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Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti

Table 5.1 Activities That Encourage Social Interaction During MWEG
Themes Lively Discussion Sharing of Ideas Turn-Taking

Topics Sports and recreation Health Science &
Technology
Participant: Student A Participant: Student B
Participant: Student C
Excerpt from the Excerpt from the
WhatsApp group: WhatsApp group: Excerpt from the
WhatsApp group:
“http://www.active.com/ “Hi guys, sorry I am “That is true, Daniel.
fitness/article/7-ways- late … In my opinion, That is why having
exercise-relieves- no matter who you friendship is the most
stress are, it’s easy to get a valuable thing in our
To be able to overcome little caught up in the life.
stress, start a stress idea of getting new Of course, Syazwan.
journal. A stress journal stuff…” Health is important in
can help you…” our life…”
MWEG A link from the website Student B discussed Turn-taking in
Discussion was incorporated in the her ideas after a discussion
discussion to create learning from another enhanced content.
a lively discussion friend. Knowledge Lively quotes and
and develop content was constructed questions-answers
knowledge. through collaborative boosted ideas in
effort and shared with their essays.
others.
(Student A, Sports & (Student C, Science
Recreation, Test 5) (Student B, Health, & Technology, Test
Test 2) 3)
(Student C, Health,
Test 2)

i. Themes 1 and 2: Lively Discussions and Sharing of Ideas
The first and second themes are concerned with the lively discussions and sharing of ideas.
Essentially, the effectiveness of MWEG is established by encouraging the participants to
interact with each other in their discussion of the topic. For example, in Test 1, Student
B confidently introduced the topic by inviting her peers to take part in the discussion by
asserting that, “Yes…Let us start our discussion.” It indicates her enthusiasm and purpose
in engaging with the learning process. It is also evident that other students equally share
this enthusiasm as seen when Student H starts the interaction, interacts enthusiastically
with other group members as well as sharing views, and providing feedback to her group
members on the topic of Science Relationship and Relationship. Figure 5.1 shows Student
H’s opinion.

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