USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

TABLE OF CONTENTS
PAGE
I. ABSTRACT

02

II. AIMS OF THE RESEARCH
1. Research questions

02

2. Definitions of specific terms

02

III. RATIONALE AND JUSTIFICATION

03

IV. LITERATURE REVIEW

04

V. METHODOLOGY AND RESEARCH SCHEDULE
1. Independent and Dependent Variables

06


11

4. Data analysis

11

5. Research Schedule

12

VI. RESULTS OF EXPERIMENTAL GROUP

15

VII. EXPECTED FINDINGS

16

VIII. CONCLUSION

16

IX. REFERENCE

17

X. APPENDIX

18


the whole process of teaching development strategies. There is no doubt that
motivation is at the heart of successful language learning, but how to motivate a
learner to learn a language effectively seems to be a difficult question for all
teachers of English. A common problem for EFL teachers is to deal with a passive
class, where students are unresponsive and avoid interaction with the teacher and
even among themselves.
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

During our working time as a teacher of English at Mai Anh Tuan High
School , we realized that our students have met difficulty in oral communication
classes. This is, as recognized, due to their little motivation in the English oral
classes. Many of our students usually find no interest in speaking English even
they are asked to do and some, in other cases, feel less confident when they use
English to interact among class members because of their language ability.
Therefore, we have tried lots of possible teaching methods in oral class so as to
probably change the current situation. Among many teaching techniques for
speaking skill we found out that cooperative learning strategy, as group-work
learning, has lots of interesting activities from which our students can benefit in
English oral classes, for they will get more confidence and chances as well to
express their ideas and opinions among group members. Our students will feel
more motivated when they have chances to engage in a variety of speaking
activities such as round robin, three-step-interview (Spencer Kagan), team jigsaw
(Sikes and Snapp 1978) or group investigation, etc. By using teaching method of
this kind, we hope that our students’ attitude towards English oral class will have
a lot of positive changes. They, to large extent, become more activated and ready
to work hard to master their speaking skill in all oral communication classes.

learnt from others’ viewpoints other than from their own. Social interaction
improves communication skills that become a necessity to functioning in society.
Last but not least, cooperative learning requires fewer materials as learners can
share among other group members. Less equipment is necessary so learners can
save money without sacrificing the quality of education.
Teachers, as a role of a coach, a facilitator, and sometimes a spectator in
this approach, are also the beneficiaries from the cooperative learning. By
applying cooperative teaching method, teachers can probably save their time for
their target lessons. This is due to the fact that when the classrooms are well
organized students will work more effectively rather than one that is clutter. With
traditional teaching methodologies, students sit in pre-arranged rows. Class
members may be of oversize. Cooperative learning works best when group size is
of smaller clusters of about 3 or 4 students. Furthermore, teachers become more
interactive with each cluster during the class time. He/ she can easily manage
group work or monitor group actions and behaviors, for all activities are well
prepared in advance. Finally, teachers can no longer be under increasing pressure
to work with each individual, which possibly put them into stress in some way.
In summary, cooperative learning approach has far and away proved itself
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

as an effective way to motivate learners in EFL classroom in comparison with
other teaching techniques or approaches. Thus, it is the teachers that should know
when and how to use it in their classrooms in order that the lessons are better
taught and the learners will benefit more from the teacher’s teaching.
V. METHODOLOGY AND RESEARCH SCHEDULE.
1. Independent and dependent variables

become unmotivated in

Subjects

Tools for

- Grade 10

analysis
- Frequency

- Age: 16

count

oral communication

- Teacher’s lesson

- Level:

classroom?

plans

Pre-

2. What benefits of
cooperative learning can


observation.


