Effects of Cooperative Learning Strategies in Teaching English in Elementary Schools in Tanauan City West District: Its Implications to Instruction

Abstract

INTRODUCTION

Teachers today are reconsidering the traditional practices that gave emphasis on competition over cooperation in the classroom. They are reevaluating the conventional wisdom that individuals should work quietly, in isolation, hiding their findings from each other so that no cheating can occur.

The researcher got interested in conducting a study on the use of cooperative learning strategy in the teaching of English in Tanauan City West District. This study also aims to gather relevant data that may serve as bases for the improvement of instruction in the said district. It is therefore, with ardent hope that the researcher proposes this study deemed significant for the schools, teachers, administrators and pupils.

METHODS

The researcher used descriptive method of research. The focused of the study was on the cooperative learning strategy on the pupils' development of cognitive, affective and psychomotor skills. It attempts to analyze and interpret the report on the present status of social institution, group or area.

RESULTS

The use of cooperative learning strategies requires sound principles in terms of membership composition and choice of group/team leader to enable maximum participation and adjustment among group members and make learning more exciting, concrete and meaningful. The pupils' development of skills and competencies in the cognitive, effective and psychomotor domains as affected by the use of cooperative leaning strategies is a manifestation of the effectiveness of said strategies attributed to the teacher.

DISCUSSIONS

The results imply the need to maintain and even improve the use of cooperative learning strategy in teaching not only the English subject but other subjects as well. The need for the teachers to be more adept in the use of cooperative learning techniques and strategies and from there be more innovative and creative in facilitating a more meaningful teaching-learning environment most conducive for both teachers andpupils. The need for administrative and supervisory support from the head teachers and supervisors to improve the status of the schools in terms of the teachers' employment of cooperative learning strategies in coherence with the use of other teaching strategies and the demand for a pupil-centered teaching-learning situation for the improvement of the pupils, teachers, schools and community.