Cooperative language learning elements to enhance social skills in English classrooms: a case study

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gina Camacho-Minuche ◽  
Verónica Espinoza-Celinica ◽  
Eva Ulehlova
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Language Learning ◽  
Learning Activity ◽  
Content Type ◽  
Face To Face ◽  
English Classrooms ◽  
Group Processing ◽  
Clear Idea ◽  
In The Beginning

PurposeThe aim was to prove the efficacy of the five cooperative learning elements applied in English classrooms and to demonstrate how effective they were to develop social skills in students.Design/methodology/approachThe qualitative approach allowed to analyse the data in order to determine the benefits of using these elements which help students to create a good rapport among them and do more productive activities to retain the knowledge. The instruments were Cooperative Learning Activity Planning Template that included 20 major steps in designing and assessing a cooperative learning activity designed by Susan Johnston. Additionally, rubrics that included the cooperative learning elements: face-to-face (promotive) interaction, positive interdependence, individual accountability, group processing and collaborative skills were necessary to assess students' accomplished tasks.FindingsFurthermore, when students played different roles, they attained their goal and did cooperative tasks more productively. All mentioned above enables Ecuadorian educational institutions to include better teaching methods and provokes consciousness of students' accomplishment towards their goals.Research limitations/implicationsIn the beginning, some constraints were presented; students did not have a clear idea about the main difference between group work and cooperative work. However, once they were aware of cooperative learning elements, they did incorporate them appropriately in each assigned activity which allowed them to obtain better results. Another limitation referred to master students who did not always provide learners with constant monitoring when they were working on cooperative activities; they simply believed that strong students could help the rest in the group if there was any inconvenience with the task, taking this situation for granted.Originality/valueThe originality of this study is reflected in the results obtained in the final product students presented since they used the elements in a more effective way to build social skills and achieve higher grades.

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

RELC Journal ◽  
2021 ◽  
pp. 003368822110127
Author(s):  
Masahiro Yoshimura ◽  
Tomohito Hiromori ◽  
Ryo Kirimura
Keyword(s):  
Cooperative Learning ◽  
Learning Activity ◽  
Successful Implementation ◽  
Dynamic Changes ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Five Elements ◽  
Weekly Journal

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

scholarly journals PENERAPAN MODEL PEMBELAJARAN COOPERATIVE LEARNING MELALUI TIPE TGT (TEAMS GAMES TOURNAMENT) UNTUK MENINGKATKAN PRESTASI BELAJAR AQIDAH AKHLAK KD MEMAHAMI TASAWUF KELAS XI IPS1 MAN 1 JOMBANG

2021 ◽  
Vol 1 (2) ◽  
pp. 176-189
Author(s):  
IDA INAYAHWATI
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activity ◽  
Average Score ◽  
Face To Face ◽  
Team Games ◽  
Social Traits ◽  
Improve Student Achievement

This study aims to improve student achievement in Aqidah Akhlak subjects, especially KD Understanding Sufism. The assessment of this Sufism material is not only in the realm of knowledge (cognitive) but includes the entire domain of attitude (there is a change in attitude) and skills (application of religious understanding) for each student. That's why researchers formulate strategies that can generate student achievement, where in this learning activity, apart from being able to achieve all the aspects that are expected, students are also able to instill social traits in each of them. The learning strategy offered is cooperative learning (Cooperative Learning Strategy), namely by using the Team Games Tournament (TGT) type. Conducted in class XI IPS1 MAN 1 Jombang. This research was conducted in two cycles, each consisting of two face-to-face meetings. Before carrying out the research action, the researcher conducted a pre-test in the class being studied (before the implementation of cooperative learning strategies, in this pret test the results obtained by students on this material with an average of 79. Furthermore, after the cooperative learning model through the TGT type (Teams Games Tournaments) then in the second cycle obtained an average learning completeness of 84, and in the third cycle the increase in the average score became 95, very significant. ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar siswa pada mata pelajaran Aqidah Akhlak khususnya KD Memahami Tasawuf. Penilaian pada materi tasawuf ini bukan hanya padah ranah pengetahuan (kognitif) melainkan mencakup seluruh ranah sikap (ada perubahan sikap) dan Ketrampilan (penerapan pemahaman religi) pada setiap siswa. Karena itulah peneliti merumuskan strategi yang dapat membangkitkan prestasi belajar siswa, dimana dalam kegiatan pembelajaran ini selain mampu mencapai seluruh aspek yang diharapkan siswa juga mampu menanamkan sifat social dalam diri mereka masing-masing. Strategi pembelajaran yang ditawarkan adalah pembelajaran kooperatif (Cooperative Learning Strategy), yaitu dengan menggunakan tipe Teams Games Tournament (TGT). Dilakukan pada kelas XI IPS1 MAN 1 Jombang. Penelitian dengan menggunakan model pembelajaran cooperative learning melalui tipe TGT (Teams Games Tournaments) ini dilakukan dalam dua kali siklus, masing-masing terdiri dari dua kali pertemuan tatap muka. Sebelum melakukan tindakan penelitian, peneliti melakukan pre test terlebih dahulu pada kelas yang diteliti (sebelum diterapkannya strategi pembelajaran kooperatif, pada pret test ini didapatkan hasil nilai yang didapat siswa pada materi ini dengan rata-rata 79. Selanjutnya setelah model pembelajaran cooperative learning melalui tipe TGT (Teams Games Tournaments) maka pada siklus kedua diperoleh rata-rata ketruntasan belajar 84, dan pada siklus ke tiga peningkatan nilai rata-rata mejadi 95, sangat signifikan.

