Promoting EFL learners' clarity of argument through Derewianka Teaching Learning Cycle: A case study at A State Islamic University in Bandung Indonesia

Mahmudah, Wafa Fadhilah (2018) Promoting EFL learners' clarity of argument through Derewianka Teaching Learning Cycle: A case study at A State Islamic University in Bandung Indonesia. Diploma thesis, UIN Sunan Gunung Djati Bandung.

Preview	Text (COVER) 1_COVER.pdf Download (199kB) | Preview
Preview	Text (ABSTRAK) 2_ABSTRACT.pdf Download (438kB) | Preview
Preview	Text (DAFTAR ISI) 3_DAFTAR ISI.pdf Download (237kB) | Preview
Preview	Text (BAB I) 4_BAB I.pdf Download (271kB) | Preview
	Text (BAB II) 5_BAB II.pdf Restricted to Registered users only Download (559kB) | Request a copy
	Text (BAB V) 8_BAB V.pdf Restricted to Registered users only Download (223kB) | Request a copy
	Text (BAB III) 6_BAB III.pdf Restricted to Registered users only Download (253kB) | Request a copy
	Text (DAFTAR PUSTAKA) 9_DAFTAR PUSTAKA.pdf Restricted to Registered users only Download (459kB) | Request a copy
	Text (BAB IV) 7_BAB IV.pdf Restricted to Registered users only Download (1MB) | Request a copy

Abstract

This study is intended to discover students’ ability in using clarity of argument (CoA) particularly in writing. In the process of teaching, Derewianka Teaching Learning Cycle (TLC) is implemented as the model to promote the students’ CoA. Then this paper is written to achieve the objectives: 1) to find out the process of promoting EFL learners’ clarity of argument in writing through the Derewianka TLC, 2) to find out the progress of EFL learners’ clarity in the argument, and 3) to reflect EFL learners responses to the use of TLC model. This study adopted a qualitative research design, particularly a case study. The participants are seven students of the second-semester at the English education department in a public Islamic university in Bandung Indonesia. The participants were selected proposively based on students’ high, mid and low achievement. To obtain the data, observation, document analysis, and interview were used. The observation was conducted in writing class. The observation data was aimed to discover the process of promoting EFL learners’ CoA trough Derewianka TLC. Then, the document analysis is conducted to students’ writing. The data of students’ writing were analyzed using the rubbric puposed by Paul & Elder (2013) to find out the progression of students’ CoA. Moreover, the students were interviewed to gain the responses regarding the implementation of Derewianka’s TLC and teaching clarity of argument. The finding shows that the process of promoting students’ clarity of argument is established by the implementing of Derewianka TLC, such as BKOF, supported reading, modelling, joint construction, and independent construction (Derewianka & Jones, 2016). Moreover, the data from students’ writing of the high, mid and low achieving students show the progression, particularly in CoA. The progression involved stating the points, providing further elaboration, illustration and example/evidence in writing argumentative text. However, every students shows the different progression. Furthermore, the data from interview reflect the positive response of the students. The students agree that their CoA in writing were promoted after the teaching learning process. In summary, the finding shows that the implementation of Derewianka TLC could promote students’ CoA, particularly in writing. Then it was recommended to implement this model more than three meetings to gain more optimal result and the next research was offered to see the various methods to promote students’ CoA and using more detail assesment rubric.

Actions (login required)

View Item