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International Journal of Instruction is an internationally recognized journal in the field of education and is published four times a year (in January, April, July & October). The aim of this journal is to publish high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments. Studies may relate to any age level - from infants to adults.
IJI, being an international journal, our editorial advisory board members are from various countries around the world.
The articles sent to the Journal are always reviewed by two members of the Editorial Advisory Board (double blind peer review), and in some cases, if necessary, by another member of the Board. Depending on the evaluation reports of the members of the Editorial Advisory Board, articles are published or not. Article evaluation process takes approximately three months. The authors are responsible for the errors, if any, in their published articles. The articles need to be not published elsewhere previously.
ETHICS, STANDARDS & RESPONSIBILITIES
The mission of the International Journal of Instruction is to contribute to the literature of instruction by publishing high quality studies in the areas of instruction, learning, teaching, curriculum development, learning environments, teacher education, educational technology, educational developments, and other learning-instruction issues. As a peer-reviewed journal, one of our priorities is to ensure high standards of publishing. Publication ethics is an important concern and editors, peer-reviewers and authors should pay great attention to meet the ethical standards.
Open Access Policy
International Journal of Instruction aims to increase visibility and make easier use of open access scientific papers. Readers and their institutions are supported for online access without asking for any royalty, personnel information, or log in process. According to open access policy of our journal, all readers are permitted to read, download, copy, distribute, print, link and search our articles with no charge.
To the Editors of IJI
To ensure editorial ethics, editors should be careful not to discriminate authors with respect to their genders, religious or political beliefs, ethnic or geographical origin and should handle all the articles in the same way to assess academic merit only. Every submission to the IJI should be evaluated in the same way and ethical complaints should be subjected to reasonable procedures as follows;
Any unethical behaviour or misconduct reported to or noticed by editors should be thoroughly investigated. Identification of the violation should require further procedure. Any suspicious case should be taken seriously and an initial decision should be made by the editors.
If the initial decision of the editor approves an unethical behaviour or misconduct, all the evidence should be collected and further negotiated with a group of editorial board members formed to deal with the case. In case of a minor misconduct, the editor should keep the group small and the editor should give the chance to respond to the author. If there is a serious misconduct, then the employers of the accused may be needed to be notified of the case. Involvement of the employer should be decided as a result of a brief investigation and consultation with editorial board members and experts.
Outcomes of an ethical violation or misconduct may include informing or educating the author or reviewer where there appears to be a misunderstanding or misapplication of acceptable standards or a more strongly worded letter to the author or reviewer covering the misconduct and as a warning to future behaviour. If the case is very serious and the editorial board members decides to do so, a formal notice or even an editorial detailing the misconduct may be published detailing the misconduct. If the case requires, a formal letter may be sent to the head of the author’s or reviewer’s department or funding agency. And in case the violation or misconduct is out of reach of the editorial board members and requires further investigation, then the case and outcome may be reported to a professional organisation or higher authority for further investigation and action.
To the Reviewers
Reviewers should review the manuscripts in an objective way and in a timely manner so they can contribute to the decision-making process, and assist in improving the quality of the published paper. They should maintain the confidentiality of any information supplied by the editor or the author and not retain or copy the manuscript. It is reviewers’ responsibility to alert the editor to any published or submitted content that is substantially similar to that under review. They should be aware of any potential conflicts of interest (financial, institutional, collaborative or other relationships between the reviewer and author) and to alert the editor to these, if necessary withdrawing their services for that manuscript.
To the Authors
Authors should maintain accurate records of data associated with their submitted manuscript, and provide access to these data, on reasonable request. They should keep the data associated with their manuscript in a suitable repository for sharing and further use by others where appropriate and where allowed by employer, funding body and others who might have an interest on the data. Authors must confirm/assert that the manuscript as submitted is not under consideration or accepted for publication elsewhere. Where portions of the content overlap with published or submitted content, those sources must be acknowledged and cited. Additionally, authors must provide the editor with a copy of any submitted manuscript that might contain overlapping or closely related content.
Authors must confirm that all the work in the submitted manuscript is original and to acknowledge and cite content reproduced from other sources. It is authors responsibility to obtain permission to reproduce any content from other sources. Authors should ensure that any studies involving human or animal subjects conform to national, local and
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International Journal of Instruction
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Editor in Chief Prof. Asım Arı
Eskisehir Osmangazi University TURKEY
Assistant Editors Dr. Kerim Sarıgül
Yunus Emre Institute Dr. Gökhan Kayır
SWISS
Editors Prof. Yousif A. Alshumaimeri
King Saud University, SAUDI ARABIA, Prof. Luis E. Anido Rifon
University of Vigo, SPAIN Prof. Trevor G. Bond
Hong Kong Institute of Education, HONG KONG Prof. Bronwen Cowie
University of Waikato, NEW ZEALAND Prof. Do Coyle
The University of Nottingham, UK Prof. Angelique Dimitracopoulou University of the Aegean, GREECE Prof. William J. Fraser
University of Pretoria, SOUTH AFRICA Prof. Thomas Gabriel
University of Zurich, SWITZERLAND
Asst. Prof. Sheng-Wen Hsieh Far East University, TAIWAN Asst. Prof. Jennifer L. Jolly Louisiana State University, USA Assoc. Prof. Piet Kommers
University of Twente, NETHERLANDS Prof. Christoph Randler
University of Education, GERMANY Assoc. Prof. Elsebeth Korsgaard Sorensen University of Aarhus, DENMARK Prof. Ken Stevens
Memorial University of Newfounland, CANADA Assoc. Prof. Su Luan Wong
University Putra Malaysia, MALAYSIA Prof. Selehattin Turan
Uludağ University, TURKEY Editorial Assistant
Nurşen Berk MEB, TURKEY
Technical Assistant İsmail Kaşarcı
Eskişehir Osmangazi University, TURKEY Language Editorial Board
Burcu Uğur – French
Eskişehir Osmangazi University, TURKEY Dr. Nurulwahida Hj Azid – Malaysian University Utara Malaysia, MALAYSIA Rza Mammadov – Russian
Eskişehir Osmangazi University, TURKEY
Sadik Muhammad Yaqub – Arabic
Bangladesh Islami University, BANGLADESH Burcu Karafil – English
Yalova University, TURKEY
Contact Details:
Eskisehir Osmangazi University Faculty of Education
26480 Meselik, Eskisehir, TURKEY
http://www.e-iji.net E-mail: [email protected] [email protected]
The authors are responsible for the errors, if any, in their published articles.
