期刊名称：International Electronic Journal of Elementary Education
印刷版ISSN：1307-9298
出版年度：2017
卷号：10
期号：2
页码：175-183
语种：English
出版社：International Electronic Journal of Elementary Education
其他摘要：The purpose of this study was to examine whether or not “Scaffolded Think-Group-Share” learning can have a positive effect on student satisfaction and learning achievement in English classes of an Indonesian elementary school. To achieve this purpose, this study compared the findings from the two dependent variables (i.e., student satisfaction and English learning achievement) in “Scaffolded Think-Group-Share” learning with those in “Group Investigation” and “Learning Together” learning, which are other types of cooperative learning methods. According to the findings, there were statistically significant differences in student satisfaction and English learning achievement between the Scaffolded Think-Group-Share group, the Group Investigation group, and the Learning Together group. This study implies that “Scaffolded Think-Group-Share” learning has the potential to enhance student satisfaction and comprehension in English as a foreign language (EFL) classes.
