Psych Educ, Document ID: PEMJ0, doi: 10.5281/zenodo.

6954935, ISSN 2822-4353

Research Article

Graders’ Language Anxiety Vis-Á-Vis Cooperative Learning Strategy (CLS)

Merra Mae Ramos*

For affiliations and correspondence, see the last page.

Abstract
This study assessed the language anxiety of the Grade 8 students using cooperative learning strategy
(CLS) at Sandayong Sur National High School in Danao City, Cebu, as basis for proposed Learning
Activities. This study employed the matched-group research design in which 31 Grade 8 learners
were taught through CLS. The results of the researcher-made tests were used to identify the students’
level of language anxiety in parallel words, phrases, and clauses. It was found out that the Grade 8
students were very confused in parallel words, phrases, and clauses before they were exposed to CLS;
after exposure to CLS, the students’ language anxiety was slightly overcome, making CLS an
effective strategy in overcoming the respondents’ level of language anxiety; and significant mean
differences were found among the students’ levels of language anxiety in parallel words, phrases, and
clauses. Based on the findings, it is concluded that cooperative learning strategy (CLS) overcomes
language anxiety among the Grade 8 students of Sandayong Sur National High School. In view of the
foregoing findings and conclusion, it is recommended that enrichment activities be done for the
students to acquire mastery in parallel words, phrases, and clauses; that more cooperative learning
activities be employed appropriately for the students to engage well during English classes; that
students’ language anxiety be not neglected by the teacher to help them improve on their English
competence; and that the proposed learning activities be adopted by the language teachers.

Keywords: English Teaching, Matched-group Research Design, Cooperative Learning Strategy (CLS),
Graders’ Language Anxiety

Introduction Teacher Standards (NCBTS) expects teachers to help

Language anxiety is a global phenomenon that hinders
language learning and proficiency. This anxiety has
negative impacts on one’s performance in the target
language. Since second or foreign language learners
have diverse learning experiences and emotions
brought inside the language class, they feel such
anxiety due to several aspects. This can also cause
some students to lack motivation to learn the language,
and worst they give up learning it.
English is considered as one of the most challenging
languages to learn, one reason why language learners
have faced difficulties learning English as their second
or foreign language. Despite a thorough English
teaching, they still have low English competence,
particularly in grammar. No matter how complex
learning English is, they need to possess English
competence since it serves as their edge among others;
however, some factors may impede language learning.
One of these is language anxiety.
To overcome such language problems, it is important
to realize Section 2 of Republic Act No. 10533 also
known as “Enhanced Basic Education Act of 2013”,
which aims to make education learner-oriented,
catering to diverse learners through appropriate
languages of teaching and learning. Furthermore, the
diversity of learners from National Competency-Based
their learners achieve the desired learning goals.
To respond to such aims and expectations, Sandayong
Sur National High School (SSNHS) is helping their
students to achieve the desired competencies. In the
context of English teaching, great effort has already
been exerted by the teachers, but still achieving good
result is still difficult.
From the school head’s reports, it was found that the
Grade 8 students had 42.64% mean score in parallel
structures, which is far from the target 80% mean
score. Parallel structure as a grammar lesson is
important for the students to achieve clarity in the
messages they express. The lack of parallel structures
affects sentence's balance and flow, making it difficult
to understand. These are the common language
problems of the Grade 8 students. These also implied
their confusion in parallel structures.
To address such problems, this study assumes that
Grade 8 students’ language anxiety is overcome
through cooperative learning strategy (CLS). It is also
giving significance of proposing Learning Activities
using CLS. Thus, this research is conducted.
Research Questions
This study assessed the language anxiety of Grade 8
learners using Cooperative Learning Strategy (CLS) at

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Research Article
Sandayong Sur National High School in Danao City,
Cebu, as a basis for proposed learning activities.
Specifically, it answered the following questions:
1. What is the level of language anxiety of the learners
in parallel words, phrases, and clauses?
2. Using CLS, what is the learners’ level of language
anxiety in parallel words, phrases, and clauses?
3. Is there a significant mean difference between the
level of language anxiety of the learners before and
after exposure to CLS?
Literature Review
This study assumed that language anxiety among the
Grade 8 students of Sandayong Sur National High
School is overcome through Cooperative Learning
Strategy (CLS).
It is anchored on Krashen’s affective filter hypothesis
(1982) and D. W. Johnson and R. T. Johnson’s social
interdependence theory (Johnson & Johnson, 1999).
Affective Filter Hypothesis. It is one of the five
hypotheses or generalizations from Krashen’s second
language acquisition theory: acquisition-learning
distinction, natural order hypothesis, monitor
hypothesis, and input hypothesis (Krashen, 1982).
Acquisition-Learning Distinction. It states that
language acquisition and language learning are adults’
distinct ways of improving second language
competence.
Natural Order Hypothesis. It claims that acquirers of
grammatical structures follow a predictable natural
order. For example, some acquired a part of a language
earlier than others.
Monitor Hypothesis. It explains how language
acquisition influences language learning in developing
second language competence.
Input Hypothesis emphasizes how the learners acquire
a second language.
Affective Filter Hypothesis. It explains the relationship
between the affective variables and the process of
second language acquisition. According to Stevick,
language acquirers differ in terms of the levels of
affective filter. The higher or stronger the affective
filter is, the lesser the language input reaches to the
part of the brain that is responsible for the language
acquisition, and the lower or weaker the affective filter
is, the more input will receive and the more they are
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conducive for second language acquisition (Krashen,
1982).
The affective filter hypothesis claims that the effect of
affect is "outside" the language acquisition device
(LAD) proper. The input is the primary causative
variable in second language acquisition in which the
affective variable hinders or facilitates the delivery of
input to the LAD as it is helpful to acquire linguistic
competence.
Furthermore, affective variables or factors are
considered the most important factors in second
language acquisition and English language teaching.
One of these is anxiety.
Anxiety is a feeling of nervousness, frustration, self-
doubt, apprehension, or worry. In the second or
foreign language context, anxiety associated with
language is termed second/foreign language anxiety.
Canadian and American researchers mostly used the
term ‘second language anxiety, ' which is often
replaced with ‘foreign language anxiety’ (Drakulić,
2015).
Foreign language is learned through instruction where
some members of the society do not use it, while the
second language is another means of communication
along with the first language.
Language anxiety has impacts on learners’ language
learning (Berba, 2015). It is supported by Arnold
(1999) that anxiety ranks high among those factors that
influence language learning, whether in an informal
language setting that may happen on the streets or in a
formal language setting that may happen inside the
classroom.
Language anxiety affects language learning whether
the learners are inside or outside the classroom
settings. These effects can be negative or positive
depending on how the learners perceive language
acquisition and learning.
Furthermore, there are two aspects of anxiety ̶
facilitating and debilitating anxiety. Facilitating
anxiety stimulates the learners to fight a new learning
task. It encourages them to adopt an emotional
behavior, while debilitating anxiety stimulates them to
flee from a new learning task. It encourages them to
adopt an avoidance behavior (Scovel, 1978).
These two aspects of anxiety imply that anxiety may
help or impede learning the target language.
Facilitating anxiety positively affects language
learners as they are motivated to perform or learn a
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language. On the other hand, debilitating anxiety
negatively affects language learners as it interferes
with their language learning and performances. On the
other hand, a little stress for a task can be facilitative
since some language learners may perform well in an
undesirable language learning environment. In
contrast, a calm and mild learning environment can
cause a debilitative effect to the learners as they feel
relaxed and have no anxiety or concentration.
