Suchergebnisse

Career success comes to people who are good at giving correct information, developing strong working relationships, attracting and satisfying customers, working in teams, solving disputes, building consensus for decisions, picking other people's brains.

Influence is a critical competency for success in the workplace. Past research has shown that two oral communication skills (listening and oral expression) are associated with interpersonal influence. This exploratory study examines the effectiveness of two pedagogies (leaderless group discussion [LGD] and oral presentation with a question and answer time [P+Q&A]) in developing these oral communication skills. MBA students enrolled in online courses participated in this pedagogical research. The results of paired-sample t test procedures and correlation analyses of self- and peer ratings suggest that LGD and P+Q&A are effective in developing listening and oral expression skills, which, in turn, are related to interpersonal influence. Other key findings indicate that the reactions of the MBA students to LGD and P+Q&A are favorable, and the intentions of MBA students to transfer these communication skills back to their jobs are strong. We discuss the two pedagogies from the perspectives of relevance, improvisation, inductive/deductive discourse, and Bloom's taxonomy of learning. We end with a discussion of the implications of these findings for business education priorities and business instructors.

The reality, students who have graduated from junior high schools do not achieve the learning quality as expected by the curriculum. The alumni of junior high schools still have the low oral communication skill in English. The problem of the present research was what learning model which can improve the students' oral communication skill. The purpose of this research is to find a product in the form of learning model as an alternative learning model which can improve oral communication skill. The research approach used in this study was research and development by modifying the ten steps of research procedures into only three steps that are (1) preliminary study, (2) model development, and (3) model validation test. The participants of this study were the teachers and the students of the junior high schools in North of Lombok, Nusa Tenggara Barat. The data collection techniques used in this study such as observation, questionnaire, document study, and oral test. The collected data were analyzed qualitatively and quantitatively (statistical test). This research and development study produced a learning model that can be used to improve the English oral communication skill. That learning model consists of five learning steps, namely (1) the orientation phase, (2) the phase of using the command to direct behavior, (3) the phase of role reversal, (4) the phase of role independent practice, and (5) the phase of guided practice. After analyzing the data in the form score difference between pretest and posttest in the experimental group and the control group. It is concluded that the developed learning model effectively improved the junior high school students' spoken communication skill when being compared with the conventional learning model that was usually used by the teacher. The developed learning model emphasizes the students' activities in the learning process. It can be applied by the teacher through saying a word and demonstrating an act to represent its meaning without translating it into Indonesia Language, and asking the students to also demonstrate the word. After demonstrating the word, the students try to produce the oral language through the question and answer activities both independently and being guided by the teacher. Based on the findings, it is recommended for teachers, junior high school institutions, school committee, education department in local government, to utilize this learning model as an alternative model in learning English as a Foreign Language (EFL) in junior high schools.

The reality, students who have graduated from junior high schools do not achieve the learning quality as expected by the curriculum. The alumni of junior high schools still have the low oral communication skill in English. The problem of the present research was what learning model which can improve the students' oral communication skill. The purpose of this research is to find a product in the form of learning model as an alternative learning model which can improve oral communication skill. The research approach used in this study was research and development by modifying the ten steps of research procedures into only three steps that are (1) preliminary study, (2) model development, and (3) model validation test. The participants of this study were the teachers and the students of the junior high schools in North of Lombok, Nusa Tenggara Barat. The data collection techniques used in this study such as observation, questionnaire, document study, and oral test. The collected data were analyzed qualitatively and quantitatively (statistical test). This research and development study produced a learning model that can be used to improve the English oral communication skill. That learning model consists of five learning steps, namely (1) the orientation phase, (2) the phase of using the command to direct behavior, (3) the phase of role reversal, (4) the phase of role independent practice, and (5) the phase of guided practice. After analyzing the data in the form score difference between pretest and posttest in the experimental group and the control group. It is concluded that the developed learning model effectively improved the junior high school students' spoken communication skill when being compared with the conventional learning model that was usually used by the teacher. The developed learning model emphasizes the students' activities in the learning process. It can be applied by the teacher through saying a word and demonstrating an act to represent its meaning without translating it into Indonesia Language, and asking the students to also demonstrate the word. After demonstrating the word, the students try to produce the oral language through the question and answer activities both independently and being guided by the teacher. Based on the findings, it is recommended for teachers, junior high school institutions, school committee, education department in local government, to utilize this learning model as an alternative model in learning English as a Foreign Language (EFL) in junior high schools.