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Conclusion: The results suggested that students had a positive attitude toward PBL and it improved their problem‑solving skills feasibility of the framework of Co-PBL in EFL writing class. Problem Decomposition Technique and Cooperative Learning in Enriching Software Development Projects Tie Hui Hui 1 and Irfan Naufal Umar 2 + 1 Centre for Postgraduate Studies, SEGi College Penang, Malaysia 2 Centre for Instructional Technology & … The subject of this study was 30 of the second-grade students of English Education Department in a private university in East Java, Indonesia. are classified into the strengths of PBL. activities of flipped teaching could motivate the teachers to implement this method. What has really made us such successful animals is our ability to apply our intelligence to cooperating with others to accomplish group goals. With contributions by Prof. Dr. Gert Faustmann, Prof. Dr. Rainer Rumpel, Prof. Dr. Hartmut Aden, Prof. Dr. Andreas Schmietendorf, Prof. Dr. Claudia Lemke, Dipl.-Medieninf. Two instruments were used in this study; a pre-post writing test, and an attitude questionnaire. The incorporation of cooperative learning into writing activity conducted by Yumi & Erina (2015); ; ... Banyak strategi dan model pembelajaran yang dapat digunakan oleh guru dalam pembelajaran salah satunya yang akan dibahas pada kesempatan kali ini, yaitu Pembelajaran Berbasis Masalah/Problem Based Learning. Pre and post-questionnaires as well as writing rubrics were applied as in-struments. It is in line with Yumi, responsibility in learning, and it can make the, these skills because each person is held acco, that CL makes the students easily express and share their ideas with th, the needs of much time for preparation before. The study is aimed at: (1) investigating the previous teaching and learning model implemented in EFL writing class; and (2) measuring and analyzing the extent to which the teachers and students need Co-PBL to promote verbal creativity (hereafter VC) in, This study aims at examining the effect of environmental problem-based learning (PBL) on the environment-related vocabulary mastery and writing ability of Indonesian EFL students. This treatment included sophomore students enrolled in EN 211 course in the second semester of 2013 academic year. It taught students how to work together and use logic to solve problems. It involves the EFL writing teachers and the first and second-grade students of English Education Department of a private university in East Java, Indonesia. agreed that PBL improved problem‑solving skill, self‑directed learning and perceived that it had a positive impact on cooperative writing classes based on teachers and students’ perceptions. Join ResearchGate to discover and stay up-to-date with the latest research from leading experts in, Access scientific knowledge from anywhere. self-directed learning and facilitate understanding of the problems. The findings revealed that the students’ scores in writing were higher for the post-test than the pre-test at the significance level of .001 after being subject to this kind of treatment. participation from all parties is needed. with learning problems respond to cooperative learning. PDF | Cooperative learning is the learning process in which individuals learn in a small group with the help of each other. The t-test results of the pre- and post-tests show that there were no significant differences between the two groups. Anowar Hossain, Rohani Ahmad Tarmizi, Ahmad Fauzi Mohd Ayub Abstract Collaborative This study employed a quasi-experimental design by involving two. A vocabulary test was used to measure the students’ environment-related vocabulary mastery, while a hortatory writing test was used to examine the students’ writing ability. Dealing with the learning model that could be implemented in EFL writing classes, there, support and encourage each other (Adams, 2013; Hendrix, 1999), Cooperative Learning in EFL writing classes, the previous studies. (3) The students also have a positive attitude and positive feedback towards the implementation of the nine-learning-step. The author of this action research study Dastgeer, D. M. (2015). collaborative learning activities frequently begin with problems, for which students must marshal pertinent facts and ideas. The IX-A class was the experimental group and the IX-B class was the control group. Several problems also occur when the teachers have big classes to teach and the result of teaching writing to the students may be defeated. Fifteen Indonesian EFL teachers and 150 EFL students from 5 private universities in East Java, participated in this case study. as well as motivated them to learn and participate actively. Cooperative Learning: Team Approach Builds Self-Esteem Improves Social Skills Positive Race Relations Active, Engaged Learning Develops Higher Level Thinking Resembles ‘Real Life’ Social & Work Environments Quick since they can discuss with their partners. Australian Journal of Teacher Education Volume 41 Issue 3 Article 3 2016 Cooperative Learning: Review of Research and Practice Robyn M. Gillies University of Queensland, r.gillies@uq.edu.au Follow this and additional works at and self‑directed learning, cooperative learning, role of facilitator and product discussion. Keywords:: Cooperative learning, cooperative learning structures, multiple intelligences, positive human relationships One of the plenary speakers at Peace as a Global Language II was the American educational psychologist Dr. Spencer Kagan, famous for the so-called structural approach to cooperative learning. Some students felt that PBL was time consuming, yet it was a fun This anthology, edited by Marianne Egger de Campo und Olaf Resch, explores the experiences of teachers at the Berlin School of Economics and Law with digitised teaching and learning. The implementation of problem-based learning. The data in this study was taken from class observation, VC test, and in-depth interview. The data were analyzed by using independent sample t-test. The task can be as simple as solving a multi-step math problem together, or as complex as developing a design for a new kind of school. ABSTRACT This study was aimed at (1) elaborating the EFL writing teachers' perceptions about their experiences after implementing the flipped teaching method with CALL (Computer-Assisted Language Learning) in teaching EFL (English as a Foreign Language) writing course, (2) explaining how flipped teaching with CALL motivates teachers, and (3) explaining how flipped teaching with CALL motivates students and develops students' autonomous learning. The data was yielded from questionnaire, in-depth interview, observation, and document analysis. grouping (the criteria for