The subject of this study was 30 of the second-grade students of English Education Department in a private university in East Java, Indonesia. considered as an important tool for expressing creativity and personal discovery. The Weaknesses of CL and PBL According to the Students, All figure content in this area was uploaded by M. Ali Ghufron, All content in this area was uploaded by M. Ali Ghufron on Oct 02, 2018, The Strengths and Weaknesses of Cooperative Learning and, a private university in East Java, Indonesia. The goals for courses which employ cooperative learning are not the same as those for a straight lecture class. teaching and learning health professions education, wherein students define the problem, establish learning objectives, undergo The Strengths of CL and PBL in EFL Writing Classes. While many of cooperative learning’s disadvantages affect the students, the strategy can also provide difficulties for educators. It requires teachers to structure cooperative interdependence among the students. This research was conducted in one State Junior High School in Indonesia. The questionnaire uses the Likert scale for, through some kind of quantitative methods. They work more at home by studying and searching for the solutions. An Action Research Study on Using Cooperative Learning During Graphic Design Classroom Crits. Their responses were recorded using a five point Likert scale and data collected Cooperative learning strategies employ many of the following characteristics R. GilliesThe effects of cooperative learning on junior high school students’ behaviours, discourse, and learning during a science-based learning activity School Psychology International, 29 (2008), pp. learning, making the students explore many learning sources to solve the problems, and making the students have positive attitude to learning were classified into the strengths of PBL. Summary: The paper focuses on the application of collaborative learning in the context of inclusive education. Developing a model of cooperative problem-based learning (Co-PbL) to improve verbal creativity in EFL writing, Notes from experience in application of interactive teaching methods in university settings, Using Digital Games for Enhancing EFL Grammar and Vocabulary in Higher Education, Instructional Methods and Self-Regulated Learning in Writing, Definisi Dan Konsep Model Pembelajaran Berbasis Masalah /Problem Based Learning (PBL), Flipped Teaching with CALL Media in EFL Writing Course: Indonesian EFL Writing Teachers' Reflection, The Effectiveness of Guided Inquiry Learning (GIL) and Problem-Based Learning (PBL) for Explanatory Writing Skill, Innovation and Use of New Teaching Technologies in Undergraduate Learning and Empowerment for the Labour Market, Cooperative learning in the context of inclusive education, Promoting children’s creative thinking through reading and writing in a cooperative learning classroom, Students Model Startup Processes – An Embedded Approach to Entrepreneurship Education, The Effectiveness of Cooperative Learning in the Reading Classroom, Herringbone and Tri Focus Steve Snyder Technique: The Techniques for Teaching Reading Comprehension Viewed from Students’ Reading Habit, THE EFFECT OF COLLABORATIVE WRITING TECHNIQUE IN TEACHING ARGUMENTATIVE ESSAY WRITING VIEWED FROM THE STUDENTS’CREATIVITY, Effect of Environmental Problem-based Learning on the Indonesian EFL Students’ Environment-related Vocabulary Mastery and Writing Ability, The Teaching of EFL Writing in Indonesia The Teaching of EFL Writing in Indonesia, Improving English Writing Skill: A Case of Problem Based Learning, Qualitative Research and Case Study Applications In Education, An Introduction to Cooperative Learning Research, The impact of problem-based learning on Chinese-speaking elementary school students' English vocabulary learning and use, Problem‑based learning in dentistry, implementation, and student perceptions. Of course, each of those relationships also has competitive elements, but in all of them, if the participants cannot cooperate to achieve a common goal, all lose out. The paper further recommends student grouping techniques, which serve as a mechanism for improving the quality of interaction and finally present ideas and experiences for guiding simulations and role plays as one of the most effective interactive methods. Education Department, Cedarville University, 2011. The jigsaw is a cooperative learning technique with a three-decade track record of successfully increasing positive educational outcomes. ABSTRACT This study was aimed at (1) elaborating the EFL writing teachers' perceptions about their experiences after implementing the flipped teaching method with CALL (Computer-Assisted Language Learning) in teaching EFL (English as a Foreign Language) writing course, (2) explaining how flipped teaching with CALL motivates teachers, and (3) explaining how flipped teaching with CALL motivates students and develops students' autonomous learning. classes of senior high school students, each consisted of 30 students. But they feel difficulty to acquire competency because of many reasons; the conventional teaching method being used as one of the causes. While it’s debatable as to why cooperative learning flew under the radar for so long, it’s undeniably a powerful and effective teaching strategy. With respect to the theoretical aspect, it is necessary to compare the different converging conceptual sources. The first time I tried a cooperative learning activity in my classroom many years ago, I … Therefore, in or, The implementation process of Cooperative Learning in EFL writing classes, students may ask the difficult point to the teacher), The implementation process of PBL in EFL writing classes, the students' discussion with their teammates, difficulties in organizing the class, 10) The grouping made by the teacher was imbalance, (the teacher should determine some aspects of the grouping, such as gender and students', capabilities), 11) The time was very limited if PBL w. time), and 13) The implementation of PBL was not suitable for the lesson plan made. Both theory and practise agree that, in order to achieve numerous advantages of interactive teaching, it is crucial that teachers and students have experience in interactive work and posses some social competencies. 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