Abstract
The purpose of this study was to examine whether or not “Scaffolded Think-Group-Share” learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student satisfaction and English learning achievement) in “Scaffolded Think-Group-Share” learning with those in “Group Investigation” and “Learning Together” learning, which are other types of cooperative learning methods. According to the findings, there were statistically significant differences in student satisfaction and English learning achievement between the Scaffolded Think-Group-Share group, the Group Investigation group, and the Learning Together group. This study implies that “Scaffolded Think-Group-Share” learning has the potential to enhance student satisfaction and comprehension in English as a foreign language (EFL) classes. Keywords: Cooperative learning, Scaffolding, Satisfaction, English learning achievement
Highlights
The British Council (2013) reported that English is spoken by 1.75 billion people worldwide; a number that is projected to reach 2 billion by 2020
One-way Analysis of Variance (ANOVA) was conducted to investigate whether learner satisfaction in “Scaffolded Think-Group-Share” learning differs from those in “Group Investigation” and “Learning Together” learning
The dependent variable was the mean score that students made on a survey questionnaire that was used to gauge satisfaction toward cooperative learning activities that they experienced in their groups
Summary
The British Council (2013) reported that English is spoken by 1.75 billion people worldwide; a number that is projected to reach 2 billion by 2020. Previous research found that the population’s English skills are directly correlated with the country’s economic performance (McCormick, 2013). This implies that proficiency in English is crucial for the welfare of individuals as well as for national development. Nunan (2003) found that many non-English speaking Asian countries have lowered the age for compulsory English education. In 2002, Taiwan introduced English as a compulsory subject for first graders, whereas in the past, English was first taught in the fifth grade. Official English education begins at the primary school level in most non-English speaking Asian countries
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