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

International Journal of Research and Innovation in Social Science (IJRISS) | Volume IV, Issue VIII, August 2020 | ISSN 2454–6186

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

Hery Yufrizal, Cucu Sutarsyah, 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.

Key Words: Challenge Based Learning, mastery, Discourse, EFL

I. INTRODUCTION

The current study tried to analyze the mastery of discourse analysis in one semester program. The study applied a quasi-experimental research technique to analyze the students’ mastery of the subject using three different learning blocks called challenge-based study program. This program was firstly introduced by Apple Company (Nichols and Cator, 2009). The framework of the system is collaborative work and ready work, asking all participants (students, teacher, family, and members of society) to identify great ideas, asking good questions, finding and solving challenges, obtaining subject area knowledge, developing the 21st century, and sharing their knowledge to the world.

Discourse analysis is the examination of language use by members of a speech community. It involves looking at both language form and language function and includes the study of both spoken interaction and written texts. It identifies linguistic features that characterize different genres as well as social and cultural factors that aid in our interpretation and understanding of different texts and types (Demo, 2001). Discourse analysis is studied by higher education students majoring in language teaching including by the students of the English study program at the Universitas Lampung. This is a 3-credit subject offered by the institution.

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