The Effects of Cooperative Learning in Enhancing Writing Performance
Writing is one of the four language skills which is given emphasis in second language learning. In the Malaysian secondary educational scene, students learn different genres of writing like descriptive, expository, recount and narrative based on the prescribed syllabus of the Ministry of Education. The mastery of the writing skills is crucial since constant evaluation either formative or summative is conducted to gauge students‟ acquisition of their writing skills based on their writing performances. Hence teachers adopt and adapt various methods in the writing classrooms to ensure that the students excel in writing. One of the methods recommended in teaching writing is the incorporation of cooperative learning (Kagan 2002). This study investigates the effects of cooperative learning in enhancing the writing performance of form one students in an urban school. The research instrument used is the pre-test and post-test of the narrative essay. The data are analyzed using descriptive and inferential statistics. The students‟ writing performance is evaluated using analytical scoring on the composite scores and the five components of writing which are content, vocabulary, organization, grammatical accuracy and mechanics. The findings indicate that the students perform better in the post-test compared to the pre-test after the inclusion of cooperative learning in the writing classes. The findings lend credence to the positive effects of cooperative learning in enhancing writing performance.
1. Introduction
In the quest of attaining the status of a fully developed country, education undoubtedly plays an important role. The young generation need to be well educated to prepare them for the era of globalisation. At the secondary school level, an educational system which is comprehensive has been offered (Kusuma, Vasudevan, Cheng, Salehudin, Victor, Norsaedatul Rajeah, Isham, Zurina, Tan & Rozana 2001). Subjects from the arts and sciences, vocational and technical that provide a practical approach to learning are included in the curriculum to mould the students into individuals who are prepared to face the challenges in this science and technology era. One of the core subjects taught at a secondary school level is English Language. The Curriculum Specifications prescribed by the Ministry of Education specify the four skills which need to be mastered by the learners in three areas of language use, namely the interpersonal, the informational and the aesthetic (Pusat Perkembangan Kurikulum 2003). These areas incorporate the integration of the four skills of listening, speaking, reading and writing. Writing is one of the skills which need to be mastered by the learners. Students learn different genres of writing like descriptive, expository, recount and narrative based on the prescribed syllabus of the Ministry of Education. There are many methods adopted by the teachers in teaching writing in the classrooms. One of the methods recommended in teaching writing is the incorporation of cooperative learning (Kagan 2002). 2. Cooperative Learning There are a few definitions on cooperative learning made by eminent scholars. Slavin (1980) describes cooperative learning as students working in small groups and are given rewards and recognition based on the group?s performance. Artz and Newman (1990) define cooperative learning as a small group of learners who work as a team to solve a problem, complete a task or achieve a common goal. A definition on cooperative learning as a category under collaborative learning is given by Goodsell, Maher and Tinto (1992). They define cooperative learning as a learning approach which falls in the more general category of collaborative learning, which is described as students in groups of two or more, working together mutually to find an understanding, solutions or meaning and create a product.
Cooperative learning is a learning approach which has been proven to culminate positive results and outcome (Tengku Nor Rizan 2007). This approach is believed to enhance students? performance and achievement in various subjects and aspects of the language and producing positive social outcomes (Slavin 1995). Contrary to popular belief cooperative learning is not mere group work. In group work sometimes the participation of the group members is not equal and there are group members who indulge on a free ride without contributing the group?s work and objective. In a cooperative learning lesson, all of the team members have to assume roles to make the group task a success. The learning approach is highly structured and the teacher has to make sure that the elements of cooperative learning are evident in the lesson. This is to guarantee that each member performs their part in ensuring the success of the group?s task and each member is dependent on the other to achieve the required goals. There are different approaches and models in cooperative learning. Johnson?s model of cooperative learning is referred to as „Learning Together?. „Learning Together? can be applied at any grade level with any subject (Kessler 1992). In this cooperative learning model, the teacher plays a crucial role to monitor the students? work or impart collaborative skills to the students. Another cooperative learning model is introduced by Spencer Kagan (1994) called Structural Approach. Structural Approach is based on the use of content-free ways of organizing interaction called structures. The structures can be adopted and adapted in various contexts (Kessler 1992). Group Investigation techniques are proposed by Sharan (1980). Group Investigation is designed to lead and propel students toward predetermined facts and skills. There are also other cooperative learning models such as Curriculum Packages (Kessler 1992). The Curriculum Packages are usually specific for certain age group and curriculum. Thus the packages are not suitable for all grade levels or all curriculum topics. The examples of Curriculum Packages are Finding Out/ Descubrimiento (De Avila, Duncan & Navarette 1987), Comprehensive Integrated Reading and Composition (CIRC) (Madden, Slavin & Stevens 1986) and Team Accelerated Instruction (TAI) (Slavin, Leavey & Madden 1986).