Advisory Board Assoc. Prof. Fasasi Yunus Adebunmi, NIGERIA
Asst. Prof. Abdelrahman Mohamed Ahmed,OMAN Assoc. Prof. Orhan Akınoğlu, TURKEY
Dr. Mohammad Akram,SAUDI ARABIA Assoc. Prof. Nor A. Alias , MALAYSIA Prof. Akmatali Alimbekov, KYRGYZSTAN Assoc. Prof. Ali Al-Issa, OMAN
Prof. Khaled Al-Ajlounı, JORDAN Asst. Prof. Hussain Alkharusi, OMAN Prof. Isela Almaguer, USA
Assoc. Prof. Abdu Mohammed Al-Mekhlaf,OMAN Prof. Waleed K. A. Ahmed Alzand, KUWAIT Prof. Abdullah Ambusaidi, OMAN
Prof. Neil J. Anderson, USA
Assoc. Prof. Derek L. Anderson, USA Assoc. Prof. Eyyüp Artvinli, TURKEY Prof. Joel B. Babalola, NIGERIA
Assoc. Prof. Evangelos Bebetsos, GREECE Asst. Prof. Santosh Kumar Behera, INDIA Assoc. Prof. Thalia Bellali, GREECE Assoc. Prof. Mary Jo Garcia Biggs, USA Prof. Larry Boles, USA
Prof. Dele Braimoh, SOUTH AFRICA Prof. Robert Burden, UNITED KINGDOM Prof. Marilyn Campbell, AUSTRALIA Assoc. Prof. G. Nathan Carnes, USA Dr. Carmencita L. Castolo, PHILIPPINES Assoc. Prof. Yong-Fu Chang, TAIWAN Lockias Chitanana, ZIMBABWE Prof. Che Kum Clement, BANGLADESH Prof. Dale Cook, USA
Prof. Valentina Dagiene, LITHUANIA
Assoc. Prof. Patrick Alan Danaher, AUSTRALIA
Asst. Prof. Rula Khzouz, JORDAN Prof. Abdurrahman Kılıç, TURKEY Prof. Remzi Y. Kıncal, TURKEY Prof. Val Klenowski, AUSTRALIA
Asst. Prof. Yee Lai Kelly KU, HONG KONG Prof. Colin Lankshear, AUSTRALIA Prof. Kar-Tin Lee, AUSTRALIA Assoc. Prof. Hsin-Chih Lin, TAIWAN Hussain Ahmed Liton, SAUDI ARABIA Assoc. Prof. Feng-Jung Liu, TAIWAN Assoc. Prof. Manuel Lucero, SPAIN
Assoc. Prof. Zdena Lustigova, CZECH REPUBLIC Prof. Ian Macdonald, AUSTRALIA
Prof. Lazarus Ndiku Makewa, KENYA Asst. Prof. MD. Saiful Malak, BANGLADESH Prof. Robin D. Mason, UNITED KINGDOM Assoc. Prof. Mark A. Minott, CAYMAN ISLANDS Dr. Norma T. Nemeh, JORDAN
Prof. Nel Noddings, USA
Prof. Yngve Troye Nordkvelle, NORWAY Ngboawaji Daniel Nte, NIGERIA Eylem Oruç, TURKEY
Prof. M. Çağatay Özdemir, TURKEY Dr. Deborah Osberg, UNITED KINGDOM Serkan Padem, TURKEY
Prof. Santosh Panda, INDIA Prof. Hitendra Pillay, AUSTRALIA Prof. Reza Pishghadam, IRAN Prof. Ken Purnell, AUSTRALIA Prof. Christoph Randler, GERMANY Prof. Norman Reid, UNITED KINGDOM Dr. Heri Retnawati, INDONESIA Prof. Sushanta Kumar Roul, INDIA
Asst. Prof. Jagannath K. Dange, INDIA Asst. Prof. Şahin Danişman, TURKEY Asst. Prof. Ajay Das, USA
Prof. Estella De Los Santos, USA Asst. Prof. İbrahim Delen, TURKEY Prof. Ugur Demiray, TURKEY Assoc. Prof. Esra Dereli, TURKEY Assoc. Prof. Yannis Dimitriadis, SPAIN Asst. Prof. Goulimaris Dimitris, GREECE Asst. Prof. Mohamed Elsaadani, EGYPT Prof. Noriko Fujioka-Ito, ABD
Prof. M. Jayne Fleener, USA Assoc. Prof. Kristin A. Gansle, USA Assoc. Prof. Lynn Kelting-Gibson, USA Prof. Margarita Victoria Gomez, BRAZİL Prof. Lena Green, SOUTH AFRICA Asst. Prof. Semra GÜNGÖR, TURKEY Prof. Carol Hall, UNITED KINGDOM Asst. Prof. Amani Hamdan, SAUDI ARABIA Assoc. Prof. Jace Hargis, USA
Asst. Prof. Seyed Ahmad Hashemi, IRAN Dr. Mark van't Hooft, USA
Dr. Ghazi Adib Mustafa Husnieh, JORDAN Asst. Prof. Irshad Hussain, PAKISTAN Jaya Nur Iman, INDONESIA
Prof. Majed Abu Jaber,JORDAN Assoc. Prof. Jason D. Johnson, UAE Asst. Prof. Troy Jones, USA Prof. William E. Doll, Jr., USA Norma A. Juarez Collazo, BELGIUM Prof. Gregory J. Kelly, USA
Assoc. Prof. Shahadat Hossain Khan, BANGLADESH Prof. Abdalla Mohamed Khataybehi, JORDAN
Prof. Peter A. Rubba, USA
Prof. Despina Sapountzi-Krepia , CYPRUS Prof. Barbara Seidemann, SWITZERLAND Assoc. Prof. Yilfashewa Seyoum, ETHIOPIA Dr. Afsaneh Sharif, CANADA
Nazia Sharif, PAKISTAN
Prof. Ramesh Chander Sharma, INDIA Asst. Prof. Laurie A. Sharp, USA Prof. Ju-Ling Shih, TAIWAN Asst. Prof. Mahesh B. Shinde, INDIA Assoc. Prof. Hosin Shirvani, ABD
Assoc. Prof. Harison Mohd Sidek, MALAYSIA Assoc. Prof. Parlindungan Sinaga, INDONESIA Assoc. Prof. Richard B. Speaker, Jr., USA Prof. N. Suzanne Standerford, USA
Prof. Howard Stevenson, UNITED KINGDOM Dr. Simon Stobart, UNITED KINGDOM Assoc. Prof. Pei-Chen Sun, TAIWAN Prof. Karen Swan, USA
Prof. Jim Taylor, AUSTRALIA Prof. Siew Ming Thang, MALAYSIA Prof. Y. Gürcan Ültanir, TURKEY
Dr. Muhammad A. Wahid Usmani, SAUDI ARABIA Prof. Erwin Wagner, GERMANY
Assoc. Prof. Michael Whitacre, USA Asst. Prof. Julia Wilkins, USA Dr. Kung Teck Wong, MALAYSIA Asst. Prof. Chia Jung Yeh, USA Prof. Ali Yildirim, TURKEY
Prof. Allan E. Young, CAYMAN ISLANDS Asst. Prof. Muhammad Imran Yousuf, PAKISTAN Dr. Yunisrina Qismullah Yusuf, INDONESIA Prof. Galip Yüksel, TURKEY
Assoc. Prof. Eleni Zetou, GREECE
Contents From The Editor
Burcu Karafil...i-iii Distance Learning in Elementary School Classrooms: An Emerging Framework for Contemporary Practice
Gulnara M. Burdina, Irina E. Krapotkina, Liliya G. Nasyrova...1-16 The Effectiveness of Research Based Learning in Improving Students’ Achievement in Solving Two-Dimensional Arithmetic Sequence Problems
Suntusia, Dafik, Hobri...17-32 The Effect of Critical Discourse-Based Instruction on Iranian English Major Students’ Reading Comprehension
Javad Javadi, Mohammad Mohammadi...33-52 A Study of the Relationship between Iranian Learners’ Sociocultural Identity and English as a Foreign Language (EFL) Learning Proficiency
Habib Mohammadi, Siros Izadpanah...53-68 Implementing the Math Workshop Approach: An Examination of Perspectives among Elementary, Middle, and High School Teachers
Laurie A. Sharp, Gay Lynn Bonjour, Ernest Cox...69-82 Investigating the Effect of Noticing on EFL Students' Speaking Accuracy
Hossein Navidinia, Farzaneh Malekzadeh, Mohsen Mobaraki...83-98 What Can Stories on History of Science Give to Students? Thoughts of Science Teachers Candidates
Canan Laçin-Şimşek...99-112 Living Values Based Interactive Multimedia in Civic Education Learning
Kokom Komalasari, Rahmat...113-126 Evaluation of the Teacher Education Programs in EFL Context: A Testimony of Student Teachers’ Perspective
