Effects of Team–Based Learning with Google Classroom on Speaking Ability of Grade 4 Students
Article Sidebar
Main Article Content
Abstract
The research objectives of this study were to: 1) investigate the effects of using Team-Based Learning with Google Classroom on the speaking ability of grade 4 students, and
2) examine students’opinions towards learning English using Team-Based Learning with Google Classroom.The samples were 14 grade 4 students, Chumchonbankudmuang School, Dankhunthot District, Nakhonratchasima Province. Students were selected by using a cluster random sampling technique. The instruments were the lesson plan, an English speaking ability test, and a questionnaire. The data were analyzed by using mean () standard deviations (S.D.), and t-test for dependent.
The results of this research showed that the mean score of the post-test of the English speaking test of the participants who learned English using Team-Based Learning method with Google Classroom was significantly higher than the pre-test at the .05 level (=20.07). Furthermore, the participants had positive opinions towards learning English using Team-Based Learning method with Google Classroom at a strongly agreed level (
=4.59). This study indicated that the Team-Based Learning could effectively enhance students’ English speaking ability.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Permission to use text, content, images, etc. of publication. Any user to read, download, copy, distribute, print, search, or link to the full texts of articles, crawl them for indexing, pass them as data to software, or use them for any other lawful purpose. But do not use it for commercial use or with the intent to benefit any business. Published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License
References
Anugrah, N. J., Sumardi, S., & Supriyadi, S. (2019). Integrating “Daily learn English application” to teach speaking skill in EFL classroom. Indonesian Journal of EFL and Linguistics, 4(2), 181.
Brown, H. Douglas (2004). Language assessment: Principles and classroom practices. White Plains, NY: Pearson Education. 324 pp.
Harmer, J. (2007). How to teach English (second edition). ELT Journal, 62(3), 313–316.
Hazel, S. J., Heberle, N., McEwen, M.-M., & Adams, K. (2013). Team-based learning increases active engagement and enhances development of teamwork and communication skills in a first-year course for Veterinary and Animal Science undergraduates. Journal of Veterinary Medical Education, 40(4), 333–341.
Inkaew, C., & Thumawongsa, N. (2018). A study of English oral communication strategies used among Thai EFL students of different English proficiency levels: A case study of first year English major students, Srinakharinwirot University. People: International Journal of Social Sciences, 4(2), 1528–1545.
Isda, I. D., Purwati, P., & Imran, I. (2021). The effect of using blended learning model on enhancing students’ speaking skill in senior high schools. Journal of Languages and Language Teaching, 9(1), 92-98.
Ratnaningsih, A. (2019). Indonesian online news: Where does the bias go? Journal of Language and Literature, 19(02), 30–42.
Wang, T., Rajprasit, K. (2015). Identifying affirmative beliefs about English language learning: Self-perceptions of Thai learners with different language proficiency. English Language Teaching, 8(4), 1-13.
Smith, J., & Smith, A. (2018). How google classroom is transforming technology use in education. In EDULEARN18 Proceedings (pp. 6442-6445). IATED.
Whittaker, A. A. (2015). Effects of team-based learning on self-regulated online learning. International Journal of Nursing Education Scholarship, 12(1), 45–54.
Whittaker, N. (2015). Platform Souls: The Trainspotter as 20th-century Hero. Icon Books Ltd.
