People’s Democratic Republic of Algeria

Ministry of Higher Education and Scientific Research

Mohamed-Cherif Messaadia University

Faculty of Letters and Languages

Department of English

Exploring the effect of Cooperative Language Learning Technique in Enhancing Students’

Speaking Skill in EFL Classes

Case of first Year LMD Students of English at the University of Souk-Ahras.

Dissertation Submitted to the Department of English Language in Partial Fulfilment of the

Requirements of Master’s Degree in Didactics of EFL

Submitted by: Supervised by:

Ms. SELLAOUI Nourhene. Ms. DJOUAD Houda

Board of examiners

President: MELLOUK Rebeh

Supervisor: DJOUAD Houda

Examiner: BOUMOUS Moufida

2022/2023
 I

Dedications

I want to thank Allah who supplies me with the power and patience to reach a moment in my

life.

To my source of inspiration, to the ones who supported and believed in me, to my beloved

parents “Salah & Rebeh”.

Special thanks are devoted to my husband for his encouragement and help.

To my sister and brothers.

 II

Acknowledgements

I would like to express my gratitude and appreciation to my dear supervisor Ms. DJOUAD

Houda. I am sincerely indebted for her guidance, and patience throughout the conduction of

this dissertation.

My special thanks go out to all my teachers over the years.

A huge thanks goes to all the students who took part in this study.
 III

Abstract

The present study aims at exploring the effectiveness of using cooperative learning in

enhancing students' speaking skill in the English branch, at Mohammed Cherif-Messadia

University,Souk-Ahras. The major question of this study is whether the implementation of the

cooperative learning lead to better achievement concerning students‟ speaking skill or not.

Based on an exploratory research, a mixed method was used. A questionnaire was distributed

for both students and teachers. The data gathered proves that cooperative learning is effective,

where students accepted to work cooperatively in oral tasks; they discussed topics in groups

and in pairs. Students interacted more with each other and attempted to practice aspects of

language including grammar, vocabulary and pronunciation.

Key Terms: speaking skill, cooperative learning, group work, pair work.
 IV

Résumé

La présente étude vise à explorer l'efficacité de l'utilisation de l'apprentissage coopératif dans

l'amélioration des compétences orales des étudiants dans la branche anglaise, à l'Université

Mohammed Cherif-Messadia, Souk-Ahras. La question majeure de cette étude est de savoir si

la mise en œuvre de l'apprentissage coopératif conduit à de meilleurs résultats concernant les

compétences orales des élèves ou non. Basée sur une recherche exploratoire, une méthode

mixte a été utilisée. Un questionnaire a été distribué aux élèves et aux enseignants. Les

données recueillies prouvent que l'apprentissage coopératif est efficace, où les étudiants ont

accepté de travailler en coopération dans des tâches orales; ils ont discuté de sujets en groupes

et en binômes. Les élèves interagissaient davantage les uns avec les autres et tentaient de

pratiquer des aspects de la langue, notamment la grammaire, le vocabulaire et la

prononciation.

Les Mots Clés: compétence orale, apprentissage coopératif, travail de groupe, travail en

binôme.
 ‫‪V‬‬

‫الملخص‬

‫ذهذف انذساسح انحانُح إنً اسركشاف فاعهُح اسرخذاو انرعهى انرعاوٍَ فٍ ذعضَض يهاسج انرحذز نذي انطالب فٍ فشع انهغح‬

‫اإلَجهُضَح ‪ ،‬فٍ جايعح دمحم ششَف يساعذَح ‪ ،‬سىق أهشاط‪ .‬انسؤال انشئُسٍ نهزِ انذساسح هى يا إرا كاٌ ذُفُز انرعهى‬

‫انرعاوٍَ َؤدٌ إنً ذحمُك أفضم فًُا َرعهك تًهاسج انرحذز نذي انطالب أو ال‪ .‬تُا ًء عهً تحس اسركشافٍ ‪ ،‬ذى اسرخذاو‬

‫طشَمح يخرهطح‪ .‬ذى ذىصَع اسرثُاٌ نكم يٍ انطالب وانًعهًٍُ‪ .‬ذثثد انثُاَاخ انرٍ ذى جًعها أٌ انرعهى انرعاوٍَ فعال ‪ ،‬حُس‬

‫َمثم انطالب انعًم تشكم ذعاوٍَ فٍ انًهاو انشفىَح؛ حُس َالشىا انًىضىعاخ فٍ يجًىعاخ وأصواج‪ .‬ذفاعم انطالب‬