Abdul Karim, Faheem Hasan Shahed, Abdul Rashid Mohamed, Mohammad Mosiur Rahman, Shaik Abdul Malik Mohamed Ismail...127-146 Development of Group Science Learning (GSL) Model to Improve the Skills of Collaborative Problem Solving, Science Process, and Self-Confidence of Primary Schools Teacher Candidates Jauharoti Alfin, Ah. Zakki Fuad, Mohamad Nur, Leny Yuanita, Binar Kurnia Prahani...147-164 Iranian EFL Teachers' Willingness to Implement Postmethod Pedagogy: Development and Validation of a Questionnaire
Jalil Fathi, Razieh Hamidizadeh...165-180 Portfolios as a Strategy to Lower English Language Test Anxiety: The Case of Chile
Amanda Contreras-Soto, Mauricio Véliz-Campos, Leonardo Véliz...181-198 Perceptions of Inclusion Education by Parents of Elementary School-Aged Children in Lampung, Indonesia
Sofwan Adiputra, Mujiyati, Tri Yuni Hendrowati...199-212 The Effect of Different Types of Peer Feedback Provision on EFL Students’ Writing Performance Shirly Rizki Kusumaningrum, Bambang Yudi Cahyono, Johannes Ananto Prayogo...213-224
A Comparison between Deductive and Inductive Approaches for Teaching EFL Grammar to High School Students
Carmen Benitez-Correa, Paul Gonzalez-Torres, Cesar Ochoa-Cueva, Alba Vargas-Saritama...225-236
The Influence of Male and Female ESP Teachers’ Creativity toward Learners’ Involvement Yudhi Arifani, Sri Suryanti...237-250 Assessment Model of Student Field Practice at Faculty of Tarbiyah and Teaching Training in Indonesia: A Reality and Expectation
Kasim Yahiji, Lian G. Otaya, Herson Anwar...251-268 Correlation of Physical Development Indicators with Speed-Strength Performance in 11-12-Year- Old Boys
Almaz Faridovich Miftakhov, Afanasiy Afanasievich Sergin, Viktor Georgievich Starostin, Vladimir Gavrilyevich Torgovkin, Olga Nikolaevna Savinkova...269-282 The Implementation of Literary Sociology Learning Model with Contextual and Spiritual Quotient Approach to Teach Literary Sociology
Masnuatul Hawa, Andayani, Suyitno, Nugraheni Eko Wardani...283-298 Next Generation Science Standard in Science Learning to Improve Student’s Practice Skill Eka Rachmawati, Anti Kolonial Prodjosantoso, Insih Wilujeng...299-310 The Problem of Students in Reading the Quran: A Reflective-Critical Treatment through Action Research
Tedi Supriyadi, J. Julia...311-326 Improving Students’ Critical Thinking Skills in Cell-Metabolism Learning Using Stimulating Higher Order Thinking Skills Model
Arnita Cahya Saputri, Sajidan, Yudi Rinanto, Afandi, Nanik Murti Prasetyanti...327-342 The Effect of Mathematical Disposition on Mathematical Power Formation: Review of Dispositional Mental Functions
Imam Kusmaryono, Hardi Suyitno, Dwijanto Dwijanto, Nurkaromah Dwidayati...343-356 The Content of Educational Programs in Technical Universities: Quality of Applying the Modern Professional Standards
Ramil R. Khairutdinov, Rais S. Safin, Evgeniy A. Korchagin, Flera G. Mukhametzyanova, Anastasia V. Fakhrutdinova, Svetlana R. Nikishina...357-370 Assessing Eighth-Grade Mathematics Teachers and Textbook in Embodying Thinking Levels Mohammad Ahmad Alkhateeb...371-388 Effects of Collaborative Tasks on EFL Learners’ Written Production
Zahra Yahyazadeh Jelodar, Mohammad Taghi Farvardin...389-406 Teaching and Learning Activities in Classroom and Their Impact on Student Misunderstanding:
A Case Study on Negative Integers
Nyiayu Fahriza Fuadiah, Didi Suryadi, Turmudi...407-424 Understanding, Planning, and Implementation of HOTS by Senior High School Biology Teachers in Banjarmasin-Indonesia
Siti Ramdiah, Abidinsyah, M. Royani, Husamah...425-440
The Integration of Intercultural Education into Teaching English: What Vietnamese Teachers Do and Say
Chau Thi Hoang Hoa, Truong Vien...441-456 Cognition Processes of Students with High Functioning Autism Spectrum Disorder in Solving Mathematical Problems
Nur Fauziyah, Carol Le Lant, I Ketut Budayasa, Dwi Juniati...457-478 Differences in English Proficiency Test Scores between Students of Social and Natural Sciences Usman Kasim, Asnawi Muslem, Faisal Mustafa...479-492 Exploring Pre-Service Teachers’ Perceptions of Their Pedagogical Preferences, Teaching Competence and Motivation
Sadiq Abdulwahed Ahmed Ismail, Adeeb Mohamed Jarrah...493-510 Traditional Dances as a Means of Teaching Social Skills to Elementary School Students
Grigorios Masadis, Filippos Filippou, Vasiliki Derri, Georgios Mavridis, Stella Rokka....511-520 The Effect of Blended Learning on Student's Learning Achievement and Science Process Skills in Plant Tissue Culture Course
Fauziyah Harahap, Nanda Eska Anugrah Nasution, Binari Manurung...521-538 Effectiveness of Using Football Basics in Physical Education and Organizing Arts and Cultural Events for Promoting Harmonious Development of Orphan Children
Elvir Munirovich Akhmetshin, Almaz Faridovich Miftakhov, Dilyara Akhnafovna Murtazina, Rodion Pavlovich Sofronov, Natalia Mikhailovna Solovieva, Vyacheslav Anatolyevich Blinov...539-554 Using the Flipped Classroom Model in the Development of Basic Language Skills and Enriching Activities: Digital Stories and Games
Pınar Girmen, Mehmet Fatih Kaya...555-572 Pedagogical Beliefs about Critical Thinking among Indonesian Mathematics Pre-service Teachers Kusaeri, Anindito Aditomo...573-590 Developing Creativity and Entrepreneurship of Undergraduate Students through a Field Trip Overseas
Mayuree Suacamram...591-606 Strategy of Values Education in the Indonesian Education System
Suyatno, Jumintono, Dholina Inang Pambudi, Asih Mardati, Wantini...607-624 The Advocacy Model of Indonesian Chinese Students, the Affluent Market
Leonnard, Yulita Fairina Susanti...625-640 Effect of Dance Aerobic Programs on Intrinsic Motivation and Perceived Task Climate in Secondary School Students
Stella Rokka, Olga Kouli, Evangelos Bebetsos, Dimitrios Goulimaris, George Mavridis...641-654 Empowering Physics Students’ Performance in a Group Discussion Through two Types of Peer Assessment
Rif’ati Dina Handayani, Marlina Ummas Genisa, Triyanto...655-668 Impacts of Teacher-Written Corrective Feedback with Teacher-Student Conference on Students’
Revision
Ida Isnawati, Gunadi Harry Sulistyo, Utami Widiati, Nunung Suryati...669-684
