Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor

Abstract

In teaching and learning process, teacher may use certain learning strategies or methods. Virtual discussion, for instance, it can be done to encourage students’ cognitive, affective, and psychomotor. This activity provides an opportunity for students to sit and listen as they speak and think critically, logically, and rationally. Moreover, students get better results when they work together than those who study individually. This survey research conducted to find out the correlation among virtual discussion with cognitive, affective, and psychomotor of 110 students in IKIP Budi Utomo Malang. The result shows that the virtual discussion has strong correlation not only in cognitive domain, but also it has strong correlation with affective and psychomotor domain. Almost all significant values are positive. There is only one negative significant value between cognitive and affective. Thus, it illustrates that the increasing of cognitive domain by applying virtual discussion is not always followed by the increasing of affective domain.

Synchronous Online Learning through Microsoft Teams at Tertiary Level: Academic English Course

“…This agrees with Orfan's (2020) result that the overall attitude of Afghan students towards English in terms of cognitive, affective and behavioral aspects was positive. Nevertheless, the present finding contradicts the study conducted by Sari and Rahmah (2019) who reported that there was a negative significant value comparing cognitive domain and affective domain. The increasing of cognitive domain when dealing with virtual discussion is not followed by the increasing of affective domain.…”

“…Similarly, Sari and Rahmah (2019) determined the correlation of virtual discussion with cognitive, affective and psychomotor aspects of one hundred and ten Indonesian students. Their findings revealed that the virtual discussion has had strong correlation in all three domains and almost all significant values have been positive.…”

Blended Online Learning: Combining the Strengths of Synchronous and Asynchronous Online Learning in Efl Context

“…Blended Online Learning is the first online learning which combines Synchronous and Asynchronous Online Learning activities and teaching strategies through the instructional system and learning objectives [16], [42], [36]. It is defined in the way of virtual class deliver the lesson by having presentation posted in Asynchronous Modes or directly presented in Moodle or Virtual meeting [42], [13], [52], [45], [23], [30].…”

“…Blended Online Learning is the first online learning which combines Synchronous and Asynchronous Online Learning activities and teaching strategies through the instructional system and learning objectives [16], [42], [36]. It is defined in the way of virtual class deliver the lesson by having presentation posted in Asynchronous Modes or directly presented in Moodle or Virtual meeting [42], [13], [52], [45], [23], [30]. The roles of technology in Blended Online Learning show quality of online learning, sources used, curriculum implemented, and efforts to be literate and be engaged in with the 21st-century learning [34], [41], [20].…”

Dampak Pembelajaran Daring Terhadap Kemampuan Anak Usia Sekolah Dasar

“…Selain kemampuan kognitif, kemampuan afektif pada anak berusia sekolah dasar perlu dikembangkan. Kasilingam, dkk (2014) melalui Sari & Rahmah (2019) menyatakan bahwa kemampuan afektif merupakan kemampuan yang berfokus pada perilaku dan motivasi yang dikaitkan dengan nilai-nilai di kehidupan sehari-hari. Di dalam praktik pembelajaran sekolah dasar di Indonesia, pengembangan dan penilaian kemampuan afektif didasarkan pada Kompetensi Inti 1 dan Kompetensi Inti 2.…”