‫أكثش يع تعضهى انثعض وحاونىا يًاسسح جىاَة انهغح تًا فٍ رنك انمىاعذ وانًفشداخ وانُطك‪.‬‬

‫الكللمات المفتاحية ‪ :‬يهاسج انرحذز ‪ ،‬انرعهى انرعاوٍَ ‪ ،‬انعًم انجًاعٍ ‪ ،‬انعًم انثُائٍ‪.‬‬
 VI

List of Acronyms

CL: Cooperative Learning

EFL: English as a Foreign Language
LMD: License Master Doctorate
NHT: Numbered Heads Together
STAD: Student Teams-Achievement Divisions
TGT: Teams-Games-Tournament
 VII

List of Figures

Figure 01: Students most important skill …………………………………………………...41

Figure 02: The students‟ participation in oral expression………………………………….42
Figure 03: Students‟ perception of oral expression module timing……………………….43
Figure 04: Students‟ challenges in speaking skill…………………………………………..44
Figure 05: The speaking activities………………………………………………………….45
Figure 06: The influence of the listening skill on the speaking skill……………………..46
Figure 07: Students‟ preferences of working in oral session………………………………48
Figure 08: Students‟ perceptions on the benefits of cooperative learning…………………49
Figure 09: Students‟ perception on the best based for the speaking skill…………………50
Figure 10: Students‟ perception of cooperative learning effectiveness in developing oral
performance…………………………………………………………………………………..51
 VIII

List of Tables

Table 01: Teacher„s technique of working in the classroom……………………………54

Table 02: Teachers‟ participation……………………………………………………………55
Table 03: Teachers‟ perception on oral expression timing……………………..................56
Table 04: The importance of the speaking skill……………………………………………56
Table 05: Teachers‟ use of the cooperative learning………………………………………58
Table 06: Teachers‟ perceptions on students‟ motivation toward speaking………………58
Table 07: Teachers‟ views on students‟ interaction while working in groups……………59
Table 08: Teachers‟ problems in cooperative learning……………………………………60
 IX

Table of Contents

Dedications .............................................................................................................................I
Acknowledgements .............................................................................................................. II
Abstract .............................................................................................................................. III
Résumé ................................................................................................................................. IV
‫ الملخص‬.................................................................................................................................... V
List of Acronyms ................................................................................................................. VI
List of Figures ................................................................................................................... VII
List of Tables ....................................................................................................................VIII
Table of Contents ................................................................................................................... IX
Chapter One: Introduction of the Study ..................................................................................... 1
Statement of the Problem ....................................................................................................... 1
Aims of the Study ................................................................................................................... 2
Scope / limitation of This Study ............................................................................................. 2
Research Question .................................................................................................................. 2
Structure of the Dissertation ................................................................................................... 3
Chapter Two: Literature Review ................................................................................................ 4
Part One: The Speaking Skill ................................................................................................. 4
Introduction ............................................................................................................................ 4
Definition of Speaking............................................................................................................ 4
The Importance of Speaking................................................................................................... 5
The Nature of Speaking .......................................................................................................... 5
Characteristics of Speaking Skill ............................................................................................ 6
Fluency ................................................................................................................................ 6
Accuracy ............................................................................................................................. 7
Grammar ............................................................................................................................. 7
Vocabulary .......................................................................................................................... 7
Pronunciation ..................................................................................................................... 8
The Function of Speaking Skill .............................................................................................. 8
Talk as Interaction .............................................................................................................. 8
Talk as Transaction............................................................................................................. 9
Talk as Performance ........................................................................................................... 9
Speaking and Listening Connections ..................................................................................... 9
 X

Principles for Teaching Speaking Skill ................................................................................ 10

Classroom Speaking Activities ............................................................................................. 11
Acting from Scripts ........................................................................................................... 11
Communicative Games ..................................................................................................... 12
Discussion ......................................................................................................................... 12
Prepared Talk ................................................................................................................... 12
Simulation and Role play .................................................................................................. 13
The Role of the Teacher in Developing Students‟ Speaking Skill ....................................... 13
The Controller ................................................................................................................... 14
The Prompter .................................................................................................................... 14
The Resource ..................................................................................................................... 14
The Assessor...................................................................................................................... 14
Participant ........................................................................................................................ 15
Feedback Provider ............................................................................................................ 15
Difficulties in Speaking ........................................................................................................ 15
Linguistic Problems .......................................................................................................... 15
Lack of Vocabulary ....................................................................................................... 16
Poor Grammar. .............................................................................................................. 16
Lack of Pronunciation. .................................................................................................. 17
Psychological Problems .................................................................................................... 17
Part Two: Cooperative Learning and Speaking Skill ........................................................... 18
Introduction .......................................................................................................................... 18
Conceptual Definition of Cooperative Learning .................................................................. 19
Cooperative Learning vs. Collaborative Learning ............................................................... 20
Types of Cooperative Learning ............................................................................................ 21
Cooperative Base Groups ................................................................................................. 21
Formal Cooperative Learning .......................................................................................... 22
Informal Cooperative Learning ........................................................................................ 22
Elements of Cooperative Learning ....................................................................................... 23
Positive Interdependence .................................................................................................. 24
Individual Accountability .................................................................................................. 24
Face-To-Face Promotive Interaction ............................................................................... 24
Social Skills ....................................................................................................................... 25
 XI