The Effectiveness of Poetry Appreciation Textbook for Character Education Implementation at Higher Education
Oktaviani Windra Puspita, Andayani, Herman J. Waluyo, Muhammad Rohmadi...685-700 Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning Adnan, Sarwiji Suwandi, Joko Nurkamto, Budhi Setiawan...701-716 Turkish Academics’ Foreign Language Academic Literacy: A Needs Analysis Study
Gül Durmuşoğlu Köse, İlknur Yüksel, Yusuf Öztürk, Musa Tömen...717-736 The Effect of Guided Inquiry Learning and Cognitive Style on Science Learning Achievement I Gede Margunayasa, Nyoman Dantes, A.A.I.N Marhaeni, I Wayan Suastra...737-750 Enhancing Pilot’s Aviation English Learning, Attitude and Motivation through the Application of Content and Language Integrated Learning
Parvin Karimi, Ahmad Reza Lotfi, Reza Biria...751-766 Implementation of ICT Policy (Blended Learning Approach): Investigating factors of Behavioural Intention and Use Behaviour
Mohd Azli Yeop, Mohd Faiz Mohd Yaakob, Kung Teck Wong, Yahya Don, Farah Mohamad Zain...767-782 Determination of Multi-Dimensional Self-Efficacy Beliefs of Prospective Teachers towards Creative Drama Activities
Murat Tezer, Sebnem Guldal Kan, Cizem Bas...783-796 An Investigation into Receptive Vocabulary Growth and Its Predictability for Reading Development of University Students in a Semester Course
Zahid Hussain Pathan, Shaik Abdul Malik Mohamed Ismail, Niaz Hussain Soomro...797-808 The Effect of Online Problem Posing on Students' Problem-Solving Abilitiy in Mathematics I Made Suarsana, Ida Ayu Putu Diah Lestari, Ni Made Sri Mertasari...809-820 A Mixed Method Study of Teachers’ Attitudes towards Computer Pronunciation Software in Teaching English Pronunciation
Abbas Pourhosein Gilakjani, Reihaneh Sheikhy, Iraj Montashery, Mitra Alizadeh...821-840 The Relationship between Grade 9 Teacher’s and Learner’s Perceptions and Attitudes with Their Mathematics Achievement
Mathelela Steyn Mokgwathi, Marien Alet Graham, William Fraser...841-850 Analysis of the Studies Concerning Flipped Learning Model: A Comparative Meta-Synthesis Study
İshak Kozikoğlu...851-868 Effects of Shadowing and Tracking on Intermediate EFL Learners’ Oral Fluency
Fereshteh Yavari, Sajad Shafiee...869-884 The Perception of Students and Faculty Staff on the Role of Constructive Feedback
Abdulghani Ali Al-Hattami...885-894 A Case Study: Focusing on Sustainability Themes and Ecocomposition through Student Blogs in a Professional and Technical Writing Course
Tara Hembrough...895-914
The Truth-Seeking and Open-Mindedness of Pre-Service Mathematics Teachers in the Solution of Non-Routine Problems
Dian Kurniati, Purwanto, Abdur Rahman As’ari, Dwiyana...915-930 Developing and Validating a Scale to Measure Turkish and Kazakhstani ELT Pre-Service Teachers’ Intercultural Communicative Competence
Lazura Kazykhankyzy, Nuray Alagözlü...931-946 Exploring Classroom Emotion with Cloud-Based Facial Recognizer in the Chinese Beginning Class: A Preliminary Study
Chinun Boonroungrut, Toe Toe Oo, Kim One...947-958 A Meta-Summary of Qualitative Findings about STEM Education
Sedat Kanadlı...959-976 The Impact of Musical Mnemonic on Vocabulary Recalling of Iranian Young Learners
Zahra Nikkhah Bahrami, Siros Izadpanah, Houman Bijani...977-994 The Relationship between Iranian English High School Teachers’ Reflective Practices, Their Self-Regulation and Teaching Experience
Hamzeh Pazhoman, Mehdi Sarkhosh...995-1010 Supporting Blended Learning Using Mobile Instant Messaging Application: Its Effectiveness and Limitations
Wayan Suana, I Wayan Distrik, Kartini Herlina, Nengah Maharta, Ni Made Anggi Arlina Putri...1011-1024 Quality of Peer Feedback in relation to Instructional Design: A Comparative Study in Energy and Sustainability MOOCs
Josemaria Elizondo-Garcia, Christian Schunn, Katherina Gallardo...1025-1040 Key Stakeholders' Attitudes in ESP Courses on the Right Teachers
Seyyed Hossein Mousavi, Javad Gholami, Mehdi
Sarkhosh...1041-1058 Malaysian Speaking Proficiency Assessment Effectiveness for Undergraduates Suffering from Minimal Descriptors
Karwan Mustafa Saeed, Shaik Abdul Malik Mohammad Ismail, Lin Siew Eng...1059-1076 Developing Critical-Thinking Skills through the Collaboration of Jigsaw Model with Problem- Based Learning Model
Maskhur Dwi Saputra, Soetarno Joyoatmojo, Dewi Kusuma Wardani, Khresna Bayu Sangka...1077-1094 Geometric Thinking of Malaysian Elementary School Students
Aida Suraya MdYunus, Ahmad Fauzi Mohd Ayub, Tan Tong Hock...1095-1112 The Effect of Concrete-Pictorial-Abstract Strategy toward Students' Mathematical Conceptual Understanding and Mathematical Representation on Fractions
I Made Ari Purwadi, I Gusti Putu Sudiarta, I Nengah Suparta...1113-1126 Pedagogical Utility of Pre-Listening Activities for Improving Iranian Elementary EFL Learners’
Listening Comprehension
Fatemeh Karimi, Azizeh Chalak, Reza Biria...1127-1140
Malaysian Rural Secondary School Students’ Attitudes towards Learning English as a Second Language
Farah Zulkefly, Abu Bakar Razali...1141-1156 Examination of Pre-service Teachers' Interpretation Case of Fossil Words in Turkish Reduplications/Idioms
Bekir Direkci...1157-1172 Students' Pre-Initial Mental Model: The Case of Indonesian First-Year of College Students Anita Dewi Utami, Cholis Sa'dijah, Subanji, Santi Irawati...1173-1188 Transpositions of Function Concept in Mathematics Curricula and Textbooks from the Historical Development Perspective
Mustafa Gök, Abdulkadir Erdoğan, Emel Özdemir Erdoğan...1189-1206 Enhancing Different Ethnicity Science Process Skills: Problem-Based Learning through Practicum and Authentic Assessment
Hilarius Jago Duda, Herawati Susilo, Peter Newcombe...1207-1222 Discourse Patterns in English as an L2 Classroom in India
Sarat Kumar Doley...1223-1238 A Path Analysis of Typical Intellectual Engagement, Learning Style and Preference for Assessment
Maleki Ali Reza, Mitra Zeraatpishe, Akram Faravani...1239-1250 A Structural Equation Model Describes Factors Contributing Teachers’ Job Stress in Primary Schools
