Experimental Action Research on Improving Student’s Classroom Participation: The Case of Samara University Economics Students of 2019 G.C.

This study focuses on the implementation of cooperativelearning models to increase achievement on rules of qolqolah inreading the holly Alquran. The subject of this study is the fifthgrade students of SDN 027 Balikpapan. This study usesclassroom action research design with two cycles. The resultsof classroom participation indicate that an increase is achievedfrom 40% in the cycle I into 72% in the cycle II. The masterylearning also increases from 64% to 100% respectively in cycle Iand cycle II. This study concludes that teaching reading rules ofqolqolah in reading Alquran using cooperative learningincreases students learning activities and readingcomprehension.

Download Full-text

Does every student have a voice? Critical action research on equitable classroom participation practices

Language Teaching Research ◽

10.1177/1362168812436922 ◽

2012 ◽

Vol 16 (3) ◽

pp. 417-434 ◽

Cited By ~ 13

Author(s):

Lindsay Mack

Keyword(s):

Action Research ◽

Social Inclusion ◽

Action Plan ◽

Preliminary Investigation ◽

Teaching Methodology ◽

Classroom Participation ◽

Student Agency ◽

Oral Participation ◽

Critical Action ◽

Critical Action Research

This article explores the design and implementation of critical action research undertaken to encourage equal classroom participation. Building on a body of literature on critical action research and oral participation, the author reports her research project undertaken in a multi-lingual and multi-ethnic class in Japan to examine practices of how she promotes oral participation to create a more equitable pedagogy. First, detailing the action research plan including a preliminary investigation in the classroom, an action plan, an intervention and an observation of the outcome, the author then details the students’ beliefs about oral participation which formed the basis of an intervention that led to a promotion of student agency and of equity in the classroom. Through this project, the author and her students redefined the conventional conception of traditional oral participation practices. This redefinition enhanced student agency making a more meaningful pedagogy for all students. It is argued that oral participation, or lack of oral participation, does not occur simply because of cultural characteristics and linguistic ability but rather that the teaching methodology, social inclusion and student voice are also main factors influencing student participation in class.

Download Full-text

The Effect of Educational Videos on Increasing Student Classroom Participation: Action Research

International Journal of Higher Education ◽

10.5430/ijhe.v9n3p323 ◽

2020 ◽

Vol 9 (3) ◽

pp. 323

Author(s):

Hashem Ali Almuslamani ◽

Islam A. Nassar ◽

Omar Rabeea Mahdi

Keyword(s):

Action Research ◽

Applied Science ◽

Classroom Participation ◽

Educational Videos ◽

Positive Effect

This study assesses the effect of the use of educational videos on the participation of 24 students at the Applied Science University in Bahrain. The findings revealed that educational videos that were selected either by the researcher or by the students have a direct and positive effect on increasing the students’ participation in the classroom. It was found that the educational videos that were selected by the students have a greater effect in this respect than these videos selected by the researcher.

Download Full-text

THE USE OF QUESTIONING TECHNIQUE TO ENHANCE STUDENTS’ SPEAKING ABILITY

Indonesian Journal of Integrated English Language Teaching ◽

10.24014/ijielt.v3i1.3971 ◽

2017 ◽

Vol 3 (1) ◽

Author(s):

Dedy Wahyudi

Keyword(s):

Action Research ◽

English Education ◽

English Teachers ◽

Classroom Participation ◽

Education Department ◽

Self Confidence ◽

Fluency And Comprehension ◽

Classroom Action Research

Due to Questioning and answering as the activities that cannot be separated from Daily communication, the difficulties of speaking English encountered by pre-service English teachers are highly required to be overcome. In addition, they are future English Teachers. This study, therefore, aims at enhancing students’ speaking ability through Questioning technique and finding out the factors that influence the change of students’ speaking ability. This study was a classroom action research, which was carried out in two cycles. The freshmen of English Education Department were the participants of the research. Based on the findings, it showed that Questioning Technique could improve students’ speaking ability in terms of accent, grammar, vocabulary, fluency, and comprehension, in which speaking fluency was the highest improvement of all. Moreover, it led the students to good self confidence and classroom participation. In short, the more the students use questioning technique, the better the students’ speaking ability is.

Download Full-text

Improving Reading TOEFL Score through Note Taking Strategy

AL-TA LIM ◽

10.15548/jt.v28i1.668 ◽

2021 ◽

Vol 28 (1) ◽

pp. 46-54

Author(s):

Nyak Mutia Ismail ◽

Ika Apriani Fata

Keyword(s):

Action Research ◽

Reading Ability ◽

Note Taking ◽

Large Classes ◽

Skilled Readers ◽

Academic Texts ◽

Economics Students ◽

Classroom Action Research ◽

The University

There are still a number of less skilled readers in higher degree education where academic texts are staple needs (Hellekjaer, 2009). This study investigated a technique to help students increase their reading ability in TOEFL reading section. A technique named Notetaking technique was implemented during two cycles of classroom action research. There were 3 meetings for each cycle. The participants were 17 Economics students who are taking TOEFL Preparation course at Universitas Syiah Kuala, Aceh, Indonesia. The result from cycle one showed no increase since the average only incline to 38.58. Then in cycle 2, there was a significant increase reaching 45.11 (which is the minimum TOEFL standard for the university). It can be deduced that this technique might not be appropriate for large classes as it demands individual assistance. Besides, a good skill of organizing information is fundamental in this strategy to maximize the students’ effort in answering the TOEFL questions during the test.

Download Full-text