The Use of Cooperative Round Robin Discussion Model to Improve Students’ Holistic Ability in TEFL Class

Abstract

This classroom action research is carried out within two cycles to breed a strategy on how a Round Robin Discussion Learning Model enhance students' critical thinking, presentation skills, confidence, and independent learning in Teaching English as a Foreign Language (TEFL) class. Pop-up quiz, teacher made-tests, classroom participation sheet, observation sheet, and rubric are utilized in the study. In addition, the collected data are then scrutinized via quantitative and qualitative doctrine. Quantitative analysis is pertained to gauge students' critical comprehension on TEFL issues through test, quiz, and worksheet. Meanwhile, for the qualitative analysis, constant comparative method is executed to enlighten parallel variable to depict students' presentation skills, confidence, and independent learning. The result of the study uncovers that guided question and answer session within and without the group foster students' higher order thinking skills and the results of the tests, pop-up quizzes indicates significant upgrading from 66% into 82%. Next, round presentation in and out group activity also cultivates students' presentation skills as well as confidence and independent learning from 65% to 85%, 67% into 77%, and from 65% to 93%. Round Robin discussion model operates well if it is supported with fixed and detailed roles of both students and teacher so that equal interactive practice is well established.

Analysis of the Application of Pedagogical Technology to the Learning of Children with Special Needs

“…In order to stimulate conversation inside the classroom, students' PowerPoint presentations along with the animated films that accompany them are exhibited utilizing infocus and the internet. According to Asari et al (2018) the teacher acted as a moderator for a discussion in which the students utilized PowerPoint slides that they had prepared to provide their own explanations of the topics discussed in the class. Participants engage in group discussions on the aforementioned issues in order to provide them the opportunity to independently investigate their own knowledge and find validity in the aforementioned thoughts.…”

Extending Students' Speaking Skills in the Eleventh-Grade by Using Round Robin Technique (R2t)

“…In this study, the concept of Round Robin technique (R2P) allowed students to speak accurately and fluently like native speakers, to speak fluently and accurately they must have enough vocabularies, expressions and be able to share opinions. Round Robin technique was used because this kind of technique has been done by previous researchers Desnita et al (2022) and Asari et al (2018) both studies revealed that Round Robin technique was effective to improve students' speaking skill.…”

Competency-Based Evaluation in Higher Education—Design and Use of Competence Rubrics by University Educators

“…For example, in the new models of competence development, the curriculum is not structured by theme-based units, but rather, by learning activities (Mateo, 2006). For this reason, the rubrics are currently used to measure a wide range of higher-order skills or evaluate assignment such as a long-term project, an essay, an exhibit, a lab work, an online course, a demonstration of problem solving, a teamwork or a research report that may vary across discipline (Al-Zumor, 2015;Asari, Ma'rifah, & Arifani 2016;Chujitarom & Piriyasurawong, 2017;Mairing, 2017;Lu & Zhang, 2013). Therefore, scoring rubrics are designed to evaluate the quality of a process -not just the quality of a final-product.…”