Page 191 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

JURNAL PENDIDIKAN TINGKATAN ENAM 2019 JILID 3
The students’ active interaction in MWEG online discussions enriched the content of their
The students’ active interaction in MWEG online discussions enriched the content of their
The students’ active interaction in MWEG online discussions enriched the content of their
essay. After the treatment period ended, they were capable of treating the topics tested with
essay. After the treatment period ended, they were capable of treating the topics tested
essay. After the treatment period ended, they were capable of treating the topics tested with
increased levels of maturity. In the post-test, Student I voiced her views grounded by her
with increased levels of maturity. In the post-test, Student I voiced her views grounded
increased levels of maturity. In the post-test, Student I voiced her views grounded by her
previous experience, and this was collaboratively discussed in MWEG. Figure 5.6 indicated
by her previous experience, and this was collaboratively discussed in MWEG. Figure 5.6
previous experience, and this was collaboratively discussed in MWEG. Figure 5.6 indicated
Student I’s increased maturity in her writing as evident in the result of her post-test.
indicated Student I’s increased maturity in her writing as evident in the result of her post-
Student I’s increased maturity in her writing as evident in the result of her post-test.
test.

Figure 5.6 Student I’s maturity in expressing ideas
Figure 5.6 Student I’s maturity in expressing ideas
Figure 5.6 Student I’s maturity in expressing ideas

In comparison, Student B managed to efficiently elaborate her points in Test 5 and the post-
In comparison, Student B managed to efficiently elaborate her points in Test 5 and the
In comparison, Student B managed to efficiently elaborate her points in Test 5 and the post-
test and measured against her previous writing in the pre-test, a marked improvement could
post-test and measured against her previous writing in the pre-test, a marked improvement
test and measured against her previous writing in the pre-test, a marked improvement could
be seen. Figure 5.7 exhibits her capable elaboration of the content in Test 5.
could be seen. Figure 5.7 exhibits her capable elaboration of the content in Test 5.
be seen. Figure 5.7 exhibits her capable elaboration of the content in Test 5.

Figure 5.7 Student B’s efficient elaboration of the idea in Test 5
Figure 5.7 Student B’s efficient elaboration of the idea in Test 5
Figure 5.7 Student B’s efficient elaboration of the idea in Test 5

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