GROUPING STUDENTS

INGGY YULIANI PRIBADY 0805980

(15th OCTOBER 2008)

I. INTRODUCTION

Effective teaching combines a number of techniques so that the

experience of the student is varied and the different learning styles of
students can be catered for. Whole class teaching is an effective way of
introducing a topic and to assess quickly where a class has reached and
how well they understand the current work. Group work promotes
discussion and interaction. Students can learn from one another and
develop the skill of expressing mathematical concepts in their own words.
Individual work is necessary to hone the skills of the student and ensure
that they address weaknesses, learn facts and formulae for later use and
prepare for exams.
The use of flexible grouping requires careful planning. The size
and makeup of the different grouping configurations have to match the
skills being taught. This matching assumes that we know what our
objectives are, we know what skills and knowledge are prerequisites for
the achievement of those objectives, and we know which of those
prerequisite skills and knowledge each of our students has. We also need
to think about language proficiency levels, and what kinds of input and
interaction will best facilitate achievement of both language and content
objectives. Then we can begin to think about what kinds of groups to use
during different parts of a lesson. We have to know that each different
grouping configuration is appropriate for some purposes but not for
others

Thus, the aim of this paper is to explain the whole class

grouping, individualized learning, pair work, group work and how to
organize pair work and group work.

II. WHOLE CLASS TEACHING

Whole class teaching gives teachers control over the subject

matter under discussion. Such teaching made students aware of what
the teacher thought was appropriate knowledge. It also enabled teachers
to direct who took part in discussion and to choose who answered which
questions. (http://www.standards.dcsf.gov.uk , accessed 20th September
2008)

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• Advantages of whole class grouping
– As a unified group of learning in whole class grouping, students can
share their ideas and emotions to each other because all students are
exposed to the same content in the same time.
– Whole class teaching gives teachers control over the lesson pace.
– Teachers can easily estimate the students’ progress in general.
– The whole class teaching gives teachers the authority to determine
what ought to be taught, when, how, and in what time frame.

• Disadvantages of whole- class grouping

– Teaching all, at the same time and same material means that we
disrupt students’ individual potentiality. It might cause boring for
some students and not understandable for others.
– Not all of the students get a chance to contribute their ideas.
– Some students sometimes reluctant to speak in front of the whole
class.
– Students are not actively engaged in the learning process. They are
the passive receiver of knowledge.
– It doesn’t enhance the communicative learning because students do
not interact with the other students.

III. SEATING WHOLE GROUP CLASSES

There are many different seating arrangements available to the
teacher, and lessons can be enhanced by paying attention to them.
Unfortunately many teachers keep the same seating arrangement for the
entire lesson, and throughout the academic year. We have to try to
experiment with different seating arrangements, even within a single
lesson. A quick seating change can increase motivation and make
activities run more smoothly.
• ROWS

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 Rows are the typical environment for a teacher – centered
classroom and/or individual learning. Students are aligned in such a
way as they all face the front of the class. The teacher conducts the
instruction from this 'front' position. Rows allow the teacher to make
eye-contact with all the students.

• HORSESHOE

This layout is great if teachers are using visual aids, doing

board work or speaking activities like whole-group discussion. All the
students will be able to see the teacher, the board and each other and
the teacher will have a lovely space in the middle of the horseshoe and
around the outside to monitor students work, distribute handouts etc.

• CIRCLE

The circle formation is great for many games and group

discussions. Teachers can really talk to their students. The teacher can
sit in the circle with the students.

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• CABARET

Typically tables are arranged in small squares or rectangles with

4-6 seats around them. Nested tables are great for small group work and
project work. The teacher can move around the classroom when he / she
need to give instructions or change activities. (http://www.icalweb.com ,
accessed 20th September 2008)

IV. INDIVIDUALISED LEARNING

Individual learning is defined as the capacity to build knowledge

through individual reflection about external stimuli and sources, and
through the personal re-elaboration of individual knowledge and
experience in light of interaction with others and the environment.
(http://www.hasar.up.ac/theory/individ.htm , accessed 20th September
2008)

• Advantages of individualized learning

– Can accommodate own learning style, cognitive style and learning

approach.

– Safe, free from peer pressure.

– Develops self-discipline and builds self-confidence.

– Develops personal gratification

• Disadvantages of individualized learning

– Insufficient interaction with peers or adult

– Needs much time for tutoring

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 V. PAIRWORK

‘Pair work’ is a classroom activity in which the whole class is

divided into pairs. The idea of pair work is to improve listening and
speaking skills by requiring students to exchange information with each
other. (http://flesl.net/TESL/pr-wk.html , accessed 20th September 2008)

• Advantages of pair work

– The increase in opportunity for individual practice.

– It trains the students to use the foreign language independently of

the teacher.

– It is an efficient and productive way on spending precious classroom

time.