Group Processing ............................................................................................................. 25

Cooperative Learning Methods ............................................................................................ 26
Student Team Achievement Division (STAD).................................................................... 26
Teams- Games Tournaments (TGT).................................................................................. 27
Jigsaw ............................................................................................................................... 27
Characteristics of Speaking Cooperative Tasks ................................................................... 28
Cooperative Learning Activities ........................................................................................... 29
Think-Pair-Share .............................................................................................................. 29
Roundtable/ Round Robin ................................................................................................. 30
Numbered Heads Together (NHT) .................................................................................... 30
Advantages of Cooperative Learning ................................................................................... 31
Conclusion ............................................................................................................................ 32
Chapter Three: Methods ........................................................................................................... 33
Introduction .......................................................................................................................... 33
Research Design ................................................................................................................... 33
Population and Sampling ...................................................................................................... 33
Students‟ Profile ................................................................................................................... 34
Teachers‟ Profile................................................................................................................... 34
Data Collection Tools ........................................................................................................... 34
Students‟ Questionnaire ........................................................................................................ 35
The Aim of Students‟ Questionnaire .................................................................................... 35
Description of Students‟ Questionnaire ................................................................................ 35
The Section One: The Speaking Skill................................................................................... 35
The Section Two: Cooperative Learning.............................................................................. 36
Teachers ‟Questionnaire ....................................................................................................... 37
The Aim of Teachers‟ Questionnaire ................................................................................... 37
Description of Teachers‟ Questionnaire ............................................................................... 37
Section One: Background Information about Teacher’ Work .......................................... 38
The Section Two: The Speaking Skill ................................................................................ 38
The Section Three: The Cooperative Learning in the Speaking Skill ............................... 39
Ethical Issues ........................................................................................................................ 39
Chapter Four: Results and Discussions .................................................................................... 40
The Analyses of Students‟ Questionnaire ............................................................................ 40
 XII

Introduction .......................................................................................................................... 40
Section One: Students’ Perception on the Speaking Skill ................................................. 40
Section Two: Students’ Perception toward The Cooperative Learning ........................... 45
Discussion of the Main Results from Students‟ Questionnaire ............................................ 49
Analyses of Teachers‟ Questionnaire ................................................................................... 49
Introduction .......................................................................................................................... 49
Section one: Background Information about Teacher’ Work ........................................... 50
Section Two: The Speaking Skill ...................................................................................... 52
Section Three: The Cooperative Learning In the Speaking Skill ...................................... 54
Discussion of the Main Results from Teachers‟ Questionnaire ........................................... 57
Chapter Five: Pedagogical Implications and Recommendations, General Conclusion ........... 59
Recommendations ................................................................................................................ 59
General Conclusion .............................................................................................................. 60
List of Reference ...................................................................................................................... 61
Appendix01 .......................................................................................................................... 71
Students‟ Questionnaire ........................................................................................................ 71
Appendix02 .......................................................................................................................... 76
Teachers‟ Questionnaire ....................................................................................................... 76
 1

Chapter One: Introduction of the Study

Learners focus on developing their oral productions and communicative skills for

expressing their thoughts and exchanging messages. They have to put the language into

practice and experience real communicative situations to improve their English language

learning and enhance their speaking capacity. It seems one big challenge for EFL learners

because they face different difficulties in mastering it. In light of these obstacles, teachers

must ensure that interaction in the classroom plays an important role and help learners to raise

their speaking performance to a high level. They have to provide learners with different

learning strategies to reduce the effects of the difficulties that hinder the communicative

process. Speaking skills can be encouraged through one of the most suitable learning

strategies is cooperative learning. When students sit together, whether in pairs or small

groups, make discussions about a target subject. They are interacting and sharing ideas,

opinions, arguments, and viewpoints, which lead to practice the language and promote the

amount of using speaking and social communication.