Cooperative learning is an approach under the umbrella of collaborative learning (Goodsell, Maher & Tinto 1992). But unlike collaborative learning or group work, in cooperative learning, the teacher plays a significant role to incorporate elements of cooperative learning and ensure that the students know how to work cooperatively in a cooperative learning situation. The absence of even one element in the lesson will lead to a non-cooperative environment. The elements of cooperative learning differ from one approach to another. The cooperative learning model, „Learning Together? focuses on five elements which are positive interdependence, individual accountability, face-to-face interaction, social skills and group processing (Johnson, Johnson & Holubec 1994). Slavin (1995) and his colleagues give emphasis on the use of group reward to enhance students? performance. There are four important elements of cooperative learning which need to be incorporated in Kagan?s Structures (Kagan 1994). Kagan (1994) emphasizes on four basic principles of cooperative learning which are positive interdependence, individual accountability, equal participation and simultaneous interaction. Based on the synthesis of the main elements of cooperative learning from the erudite cooperative learning researchers, seven elements are discovered (Biehler & Snowman 1997). The elements of cooperative learning are group heterogeneity, positive interdependence, promotive interaction, individual accountability, interpersonal skills, equal opportunities for success and team competition. In cooperative learning, the teacher needs to provide a conducive environment and appropriate task for equal opportunities such as giving students learning assignments which are on par with their current level or giving marks for the improvement of scores compared to the previous test scores (Biehler & Snowman 1997). The element of team competition should also be incorporated once in a while in cooperative learning between well-matched competitors and without grading them for the norm-referenced grading system. This is because team competition can spur students to achieve the group?s goal. Group work or collaborative learning is the learning approach umbrella for cooperative learning. Erudite researchers had redesigned group work by incorporating elements that will make group work more effective and achieve its objectives. In a cooperative learning lesson, the elements of cooperative learning need to be implemented in order to make the lesson a cooperative learning lesson. If a lesson is devoid of any of the elements of cooperative learning, thus the lesson could not be considered as a cooperative learning lesson. Even though cooperative learning is learner-centred the teacher has a paramount role to play in structuring and planning the lessons.
3. Statement of the Problem Diversified methods and approaches have been adopted and adapted by Malaysian English language teachers to teach writing. In order to ensure students? mastery of the writing skills, teachers need to employ methods and approaches which produce positive outcomes in the students? learning Rote learning has been a common practice in the Malaysian educational scene in language learning (Campbell 2008). Most teachers and educators are in dubiety of the students? ability to acquire knowledge on their own. Most of the time, students are treated like empty vessels which need to be filled with facts in order to trigger their cognitive capability. Thus, the corollary of this perception leads to the rigidity of the teaching approach which is more teacher-centred. It also leads to the constant spoon-feeding on the teachers? part and students? dependency on the teacher in the quest of acquiring knowledge (Campbell 2008). Vadivelloo and Vijayarajoo (2004) concur that in the Malaysian educational practice including in schools, teacher-centred method still remains a widely used instructional strategies to impart knowledge. Teacher lectures, presents information, disciplines the students and gives instructions. This method is a popular method due to its convenience for the teachers since they can impart a large amount of information and knowledge to many students. Scholars believe that Malaysian schooling system should move beyond the rote learning method which most considered as methods of the past (Kaur 2001; Wong 2003; Chan 2004; Lee & Tan 2004; Yap 2004;Ismail 2005; Yen, Bakar, Roslan; Luan & Rahman 2005 & Campbell 2006).
One of the approaches which show positive result in boosting the students? writing skill is the incorporation of cooperative learning (Kagan & High 2002). Studies also show that there are 3 major positive impact of cooperative learning which are categorized into greater effort to achieve, more positive relationship among pupils and greater psychological health (Johnson & Johnson 1989). Thus, this research will contribute to the existing body of literature by investigating the effects of using cooperative learning with a group of adolescent learners in a Malaysian secondary school context. It will focus on the effects of using cooperative learning in developing the students? writing skill. 4. Objective of the Study The main objective of this study is to investigate the effects of cooperative learning on students? writing performance at a secondary school. This research will focus on the effects of cooperative learning in enhancing students? writing performance in the narrative genre. The cooperative learning technique will be based on Johnson and Johnson (1994) and Kagan (1994). The cooperative models used are a combination of Learning Together and Structural Approach. The writing lessons will incorporate the Coop Jigsaw II. Coop Jigsaw II is a lesson design which falls in the category of project design in Kagan?s Structures (Kagan 1994). 5. Research Question The study will answer a research question based on the objective of the study. The research question and research hypotheses are: What are the effects of cooperative learning on students? writing performance? Ho1: There is no significant difference in the mean gain scores (?) of the writing performance before and after the incorporation of cooperative learning. Ha1: There is a significant difference in the mean gain scores (?) of the writing performance before and after the incorporation of cooperative learning. Significance level is set at ?=0.05
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