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

Didik Rinan Sumekto,


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; R=.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.

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Keywords

Divergence, interaction, language awareness, learning control.

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DOI: https://doi.org/10.24167/celt.v18i1.834

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