– It favors cooperative language learning.

– The most effective organization for practicing speaking.

• Disadvantages of pair work

– High noisy level.

– Pair work can be difficult to control.

– Some students are comfortable to interact with the teacher rather than
with their equal competence friends.

– The unpleasant working with unfamiliar friend.

VI. GROUP WORK

According to Brown, group work is a generic term covering a

multiplicity of techniques in which two or more students are assigned a
task that involves collaboration and self initiated language. (Brown,
2000:177)

• Advantages of group work

– It gives the students more chances to speak English in the classroom.

– There are many ideas as the solution to the problems.

– It fosters negotiation and cooperative skills.

– It develops learner independence.

– Students can choose their level of participation.

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 • Disadvantages of group work

– There is too much noise.

– Some students might feel unpleasant to work with their stranger

peers.

– Some talkative students may dominate group work and block the
language production of their friends.

– Time consumption to create a team and for the activities.

VII. RINGING THE CHANGES

There are several numbers of factors to decide when to put

students in groups or pairs, when to teach the whole class or let the
individuals to work on their own.

• The task

Whole class grouping is useful to the topic introduction, general

direction, read aloud, closure and group building.
(http://www.bertiekingore.com , accessed 21st September 2008)

Individual work may take the form of silent reading activities,

problems or case studies. Teachers might have students complete a
worksheet that covers a number of concepts from the previous lectures.
(http://www.economicsnetwork.ac.uk , accessed 21st September 2008)

Pair work activities is appropriate to do the following tasks:

practicing dialogue with partner, simple question and answer exercises,
performing certain meaningful substitution drills, quick brainstorming
activities, checking written work with each other, preparation for merging
with a larger group. (Brown 2000:182)

Group work is most suitable with these activities: games, role-play

and simulations, drama, projects, interview, brainstorming, information
gap, jigsaw, problem solving and decision making, and opinion exchange.
(Brown 2000: 182-186)

• Variety in sequence

It is helpful to organize the class so that some time is spent with

students working individually, some of the time working in pairs or small
groups and some of the time as a whole group. Varying between these
options within the class helps to reduce the weariness that sets in when
students are asked to participate in the same way throughout a session.

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• The mood

We have to consider the mood of our students in grouping the

class. We can change the grouping of the class according to their mood.

VIII. ORGANIZING PAIRWORK AND GROUP WORK

There are some grouping strategies which can work best in our
class:

• Friendship

We can let the students to choose their partners by their own. It will
make the students to feel comfortable when they work with the person
that they like.

• Streaming

Grouping the students according to their ability can be done in our

class. It can be mix- ability or the same level of ability.

• Chance

We can also grouping the students by chance. It has no connection

with friendship, ability or level of participation.

• The task

The task can determine the grouping, for example, If we want our
students to talk about hobbies, we can ask the students with the same
hobby to work together

• Changing groups

Students may work with different groups from the beginning of the
lesson to the end according to the task and objective which is given by
the teacher.

• Gender and status

In grouping the students sometimes we have to consider the

gender or the status of the students. Some cultures do not allow men and
woman to work together.

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IX. PROCEDURES OF PAIR WORK AND GROUP WORK

There are three steps that we have to follow, if we have selected

the groups’ activity.

• BEFORE

We have to give the explicit detailed instruction to the students so

they know exactly what they are going to do. Sometimes we show them a
demonstration for clarifying.

• DURING

In this stage the teacher acts as the facilitator and resource. The
teacher answers students’ questions, offers some advices and monitoring
their performance.

• AFTER

In the end of the activity, the teacher should organize feed back to
allow the students to talk about what they have experienced. The
teacher can also give a constructive feedback on the content of students
work in this stage.

X. TROUBLESHOOTING

There's a price to pay for the productivity gain offered by pair work
and groups, however. It presents several difficulties and it's important to
be prepared for them and to know how to alleviate them.

• FINISHING FIRST

There might be a case in the pairs or groups work that one group is
working faster than the others. The best way to alleviate this problem is
to give them, more challenging task to be finished while waiting for the
others.

• AWKWARD GROUPS

It might be a problem to put students into group. There’s a danger

that if the teacher divides the class into mixed ability groups, the best
student in the group will have to do the task while the weakest one switch
off and become disruptive. We can overcome the problem by ‘rotation’ —
having students change partners — once, twice, or more — during the
activity or for another session.

