Pre-Service English Teachers’ Collaborative Learning Experience as Reflected in Genre-Based Writing

Abstract

This study aims at investigating pre-service English teachers' collaborative learning as reflected in genre-based writing classes. 37 PSETs involved as the experimental group, 43 PSETs participated as the control group. Data collection used observation and questionnaire through the quasi-experimental method. Data were analyzed through the multivariate for GLM model, Wilcoxon Signed-Rank, and qualitative descriptive. The findings showed PSETs' achievement significantly increased (p<.01) after PSETs' collaborative learning was engaged. The paired samples test were M=2.744; SD=1.347 for recount, M=2.767; SD=1.771 for narrative, and M=3.488; SD=1.594 for descriptive paragraphs. The experimental group tests were Z=-5.340; p<.01 for recount, Z=-5.323; p<.01 for narrative, and Z=-5.320; p<.01 for descriptive paragraphs. Preand post-tests fulfilled genres' achievement criteria. Mean increased among those paragraphs (recount=70.51 to 73.26; narrative=71.58 to 74.35, and descriptive=71.07 to 74.56). Another finding indicated 45 respondents positively responded to the collaborative learning practice, whereas 11 respondents had problems with the practice.

Revealing Lecturer�s Paralinguistic Attribution: How the Visual Manner Contributes to Students� Non-Cognitive Skills

“…Students' collaboration is conceptually formatted as the learning habit towards groups' respectfulness and collegiality. The collaboration may conditionally share students' existing experiences in authentic and fair ways to increase the learning processes and meaningful outputs (Sumekto, 2017b). Of the determinants, Sung, Chang, and Liu (2016) trust the suitable applications and software are wellinstalled in smartphones.…”