Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation
- DOI
- 10.2991/iset-18.2018.74How to use a DOI?
- Keywords
- learning pattern, speaking, universities.
- Abstract
A number of research finding results indicated that students' speaking ability is still below average. It is highly estimated, that the trigger was students’ lack confidence, lack of understanding toward material, and lecturers less communicative. This study captured up learning patterns conducted in four different universities. The learning patterns were then reviewed from constructivism approach, for each learning pattern certainly assist students and enables them integrating their knowledge from the lesson learned. Because of that, students can speak fluently since they have both concept and experience making them to become more confident. This is a qualitative study, the data was taken by observation, interview, and documentation. The classroom discourse data were analysed by using Miles and Huberman’s interactive models. The results found that the learning pattern of speaking subject at those studied universities dominated by lecturers. Lecturer was the one who initiates, inspires, asks, and evaluates. Lecturers have not succeeded in developing critical thinking skills, students only respond, correspond, and answer questions for clarification and confirmation. Lecturers were often called Teacher Talking Time (TTT) instead of Student Talking Time (STT). The average score of students’ speaking subject was 76.
- Copyright
- © 2018, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Ms Ngatmini AU - Mr Rustono AU - Mr Subyantoro AU - Mimi Mulyani PY - 2018/09 DA - 2018/09 TI - Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation BT - Proceedings of the International Conference on Science and Education and Technology 2018 (ISET 2018) PB - Atlantis Press SP - 358 EP - 365 SN - 2352-5398 UR - https://doi.org/10.2991/iset-18.2018.74 DO - 10.2991/iset-18.2018.74 ID - Ngatmini2018/09 ER -