The Observable Students’ Divergent Approach as Experienced in a Seminar on Language Teaching Class

Abstract

This study aims at observing the undergraduate students’ divergent approach experience toward their language teaching seminar’ presentation and discussion. Ninety-one students (n = 91) of English education department participated as the respondents. Data collection used a random sampling, whereas data analysis was examined through the descriptive statistics, simple correlation and two-tailed regression analysis with the significance level of .05. The divergent approach was found as a moderate category. The findings showed that M = 17.44; SD = 2.829 for learning control and objectives, M = 19.70; SD = 3.638 for language awareness, and M = 11.97; SD = 2.095 for students’ interaction with the significance level of F = 62.564; R² = .683; and p<.00. The partial linearity analysis of learning control and objectives showed that t = 3.645; p = .000, language awareness was t=2.648; p=.010, and students interaction was t = 4.341; p = .000. These three predictors contributed a positive and significant influence toward the divergent approach. In further, a step-wise equivalence was applied to accommodate the two-tailed regression analysis, where its equivalence was Y = 1.014 + .381X1 + .253X2 + .660X3.