scholarly journals Offline or online?: EFL students’ perceptions on working in face-to-face and virtual learning modes

2021 ◽  
Vol 9 (1) ◽  
pp. 113
Author(s):  
Rahmat Yusny ◽  
Fitria Rizki ◽  
Ika Kana Trisnawati ◽  
Mulia Mulia
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
Learning Experiences ◽  
Language Education ◽  
Learning Activities ◽  
Learning Ability ◽  
Learning Activity ◽  
Face To Face ◽  
Offline Learning ◽  
Learning Modes

Given the intensified number of online learning activities and having inadequate knowledge to identify the details of how it was organized within increased students’ language learning ability; this study focused on identifying the students’ perceptions of learning in two different situations. This study investigated how students perceived working in a new learning mode (online learning activity) compared to the traditional or face-to-face learning mode (offline learning activity) in regards to the learning frameworks, including the depth and comprehensiveness of learning, appropriate length for learning, comfortability of learning, and flexibility of learning. Ten students were selected to be the participants of the current study; all of whom were sixth and eighth semester students at the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. They were served by several questions related to their experiences working on two different learning modes. The findings revealed that working in offline learning mode was still the common preference among the students and only a few of them preferred online learning. Even more interesting was the finding of one or two students who perceived no differences between participating in offline and online class learning activities. In addition, the findings also indicated that interaction between the course instructors and students still becomes a prominent element on the students’ satisfaction and comfort of learning. The students also suggested that the keys to their satisfactory learning experiences are access to learning materials and to their class instructors. To conclude, this study also provides new insights on what matters the most to the students’ learning experiences with respect to the current online learning trend. 

‘I owe it to my group members…who critically commented on my conducting’ – Cooperative learning in choral conducting education

2014 ◽  
Vol 34 (1) ◽  
pp. 116-130 ◽  
Author(s):  
Maria Varvarigou
Keyword(s):  
Cooperative Learning ◽  
Interpersonal Communication ◽  
Teaching And Learning ◽  
Personal Responsibility ◽  
Master's Level ◽  
Choral Conducting ◽  
Regular Group ◽  
Face To Face ◽  
Group Processing ◽  
Group Members

This article explores cooperative learning in choral conducting education. The five characteristics of cooperative learning identified by Adams and Hamm ((1996). Cooperative learning: Critical thinking and collaboration across the curriculum (2nd ed.). Springfield, IL: Charles Thomas Publishers): positive interdependence; face-to-face interaction; individual accountability and personal responsibility for reaching groups goals; frequent practice with small-group interpersonal skills; and regular group processing and reflection have been used to structure the discussion on the learners’ perception of their development and their module’s effectiveness. The context in focus was an elective module on choral conducting education at master’s level. Cooperative learning in choral conducting education was shown to support the learners’ motivation for active participation in the teaching and learning process; to increase respect for diversity; to support the learners’ development of interpersonal, communication, leadership and teaching skills at both an individual and at a collective level; and to improve teacher effectiveness.

