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All Journal Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris
Sitti Mukamilah
Islamic University of Madura
Education Languange, Linguistic, Communication & Media Social Sciences

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COMPARATIVE STUDY: LEARNER’S EFL MASTERY THROUGH THE COLLABORATIVE LEARNING METHOD Sitti Mukamilah; Ahmad Ahmad
ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 13, No 2 (2022): Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Desember 2
Publisher : English Department, University of Riau Kepulauan, Batam,Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/as.v13i2.4887

Abstract

Collaborative learning means instructional arrangement involves two or more learners working together on a share learning goals. Learners are encouraged to ask question, give elaborated explanations, exchange arguments, formulated new ideas and problem solution during teaching and learning activities. The aim of this study was to know the significant comparation on learner’s EFL mastery by implementing collaborative method at classroom teaching learning. The research has been analyzed forward experimental research design; The purposes were formulated; to examined the impact of Collaborative Learning on Learner’s EFL Mastery by conducting a quasi-experimental method; it qualitatively investigated learners’ perceptions of Collaborative Learning. The data exhibited that Collaborative learning had significant impact on leaner’s EFL mastery. Subsequently, the data result of independent sample t-test, there was significant difference in post-test result between experimental class and control class (p=0.000≤0.05), actually post-test of the experimental class means (M=10.81) and post-test of the control class means (M=8.45). Collaborative Learning led learners to accept differences and to make those differences comparative sources in order to be more knowledgeable as well as wiser while dealing with a problem at reading material of EFL learning during the class activities. .  The result of study depicts that collaborative learning is contributive to learners’ emotional awareness, learning motivation, cognitive development, and broad-mindedness.
Co-Authors Ahmad Ahmad