Comment on: teaching and learning tips 7: small‐group discussion

2018 ◽  
Vol 58 (1) ◽  
pp. e3-e3
Author(s):  
Feroze Kaliyadan
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Small Group Discussion

Comparing Lecturing and Small Group Discussions

2010 ◽  
pp. 396-414
Author(s):  
Gregory C. Petty ◽  
Ernest W. Brewer
Keyword(s):  
Small Group ◽  
Teaching And Learning ◽  
Adult Learner ◽  
Group Discussion ◽  
Content Delivery ◽  
Small Group Discussion ◽  
Delivery Method ◽  
Group Discussions ◽  
Evaluation Form ◽  
Support Strategies

This chapter contains a description and discussion of the teaching and learning methods of the lecture (content delivery method) and small group discussion (interaction method). It also addresses the various steps in using each of these two techniques and compares them along with identifying the strengths and weaknesses of each technique. These formats are explored and discussed regarding procedures for facilitating and presenting and a planning sheet and an evaluation form for each is included. Major studies are cited and used to support strategies and techniques presented. In summary, these instructional techniques are compared and contrasted for their respective benefits for the adult learner.

Improving Students’ Reading Ability of Descriptive Text by using Small Group Discussion

Jurnal Tinta ◽  
2020 ◽  
Vol 2 (1) ◽  
pp. 1-20
Author(s):  
Lisematul Faizeh ◽  
Hanif Maulaniam Sholah
Keyword(s):  
Small Group ◽  
Learning Process ◽  
Reading Ability ◽  
Teaching And Learning ◽  
Group Discussion ◽  
Reading Test ◽  
Small Group Discussion ◽  
Teaching Reading ◽  
The Subject ◽  
Academic Year

In this research, the researcher applied Small Group Discussion to overcome the problems that were faced by the students. This research was conducted in order to improve students’ reading ability in descriptive text through Small Group Discussion at the seventh grades of MA Al-Hisi Ringinsari Sumbermanjing Wetan 2016-2017. In conducting this research, the researcher used Classroom Action Research (CAR) as the method of research. The researcher conducted this research in two cycles. Each cycle consisted of three meetings. The researcher used Small Group Discussion to create comfortable atmosphere during teaching and learning process of reading, and more importantly to improve the students’ reading ability especially on reading descriptive text. The subject of this research was the students of seventh grade at MA Al-Hisi Ringinsari Sumbermanjing Wetan 2016-2017 on academic year especially VII IPA class. The instruments to collect the data were interview, observation checklist, and reading test. The result of the research showed that by using Small Group Discussion in teaching reading descriptive text. The researcher could improve the student’s reading ability especially descriptive text. Their responses showed that they were interested to learn reading subject because they felt easier to read using Small Group Discussion.

scholarly journals THE USE OF SMALL GROUP DISCUSSION STRATEGY IN TEACHING WRITING

JURNAL TAHURI ◽  
2020 ◽  
Vol 17 (2) ◽  
pp. 63-71
Author(s):  
Salmon J Hukom
Keyword(s):  
Foreign Language ◽  
Small Group ◽  
Teaching And Learning ◽  
Social Values ◽  
Group Discussion ◽  
Teaching Writing ◽  
Small Group Discussion ◽  
Teachers And Students ◽  
Learning English

The problems always occur in teaching and learning English as a foreign language, and these depend on teachers and students as the center of that process. The teachers have to use appropriate strategy in order to engage the students to achieve their aims of learning.In teaching writing, the teachers always use conventional way such as give the topic and ask the students to write and collect it. There is not any feedback from teachers to students’ work. Small group discussion plays important role since it helps the students to help one another to produce good quality of writing product. It also helps the students to have confidence, and the students will get sense of social values in their life.

Combating Obstacles to Empathy: A Replicable Small Group Discussion Series for Medical Students

2016 ◽  
Vol 3 (0) ◽  
Author(s):  
Francesca P. Kingery ◽  
Alexander Bajorek ◽  
Amber Zimmer Deptola ◽  
Karen Hughes Miller ◽  
Craig Ziegler ◽  
...  
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

INTERACTIONAL MODIFICATION OF INDONESIAN LEARNERS OF EINGLISH IN NEGOTIATING MEANINGS IN A SMALL GROUP DISCUSSION

2012 ◽  
Vol 1 (2/07) ◽  
Author(s):  
Ngasbun Egar
Keyword(s):  
Small Group ◽  
Group Discussion ◽  
Small Group Discussion

Penelitian ini adalah tentang modifikasi interaksi oleh kelompok kecil diskusi mahasiswa Indonesia yang belajar Bahasa Inggris dalam menyelaraskan arti. Masalah pokok dari kajian ini adalah : modifikasi interaksi apa yang digunakan oleh kelompok diskusi mahasiswa yang belajar Bahasa Inggris untuk menyelaraskan arti? Kajian ini juga bertujuan mengenali modifikasi interaksi yang dilakukan mahasiswa tersebut dalam menyelaraskan arti. ?é?áData dikumpulkan dari seuah kelompok kecil diskusi mahasiswa Bahasa Inggris IKIP PGRI Semarang yang telah direkam dan ditranskripsikan menggunakan model yang dikembangkan oleh Eggins dan Slade (1997). Berdasarkan transkripsi tersebut sebagian besar data dianalisa menggunakan taksonomi yang dikembangkan oleh Pica dan Doughty (1985), dan didukung oleh Tarone (1983) dan Agustien (1992), untuk mengenali modifikasi interaksi oleh mahasiswa dalam antara lain : permintaan penjelasan (15,91%), konfirmasi (10,79%), pengecekan komprehensif (3,98%), pengulangan kata yang sama (23,865%), pengulangan lain (10,23%), tanggapan (12,50%), permintaan bantuan (0,57%), permintaan pengulangan (1,14%), translasi literal (0,57%), penjelasan berlebihan (2,84%), usaa tim (0,57%), tanggapan:penerimaan (9,66%), dan usulan (7,39%). Agar kemampuan berbicara siswa meningkat secara signifikan, guru Bahasa Inggris dianjurkan untuk memaksimalkan modifikasi interaksi yang paling banyak dikuasai oleh para siswa dan meningkatkan yang yang paling sedikit dikuasai siswa. Sebagai tambahan, para guru diharapkan dapat mengembangakan aktivitas siswa melalui (1) masukan secara komprehensif, ?é?á(2) mengambil bagian dalam pertukaran informasi, dan (3) membagi peran yang sama di antara siswa untuk berinteraksi di dalam kelas. Kata kunci : modifikasi interaksi, menyelaraskan diri, kelompok kecil diskusi.

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