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The Effect of Challenge-Based Learning on the Mastery of Discourse Analysis Subject

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  • Hery Yufrizal

    (Universitas Lampung, Indonesia)

  • Cucu Sutarsyah

    (Universitas Lampung, Indonesia)

  • Feni Munifatullah

    (Universitas Lampung, Indonesia)

Abstract

The objectives of this study are to investigate whether Challenge-Based Learning can improve the mastery of Discourse Analysis subject at the English study Program of the University of Lampung, and to investigate the factors that significantly influence the mastery of Discourse Analysis subject taught through Challenge-Based Learning at the English study Program of the University of Lampung. This study used quasi-experimental research design. The subjects of this study were students enrolled as participants at ‘Discourse Analysis’ subject at the Universitas Lampung. In this case, the students served both as the population and sample of the study. The results show that there was a significant difference of students’ achievement in three challenge-based learning activities. Challenge 1 (read, write, and present) got better result of learning compared to Challenge 2 (read, relate, present). There was no significant difference between Challenge 2 and Challenge 3 (read, illustrate, present, and argue), while there was a significant difference of achievement between Challenge 1 and Challenge 3

Suggested Citation

  • Hery Yufrizal & Cucu Sutarsyah & Feni Munifatullah, 2020. "The Effect of Challenge-Based Learning on the Mastery of Discourse Analysis Subject," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 4(8), pages 326-330, August.
    • Handle: RePEc:bcp:journl:v:4:y:2020:i:8:p:326-330
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