Statement of the Problem

Among language learners, English speaking ability is considered one of the most essential

skills to acquire and improve. Learners are paying particular attention to oral production and

speaking interaction to communicate and exchange messages and thoughts. Teachers have to

manage students with more efficient techniques to improve their speaking ability and increase

the amount of language use. Using cooperative learning in the classroom appears to be a valid

method of enhancing students' speaking skills. Thus, the present study seeks to demonstrate

the importance of cooperative learning in developing students' speaking skills.

 2

Aims of the Study

The present study aims particularly at discovering the importance of implementing

cooperative learning in the classroom to improve EFL students‟ speaking skills. Moreover, it

attempts to:

1) Explore the importance of using group work, particularly regarding oral production.

2) Reveal the benefits of using cooperative learning to enhance EFL Student‟s speaking

skills.

3) Focus on students‟ difficulties toward cooperative learning to enhance their speaking

skills.

Scope / limitation of This Study

A particular focus of this study is on the efficacy of cooperative learning in enhancing 1st

year EFL students' speaking skills of English language, particularly in 2023-2024, at

Mohamed _ Cherif Messadia University in Souk _ Ahras.

Research Question

Among the questions this study seeks to answer are:

RQ1: To what extent can the implementation of cooperative learning enhance EFL students‟

speaking skills?

RQ2: what are EFL students‟ attitudes toward cooperative learning in the classroom to

improve their speaking abilities?

RQ3: How do students use group work techniques to overcome speaking difficulties?

Hypotheses

Accordingly, it has been hypothesized:

H1: If teachers use cooperative learning technique, students will develop their speaking skill.
 3

H2: Students will hold positive attitudes towards the use of cooperative learning, if it is

effectively implemented.

H3: Students use group work techniques to overcome their speaking difficulties through

Think-pair-share, Roundtables, and Numbered heads together.

Structure of the Dissertation

This dissertation aims at explore the effects of using cooperative learning on the EFL

students‟ classes. It consists of two parts a theoretical part and a practical part, and contains

five chapters. The first chapter provides a brief history of the speaking skill, the definition, its

importance, its nature, characteristics as well as the function of speaking. Moreover, it

represents some challenges that may influence the student's participation; it addressed also

classroom speaking activities and the role of the teacher. As far as the second chapter is

concerned with the cooperative learning, it addressed the definition, the types. Besides, it

includes the difference between cooperative and collaborative learning, its elements and

methods. Furthermore, it highlights the cooperative learning activities in EFL for improving

the speaking skill. Regarding the third chapter, the beginning of the practical part, it provided

an exploration relying on both students and teachers questionnaire as the only research

instrument used to conduct this piece of research. The fourth chapter presents and discussed

the gathered data including its aim and the analysis of the data collected from the research

tool. Finally, the fifth chapter includes pedagogical implication, recommendations and general

conclusion.
 4

Chapter Two: Literature Review

Part One: The Speaking Skill

Introduction

The communicative capabilities of language attracted much attention. Therefore, learners

focused more on building their communication side to express their feelings and also to be

understood. According to Thornbury (2005) “speaking is so much a part of daily life that we

take it for granted” (p.1). For EFL learners, learning speaking skills is not an easy task unless

they are familiar with general issues related to speaking skills, which are covered in this part.

Shedding light on the most important aspects of speaking skill, starting with its definition, its

importance, its characteristics, and its relationship to the listening skill. Then a careful

description of the speaking functions and the difficulties that EFL learners face in this skill.

Finally, we end up by presenting the most common speaking activities in the classroom which

help to increase the student‟s achievements.

Definition of Speaking

Generally, for most of our interactions with foreign languages, speaking is an essential

skill, it is the ability to express something in a spoken language by putting ideas into words to

make other people grasp the message that is conveyed; therefore, various definitions and

perspectives develop to improve foreign language acquisition. A relevant definition presented

by Jody Apps (2012) ” speaking is the most important skill in English language teaching. It is

almost impossible to have true mastery of a language without actually speaking it” (n.p).

Another definition is provided by (Pewlak, Waniek-klimczak, and Majer, 2011)."Learning a

foreign language in its spoken form is not an easy undertaking; rather, it necessitates a

thorough examination of what might be required in the process of mastering the speaking skill

in light of any potential further difficulties that might arise during learning and teaching it"
 5

Speaking in a foreign language cannot be sustained easily. So, even with some preparations,

there will be hesitations, and repetitions, and these criteria are what make speaking

challenging. According to Keyi (2006), speaking is the most important skill in learning and

teaching a language. The ability to speak the target language is crucial because it necessitates

deep comprehension of the key elements of the speaking ability.

