CCU 2

Citation: Lambert, Laurel., Hoon Kim, Young., Molaison, Elaine., and Tidewell, Daniel. (2012). Dietetics students' cultural food knowledge and experiences with various cultures,  journal of food service management and education, 6(2): 6-9.

After read this article journal, I learn that the purpose of this study was to investigate dietetics students’ cultural awareness by two aspects: first, identifying dietetics students’ food knowledge, perceptions, and learning experiences with various cultures, and the second is identifying differences among dietetics students on cultural knowledge about food and perceptions across various cultures based on their gender, age, career choice, graduation date, and if they had taken a college nutrition course.

In this study, students believed that knowing about different cultural values, customs, and foods, is important to their education and success in their future profession. Personally, I agree that students need to know about different cultural values, customs and foods from other places so that they can tolerate with others. And I think the students will learn better about those cultures by experienced it by themselves, not by classroom instruction on other cultures. For example living abroad. However, not all of the students can going abroad to learn about other country’s culture.

So, when I become a teacher someday, I will teach my students about different culture by classroom activity because I can not take them to go abroad and I think learning different culture by classroom activity is still beneficial eventhough it is not as good as experienced it by themselves

 

CAR 2

Citation:

Somjai, Satit., & Jansem, Anchalee. (2015). The Use of Debate Technique to Develop Speaking Ability of Grade Ten Students at Bodindecha (Sing Singhaseni) School, International Journal of Technical Research and Applications, Special issue (13): 27-31.

After read this article journal, I have learnt that the objetives of this article are to investigate the effectiveness of using the debate technique in developing the English speaking ability of grade ten high school students and to explore the students’ perceptions towards debate technique learning in the classroom. The research was conducted at Bodindecha (Sing Singhaseni) School in Thailand and the participant are 46 students from the 10^th grade.

Personally, I think debate is a valuable tachnique to improve students’ speaking skill as well as their participation in the classroom activity. Students who are lack of motivation and confidence become more active when join the debate activity. Debate also build a good team work. Students who are not able to speak in front of the class will be supported by their friends and they will not feel under-pressure anymore.

Why debate is choosen to be the technique to develop speaking ability? Debate has many advantages. those advantages are: it allows the students to share and cooperate well with their friends;  it makes them responsible; it encourages creativity; it makes the friendship deep and  builds rapport with the teacher; it motivates the students and make them enjoy the activity; it can improve the students’ speaking ability; it makes the students do more conversation; makes the student confident.

To know the effectiveness of debate technique to develop speaking ability, the researcher conduct pre-test and post-test. In the post-test, there is a significant improvement from the pre-test. The average mean score on the post test is 11.7 and the average mean score o the pre-test is 10.2. The results indicated that 10^th grade students developed in their English speaking abilities after learning through debate technique.

When I become a teacher in the future, I will use debate as one of speaking activities because it has many advantages and proven that it can improve students’ speaking skill. Also, based on my own experience, I speak more in the debate activity and it grows my confident.

CCU 1

Citation: Shao, Kun., Tamashiro, Roy. (2015). Comparing teacher disposition inChina and the USA, research in higher education journal: 1-7.

The main purpose of this article is to compare the patterns of teacher dispositions in China with those patterns in the USA. Teacher disposition including enthusiasm, professional esteem and learning motivation play a big role in the students’ learning and achievement. To know the significance of those variables, fourteen experienced teacher and professors in China and the USA were joining oral and written narratives.

Personally, I think that teacher disposition affected the students’ learning and achievement. and this is not only happen in China and USA, but also in Indonesia as well. Because when I was in high school, I experienced that a motivated teacher will affect my motivation in studying as well. When I like way the teacher delivering the material, I will pay attention more on that subject and of course that will affect my achievement. if the teacher doesn’t really enthusiast when teaching the materials, the students will not motivated to study as well.

When I become a teacher someday, of course I will consider about teacher dispositions when doing learning activities in the classroom. I want to motivate my students to learn English by showing them my enthusiasm in teaching English. I mean, when I teach my students, I have to be enthusistic and well-prepared so that my students will pay attention more in the learning activities.

 

CAR 1

Citation:

Purwaningsih, Reni., Rais, Ahmad Dahlan., & Sarosa, Teguh. (2014). Improving Students’ Speaking Ability Through Talking Chips, English Education Journal, 2(3):364-371.

 

The purposes of this study are to identify whether and to what extent Talking Chips can improve the students’ speaking ability, and to describe the classroom situation when talking chips are implemented in the speaking class. The method that used in this research is Classroom action research and it conducted in SMA Negeri 4 Surakarta. In this research, the researcher combined the talking chips with drilling technique and discussion.

The main problem of speaking ability of Indonesian student is they are not be able to speak fluently which happen because of the lack of vocabulary and confidence. The reason why they have low confidence and vocabulary is because they do not practice their speaking ability. In speaking class, only few students who actively participate in the classroom. Maybe because they have a high level of confidence so that they often speak up than the other students.

With talking chips method, the students will get the same portion of speaking in the class, so that the domination by some students will no longer happen. Someday, if I’m being a teacher, I will use talking chips as one of my methods in speaking class because it is proven that talking chips can develop students’ speaking skill ability.

Journal Article Critique 14

Citation:

Othman, mala.,  Sahamid, Husniah., Harrith, Muhammad., Hashim, Rosnani., & Mohamad, Faizah. (2015). The Effects of Debate Competition on Critical Thinking among Malaysian Second Language Learners. Middle-East Journal of Scientific Research 23 (4): 656-664.

This article journal mainly discuss how debate competition can develop students’ critical thinking. The participant of this research are forty second language learners in Malaysia, aged 16 years old. The researcher conducted this research with pre-test and post test. Also, a survey was undertaken to gauge their perception of the thinking process they had experienced.

In debate competition, two teams will debate over a problem that called ‘motion’, in front of the judges or adjudicators. They have to provide a better argument with strong facts and the way they deliver their argument also being scored by the judges. After listen to the opponent group, they have to be able to do rebuttal over the opponent’s argument. In this case, critical thinking play a big role. because, if we do not think fast or our argument is not strong, the opponent group will see it as weaknesses and it easier for them to rebut our argument.

As a result, in the pre-test and post-test there are some improvements in the students’ critical thinking. Also, in the survey that given to the students, it shows that the majority of the students (83,8%) response positively that debate competition can improve their critical thinking.