Facilitating anxiety is supported by Gabayan (2010)
when they concluded that language learners might be
motivated to learn a language through a certain level
of anxiety. On the other hand, different studies
constantly revealed the debilitating effect of anxiety
that can hinder foreign language production and
achievement. For example, it has been reported that at
least 50% of all language learners experience
unusually high anxiety levels. Once a learner feels
nervous, hormones are released into the body. These
hormones interfere with the ability to process
incoming information. Thus, these impede language
learning (Lanir, 2010). As an observation, the learners
dislike attending English classes, and taking more
English classes is considered the top-rated anxiety
statement.
In their study, Oda (2011) concluded that language
anxiety is a constant and prominent force in foreign
language learning. It has negative effects on language
learning or performance. For example, learners with
high anxiety levels are often anxious about their class
performances, while those with low anxiety are most
likely attentive in class (Ni, 2012). This means that
anxiety does not merely have positive effects but also
negative effects that influence language acquisition
since there are hormones that block the ability of the
brain to process language inputs.
Anxiety hinders the linguistic input encountered by
second language learners. Still, it can also cause them
to withdraw from social interaction, which is critical to
learning English and academic content. Furthermore,
anxiety in the classroom is a negative factor that
lowers learners’ proficiency. As a result, it is difficult
to think clearly in an anxious situation. Their anxiety
in the language classroom may be observed in a lack
of enthusiasm and motivation to learn the language.
The facilitating and debilitating effects of anxiety in
language achievement were opposed in the study of
Iscan (2011) as they found that anxiety and learners’
achievement were negatively correlated. For Gabayan
(2010), affective variables and performance had no
significant relationship.
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Both facilitating and debilitating effects of language
anxiety toward the learners’ level of proficiency
depend upon how they cope with their anxieties during
language acquisition and learning.
Many factors can cause language anxiety and affect
how language learners perform inside and outside the
language class. Other factors can be internal, but
others might be external, just like the learners’
learning environment. For example, according to
Khattak et al. (2011), a threatening and formal
learning environment may be considered a factor of
learners’ anxiety.
Language teachers have an important role in both
triggering and overcoming learners’ language anxiety
as they are the main catalysts for their learners’
language learning. Their learners will also improve
their language learning experiences, motivation, and
achievement by reducing this type of anxiety. Thus,
language teachers need to create a conducive learning
environment to develop their learners’ language skills.
According to Lucas et al. (2008), most learners learn
more in a less threatening learning environment than a
threatening one.
Khattak et al. (2011) recommended that a classroom
be established with a friendly, informal, and
supportive language learning class. The learners
should be motivated when they commit language
errors. They should be aware of language anxiety and
be encouraged to use English inside and outside the
language classroom.
Although no language teachers can give assurance of a
classroom free from anxiety. As teachers, they need to
provide input with minimum anxiety level in the
classroom for the learners to develop their language
proficiency.
As supported by Stevick (as cited in Krashen, 1982),
language classroom that encourages a low affective
filter also promotes low anxiety among language
learners. Inputs or target language messages will be
delivered to the language acquisition device (LAD) for
acquired language competence. Further, Krashen
(1982) stated that the affective filter hypothesis
suggests that the teaching goals should include
providing comprehensible inputs and creating an
environment that stimulates a low filter. As language
teachers, their main concern is not only teaching or
providing their learners with language inputs but also
creating an environment that can lower their affective
filter.
Abukhattala (2013) supported Krashen’s hypothesis.
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They stated the importance of creating a suitable
language acquisition environment in the classroom,
removing anxiety, and inspiring the learners to feel
that they can learn the language. To open the filter is
the best way to motivate the language learners
properly. These mean that more activities and drills
should be provided to weaken the learners’ language
anxiety. Teachers may also prepare them for the lesson
to ease their learners’ anxiety and be relaxed. Doing
this will help them facilitate language learning and
create a free-anxiety learning environment.
Language learners themselves are also responsible for
their language acquisition processes. For example,
they can make their positive ways to cope with the
language problems during the processes. Through
affective strategies such as self-management and self-
knowledge, they may be motivated to learn the
language.
Furthermore, the cited studies and literature are similar
to the present study because these studies focused on
language learners’ anxiety. The differences lie in the
different variables used. Some mentioned studies
focused on some affective variables. In contrast, the
present study focused on overcoming the Grade 8
students’ anxiety in parallel words, phrases, and
clauses as they were exposed to CLS to determine
whether this can overcome the mentioned anxiety. The
researcher-made tests used in the study did not
determine the students' language proficiency; instead,
it was used to determine their anxiety before and after
being exposed to CLS.
Furthermore, the language filter opens for language
inputs as the learners are exposed to learning activities
to help them overcome their anxiety. This is supported
by the social interdependence theory of Johnson and
Johnson (1999).
Social Interdependence Theory. The performance and
interaction impact himself and the rest of his
groupmates as they work cooperatively with others to
achieve their common goals.
There are five basic elements in a healthy cooperative
relationship. These are positive interdependence,
individual accountability / personal responsibility, face-
to-face promotive interaction, appropriate use of social
skills, and group processing (Johnson et al., 1994,
Johnson & Johnson, 1999).
Positive Interdependence. Learners believe that they
can sink or swim together as they match their effort
with the effort of their groupmates for them to achieve
their common goals.
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Individual Accountability/Personal Responsibility.
Learners are responsible for helping each other to learn
the assigned material. For example, it occurs when the
learner’s performance or output is assessed.
Face-to-Face Promotive Interaction. Group members
motivate themselves to complete their assigned tasks,
thus promoting their success.
Appropriate Use of Social Skills. The learners need to
learn and develop interpersonal and small group skills
necessary for high-quality cooperation and stimulate
them to use such skills that can help them maximize
group interaction.
Group Processing. It reflects how effectively a
learning group functions to achieve its shared goals.
According to Bowman et al. (1992), four to eight
learners are identified based on their language skill
levels and learning style in forming a cooperative
group. The high achiever English language skilled
learners are placed with the low achievers. The
troublemaker must not be placed in the same group,
instead of in a group with mostly good learners to be
influenced positively. According to Felder and Brent
(2007), a teacher should select the group members
rather than allow the learners to choose their
groupmates. If they select their groupmates, they may
group themselves with those strong or intelligent
learners and reject those who are weak.
Grouping the learners is important in CLS. The most
widely used are heterogeneous groups with one high,
two middle, and one low achieving learner with
different gender and ethnic diversity that reflect the
classroom population.
Moreover, by understanding the five essential
elements of cooperation, a teacher can facilitate any
topics from any subject area with varied curriculum
materials; improve cooperative learning for specific
situations, demands, and learners; and intervene to
promote success for any less functioning group
(Johnson et al., 1994).
Thus, affective filter hypothesis and social
interdependence theory support the creation of a
learning environment for the 21st century skilled
learners that provide actively engaging learning
activities for each learner. These types of environment
and activity may ease the affective factors that can
affect their language learning development. These can
be done by exposing them through cooperative
learning strategy (CLS).
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Aquino (2013); de Ocampo-Acero et al. (2015); Fani
et al. (2015); Lam (2005); Slavin (2011) defined
cooperative learning as a student-centered, teacher-
facilitated, and clustered instructional strategy with
learners working cooperatively to achieve their shared
goal — to learn the academic content. It includes
various strategies to promote academic learning
utilizing communicating with peers (Naungayan,
2008). In addition, it broadens the horizon of learners’
experiences (Kagan, 1990). The learners may develop
their communication, higher-order thinking, and social
skills as they engage in various cooperative activities.
In a foreign or second language (L2) classroom,
cooperative learning is considered one of its strands
along with collaborative and interactive learning. It is
considered a specific set of classroom techniques that
helps learners develop their cognitive and social
aspects (Oxford, 1997).
CLS emphasizes learning within a social context and
learners’ involvement. For example, the learners may
develop their language or communication skills as they
become responsible for their learning and work with
others.
On the other hand, according to Lam (2005), there are
anticipated advantages of using CLS.
Learning for All. Cooperative learning builds
heterogeneity and encourages group supports and
linkages. According to Holt (1992), in cooperative
groups, language learners who have low proficiency
levels can interact with those who have high
proficiency levels to discuss and share their ideas
about the lesson.
CLS is beneficial in learning a language. This is
because it stimulates the learners to become actively
engaged in a language class by helping each other to
learn as they are motivated to interact with their peers.
Academic Achievement. Academic Achievement.
Greater academic achievement is mostly evident in
cooperative learning than in conventional classes.
In the context of language teaching, the experimental
study of Hua (2014) with a large size college class
with Chinese non-English major students at Guangxi
University of Science and Technology supported the
positive effects of cooperative learning. It was found
that the participants seemed to be more active in
English learning as they were exposed to cooperative
learning compared with their previous learning
experiences. As an observation, they could
dynamically present productive information,
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suggestions, and error correction. They also felt that
they could solve some difficulties through group work
processes and greatly improve their English listening
and speaking skills. It was also revealed that the
experimental class (cooperative learning) performed
better than the controlled class (conventional,
competitive, and individual learning methods).
Compared to traditional teaching, CLS yields positive
observations in academic aspects as the learners
become more active in participating their classes since
they are all responsible for their academic gains. CLS
has positive effects on their academic achievement and
performance.
These were opposed in the descriptive study of
Francisco and Soon (2013) with the students from AB
English Junior Day and Evening Program at Cebu
Technological University — Main Campus during the
Academic Year 2012-2013 as they found that
cooperative learning did not affect their performances
in their English major subject.
Based on the different studies conducted in language
classes, improving academic achievements and
performances of the learners can never be assured in
employing CLS. However, these still depend on how
the learners perceive, acquire, and learn the language.
It was already stated that all learners have various
levels of affective filter that can affect their language
acquisition and learning.
Skilled Communication. It was found that learners
exposed to cooperative learning activities develop
more readily their interpersonal communication skills,
just like oral and conversational skills, than those in
the conventional classroom setting.
It is supported by Árnadóttir (2014), as stated that
language learners dealing with their peers who have
similar cognitive levels tend to learn new vocabulary
and syntax that might not be learned from their
teacher.
Cooperative learning is essential in language learning
that enhances the learners’ skills that are useful inside
and outside the classroom. It can also help them be
more participative in a whole-class discussion than
their previous learning experiences.
Psychological Health. Many learners have positive
responses to cooperative learning because it satisfies
their affective needs. The learners exposed to
cooperative learning are psychologically healthier than
those not since it provides individual and social
advantages.
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According to Gillies and Boyle (2013), cooperative
learning works because it satisfies all the basic
psychological needs such as belonging (the feeling of
being accepted in a group), power (acquiring mastery
over the assigned task), and freedom (providing self-
independence for their output).
Cooperative learning creates a positive learning
environment that offers language learners with
opportunities to enhance positive and productive
relationships. They learn to value the differences of
other people, their diverse skills, aptitudes, learning
styles, personalities, goals, and interests.
Several studies revealed the effectiveness of
cooperative learning in reducing learners’ second or
foreign language anxiety or anxiety in general. These
are opposed in some studies that revealed that it does
not help reduce such anxieties. It was supported in the
pretest-posttest controlled group study of Öztürk and
Akkas (2013) with the multilevel adult students of
General English course from Uşak Public Education
Center in 2005 and 2006. It revealed no significant
difference between anxiety levels among the students
in the controlled (traditional method) and the
experimental groups (cooperative learning) before and
after exposure to such treatments. The participants
were frustrated and uneasy at the end of the course,
which was 10 hours of instruction per week within
eight weeks.
Similar result was found in the study of Duxbury and
Tsai (2010) that there was no significant correlation
between anxiety and cooperative learning among the
foreign language learners at the University of South
Dakota in America and the two colleges in Southern
Taiwan. Thus, they concluded that cooperative
learning did not positively affect foreign language
anxiety.
Learners’ anxiety can be minimized or not through
CLS. It depends upon how CLS is employed during
the teaching-learning processes, the types of the
learner being exposed to such teaching strategy, the
subject and the lesson being discussed, the learning
environment, and some factors that can affect the
effectiveness of CLS in reducing learners’ anxiety.
Aside from the positive effects of cooperative learning
on learners, it also creates a friendly and relaxing
learning environment free from stress. According to
Holt (1992), its long-lasting effect may be creating a
learning institution into a more humane place by
providing the learners with a stable and supportive
learning environment. It is supported by Corpuz and
Salandanan (2015). They suggested that teachers need
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to establish a learning atmosphere that stimulates their
learners to take a risk in using the language.
Teachers need to create classroom situations, and
cooperative tasks for their learners to actively
participate on their learning and achieve their
academic goals. They may also act as facilitators by
helping their learners work cooperatively and work out
their academic problems.
Despite the positive effects, suggestions, and
recommendations of using cooperative learning in
language teaching, it also has disadvantages if it is not
structured well by the teachers (Tsailing, 2002).
Once cooperative learning is not implemented well, it
may create negative observations. For example,
teachers may most likely face ineffective groups and
learners’ aggression to group tasks. Their learners
might fail to achieve their shared academic goals and
develop their communication and social skills.
Fani et al. (2015), recommended that the essential
elements of cooperation should be present in
implementing cooperative learning in English as
Foreign Language (EFL) classroom. Fekri (2016) also
implied that language teachers should use various
cooperative learning methods. In Iranian EFL
educational settings, cooperative learning is essential
for the learners to be conscious about language
features used in real-life.
Cooperative learning provides both positive and
negative effects, and it depends upon how the teachers
and the learners are taking advantage of this type of
learning. Teachers need to recognize that language
learning experiences are entertaining, interesting, and
positive if learning activities and techniques become
pleasurable. It is still the teachers’ task to find
approaches, methods, strategies, techniques, or
activities free from anxiety to help the learners reach
their learning goals. As a result, CLS was used to
overcome the language anxiety of the Grade 8 students
of SSNHS.
Furthermore, the present study was a matched-group
research design that assessed the language anxiety
among Grade 8 Garnet students using CLS. There was
only one group that was exposed to such treatment. It
utilized a 48-item researcher-made pretest and posttest
in collecting the data and T-test for dependent or
correlated samples for the statistical treatment of the
data. Another differences lie on the time, place,
variables, and scoring procedures of the study. Based
on the result of the research conducted and the aim of
this present study, Learning Activities using CLS were
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constructed to overcome the levels of anxiety of the
Grade 8 students.
To sum it up, Krashen’s affective filter hypothesis and
Johnson and Johnsons’ social interdependence theory
are strong conceptual and theoretical frameworks that
support this study because affective filter hypothesis
supports that the affective variables specifically
language anxiety affects learner’s English language
competence and social interdependence theory
supports CLS in improving their academic
performances by providing positive learning
environment that can help them to minimize language
anxiety.
Methodology
This part of the research includes design, flow of
the study, research locale, respondents,
instruments, data-gathering procedure, statistical
treatment of data and scoring procedure. These
are discussed as part of the process in
conducting this research.
Design
The research used matched-group design to
determine the effects of CLS in overcoming
language anxiety among 31 Grade 8 Garnet
learners. They were grouped based on the results
of the pretest conducted for parallel words,
phrases and clauses. This was done in order to
create an equivalent group for this research.
Parallel words, phrases and clauses were the
grammar lessons during the Enrichment Activities
using CLS. These lessons were taken from the
First Grading Learning Competency in English 8
Curriculum Guide. Using CLS which was based
on social interdependence theory, the learners
were exposed to different group tasks wherein
they worked together to learn and relearn the
lessons.
The research data were collected from the results
of the researcher-made pretest and posttest about
parallel words, phrases and clauses.
Flow of the Study
The schematic diagram in Figure 2 presents the
entire process or flow of the study. The inputs
include the learners’ levels of language anxiety in
parallel words, phrases and clauses before and
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after exposure to CLS.
Data were gathered through administering the
pretest and posttest; after which, these were
treated with appropriate statistical tools and were
carefully interpreted. These were made bases in
the formulation of findings, conclusion and
recommendations.
Learning activities using Cooperative Learning
Strategy (CLS) were crafted as the output of this
study.
Research Locale
The study was conducted at Sandayong Sur
National High School, one of the schools from
Cluster nine in Danao City Division. It is located
in B a r a n g a y Sa n d ay o n g Sur wh ich is
approximately four kilometers away from the
heart of Danao City as shown in Figure 3. The
school has 10 sections with a current enrollment
of 401 learners, of which 112 of them are Grade
8 learners. It comprises of 18 teachers, from
which six of them are English majors, but only
three of them are handling English subjects.
Respondents
The respondents of the study were the Grade 8
Garnet learners, an intact class of Sandayong Sur
National High School. Thirty-two (32) students
(14 males and 18 females) who have regular
class attendance were given an equal chance to
be part of this research. They were taught
through CLS in order to meet its purpose. Their
levels of anxiety in parallel words, phrases and
clauses were measured through the use of a
rating scale.
Furthermore, they were chosen as respondents
because their class is composed of average level
of learners; their spacious classroom is the
most conducive room among the Grade 8 sections
and their regular class schedule is the most
appropriate time among others.
On the other hand, one of the learners was not
able to attend the last day of the enrichment
activities and the conduct of posttest, so his
pretest scores were not included in the research
data. Therefore, 31 respondents were included in
this research.
The Grade 8 Garnet’s classroom was not also
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used during the activities because National Career
Assessment Examination (NCAE) was conducted
in that classroom, instead Grade 7 Silver’s
classroom which is also a standard classroom was
used during the said activities.
Instruments
A 48-item researcher-made pretest and posttest
were constructed and utilized as the main tools
on gathering data to determine the learners’ levels
of language anxiety. Parallel words, phrases and
clauses were used as grammar lessons during the
Enrichment Activities using CLS.
The researcher-made instruments were prepared by
using the different internet sources as references.
The test items underwent several processes and
evaluations to ensure their content and face
validity before finalizing them. These were
checked, corrected, revised and validated by the
researcher’s adviser for establishing the content
and face validity of the test.
Since the instruments were researcher-made, pilot
testing was conducted with 10 Grade 8 learners
from the other sections to ensure that there were
no unclear words or statements that might affect
the content validity. The pilot administration of
the test enabled to estimate the appropriateness of
the constructed test to the participants’
competence, to check the estimated average time
to finish answering the test items, to identify
ambiguous and unsuitable test items and to try
out the clarity of the test instructions. After the
learners answered the entire test, they were asked
about their self-assessment with the test items.
Some items and directions were changed and
improved after a thorough process. After which,
the final test items were personally administered
to the actual respondents to ensure that the test
items would be answered within the 50 minute-
time allotment.
Each multiple choice test was composed of three sub-
parts.
Test I. It was a five-item test of identifying the
parallel words in Ypil’s poem, “At the Ballet
Rehearsal.”
Test II. It was a 10-item test which was divided
into two parts. The first part was identifying the
parallel phrases in Ypil’s poem, “House” The
second part was identifying the types of phrase
from the given test items.
Merra Mae Ramos
Test III. It was a 33-item test which was divided
into two parts. The first part was identifying the
parallel clauses in the poem, “I Was Not When
You Were Born, You Were Old When I Was
Born.” The second part was identifying the types
of clause on each test item given.
Data-gathering Procedures
The different phases of collecting data in this
research are presented on this part.
Administering the First Instrument and Conducting
Preliminary Activities. Separate letters of request
asking for permission and approval to conduct a
research study at SSNHS were sent to the School
Head and to the Schools Division Superintendent.
The purpose of conducting the study was
included in the request letters. Upon approval, the
arrangements with the teacher-researcher, school
head and teachers involved were followed.
Pilot testing of the researcher-made instruments
was conducted with the Grade 8 learners from
the other sections to ensure its validity. As soon
as the English tests were found reliable and valid,
it was administered to the respondents to
determine their level of anxiety and as basis for
their groupings. They were given instructions and
explanations on how the test had to be answered
and how the data be treated with utmost
confidentiality and secrecy. After the 50 minute-
time allotment, the test questionnaires were
retrieved, checked and analyzed. The data were
consolidated, interpreted and tabulated in a
spreadsheet/Microsoft Excel. After analyzing the
result of the pretest, the respondents were
grouped based from the results of the pretest.
The researcher-made enrichment activities in
parallel words, phrases and clauses using CLS
were finalized. These activities were intended for
the two and a half hours of three day class
sessions to ensure that the learners would learn
and understand better the parallel words, phrases
and clauses compared to their previous knowledge
and understanding about the lessons.
Actual English Teaching through CLS,
Administering the Second Instrument and
Statistical Treatment of Data. Using CLS, the
English teacher acted as a facilitator who had
less intervention during the entire teaching-
learning processes. The researcher-made
enrichment activities were used during the
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sessions.
During the said activities, the learners were
grouped into four, seated in squares. They seated
clo sely for them to have an ef fectiv e
communication with their face partner (a
groupmate facing at him/her) or their shoulder
partner (a groupmate seating at his/her left or
right side).
After exposing the learners to CLS, a 48-item
researcher-made posttest was administered to
determine the effectiveness of CLS in overcoming
their language anxiety. The same instructions and
procedures in administering the first instrument
were used, but the test items were rearranged
according to the sub-parts of the test.
The gathered data were interpreted statistically to
find out the mean differences of the pretest and
posttest results. These served as the bases to test
the hypothesis, to find out the results of the
study and to serve as guidelines in making
conclusion and recommendations of the study.
Crafting the Output of the Study. The data being
interpreted statistically served as the bases to
construct a researcher-made output entitled,
“Learning Activities Using Cooperative Learning
Strategies (CLS).” This output was crafted to help
the learners overcome their language anxiety in
parallel words, phrases and clauses by providing
series of activities that enable them to interact
and work together to achieve their learning goals.
Results and Discussion
Level of Language Anxiety of the Learners in
Parallel Words, Phrases, And Clauses
This part presents the learners’ level of language
anxiety in parallel words, phrases and clauses.
These were based from the researcher-made
pretest conducted with the Grade 8 learners
before their exposure to CLS. The learners’ levels
of language anxiety were interpreted through the
use of a rating scale.
Table 1 presents the data regarding the level of
language anxiety of the Grade 8 Garnet learners
in parallel words, phrases, and clauses.
Merra Mae Ramos
Table 1. Level of Language Anxiety of the
Learners in Parallel Words, Phrases and Clauses
Based on the results revealed in Table 1, only one
student or 3.23% out of 31 students was “not
confused” in parallel words. There were 30 or 96.77%
of them who were under “very confused” level in
parallel words. It was also revealed that 31 or 100% of
them were “very confused” in parallel phrases and
clauses. Not even a single student achieved a “not
confused” level of language anxiety in parallel phrases
and clauses when these were already their topics
during the first grading period.
Parallel Words
Parallel words are meaningful elements of speech or
writing that have similar structures. In the study
conducted with the Grade 8 learners, they must match
the words of the same form. They needed to balance a
noun with a noun, a verb with a verb, an adjective with
an adjective, etc.; however, some of them found
difficulties in balancing words of the same
grammatical forms.
This was supported by the results of the pretest
conducted with the Grade 8 students in which
25.81%–90.32% of them were not able to identify the
grammatical forms and the parallel words of the given
test items. For instance, in test item number five (5),
54.84% of them erroneously identified “torso” and
“arms” as adjectives, 16.13% as adverbs, and 12.90%
as verbs. However, only 12.90% correctly identified
the words as nouns, while 3.23% left the test item
unanswered. This implies that they were not
knowledgeable enough on the grammatical form or the
part of speech from the given words. Moreover, some
of them could not identify that “torso” and “arms” are
nouns since these are the names of the parts of the
body. As defined, a noun is a name of a person, place,
or idea (Holt, Rinehart, and Winston, 2009).
All these analyses on the students’ identification of
parallel words were revealed. These imply that the
students had minimal knowledge in parallel words
from the given test items. They were confused in
parallel words about how they needed to balance the
words of the same grammatical forms. Not all of them
could identify the parts of speech from the given
choices because most of them lack mastery on the
eight parts of speech.
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The same result was revealed in the study of Cajegas
(2004). Using the Achievement Test in English
Syntax, they found that the respondents, the second
year Education students from University of Cebu (UC)
did not possess mastery on the parts of speech such as
adjectives, adverbs, verbs, prepositions, and
conjunctions.
Both the Grade 8 students from SSNHS and the
Education students from UC lacked mastery of the
parts of speech which are considered as the basic
lessons in English. Possessing mastery in the
grammatical forms or the eight parts of speech helps
the learners balance the words of the same form in
their constructed sentences, making the sentences
understandable to the readers or listeners. Thus, it can
help them alleviate their confusion or anxiety in
parallel words.
Parallel Phrases
Parallel phrases are two or more related words with
similar structures but lack some semblance of a subject
and a predicate. In this study, the students were tasked
to match the phrases of the same type by balancing a
noun phrase with a noun phrase and a prepositional
phase with a prepositional phrase; however, they could
not even recognize these phrases. It seems that this is
the reason why 100% of them were very confused in
parallel phrases.
Confusion in parallel phrases was evident with
41.94%–80.65% of the students who were not able to
identify the parallel phrases and the types of phrases
on the given test items. For instance, in test item
number eight, 61.29% of them did not identify “of the
old clocks” and “beside the vases” as parallel phrases
from the seventh to the eleventh line of the poem,
“House.” On the other hand, in test item number 15,
80.65% did not recognize “of the old clocks” as a
prepositional phrase, while 6.45% left the test item
unanswered.
The students did not recognize the stated phrases as
prepositional phrases due to their lack of knowledge in
prepositions. If they have enough knowledge, they can
easily distinguish “of the old clocks” and “beside the
vases” as parallel phrases since both of these are
prepositional phrases that begin with the prepositions
“of” and “beside” followed by its objects, “clock” and
“vases.” As defined, a prepositional phrase has a
preposition and its object and any of its modifiers. A
preposition is a word that relates a noun or a pronoun
to other words in a sentence (Holt, Rinehart, and
Winston, 2009).
Merra Mae Ramos
Students’ confusion in prepositional phrases is
supported by Writing Center (2014) as this type of
phrase is one of the most difficult grammatical forms
to master in English. Based on “The KISS Approach to
Grammar” (n.d.), for the learners to identify these
phrases, they need to identify first the prepositions;
however, Lorincz and Gordon (2012) stated that
English language learners had faced difficulties in
mastering prepositions due to their varied alternatives
and their multiple meanings. Prepositions are often
ambiguous and confusing for foreign English learners
and native English speakers. It is very challenging for
them to learn, understand, and use all the prepositions
(Boquist, 2009). There are many prepositions in the
English language having similar meanings and
multiple functions. These can make them confuse in
learning and mastering the prepositions.
All these analyses on the students’ identification of
parallel phrases were revealed. These revelations
imply that the students were very confused in parallel
phrases. They found it difficult to identify the parallel
phrases in Ypil's poem, "House" (2009). Some of them
did not even know the difference among the phrases
from the given choices.
In identifying the type of phrases, the learners need
first to identify the head word, which is the main
element in a phrase. This is one way of helping them
recognize the given phrase. By this, they can
distinguish which of the given choices are parallel.
Thus, it can help them to minimize their anxiety in
parallel phrases.
Parallel Clauses
Parallel clauses are similar structures of related words
with a subject and a predicate. In the study conducted
with the students, they should match the clauses of the
same form. They needed to balance, a main clause
with a main clause, an adverbial clause with an
adverbial clause and a noun clause with a noun clause;
however, they were not able to recognize the types of
clauses in the poem, “I Was Not When You Were
Born, You Were Old When I Was Born” (Wang,
2013).
Confusion in parallel clauses was evident as it was
revealed that 35.48%–87.10% of the students did not
identify the correct grammatical forms and the parallel
clauses on the given test items. For instance, in test
item number 17, 54.83% did not identify “you regret”
and “I regret” as parallel clauses. Some of them could
not recognize that both of these are main clauses that
express complete thoughts with subjects and
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predicates.
Another instance, in test item number 21, 87.10% of
the students did not identify “that I was late born” as a
noun clause. Many of them found difficulties in
recognizing this clause. This is considered as a noun
clause because it starts with “that“ and acts as a direct
object in the poem's third line. The noun clause is a
subordinate clause that functions as a noun in a
sentence (Holt, Rinehart, and Winston, 2009). One of
its uses is to act as a direct object in a sentence.
The same result was found by Baithy (2014) who
stated that the first-grade learners in Jakarta were
confused in noun clause because they have not yet
mastered the rules of a noun clause.
Like the learners from Jakarta, the respondents also
lacked mastery in the types of clauses and parallel
clauses. For example, they were confused about which
clauses have the same grammatical form as parallel
clauses. Some of them could not identify type of
clause from the given test items. By having enough
knowledge about the clauses and their types, they may
choose the correct answer from the given test items;
however, they did not possess mastery of the said
grammar lesson.
Students’ adequate knowledge of the clause types
enables them to match the clauses of the same form.
For example, it can help them minimize their anxiety
in parallel clauses making the sentences achieve clarity
of the messages being expressed.
Furthermore, based on the observations of the pretest
conducted in parallel words, phrases, and clauses, the
students found difficulties in identifying parallel
words, particularly in parallel phrases and clauses,
since almost all of them failed to evaluate the
differences in the forms the given choices. These
findings reflect that the students did not possess
mastery of the eight parts of speech, which can affect
their level of language anxiety in parallel words,
phrases, and clauses because they needed to match the
words having the same form. Once they cannot
identify the parts of speech, they tend to mismatch
words with unlike forms. Thus, it affects such
language anxiety.
Its result has resemblance on the study of Cajegas
(2004) as she found that her respondents did not have
adequate knowledge in English. She was not even
surprised that her respondents were not knowledgeable
in identifying complete sentence and its differences
with phrases and clauses.
Merra Mae Ramos
As the learners lack the foundation in the
aforementioned basic grammar lessons, these can also
affect their English competence with more complex
grammar lessons as these are essential in other
complex lessons. It is supported by Cajegas (2004) as
she suggested that her respondents should possess
mastery in the basic English grammar skills for them
to operate the complex college English lessons easily.
She added that the findings of her study implied that
the students must have hierarchical knowledge of
words, phrases, and clauses for them to perform easily
the language structural skills.
This is supported by Dacayana (2011), who stated that
as soon as the learners start schooling, they must learn
grammar. Elementary years serve as their foundation
in learning a lot, especially in learning English.
On the other hand, the learning competencies from K
to 12 English Curriculum Guide (DepEd, 2016b) do
not emphasize teaching the eight parts of speech since
learners are expected to master such topics during their
elementary years. For the Grade 8 level, parallel
structures are emphasized only during the First
Quarter. Furthermore, the parts of speech such as
conjunctions (logical connectors) and verbs (voices of
verbs, past and perfect tenses) are part of the grammar
lessons in the Fourth Quarter. As the students reach
Grade 9 level, the grammar elements such as verbs
(voices of verbs, tenses of verbs, and verbals), adverbs,
and interjections are part of the learning competencies
in English 9, while pronouns and verbs, specifically
modals are part of the grammar lessons in Grade 10.
Furthermore, Oda (2011) stated that the possible cause
of language anxiety is the inability of the learners to
develop their foreign language skills. Language
anxiety is related to language learning problems such
as lack of listening comprehension, less word
production, impaired vocabulary learning, lower
grades in language courses, and lower scores on
standardized tests. These are why educators and
researchers need to understand the mechanism of
language learning anxiety.
Another factor that affected the scores of the Grade 8
students in parallel words phrases and clauses was they
were not able to comprehend the lines from the
presented poems. Instead, they were giving importance
to the choices as they tried to see whether these were
parallel or not. Finally, some words were added in the
choices, which were not found in the poems.
To sum up, in the case of the Grade 8 students, their
lack of foundation in the eight parts of speech, the
types of phrases, and the types of clauses affect their
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English competence in parallel words, phrases, and
clauses because these basic grammar lessons are
essential to possess mastery in parallel structures.
Learners’ Level of Language Anxiety in Parallel
Words, Phrases, And Clauses Using CLS
Language anxiety hinders language learning. It can
affect how language learners acquire and learn the
language. MacIntyre (1995) stated that anxiety impacts
listening, learning, and comprehension, which is
considered part of second language learning.
Eventually, the learners become anxious about
miscomprehension or misinterpretation of language
rules. Thus, it can be assumed that learners’ language
anxiety in parallel words, phrases, and clauses is
overcome through CLS.
In cooperative learning, a classroom becomes a house
of ideas and solutions (Ventura, 2013). It is a method
of how a teacher organizes his class in a small group
(Slavin, 2011). It enables a teacher to manage his class
with diverse types of learners. With the teacher’s
effective styles of organizing his classroom, the
learners working together with their peers may help
each other possess mastery of the topic being taught.
To determine the positive effects of CLS on the
students’ language anxiety, Table 2 presents the data
regarding the level of language anxiety of the students
in parallel words, phrases, and clauses after their
exposure to CLS.
Table 2. Learners’ Level of Language Anxiety in
Parallel Words, Phrases, and Clauses Using CLS
As illustrated in Table 2, 15 or 48.39% of the students
were “not confused” in parallel words, while 16 or
51.61% were still “very confused.” In parallel phrases,
six or 19.35% of the students were “not confused”
while 25 or 80.65% belonged to “very confused” level.
In parallel clauses, only one student or 3.23% was
under the “not confused” level. There were 30 or
96.77% of them who were under the “very confused”
level.
Parallel Words
As the Grade 8 students matched the words of the
Merra Mae Ramos
same form, they needed to identify the parts of speech
so as they can achieve parallel words. Consequently,
there was a need to recapitulate the parts of speech
during the enrichment activities using CLS. During the
recapitulation, the students found difficulties
enumerating and identifying the parts of speech. Many
students forgot the functions of pronoun, conjunction,
preposition, and interjection functions. Others easily
identified a noun as a name of a person, a place, a
thing, an animal, and an idea; an adjective as modifier
of a noun; an adverb as a modifier of a verb and an
adjective (forgetting its other function that is to modify
or describe another adverb); and a verb as an action
word (forgetting its other function that it is used as a
state of being or condition).
During Task 6. Grammar Attack, each group was
given enough time to discuss and share their ideas
about parallel words using the two copies of learning
materials provided to them. Then, after their group
discussion, the speaker from each group discussed his
assigned rule of parallel words. The speakers and the
rest of the learners associated conjunctions with F-A-
N-B-O-Y-S (for, and, nor, but, or, yet, so) as
coordinating conjunctions without giving equal
importance to correlative and subordinating
conjunctions. They defined gerund as a word ending in
–ing. For example, the word “enhancing” neglecting
the present participle that also ends in -ing, but it is
used as an adjective in the sentence. Finally, they
distinguished infinitive as words with the preposition
“to” + verb, for example, “to practice.”
After discussing the rules of parallel words, the
students were directed to find out whether the
underlined words in in Ypil's poem, “At the Ballet
Rehearsal" (2009) were parallel or not. They identified
that all of the underlined words were parallel in
structure.
During Task 9. Correct Me if I am Wrong, the learners
within their group discussed and shared their answers
on the given task, after which each group was called to
share the answers of their assigned items. All groups
identified all the items as non-parallel words. As
Group Bomba, the first group identified “happy” as an
adjective and “sadness” as a noun. To make these
words parallel, they matched “happy” with “sad” and
“happiness” with “sadness.” The other groups also
followed the same process. They easily matched the
words ending in -ing and words beginning with “to”;
however, Group Nene, the seventh group, was
incorrect in distinguishing the forms of “lighter” and
“more good” as parallel words; although they were
correct saying “lighter” and “more good” as adjectives,
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but there is no such words as “more good.” To make
the words parallel, they replaced the words, “more
good” into “better” as it matched the word “lighter” as
a comparative adjective.
After exposure to CLS, the students could better
distinguish the parts of speech and parallel words
compared to their previous learning experiences. It
was supported by the observations of the posttest
conducted to them in which 22.58%–93.55% of the
learners were able to identify the grammatical forms
and the parallel words from the given test items. For
instance, in test item number one, 70.97% of them
correctly identified “torso” and “arms” as nouns, while
12.90% mistakenly identified these words as
adjectives, 9.68% as verbs, and 6.45% as adverbs. This
implies that many students had slightly overcome their
anxiety in parallel words as they possessed knowledge
on the grammatical form or the part of speech from the
given words. Many of them were able to identify
“torso” and “arms” as nouns.
All these analyzes on the students’ identification of
parallel words were revealed. The observations imply
that their confusion in parallel words was slightly
overcome after exposure to CLS.
Such observation is supported by Lam (2005) as she
stated that learners have greater academic achievement
as they are exposed to cooperative classes compared to
conventional classes. In addition, they are given many
opportunities to learn and explore more academic
content compared to traditional classroom settings.
Thus, CLS effectively overcame the level of language
anxiety of the Grade 8 students who were under such
learning experience. It can help them to minimize their
anxiety in parallel words.
Parallel Phrases
As the Grade 8 students matched the phrases of the
same type, they needed to distinguish the types of
phrases. For example, they were asked to identify a
phrase during the second day of enrichment activities
using CLS. Almost all of them were guessing its
definition. They could not define that a phrase is
composed of two or more words that lack some
semblance of both a subject and a verb. They also
found difficulties in identifying the types of phrases. A
few of them associated gerund phrases that starts with
a word ending in -ing, an infinitive phrase that starts
with the preposition, “to” (having no enough
knowledge on the different prepositions and neglecting
any words that follow after the preposition, “to”), noun
phrase that starts with a noun and adjective phrase that
Merra Mae Ramos
starts with an adjective.
During Task 6. Grammar Bites, each group was given
enough time to discuss and share their ideas about
parallel phrases using the two copies of learning
materials provided to them. After their group
discussion, the speaker from each group discussed his
assigned rule about parallel phrases. The speakers
easily distinguished the parallel phrases in the given
materials since these phrases were underlined. They
distinguished “to leave his house” as an infinitive
phrase because it started with the preposition “to” and
followed by the verb “leave” while “staying at my
house“ as a gerund phrase because it started with a
word ending in -ing. To make these phrases parallel
and based on the given example, they changed the
gerund word, “staying” into “to stay.”
After discussing the rules of parallel phrases, the
students were directed to find out whether the
underlined phrases in the poem, “House” were parallel
or not. They identified that all of the underlined words
in the poem were parallel. For example, “a kind of
wanting” and “a kind of not wanting” are parallel
phrases.
During Task 9. Let’s Go, the students within their
group discussed and shared their answers from the
given task. After which, the speaker of each group
shared their answer from their assigned item. All
groups identified that all of the items were not parallel
phrases. As Group Door, the fifth group identified “of
insisting to leave” as prepositional phrase because it
started with the preposition “of” and “wanting to stay”
as gerund phrase because it started with a gerund,
“wanting.” To make these phrases parallel, they
matched “insisting to leave“ (gerund phrase) with
“wanting to stay” (gerund phrase) and “of insisting to
leave“ (prepositional phrase) with “of wanting to
stay” (prepositional phrase).
The students’ improvement in parallel phrases was
revealed in the posttest conducted of which
41.94%–83.87% of them were able to identify the
parallel phrases and the types of phrases from the
given test items.
All these analyses on the students’ identification of
parallel phrases were revealed. The observations imply
that by engaging the students with enrichment
activities using CLS, they can slightly overcome their
confusion in parallel phrases.
It is supported by Johnson et al. (1994; 2014), who
stated that cooperative learning is an instructional use
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of small groups for the learners to increase their
learning and the learning of each other. Working
cooperatively with shared goals promotes higher
achievement and greater productivity than working
individually (Johnson & Johnson, 1999).
Additionally, by exposing the students to CLS, they
had worked together to teach and reteach each other
about parallel phrases. They were helping each other
to overcome their anxiety in such grammar lessons.
Thus, CLS effectively overcomes the students’
language anxiety in parallel phrases.
Parallel Clauses
Before the students matched the clauses of the same
type and form, they needed to identify first a clause.
During the third day of enrichment activities using
CLS, they were asked about a clause's definition. A
few of them associated it with a subject and a
predicate, but many did not know what a clause was.
When they were asked about the types of clauses, a
few of them enumerated a clause that can stand alone
referring to a main or independent clause and a clause
that cannot stand alone referring to a subordinate or
dependent clause. They did not know that a
subordinate clause has three types: adjective or
relative, adverbial, and noun clauses.
During Task 6. Grammarians on the Lead, each group
was given two copies of the learning materials as
references in discussing and sharing the group
members’ knowledge and ideas about the parallel
clauses. After the group discussion, the speaker from
each group discussed his assigned rules and examples
of parallel clauses. The speakers and some students
had identified that a main clause has both a subject and
a predicate. Based on the given example, they already
identified that in the sentence, “For Dara, either love is
the greatest gift of God or the best treasure of her life.”
is not parallel. It is because “love is the greatest gift of
God” is a main clause with the subject, “love” and the
linking verb, “is” while “the best treasure of her life”
is an adjective phrase. To make it parallel, “the best
treasure of her life” was changed into “it is the best
treasure of her life.”
During Task 9. Let’s Do it, the students and their
groupmates discussed and shared their answers from
the given task, after which each group was called to
share their answers from their assigned items. All
groups identified all the items as non-parallel clauses.
As Group Joreed, the sixth group identified “he is
meant for me” as a main clause and “if his love is
great” as prepositional phrase. To make these parallel,
Merra Mae Ramos
they just simply removed the preposition, “if” making
the clauses as parallel in structure: “he is meant for
me” — “his love is great.”
The students’ confusion in parallel clauses was
diminished after they were exposed to CLS. It was
supported by the observations of the posttest
conducted in which 45.16%–80.65% of them were
able to identify the correct grammatical forms and the
parallel clauses from the given test items.
The observations imply that some students were still
very confused in parallel clauses after their exposure to
CLS. It seemed that they were exhausted and drained
after such exposure. Others might also feel pressure
due to their performance tasks from their other
subjects.
Bona (2010) supported it, who stated that high
academic performance of the learners depends upon
the capacity to fulfill their basic psychological needs.
Once these needs are fulfilled, they become more
motivated and more involved in the school than their
previous learning experiences. Eventually, they may
act based on their stated goals and values.
Based on the observations, the learners had slightly
overcome their anxiety in parallel words, phrases, and
clauses. As a result, they could better distinguish the
functions and forms from the given choices compared
to the pretest observations.
This implies that the more complex the lesson, the
fewer students overcome their language anxiety. With
further grammar lessons about the eight parts of
speech, types of phrases and clauses, and parallel
structures, they can better improve their English
competence as these will help them overcome their
language anxiety in parallel words, phrases, and
clauses.
It also implies that through the help of enrichment
activities using CLS, the students had slightly
overcome their confusion in parallel words, phrases,
and clauses. As a result, they improved their
competence on the mentioned grammar lessons after
their exposure to such learning experience.
The positive observations of CLS to eight graders’
language anxiety is supported by Kagan (1990), who
stated that the underachievers and the minority
learners benefit most among the other learners who are
exposed to cooperative learning, while the high
achievers perform well during such exposure.
Magtutol (1999) added that the learners become active
and important information resources for each other
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Research Article
during the cooperative learning processes. They are
helping each other to combine their previously and
newly acquired knowledge. Al-Yaseen (2014)
supported that cooperative learning positively affects
language learners’ academic development.
To sum up, the results proved that CLS effectively
overcame the level of language anxiety of the Grade 8
students who were under such learning experience.
Significant Mean Difference Between the Level of
Language Anxiety of the Learners Before and After
Exposure to CLS
Cooperative learning is one of a kind among the
teaching models because it stimulates the learners’
learning through the different activities and
reward structures (Arends, 1994). It creates
academically heterogeneous groups of learner and
rejects competition (Ebert II & Culyer, 2012). It
is not about groups of friend working together
for their shared goals but heterogeneous groups of
learner with mixed abilities.
This part presents the significant mean difference
of the students’ level of language anxiety in
parallel words, phrases, and clauses before and
after exposure to CLS. In order to determine
whether the hypothesis of this research is accepted
or rejected, tables 3, 4 and 5 indicate the
computations of data needed to determine the
mean differences of the learners’ levels of
language anxiety in parallel words, phrases and
clauses. The tables include the mean differences,
the computed T-test value and the critical T-test
value.
Table 3. Test on Mean Difference in Parallel
Words
Table 3 presents the mean difference of the
pretest which is 1.90 and posttest which is 3.26.
The computed T-test value is 4.59 and the critical T-
test value is 2.04 at 0.05 level of significance.
Based on the result, the hypothesis of no
significant difference between the levels of
language anxiety of the learners in parallel words
Merra Mae Ramos
before and after exposure to CLS was rejected
because the computed T-test value of 4.59 is
greater than the critical T-test value of 2.04.
It can be gleaned from Table 3 how the learners
worked with parallel words. As a result of the
posttest conducted, they could better match the
words of the same grammatical forms compared
with the pretest conducted. CLS slightly overcame
their level of language anxiety in parallel words.
The results imply that in teaching parallel words
using CLS, some learners gained better knowledge
of parallel words compared to their previous
learning experiences on the said lesson.
The results of the pretest and posttest are
supported by Abukhattala (2013) as he stated that
language acquisition is not a guarantee if one
understands only the language, but he must accept
the message so that it reaches the language
acquisition device (LAD). Sometimes, only a part
of the input reaches the LAD and acquires by
the learners due to the filtering processes that
happen in the affective filter. This filter serves
as a doorway that controls how many input will
be acquired. It opens and closes depending to
one’s mood. That is, more input will reach the
LAD if someone is undisturbed and in a pleasant
learning environment otherwise if he feels anxious
or in a negative environment, less input will be
acquired.
This simply means that the learners’ affective
filters accepted the language inputs as they
enjoyed working together to accomplish their
tasks and to learn their grammar lesson.
To sum up, the learners’ level of language
anxiety was slightly overcome after they were
exposed to a positive learning environment. CLS
was a teacher’s strategy in overcoming the
learners’ language anxiety in parallel words. This
strategy enables the learners to have better
knowledge and understanding of the lesson
compared to their previous learning experiences
with the same lesson.
Table 4 presents the significant mean difference
of the pretest and posttest levels of language
anxiety in parallel phrases.
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Research Article
Table 4. Test on Mean Difference in Parallel
Phrases
Table 4 shows that the mean difference of the
pretest is 3.58 and the posttest is 5.61. The
computed T-test value of 4.27 is significant for it
is greater than the critical T-test value of 2.04 at
0.05 level of significance. Therefore, the null
hypothesis is rejected for there is a significant
mean difference between the learners’ level of
language anxiety in parallel phrases before and
after exposure to CLS.
As a result of the enrichment activities using
CLS and the conduct of postttest, the learners
slightly overcame their level of language anxiety
in parallel phrases. The results imply that in
teaching parallel phrases using CLS, some
learners gained better knowledge in parallel
phrases compared to their previous learning
experiences using lecture method.
The results of this study are supported by Lucena
and San Jose (2016), Lam (2005) and Slavin
(1995), as they stated that cooperative learning
helps the learners to master skills and knowledge
and to develop their creativity and interactive
skills which are necessary in today’s society and
economy as they are provided with exciting, social
and engaging learning environment.
Furthermore, the experimental study of Hua
(2014) supported the academic achievement of the
respondents. It was found out that majority of
them became more active in English learning than
their previous learning experiences. They became
active participants and favored cooperative
learning while group work produces an
information gap between them. They could
actively offer productive information, suggestions
and error correction. They also felt that they can
give solutions to some difficulties through group
work and they can improve greatly their English
listening and speaking skills.
Thus, the learners of this research had slightly
overcome their language anxiety in parallel
phrases as they were exposed to different
cooperative learning activities.
On the other hand, Table 5 presents the mean
Merra Mae Ramos
difference, the computed T-test value and the
critical T-test value that are necessary to get the
difference of the learners’ level of language
anxiety in parallel clauses before and after their
exposure to CLS.
Table 5. Test on Mean Difference in Parallel
Clauses
The results in Table 5 shows that 9.23 is the
mean difference in the pretest while 13.48 is the
mean difference in the posttest. The computed T-
test value is 4.36 and the critical T-test value is
2.04 at 0.05 level of significance.
The hypothesis of no significant mean difference
between the level of language anxiety of the
learners before and after their exposure to CLS
was rejected since the computed T-test value of
4.36 is greater than the critical T-test value of
2.04. This implies that there is a significant mean
difference in the level of language anxiety in
parallel clauses before and after the learners were
exposed to CLS.
The result of this study is supported by Al-Yaseen
(2014) who considered cooperative learning as an
effective strategy in teaching foreign language. It
is also supported by Hua (2014) as he stated that
it is considered as “the most successful teaching
innovation” because the learners are working
together cooperatively in a face-to-face interaction
and they spend a lot of time engaging themselves
in discussing and facilitating each other. For Fani
et al. (2015), it is an effective way to facilitate
language learning that yields to the development
of language competence.
Although some researchers have agreed on their
similar findings about the positive effects of
cooperative learning on students’ achievement,
there is still disagreement about why and how it
affect students’ achievement and under what
conditions they have these effects. According to
Árnadóttir (2014), cooperative learning can never
and will never replace other teaching approaches
such as lectures and discussions but it can be
proven to serve as an additional teaching
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Research Article
approach. This is why many researchers have
recommended to use cooperative learning during
the teaching-learning processes.
Sanch ez (2000) r ecom m en ded that the
administrators should encourage the teachers in
using coop er ativ e learning in teaching
Mathematics I regardless with the learners’ level
of intelligence. They should extend their full
support for the teachers’ concern in improving
facilities they need just like provision of the
resources from the library which can be used
during group interaction, using one hour class
period for Mathematics and providing a conducive
classroom as a learning environment. She also
recommended that the teachers should facilitate
the learners while they are working cooperatively.
It is supported by Monsales (2011) as she
recommended to adapt cooperative learning in
teaching Mathematics II.
Manugas (1993) also recommended to maximize
the use of cooperative learning as a strategy in
teaching Science concepts and skills while a
Teacher Centered Approach (TCA) should be
minimized. Seminars and In-service Trainings
about the new trends of cooperative learning
should be conducted as part of teachers’
professional development.
Lopez (2006) recommended that more cooperative
learning activities should be developed and used
for finding out their effectiveness to the mentally
challenged individuals or even to the regular
learners.
Tsailing (2002) also highly recommended the
English as Foreign Language (EFL) teachers to
use cooperative learning for their classes. It is
supported by Francisco and Soon (2013) as they
recommended that English teachers should use
cooperative learning in teaching English. The
school facilities and resources should be enhanced
for the learners to be motivated to engage
themselves in the class activities and the different
group activities should be adopted.
Researchers in the context of Mathematics,
Science, Special Education and Language teaching
recommended the use of cooperative learning as
they had proven in their studies that it was
effective in improving not only the academic
performances of the learners but also their
communication skills. It can also foster positive
learning environment for them to engage well
during the activities.
Merra Mae Ramos
To sum up, many factors affected the results of
the learners’ levels of language anxiety before
and after they were exposed to CLS. It can be
lack of knowledge, mastery and retention of the
eight parts of speech or even the affective
variables. Whatever factors that affected their
performances, it is important to note that CLS
was effective in overcoming their level of
language anxiety as it was revealed in the data
presented in this chapter.
Discussion
Based on the findings, it is concluded that
Cooperative Learning Strategy (CLS) overcomes
language anxiety among Grade 8 learners of
Sandayong Sur National High School. In view of
the foregoing findings and conclusion, the
following recommendations are presented: (1) that
enrichment activities be done for the learners to
acquire mastery in parallel words, phrases and
clauses; (2) that more cooperative learning
activities be employed appropriately for the
learners to engage well during English classes; (3)
that learners’ language anxiety be not neglected
by the teacher to help them improve on their
English competence; and (4) that the proposed
learning activities be adopted by the language
teachers.
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Affiliations and Corresponding Information
Merra Mae Ramos
D.T. Durano Memorial Integrated School
Department of Education Division of Danao City
Cebu, Philippines
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