The Importance of Speaking

In the modern, globalized world, effective communication is essential for success in all

endeavors. The use of language in communication is common. Without the use of a language,

perfect communication is not possible between people. In addition, communication with the

appropriate language is necessary for people to achieve their aims, objectives, and goals. The

ability to communicate with people who live in various world regions, states, countries, and

continents is made possible by the fact that English is regarded as the international language

and is used daily. According to Shastri. P (2010) Most of the communication that takes place

in real life situation is oral i.e. either face to face or telephonic. Therefore, Learners need to

develop this skill of speaking for their existence (p.70). The speakers expressed their opinion

in a thoughtful, convincing, and passionate way through their speaking skills. The speakers of

a language must be engaged for any system to function properly. Speaking abilities are crucial

for professional success, but not just one's goals in terms of one's career. One's personal life

can benefit from having good communication skills. The objective of teaching the skill of

speaking English is to develop the ability to express oneself intelligibly, reasonably accurately

and fluently. Being able to speak a few sentences boosts the morale of the learners.

The Nature of Speaking

Speaking is an interactive skill, which involves both listening and speaking. When we

speak we may initiate the speech or respond to other's speech, it follows a cognitive process.it
 6

means we formulate ideas in our mind, decide for sentence structures and words and express

them naturally, speech is often incomplete and sometimes ungrammatical too. The learner has

to learn the elements of spoken language. Speech consists of encoding and transmitting the

message. A person recognizes the sounds, imitates them and finally succeeds in producing the

language as Dave, S stated that the first exposure to a language is through listening to the

sounds (p2), while Thornbury ( 2005) declared that Speaking is also a multi-sensory activity

because it involves paralinguistic features such as eye-contact, facial expressions, body

language, tempo, pauses, voice quality changes, and pitch variation which affect

conversational flow (p9). So that a person can speak not only through sounds but also can

imitate his gestures and body language to transmit the message in better way. He also

declared that Listener should always be on the mind of the speaker to make speech

comprehensible and intelligible. But mere listening does not result in oral fluency. One has to

learn grammar and vocabulary too. Stress and intonation along with speaker's gestures and

facial expressions help to convey and understand the meaning.

Characteristics of Speaking Skill

It is a common desire for all of us to speak a second language well so that, there is some

skills are required to know how the language system works in correct and appropriate way.

Fluency

Nation, P. (2014) said that fluency can be described as the ability to process language

receptively and productively at a reasonable speed (p1). It is about showing a clear connection

between each point that you are trying to make. This ability ensures that the audience can

understand what you are saying and does not become disoriented. Fluency is a commonly

used notion in foreign language teaching, frequently contrasted with accuracy especially in a

communicative language teaching. In ordinary life it often has an extended meaning and is
 7

used as a synonym of overall oral proficiency. So Fluency is the capacity to respond

coherently through the effective articulation of sounds, linking of words and phrases, as well

as the appropriate application of stress and intonation.

Accuracy

For many EFL learners, accuracy is considered very important, and one of the main

responsibilities of an EFL teacher is thought to be to correct errors and ensure the highest

level of accuracy. However, while of course a certain degree of accuracy is needed for all

communication, classroom tasks should not be geared towards more accuracy activities than

fluency, because fluency is just as important. Accuracy refers to how correct learners‟ use of

the language system is, including their use of grammar and pronunciation. In other words,

accuracy is the correct use of tenses, verb forms, collocations and colloquialisms, among

other things. So Accuracy is the capacity to perform without making mistakes, which may

indicate a more advanced level of linguistic control and a more conservative outlook.

Grammar

Grammar and speaking ability are linked. Grammar makes a significant influence to speaking

ability. Individuals with good grammar can communicate successfully. Raynaud (n.d.) says

that the more one knows grammar, the simpler it is to speak in the language and deal with

misunderstandings. Speaking, like any other language competency, such as grammar, should

be taught and practiced in a balanced manner. Grammar governs the right use of sentences in

written or spoken communication.

Vocabulary

According to Thornbury (2005), Learners correct use of grammatical structures requires the

length and complexity of the utterances and well-structured clauses. Choosing appropriate

words for appropriate contexts is the key to improving vocabulary accuracy. Learners
 8

sometimes apply similar words or expressions in various contexts which do not mean similar

things. So learners should be able to use words and expressions correctly. Generally speaking,

it is acknowledged that vocabulary and people's capacity for language are essential

components for successful communication. Vocabulary plays an essential role in oral

production. However, some studies have shown the greater importance of vocabulary in

speaking proficiency compared to other linguistic elements such as pronunciation and

grammar.

