INDIVIDUAL ASSIGNMENT

PHILOSOPHY and THEORY CONSTRUCTION COURSE

NAME: RANTA BUTARBUTAR

NIM: 210010101002

PROGRAM: S3

POST GRADUATE STATE UNIVERSITY OF MAKASSAR

OCTOBER 2021

1
 Theory Construction regarding Briefly concept:

Title: Collaborative learning through technology-based projects can improve

speaking performances in Papuan EFL classroom contexts

Research questions:

1. How does collaborative learning through technology-based-projects improve speaking

skills among the Papuan EFL classroom contexts?

2. What are the merits and demerits of a collaborative technology-based-project in learning

speaking skills?

3. How the result of a survey regarding students' attitudes toward the collaborative technology
based-project mode at a case study university, and the related study on the performance of
students who took a specific course in hybrid collaborative technology based-project mode,
versus those who took the same course in a pure distance learning mode.

4. What is the effect of student learning styles from collaborative technology-based projects
on learning speaking skills?

Ha: there is relationship between collaborative learning through technology-based projects

and improving speaking performances in Papuan EFL classroom contexts

H0: there is no relationship between collaborative learning through technology-based

projects and improving speaking performances in Papuan EFL classroom contexts

Descriptions of Theory Construction

An understanding of the terms theory, validation, and quality of theory is necessary for an
understanding of the model Verification and validation are used interchangeably to mean the
demonstration, beyond pure chance, that the ordered relationship predicted by a hypothesis
exists and thereby lends support to the hypothesis (adapted from Lastrucci, 1963). Proof, in
other words, consists of verification of a probabilistic statement.

2
 Frameworks for theory construction refers to Jaccard, and Jacoby (2019) such as:

1. Causal model

2. Mathematical modelling

3. Simulation

4. Emergent theory

5. Theory measurement

6. Concluding

Variable X: Collaborative learning

Variable Y: Technology-based project
Variable: Z Speaking performances

Theory construction regarding research questions mentioned above, such as:

Collaborative learning variables:

1. Symmetry, degree of division of labor the interactions negotiability processes (grounding,
mutual modeling) and effects.
2. Theories (socio-cognitive, socio-cultural) cover the four aspects, while more local
theoretical contributions (e.g. the self-explanation effect) cover a specific aspect.
3. The interrelationships among group members through effective group communication and
discussions in this type of cooperative learning environment
4. The recognition of difference,
5. Individual recognition,
6. Sense of responsibility,
7. Develop cooperation to achieve common goals,
8. Mutual aid and understanding the problem- problems faced and find solutions,
9. Gave a positive response to the other party,
10. Development of common views in collaborative work, and

3
11. The existence of mutual dependence on one another.

Speaking performance variables:

1. Mechanics (pronunciation, grammar, and vocabulary): Using the right words in the right

order with the correct pronunciation

2. Functions (transaction and interaction): Knowing when clarity of message is essential

(transaction/information exchange) and when precise understanding is not required
(interaction/relationship building)
3. Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between
speakers, relative roles of participants): Understanding how to take into account who is
speaking to whom. in what circumstances, about what, and for what reason.

Project-based learning variables:

1. Learning-appropriate goals
2. Scaffolds that support both student and teacher learning,
3. Frequent opportunities for formative self-assessment and revision, and
4. Social organizations that promote participation and result in a sense of agency.

Theorists often write trivial theories because their process of theory construction is hemmed
in by methodological strictures that favor validation rather than usefulness. These strictures
weaken theorizing because they de-emphasize the contribution that imagination,
representation, and selection make to the process, and they diminish the importance of
alternative theorizing activities such as mapping, conceptual development, and speculative
thought. Theory cannot be improved until we improve the theorizing process, and we cannot
improve the theorizing process until we describe it more explicitly, operate it more self-
consciously, and decouple it from validation more deliberately. A more explicit description

4
is necessary so we can see more clearly where the process can be modified and what the
consequences of these modifications might be. Theorizing consists of disciplined
imagination that unfolds in a manner analogous to artificial selection. To understand this
analogy, we should first see descriptions of the theorizing process and how these descriptions
often misrepresent the process. Second, we can learn how some of these misrepresentations
can be corrected if theorizing is viewed as disciplined imagination, where the "discipline" in
theorizing comes from consistent application of selection criteria to trial-and-error thinking
and the "imagination" in theorizing comes from deliberate diversity introduced into the
problem statements, thought trials, and selection criteria that comprise that thinking. An
elaboration of the theorizing process model is thus organized around the three components
of problem statements, thought trials, and selection criteria.

