The Effect of World Cafe Learning Method on Students’ Oral Communication Competence in Biology Learning

The oral communication competence is one of the most important competence developed by school, thus, the teacher of Romanian language and literature is responsible for. However, this competence is formed mainly within the Romanian lessons, by means of valorisation of interactive work methods and techniques, by plenary professional engagement of both the teacher of Romanian and the pupils in the teaching and learning activity. This competence is proved by pupils’ knowledge and application during the process of communication of the literary language, taking into account the culture of communication. In the context of formation of the oral communication competence, the project (PBL), popular with pupils, is an efficient alternative teaching and learning method. The advantages of the PBL lie in the fact that students find themselves in the situation to seek, to discover, to communicate correctly, meaningfully and interestingly so all that contribute to the formation of the oral communication competence.

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EXPLORATION STUDY COMPARING THE EFFECTIVENESS OF METHOD OF TALKS WITH TEAM-BASED LEARNING METHOD

Vidya Karya ◽

10.20527/jvk.v32i1.4155 ◽

2017 ◽

Vol 32 (1) ◽

Author(s):

Sumiati Sumiati

Keyword(s):

Critical Thinking ◽

Learning Environment ◽

Oral Communication ◽

Thinking Skills ◽

Critical Thinking Skills ◽

Learning Material ◽

Learning Method ◽

Lecture Method ◽

Peer Discussion ◽

Team Based Learning

Abstract- The review was affected by fundamental issues about how to best convey the learning material of Sociology. Team-Based Learning is accepted as a method of learning that can develop critical thinking skills. Team-Based Learning emphasizes opportunities for students to develop the ability to cooperate because it gives greater weight to the discussion (peer discussion) compared to learning by lecture method. This study aimed to determine whether a lecture or Team Based Learning teaches the content material better, develops skills, such as critical thinking; and creates a learning environment that is fun in learning Sociology. Data collection techniques in this study were conducted thorugh the study of literature from books and the results of previous research. The results of this study concluded that Team Based Learning method can improve oral communication and critical thinking skills, and create a more pleasant learning environment than lecture method. Keywords: Effectiveness, Team-based learning, Sociology Abstrak. Kajian ini dipengaruhi oleh isu mendasar tentang bagaimana cara terbaik dalam menyampaikan materi pembelajaran Sosiologi. Team-Based Learning diterima sebagai metode pembelajaran yang dapat mengembangkan kemampuan berpikir kritis. Team-Based Learning menekankan pada kesempatan bagi siswa untuk mengembangkan kemampuan bekerja sama karena memberi bobot lebih besar pada kegiatan diskusi (peer discussion) dibandingkan pembelajaran dengan metode ceramah. Penelitian ini bertujuan untuk mengetahui dari dua metode yaitu ceramah atau Team Based Learning, metode mana yang lebih baik dalam mengajarkan materi, mengembangkan keterampilan, seperti berpikir kritis; dan menciptakan lingkungan belajar yang menyenangkan dalam belajar Sosiologi. Teknik pengumpulan data dalam penelitian ini dilakukan melalui studi literatur hasil-hasil penelitian terdahulu. Hasil penelitian menyimpulkan bahwa metode Team Based Learning dapat meningkatkan komunikasi lisan dan kemampuan berpikir kritis, serta menciptakan lingkungan belajar yang lebih menyenangkan daripada metode ceramah. Kata Kunci: keefektifan, pembelajaran berbasis kelompok, sosiologi

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Examining Oral Communication Apprehension, Competence and Performance among Tourism students in Vocational High School

Academic Journal Perspective Education Language and Literature ◽

10.33603/perspective.v4i1.1682 ◽

2018 ◽

Vol 4 (1) ◽

pp. 9

Author(s):

Anggia Sri Ryzky ◽

Wendi Kusriandi

Keyword(s):

Communication Apprehension ◽

Group Discussion ◽

Communication Competence ◽

Oral Communication ◽

Correlation Study ◽

Standard Score ◽

Communication Performance ◽

High Positive Correlation ◽

Positive Correlation ◽

And Performance

This study, analyzed the students’ communication performance and competence in the speaking class. This study also measured the students’ communication apprehension level and its correlation with communication performance and competence. 30 students of second year students of SMK Pariwisata Kosgoro Cirebon took part in this study. The data were gathered through questionnaire, presentation test to get the score of communication performance and interview test to get the score of communication competence. The correlation study was used to investigate the relation of each variable. The result from the students’ performance showed that 66,7% of the students scored below the school standard score (75) and 70% of the students scored below standard score in the interview test. The participants showed the highest apprehension to public speaking and the lowest apprehension to group discussion. Their level of apprehension showed that 43.3% students were in moderate level and 56,7% students were in high level of apprehension. It was also found that communication apprehension was negatively correlated with communication performance. While the result from the correlation between communication apprehension and competence showed that there was a very low positive correlation but, there was a high positive correlation between communication competence and performance.