Pronunciation

Pronunciation is an important part of oral skill development. Speaking English entails a

variety of sub-skills, the most significant of which is pronunciation (other sub-skills of

speaking include vocabulary, grammar, and pragmatics). Pronunciation is a component of

speaking that focuses on how humans pronounce words and perceive sound. Pronunciation is

a major aspect in English as a Foreign Language, particularly in communication.

The Function of Speaking Skill

Talk as Interaction

According to R_One_Satya (n.d.) our regular communication with others is still interactional.

This relates to what we previously described as discussion. It is a spontaneous participatory

dialogue between two or more people. This is about how individuals attempt to communicate

his message to others. As a result, individuals must use their speaking abilities to interact with

others. The primary goal of this function is to foster social relationships. Speaking as

interaction refers to what we often refer to as "talk" and represents interaction that is largely

social in nature. When individuals meet, they exchange pleasantries, make small chat, share

recent experiences, and so on in order to be nice and establish a comfortable zone of

engagement with others. The emphasis is on the speakers and how they want to exhibit
 9

themselves to one another rather than on the content. Depending on the circumstances, such

discussions might be informal or formal (Richards, 2022).

Talk as Transaction

All About Speaking as a Communicative Skill | Learn English,( n.d). claimed that in a

conversation, the emphasis is on the message that is communicated and on having the other

person comprehend what we want to say by speaking clearly and precisely. In this style of

spoken language, students and teachers frequently concentrate on meaning or talk about how

they comprehend. The purpose of speaking as a transaction is to ensure that the message we

wish to convey to the recipient is comprehended. The emphasis of this sort of speech is on

providing and receiving information as well as getting goods/services.

Talk as Performance

Speaking as a performance function occurred during speeches, public discussions, public

announcements, recounting stories, telling stories, and so on. Speaking as a performing

function is to convey information to an audience. It usually includes public speaking. It

emphasizes on speaking form, correctness, organization, sequencing, and so on. Political

speeches, class debates, and lectures, for example, all employ speaking as a performance. The

Talk as Performance function focuses on preparing students for "real-life" presentations

(Thornbury 2005). As he explains, whether at school or at work, learners may find themselves

standing in front of an audience and making a speech at some point (p.94).

Speaking and Listening Connections

Learners should know that the speaking and listening skills are interrelated skills and they

play a major role in meaningful communication, as put by Thornbury (2005) speaking cannot

exist in isolation of other language skills because of a very few speech events in the real world

exist independently from other skills (p.118). That is to say speaking do not work in
 10

separation, it need the other skills to complete it. Therefore, speaking requires to be practiced

in relation with the listening skill since a speaker needs a listener to comprehend his meaning.

Listening and speaking skills are fundamental determinants of an individual‟s academic

success. Although speaking is involved in expressing and listening is involved in

comprehension, speaking and listening must be considered as activities that form the

communication process, complete each other and cannot be separated. Moreover, the lack of

listening in linguistic will bring poor speaking skill because speaking and listening usually

happen simultaneously. The act of listening involves paying special attention to what you

hear. The importance of listening to the learner in a language classroom lies in the input it

provides. Listening is a basic component of speaking (Rost, 1994).

Principles for Teaching Speaking Skill

According to Burns. A. (2012). The teaching and learning of speaking are a vital part of any

language education classroom. However, teaching speaking remains challenging for many

teachers.

English lessons are the only opportunity most EFL learners have to practice their English. As

soon as they leave the class, they have no opportunity to speak or communicate in English.

Thus, a teacher should devote as much time as possible during class to teaching and

developing their speaking skills so they can speak and communicate effectively in English.

In this respect, a teacher should consider the following principles when teaching and

developing speaking in his/her students.

As cited in Hussain, S. (2017). According to Anuradha et al (2014), following are the

principles of teaching speaking skills:

 11

- Encourage students to speak from day one. If not, sooner rather than too Wait for her to

teach you some words, phrases or sentences.

- If some of the students just repeat what they said, please bear with them.

- If the student answers the question with one word, hold on for a while.

- Allows learners to speak actively using their English skills.

- Suggest structures/phrases/words for learners to use and practice them in different situations

- Encourage backlinks or tail-forwarding techniques to form long sentences through

combination more than ten sentences.

