi":"10.32528/issh.v2i1.210","DOIUrl":"https://doi.org/10.32528/issh.v2i1.210","url":null,"abstract":"Character education and literacy becomes prominent issue in today’s education and it is suggested to be taught earlier. Since children have unique characteristics in learning, specific methods and media are frequently required to make them engage during the lesson. This article attempts to elaborate practical ideas for classroom practice for the inclusion of character education and bilingual literacy by using bilingual big book. Bilingual big book here refers to a big book with pictures created by the teachers. It uses teacher-made stories delivered in two languages: Bahasa Indonesia and English. Teacher-made stories are suggested for the character education so the stories can be adjusted with the students’ language abilities and preferences. Teacher made-stories also enable them to set the targeted moral values. In this paper, it will provide step-by-step activities to implement the bilingual big book in the classroom. It will also give some pedagogical recommendations for teachers to engage young learners in learning English. It is expected that this article can benefit teachers of early childhood for promoting bilingual literacy and inserting character education.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76652676","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to help teachers improve students' speaking skills by using learning methods that are expected to increase students' interest in learning and students' speaking skills. English is the language most widely mastered and used by people around the world in various sectors such as politics, economics, education and so on. English is also a globally recognized language as an international language. The ability to master English is mostly judged by how proficient a person can communicate using English, therefore many people practice to be able to master this skill. However, English speaking skills in education in Indonesia are still under-appreciated, when compared to other aspects of English skills such as reading and writing. To overcome this, it is recommended to use role-play because it can increase the fun in learning and make it easier for students to learn to communicate with someone or a group using English. The method I use in this research is Role Play, with the subject of class VIII junior high school students. Collecting data using observation and tests. This type of research is Classroom Action Research. The results showed that the average score of students before the use of role-play was 57.3 which then increased in the first cycle with an average score of 66.7 with an increase of 14%. Then the second cycle was carried out which showed the average score of students to be 77 with an increase of 12.7% from the first cycle.
{"title":"Improving the Speaking Skills of Junior High School Students Through the Role Play Method","authors":"Aulia Ikhsan, N. Akhsan","doi":"10.32528/issh.v2i1.211","DOIUrl":"https://doi.org/10.32528/issh.v2i1.211","url":null,"abstract":"This study aims to help teachers improve students' speaking skills by using learning methods that are expected to increase students' interest in learning and students' speaking skills. English is the language most widely mastered and used by people around the world in various sectors such as politics, economics, education and so on. English is also a globally recognized language as an international language. The ability to master English is mostly judged by how proficient a person can communicate using English, therefore many people practice to be able to master this skill. However, English speaking skills in education in Indonesia are still under-appreciated, when compared to other aspects of English skills such as reading and writing. To overcome this, it is recommended to use role-play because it can increase the fun in learning and make it easier for students to learn to communicate with someone or a group using English. The method I use in this research is Role Play, with the subject of class VIII junior high school students. Collecting data using observation and tests. This type of research is Classroom Action Research. The results showed that the average score of students before the use of role-play was 57.3 which then increased in the first cycle with an average score of 66.7 with an increase of 14%. Then the second cycle was carried out which showed the average score of students to be 77 with an increase of 12.7% from the first cycle.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81865375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Restu Mulfajril, Dinda Yulia Safira, Z. Zainal, Yurakes Ernanda, Siti Hodijah Hairiah
The transition of learning from offline to online provides an overview of the continuity of education in the future. Transition requires teachers to provide innovation in learning. Learning innovations that can be used are using online applications in online learning. This study aims to describe the use of zoom in online learning in elementary schools and the advantages and disadvantages of using zoom. This research is a library research or literature review. This study analyzes articles/journals published in the last 10 years and according to the research topic. The results of the research in this study are the use of zoom for the learning process consisting of the planning stage, implementation stage, and evaluation stage. The advantages of using zoom are 1). Facilitate achieving learning objectives, 2). Facilitate interaction between teachers and students, 3). Creating active learning in online learning, 4) diverse features. Disadvantages of using zoom is Internet Connectivity.
