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Table 3.7: Students’ expectations of using CL in doing project

Table 3.7: Students’ expectations of using CL in doing project

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problems. Students’ opinions on the stages of using CL were indicated that

almost students choose in doing project to be suitable for CL project.

To sum up, using CL in doing project has brought many different benefits

to students. It can be inferred from this helpfulness that using CL in doing

project plays an integral part in teaching project to students, therefore, teachers

should employ forms of interaction flexibly in each project lesson to motivate

students’ interests.

3.2.2. The result of teachers’ interviews

3.2.2.1. Teachers’ attitudes towards using CL in doing project assignments

Question 1: How do you think CL in doing project?





Teacher 1 says that: “I assume that CL is a suitable approach in teaching and

learning project. If applying often CL in doing project is going to develop

students’ self-motivated and their presentable skill”







Teacher 2 says that: “ CL is a great method because Cam Khe High school

students are very interesting when applying CL in doing project and maybe

skills.”

Question 2:What do you think about the effectives of applying cooperative

learning in doing project assignments?







Teacher 1 said that “The cooperative are extremely interesting because they help

activate students who may have been inactive before, due to lack of interest”.

Other English teachers states “Through CL, students can learn more confident or

know how to way the effectiveness of doing project ”.







Teacher 2 said that “ When using CL, Ii i know that CL not only teaching and

learning in project but also can apply effective to the skills and



play an



important role in English teaching and it is very useful for me and others English

teachers to organizing ideas in teaching”. Teacher also recognized the

importance of using CL in teaching.

Question 3: Do you feel interested this method in doing project?



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Both two teachers also the same answer: “ Yes, I am very pleasure when

applying this method”

3.2.2.2 Effectiveness of using CL in doing projects

Question 4: What were your difficulties you encountered when applying CL in

doing project?







Teacher 1 said ys that “Limitation of time for teaching lesson 7 while it is

contains both looking back and project. 45 minutes is allotted to each part while

teachers are under pressure of having to complete all the given tasks in the textbook, which is one of the factors used to assess fire success of current teaching

at upper-secondary schools”







English teacher 2 said that “The problems originated from students’ passive

learning style. Most of the students are timid and passive in classroom activities.

They are not willing to join activities actively and enthusiastically. Therefore,

how to encourage student cooperative learning in doing project assignments is

a concerning matter, which requires both time and efforts from teachers as well

as students.”

Question 5: What should be done to improve the effectiveness of cooperative

learning in doing project assignments?







English teacher 1 said that:” In my opinion, cooperative learning in doing

project assignments is very effective approach but you must bring more motivate

for students. Such as: giving marks…”







English teacher 2 said that: “ I think that you should give your information about

this topic before your students are made it”

3.3. Discussions

In general, the questionnaire data proved that the students were quite well

aware of CL’s benefits whilst they expressed a larger diversity of opinions on its

problems. Students’ opinions on the stages of using CL were indicated that

almost students choose in doing project to be suitable for CL project.



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To sum up, using CL in doing project has brought many different benefits

to students. It can be inferred from this helpfulness that using CL in doing

project plays an integral part in teaching project to the student, therefore,

teachers should employ forms of interaction flexibly in each project lesson to

motivate students’ interests.



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CHAPTER 4: MAJOR FINDINGS AND SOMEPROPOSED

SUGGESTIONSTO IMPROVE COOPERATIVE LEARNING IN DOING

PROJECT ASSIGNMENTS



In this chapter, the author clearly presents the answers to the research

questions given at the first part of the thesis. Besides, some solutions to

overcome the difficulties in using cooperative learning are introduced after

analyzing situation in the previous one.

4.1. Major findings of the research

4.1.1. The real situation of applying cooperative learning in doing project

assignments

Firstly, the researcher finds a satisfactory signal that most teachers at Cam

Khe High school used the teaching method-communicative approach in which

cooperative learning were applied regularly in doing project. Teachers spent

some time letting students discuss in cooperative learningCL, which can be

considered as the positive point in teaching project.

Secondly, CL activities were applied in some lesson for grade 10th

students, especially in project lesson. Teachers usually chose varieties of

activities to help students work in cooperation such as: brainstorming,

clustering, outlining, etc. Among these activities, clustering is preferred by

students. This can be explained by the fact that this is one of those popular

techniques used by both teacher and students at Cam Khe high school.

Thirdly, the way that teachers often cooperative students in the two grade

10th in doing project assignments which learnt the new pilot English program

also varied to get the effectiveness and avoid boredom. The majority of teachers

cooperated students sitting next or near to each other because it was the quickest



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and simplest way. Sometimes, they grouped students who like to work together.

In fact, these are among the two favorite choices of students. However, teachers

rarely, even never grouped students according to their levels, which can be

claimed to waste more time, cause difficulties in classroom management and

lead to the students’ non-cooperation.

From the grade 10 students’ perspective, most of them like taking part in

cooperative learningCL activities because project would be much more exciting

thanks to those role-play. Furthermore, this type of activity also encouraged

more students’ participation and created chances to exchange ideas and learn

from each other, help them more confident. Sometimes, in those kinds of

cooperative learning activities, students tended to do their presentation tasks

with more eagerness.

In short, after analyzing and summarizing the data from the current

situation of using cooperative learning in doing project assignments, the

researcher recognized that this is one of the most wanted activities that the

teachers at Cam Khe high school used in the process of reforming and

renovating their teaching methodology to create more interaction and improve

students’ achievement in doing project assignments. The next findings the

researcher will discuss in details are the benefits and difficulties in using

cooperative learningCL from the study.

4.1.2. Awareness about benefits of CL

Firstly, as can be seen from the study, cooperative learningCL in project

activities gave grade 10thstudents more opportunities to practice the target

language, which was pointed out by most of the teachers and the students at

Cam Khe high school.

In addition, a large number of the grade 10th students revealed that they

preferred cooperative learningCL in project lessons as they were able to learn a

lot from other members about ability think, ideas, presentation and so on. Once



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