%L UNY24925
%A Suteng Sulasmono Bambang
%A Dewi Koeswanti Henny
%X This research examines the effect of question prompts on the quality of arguments
written by students with high, moderate, and low language abilities. The research is
conducted with a pretest-posttest non-equivalent control group design, focusing on finding the
answers to two research questions: a) What are the significant differences between the quality
of arguments written by students who use question prompt scaffolding and those who teach
with an expository method? b) What are the significant differences between the quality of
arguments written by students with high, moderate, and low language abilities? Data is
gathered by conducting pre- and post-argumentative tests, which is scored with an adapted
version of the Rubric of Argument Quality from Cho and Jonassen (2002). The scores of the
quality of students‟ arguments are then analyzed with a mean differential analysis. The
results of the study indicate that: a) there are significant differences between the quality of
arguments written by students who use question prompt scaffolding and those who teach with
an expository method; b) there are no significant differences between the quality of arguments
written by students with high, moderate, and low language abilities.
%I Program Pascasarjana Universitas Negeri Yogyakarta
%J Seminar Nasional dan Temu Alumni "Peran Pendidikan dalam Pembangunan Karakter Bangsa"
%D 2014
%T THE EFFECT OF QUESTION PROMPTING AND LANGUANGE ABILITY ON
THE QUALITY OF STUDENTS‟ ARGUMENTS