Using cooperative learning to motivate the 10th 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
	2. Research Design	06
	3. Data Collection Procedures	07 
	3.1. Selection of subjects	08
	3.2 Interviews	08 
	3.3. Lesson plans	08
	3.4. Classroom observation	10
	3.5. Teacher’s diaries	11
	3.6. Students’ questionnaire	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
I. ABSTRACT 
	This paper aims at research carried out with 10th graders at Mai Anh Tuan High School. The main objective of the research was to establish strategies to help students to improve their oral ability in English. Instruments used to collect the data were: lesson plans, student questionnaire, teacher’s notes and diary and interviews. Considering the data gathered, this research prompted a more cooperative environment among students in the oral process. Finally it was a way to motivate other teachers in the school to work with these kinds of strategies.
II. AIMS OF THE RESEARCH
1. Research questions
This study is carried out to find the answer to the following questions:
	1. Why do my students become unmotivated in oral communication classroom?
	2. What benefits of cooperative learning can my students accomplish?
	3. What can we do to improve their motivation in oral communication classroom?
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). 
+ Motivation: Motivation is defined as the impetus to create and sustain intensions and goal seeking acts (Ames & Ames, 1989)
III. RATIONALE AND JUSTIFICATION
Improving teaching methods is seriously considered as an essential 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 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. Therefore, we decided to apply “Using cooperative learning to motivate the 10th form students in oral communication classrooms at Mai Anh Tuan High School ” as the topic of our research. 
IV. LITERATURE REVIEW
According to Cohen (1994) and Weidner (2003: 33), Cooperative learning can be characterized as a social process in which knowledge is acquired through the successful interaction between the group members. Also, Slavin (1995: 2) said cooperative learning refers to variety of teaching methods in which students work in small groups to help one another learn academic content. In cooperative classrooms, students are expected to help each other, to 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: 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 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 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
The use of cooperative learning
To motivate students in oral communication classrooms
Operational definition:
Operational definition:
Teacher uses the cooperative learning approach to help motivate students to speak English in the class
Students get motivated and more confident in English speaking classes.
2. Research design
Research Questions
Research Instruments
Subjects
Tools for analysis
1. Why do our students become unmotivated in oral communication classroom?
2. What benefits of cooperative learning can my students accomplish?
 3. What can we do to improve their motivation in oral communication classroom?
- interviews
- Teacher’s lesson plans
- class observations
- teacher’s diaries 
- Student questionnaires
- Grade 10
- Age: 16
- Level: Pre-intermediate
- School name: Mai Anh Tuan High school
- Sample size: 42 students
- Frequency count
- Percentage
- Critical discourse analysis of classroom observation.
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 
3.1. Selection of the subjects:
	Our research is carried out to see how effectively our students interact in English oral classes and how well they speak English when the cooperative learning approach is applied in the teaching of speaking. Our subjects are 10th graders who are studying in Mai Anh Tuan High School. Our teaching is conducted with 80 students from classes 10K, 10C, who are 15-16 years of age. Although those students are best selected from the Entrance Examination, they seem not to be good at speaking English. It is due to the fact that the annual exams are designed to focus on only English grammar, reading and writing but listening and speaking skills. As a result, they are in the state of being timid in oral classes. For this reason, we decided to use cooperative learning approach as a method to motivate our students to learn to speak English effectively in the classrooms. 
3.2. Interviews (See APPENDIX)
	Interviews are carried out to see how our students feel about the English oral classes and to find out what difficulties they are coping with. We interviewed our colleagues and other 80 students to see their viewpoints from which we probably choose a suitable method for our teaching. 
Factors that prevent students from taking part in speaking activities
What factors prevents you from participating in speaking activities
Factors
Numbers
(100 Ss)
%
a. Speaking activities are difficult because I don’t have enough words to speak.
60
60%
b. Be shy and fear of mistakes and derision
45
45%
c. Speaking activities are not interesting, the topics are boring
30
30%
d. The teacher doesn’t encourage speaking
25
25%
3. 3. Lesson plans:
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 target lesson plans in a way that the cooperative learning can probably be applied and easily observed. Below are some cooperative learning techniques to be applied in our teaching of speaking.
UNIT 4
Activity 1. T. gives out the network below and asks Ss to think of the questions used to ask about the information in it.
.THE THINGS YOU DON’T LIKE
THE THINGS YOU LIKE
TESTS & EXAMINATIONS
SUBJECTS
TIMETABLE
HOMEWORK
NAME OF THE SCHOOL
SCHOOL LIFE
- 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?
 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. Students work in pairs, one student plays the role of an interviewer to ask the other the questions about his/ her school life, using the information in the network. The interviewer will take notes the information for later reporting.
Activity 3. Using the network and the information in activity 2, the student who plays the role of the interviewer will report what he/she has interviewed his/her friend.
Eg: I’ve talked to Nam. He went to Truong Han Sieu lower-secondary school. At school, he had to learnt 10 subjects such as: Maths, Literature, History, English, Geography,. Among these subjects, he like English best because ..
UNIT 5
TECHNOLOGY AND YOU
* Task 1 (Part B: Speaking - English 10)
Teacher makes small changes to the existing material in the textbook to stimulate students to talk about the uses of modern inventions freely:
- Teacher asks students to work in group and fill the table: 
TV
Watch news/performances
I pod
Mobile 
- Change the old invention 
(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.
 Can/ Could you tell me what a cell phone is used for?
 - Well, it is used to talk to people when you are away from home.
à Can/ Could you tell me what a ..is used for?
- It is used to V.
 - On the screen, T shows the pictures of some modern inventions and then asks students to work in pairs, asking and answering about their uses.
UNIT 6
Activity 1. 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
take photographs
travel sickness
have a good view
- In turn, students talk about their favorite seat on the boat. Other students listen 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
 talk about the advantages and disadvantages of reconstruction plan of their 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. 
* Information gap activity: Applied to Unit 12: MUSIC
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.
* Group investigation activity: Applied to Unit 16: HISTORICAL PLACES
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.
3.4. Classroom observation
	We got our colleagues to observe my speaking lessons and give us observation notes as well as their feedback/(comments) 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, we asked our colleagues for observing their teaching speaking lessons.
3.5. 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, 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.
Activities
Date to carry out
1
Keeping the traditional teaching method for oral classes without using cooperative learning approach 
September, 2015 - week 1
2
Prepare major focuses to interview colleagues and students
October, 2015 - week 1-2
3. 
Interviewing 
October, 2015 – week 3 -4
4
Observing my colleagues’ classes and asking colleagues to observe my classes.
November , 2015 – week 1-2
5
Using cooperative learning approach in teaching speaking
November , 2015- week 3, 4
December,2015 - week 1, 2, 3, 4
6
Continuing the class observation to see the students’ motivation in speaking classes with cooperative learning strategy.
January, 2016- week 3, 4
March, 2016 – week 1, 2, 3, 4
April, 2016 – week 1, 2
7
Data analysis
April, 2015 – week 3
8
Designing and running a questionnaire to see students’ attitudes towards cooperative learning strategy in oral classes.
April, 2015- Week 4
10
Writing a report on how cooperative learning can motivate students in oral communication classrooms
May, 2016-Week 1
VI. RESULTS OF EXPERIMENTAL GROUP’S PARTICIPATION
+ Group 1: Control group
+ Group 2: Experimental group
1. Teacher’s talking time and students’ talking time in control and experimental group before the experiment.
Time of speaking lesson
(45’)
Control group (10K + 10C)
(84 students)
Experimental group
(10K + 10C)
(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 speaki