Abstract
This study aimed to investigate the effect of using cooperative learning strategies on the sixth-grade learners' reading performance and its role in enhancing their performance in English. The sample of this study were 80 male students during the second semester of the academic year 2015\2016, at Abd Al Malek Bin Marwan Basic School for Boys in Mafraq Directorate of Education, Jordan. They were assigned randomly into two sections (One experimental and one control) in English language. The participants of the experimental group students were taught English reading activities (Read and write, read and answer, read and choose, read and match and read and put in order) through cooperative learning strategies (Jigsaw, think-pair-share, numbered heads together, round robin and round table) while the control group studied through regular teaching. A reading activities test was used as a study instrument. Relevant statistical analyses related to means, standard deviations, and One- way MANCOVA test were used. The results showed that teaching reading activities using cooperative learning strategies resulted in improving reading performance. Moreover, there were significant differences between the mean scores of experimental group students' performance in reading activities due to cooperative learning strategies in favor of Read and choose activity. Finally, cooperative learning strategies enhanced EFL students' performance in their reading activities. Keywords: cooperative learning strategies, sixth grade, EFL, reading performance DOI : 10.7176/JLLL/61-11 Publication date :October 31 s t 2019
Highlights
Cooperative learning is defined as a set of instructional strategies "which employ small teams of pupils to promote peer interaction and cooperation for studying academic subjects." (Sharon, 1980:242)
The findings agreed with Liang (Kagan 2002), (Bölükbaş 2003), (Kagan 2011), (Davoudi and Mahinpo 2011), (Tekeli 2012), (Ying Pan and Yiwu 2013), (Al –Yaseen 2013) (Mohammadi 2014) (Davarbina 2015) who reported that there were significant differences in students' mean scores due to the reading performance being used in favor of students who were taught using cooperative learning strategies
The cooperative learning strategies might open the door for dialogue and discussion for students and help them to express their options in a balanced manner, in the sense that each student took his role in participation, where each student practiced the cooperative learning strategies ( Jigsaw, think-pair-share, numbered heads together, round robin and round table)
Summary
Cooperative learning is defined as a set of instructional strategies "which employ small teams of pupils to promote peer interaction and cooperation for studying academic subjects." (Sharon, 1980:242). Johnson and Johnson (1999:336) define cooperative learning as "the instructional use of small groups so that the students work together to maximize their own and each other's learning." While working in cooperative groups, the learners encourage their learning and help other group members to master the subject. Statement of Problem The history of cooperative learning started in 1966 when John Dewey claimed that education can be a tool for people to learn how to live cooperatively. In (Gillies and Ashman 2003:203), the history of cooperative learning is given as follows: “One of the most influential educators of the early twentieth century was the philosopher, John Dewey He believes that education is a process of living and that schools have a responsibility to capture children’s interests, to expand and develop their horizons, and assist them in responding appropriately to new ideas and influences. Dewey’s ideas are quite revolutionary at the time and they have a profound influence on education, as the effects of developments in the field of group dynamics begin to be realized."
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