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XI. RESEARCH FINDING

Margerum-Leys (1999) from the University of Michigan stated on

their paper that how you group your students, like how you support them,
is largely dependent on your instructional goals. Each of groupings has its
own advantages and disadvantages. (http://www.personal.umich.edu ,
accessed 21st September 2008)
Andrew (2003) the president of Granada English Teachers'
Association stated on his paper that Group and pair work are so much a
part of our everyday teaching routine that we hardly pause to think
before partitioning the class to tackle some particular communicative
task. But group work may not always be the best option. There will be a
time and a place for whole-class activities in the English language
classroom, just as there's a time and a place for group and pair work.
(http://www.teachingenglish.org.uk, accessed 21st September 2008)
XII. COMMENT / POSITION

From both of the research finding above, it is clear that individual

learners have different learning styles, strategies and preferences. It is
also generally accepted that to be effective lessons need a change of
pace and focus to maintain the concentration of the learners. For both
these reasons it is important that we teachers have as wide and flexible
methods. And for this reason, asked to choose between group work and
whole class activities or individualized learning, my inclination is to say:
All!
XIII. CONCLUSION
The start and end of each lesson will typically involve the teacher in
working with the whole group. At the beginning of the lesson, it makes
sense to work with the whole group in introducing the purpose and
structure of the lesson. At the end of the lesson, the teacher can
consolidate the learning of the students and highlight key points.
(http://www.economicsnetwork.ac.uk , accessed 21st September 2008)
In individual learning, the learning objectives and content
preferences are not uniform. One learner may wish to maximize the
amount of content for the allowed time; the other will look for the most
enjoyable way of doing it.
Individual learning is based on the theory that every learner is a
unique individual with unique characteristics. Gardner (1983) principles of
Multiple Intelligences stated that:
• Individuals should be encouraged to use their preferred
intelligences in learning.
• Instructional activities should appeal to different forms of
intelligence.
• Assessment of learning should measure multiple forms of
intelligence.

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 (http://hasar.up.ac/individ.htm , accessed 20th September2008)
Working in pairs and groups is less stressful and more
effective for students, especially introverts who needn’t perform in the
front of the whole class. They feel more confident working with friend.
There are always more and less gifted students in the process of
language learning and these methods prevent them from not being
laughed at by the whole class if they say something wrong. “It is
generally easier to show that you do not know or do not understand
something in a smaller group than in a large one. “ (Norman, Levihn and
Hedenquist, 1986:8)
Brumfit says that pair work and group work are the most effective
techniques of classroom organization which combine aspects of
communication learning and natural interaction in a stress free
environment. (Brumfit, 1984:78)
( , accessed 21st September 2008 )
These approaches are not easy to implement. It requires
excellent classroom management skills, the ability to multitask, and
significant amounts of preparation time. These are not always totally
separate groupings. For example, a presentation to the whole class or a
large group can be followed immediately by pairs sharing what they
understood from the presentation. Small groups can share information
about a particular problem and then split into pairs to apply the
information. Pairs can talk about how to do something and then work
individually to do it.
XIV. REFERENCES

Andrew, Simon.2003.Group work Vs Whole class activities. Available at

http://www.teachingenglish.org.uk
Brown, H.Douglas.2000.Teaching by Principles. Pearson Education, New
York.
Gorgon, Aneta.2008. Advantages and Disadvantages of Pair Work and
Group Work. Available at http://www.gim-nt.com/portal
Harmer, Jeremy. 2007. The Practice of English Language Teaching.
Pearson Education Limited, England.
Leys-Margerum.1999.Grouping of Students .Available at
http://www.personal.umich.edu
Scheepers, Detken.2008.Learning theories: Individual Learning. Available
at http://www.hasar.up.ac/theory/individ.htm
______________ 2008. Pupil Grouping and Organization of Classes.
Department for children, schools and families. Standards site.
Available at http://www.standards.dcsf.gov.uk
_______________2008. Choosing Whether Students Work Individually, in
Small Groups or as a Whole Group. Economic network for lecturers.
Available at http://www.economicsnetwork.ac.uk
_______________ 2008. Seating Arrangements. ICALWIKI. Available at
http://www.icalweb.com

______________ 2008. About Pair Work. Available at

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 http://flesl.net/TESL/pr-wk.html

Evaluation Criteria for Chapter Report Writing

NAME : INGGY YULIANI PRIBADY

NIM : 0805980 (CLASS B, SEMESTER 1)

Y
our
No. Criteria Poin Comments
ts S
cor
e

1. Content—A summary of main

issues 12

2.
The inclusion of relevant theories 8
from other books

3.
The inclusion of related research 6
findings.

4.
Comments, criticism, position 8
are included

5.
Language used and mechanic 6

TOTAL SCORE 40

Evaluation Criteria for Chapter Report Presentation

or Research-based Paper Presentation
11
NAME : INGGY YULIANI PRIBADY

NIM : 0805980 ( CLASS B, SEMESTER 1 )

Y
our
No. Criteria Poin Comments
ts S
cor
e
The Coverage of the content is
1. comprehensive and illustrated by
examples to clarify the concept 10

2. Media
5

3. Language Proficiency
7

4. Encoding Skill
10

5. Decoding Skill
8

TOTAL

12
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