Siti Noor Ismail, Anis Salwa Abdullah...1251-1262 The Effect of Vodcasting Tasks on EFL Listening Comprehension Progress in an Online Program Sajad Faramarzi, Hossein Heidari Tabrizi, Azizeh Chalak...1263-1280 Impact of Parental Separation on the Self-Esteem of in-School Adolescents in Nigeria
Mulikat Ladi AbdulQadir Mustapha, Deborah Odediran...1281-1298 Cross-linguistic Influence in the L3 Acquisition of English Adjective Properties by Azeri-Persian Bilinguals
Maryam Ghezlou, Mansoor Koosha, Ahmad Reza Lotfi...1299-1318 The Impact of Application of Electronic Portfolio on Undergraduate English Majors’ Writing Proficiency and their Self-Regulated Learning
Samaneh Karami, Firooz Sadighi, Mohammad Sadegh Bagheri, Mohammad Javad Riasati...1319-1334 Effects of Teaching and Learning Supervision on Teachers Attitudes to Supervision at Secondary School in Kubang Pasu District, Kedah
Hareesol Khun-inkeeree, Puteri Darishah Dali, Yaakob Daud, Mohd Sofian Omar Fauzee, Rozalina Khalid...1335-1350 Adolescents’ Limited Eclectic Personal Ethics and Heuristic Ways of Resolving Moral Problems Eric Datu Agustin...1351-1366 Trends of Homework in Mathematics: Comparative Research Based on TIMSS Study
Ufuk Güven, Ahmet Oğuz Akçay...1367-1382
Measurement Instrument of Scientific Reasoning Test for Biology Education Students
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Citation: Yusuf, Q., Jusoh, Z., & Yusuf, Y. Q. (2019). Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners. International Journal of Instruction, 12(1), 1399- 1412.
Received: 30/06/2018 Revision: 15/11/2018 Accepted: 19/11/2018 OnlineFirst: 16/12/2018
Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners
Qismullah Yusuf
Dr., (1) Faculty of Teacher Training and Education, Syiah Kuala University, Indonesia, (2) Universiti Pendidikan Sultan Idris, Malaysia, [email protected]
Zalina Jusoh
M.Ed., (1) Sekolah Menengah Kebangsaan Sinar Bintang, Kuala Lumpur, Malaysia, (2) Universiti Pendidikan Sultan Idris, Malaysia, [email protected]
Yunisrina Qismullah Yusuf
Dr., corresponding author, Faculty of Teacher Training and Education, Syiah Kuala University, Indonesia, [email protected]
The mastery of the writing skills is crucial, not only among the school children, but also to everyone. The use of Cooperative Learning (hereafter, CL) has become increasingly popular in recent years as pedagogy trends worldwide. It has shifted from teacher-centred to learner-centred methods. Among the methods endorsed in teaching writing is the application of CL. This research investigated the effects of CL to improve the writing skill of ninth grade students in a middle school in Kuala Lumpur. This research used the quasi experimental design, with pre-test and post- test of the narrative essays as the instruments. The data were further analysed by employing descriptive and inferential statistics. The students’ writing were scored on the five writing components, they are vocabulary, organization, grammatical accuracy and mechanics. The results showed that the students had increased in their writing scores from the pre-test to the post test after the application of CL in the class. Subsequently, the results indicate positive effects of CL in improving the writing skill of students at the school, and they are also discussed in the paper.
Keywords: writing, cooperative learning, quantitative research, second language learners, teaching, learning
INTRODUCTION
The Ministry of Education in Malaysia has English to be taught in all primary and secondary schools as a second language. The specified four skills to be mastered by the students and taught integratedly by teachers are listening, speaking, reading and writing.
International Journal of Instruction, January 2019 ● Vol.12, No.1 These are prescribed in the curriculum specifications (Pusat Perkembangan Kurikulum [Curriculum Development Centre], 2003). Nevertheless, writing is well known to be the daunting skill to be mastered by language learners among the others. Based on the prescribed syllabus as suggested by the Ministry of Education, students must learn different genres of writing, which include expository, descriptive, reflective, narrative and argumentative.
Many researchers believed that one’s abilities in language are made perfect in writing.
According to Boals (2012), writing is a process of meaning making and a series of related text-making activities: generating, arranging and developing ideas in sentences:
drafting, shaping, rereading the text, editing and revising (Gould, DiYanni & Smith, 1990). Writing is also known as a creative process because it is the process of reaching out for one’s thought and discovering them. A good piece of writing demands standard forms of grammar, syntax and word choice, not forgetting good mechanics, organization of paragraph, content. The writer’s process and purpose should be clear, fluent and effective communication of ideas (Raimes, 1983).
When learning a second language, writing is one aspect of language that has always posed problems among the other language skills (i.e. reading, speaking and listening). It is not only to the learners who are learning it, but also to the teachers who are teaching it (Kustati & Yuhardi, 2014). Students have problems in fulfilling the requirements of writing due to low proficiency of the language. At the same time, students’ lack knowledge of English vocabulary, grammar, spelling, and punctuation further contribute to the students’ lack of interest in writing (Karim, 2012). English teachers at the same time are often confronted with the dilemma of choosing suitable teaching methods to overcome writing apprehension in their students, especially in Malaysia where English is treated as a second language.
Different methods are employed by English teachers around the world in teaching writing in the classrooms. Among the methods that are deemed to suit the teaching of writing is the corporation of Cooperative Learning or CL (Kagan & High, 2002).
