
Virtual Discussion for EFL Students Establishing Three Domains: Cognitive, Affective, and Psychomotor
Author(s) -
Ike Dian Puspita Sari,
Tities Hijratur Rahmah
Publication year - 2019
Publication title -
international journal for educational and vocational studies
Language(s) - English
Resource type - Journals
ISSN - 2684-6950
DOI - 10.29103/ijevs.v1i3.1586
Subject(s) - psychomotor learning , cognition , psychology , domain (mathematical analysis) , process (computing) , cognitive psychology , value (mathematics) , correlation , mathematics education , applied psychology , computer science , mathematical analysis , mathematics , machine learning , operating system , geometry , neuroscience
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.