The effect of scaffolded think-group-share learning on Indonesian elementary schooler satisfaction and learning achievement in English classes

Abstract

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.