Do Cell Group Independent Activities Impact Students’ Score Achievement?
Keywords:Cooperative learning, cell group method, listening and reading scores, weekly report
There are many methods offered to teach in a university level. In teaching English Entrant, one course of general English courses at Binus University, a lecturer needs to choose an appropriate method. One appropriate method used is cooperative learning one. In this method, students in a class are divided into groups called cell group. In the cell group, they needed to do some activities independently. Based on the above reason, this paper aimed to find out whether the cell group independent activities impact the students’ score achievement in reading and listening. The data for the paper was the students’ scores of listening and reading they gained in mid semester test, final test English Entrant and the weekly reports of students’ cell activities. The method used to analyze the data was percentage number to compare the scores and cell group activities for both listening and reading. The result shows that there was a significant higher achievement of the students in both listening and reading either the number of cell group activities 1-3 or 4-6 times of activities. It could be concluded that the cell group activities gave good impact in supporting students to achieve high score in reading or listening.
Ives, Sallie M. A Survival Handbook for Teaching Large Classes. Available at http://teaching.uncc.edu/resources/best-practice-articles/large-classes/handbook-large-classes last views 7 April 2011
Binusmaya available at http://newbinusmaya.binus.ac.id/ last viewed April 5, 2011
Brown, Douglas. 2001. Teaching by Principles. An Interactive approach to Language Pedagogy. Second Edition. New York: Addison Wesley Longman, Inc. ISBN: 0-13-028283-9
Harmer, Jeremi. 2001. The Practice of English Language Teaching. Essex: Pearson Education Limited. ISBN: 0 582 40385 5
Richard and Renandya (Ed). 2002. Method in Language Teaching. An Anthology of Current Practice. New York: Cambrige Universiry press. ISBN: 13 978-0-521-80829
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)