Page 189 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

JURNAL PENDIDIKAN TINGKATAN ENAM 2019 JILID 3

Figure 5.1 Student’s H opinions in MWEG
Figure 5.1 Student’s H opinions in MWEG
Figure 5.1 Student’s H opinions in MWEG

Respondent C similarly showcased her ability to voice her opinions perhaps that helped
Respondent C similarly showcased her ability to voice her opinions perhaps that helped the
Respondent C similarly showcased her ability to voice her opinions perhaps that helped the
the weaker peers to develop suitable content for their essays. Figure 5.2 indicates Student
weaker peers to develop suitable content for their essays. Figure 5.2 indicates Student C’s
weaker peers to develop suitable content for their essays. Figure 5.2 indicates Student C’s
C’s ability.
ability.
ability.

Figure 5.2 Student C’s opinions in the WhatsApp group
Figure 5.2 Student C’s opinions in the WhatsApp group

Figure 5.2 Student C’s opinions in the WhatsApp group
The online discussions on MWEG also allowed the participants to relate to the topic and
The online discussions on MWEG also allowed the participants to relate to the topic and

provide detailed information based on their experience. Student A related her personal
provide detailed information based on their experience. Student A related her personal
The online discussions on MWEG also allowed the participants to relate to the topic and
recollection about the topic of Crime which happened when she was at school, thus
recollection about the topic of Crime which happened when she was at school, thus inferring
provide detailed information based on their experience. Student A related her personal
inferring that the argument she put forward was based on her previous experience. She
that the argument she put forward was based on her previous experience. She formed her
recollection about the topic of Crime which happened when she was at school, thus inferring
formed her own opinions and shared them in MWEG, making it useful for all other group
own opinions and shared them in MWEG, making it useful for all other group members. In
that the argument she put forward was based on her previous experience. She formed her
members. In return, she was able to further develop her content in her weekly test (Test
return, she was able to further develop her content in her weekly test (Test 1). This, in turn,
1). This, in turn, had a positive effect on her essay writing skill. Figure 5.3 demonstrates
own opinions and shared them in MWEG, making it useful for all other group members. In
had a positive effect on her essay writing skill. Figure 5.3 demonstrates Student A’s
Student A’s elaboration of idea.
return, she was able to further develop her content in her weekly test (Test 1). This, in turn,
elaboration of idea.
had a positive effect on her essay writing skill. Figure 5.3 demonstrates Student A’s
elaboration of idea.

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