DEPARTMENT OF THANH HOA EDUCATION AND TRAINING

TINH GIA 4 HIGH SCHOOL

EXPERIENCE INITIATIVE

THEME:

THE USE OF COOPERATIVE LEARNING TO
MOTIVATE STUDENT GRADE 10 IN SPEAKING
CLASSES AT TINH GIA 4 HIGH SCHOOL

Written by :Phùng Thị Hậu
Position: Teacher
Subject:English

THANH
2019
TABLE
OF HOA
CONTENTS
2


1.INTRODUCTION

PAGE
02

1.1. Rationale of the study


1.4.3. Data collection procedures

04

2.CONTENTS

04

2.1. Literature review

04

2.2. Selection of the subjects

05

2.3. Methods

06

2.3.1. Interviews

06

2.3.2. Lesson plans

06

2.3.3. Classroom observation


3.1.Conclusion

16

3.2. Suggestion

17

REFERENCES

18

APPENDIX

19

3


1.INTRODUCTION
1.1. Rationale of the study
Nowadays, English is very important because it is the only language that
truly links the whole world together.Innovitiating teaching method is considered
as a vital part in 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.
During my working time as a teacher of English at Tinh Gia 4 High

This study is carried out to find the answer to the following questions:
1. Why do our students become unmotivated in oral communication
classroom?
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2. What benefits of cooperative learning can our students get?
3. What can we do to improve their motivation in speaking classes?
1.2.2. Definition of specific terms
+ Cooperative Learning: The instructional use of small groups so that students
work together to maximize their own and each other’s learning [Johnson &
Johnson, 1993-1].
+ Motivation: Motivation is defined as the impetus to create and sustain
intensions and goal seeking acts [Ames & Ames, 1989-2].
1.3. Scope of the study
Within this study, I concentrated on investigating and discovering
obstacles or difficulties encountered with students in English speaking lessons
at Tinh Gia 4 high school. From these findings, the internal and external causes
are analysed to give some suggestions for tackling them in order to motivate
students and help improve students’ speaking skill.
The study was conducted on the students of grade 10 at Tinh Gia 4 high
school with the textbook “Tiếng Anh 10”.
1.4.Methodology and research schedule
1.4.1. Independent and dependent variables

To motivate
students in
speaking classes

The use of

Tools for
analysis
- Frequency
count

5


classroom ?
2. What benefits of
cooperative learning can
our students get ?
3. What can we do to
improve their motivation
in speaking classes ?

plans

intermediate

- class observations - School name:
Tinh Gia 4 high
- teacher’s diaries
school
- Student
questionnaires

- Sample size:
90 students




discuss and argue with each other, to access each other’s current knowledge and
fill in gaps in each other’s understanding.
Learners, on the one hand, can gain such great achievements, social
benefits and economic benefits through cooperative learning, which is seen as
key changes in societies Weidner 2003[5 - page 18-25]. Obviously, more
learners can probably become the winners by joining in cooperative learning and
sharing the success of achievements among them, [Slavin -1984]. Cooperative
learning produces greater student achievement than traditional learning
methodologies [Slavin 1984]. Low achieving students when grouped with higher
achieving students tend to be more hard-working, for there is a competition
among groups in cooperative learning. Likewise, one of the essential elements
of cooperative learning is the development of social skills. Besides academic
benefits, learners can retrieve social benefits, which can be understood in a way
that those who collaboratively work can know how to cooperate with others.
Much has been 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

my colleagues and other 85 students to see their viewpoints from which I
probably choose a suitable method for my teaching.
Factors that prevent students from taking part in speaking activities
What factors prevents you from participating in speaking activities
Numbers %
(90 Ss)
Factors
a. Speaking activities are difficult because I don’t have
enough words to speak.
b. Be shy and fear of mistakes and derision
c. Speaking activities are not interesting, the topics are
boring
d. The teacher doesn’t encourage speaking

50

55%

20

22%

15

17%

5

6%


HOMEWORK

SCHOOL
LIFE

TESTS &
EXAMINATIONS

TIMETABLE

SUBJECTS

- T. calls on some students to give their answers
Eg: 1. Which lower –secondary school did you go to?
What is the name 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?
What kinds of tests and examinations did you have then?
6. What did you like best about your school then?
What made you like best about your school then?
7. What part of the school life didn’t you like then?
What didn’t you like about your school?
Activity 2: Role playing
- Students work in pairs,
- One student plays the role of an interviewer to ask the other the questions


Activity 2:Reporting
This is a free activity and aims to develop fluency in speaking. The procedure
may be:
-Divide students into groups of four or five.
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-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
UNIT 6: AN EXCURSION
Lesson B.Speaking

Period 33:
Activity 1: Role playing
-Teacher sets the scene: Imagine our class is going to have a boat trip on West
Lake in Hanoi. Please think of the seat you want to take on the boat. Give the
reason why you choose to sit on that place.
USEFUL LANGUAGES:
- on the sundeck.
- In the sun
- On a boat
- Get sunburn

Procedure:
Teacher’s activities
Students’ activities
I. Pre-speaking:
- Shows a picture of Ha Xuyen village.
- Students do in groups of
three or fours.
- Each member in the group
is asked to play a role as a
village planner. They are
going to talk about the
advantages and
disadvantages of
reconstruction plan of their
village.
- Asks students to look at the pictures and suggestion to
talk about Ha Xuyen village.
- Each group is given some
suggestions for their talks.
- Students are required to
present in front of the class
after their practicing in the
groups.

