Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners

Autor/inn/en	Yusuf, Qismullah; Jusoh, Zalina; Yusuf, Yunisrina Qismullah
Titel	Cooperative Learning Strategies to Enhance Writing Skills among Second Language Learners
Quelle	In: International Journal of Instruction, 12 (2019) 1, S.1399-1412 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Cooperative Learning; Second Language Learning; Second Language Instruction; Writing Skills; Middle School Students; Accuracy; Grammar; Vocabulary Development; Pretests Posttests; Writing Evaluation; Foreign Countries; Teaching Methods; Essays; Writing Instruction; English (Second Language); Writing Improvement; Malaysia (Kuala Lumpur) + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Zweitsprachenerwerb; Fremdsprachenunterricht; Writing skill; Schreibfertigkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Grammatik; Wortschatzarbeit; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Essay; Aufsatzunterricht; Schreibunterricht; English as second language; English; Second Language; Englisch als Zweitsprache
Abstract	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 posttest 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 posttest 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. (As Provided).
Anmerkungen	International Journal of Instruction. Eskisehir Osmangazi University, Faculty of Education, Eskisehir, 26480, Turkey. e-mail: iji@ogu.edu.tr; Web site: http://www.e-iji.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01