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"I Can Teach Them; They Can Teach Me...

Astuti, Puji.

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"I Can Teach Them; They Can Teach Me": The Role of Individual Accountability in Cooperative Learning in Indonesian Secondary School EFL Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	"I Can Teach Them; They Can Teach Me": The Role of Individual Accountability in Cooperative Learning in Indonesian Secondary School EFL Classrooms./
Author:	Astuti, Puji.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	341 p.
Notes:	Source: Dissertations Abstracts International, Volume: 77-12, Section: A.
Contained By:	Dissertations Abstracts International77-12A.
Subject:	Linguistics. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10109894
ISBN:	9781339731636

"I Can Teach Them; They Can Teach Me": The Role of Individual Accountability in Cooperative Learning in Indonesian Secondary School EFL Classrooms.
Astuti, Puji.

"I Can Teach Them; They Can Teach Me": The Role of Individual Accountability in Cooperative Learning in Indonesian Secondary School EFL Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 341 p.

Source: Dissertations Abstracts International, Volume: 77-12, Section: A.

Thesis (Ph.D.)--University of Rochester, 2016.

This item is not available from ProQuest Dissertations & Theses.

Cooperative learning (CL) has been used in the teaching of English as a second and as a foreign language (ESL/EFL) to promote both cognitive and non-cognitive gains. However, little is understood about how CL enhances ESL/EFL learning. An investigation on this phenomenon was carried out in Indonesian secondary school classrooms, focusing on the enactment of one CL principle: individual accountability. Qualitative case study, involving two EFL teachers' classrooms, emphasizing the teachers and four focal students, was employed to explore the role of this CL principle in enhancing the EFL learning. Cultural-Historical Activity Theory (CHAT) and Interaction Hypothesis were utilized as theoretical frameworks. CHAT was used to make sense of individual accountability in CL as an object-oriented activity in an activity system. Interaction Hypothesis was employed to see the contribution of this activity in enhancing the EFL learning. Data were gathered through multiple data collection strategies. The study identified seven roles of individual accountability in CL that helped enhance the EFL learning as evidenced by the availability of comprehensible input, interaction, negotiation for meaning, and comprehensible output for the secondary school EFL learners. By performing their individual accountability in CL, the EFL learners: 1) gained learning experience as mandated by the curriculum, 2) presented the previously thought about, discussed, and learned information to peers, 3) had more opportunities to use the target language, 4) had more opportunities to interact with peers, 5) gave and received vocabulary help, 6) had access to pronunciation, and 7) gained confidence to speak in the target language. The study also found that due to a few missed steps in the use of some selected CL structures, the EFL learners: 1) did not always present their share of work, 2) presented their work without preparation, and 3) had peer preference. These findings suggest the need for improving teachers' understanding of CL, including mastering and following the procedures in selected CL structures, and thus this study builds an understanding of the importance of support from the social environment for achieving an effective CL implementation. This study also proposes implications for practice, policy, research, and directions for future research.

ISBN: 9781339731636Subjects--Topical Terms:

524476
Linguistics.
Subjects--Index Terms:

Cooperative learning

"I Can Teach Them; They Can Teach Me": The Role of Individual Accountability in Cooperative Learning in Indonesian Secondary School EFL Classrooms.
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500 $a Source: Dissertations Abstracts International, Volume: 77-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item is not available from ProQuest Dissertations & Theses.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a Cooperative learning (CL) has been used in the teaching of English as a second and as a foreign language (ESL/EFL) to promote both cognitive and non-cognitive gains. However, little is understood about how CL enhances ESL/EFL learning. An investigation on this phenomenon was carried out in Indonesian secondary school classrooms, focusing on the enactment of one CL principle: individual accountability. Qualitative case study, involving two EFL teachers' classrooms, emphasizing the teachers and four focal students, was employed to explore the role of this CL principle in enhancing the EFL learning. Cultural-Historical Activity Theory (CHAT) and Interaction Hypothesis were utilized as theoretical frameworks. CHAT was used to make sense of individual accountability in CL as an object-oriented activity in an activity system. Interaction Hypothesis was employed to see the contribution of this activity in enhancing the EFL learning. Data were gathered through multiple data collection strategies. The study identified seven roles of individual accountability in CL that helped enhance the EFL learning as evidenced by the availability of comprehensible input, interaction, negotiation for meaning, and comprehensible output for the secondary school EFL learners. By performing their individual accountability in CL, the EFL learners: 1) gained learning experience as mandated by the curriculum, 2) presented the previously thought about, discussed, and learned information to peers, 3) had more opportunities to use the target language, 4) had more opportunities to interact with peers, 5) gave and received vocabulary help, 6) had access to pronunciation, and 7) gained confidence to speak in the target language. The study also found that due to a few missed steps in the use of some selected CL structures, the EFL learners: 1) did not always present their share of work, 2) presented their work without preparation, and 3) had peer preference. These findings suggest the need for improving teachers' understanding of CL, including mastering and following the procedures in selected CL structures, and thus this study builds an understanding of the importance of support from the social environment for achieving an effective CL implementation. This study also proposes implications for practice, policy, research, and directions for future research.
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