ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM
High Intermediate-2 students’ brief responses in a discussion forum cause a long-expected discussion last in a couple of minutes in mixed-ability classes, depicting a minority of students are overtly dominant, while others are precisely passive. What yields discussions endure immaturely stems from b...
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| Format: | Article |
| Language: | English |
| Published: |
University of Kuningan and Association of Indonesian Scholars of English Education (AISEE)
2012-12-01
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| Series: | English Review: Journal of English Education |
| Subjects: | |
| Online Access: | https://journal.uniku.ac.id/index.php/ERJEE/article/view/70/31 |
| _version_ | 1811305624680529920 |
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| author | Marwito Wihadi |
| author_facet | Marwito Wihadi |
| author_sort | Marwito Wihadi |
| collection | DOAJ |
| description | High Intermediate-2 students’ brief responses in a discussion forum cause a long-expected discussion last in a couple of minutes in mixed-ability classes, depicting a minority of students are overtly dominant, while others are precisely passive. What yields discussions endure immaturely stems from both unclear roles of participants and their inadequate techniques to expand both interactions and spoken discourse. Therefore, Teacher-researcher assigned each participant in a discussion group of three to put reflection into practice, referring to the self-selected and discussed topics. The data were gained through non-participant observations, in which the teacher-researcher observed and recorded a singled-out group. A sample recording was, subsequently, transcribed and analyzed regarding with the number of exchanges in a five-minute discussion intake and the number of content words that students generated. It was found that employing reflective techniques, students were able to keep a particular topic being discussed at full. As a result, the number of content words multiplied. These findings resulted classroom teachers in insightful use of reflective techniques as one of the ways to proliferate students’ benefits in a discussion forum. Adequately practiced, students would be able to employ the techniques preponderantly, multiplying interactions among discussion members. |
| first_indexed | 2024-04-13T08:29:44Z |
| format | Article |
| id | doaj.art-13fb44cb85644105854c0307b446e0c7 |
| institution | Directory Open Access Journal |
| issn | 2301-7554 2541-3643 |
| language | English |
| last_indexed | 2024-04-13T08:29:44Z |
| publishDate | 2012-12-01 |
| publisher | University of Kuningan and Association of Indonesian Scholars of English Education (AISEE) |
| record_format | Article |
| series | English Review: Journal of English Education |
| spelling | doaj.art-13fb44cb85644105854c0307b446e0c72022-12-22T02:54:17ZengUniversity of Kuningan and Association of Indonesian Scholars of English Education (AISEE)English Review: Journal of English Education2301-75542541-36432012-12-01113946ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUMMarwito Wihadi0University of Kuningan, IndonesiaHigh Intermediate-2 students’ brief responses in a discussion forum cause a long-expected discussion last in a couple of minutes in mixed-ability classes, depicting a minority of students are overtly dominant, while others are precisely passive. What yields discussions endure immaturely stems from both unclear roles of participants and their inadequate techniques to expand both interactions and spoken discourse. Therefore, Teacher-researcher assigned each participant in a discussion group of three to put reflection into practice, referring to the self-selected and discussed topics. The data were gained through non-participant observations, in which the teacher-researcher observed and recorded a singled-out group. A sample recording was, subsequently, transcribed and analyzed regarding with the number of exchanges in a five-minute discussion intake and the number of content words that students generated. It was found that employing reflective techniques, students were able to keep a particular topic being discussed at full. As a result, the number of content words multiplied. These findings resulted classroom teachers in insightful use of reflective techniques as one of the ways to proliferate students’ benefits in a discussion forum. Adequately practiced, students would be able to employ the techniques preponderantly, multiplying interactions among discussion members.https://journal.uniku.ac.id/index.php/ERJEE/article/view/70/31reflective techniquesstudents’ interactionsutterancesdiscussion forum |
| spellingShingle | Marwito Wihadi ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM English Review: Journal of English Education reflective techniques students’ interactions utterances discussion forum |
| title | ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM |
| title_full | ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM |
| title_fullStr | ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM |
| title_full_unstemmed | ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM |
| title_short | ENDORSING REFLECTIVE TECHNIQUES TO PROLIFERATE STUDENTS’ INTERACTIONS AND UTTERANCES IN A DISCUSSION FORUM |
| title_sort | endorsing reflective techniques to proliferate students interactions and utterances in a discussion forum |
| topic | reflective techniques students’ interactions utterances discussion forum |
| url | https://journal.uniku.ac.id/index.php/ERJEE/article/view/70/31 |
| work_keys_str_mv | AT marwitowihadi endorsingreflectivetechniquestoproliferatestudentsinteractionsandutterancesinadiscussionforum |