- organize role play and collaborative work wherever possible and supervise learner

corrections active and active passive.

- Prepare well in advance with lesson plans, activities and assignments.

- Allows learners to make mistakes and mistakes at an early stage. Interruption and correction

Impedes language fluency and discourages learners (p.15).

Classroom Speaking Activities

Acting from Scripts

It Provide a rich supply of understandable input in natural and spoken language. It tries to

incorporate real-life experiences into the classroom. It transforms into a potent teaching and

learning tool that has a significant favorable impact on kids' cognitive, social, emotional, and

physical development (Supriya, 2018).

 12

Communicative Games

These exercises will engage students in authentic communication in which the completion of

their communicative task is more essential than the correctness of the language they use. As a

result, teachers must aim to stimulate students to talk by employing games in conjunction with

a communicative approach, in the hopes of creating a favorable environment, encouraging

students to participate actively, and improving the level of students' communicative

competence. A communicative game is a collection of well-designed exercises that can

increase student participation in the classroom. Furthermore, students' confidence will be

formed automatically as a result of its concept in developing interaction habits. According to

Hadfield (1985) game is an activity that contains rules, goals, and pleasant elements. While

Brewster (2004) defines games as any fun activity that provides opportunities for children's

learners to practice foreign languages in a relaxed and pleasant atmosphere

Discussion

Menggo, S. (2016). Claimed that discussion is an active learning process, which is more

likely to maintain students‟ interest than a passive, teacher-directed learning experience; it

secures active involvement in learning which motivates students, particularly when they can

see that others value their contributions and respect their points of view; it develops students‟

ability to analyze the lesson content and express ideas orally, thus enhancing their thinking

and communication skills, it can be an effective way of allowing students to share their

knowledge and experience and an appropriate way to demonstrate to students the relevance of

their background knowledge.

Prepared Talk

According to Bouferroum, A. & Bouhenniba, N. (2020). A prepared speech is probably the

most used activity in speaking classes. It can be individual or group work. In this type of
 13

activity, a student or group of students presents something that has been prepared on a

particular topic, while other students are asked to provide feedback and ask questions about

the topic. There is no doubt that demonstrations allow learners to gain more knowledge about

different aspects of language as they improve and extend their understanding of grammar,

phonology and vocabulary.

Simulation and Role play

Role-playing can also be a very fun and motivating activity in pair and group work. Role-

playing not only provides informal learning through its natural use in communicative

situations; it also facilitates learning to listen, collaborate, and correct others. They should

have time to prepare before their final presentation in class. A real-life situation should be

assumed for this activity. Give them a scenario or two and let the learner come up with

different scenarios for the same function. These mini-conversations should start with basic

structure and vocabulary elements as a guide (Shastri.P. 2010).

According to (Kayi, H. 2006), Simulations are very similar to role-playing games, but they

differ from role-playing games in that they are more involved. In the simulation, students can

bring objects into the classroom to create a realistic environment. For example, students

perform as singers, she sings with a microphone and so on.

The Role of the Teacher in Developing Students’ Speaking Skill

Class (2023) claimed that Teachers play an essential role in the life of their students during

school days and even after school in the practical world. The Role of the teacher is in the

classroom giving instructions that help students in the future. All teachers change roles during

a lesson. The roles will suit the lesson type, activities, lesson aims and the level and age of the

students (The Roles of the Teacher - TKT Cambridge, 2021). Harmer, J. states that „it makes

more sense to describe different teacher roles and say what they are useful for, rather than
 14

make value judgments about their effectiveness. According to ( Oybekovna, D. G., &

Ahmadjonovna, M. M. 2019). there are some of the most common teacher role.

The Controller

The instructor has entire control over the class, including what pupils do, say, and how they

say it. When a new language is taught and exact replication and drilling procedures are

required, the teacher fulfills this position. The instructor is the primary emphasis in this

classroom. The teacher may have the gift of education and can inspire students via their own

knowledge and skill.

The Prompter

The teacher encourages students to participate and makes suggestions about how students

may proceed in an activity. The teacher should be helping students only when necessary.

When learners are literally „lost for words‟, the prompter can encourage by discreetly nudging

students. Students can sometimes lose the thread or become unsure how to proceed; the

prompter in this regard can prompt but always in a supportive way

The Resource

Teachers are a kind of walking resource center, ready to help when needed or to provide

learners with the language they lack when engaging in communicative activities. The teacher

must be available at all times so that learners can consult him when (and only when)

absolutely necessary. As a resource the teacher can direct the learners themselves to use

available resources like the internet, of course there is no need to spoon feed the students as

this takes the learner's attention away from the teacher.