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

classroom?

questionnaires

- Sample
size: 42
students

3. Data collection procedures
The Data collection procedure is indicated in the following chart.
Pre-intermediate
10 graders

Interviews

Classroom observation

The use of cooperative learning

Classroom observation

Analysis of classroom observation notes

Students’ Questionnaires

Factors
(100 Ss)
a. Speaking activities are difficult because I don’t have
60
60%
enough words to speak.
b. Be shy and fear of mistakes and derision
45
45%
c. Speaking activities are not interesting, the topics are
30
30%
boring
d. The teacher doesn’t encourage speaking
25
25%

3. 3. Lesson plans:

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Lesson plans play an important role in the work of teaching. Teacher will
know what and how to teach his or her students. Hence, it is essential that we
need to collect lesson plans as a data source for our Action Research.
Basing on the textbook “Tieng Anh 10” (national English textbook issued
by MOET of Vietnam), we choose some of the speaking periods to design our

THE
THINGS
YOU LIKE

TIMETABLE

TESTS &
EXAMINATIO
NS

SUBJECTS

- T. calls on some students to give their answers
Eg: 1. Which lower –secondary school did you go to?
What is the mane of the secondary school you went to?
2. What were your subjects then?
Can you name the subjects then?
3. What was your timetable?
Did you go to school in the morning or in the afternoon?
4. What about your homework?
Did you have to do a lot of homework?
5. Can you tell me about the tests and examinations at your school then?
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

What kinds of tests and examinations did you have then?
6. What did you like best about your school then?

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

(Ex: people no long use Radio)
* Task 4 (Part B: Speaking - English 10)
This is a free activity and aims to develop fluency in speaking. The procedure
may be:
Divide students into groups of four or five.
Read through the instructions and make sure that each group understands
what to do. Choose one “secretary” in each group to write the list but emphasis
that everyone in the groups should agree on what to write.
While the activity is going on, move from groups, but do not interrupt
more than is necessary.
When some groups have finished their discussion, stop the activity, ask one
person from each group to report on what they decided
Give feedback: - Content
- Popular mistakes

Activity 1. T. gives out a real object (A CELL PHONE) and asks student the
question about its use.

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH


and take note for later reporting.
Eg; S1: I don’t want to sit on the sundeck because I don’t want to get sunburn.
S2: I often offer from travel sickness, so I’d like the seat where I can get a lot
of fresh air.
S3: I want to have a good view on the board, so that I can take photograph
S4: I’d like to be by myself.
S5:……………
S6:…………..
Teacher: ……………….
Activity 2. Students work in groups of two tables, studying the seat plan and
decide the best seat for each person. (Each groups has a copy of the seat plan to
fill in the names of the students)
After the groups have finished, T. asks one or two groups to present their
discussion in front of the class. After that the whole class to have a discussion to
make the final decision.
Activity 3. T. asks students to work in groups of the same table to talk about the
best seat for the six students mentioned in activity 2.
* Role-play activity: Applied to Unit 8: THE STORY OF MY VILLAGE
Procedure:
- The class is divided into groups. Group size is of smaller clusters of 3 students.
- Each member in the group is asked to play a role as a village planner. They are
going to
Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

talk about the advantages and disadvantages of reconstruction plan of their
village.

USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

this, we can know how well our teaching approach benefits our students so that
we can apply suitable strategies for our teaching methods.
3.6. Student questionnaire (See APPENDIX)
Through students’ questionnaire, we want to confirm the effectiveness of
our teaching approach. Students’ feedback is of great value from which we can
choose the most suitable methods to apply in our teaching and to help our
students learn better in all speaking classes.
4. Data analysis:
Both quantitative and qualitative data are collected to support my research.
For the qualitative method, we will do critical discourse analysis of teacher’s
classroom observation notes, lesson plans and diaries. Also, the quantitative
method is used to deal with students’ questionnaires which are analyzed and
reported in a table as frequencies and percentages.
5. Research schedule
Below is the timetable showing the exact time and stages when this study
is put into practice:
No.
1

Activities
Keeping the traditional teaching method for

Date to carry out
September, 2015 - week 1

oral classes without using cooperative
2

December,2015 - week 1,
2, 3, 4

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

6

Continuing the class observation to see the

January, 2016- week 3, 4

students’ motivation in speaking classes with March, 2016 – week 1, 2, 3,
cooperative learning strategy.

