Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor

Ike Dian Puspita Sari, Tities Hijratur Rahmah

Abstract


In teaching and learning process, teacher may use certain learning strategies or methods. Virtual discussion, for instance, it can be done to encourage students’ cognitive, affective, and psychomotor. This activity provides an opportunity for students to sit and listen as they speak and think critically, logically, and rationally. Moreover, students get better results when they work together than those who study individually. This survey research conducted to find out the correlation among virtual discussion with cognitive, affective, and psychomotor of 110 students in IKIP Budi Utomo Malang. The result shows that the virtual discussion has strong correlation not only in cognitive domain, but also it has strong correlation with affective and psychomotor domain. Almost all significant values are positive. There is only one negative significant value between cognitive and affective. Thus, it illustrates that the increasing of cognitive domain by applying virtual discussion is not always followed by the increasing of affective domain.

Keywords


Virtual Discussion; Cognitive; Affective; Psychomotor

Full Text:

PDF

References


Alinier N, Alinier G. (2005). Design of an Objective Assessment Tool to Evaluate Students’ Basic Electrical Engineering Skills. The Higher Education AcademyEngineering Subject Centre.

Boumova, V. (2008). Traditional Vs. Modern Teaching Methods: Advantager and Disadvantages of Each. Master Diploma Thesis: Masaryk University.

Dillenbourg, P. (2000). Virtual Learning Environments. Presented at the EUN Conference 2000: Learning in the New Millennium: Building New Education Strategies for Schools.

Eaton, R., & Beecher, M. (2007). The Art of Asking Question. In Becoming a Great Gospel Teacher. American Fork, UT: Covenant Communication.

Guaman, L. V. J. (2012). EFL Teenagers’ Social Identity Representation in a Virtual Learning Community on Facebook. PROFILE, Vol. 14, No. 2, pp 181-193.

Hanson-Smith, E. (2001). Technology in the Classroom: Practice and Promise in the 21st Century. TESOL Professional Paper 4.

Harizaj, M. (2015). Discussion as an Active Learning in EFL. European Scientific Journal, Vol. 11, No. 16, pp 231-236.

Hoover, R. et. al. (2010). Composition, molecular structure, properties, and modification of pulse starches: A Review. Food Research International, Vol. 43, Issue 2.

Hoover, J. D., &Giambatista, R. G. (2009). Why Have We Neglected Vicarious Experiental Leaerning?. Developments in Simulation and Experiental Learning, Vol. 34, pp. 324-330.

Kasilingam, G, et. al. (2014). Assessment of Learning Domains to Improve Student’s Learning in Higher Education. Journal of Young Pharamacists, Vol. 6, Issue 4, pp 27-33.

Khidzir, N. Z., Daud, K. A. M., & Ibrahim, M. A. H. (2016). The Relationship among Student’s Domai of Learning Development Implementing Virtual Learning in Higher Learning Institutions. International Journal of Information and Education Technology. Vol. 6 No. 6.

Kuama, S. (2016). Is Online Learning for All English Language Students?. PASAA, Vol. 52, pp 53-82.

Micklich, D. L. 2011. Examining the Cognitive, Affective, and Psychomotor Dimensions in Management Skill Development through Experimental Learning: Developing a Framework. Developemnt in Business Simulation and Experiential Learning, Vol. 38.

Palloff, R. & Pratt, K. (2007). Building Online Leaerning Communities: Effective Strategies for the Virtual Classroom (2nd Edition). San Fransisco, CA: Jossey-Bass.

Pilotti, M., Anderson, S., & Hardy, P. (2017). Factors Related to Cognitive, Emotional, and Behavioral Engagement in the Online Asynchronous Classroom. International Journal of Teaching and Learning in Higher Education. Vol 29 No. 1.

Rahmat, A. (2017). Small Group Discussion Strategy Towards Students’Reading Comprehension of SMA Negeri 11 Bulukumba. METATHESIS, Vol 1, No.

Rani, K. U., & Archana, S. (2017). Role of A Teacher in English Language Teaching (ELT). International Journal of Educational Science and Research (IJESR). Vol. 7, Issue 1 pp. 1-4.

(http://www.researchgate.net/publication/312610317)

Zhu, Erping. (2006). Interaction and Cognitive Engagement: An Analysis of Four Asynchronous Online Discussion. Vol 34, pp 451-480.




DOI: https://doi.org/10.29103/ijevs.v1i3.1586

Article Metrics

 Abstract Views : 1906 times
 PDF Downloaded : 471 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2019 Ike Dian Puspita Sari, Tities Hijratur Rahmah