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Learning Pattern of Speaking Subject in Higher Education: A Constructiveness Review as Educational Innovation

机译：高等教育讲师学习模式：建设性综述为教育创新

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A number of research finding results indicated that students' speaking ability is still below average. It is highly estimated, that the trigger was students' lack confidence, lack of understanding toward material, and lecturers less communicative. This study captured up learning patterns conducted in four different universities. The learning patterns were then reviewed from constructivism approach, for each learning pattern certainly assist students and enables them integrating their knowledge from the lesson learned. Because of that, students can speak fluently since they have both concept and experience making them to become more confident. This is a qualitative study, the data was taken by observation, interview, and documentation. The classroom discourse data were analysed by using Miles and Huberman's interactive models. The results found that the learning pattern of speaking subject at those studied universities dominated by lecturers. Lecturer was the one who initiates, inspires, asks, and evaluates. Lecturers have not succeeded in developing critical thinking skills, students only respond, correspond, and answer questions for clarification and confirmation. Lecturers were often called Teacher Talking Time (TTT) instead of Student Talking Time (STT). The average score of students' speaking subject was 76.
机译：许多研究发现结果表明，学生的说话能力仍然低于平均水平。据估计，触发器是学生缺乏信心，对材料缺乏了解，讲师较少交际。本研究捕获了四所不同大学进行的学习模式。然后，从建构主义方法中审查了学习模式，对于每个学习模式肯定有助于学生，使他们能够将他们的知识与学习的课程一致。因此，学生可以发表流利，因为他们都有概念和经验使他们变得更加自信。这是一个定性研究，通过观察，面试和文件采取数据。通过使用Miles和Huberman的互动模型分析了课堂话语数据。结果发现，在学习的大学由讲师主导的大学的学习模式。讲师是那些启动，激励，询问和评估的人。讲师并没有成功地发展批判性思维技能，学生只能回应，对应，并回答澄清和确认的问题。讲师经常被称为老师谈话时间（TTT）而不是学生谈话时间（STT）。学生说话科目的平均得分为76。

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