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Efektivitas Metode Pembelajaran Cooperative Learning Terhadap Kemampuan Komunikasi pada Mahasiswa

JURNAL PENDIDIKAN KEPERAWATAN INDONESIA ◽

10.17509/jpki.v4i1.12347 ◽

2018 ◽

Vol 4 (1) ◽

pp. 86

Author(s):

Iin Patimah ◽

Sri Wulan Megawati ◽

Tanti Suryawantie

Keyword(s):

Cooperative Learning ◽

Interpersonal Communication ◽

Communication Skills ◽

Communication Competence ◽

First Grade ◽

Control Group ◽

P Value ◽

Learning Method ◽

Competence Scale ◽

Quasi Experiment

ABSTRAK Komunikasi merupakan elemen vital dalam keperawatan, karena komunikasi yang baik dapat menunjang keberhasilan asuhan keperawatan sebaliknya komunikasi yang buruk dapat menimbulkan kesalahan medis yang berimbas pada injury bahkan kematian pada pasien. Kemampuan komunikasi perawat harus diasah sedini mungkin yaitu dimulai dari pendidikan tahap akademik. Metode pembelajaran Cooperative Learning merupakan metode pembelajaran yang terstruktur, sistematis yang dirancang oleh dosen/pengajar untuk memecahkan suatu masalah/kasus atau mengerjakan suatu tugas dilakukan pada kelompok kelompok kecil untuk mencapai tujuan pembelajaran tertentu, dimana masing-masing anggota kelompok bertanggung jawab untuk mempelajari materi pembelajaran tertentu dan menjelaskan ke teman lainnya begitupun kelompok anggota lainnya. Tujuan penelitian ini adalah untuk mengukur efektivitas metode pembelajaran Cooperative Learning terhadap kemampuan komunikasi pada mahasiswa tingkat satu pada Program Studi S1 Keperawatan STIKes Karsa Husada Garut tahun 2016. Metode pembelajaran dilaksanakan dalam kurun waktu tujuh kali pertemuan masing-masing pertemuan selama 200 menit. Rancangan metode penelitian menggunakan quasi experiment with control group pre and posttest design dengan perhitungan total sampling selama periode Juni-Agustus 2016. Alat ukur yang digunakan yaitu ICCS (Interpersonal Communication Competence Scale) untuk mengukur kemampuan komunikasi mahasiswa sebelum dan sesudah mengikuti metode pembelajaran Cooperative Learning. Untuk selanjutnya data dianalisis dengan menggunakan uji t. Dari hasil penelitian diperoleh nilai p value sebesar 0.571 (p value> 0.05) yang artinya H nol ditolak. Hal ini berarti menunjukan bahwa tidak ada perbedaan kemampuan komunikasi antara kelompok perlakuan dan control. Disarankan dalam penelitian ini dlakukan dengan kurun waktu yang lebih panjang. ABSTRACT Communication is a vital element in nursing. Good skill communication can support the success of a nurse otherwise poor communication can lead medical errors that impact on injury and even death in patients. The nurse's communication skills should be honed as early as possible starting from the academic stage of education. Cooperative Learning is a structured, systematic learning method designed by lecturers/lecturers to solve a problem/case or do a task performed on small groups to achieve certain learning objectives, where each group member is responsible for studying learning materials certain and explain to other friends as well as other group members. The purpose of this study is to measure the effectiveness of Cooperative Learning methods on communication skills in the first-grade students in the Program Study of Nursing S1 STIKes Karsa Husada Garut in 2016. The learning method is conducted within seven meetings of each meeting for 200 minutes. The design of the research method used quasi-experiment with control group pre and posttest design with total sampling calculation during the period of June-August 2016. The measuring instrument used is ICCS (Interpersonal Communication Competence Scale) to measure the communication ability of students before and after following Cooperative Learning learning method. For the next data is analyzed by using t-test. From the research results obtained p-value of 0.571 (p value> 0.05) which means that H is rejected. This means that there is no difference in communication skills between the treatment and control groups. It is recommended in this study to be done with a longer period of time