scholarly journals Creating conditions for cooperative learning: Basic elements

2003 ◽  
pp. 94-110 ◽  
Author(s):  
Slavica Sevkusic-Mandic
Keyword(s):  
Social Skills ◽  
Cooperative Learning ◽  
Group Work ◽  
Research Evidence ◽  
Teaching Practice ◽  
Group Processes ◽  
Learning Task ◽  
Individual Responsibility ◽  
Face To Face ◽  
Learning Tasks

Although a large number of research evidence speak out in favor of cooperative learning, its effectiveness in teaching does not depend only on teacher?s and students? enthusiasm and willingness to work in such a manner. Creating cooperative situations in learning demands a serious preparation and engagement on the part of teacher who is structuring various aspects of work in the classroom. Although there exist a large number of models and techniques of cooperative learning, which vary in the way in which students work together, in the structure of learning tasks as well as in the degree to which cooperative efforts of students are coupled with competition among groups, some elements should be present in the structure of conditions irrespective of the type of group work in question. Potential effects of cooperation are not likely to emerge unless teachers apply five basic elements of cooperative structure: 1. structuring of the learning task and students? positive interdependence, 2. individual responsibility, 3. upgrading of "face to face" interaction, 4. training of students? social skills, and 5. evaluation of group processes. The paper discusses various strategies for establishing the mentioned elements and concrete examples for teaching practice are provided, which should be of assistance to teachers for as much successful cooperative learning application as possible in work with children.

scholarly journals Group reporting as a tool to enhance the quality of courses

2018 ◽  
Vol 13 (1) ◽  
pp. 73-87
Author(s):  
Mari Anjeli Lubrica Crisanto
Keyword(s):  
Cooperative Learning ◽  
Online Survey ◽  
Learning Experience ◽  
The Philippines ◽  
Learning Technologies ◽  
The Body ◽  
Learning Activity ◽  
Content Type ◽  
Quality Learning

Purpose Group reporting, a form of cooperative learning, is a learning tool often employed in residential teaching to facilitate quality learning. Like other cooperative learning methods, it enhances learning in classrooms by allowing students work on activities in small groups to receive rewards based on their group’s performance. However, though group reporting is often done in face-to-face settings, few up-to-date literature has shown its application in online learning. Moreover, the question as to whether online cooperative learning through group reports yields positive or negative response from students has to be studied further. The paper aims to discuss these issues. Design/methodology/approach This study focuses on the students’ response to the group reporting activity carried throughout one semester. A course offered by the University of the Philippines Open University on database management systems made use of group reporting to add to the students’ learning experience. Group meetings along with regular online lectures were carried out during the first half of the semester. The output group reports were then presented during the second half and served as the main resource for those weeks’ study modules. An online survey with Likert scales drawing out the student reactions on the learning activity impact was administered to volunteer respondents at the end of classes. Findings In total, 71.9 percent of 32 respondents observed changes in their behavior after using peer and cooperative learning technologies. The respondents also indicated that they enjoyed the group reporting activity (14 agreeing strongly, 14 agreeing moderately). They also indicated that they were motivated to learn the course through the group reports (8 agreeing strongly, 14 agreeing moderately). However, when asked if they preferred to have all the modules in group report format 9 agreed moderately, 8 disagreed moderately, 7 disagreed strongly, 4 agreed strongly, and 4 neither agreed nor disagreed. Still, overall, online cooperative learning facilitated quality learning based on this study’s results. Originality/value This study contributes to the body of knowledge by showing how group reporting can be applied online and how students have responded to it. The study also provides recommendations on how to conduct online cooperative learning in order to enhance the quality of courses, with implications for further research to look into variations with respect to the technology used for reporting and its suitability to a given course.

scholarly journals University Students’ Perceptions of the Key Elements of Cooperative Learning

2020 ◽  
Vol 2019 (1) ◽  
pp. 127
Author(s):  
Tomoko Hashimoto
Keyword(s):  
Cooperative Learning ◽  
University Students ◽  
Student Perceptions ◽  
First Year ◽  
Face To Face ◽  
Group Processing ◽  
Significant Difference ◽  
First Year University ◽  
Individual Accountability ◽  
Research Period