choosing the member of group), and it is difficult to manage. Previous studies showed that problem-based learning is a student-centered learning approach that affects students’ learning positively and significantly. Third, the teachers' positive perceptions arose after implementing flipped teaching with CALL for several meetings. The key pedagogical implications for the implementation of collaborative learning are given in relation to teachers’ work, school organization and the education system as a whole. The authors emphasize the importance of social interactions and cooperation for children with developmental difficulties, as well as their adequate placement in the full-time teaching process. You've given them three, one hour long classes to complete the task, but, at the end of the week, they have little or nothing accomplished. R. GilliesThe effects of cooperative learning on junior high school students’ behaviours, discourse, and learning during a science-based learning activity School Psychology International, 29 (2008), pp. The findings of this study might have implication for EFL writing teachers and learners. It requires teachers to structure cooperative interdependence among the students. All the par-ticipants were enrolled in two different classes of a Communicative Grammar course. But they feel difficulty to acquire competency because of many reasons; the conventional teaching method being used as one of the causes. First, they were optimistic that flipped teaching would run well in their EFL writing class. In addition, curriculum of teaching writing will be another important factor to consider as well as research and practice in teaching writing. The findings of this study might have implications for EFL writing teachers and students. To achieve the goals of this study, a descriptive explanatory research was applied. and interesting way to learn. While many of cooperative learning’s disadvantages affect the students, the strategy can also provide difficulties for educators. The effects of the implementation of this teaching strategy are discussed from the perspective of teachers and the role they play in fostering collaboration among students. The biggest challenge is derived from the difference in cultural backgrounds between the students' mother tongue and English, so it is possible to know the production of their writing does not 'sound' well in appropriate culture of English. This study employed a case study method with the respondents of the research were 2 EFL writing teachers and the students who take EFL writing course in English Education Department of a private university in East Java, Indonesia. This study was aimed at evaluating the strengths and weaknesses of cooperative learning and problem-based learning in EFL writing classes. Two classes, each with 28 students, participated in the study. Aglika Yankova, Julia Gunnoltz, M.A., Prof. Dr. Marcus Birkenkrahe, Prof. Dr. Beatrix Dietz, Prof. Dr. Martina Eberl, Prof. Dr. Andreas Polk, Dr. Jessica Ordemann, Prof. Dr. Susanne Meyer. Both groups received the same learning content, but different instructional input. The results of the study showed that the students who were taught by using environmental PBL improved their environment-related vocabulary mastery and their writing ability significantly. This suggests that the benefits of Jigsaw method may fade long term while CSR benefits may persist. Cooperative learning strategies employ many of the following characteristics Any teacher who has managed a based learning class. Journal of Education Research and Evaluation. students, it was revealed that the weaknesses of CL are that som, technique is through lottery, the instruction given are sometim. The result of comparing high and low reading habit by using two-way Anova shows that Fobs was 43.3862 while the Fα with the significant level of 0.05 was 4.0471. The jigsaw is a cooperative learning technique with a three-decade track record of successfully increasing positive educational outcomes. The respondents were chosen based on purposive sampling technique. Rev.& expanded from Case study research in education,1988.Incl.bibliographical references,index. Through cluster random sampling, the samples were chosen. Therefore, in or, The implementation process of Cooperative Learning in EFL writing classes, students may ask the difficult point to the teacher), The implementation process of PBL in EFL writing classes, the students' discussion with their teammates, difficulties in organizing the class, 10) The grouping made by the teacher was imbalance, (the teacher should determine some aspects of the grouping, such as gender and students', capabilities), 11) The time was very limited if PBL w. time), and 13) The implementation of PBL was not suitable for the lesson plan made. Cooperative learning is often employed in middle school subjects like history and science, where group projects and lab assignments are logical. In fact, in modern society, cooperation in face-to-face groups is increasingly important. Teaching techniques that enable a smooth flow of interaction and enable better effects in the field of learning are offered. Boston: Pearson Education Inc. Journal of University Teaching & Learning Practice Volume. From the primitive hunting group to the corporate boardroom, it is those of us who can solve problems while working with others who succeed. The population was 75 students of the ninth-grade. Previous studies showed that problem-based learning is a student-centered learning approach that affects students’ learning positively and significantly. Of course, each of those relationships also has competitive elements, but in all of them, if the participants cannot cooperate to achieve a common goal, all lose out. These findings, then, might have significant implications for EFL writing teachers and students. It was also revealed that they did not notice verbal creativity as an affecting factor in EFL writing due to their insufficient knowledge to develop learning model that can promote verbal creativity. The PBL approach is then recommended for future teaching and research. A successful scientist must be able to cooperate effectively with other scientists, with technicians, and with students. I, is a necessity for EFL learners to write in English for occupational and academic. It is no longer all about "telling them as … Besides an interview with the teacher, an interview with the students was also conducted, to reveal the students' perception of the, students' responsibility in learning, and make the students easily, learning process, raise students' responsibility in, The Strengths of CL and PBL According to the Students, The Weaknesses of CL and PBL in EFL writing classes.

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