According to (Hiltz, 1998) passive learning theories assume that students "learn" by
receiving and assimilating knowledge independently of others. Active approaches, on the
other hand, portray learning as a social process that occurs through interaction with others.
The learner actively constructs knowledge by verbalizing ideas, which are then built upon
by the reactions and responses of others. To put it another way, learning is both active and
interactive. Collaborative or group learning, in particular, refers to instructional methods that
encourage students to collaborate on academic tasks. Collaborative learning (CL) differs
fundamentally from traditional "direct transfer" or "one-way knowledge transmission".
Knowledge is viewed as a social construct that is aided by peer interaction, evaluation, and
collaboration. As a result, the teacher's role shifts from that of a "sage on the stage" to that
of a facilitator in the students' construction of their own knowledge (the guide on the side).
Seminar-style presentations and discussions, debates, group projects, simulation and role-
playing exercises, and collaborative composition of essays, exam questions, stories, or
research plans are examples of collaborative learning activities. This new way of thinking
about learning shifts the emphasis away from the teacher-student interaction and toward the
role of peer.

CL as one of the most important and effective methods of learning, with a focus on the
mutual exploration of a subject through social interaction with peers and between learners
and teachers. When applied to the classroom, CL as an instructional method in which

5
students of varying performance levels work together in small groups toward a common
goal. The elaboration emphasizes shared responsibility for one's own as well as others'
learning among learners. Thus, one student's success is heavily dependent on the success of
other students; in other words, one student helps others succeed. CL, from this perspective,
describes a situation in which specific types of interaction among learners are expected to
occur, triggering the learning mechanism. Another definition came from (Laal & Laal,
2012), they elaborated CL is a teaching and learning approach that involves groups of
students working together to solve a problem, complete a task, or create a product. Learners
are challenged both socially and emotionally in the CL environment as they listen to different
perspectives and are required to articulate and defend their ideas. As a result, learners begin
to develop their own distinct conceptual frameworks rather than relying solely on an expert's
or a text's framework.

To sum up, as mentioned above, CL is a kind of learning approach that engages small pair
groups it might be two or more students to work together to produce a task-project and
achieve final group’s outcomes. It aiming at increasing students’ motivation, creativity,
interactivity, and group awareness responsibility successful. This approach is more
appropriate to be implemented in the classroom whose students passive or low motivation
in learning.

Based on the briefly concept mentioned above, it might be necessary one strategy to
construct this theory, namely in terms, an indirect causal relationship. According to
Jaccard, J., & Jacoby, J. (2019) an indirect causal relationship is one in which a variable
influence another variable indirectly through its impact on an intermediary variable.
Scientists generally think of causality in terms of change. Variable X is said to be a cause of
Y if changes made to the crucial properties of X produce changes in Y. It is that causality
can be established unambiguously only in a completely isolated system. If one assumes no
other variables are present or operating, then changes in X that are followed by changes in
Y are indeed indicative of a causal relation. When contaminating variables are present,
however, it is possible for a true causal relationship to exist, even though observations show
that X and Y are completely unrelated to each other. Similarly, a causal relationship may not
exist, even though X and Y are found to be related. Having shown this using formal logic,

6
Russell turned to the problem of how one could ever know that one is operating in a
completely isolated system to demonstrate causality, such as in a highly controlled
laboratory setting. The only way to be confident that the system is isolated, he argued, is if
changes in X unambiguously produce changes in Y in that system. But at the same time that
we want to assert the existence of an isolated system because changes in X produce changes
in Y, we also want to assert that X produces a change in Y because we are operating in an
isolated system. Such reasoning, Russell argued, is tautological.