4

7

Data analysis

April, 2016 – week 1, 2
April, 2015 – week 3

8

Designing and running a questionnaire to see April, 2015- Week 4

(84 students)
Teacher’s talking time
21 = 44,4%
23 = 55,6%
Students’ talking time
12 = 22,2%
10 = 22,2%
Silence
17 = 33,4%
11 = 22,2%
From given table we know that the students’ participation in classroom
speaking activities was very poor. When talking with our students, we realized
that only about 10% of them were always willing to speaking in the class and
they are always shy when speaking English. They said that some speaking topics
in the textbook are too difficult and not communicative to them. They want to
take part in speaking activities with easier and more interesting topics.
2. Teacher’s talking time and students’ talking time in control
experimental group after the experiment.

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016

and


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Time of speaking lesson
(45’)


and friendly atmosphere. They are encouraged to speak English. They were
excited in some speaking activities such as role play, interview….From these
activities they can speak and understand English better.
VII. EXPECTED FINDINGS
We do hope that the teaching strategy of using cooperative learning in oral
communication classrooms will much benefit my students as they have more
chances to engage in speaking activities. Students who are timid, shy and feel less
motivated when joining in speaking classes of this kind will feel more confident.
More importantly, Competition among the groups was an important factor to
motivate students to work as a group, because it is important for them to be the
best and to be recognized. Students will be aware of their responsibility in the
speaking process. They should understand that one way to improve speaking
is practicing with others, interacting with others, and learning from others.
VIII. CONCLUSION
In this proposal, we have identified the problem and reviewed literature
related to my research field. Also, we have conducted data collection procedures

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

from different sources to support my study. we have planned out the timetable to
carry out my work in sequence. Having analyzed and worked through this
research project, we have concluded that cooperative learning strategies
helped students to improve oral production and interaction, but it was a
gradual process. We confirmed that speaking is a productive skill and it involves
many components.
Although this research work has successfully been conducted and has


REFERENCES
VIII. REFERENCE
Artz, A. F., & Newman, C. M. (1990). Cooperative Learning. Mathematics
Teacher, 83, 448-449.
Gardner, R, Moorcroft, M. and Evers, F. 1987. Second language-attrition: the
role of motivation and use. Journal of Language and Social Psychology.
Johnson, D. W. (1991). Circles of learning. Cooperation in the classroom. M.N.
Interaction Book Company.
Johnson, D. W. (1988). Cooperation in the classroom. Edina: Interaction Book
Company.
Johnson, D., & Johnson, R. “Cooperative Learning.”
(Online) from />Kagan, S. (1986). Cooperative learning and socio-cultural factors in schooling.
California: California State University.
Nunan, D. (1989). Understanding language classrooms. New Jersey: Prentice
Hall.
Slavin, R. E. (1990). Cooperative learning: Theory, research and practice. New
Jersey: Prentice Hall
The text book of English 10.

IX. APPENDIX
1. Factors that prevent students from taking part in speaking activities
What factors prevents you from participating in speaking activities
Numbers
%
Factors
(100 Ss)
a. Speaking activities are difficult because I don’t have
60
60%

Accuracy (grammar, pronunciation, word choice): ...........................
Fluency (hesitation, pauses, repetition): ...................
Strong points: .................................. ...........................
Weak points: ............................. ........................... ...........................
Comments: ............................ ............................. .............................
Total score: .............................................................
3. Interview
Ask your partners questions to get information to complete the table below:
Names

Partner 1:

Partner 2:

Partner 3:

Things to ask
Kind of music
Reasons for
listening to music

Prepared by: Le Hong Phong - Mai Anh Tuan High School - 2016

Partner 4:


USING COOPERATIVE LEARNING TO MOTIVATE THE 10 TH FORM STUDENTS AT MAI ANH TUAN HIGH SCHOOL
TO SPEAK ENGLISH

Favorite band/