INDONESIAN L2 LEARNERS’ ATTITUDES TOWARDS GROUP WORK: A SURVEY STUDY ON GENDER DIFFERENCES
(1) Universitas Kristen Duta Wacana, Indonesia
(2) Universitas Kristen Duta Wacana, Indonesia
(*) Corresponding Author
Abstract
This study was conducted to investigate the possible interaction between the attitudes of Indonesian learners from non-English majors towards group work in the English as second/foreign (L2) classes and their gender. The study employed an online survey. In this study, 187 learners from various regions in Indonesia participated. The study found that learners generally reported positive attitudes towards group work to facilitate a better learning atmosphere, for their self-improvement, and a medium of learning with their classmates. Furthermore, this study found no statistically significant difference in their attitudes towards group work seen from their gender. The no significant difference indicates that both male and female learners reported relatively similar attitudes towards group work. Limitations are acknowledged, and the possible contributions and pedagogical implications are stated alongside suggested directions for future studies in the fields of gender and group work in L2 classes.
Keywords
Full Text:
PDFReferences
Ababneh, S. (2017). Attitudes of Jordanian students towards using group work in EFL classrooms. Advances in Language and Literary Studies, 8(1), 233–237. https://doi.org/10.7575/aiac.alls.v.8n.1p.233
Al Mashjari, A. K. (2012). The effectiveness of cooperative learning on EFL proficiency: A case study of grade ten female classroom in the new developed high school project in Riyadh, Saudi Arabia. Riyadh: King Saud University.
Alfares, N. (2017). Benefits and difficulties of learning in group work in EFL classes in Saudi Arabia. English Language Teaching, 10(7), 247-256. http://doi.org/10.5539/elt.v10n7p247
Apple, M., & Kikuchi, K. (2020). Practical powerpoint group projects for the EFL classroom. The JALT CALL Journal, 3(3), 110–122. https://doi.org/10.29140/jaltcall.v3n3.48
Baker, S. C., & MacIntyre, P. D. (2003). The role of gender and immersion in communication and second language orientations. Language Learning, 50(2), 65–96. https://doi.org/10.1111/0023-8333.00224
Bilyk, O., Malyshivska, I., & Pyliachyk, N. (2023). Ways of engaging first-year students in discussions through small group work. Journal of Vasyl Stefanyk Precarpathian National University, 10(1), 76–86. https://doi.org/10.15330/jpnu.10.1.76-86
Brown, F. A. (2008). Collaborative learning in the EAP classroom: Students’ perceptions. ESP World, 7(1(17)), 1–18.
Chen, T. (2003). Reticence in class and online: Two ESL students' experiences with communicative language teaching. System, 31(2), 259–281. https://doi.org/10.1016/S0346-251X(03)00024-1
Chen, Y. (2017). Perceptions of EFL college students toward collaborative learning. English Language Teaching, 11(2), 1–4. http://dx.doi.org/10.5539/elt.v11n2p1
Coffin, P. (2020). Implementing collaborative writing in EFL classrooms: teachers and students’ perspectives. LEARN Journal: Language Education and Acquisition Research Network, 13(1), 178–194.
Creswell, J. W. (2022). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Thousand Oaks, CA: SAGE.
Dewaele, J.-. M., MacIntyre, P., Boudreau, C., & Dewaele, L. (2016). Do girls have all the fun? Anxiety and enjoyment in the foreign language classroom. Theory and Practice of Second Language Acquisition, 2(1), 41–63.
Dobao, A. F., & Blum, A. (2013). Collaborative writing in pairs and small groups: Learners’ attitudes and perceptions. System, 41(2), 365–378. https://doi.org/10.1016/j.system.2013.02.002
Elashhab, S. (2020). A study on Arabic speaking students’ attitudes towards group work in the EFL classroom. The Asian ESP Journal, 16(4), 303–312.
Fushino, K. (2011). Students’ reactions to a group project in a university English-as-a-foreign-language class for cultural understanding. Intercultural Education, 22(4), 301–316. http://dx.doi.org/10.1080/14675986.2011.617423
Gallardo, C. (2020). Using small group rotation to improve student participation in Spanish class (Vol. 8, Issue 75). Baltimore, MD: Goucher College.
Gonzales, W. D. W., & Torres, P. L. (2016). Filipino ESL learners’ attitudes toward cooperative learning and their relationship to reading comprehension. TESOL International Journal, 11(2), 70–90.
Goram, S. G., & Subekti, A. S. (2022). Role-play and speaking anxiety: A case study in an online English speaking class. JLA (Jurnal Lingua Applicata), 6(1), 33–43. https://doi.org/10.22146/jla.75103
Gray, D. E. (2022). Doing research in the real world (5th ed.). London: Sage Publications, Ltd.
