![]() ![]() Twenty six students from 35 students had fulfilled the criteria of passing grade which was 75 in post test 2 and (2) enhanced the class climate including: (a) students’ attention to the teaching and learning process was getting better (b) students got more alive condition (c) the students’ responsibility increased (d) the students’ self confidence and ability to express themselves improved. The enhancement of the students’ scores could be proved that the mean score of the pre-test was 50.46 the post-test 1 was 71.15 and the post-test 2 was 81.67. The finding of the research showed that the implementation of Collaborative Learning enhanced: (1) students’ critical thinking including: (a) providing appropiate arguments (b) expressing proper evidence to support their arguments (c)give alternative point of view (d)drawing clear conclusion. using Constant Comparative Method, while the quantitative data were obtained by finding out the mean score of the two raters. The data of the research were obtained using several techniques including interview, observation, document, and test. The present study attempts to describe whether or not and to what extent Collaborative Learning can enhance the college students’ critical thinking in writing, and identify the class climate when Collaborative Learning is implemented. Considering the inspiring result of this research, English lectures are able to use this research for guiding the students to explore the students' ideas through Graphic Organizer. Twenty five students from 30 students had fulfilled the criteria of passing grade which was 75 in post test 2 and (2) enhanced the class climate including: (a) students' attention to the teaching and learning process was getting better (b) students got more alive condition (c) the students' participation was more active (d) the time needed to write a text was shorter than before. The enhancement of the students' scores could be proved that the mean score of the pre-test was 54.51 the post-test 1 was 69.62 and the post-test 2 was 80.19. supporting ideas (c) using correct cohesive devices (d) writing coherent paragraphs. The finding of the research showed that the use of Graphic Organizer enhanced: (1) students' ability in generating ideas including: (a) writing main ideas (b) writing more. The research aims at revealing: whether or not and to what extent Graphic Organizer can enhance the college students' ability to generate ideas in writing, and identify the class climate when Graphic Organizer is implemented. Keywords: generating idea, graphic organizer, writing ![]() Considering the inspiring result of this research, English lectures are able to use this research for guiding the students to explore the students’ ideas through Graphic Organizer. Twenty five students from 30 students had fulfilled the criteria of passing grade which was 75 in post test 2 and (2) enhanced the class climate including: (a) students’ attention to the teaching and learning process was getting better (b) students got more alive condition (c) the students’ participation was more active (d) the time needed to write a text was shorter than before. The enhancement of the students’ scores could be proved that the mean score of the pre-test was 54.51 the post-test 1 was 69.62 and the post-test 2 was 80.19. The finding of the research showed that the use of Graphic Organizer enhanced: (1) students’ ability in generating ideas including: (a) writing main ideas (b) writing more supporting ideas (c) using correct cohesive devices (d) writing coherent paragraphs. The research aims at revealing: whether or not and to what extent Graphic Organizer can enhance the college students’ ability to generate ideas in writing, and identify the class climate when Graphic Organizer is implemented.
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