Numerous researchers around the world are studying practical applications of CL principles and methods for helping students work together more effectively (Jacobs, Power & Inn, 2002). CL has been found to be successful and productive teaching methods to develop learners’ linguistic, social and communicative skill because it provide maximum chances for students-students interaction with consequential input and output in a supportive atmosphere (Ahangari & Samadian, 2014). What we can say is that cooperative group work is not only just putting the students together in groups and asking them to work on the task given, but its principles at the same time help students and teachers understand on what is involved in helping the students to succeed. CL methods embody those principles in an attempt to provide structure for students’
interaction (Baloche, 1998; Johnson & Johnson, 1999).
Since CL is known to provide positive interdependence support on student group members in enhancing their writing skills, therefore the researchers of this study intend to further investigate how CL provides knowledge that is responsible for developing writing skill by answering the following research question: Does group work in CL
International Journal of Instruction, January2019 ● Vol.12, No.1 improve the students’ writing skill in essays? In view of that, the results of this study are expected to provide benefits and information to other parties such as teachers, school administrators, the Ministry of Education and Curriculum Development centers. Among them are as a source of knowledge to the teacher trainees at universities and institutes of teacher education as one of the alternative methods in the teaching and learning processes.
LITERATURE REVIEW Cooperative Learning
Cooperative Learning or CL is an instructional strategy based on the human instinct of cooperation. CL is described as a method where students work in small groups and are given rewards and recognition based on their groups’ performance (Slavin, 1980).
Mandal (2009) adds that the idea behind the CL methods are that when group rather than individuals are rewarded, students will be motivated to help one another to master academic materials. In cooperative group work, each member of a team is responsible not only for learning what is taught, but also to help other members of the group to learn and create atmosphere of achievement. It can be said that students learn effectively when they work cooperatively. This statement is strengthened by Slavin (1980) who say learners will benefit more from sharing each other’s thoughts when working together as a group rather than working alone. Richards and Renandya (2002) at the same time agree that CL is a tool of some methods which teachers use to encourage mutual helpfulness in the groups and the active participation of all members.
In order to construct a lesson in the CL method, Johnson and Johnson (2000) outline five fundamental elements of CL as described below:
1. Positive Interdependence: to achieve the targeted goal, student team members depend and rely on one another. Every student team member has to contribute ideas and views, and further share responsibility of performing good work in completing the team tasks assigned to them.
2. Individual and Group Accountability: Every student team member must be responsible for contributing their own share of the work and master all materials to be learnt for the group’s success. The performance of each individual must be assessed and the result is given back to the group.
3. Face to Face Promotive Interaction: another feature of CL is that it emphasizes on small group interaction. Even though some tasks are completed individually, group members at the same time play an important role by providing one another with feedback, challenging reasoning and conclusions, supporting and encouraging one another to achieve the group’s goals.
4. Interpersonal and Small Group Skills: these are the basic skills in teamwork. Group members must learn interpersonal skill such as active learning, staying on task, asking questions, encouraging, helping others in order to facilitate teamwork, create trust and enhance communication.
International Journal of Instruction, January 2019 ● Vol.12, No.1 5. Group Processing: group processing is reflecting on a group session to describe what
member actions were helpful and unhelpful and make decisions about what actions to continue or change. It also helps to promote self-esteem and positive attitudes towards the learning process.
To conclude, CL is a group-learning activity to achieve a common goal (Artz &
Newman, 1990). Its establishment for learning is based on the socially structured exchange of information between student team members, where each member is responsible for his or her own learning and should be able to motivate each other (Richards & Rodgers, 2001).
Teaching Writing in the ESL Context
Brown (2007) proposes that writing is a thinking process that can be planned and given with an unlimited number of revisions before its release. In addition, Harmer (2004) states that writing encourages students to focus on accurate language use. It is because students consider how a language is used when the students engage in their writing process. This activity will provoke language development because the students resolve problems what writing puts in their minds.
Troyka (2010) adds that the purposes of writing are so that writers can express themselves, provide information, persuade readers and create literary work. These purposes contribute importantly to human thought and culture. Through writing, message to others on particular topic or subject are delivered. Brereton (1995) strengthens the opinions from Troyka (2010) by saying that, in the context of writing, there are three important elements, namely the text or the message (the subject to be discussed), the writer who is presenting it and the reader (the audience to be addressed).
However, teaching writing is not as easily said than done because to produce students with impressive writing skill seems to be an overwhelming task for teachers.
Consequently, writing skill is considered as a complex cognitive skill because it requires the students to employ proper intellectual skills, cognitive strategies, verbal information, language rules and apposite motivation (Tierney, et al., 1989). In order to ensure the students excel in writing, teachers have to adapt various methods in teaching writing.
One of the methods that is widely used today is CL. Kagan and High (2002) show their support in this matter by saying that the application of CL has shown constructive outcomes in improving students’ writing skill.
In Malaysia, English is taught as a second language (ESL), which means that the teaching of English is not as easy as expected. Students are anticipated to master all the four language skills, namely reading, speaking, listening and writing. Among all the four skills, writing is said to be the most difficult skill to learn and also to teach. To produce a piece of writing as written communication requires the writer’s ability to use not only his or her linguistics competence but also his or her communicative competence (Mukminatin, 1997). It means the students need to compose a text using certain language rules and conventions, and concept the knowledge they have collected on paper (Byrne, 1993).
International Journal of Instruction, January2019 ● Vol.12, No.1 Writing is not only about linguistic skills, it also involves general problem-solving mental activities (cognitive). The problems that we encounter and the way we solve them more or less different because of the idiosyncratic features of our individual cognitive systems (Byrne, 1993). In writing, writers need to handle several separate sub process simultaneously, such as developing content, coherence, readership awareness and linguistic choices. Starkey (2004) informs that writing in English within an academic context requires some criteria of acceptability relative to different aspects of writing that include organization, vocabulary, language use, punctuation, accurate capitalization and paragraphing. He added that effective piece of writing is the one that is organized, clear and coherent with accurate language and effective word choice.
METHOD Design
This study investigated the effects of using CL in improving writing skills among the ninth grade students in a high school in Kuala Lumpur. The study adopted the quantitative research method. The quasi-experimental research design was employed since it involved on-going measurement and the group experienced treatment within a period of time. According to White and Sabarwal (2014, p. 1), quasi-experimental research designs “test causal hypotheses to identify a comparison group that is as similar as possible to the treatment group in terms of baseline (pre-intervention) characteristics”.
Sample
Data were collected from one class that comprise 30 students (i.e. 15 males and 15 females). These students are of mix ability of intermediate and low proficiency levels in English language. These levels were based on their first monthly test at the beginning of the school year. The test results revealed that no student obtained grade A, but five students obtained grade B, three students obtained grade C, seventeen students obtained grade D. Meanwhile, the other five students obtained grade E. These students were never taught using CL before by their teachers.
Instruments
The research instruments used in this study were the pre-test and post-test writing on narrative essays. These tests were conducted to measure the students’ writing skill based on the ninth grade syllabus that has been arranged by the Malaysian Ministry of Education. The structure of the writing tests were adapted from the Pentaksiran Pelajar Tingkatan Tiga (PT3) [Form Three (Ninth Grade) Student Assessment] of English, or the lower secondary national examination of English. Therefore, the students were familiar of these tests because they had gone through the test forms before since they were in the seventh grade.