Hidayati, L. A., Kharisma, I., & Satriani, I. (2018). Students’ perception in applying cooperative learning in EFL classroom. ETERNAL (English, Teaching, Learning and Research Journal), 4(1), 16–30. https://doi.org/10.24252/eternal.v41.2018.a2
Ibnian, S. S. K. (2012). Group work and attitudes of non-English major students towards learning EFL. International Journal of Humanities and Social Science, 2(4), 192–197.
Israel, M., & Hay, I. (2006). Research ethics for social scientists. London: SAGE Publications Ltd.
Kemaloglu-Er, E., & Özata, H. (2020). Codeswitching in group work in EFL classes. Journal of Language and Linguistic Studies, 16(3), 1443–1457.
Kitano, K. (2001). Anxiety in the college Japanese language classroom. The Modern Language Journal, 85, 549–566. https://doi.org/10.1111/0026-7902.00125
León, J. J. C., & Castro, C. M. C. (2016). Cooperative learning with a focus on the social: A pedagogical proposal for the EFL classroom. HOW, 23(2), 125–147. https://doi.org/10.19183/how.23.2.321
Mallipa, I. (2018). The implementation of group works on English education students at the university of Papua: the perceptions and problems. Linguistic, English Education and Art (LEEA) Journal, 1(2), 193–204. https://doi.org/10.31539/leea.v1i2.182
Masruddin, M. (2018). The efficacy of using short video through group work in teaching speaking to Indonesian English as foreign language (EFL) students. Arab World English Journal, 9(3), 282-293–293.
Morgan, E. (2023). Japanese tertiary students’ perceptions of group work with explicit scaffolding. Language Learning in Higher Education, 13(2), 371–391. https://doi.org/10.1515/cercles-2023-2030
Nair, G. K. S., Rahim, R.A, Adam, A. F. B. M, Setia, R., Husin, N., Sabapathy, E., Mohamad, R., So’od, S. M.M., Yusoff, N. I.M., Razlan, R. M.M., Jalil, N.A.A., Alwee, U., & Seman, N.A. (2012). Group work in the secondary ESL classroom. Asian Social Science, 8(10), 3–7.
Nayak, M. S. D. P., & Narayan, K. A. (2019). Strengths and weakness of online surveys. Journal of Humanities and Social Science (IOSR-JHSS), 24(5), 31–38. https://doi.org/10.9790/0837-2405053138
Quy, P. H. P. (2017). Group dynamics: Building a sense of belonging in the EFL classroom. English Teaching Forum, 55(1), 14–21.
Rao, Z. (2002). Chinese students’ perceptions of communicative and non-communicative activities in EFL classroom. System, 30(1), 85–105. https://doi.org/10.1016/S0346-251X(01)00050-1
Šerić, M., & Praničević, D. G. (2018). Managing group work in the classroom: An international study on perceived benefits and risks based on students’ cultural background and gender. Journal of Contemporary Management Issues, 23(1), 139–156. http://dx.doi.org/10.30924/mjcmi/2018.23.1.139
Subekti, A. S. (2018). An exploration of foreign language anxiety in the Indonesian university context: Learners’ and teachers’ voices. TEFLIN Journal, 29(2), 219–244.
Subekti, A. S. (2020). Self-perceived communication competence and communication apprehension: A study of Indonesian college students. EduLite: Journal of English Education, Literature, and Culture, 5(1), 14–31. http://dx.doi.org/10.30659/e.5.1
Wagner, L., & Ruch, W. (2015). Good character at school: Positive classroom behavior mediates the link between character strengths and school achievement. Frontiers in Psychology, 6(610), 1–13. https://doi.org/10.3389/fpsyg.2015.00610
Wahyuningsih, I., Herawati, H., & Prabandari, C. S. (2023). Students’ perceptions of the use of Google Docs for online collaborative writing. LLT Journal: A Journal on Language and Language Learning, 26(2), 770–783. https://dx.doi.org/10.24071/llt.v26i2.6142
Wang, J. (2021). Friendship group activities: Voices from Chinese EFL learners. English Language Teaching, 14(1), 140–151. https://doi.org/10.5539/elt.v14n1p140
Ziauddin, S. (2013). Importance of group work for ESL students in Bangladesh: A tertiary level perspective. Dhaka: BRAC University.
DOI: https://doi.org/10.24071/llt.v27i1.5662
Refbacks
- There are currently no refbacks.
Copyright (c) 2024 Janice Aulita, Adaninggar Septi Subekti
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Indexed and abstracted in:
LLT Journal Sinta 2 Certificate (S2 = Level 2)
We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree No. Surat Keputusan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024
This work is licensed under CC BY-SA.
Creative Commons Attribution-ShareAlike 4.0 International License
LLT Journal: A Journal on Language and Language Teaching, DOI: https://doi.org/10.24071/llt, e-ISSN 2579-9533 and p-ISSN 1410-7201, is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.