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Pengaruh Metode Pembelajaran Dan Kecerdasan Interpersonal Terhadap Kompetensi Komunikasi Terapeutik Mahasiswa Program DIII Kebidanan Stikes Mitra Ria Husada Cibubur

JTP - Jurnal Teknologi Pendidikan ◽

10.21009/jtp.v20i1.7834 ◽

2018 ◽

Vol 20 (1) ◽

pp. 1-12

Author(s):

Dina Martha ◽

Hartati Hartati ◽

Zulfiati Syahrial

Keyword(s):

Teaching Methods ◽

Communication Competence ◽

Learning Method ◽

Bedside Teaching ◽

Appropriate Use ◽

Therapeutic Communication ◽

Learning Methods ◽

Coaching Methods ◽

Level 3 ◽

Better Than

This study aims to determine the method of learning and interpersonal intelligence to therapeutic communication competence of DIII students Obstetrics STIKes Mitra RIA Husada. Learning methods are placed on bedside teaching methods, coaching methods and demonstrations. The method used in this research is experiment with treatment design level 3 x 2 with sample 48 student. The summary of this research is: 1) Bedside teaching methods can improve therapeutic communication better than coaching methods and methods of demonstration; 2) Coaching learning method can improve therapeutic communication better than demonstration; 3) The existence of interaction between learning method and intelligent interpersonal to therapeutic communication competence; 4) students who have high interpersonal intelligence, more appropriate use of bedside teaching methods; 5) students who have low interpersonal intelligence, more appropriate use of coaching learning methods than the method of demonstration.

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MULTIPLE INTELLIGENCE AND STUDENTS� LEARNING MOTIVATION THROUGH DEMONSTRATION WITH OUTDOOR ACTIVITIES

Indonesian Journal of Learning and Instruction ◽

10.25134/ijli.v3i1.3004 ◽

2020 ◽

Vol 3 (1) ◽

Author(s):

Lilis Lismaya

Keyword(s):

Student Learning ◽

Research Method ◽

Multiple Intelligence ◽

Learning Motivation ◽

Learning Method ◽

Plant Leaves ◽

Outdoor Activities ◽

Surrounding Environment ◽

Biology Learning ◽

The One

This research is motivated by learning that is still dominantly carried out in the classroom, learning emphasizes more on the aspects of knowledge, so students feel bored and lack the awareness to care for the environment well, lack of concern for the surrounding environment. The ability of students who are still lacking in terms of classifying the types of plant leaves shows Biology learning requires a different learning method, one of which is using the Demonstration with Outdoor Activities Method. The purpose of this study is to analyze Multiple Intelligence and Student Learning Motivation through Demonstration Method with Outdoor Activities. The research method used is weak experimental research design The One-Group Pretest-Posttest Design. The instruments used in this study were multiple intelligence questions, observation sheets and questionnaires. The results showed that the application of the Demonstration with Outdoor Activities Method can increase multiple intelligence and Student Learning Motivation, because the Demonstration with Outdoor Activities Method is learning done outside the classroom by means of students practicing and being invited to look for material learned, so learning does not feel boring. Based on the results of the study, it was concluded that there was an increase in Multiple Intelligences and student learning motivation through the application of the Demonstration with Outdoor Activities method.Keywords: multiple intelligence; motivation; demonstration; outdoor activities.

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Penerapan Penelitian Tindakan Kelas Cooperative Learning Tipe Peer Teaching untuk Meningkatkan Keterlibatan Siswa Dalam Pembelajaran Biologi

BIO-PEDAGOGI ◽

10.20961/bio-pedagogi.v7i2.27622 ◽

2018 ◽

Vol 7 (2) ◽

pp. 59

Author(s):

Nory Shenta Dewi ◽

Murni Ramli ◽

Yudi Rinanto

Keyword(s):