{"title":"Analysis of the Use of Zoom in Online Learning in Elementary Schools","authors":"Restu Mulfajril, Dinda Yulia Safira, Z. Zainal, Yurakes Ernanda, Siti Hodijah Hairiah","doi":"10.32528/issh.v2i1.134","DOIUrl":"https://doi.org/10.32528/issh.v2i1.134","url":null,"abstract":"The transition of learning from offline to online provides an overview of the continuity of education in the future. Transition requires teachers to provide innovation in learning. Learning innovations that can be used are using online applications in online learning. This study aims to describe the use of zoom in online learning in elementary schools and the advantages and disadvantages of using zoom. This research is a library research or literature review. This study analyzes articles/journals published in the last 10 years and according to the research topic. The results of the research in this study are the use of zoom for the learning process consisting of the planning stage, implementation stage, and evaluation stage. The advantages of using zoom are 1). Facilitate achieving learning objectives, 2). Facilitate interaction between teachers and students, 3). Creating active learning in online learning, 4) diverse features. Disadvantages of using zoom is Internet Connectivity.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73922763","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
: This research was conducted to find out the sixth semester students of English Education Program at UNIMUDA Sorong perception in using Google Translate and U – Dictionary at translation class. The design of this research is descriptive qualitative. Sixth semester of English Education Department in UNIMUDA Sorong was chosen by the researcher as sample which consists of 10 students. In collecting data, the researcher used interview, it is consisting of 6 questions which cover the point to answer the students’ perception. From the result, it showed that the applications very helpful and can help students to translate word or sentence. The students can also use the applications anywhere and anytime without bringing book dictionary, it also easy to find the source language and very fast but it will make the students addicted to use the applications continuously and make them lazy to think. Most of the students choose U-Dictionary to translate because the word choices are correct and the meaning and the grammatical is better. Then the applications can improve students’ translation ability such as the students know how to say the sentence although they don’t know about the structure and it also help the students to understand the meaning of the sentence
{"title":"The English Students’ Perception in Using Google Translate and U – Dictionary at Translation Class","authors":"A. Setiawan, Mersi Axelina","doi":"10.32528/issh.v2i1.120","DOIUrl":"https://doi.org/10.32528/issh.v2i1.120","url":null,"abstract":": This research was conducted to find out the sixth semester students of English Education Program at UNIMUDA Sorong perception in using Google Translate and U – Dictionary at translation class. The design of this research is descriptive qualitative. Sixth semester of English Education Department in UNIMUDA Sorong was chosen by the researcher as sample which consists of 10 students. In collecting data, the researcher used interview, it is consisting of 6 questions which cover the point to answer the students’ perception. From the result, it showed that the applications very helpful and can help students to translate word or sentence. The students can also use the applications anywhere and anytime without bringing book dictionary, it also easy to find the source language and very fast but it will make the students addicted to use the applications continuously and make them lazy to think. Most of the students choose U-Dictionary to translate because the word choices are correct and the meaning and the grammatical is better. Then the applications can improve students’ translation ability such as the students know how to say the sentence although they don’t know about the structure and it also help the students to understand the meaning of the sentence","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80122130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Thea Karuni Respati, Mochamad Hatip, Yeni Mardiyana Devanti
Active learning’s effectiveness as a technique varies greatly depending on the students attitude toward it. However, research on student attitudes toward active learning remains ambiguous some are positive, while others are negative. More research on attitudes toward active learning is needed. The objective of this study was to describe student attitudes toward active learning approaches, especially for students of English Education Teacher. The descriptive quantitative research design was used. This study assess the attitude used questionnaire contains Cognitive, affective, and conative aspects. The validity of this questionnaire around 0.339 – 0.599. Item validity of the developed attitude assessment instrument. The reliability Cronbach’s alpha was 0.807. The participants are 134. The result shows most students were positive (35.07%), neutral (59.70%), and a negative attitude (4.48%). The large percentage of students who have a positive attitude and the impact was discussed
{"title":"STUDENTS’ ATTITUDE TOWARD ACTIVE LEARNING","authors":"Thea Karuni Respati, Mochamad Hatip, Yeni Mardiyana Devanti","doi":"10.32528/issh.v2i1.159","DOIUrl":"https://doi.org/10.32528/issh.v2i1.159","url":null,"abstract":"Active learning’s effectiveness as a technique varies greatly depending on the students attitude toward it. However, research on student attitudes toward active learning remains ambiguous some are positive, while others are negative. More research on attitudes toward active learning is needed. The objective of this study was to describe student attitudes toward active learning approaches, especially for students of English Education Teacher. The descriptive quantitative research design was used. This study assess the attitude used questionnaire contains Cognitive, affective, and conative aspects. The validity of this questionnaire around 0.339 – 0.599. Item validity of the developed attitude assessment instrument. The reliability Cronbach’s alpha was 0.807. The participants are 134. The result shows most students were positive (35.07%), neutral (59.70%), and a negative attitude (4.48%). The large percentage of students who have a positive attitude and the impact was discussed","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79026728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of this research is to find out whether a flashcard media impact or not in teaching vocabulary for disability students especially mental retardation at SLB Negeri Sorong Regency. Related to the objective, the research used pre-experimental research design. The population of this research was seventh grade students of SLB Negeri Sorong Regency which consist of 7 students. The sample of this research was 5 students of seventh grade who considered have mental retardation. The researcher used 10 matched words from the pretest and posttest when gathering data. The researcher calculated the data using the SPSS 20 application for analyzing the data. After Analyzed the result of paired sample T-test, the Alternative hypothesis which said that Flashcard media impact the student’s vocabulary at SLB Negeri Sorong Regency especially students with mental retardation is accepted and the Null hypothesis is rejected. In addition to result of P-Value (0.001) than smaller P-value (0.05).It means that the students’ vocabulary score between pretest and posttest is significantly different. It can be concluded that flashcard media impacts the students’ vocabulary for disability students' especially for mental retardation.
