Teachers' attitude and perception towards cooperative learning implementation: Influence of continuing training

Saborit, José; Fernández-Río, Javier; Cecchini, José A.; Méndez–Giménez, Antonio; Blanco, David

doi:10.1016/j.tate.2016.07.020

Cited by 50 publications

(49 citation statements)

References 39 publications

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“…The results obtained through observing student activities revealed that, the CIRC cooperative learning model applied to the experimental class had an impact on increasing student activity when compared to the results of the observation in the control class which had lower results in the material of writing official letter s. This is reinforced by the opinion of (Munir et al, 2018) which remarked that cooperative learning refers to various kinds of teaching methods where students work in small groups to help each other in learning the subject matter Saborit et al, 2016). In cooperative classes, students are expected to be able to help each other, discuss and argue with each other, to hone the knowledge they master at that time and close the gap in their respective understandings (Emerson et al, 2016) .…”

Section: Discussionmentioning

confidence: 94%

Use of Learning Cooperative Integrated Reading and Composition to the Learning Achievement Indonesian Languange Correspondence in Study Programs of Office Administration

Rosy

2018

JPBM

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This research aims to determine the effect of the CIRC learning model on learning achievement in the Indonesian Language Correspondence course material for writing official letters. This type of research is experimental form of non equivalent control group design. The subject of the study was all students of UNESA 2016 Office Administration Education Study Program totaling 88 students in which the experimental class was determined as class A and the control class was class B. In the learning control class, it was used the direct instruction model, while the experimental class was treated using the CIRC model. The research uses various instrument tests such as pre-test, post-test, and assignments to make official letters. The results showed that there were significant differences when comparing the average score of the control class with the experimental class, namely the cooperative reading and composition cooperative learning model had a significant effect on students' achievement.

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Section: Discussionmentioning

confidence: 94%

Use of Learning Cooperative Integrated Reading and Composition to the Learning Achievement Indonesian Languange Correspondence in Study Programs of Office Administration

Rosy

2018

JPBM

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“…Topics to be spoken is also deemed to be important in urging participants to feel comfortable, persuading them to speak English and increasing their confidence. To ensure learners are comfortable within their learning environment, (15) in his study about cooperative learning discovered that through interaction with others, learner have the opportunity to learn from their peers as they speak on issues or topics that are appealing. In another study by (16), to increase students' motivation or readiness to speak, positive attitudes need to be foregrounded.…”

Section: B Factors Affecting Speaking Skillsmentioning

confidence: 99%

The Use of Ideological Becoming in English Literature as a Means to Stimulate Students’ Readiness to Speak

2019

IJRTE

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This study explores the relationship between ideological becoming and students’ readiness to speak using English Literature. Learning literature can be daunting and intimidating for students. Moreover, some view the incorporation of literature in language learning is only to serve the need to impart culture and aesthetic values in students without significantly contributing to the aims of teaching and learning and students’ communicative competence. In addition, some instructors find literature to be complex, thus unsuitable to be adopted in the language learning syllabus. During language learning, speaking poses the most challenging skill to master as the students have reservations and experience anxiety in expressing themselves freely and openly in sharing their thoughts. In order to promote speaking skill among the students in a literature classroom, they need to be engaged actively with activities that would facilitate and accelerate their motivation to speak. With this in view, the researcher finds Bakhtin’s notion on ideological becoming may help students to be more expressive in sharing their views during lessons. Ideological becoming is a process of learning by positioning one’s voice with other voices. Through this process, students are required to get their voices heard and recognized while interacting with others. Thus, this article aims to review the following, first, how is literature used in class to promote speaking skill, and second, how the notion of ideological becoming can be a useful tool in learning literature. The state of ideological becoming brings positive implication for the teaching of literature as students are encouraged to be critical and assertive in defending and justifying their responses toward any literary texts.

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“…Thus, the authors think that teachers have important roles in implementing this method in the class. The research on trainings of cooperative learning focusing on teachers has been conducted.This research categorizes the assessment on teachers as the research respondents joining the training of cooperative learning based on gender, education level, age, knowledge [12].…”

Section: Introductionmentioning

confidence: 99%

Perspectives and Implications of Japanese Language Teachers on the Cooperative Learning Implemented in The Classrooms Conducted at Senior High Schools in Makassar

Imelda¹,

Lappia²

2019

Proceedings of the Proceedings of the 1st Workshop on Multidisciplinary and Its Applications Part 1, WMA-01 2018, 19-20 January

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The purpose of this research is to figure out the perspectives of Japanese language teachers and the implementation of cooperative learning conducted in the classroom at five Private Senior High Schools in Makassar. The research found that the teachers haven't clearly understood the perspectives and implications of cooperative learning as thosearenot commonly used at their schools. The teachers, which are considered as the participants in this research, tend to usegroup discussionsin traditional perspectives which highly focuson the grammatical patterns,while the cooperative learning is consideredas one scientific approach in the 2013 curriculum. Group discussion activities with authentic and attractive topicsmay encourage the students' motivation as reflected from the 2013 curriculum to the recently implemented learning activities in their teachings. In the other words, the implementation of group discussionsin the classroom is still conventional in which the teachers still become the centers of attention in learning the grammatical patterns. The teachers have not completely understood the roles, procedures andstrategiesused in the effective group discussionsof modern perspectives to reach the goals regarding to theimplementation of cooperativelearning.

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Teachers' attitude and perception towards cooperative learning implementation: Influence of continuing training

Cited by 50 publications

References 39 publications

Use of Learning Cooperative Integrated Reading and Composition to the Learning Achievement Indonesian Languange Correspondence in Study Programs of Office Administration

Use of Learning Cooperative Integrated Reading and Composition to the Learning Achievement Indonesian Languange Correspondence in Study Programs of Office Administration

The Use of Ideological Becoming in English Literature as a Means to Stimulate Students’ Readiness to Speak

Perspectives and Implications of Japanese Language Teachers on the Cooperative Learning Implemented in The Classrooms Conducted at Senior High Schools in Makassar

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