Page 192 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3
P. 192
Perubahan Paradigma Pemikiran Ke Arah Pendidikan Berkualiti
Figure 5.8 suggests that Student B’s has a marked improvement in her essay content as seen
Figure 5.8 suggests that Student B’s has a marked improvement in her essay content as
in the post-test.
seen in the post-test.
Figure 5.8 A sample to illustrate Student B’s improvement in her writing
Figure 5.8 A sample to illustrate Student B’s improvement in her writing
in the post-test
in the post-test
The participants were exposed to a variety of ideas that were generated from the lively
The participants were exposed to a variety of ideas that were generated from the lively
discussions and the sharing of views in MWEG. This exposure had helped them to develop
discussions and the sharing of views in MWEG. This exposure had helped them to develop
the content of their essays in their weekly tests and post-test.
the content of their essays in their weekly tests and post-test.
ii. Theme 3: Turn-Taking
ii. Theme 3: Turn-Taking
In Test 2, Student A questioned the group to encourage the increased participation of
other members’ in MWEG. This had promoted turn-taking in an asynchronous WhatsApp
In Test 2, Student A questioned the group to encourage the increased participation of other
environment. She interacted with every member in the discussions to sustain the discussion.
members’ in MWEG. This had promoted turn-taking in an asynchronous WhatsApp
Figure 5.9 shows Student A’s initiating the discussion with her peers.
environment. She interacted with every member in the discussions to sustain the discussion.
Figure 5.9 shows Student A’s initiating the discussion with her peers.
Kementerian Pendidikan Malaysia 191