{"title":"The Impact of Flashcard Media Towards English Vocabulary For Disability Students At SLB Negeri Sorong Regency","authors":"Nursalim Nursalim, Benyamin Mbete Mari","doi":"10.32528/issh.v2i1.147","DOIUrl":"https://doi.org/10.32528/issh.v2i1.147","url":null,"abstract":"The objective of this research is to find out whether a flashcard media impact or not in teaching vocabulary for disability students especially mental retardation at SLB Negeri Sorong Regency. Related to the objective, the research used pre-experimental research design. The population of this research was seventh grade students of SLB Negeri Sorong Regency which consist of 7 students. The sample of this research was 5 students of seventh grade who considered have mental retardation. The researcher used 10 matched words from the pretest and posttest when gathering data. The researcher calculated the data using the SPSS 20 application for analyzing the data. After Analyzed the result of paired sample T-test, the Alternative hypothesis which said that Flashcard media impact the student’s vocabulary at SLB Negeri Sorong Regency especially students with mental retardation is accepted and the Null hypothesis is rejected. In addition to result of P-Value (0.001) than smaller P-value (0.05).It means that the students’ vocabulary score between pretest and posttest is significantly different. It can be concluded that flashcard media impacts the students’ vocabulary for disability students' especially for mental retardation.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79304937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The poor speaking performance is a big obstacle for EFL learners to communicate and to construct knowledge. The main aim of the study was to find out how panel discussion can be implemented to develop EFL learners’ speaking performance. In panel discussion, students need to understand the topic and to construct knowledge by gathering information and deeply engaged in learning. The study followed action research methodology where data was gathered from an in-depth interview and Test of Spoken English (TSE), collected from 18 students in Universitas Muhammadiyah Jember. The speaking score was better than before the implementation of panel discussion, as seen from the mean score in TSE (64.63 in Preliminary to 70.93 in Cycle 1). The highest achievement made is in the aspects of vocabulary (67% better). Panel discussion can significantly improve speaking because the process of knowledge construction stimulates students to have extended and multimodal communication.
{"title":"Panel Discussions: Skilled Communication And Knowledge Construction to Develop EFL Learners’ Speaking Performance","authors":"Indah Werdiningsih","doi":"10.32528/issh.v2i1.122","DOIUrl":"https://doi.org/10.32528/issh.v2i1.122","url":null,"abstract":"The poor speaking performance is a big obstacle for EFL learners to communicate and to construct knowledge. The main aim of the study was to find out how panel discussion can be implemented to develop EFL learners’ speaking performance. In panel discussion, students need to understand the topic and to construct knowledge by gathering information and deeply engaged in learning. The study followed action research methodology where data was gathered from an in-depth interview and Test of Spoken English (TSE), collected from 18 students in Universitas Muhammadiyah Jember. The speaking score was better than before the implementation of panel discussion, as seen from the mean score in TSE (64.63 in Preliminary to 70.93 in Cycle 1). The highest achievement made is in the aspects of vocabulary (67% better). Panel discussion can significantly improve speaking because the process of knowledge construction stimulates students to have extended and multimodal communication.","PeriodicalId":53795,"journal":{"name":"Agathos-An International Review of the Humanities and Social Sciences","volume":null,"pages":null},"PeriodicalIF":0.1,"publicationDate":"2022-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84133353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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