USE OF GROUP WORK ACTIVITIES IN THE ENGLISH LANGUAGE PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS

Abstract

To exercise using the target language, users must engage in interactive activities that enable them to exchange ideas with one another. The study concentrated on the effective use of group work activities as a teaching strategy in English instruction. This study included two sections of Grade 8 junior high school students from Tagoloan, Misamis Oriental. Comparing the level of difference in pre- and post-test performance between students exposed to group work activities (the experimental group) and those who were not (the control group), a quasi-experimental design was used. Both groups received the same eight (8) learning competencies in a one-month period. In this study, descriptive statistics and inferential analysis, such as the Z-test, were used to determine whether a significant difference was found between the means of the two groups. The findings revealed that group work activities or cooperative learning as an intervention and learning approach for students were effective in improving learning, and the data demonstrating their positive attitudes toward its use in classes illustrated their interest in interaction among their classmates while engaging in language use. As a result, English teachers are encouraged to use cooperative learning to engage students while they authentically communicate in the language.  Article visualizations: