Application of Formative Assessment Techniques and Cooperative
Learning Models in Learning Arabic in Indonesian University
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Arabic narrative discourse between the groups of students who were given the TAI cooperative learning model was higher than the groups of students who were given the STAD cooperative learning model.There is a significant interaction effect between formative assessment technique and cooperative learning model on the ability to write Arabic narrative discourse. Especially in the group of students who were given the TAI cooperative learning model, the ability to write Arabic narrative discourse of the group of students who were given the portfolio formative assessment was higher than the group of...
Arabic narrative discourse between the groups of students who were given the TAI cooperative learning model was higher than the groups of students who were given the STAD cooperative learning model.There is a significant interaction effect between formative assessment technique and cooperative learning model on the ability to write Arabic narrative discourse. Especially in the group of students who were given the TAI cooperative learning model, the ability to write Arabic narrative discourse of the group of students who were given the portfolio formative assessment was higher than the group of students who were given the essay test formative assessment after controlling for initial ability.Particularly in the group of students given the portfolio formative assessment, the ability to write Arabic narrative discourse of the group of students given the TAI cooperative learning model is higher than that of the group of students given the essay test formative assessment, after controlling for initial ability.Especially for students who were given the essay test formative assessment, the ability to write Arabic narrative discourse of students who were given the TAI cooperative learning.
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