High School Students ◽

Student Engagement ◽

Cooperative Learning ◽

Descriptive Analysis ◽

Analysis Data ◽

Peer Teaching ◽

Learning Method ◽

School Students ◽

Average Percentage ◽

Biology Learning

The research aims to increase students' engagement in Biology learning by applying cooperative learning method specifically peer teaching. The subjects consisted of 32 high school students focusing on Low Achievement (LA) and High Achievement (HA) students. This research is classroom action research (CAR) with 3 Cycles. The research procedure includes the stage of reflection, planning, implementation of action and observation. Behavioral Engagement (BE) data obtained through observation, other data in the form of Psychological Engagement (PE) and Cognitive Engagement (CE) obtained through student engagement questionnaire based on Student Engagement Instrument (SEI). Technique of data validation used is triangulation technique. Technique of analysis data performed by data reduction, data presentation and drawing conclusions based on qualitative descriptive analysis. The results showed that cooperative learning method specifically peer teaching can increase student engagement in biology learning. The average percentage of all BE aspects observed in LA students before the treatment given, Cycle I, Cycle II and Cycle III respectively was 13.72%; 35.24%; 48.26% and 64.24% respectively. Meanwhile BE results of HA students before the treatment given, Cycle I, Cycle II and Cycle III respectively were 22.22%; 48.97%; 56.6% and 64.76% respectively. The results of PE of LA students before the treatment given to Cycle III increased by 3.54% while PE in HA students before the treatment given to Cycle III increased from 3.75%. The result of CE analysis of LA students has increased before the treatment given toward Cycle III that is 2.94% while in HA students increased by 2.95%.

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PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN KETERAMPILAN BERBICARA SISWA KELAS I PADA PELAJARAN BAHASA INDONESIA SEKOLAH DASAR XYZ GUNUNGSITOLI, NIAS [IMPLEMENTATION OF THE ROLE PLAYING METHOD TO IMPROVE GRADE 1 STUDENTS’ SPEAKING SKILLS IN AN INDONESIAN LANGUAGE LESSON AT PRIMARY SCHOOL XYZ GUNUNGSITOLI, NIAS]

Polyglot Jurnal Ilmiah ◽

10.19166/pji.v15i2.1058 ◽

2019 ◽

Vol 15 (2) ◽

pp. 333

Author(s):

Oktaria Mbeni Haba Kolnel ◽

Juniriang Zendrato

Keyword(s):

Elementary School ◽

Research Method ◽

Oral Communication ◽

Role Playing ◽

Early Age ◽

Learning Method ◽

Self Confidence ◽

Class Teacher ◽

Bahasa Indonesia ◽

Speaking Skills

Speaking skills need to be taught to students from an early age. These skills affect students’ ability to communicate in society. The purpose of this study is to improve students’ speaking skills by using the role playing method. Hopefully, through this learning method, students can improve their speaking skills according to aspects in oral communication. The research method used was Classroom Action Research (CAR) which was conducted in two cycles. The subjects of this research were 33 students in grade 1 XYZ Elementary School Gunungsitoli, Nias. The research was carried out from August until November 2017. The instruments used in the research were the following: class teacher and peer teacher observation sheets, speaking skills rubric sheets, students’ questionnaire sheets, and researcher’s reflection journal. The collected data was analyzed quantitatively and qualitatively. The conclusion is that the role playing method can improve students’ speaking skills including aspects of pronunciation (87.87%), tone/intonation (87.12%), fluency (87.87%), and self-confidence (80.30%). The steps of the role playing method that can improve students’ speaking skills are as follows: 1) preparing the scenario, 2) explaining the targeted competency, 3) providing the place, time, and tools to be used, 4) dividing participants into groups, 5) assigning the roles, 6) practicing the role playing, 7) doing the assessment, and 8) evaluating.BAHASA INDONESIA ABSTRAK: Keterampilan berbicara perlu dilatihkan kepada siswa sejak usia dini. Keterampilan ini berdampak pada komunikasi siswa dalam kehidupan bermasyarakat. Tujuan penelitian ini adalah meningkatkan keterampilan berbicara siswa dengan menggunakan metode bermain peran. Harapannya, melalui metode pembelajaran ini, siswa dapat memaksimalkan keterampilan berbicaranya sesuai aspek-aspek dalam komunikasi lisan. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah 33 siswa kelas I Sekolah Dasar XYZ Gunungsitoli, Nias. Penelitian ini diadakan pada Agustus sampai dengan November 2017. Instrumen yang digunakan dalam penelitian ini adalah lembar observasi guru kelas dan guru sejawat, rubrik keterampilan berbicara, lembar angket siswa, dan jurnal refleksi peneliti. Data yang didapat kemudian diolah secara kualitatif dan kuantitatif. Kesimpulan dari penelitian ini adalah metode bermain peran dapat meningkatkan keterampilan berbicara siswa yang meliputi aspek pelafalan (87,87%), nada/intonasi (87,12%), kelancaran (87,87%), dan rasa percaya diri (80,30%). Adapun langkah-langkah metode berperan yang dapat meningkatkan keterampilan berbicara adalah sebagai berikut: 1) menyiapkan skenario, 2) menjelaskan kompetensi yang ingin dicapai, 3) menyediakan tempat, waktu, dan alat yang akan digunakan, 4) membagi peserta dalam kelompok, 5) menetapkan peran, 6) berlatih bermain peran, 7) melakukan penilaian, dan 8) mengevaluasi.