Moreover, the test questions corresponded to the ninth grade syllabus as approved by the Malaysian Ministry of Education. They were based on the topics that the students had to study in the ninth grade. Thus, the topic evaluated in the tests was “School Life”, where the students were required to write a narrative genre.
International Journal of Instruction, January 2019 ● Vol.12, No.1 Procedures
This research was conducted in the first semester of the class. It included the pre-test, treatment session and the post-test until the end of actions. In conducting the research, the second author was the teacher who followed closely the English syllabus and lessons in the class, which was held two times a week, every Monday, and Thursday. The duration was 70 minutes (2x35 minutes) for one meeting.
The research was conducted in a twelve-week time. The first week was used to give out the pre-test writing on the narrative essay of “School Life”. The following three weeks were used to enlighten the students on CL approaches. They were the Jigsaw (Aronson
& Patnoe, 2011) and the Students Team Achievement Division (STAD) (Slavin, 2011).
The next six weeks were used to execute the CL lesson plans. The eleventh week was to administer the post-test. Finally, the last week was to evaluate the tasks required. The procedure is further described in the following sub-sections.
Essay Writing (Pre-test and Post-test)
In the first week of research, the students were given the pre-test of essay writing on the narrative genre about “School Life”. The students were to write an essay for 40 minutes and in not less than 120 words based on pictorial stimulus. Afterwards, after completing six weeks of CL lessons, they were given their post-test with the same topic as well. The post test was conducted on the eleventh week, hence it was expected that they did not evoke on the pre-test given at the beginning of the year. At the end, analytical scoring was conducted to evaluate the students’ pre-test and post-test. In this scoring, each writing component is assessed separately and the total score is based on the totality of the components (Ismail & Maasum, 2009).
Cooperative Learning Treatment
The CL treatment in the writing class started from the fifth until the tenth week, where twenty-four periods (thirty-five minutes per period) were maneuvered for the CL treatment. During the treatment, the students were exposed to two types of CL methods, which were Jigsaw and Student Teams-Achievement Division (STAD). These two methods were very flexible and could be implemented in almost all subjects. Based on the pre-test scores and their level of proficiency, few small groups were created according to the principles of CL. There were six equal teams out of the thirty students, consisting of male and female students. Each group comprised one weak, three average and one high performance students.
At first, the teacher assigned each student of a team to gather information on a topic.
After that, these students discussed the topic with other students from other teams who also acquired similar information on the topic given as a part of the Jigsaw method. This team is called the ‘expert group’. Then, once they finished their discussion, they went back to their teams (home group) and shared the information they have gained from the discussion with their team members. During this process, the students were to exchange ideas, brainstorm and discuss on the given topic based on the information they collected from the expert teams. Team members cooperated together on the task given by the
International Journal of Instruction, January2019 ● Vol.12, No.1 teacher to extend and help boost the material taught. The main function of the team was to ensure that all of their members could surmount the material and essentially ready to do the quiz (Slavin, 1995).
The next phase was to familiarize students with their roles in the team along with the teacher’s roles and expectations. This employed the STAD method. Each member in a team was assigned to a role and each session the roles changed so that each member played all the roles during the treatment session. It was hoped that giving the team members these roles and responsibilities would result in high quality learning and promoted positive interdependence and individual accountability among the learners (Johnson & Johnson, 1994). Then the teacher asked one member of each team to become the presenter and present the team’s work. She gave immediate feedbacks after the presentation and announced the team with the best presentation as a winner. Slavin (1995) outlines four key components in the implementation of STAD in the classroom. They are class presentations, teams, quizzes, and team recognition (see Yusuf, Natsir & Hanum, 2015).
Analysis
In technique of data analysis, the pre-test and the post-test were to verify whether there was a significant difference in the students’ writing skill. The components being scored were content, vocabulary, organization, grammar and mechanics, before and after the application of CL in the writing class. The dependent variable is the students’ writing skill in the tests, and the independent variable is the CL method application in the writing class. The data from these tests were analysed using descriptive and inferential statistics. The statistical software, SPSS version 23, was utilized for the inferential statistics. Meanwhile, descriptive statistics was to analyse the pre-test and post-test by calculating the mean, standard deviation and percentage of each component. Next, inferential statistics that adopts paired sample t-test analysed the difference in the mean scores of the writing skills in both pre-test and post-test. The paired-samples t-test was applied since there was one group of students in this study, and the data from them were collected at two different times (Pallant, 2001).
FINDINGS
Pre-test and Post-test
The post-test score results showed better achievement from the students compared to the pre-test score results in writing of the narrative genre. Table 1 and Table 2 show the difference of main scores in the five writing components of content, vocabulary, organization, grammar and mechanics in the pre-test (refer to Table 1) and post- test (refer to Table 2) of the narrative essays.
International Journal of Instruction, January 2019 ● Vol.12, No.1 Table 1
Pre-test
Table 2 Post-test
N Range Minimum Maximum Mean Std. Deviation Variance
After CL 30 41 53 94 64.50 9.811 96.259
Content 30 21 17 38 29.53 4.995 24.947
Vocabulary 30 4 6 10 7.60 .968 .938
Organization 30 12 7 19 11.20 3.123 9.752
Grammar 30 4 5 9 6.83 1.053 1.109
Mechanic 30 14 4 18 9.43 3.256 10.599
Valid N (Listwise) 30
The scores shown in Table 1 and Table 2 show that in the pre-test, the marks ranged from 40 to 84, meanwhile in the post test, the marks ranged from 53 to 94. This shows a notable transformation from the results of these two tests. There is a 13 mark increase in minimum score between them, and a 10 mark increase in the maximum score.
Therefore, the students had done better in the post-test compared to the pre-test. The CL methods had helped them improve their writing skills in narrative essays based on the increase of the scores. Furthermore, the mean score for the post-test is also found to be higher compared to the pre-test. In the post-test the mean score was 64.50, while for the pre-test the mean score was 57.57. It clearly demonstrates that there was a 6.93 increase in the mean score of the post-test. This indicates that the students’ writing skill improved after the teacher employed CL in teaching writing.
Narratives Pre-test and Post-test Scores
To decide whether there was a statistical difference between the pre-test and the post- test results, paired-samples t-test was conducted. Based on the calculations, the numbers do show significant differences, and these are displayed in Table 3 and Table 4, where t(29)= -14.323, p=0.00. This shows that the p value of (0.00), is less than 0.05, therefore it demonstrates that there is a significant difference for the composite scores in students’
writing skill in the post-test compared to the pre-test. The mean for the post test is 64.50, SD=9.811, and the mean for the pre-test is 57.57, SD=9.971.