In this study I examined students’ perceptions of the way cooperative learning (CL) was used in their classroom setting. CL involves five key elements: positive interdependence (PI), face-to-face promotive interaction (FF), individual accountability (IA), interpersonal and small group skills (IS), and group processing (GP). For this study, first-year university students from three classes participated in informal CL (semistructured), formal CL (structured), and teacher-led instruction. At the end of the research period, students’ perceptions of these were rated. Analyses showed that for PI and IS, the mean score of the formal CL class was significantly higher than the teacher-led instruction class, but that there were no significant differences between FF, IA, and GP for these two groups. Student perceptions of the informal CL class did not show any significant difference when compared to the formal CL class nor the teacher-led instruction class for any of the five key elements. 本研究は、協同学習（CL）の5つの基本要素について、学生の認識を調べたものである。5つの基本要素とは、互恵的な相互依存（PI）、対面的で促進的な相互交渉（FF）、個人としての責任（IA）、社会的スキルや小グループ運営スキル（IS）、そしてグループの改善手続き（GP）である。本研究では、3つのクラスの大学1年生が、其々インフォーマルな協同学習、フォーマルな協同学習、そして、教員主導の学習を体験した後、協同学習の5つの基本要素の重要度を評価した。分析の結果、フォーマルな協同学習を経験した学生のPIとISの平均値は共に、教員主導の学習を体験した学生のものよりも、有意に高いことが示された。FF、IA、GPについては、この２つのクラス間に有意な差は見られなかった。また、協同学習の5つの基本要素は、インフォーマルな協同学習とフォーマルな協同学習、インフォーマルな協同学習と教員主導の学習のどちらを比較しても、有意差が認められなかった。

scholarly journals Empirical study: a mixed methodology to improve linguistic and communicative competence in Spanish as a FL/SL

2011 ◽  
Vol 1 (1) ◽  
Author(s):  
Kerwin A. Livingstone
Keyword(s):  
Cooperative Learning ◽  
Foreign Language ◽  
Language Learning ◽  
Communicative Competence ◽  
Mixed Methodology ◽  
Face To Face ◽  
Teaching Module ◽  
Post Test ◽  
Teaching Modules ◽  
Aprendizaje Cooperativo

ABSTRACT This present article seeks to provide a mixed methodological model for the development and implementation of a Teaching Module for Spanish as a Foreign Language in the face to face environment. The primary objective is to portray how methodological principles from different language teaching approaches (such as task based language teaching and cooperative learning) can be combined effectively in designing activities for face to face contexts. In this regard, empirical evidence is analysed in order to determine the effectiveness of the mixed methodology in the teaching-learning of Spanish as a Foreign Language in the said settings, in a study based on a longitudinal experimental design with pre-test and post-test, but without control group. The findings will help to provide researchers, educators and language teachers with valid guidelines as it relates to the development of Teaching Modules and Units for Foreign Language Learning. The results show an increase in the acquisition of specific knowledge in Spanish as a Foreign Language, thus improving the students’ linguistic and communicative competence. It is therefore proposed that mixed methodological models be integrated and implemented when designing Teaching Modules for Language Learning, since they are the most suited for Second and Foreign Language Acquisition. Keywords: Task-Based Language Learning and Teaching, Task-Based Approach, Cooperative Approach, Cooperative Learning, Mixed Methodological Model, Mixed Methodology, Face to Face Method, Teaching Module, Linguistic and Communicative Competence. RESUMEN El presente artículo propone proveer un modelo metodológico mixto para el desarrollo e implementación de un Módulo de Enseñanza para el español como lengua extranjera en la modalidad presencial. El objetivo principal es evidenciar cómo los principios metodológicos provenientes de los enfoques didácticos (“enfoque por tareas” y “aprendizaje cooperativo”) pueden ser aplicados de manera efectiva en el diseño de contextos presenciales. Para ello, se explora evidencia empírica acerca de la efectividad de la metodología mixta en la enseñanza-aprendizaje de español como lengua extranjera en dichos ambientes, en un estudio basado en un diseño experimental longitudinal con pre-test y post-test, sin grupo control. Los hallazgos les proporcionarán guías de orientación efectiva a investigadores, educadores y profesores de lenguas en función del desarrollo de unidades de trabajo y módulos para el aprendizaje de lenguas extranjeras. Los resultados muestran un incremento en el aprendizaje de determinados conocimientos en español como LE y por tanto, mejorando la competencia lingüística y comunicativa de los sujetos. Se propone, entonces, que en el diseño de módulos de enseñanza para el aprendizaje de lenguas se integren e implementen modelos metodológicos mixtos por cuanto son los más propicios para el aprendizaje de LE/L2. Palabras clave: Enseñanza-Aprendizaje de Lenguas Mediante Tareas, el Enfoque por Tareas, Enfoque Cooperativo, Aprendizaje Cooperativo, Modelo Metodológico Mixto, Metodología Mixta, Modalidad Presencial, Módulo de Enseñanza, Competencia Lingüística y Comunicativa.