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Delirium Café: interactive learning to enhance delirium care

European Geriatric Medicine ◽

10.1007/s41999-019-00283-0 ◽

2020 ◽

Vol 11 (1) ◽

pp. 113-116 ◽

Cited By ~ 1

Author(s):

Hanna-Maria Roitto ◽

Ulla Liisa Aalto ◽

Riikka Söderling ◽

Marja-Liisa Laakkonen ◽

Hanna Öhman

Keyword(s):

Interactive Learning ◽

Hospital Setting ◽

Acute Hospital ◽

Junior Doctors ◽

Learning Method ◽

Educational Method ◽

World Cafe ◽

New Learning ◽

Active Learning Method ◽

Acute Hospital Setting

Abstract Purpose The aim of Delirium Café was to try a new learning method to increase awareness of delirium and improve delirium care in an acute hospital setting in Helsinki, Finland. Method World Café—an active learning method, with four facilitators and four stations covering important aspects of delirium recognition and management, was used. Results 22 junior doctors and 4 members of the senior staff participated in the event on 13th of March 2019, the World Delirium Awareness Day (WDAD). Nobody dropped out during the 1 h training. Feedback on the educational method was positive. Conclusion Delirium Café seems to be both feasible and applicable as a new interactive-learning method in postgraduate medical teaching.

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THE IMPLEMENTATION OF JIGSAW IN TEACHING ESP SPEAKING FOR ACCOUNTING DEPARTEMENT IN UNIVERSITY OF MUHAMMADIYAH LAMONGAN

Journal of Research on Language Education ◽

10.33365/jorle.v1i1.724 ◽

2020 ◽

Vol 1 (1) ◽

Author(s):

Naajihah Mafuudloh

Keyword(s):

Qualitative Research ◽

Learning Process ◽

Teaching And Learning ◽

Lesson Plan ◽

Oral Communication ◽

Limited Time ◽

Learning Method ◽

Class Management ◽

Professional Teacher ◽

Media Professional

Speaking is a part of spoken and productive skills. In oral communication, the speakers and listeners are actively involved in the message. The speakers transfer a message in the appropriate language, and listeners have to interpret the message. Brown (2004) defines speaking as a productive skill that can be directly and empirically. In teaching speaking, lecturers should have a proper technique to enhance the students to be more active in the speaking class. Therefore, teachers need some appropriate techniques face that condition. Jigsaw is one of cooperative learning method that will help the students gain the information not only by reading the materials, but also sharing and discussing with their friends. Jigsaw consists of several groups, in which every group consists of several students who have various in ability, gender, religion and race. The purpose of this study was to describe the implementation of Jigsaw, the supporting factors in Jigsaw, and the teacher’s obstacles in implementing Jigsaw. In conducting this study, the writer applied descriptive qualitative research as the research design because it described the phenomena that exist in the Jigsaw implementation. The data are collected in the form of words. The reseacher used observation and interview to gain the data. Based on the result that concluded, there were 3 important points. First, choosing material, making lesson plan, organizing Jigsaw in classroom, giving quiz, and evaluating were the steps in implementing Jigsaw for speaking class. Then supporting factors were media, professional teacher, situation surround the class, material, student’s motivation, and class management. Third, limited time and different level of student’s comprehension were the obstacles that faced by the lecturer. In conclusion, Jigsaw was recommended for teaching Speaking, because it gained the students to be more active and interactive in teaching and learning process.

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