Road/ narrow

- Others look at the screen
and correct

School/ small and poor

ground in Ha Xuyen village.

Now

- Practise speaking in pairs
- Take turns to talk .

In the future
They should widen the road.

Now
They should build a new
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school.

In the future

Now

They should build a new
bridge.

In the future

14


In the future

Activity:Information gap
Procedures:
- The class is divided into groups of 4
- Each student is delivered a paper in which teacher designs a table. (See
appendix).
- Students have to interview their partners to get information as indicated in the
given table.
- After that, students are asked to report what they have got from partners in front of
the class.
Unit 16: HISTORICAL PLACES
Period 96:
Lesson B.Speaking
Activity : Group investigation
Procedure:
- The class is divided into groups of 5
- Students are required to prepare a presentation on a historical place they wish
to talk about. They are allowed to have one week for their preparations.
- Groups present their work in front of the class.
2.3.3. Classroom observation
I had our colleagues observe my speaking lessons and give us observation
notes as well as their feedback to see how our teaching of speaking activities
motivates our students so that we can get objective ideas for our lessons and
their reflection on the students’ motivation. Also, I asked our colleagues for
observing their teaching speaking lessons.
2.3. 4.Teacher’s diaries
Diaries are used to write down special notes and comments after each
speaking lesson to see what has been done effectively and what has not. By
doing this, I can know how well my teaching approach benefits our students so
that I may apply suitable strategies for my teaching methods.
2.3.5. Student questionnaire (See APPENDIX).

Prepare major focuses to interview
colleagues and students

October, 2018 - week 1-2

3.

Interviewing

October, 2018 – week 3 -4

4

Observing my colleagues’ classes and
asking colleagues to observe my classes.

November , 2018 – week 1-2

5

Using cooperative learning approach in
teaching speaking
Continuing the class observation to see
the students’ motivation in speaking
classes with cooperative learning
strategy.
Data analysis

November, 2018- week 3, 4
December,2018 - week 1, 2, 3, 4

group
(10C1 + 10C4)
(10C1 + 10C4)
(90 students)
(90 students)
Teacher’s talking time
44,4%
55,6%
Students’ talking time
22,2%
22,2%
Silence
33,4%
22,2%
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From given table ,we can see that the students’ participation in classroom
speaking activities was very poor. When talking with my students, I 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.
2.4.2.2. Teacher’s talking time and students’ talking time in control and
experimental group after the experiment.
Time of speaking lesson
(45’)
Teacher’s talking time
Students’ talking time
Silence

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.
3. CONCLUSION AND SUGGESTION
3.1.Conclusion
In this proposal, I have identified the problem and reviewed literature
related to my research field. Also, I have conducted data collection procedures
from different sources to support my study. we have planned out the timetable to
18


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. I confirmed that speaking is a productive skill and it involves
many components.
Although this research work has successfully been conducted and has
helped to deal with the problems mentioned well, there are some drawbacks.
The first limitation is the scale of the study. This research work is only carried
out in my school. In fact, it could be conducted in a large scale with the same
knowledge and researching procedure. The next one is concerned with the scale
of survey questionnaires and observation with the enrollment of nearly a half of
the 10th form students and only 7 teachers of English at my school.
Moreover, in terms of data collection instruments, only two set of survey
questionnaires and observations are used. Without interview, I will not have
chance to listen directly to both the teachers and student’s ideas, so some

1. Artz, A. F., & Newman, C. M. (1990). Cooperative Learning. Mathematics
Teacher, 83, 448-449.
2. Gardner, R, Moorcroft, M. and Evers, F. 1987. Second language-attrition: the
role of motivation and use. Journal of Language and Social Psychology.
3. Johnson, D. W. (1991). Circles of learning. Cooperation in the classroom.
M.N. Interaction Book Company.
4. Johnson, D. W. (1988). Cooperation in the classroom. Edina: Interaction
Book Company.
5. Johnson, D., & Johnson, R. “Cooperative Learning.”
(Online) from />6. Kagan, S. (1986). Cooperative learning and socio-cultural factors in schooling.
California: California State University.
7. Nunan, D. (1989). Understanding language classrooms. New Jersey: Prentice
Hall.
8. Slavin, R. E. (1990). Cooperative learning: Theory, research and practice.
New Jersey: Prentice Hall
9. The text book and of English 10.
EXTRACTING FROM REFERENCES
[1] Johnson & Johnson, 1993
[2] Ames & Ames, 1989
[3] Cohen 1994 and Weidner 2003
[4] Slavin 1995
[5] Weidner 2003
[6] Some other metarial sources from my colleages and on the internet
-learning

20


APPENDIX
1. Factors that prevent students from taking part in speaking activities

3. Interview
Ask your partners questions to get information to complete the table below:
Names
Things to ask

Partner 1:

Partner 2:

Partner 3:

Partner 4:

Kind of music
Reasons for
listening to music
Favorite band/
musician
Favorite songs
When
music

listen

to

21


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