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN FISIKA BERORIENTASI MODEL PEMBELAJARAN KOOPERATIF THINK PAIR SQUARE DALAM MENINGKATKAN KETERAMPILAN SOSIAL DAN KETUNTASAN BELAJAR SISWA

2017 ◽  
Vol 4 (2) ◽  
pp. 579
Author(s):  
Berry Frisky Apriliyani ◽  
Wasis Widodo ◽  
Z.A. Imam Supardi
Keyword(s):  
Social Skills ◽  
Data Analysis ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Material ◽  
Learning Materials ◽  
Design Data ◽  
Physics Learning

This study aimed to describe feasibility of Physics learning materials developed oriented cooperative learning model of think pair square type to improve social skills and master of learning outcomes in the learning of heat in senior high school (SMA). Development is done based on the model of four-D. Learning materials developed consists of lesson plans, Student Textbook, worksheets, achievement test and observation of social skills of students. The learning materials is tryout to the class X SMA Kemala Bhayangkari I Surabaya in the second semester of the school year 2013/2014. The replication consist of three classes namely X-A class, X-B class and X-C .One group pretest and postest design are used in the experiment. Descriptive technique is used in data analysis. From data analysis of three classes replication show that the validation of learning material is included to good category, the application of learning material is also good, learning activity close to students centered and students’ respont learning acivity is postitive. Learning outcomes of X-A class, X-B class and X-C class  is average 82 with, medium category in normally gain score. The outcomes of students sosial skills in X-A class, X-B class and X-C class is 2.80 included to good category. Based on the data analysis it can be concluded that the Physics Learning Materials Oriented Cooperative Learning Model of Think Pair Square Type for Improving Students Social Skills and Student Learning Master feasible to be used in learning activity. Penelitian ini ditujukan untuk mendeskripsikan kelayakan perangkat pembelajaran Fisika berorientasi pembelajaran kooperatif Think Pair Square untuk meningkatkan keterampilan sosial dan ketuntasan hasil belajar pada materi Kalor di SMA. Pengembangan perangkat pembelajaran dilakukan berdasarkan  model four-D tetapi hanya sampai tahap pengembangan (develop). Perangkat pembelajaran yang dikembangkan terdiri dari RPP, Buku Ajar Siswa, LKS, tes hasil belajar dan pengamatan keterampilan sosial siswa. Perangkat pembelajaran tersebut diujikan terhadap siswa kelas X SMA Kemala Bhayangkari I Surabaya pada semester ganjil tahun ajaran 2014/2015 dengan replikasi 3 kelas yaitu kelas X-A, kelas X-B dan kelas X-C. Rancangan yang digunakan pada penelitian adalah one group pre-test dan post-test design. Data hasil penelitian dianalisis secara deskriptif kualitatif. Hasil penelitian secara keseluruhan untuk 3 kelas replikasi menunjukkan bahwa validitas perangkat pembelajaran yang dikembangkan berkategori baik, keterlaksanaan RPP berkategori baik, aktivitas siswa mengalami peningkatan kearah yang berpusat pada siswa, siswa memberikan respon positif terhadap proses pembelajaran. Hasil belajar kelas X-A, kelas X-B dan kelas X-C rata-rata sebesar 82 dengan dengan skor peningkatan (normal-gain) sedang,. Keterampilan sosial siswa kelas X-A, kelas X-B dan kelas X-C rata-rata sebesar 2.80 dengan kategori mengalami kemajuan. Berdasarkan hasil analisis data dapat disimpulkan bahwa perangkat pembelajaran Fisika Berorientasi Model Pembelajaraan Kooperatif Tipe Think Pair Square dalam Meningkatkan Keterampilan Sosial Siswa dan Ketuntasan Belajar Siswa layak digunakan dalam pembelajaran.

scholarly journals Three Approaches to Cooperative Learning in Higher Education

2017 ◽  
Vol 27 (2/3) ◽  
pp. 37-66
Author(s):  
David Kaufman ◽  
Elliott Sutow ◽  
Ken Dunn
Keyword(s):  
Higher Education ◽  
Cooperative Learning ◽  
Lessons Learned ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Six Elements ◽  
And Mathematics ◽  
Individual Accountability

This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping. Three distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.

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