TEACHING SIMPLE PRESENT TENSE BY USING COOPERATIVE LEARNING

Natersia Monteiro, Jose Sarmento, Jorge Orleans, Sebastião Pereira, Agostinho Goncalves

Abstract


The objectives of the study were to know the effectiveness of Cooperative Learning in teaching Simple Present Tense and to know the differences between before and after the using Cooperative Learning approach. The researcher used the Classroom Action Research method. The Participant of the research are 210 students in grade 1 and the sample are 24 students from Escola de Hospitalities e Turismo Becora Dili. The researcher used 40 numbers of multiple choice for pre-and post-test. The result of the data analysis is that the four elements of cooperative learning are an effective strategy to teach simple present tenses. Those elements are (1) positive interdependence, (2) individual accountability, (3) face-to-face interaction, and (4) Jigsaw. The mean score of pre-tests = 3.4. After using four types of cooperative learning the mean score of post-test=7.1. This expressed a significant difference between before and after treatment. The result of differences means scores of pre and post-test were calculated as the result of the t-test was 16.10 > t-table was 2.064. There using cooperative learning was a helpful strategy to teach Simple Present.


Full Text:

PDF

References


Castle, T. D. (2014). The impact of cooperative learning on the development of the need for cognition among first-year college students. Unpublished Ph.D. thesis, University of Iowa. https://doi.org/10.17077/etd.8j7n5q43.

Cohen, El. G., Lotan, R. A., Abram, P. L., Scarloss, B. A., & Schultz, S. E. (2002). Can groups learn? Teachers College Record, 104(6), 1045-1068.

Johnson, D. W.; Johnson, R. T.; Stanne, M. E. (2006) in the article Cooperative Learning Methods: A meta-analysis. University of Minnesota, Minneapolis: Cooperative Learning Center, http://www.com operation.org/pages/cl-methods.html (accessed October).

Johnson, D.W., Johnson, R.T., and Smit, K.A. (1991). Active Learning: Cooperation in the College Classroom, Interaction Book, Edina, MN.

Johnson, D.W., & Johnson, F. (1991). Joining together: Group theory and group skills (4th ed.). Englewood Cliffs, NJ: Prentice Hall

Johnson, R.T., & Johnson, D.W. (1994). An overview of cooperative learning, In J., Thousand,

A., Villa, & A., Nevin (Eds.), Creativity and Collaborative Learning. Baltimore, Maryland, USA: Brookes Publishing.

Lidyasari, A. T., Rachmawati, I., Costa, A. Da, & Wanyi, P. (2022). How are the Cognitive, Affective, and Psychomotor Levels of Primary School Learners Living in Suburban Area of Yogyakarta based on Career Development? Jurnal Prima Edukasia, 10(2), 130–137. https://doi.org/10.21831/jpe.v10i2.48061

Möller, J., Pohlmann, B., Köller, O., & Marsh, H. W. (2009). A meta-analytic path analysis of the internal/ external frame of reference model of academic achievement and academic self-concept. Review of Educational Research, 79(3), 1129–1167. https://doi.org/10.3102/0034654309337522

Pinto, A., Guterres, C. F., & Leste, T. (2020). the Use of Contextual Video To Improve Students Listening Ability To the Second Grade Students. ISCE : Journal of Innovative Studies on Character and Education, 4(2), 212–220.

Studies, I., Issn, E., & Article, A. I. (2022). EFFICACY OF STAD AND TPS TYPE COOPERATIVE LEARNING MODELS IN. 6(1), 112–126.

Murphy, R. (2000). EssentialGrammar in use.CambridgeUniversityPress. Lado, R.(1957).Linguistics across cultures: Appliedlinguisticsforlanguage teachers. University of Michigan Press: Ann Arbor.

P.A. Mabrouk, ed., (2007).Models from the Analytical Sciences in an Active Learning, ACS Symposium Series 970, Chapter 4, pp. 34–53. Washington, DC: American Chemical Society.

Polonsky, A., & Lilly, F. (2000). Friendship and choosing groupmates: Preferences for teacher-selected vs. student-selected groupings in high school science classes. Journal of Instructional Psychology, 31(1), 19-32.

Tripathy, H.H. (2004). Cooperative learning: A strategy for teaching science. Indian Journal of Psychometry and Education, Vol. 35(1), 3-8.

Thomas, C. (1999). Collaboration to support students’ success. Focus on Exceptional Children, 32(3), 1-18.

Ur, P. (2002). The English teacher is a professional in the teaching-learning process. Richards, J. C., & Renandya, W., eds. Methodology in Language Teaching. Cambridge: Cambridge University Press, 399–392.


Refbacks

  • There are currently no refbacks.