The Development of Discourse Lesson via Peer Learning and

Cultural Studies

Sawirman

English Department, Universitas Andalas, Padang, Indonesia

Keywords: Discourse Lesson, Peer Learning, Cultural Studies.

Abstract: This paper addresses the issue of discourse lesson via peer learning and cultural studies. One of the models is

offered. This model has several steps and tricks how discourse students can make pedagogic tasks as a vehicle

to take part in real tasks related to learning-centered strategies, community needs and graduate users. Research

and development method were applied.

1 INTRODUCTION

Up to now, the discourse class was carried out using

the small group on the discussion. This paper offers a

combination of a small group on discussion with

multilayered peer learning. Peer online learning and

multilayered peer learning are developed. Both

multilayered peer learning and online peer learning

are trendy methods nowadays.

These methods have a significant impact on some

subjects from the exact sciences to the humanities.

Özdener & Güngör (2010), for example, has tested

peer learning in the study of better quality work

technology (project quality). Tests with significant

results in the learning process of engineering subjects

were also carried out by Zou, et al. (2012). Testing of

peer learning in the exact sciences with good results

was also carried out by Abedini, et al. (2013).

2 METHOD

Similar studies have also been conducted on some

subjects at the university (tertiary education) by

Montero-Fleta, et al. (2015) which also has a

significant impact on the peer learning method.

Martineau, et al. (2015) also tested physics learning.

Tenório, et al. (2017) has also tested peer learning in

programming language learning. Gazula, et al. (2017)

and Al Kawas, et.al. (2017) have also proved that the

learning process with peer learning and peer tutoring

has a significant impact on health and dental subjects.

Based on the sources mentioned, it can be explained

that the peer learning method is an abstraction so that

students can work together with others to share

information (information sharing), problem-solving

based and experienced-based learning. Following are

the models offered by Zou, et al. (2012) in

multilayered peer learning applications.

Multilayered Peer Learning Model

3 RESULT AND DISCUSSION

Peer learning is "the acquisition of knowledge and

skills through active support and equals or match

companions". The learning process through peer

learning also includes (a) learning from team

members through colonial interactions; (b) discuss in

small project teams; (c) learning from peers and

critically assessing the presentation of other teams;

and (d) learning from peer tutors by asking questions

and seeking help (Zou et.al, 2012). The following is

Sawirman, .

The Development of Discourse Lesson via Peer Learning and Cultural Studies.

DOI: 10.5220/0008680901110113

In Improving Educational Quality Toward International Standard (ICED-QA 2018), pages 111-113

ISBN: 978-989-758-392-6

111

one of multilayered peer learning implementation

models that have been implemented in discourse

subject.

Discourse Handbook Model of Peer Learning-based

(3 X 50 Minutes)

3.1 Outside of the class

Step 1: One or two weeks before a topic was

discussed, the students are given the learning material

related to the topics that had been provided on a

respiratory of Universitas Andalas.

Instruction 1

Find indexed international articles in respiratory of

Universitas Andalas concerning with the topics.

Please criticize their article and analyze the

strengths, the weaknesses, and the contribution to

linguistics or other disciplines with other related

sources at least three references from academic

articles!

Note 1. Students in this context can be measured at

least regarding activity, responsibility and their

insights.

3.2 Inside Class

Step 2: The teachers gave the task for the students (in

groups) to draw schemes or caricatures or map

concepts or anything they can remember on the

topics.

Instruction 2

Please design diagram or caricature or map concept

or painting or deviation of an event related to the

material (time 15 minutes)!

Note 2. Students in this context can be measured at

least regarding mastery of the material and creativity.

Step 3: The teachers ask the students to explain what

the schemes or caricatures, or map concepts mean to

practice their conversation skills and their

comprehending about the topic.

Instruction 3

What your map concept, diagram, caricature or

painting means (15 minutes)!

Note 3. Students in this context can be measured at

least regarding their mastery, attitude, value and their

psychomotor.

Step 4: Students are asked to read the material that

has been provided per week for 15 minutes.

Instruction 4

Please read the article below! (20 minutes)!

Note 4. Students in this context can be assessed at

least regarding their activities and responsibilities.

Step 5: Students are asked to draw conclusions based

on their comprehending randomly to reinforce them.

Instruction 5

Explain fully and clearly how the writers put the

main points and conclusion of each chapter! (time

16 minutes)

Note 5. Students in this context can be measured at

least regarding their comprehending, attitudes,

values, and insights.

Step 6: Students are asked randomly to criticize and

compare among related articles that have been

assigned in the previous weeks.

Instruction 6

Compare the article above with the other related

articles have you read! If possible find the examples

of characteristics and causes factors from your own

culture, environment, or neighbor! (15 minutes)

Note 6. Students in this context can be measured at

least regarding their masteries, attitude, values, and

creativities.

Step 7: Students are asked to discuss their opinions in

small groups that have been formed at the beginning

of the lecture.

Instruction 7

Explain fully and clearly your own conclusion and

discuss yours in your group in relation to the

materials! (15 minutes)

ICED-QA 2018 - International Conference On Education Development And Quality Assurance

112

Note 7. Students in this context can be measured at

least regarding their masteries, attitude, values, and

creativities.

Step 8: Students or group representatives are asked to

present the results of their discussions to the plenary

session (8-10 minutes for each group including the

time for question and answer):

Instruction 8

Now please present your own group’s conclusion

or suggestion to the topic assigned! (30 minutes)

Note 8. Students in this context can be measured at

least regarding knowledge, attitude, psychomotor,

responsibility, cooperation, value and sense of

nationality, creativity, and activity

Step 9: Students or group representatives are invited

to ask both groups and lecturers related to the topics

discussed after the presentation of the plenary

session.

Instruction 9

If there are, I’d like to invite your questions, critical

thinking, comments, or recommendation!

Note 9. Students in this context can be measured at

least regarding knowledge, attitude, psychomotor,

responsibility, cooperation, value and sense of

nationality, creativity, and activity.

Step 10: Before the class ends especially in the

remaining time, the lecturer as a referee or facilitator

reinforces question to ensure students' understanding

of the material discussed while notifying the follow-

up fieldwork on the topic discussed and informed the

material or assignments about the next week topic on

repository of Universitas Andalas with other

multilayered peer learning strategies or models.

4 CONCLUSION

One of the students centered learning principles is to

multiple field tasks or real tasks rather than pedagogic

tasks. One of the efforts is to provide some field

assignments in peer learning model. This

multilayered peer learning model is intended not just

to put the students or the children acquiring English

but also developing their discourse insights and other

social skills all at once.

ACKNOWLEDGMENT

I would like to thank LP3M of Universitas Andalas

for this research funding and supports.

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