穨Review. Pdf

participants confessed that they used cooperative learning only 
selectively in some activities, like the teaching of listening or the 
teaching of reading only. Ms. Lee was the one that was able to 
incorporate the principles of cooperative learning in all aspects of her 
teaching
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. 
2. 
The second reason was for the amount of teacher talk and student talk 
measured in her class. The students in her class were observed to be 
highly motivated in the learning task and were eager to talk in English 
in class. According to the measurement done during the classroom 
observation, the participants and the researcher agreed that Ms. Lee 
talked for about 15 to 18 minutes in her class, while most of the other 
teachers still dominated the floor by lecturing for more than 30 minutes.
In turn, the time allowed for the students’ practice in the target 
language in Ms. Lee’s class was about 25 to 30 minutes, while the time 
in other classes taught by other participants was still less than 16 
minutes.
3. 
The third reason was because of Ms. Lee’s problem solving ability.
During the discussion following the observation, Ms. Lee was able to 
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Ms. Lee even used some of the cooperative learning techniques in the class meeting. 

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provide some practical solutions to the problems her colleagues 
proposed. In addition to being able to solve many unexpected 
problems that might occur during the actual implementation, Ms. Lee 
also designed many innovative worksheets
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for different purposes.
The researcher and the other participants all agreed that Ms. Lee was the most 
eligible person to carry out cooperative learning for this study.
3.1.2 Selection of Students 
Two classes of the first year students that Ms. Lee taught at Sunny Junior High 
School in the spring semester of 2001 were selected to be the participants, one class as 
the experimental group and the other as the control group. The total number in each 
class was 35, with 20 boys and 15 girls in the experimental group; 19 boys and 16 
girls in the control group. Sunny Junior High School is a mid-sized rural school with 
about 1,600 students. There were totally 15 first year classes. In comparison with 
the other 14 first year classes on the average English grades they got from the 
previous semester, the experimental class ranked the fifth and the control group the 
fourth at Sunny Junior High School. 
According to a survey administered to understand the students’ background 
before the study, the results showed that there were six students in the experimental 
group and seven in the control group that had studied English for two years before 
entering junior high school. Two students in the experimental group and five in the 
control group had learned English since they were the third-graders in elementary 
school. There were 20 students in the experimental group and 23 in the control 
group that learned the alphabets and some phonetic symbols for two months during 
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The worksheets designed by Ms. Lee included (1) the worksheet for the group leader to check on 
each member’s learning on the vocabulary, (2) the worksheet for the preparation and discussion of the 
school-wide written examinations, (3) the wo rksheet for pairs to practice dialogues, (4) the worksheets 
on the teaching of vocabulary, dialogue, and sentence structures. 

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the summer vacation after they graduated from elementary school. The rest of the 
students reported that they never encountered English before entering junior high 
school. 
According to the students’ grade reports from the previous semester, there were 
12 high-achievers whose average scores in the subject of English exceeded 90 in the 
experimental group and 13 in the control group. There were nine under-achievers 
who scored below 40 in the experimental group and nine in the control group.