N Range Minimum Maximum Mean Std. Deviation Variance
Before CL 30 44 40 84 57.57 9.971 99.426
Content 30 24 12 36 26.30 5.578 31.114
Vocabulary 30 5 4 9 6.70 1.055 1.114
Organization 30 11 6 17 10.47 2.921 8.533
Grammar 30 4 3 7 5.17 1.117 1.247
Mechanic 30 13 3 16 8.93 3.016 9.099
Valid N (Listwise) 30
International Journal of Instruction, January2019 ● Vol.12, No.1 Table 3
Paired samples statistics for narrative pre-test and post-test composite scores
Mean N Std. Deviation Std. Error Mean
Pair 1 Pretest before CL 57.57 30 9.971 1.820
Posttest after CL 64.50 30 9.811 1.791
Table 4
Paired sample t-test for narrative pre-test and post-test composite scores
Paired Differences T df Sig. (2-
tailed) Mean Std.
Deviation
Std. Error Mean
95% Confidence Interval of the Difference Lower Upper Pair 1 Pretest before
CL – Posttest after CL
-6.933 2.651 .484 -7.923 -5.943 -14.323 29 .000
The increased mean scores from the pre-test to the post-test numbers in Tables 3 and 4 signify that the students had performed better in writing after the CL methods were implemented in the teaching and learning process. Table 5 further reveals the paired samples statistics for the pre-test and post-test in the components of writing being evaluated and scored.
Table 5
Paired samples statistics for narrative pre-test and post-test of the five components of writing
Pair Component Mean N Std. Deviation Std. Error Mean 1 Content pre-test
Content post-test
26.30 29.53
30 30
5.578 4.995
1.018 .912 Vocabulary pre-test
Vocabulary post-test
6.70 7.60
30 30
1.055 .968
.193 .177 Organization pre-test
Organization post-test
10.47 11.20
30 30
2.921 3.123
.533 .570 Grammar pre-test
Grammar post-test
5.17 6.83
30 30
1.117 1.053
.204 .192 Mechanic pre-test
Mechanic post-test
8.93 9.43
30 30
3.016 3.256
.551 .594
The results in Table 5 illustrates that the scores of each component of writing increased from the pre-test to the post-test. This once again proved that CL treatment helped the students in improving their writing components to produce a better essay.
DISCUSSION
In the process of teaching writing, the teacher used two CL methods which were Jigsaw and STAD (Student Team Achievement Division) to see which of the method gave better results in enhancing students’ writing ability. Surprisingly, both methods gave almost the same effect on the students’ motivation and perception towards writing. At
International Journal of Instruction, January 2019 ● Vol.12, No.1 the beginning of the year, they showed negative perception towards writing. They were unhappy, unmotivated and spent too much time before they could start doing the exercises on writing. However, the incorporation of CL in the writing class had proven to give positive effect on the students’ performance. Artz and Newman (1990) explain that this method organizes a classroom in such a way that students are able to work together in cooperative teams, each with a role that can ensure interdependence. Since the learning environment is less threatening, it increases their participation in tasks given by the teacher and reduces their anemic competition. Furthermore, as it creates student- centered environment therefore it reduces the teacher’s dominance in the classroom.
After six weeks of CL treatment, the students scored better in the writing of narrative essays (i.e. as evidenced in the post-test results). Most of them showed better understanding on the five writing components of content, organization, vocabulary, grammar and mechanics through cooperative writing. During the CL treatment, they started to pay attention and showed better responses towards the writing lessons. This could be due to the new methods applied in the class. The idea of putting them in small groups had given them more confidence in sharing ideas with their peers of different backgrounds. Working together as a team develops their interaction and communication skills such as active listening, speaking and turn taking. Cooperative group work could also foster cognitive skills such as problem-solving, discovery learning and creativity.
In Jigsaw, the students with the same topics met members of the expert groups to discuss them. They took notes and later on, they had to teach their teammates (home group).
Before starting their writing task, they would have to meet the expert group and discussed the ideas before they could start moving to their prewriting stage in their own group with the other teammates. Whenever a problem arises, they should try to find their own solution before seeking help from the teacher. Thus, these kind of activities boosted the students’ confidence level, especially the low proficiency students, to learn and develop social relationship, learn to value and respect others, learn to cope up with different ideas and how to tolerate with conflict.
STAD also gave good impacts on the students’ learning process in this study, especially the ‘group recognition’ phase. Similar to the findings by Yusuf, Natsir and Hanum (2015), low achieving students in this study could also see their contribution to the group if they showed improvement in the quizzes. The success of STAD lies in the concept that each member has a common goal of doing well and obtaining the group reward. They would then do their best and be eager to help others. Besides that, this method could also increase their self-esteem and motivate them to learn more in the classroom (Slavin, 1995). Slavin (1995) further added that the students in STAD class think that their success does not depend on their luck, but depends on how they work.
The students are also intrinsically motivated to do their best.
Nevertheless, to every advantage in teaching methods, some disadvantages were also found during the employment of CL in teaching writing of this experiment. In this study, it was found that some students could not get some group members to cooperate in the group work given – there were three possible reasons that this situation could happen:
International Journal of Instruction, January2019 ● Vol.12, No.1 a) Personality conflict; where this type of students did not like sharing and working
with other students. They wanted to show that they were the best and deserve to get the teacher’s recognition. To solve such problem, the teacher restarted the activity by reminding them that they would benefits from CL. By doing so, it is expected that they understand the expression of “two heads are better than one”. She gave them rewards and praises if they are able to successfully work in teams. She also monitored these kinds of groups and willingly offered help if there were any conflicts between the group members.
b) Types of students who did not have the sense of belonging towards the group; these students might not understand the concept of positive interdependence where everyone “sink and swim together” or “one for all, and all for one”. Here, each member’s success is interdependent on the success of their group mates. The teacher solved this problem by explaining to them the importance of positive interdependence. This means that each students is responsible for learning the assigned material, and they must also make sure that their other team members learn the assigned material, too, to successfully complete the assignment together.
c) Unintended unequal distribution of the group work; it was found that the high proficiency students did most of the group work. Due to their high proficiency level, they were left to do the work without much help from the other weak students. And so, to solve this problem, the teacher constantly reminded them that every student is responsible for his or her group, and that the purpose of CL activities is to ensure each role for each student in the group is performed. Maintaining students’ positive attitudes towards CL is important. Along the process of group work, she first assigned less demanding roles to weaker students, and then progressively assign them with more demanding roles after they were more confident in the tasks that they were doing.
Nevertheless, problems that occur in group work are typically apparent in any teaching method that teachers use. Therefore, in the case of CL, students should be well informed of its principles before it is implemented in the class. For writing class, especially, the students should be provided with more guidance about the basic knowledge of sentence structures, word ordering, and vocabulary. Teachers must always keep an “eagle eye” to members who leave the work for other group members to do. Another way of making sure that the students are being responsible for their task, for example, is by creating an evaluation form where students could evaluate other members’ responsibility in their group.
Yet, CL had proven to be one of the best methods in enhancing students’ performance in language learning, especially writing, as it promotes cooperation among students and reduced peer competition and isolation, and further promotes academic achievement and positive relationships (Slavin, 2011). CL at the same time leads to higher group and individual achievement, healthier relationship with peers, and greater psychological health and self-esteem (Johnson & Johnson, 2000; Slavin, 2011).
