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Jurnal Pendidikan Progresif
Published by Universitas Lampung
ISSN : 20879849     EISSN : 25501313     DOI : https://doi.org/10.23960/jpp
Core Subject : Education,
Education
urnal Pendidikan Progresif is an academic journal that published all the studies in the areas of education, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments from various types of research such as surveys, research & development, experimental research, classroom action research, etc. Jurnal Pendidikan Progresif covers all the educational research at the level of primary, secondary, and higher education. The goal of this journal is to bring together researchers and practitioners from academia and industry to focus on Educational advancements and establishing new collaborations in these areas. Original research papers, state-of-the-art reviews are invited for publication in all areas of Education. Topics of Interest include, but are not limited to, the following Disaster literacy and Risk Management Education Ethnopedagogy-based STEM Education Integrating technology into the curriculum: Challenges & Strategies Collaborative & Interactive Learning Tools for 21st Century learning Learning Analysis Education Management Systems Education Policy and Leadership Business Education Virtual and remote laboratories Pedagogy Enhancement with E-Learning Course Management Systems Teacher Evaluation Curriculum, Research, and Development Web-based tools for education Games and simulations in Education Learning / Teaching Methodologies and Assessment Counselor Education Student Selection Criteria in Interdisciplinary Studies Global Issues in Education and Research Technology Support for Pervasive Learning Artificial Intelligence, Robotics and Human-computer Interaction in Education Mobile/ubiquitous computing in education Web 2.0, Social Networking, Blogs and Wikis Multimedia in Education Educating the educators Professional Development for teachers in ICT
Arjuna Subject : Ilmu Sosial - Pendidikan
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Search results for "roundtable in efl argumentative writing" : 1 Documents clear
Roundtable In EFL Argumentative Writing: Effects on Achievement and Perceptions Rohmana Rohmana; Sitti Agustina; Waode Ade Sarasmita Uke; Anugrah Puspita Ayu Muhammad; Nurul Atma; Yustih Yasin; Wa Ode Sitti Wardani; Minerva A. Chavez
Jurnal Pendidikan Progresif Vol 16, No 3 (2026): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v16i3.pp1472-1492

Abstract

This study examined how the Roundtable technique, combined with process writing, affected EFL students' argumentative writing performance and their perceptions of its use in a Critical Writing course. A mixed-methods explanatory sequential design was used. A 42-item questionnaire, pre-test and post-test writing scores, and semi-structured interviews were used to collect quantitative and qualitative data from 32 undergraduate students in the English Education Department of Universitas Halu Oleo. Descriptive statistics and a paired-samples t-test were used to assess the quantitative data. In contrast, thematic analysis of the qualitative data was used to supplement and clarify the quantitative results. After the intervention, students' achievement in argumentative writing significantly improved, according to the findings. With a statistically significant difference (t(31) = 41.97, p < .001), the mean score rose from 71.63 on the pre-test to 81.00 on the post-test, indicating a very large effect. With an overall mean of 3.12 on a four-point Likert scale and strong internal consistency (Cronbach's alpha = .91), the questionnaire findings likewise indicated generally positive opinions of the instructional paradigm. These findings were corroborated by the interview data, which demonstrated that Roundtable promoted classroom participation, idea development, argument organization, critical engagement, and revision. However, problems remained, especially in vocabulary, grammar, coherence, and evidence-based reasoning. The results reveal the pedagogical effectiveness of combining the Roundtable and process writing to improve students’ argumentative writing skills and to create dynamic classroom settings in EFL higher education. It is recommended that further research explore the effect of the Roundtable on specific features of argumentative writing, including coherence, evidence integration, and linguistic accuracy, using a quasi-experimental design with larger, more diverse samples. Keywords: cooperative learning, EFL argumentative writing, mixed-methods study, process writing, Roundtable, student perceptions, writing achievement.

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