An indirect causal relationship framework

Chart 1. Indirect causal relationship collaborative learning and speaking performances

X Y Z

Collaborative
X Technology-based Speaking
Y performances
learning project

COLLABORATIVE
LEARNING

In light of chart 1 above, an indirect causal relationship is one in which a variable influences
another variable indirectly through its impact on an intermediary variable. In this case,
increasing speaking performances influenced by collaborative learning approach and
mediated technology-based project. Those variables contribute active learning activities in
one theory can be an indirect relationship in another theory toward working hard in school,
with better relationships leading to working.

7
 Mathematical model

in line with theory Jaccard, and Jacoby (2019), to construct a theory needs a model to frame
the emphasis is on describing those relationships using mathematical concepts.
Mathematical models can be used in conjunction with causal thinking.

performances = Collaboration X technology-based projects

analytic simulation seeks to reproduce the process of the criterion system. Whether the
simulation reproduces the physical appearance of the criterion system is of little importance.
The important factor is that the components and variables being investigated respond in a
manner comparable to that of the behavior of the real system.

Technology-based projects
Performances

30 -

25 -

20 -

15 -

10 -

5 -

I I I I I I
5 10 15 20 25 30

Collaborative learning

FIGURE 1. Performance = collaborative learning x technology-based project

8
 Another component in theory construction there is an emergent theory, the briefly
concept mentioned previously frames through mix-method approach, and grounded upon
control and experimental class.

QUAN data & results QUAL data & results Interpretation

Following up

Explanatory design

A visual model of a mixed-methods design

phase procedure product

Quantitative Data Collection Pre-test & post-test Numeric Data

Quantitative Data Analysis Data screening Descriptive statistics, missing

Factor analysis
Connecting Purposively selecting one Interview protocol
Quantitative and participant from each group
Qualitative Phases response and maximal
variation principle
Developing interview
questions
QUALITATIVE Data Individual in-depth Text data (interview
Collection telephone transcripts,
four participants documents, artifact
description)
QUALITATIVE Data Analysis Coding and thematic model Visual
of multiple case
analysis analysis
Within-case and across Codes
and themes
case theme development
Cross-thematic analysis
Cross-thematic matrix

Integration of the Interpretation and Discussion Discussion

Quantitative and explanation of the
Qualitative Results quantitative and qualitative
results
Implications
Future research

9
 Regarding collaborative learning through technology based-project as principally attract
student-centered engagement so this research project is welcoming some significances on
learning process speaking skill particularly. On the other hand, it is called as a theoretical
practice. Those significances highlight in three dimensions refer to (Laal & Ghodsi, 2012)
namely in terms:

1. Social cognitive, such as leads to the development of a social support system for learners;
considering the development of diversity understanding among students and staff; creating a
positive environment for modeling and practicing cooperation; and developing learning
communities.
2. Pychological dimension such as; providing student-centered instruction boosts students' self-
esteem; collaboration lowers anxiety; and fostering positive attitudes and learning milieu
toward teachers.
3. As academically its benefits seem for instances, fostering critical thinking abilities, attracting
students are actively involved in the learning process; improving student’s talks quality and
classroom results; and utilizing appropriate student problem solving techniques. Lastly, it is
customizing large lectures and employing vary of assessments.

To sum up, researcher accept and agree with existing theory which confirms the benefits
of interactive collaborative learning through technology project-based puts into three
perspectives in namely terms, social, psychology, and academics. Building and sustaining
online learning or interactive communities is a critical area with based-project should
concentrate student’s efforts.

10
References

Hiltz, S. R. (1998). Collaborative Learning in Asynchronous Learning Networks: Building

Learning Communities.

Jaccard, J., & Jacoby, J. (2019). Theory construction and model-building skills: A practical
guide for social scientists. Guilford publications.

Laal, M., & Laal, M. (2012). Collaborative learning: what is it? Procedia-Social and
Behavioral Sciences, 31, 491–495.

Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design.
Routledge.

11