CCU 5

Citation: Fadeeva., and Kalinin. (2012). The importance of cross-cultural Understanding for EFL students: 144-152.

 

Actually, this article journal is a bit difficult to understand because the researcher did not devided the introduction, literature review, data analysis, result and discussion in a different part. All of those points written in the same part, so I have to find which one is introduction, literature review, data analysis, result and discussion all by myself. However, still I got some new information related to cross-cultura understanding.

Based on this article journal, I learnt that cross-cultural understanding is an important skill to have in order make a good relationship with other people around the world. When we communicate with other people, it is not only require a good speaking skill, but also we need to understand their culture as well, so that we will not making mistake when we communicate with other people with different culture. In other words, Successful cross-cultural communication assumes knowledge of a foreign language and foreign culture. because of that reason, teaching cross-cultural understanding in ESL students is really needed because they come from different background and different culture.

When I become a teacher or a university lecturer someday, I’ll teach my students about cross-cultural understanding because they have to know culture from different country so that when they go abroad, study abroad or just have friends from other country, they will manage to communicate with them without saying or doing something unappropriately that will hurt their feeling.

CAR 5

Citation:

Masikem.,  Soetjipto, Budi Eko., &  Sumarmi. (2016). The Implementation of Cooperative Learning Model Talking Chips and Quick on the Draw to Enhance Motivation and Social Studies Learning Outcome. IOSR Journal of Research & Method in Education, 6(3), 33-39.

The main purpose of this research journal is to analize the implementation of Talking Chips learning model combined with Quick on the Draw in enhancing motivation and students’ learning outcomes in Social Studies. The researchers observe that students are not motivated during the classroom activities, they often feel sleepy and bored. Only some students who are participate actively in the class, the others just sit and passively join the classroom activities.

The researchers used talking chips and quick on the draw method because it envolve students’ activities. In this reseacrh journal, the researchers explained about the method in detail so that I can get information that might be useful for my action research proposal. The way the researchers conducted the research, especially about talking chips and quick on the draw techniques, are well-explained.

Basically, talking chips is a technique which the teacher give the students the same portion to speak during the group discussion. They will not allowed to speak before all members of the group talking. So that it will solve the problem if there are one or two students dominates the discussion group. The use of talking chips is useful to develop students’ participation in the classroom because they got equal chance to speak during the classroom activities. Students are excited to join the learning process because this method is different from their daily activities that make them not bored.

When I become a teacher, someday, I will definitely use talking chips as one of my method in my classroom, especially in a group discussion, to promote students’ speaking ability. Also, I will use Quick on the draw to increase students’ motivation and team work because combining these two method proven to enhance motivation and students’ learning outcomes.

CCU 4

Citation: Shadiev, Rustam., Hwang, Wu-Yuin., and Huang, Yueh-Min. (2015). A pilot study: facilitating ccu with project-based collaborative learning in an online environment, Australian journal of education technology, 31(2): 123-140.

The main purpose of this article journal is to investigate three aspects: how project-based collaborative learning facilitates cross-cultural understanding; how students perceive project-based collaborative learning implementation in a collaborative cyber community (3C) online environment; and what types of communication among students are used.

Project-based learning (PBL) can benefit one’s overall learning as well as one’s cross-cultural understanding. Basically, students from all over the world and different cultures gathered together in online classrooms and made the learning environment authentic; meanwhile the learning activity fostered students’ interaction to collaborate on the activity and to experience the authentic cultures of peers.

After reading this journal, I can conclude that students thought that the 3C environment was useful for the implementation of the activity; the environment provided a suitable gathering place for students from diverse cultures and locations to communicate and experience the authentic culture of others. Also, project based learning is an appropriate way to teach cross-cultural understanding. The activity used in this research, folk games, is interesting and it stimulated their motivation and enhanced cross-cultural understanding. Students learned more about folk games and related cultures. This study derived three categories of communication in the 3C environment, and it found that only communication in the educational category could facilitate cross-cultural understanding.

 

CAR 4

Citation:

Fauzan, Umar. (2016). Enhancing Speaking Ability of EFL Students through Debate and Peer Assessment, EFL Journal, 1(1): 49-57.

After read this article journal, I learn that the main purpose of this journal is to know the effectiveness of debate and peer assessment in order to enhance speaking ability of third semester student in English Department of IAIN Samarinda. The method of the research is CAR because the problem to be solved come from classroom setting. There are two criteria to determine whether the method is success or not, those are score improvement and classroom atmosphere.

Personally, I think debate technique is a appropriate way to improve students’ speaking skill because it decrease their anxiety and increase their motivation and confidence. This happen because in debate, the teamwork is really strong that make the students who are able to speak well will help their friends who need a help in explain the arguments. Debate can be included as an effective way to enhance students’ speaking ability because it enables them to express their opinion and their thought in debate practice. Peer assessment is also an effective way because it makes the students aware of their mistakes but they do not avoid threat. The student will accepted the correction so that the speaking accuracy will raised. 

In this research, the researcher use two cycles. In the cycle I, the goals of the research did not reached yet because the students participation is only 64% which should be 70%. Because the improvement of the pre-test to the test on the cycle I is not significant, the researcher made some improvement of the implementation of debate practice that made the students’ speaking ability improved in cycle II.

In conclusion, Debate and peer assessment can improve students’ speaking ability because the students’ speaking ability was improved 20% from the pre-test and the atmosphere of the class also improved because the students become active. It encourages them to creatively explore the language.