Page 193 - Jurnal Pendidikan Tingkatan Enam 2019 - Jilid 3

JURNAL PENDIDIKAN TINGKATAN ENAM 2019 JILID 3

Figure 5.9 Student A’s initiating the interaction with her peers
Figure 5.9 Student A’s initiating the interaction with her peers

Figure 5.9 Student A’s initiating the interaction with her peers
Figure 5.9 Student A’s initiating the interaction with her peers
Similarly, in Test 1, Student E extended a discussion about ‘hudud’ in the MWEG, and invited

others to participate by ending his turn with a question. Figure 5.10 demonstrates Student E’s
Similarly, in Test 1, Student E extended a discussion about ‘hudud’ in the MWEG, and invited
Similarly, in Test 1, Student E extended a discussion about ‘hudud’ in the MWEG, and
Similarly, in Test 1, Student E extended a discussion about ‘hudud’ in the MWEG, and invited
effort to keep the discussion going.
others to participate by ending his turn with a question. Figure 5.10 demonstrates Student E’s
invited others to participate by ending his turn with a question. Figure 5.10 demonstrates
others to participate by ending his turn with a question. Figure 5.10 demonstrates Student E’s

effort to keep the discussion going.
Student E’s effort to keep the discussion going.
effort to keep the discussion going.

Figure 5.10 Student E’s effort to sustain the interaction

Figure 5.10 Student E’s effort to sustain the interaction
Figure 5.10 Student E’s effort to sustain the interaction
Figure 5.10 Student E’s effort to sustain the interaction
It is evident that on many occasions, the students supported each other’s efforts to become

It is evident that on many occasions, the students supported each other’s efforts to become
confident by encouraging the quieter ones to weigh in on the topics. This platform, has
It is evident that on many occasions, the students supported each other’s efforts to become
It is evident that on many occasions, the students supported each other’s efforts to become
confident by encouraging the quieter ones to weigh in on the topics. This platform, has
provided a safe and creative way to encourage further collaboration without discriminating
confident by encouraging the quieter ones to weigh in on the topics. This platform, has
provided a safe and creative way to encourage further collaboration without discriminating
confident by encouraging the quieter ones to weigh in on the topics. This platform, has
(Cerdà, 2011). Figure 5.11 demonstrates Student G’s confidence in encouraging a quieter
provided a safe and creative way to encourage further collaboration without discriminating
(Cerdà, 2011). Figure 5.11 demonstrates Student G’s confidence in encouraging a quieter
provided a safe and creative way to encourage further collaboration without discriminating
student’s participation, by specifically pinpointing her earlier comment.
(Cerdà, 2011). Figure 5.11 demonstrates Student G’s confidence in encouraging a quieter
student’s participation, by specifically pinpointing her earlier comment.
(Cerdà, 2011). Figure 5.11 demonstrates Student G’s confidence in encouraging a quieter

student’s participation, by specifically pinpointing her earlier comment.
student’s participation, by specifically pinpointing her earlier comment.

Figure 5.11 Student G’s courage to help other weaker students
Figure 5.11 Student G’s courage to help other weaker students
Figure 5.11 Student G’s courage to help other weaker students

The excerpt also witnessed Student G making an effort to include others in the discussions
Figure 5.11 Student G’s courage to help other weaker students

by acknowledging them in the MWEG. She also responded to the views offered by other

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