The Assessor

The teacher plays this role to see how well the students are doing or how well they are doing.

Organize and make feedback and corrections. We can grade learners in a number of ways.
 15

The role of the reviewer gives the teacher the opportunity to correct the learner. However, if

not communicated in a sensitive and supportive manner, it can have a counterproductive

effect on students' self-esteem and confidence in learning the target language.

Participant

This role can improve the classroom atmosphere when teachers participate in activities.

However, teachers run the risk of dominating the activity.

A teacher should be a good animator when asking students to give speeches. Sometimes this

can be achieved by developing an activity with clarity and enthusiasm

Feedback Provider

The teacher's feedback on what the students say depends on the teacher's tact and situation.

Teachers can provide feedback on activity content and language used after students complete

an activity or later at the end of a session.

Difficulties in Speaking

Oral skills are seen as a challenge for learners because speaking a foreign language like

English requires not only knowledge of grammar but also the use of English in authentic

contexts. Speech problems are problems that prevent someone from speaking. These problems

will become obstacles for students to improve and improve their oral English ability. The

reason why students have difficulty in speaking is because of Linguistic Problems and

psychological problems ( Fitriani, D. A., & Apriliaswati, R.2015).

Linguistic Problems

Linguistics is the study of language, how it is put together and how it functions(What Is

Linguistics?, 2013). There are some linguistics problems that affect students in speaking, such

as lack of vocabulary, pronunciation and poor in grammar.

 16

Lack of Vocabulary.As cited in Khan, R. M. I., Radzuan, N. R. M., Shahbaz, M., Ibrahim, A.

H., & Mustafa, G. (2018). vocabulary is one of the major most important concerns of the

foreign language learning. According to Schmitt & Carter, (2000). Vocabulary learning is an

imperative part of learning foreign language . demands the learners‟ competence in both

theory and practice. In EFL learning without having adequate vocabulary knowledge, learners

may not show the desired results in language learning process and its competence (Macis &

Schmitt, 2017).

Vocabulary problems occur when someone lacks the vocabulary needed to speak and does not

know how to put words together into a good sentence. Students know exactly what they are

going to say in the source language, but when they have to translate the language into a target

language such as English, they often get confused trying to combine and use the correct

vocabulary (Fitriani, D. A., & Apriliaswati, R. 2015).

Poor Grammar.Grammar is a hard skill to master, even teachers who study English for years

face problems in teaching it (Aza.N. (2020).

Grammar is the study of sentence structure and format, so learning correct grammar may

seem a bit boring, but it's really worth the time and effort. If learners do not understand the

rules of grammar, they will never be able to communicate effectively in English. According to

Celce-Murcia (2001s), grammar becomes difficult because learners do not learn structures

individually. Learners also seem to grasp certain structures; it is not uncommon for learners to

relapse when a new form is introduced into their inter language. For example, a learner who

has mastered the third singular person marker in the present tense may overgeneralize the rule

and apply it to emerging modality, making errors such as "she speaks English." Students may

make these mistakes while speaking because they do not have a good grasp of English

grammar
 17

Lack of Pronunciation.Pronunciation is as important as any other aspects of foreign language

learning like syntax or vocabulary. Correct pronunciation is very necessary to develop

speaking skill. Pronunciation also has close connections to the other fields such as listening

and even grammar. Once a person can pronounce correctly the endings of the words, for

example, he can, at the same time give grammatical information ( Panjaitan, K., Sihombing,

E., Pasaribu, C. C., & Siregar, C. A. E. 2022).

Also Fitriani, D. A., & Apriliaswati, R. (2015) stated that It's important to know how to

pronounce the words. Students have trouble pronouncing words because they do not know

how to spell them properly. This issue causes the students' pronunciation to be incorrect,

which causes the meaning to be inappropriate.

Psychological Problems

Being able to speak well can be a gift for some and a problem for others. We cannot deny that

mastering a foreign language requires not only mastery of the target language, but also

courage. When we are going to have a conversation with another human being, our mental

preparation is essential. When it comes to speaking English, we as language learners are still

hesitant, even though we have been learning English for many years (Tridinanti, G. 2018).

Fear of speaking is a common phenomenon when learning English as a foreign language.

These fears and anxieties show up not only in their use of words like embarrassment, fear,

resentment, frustration, etc., but also in their physical reactions. Furthermore, Speaking a

foreign language can be affected by psychological aspects such as fear and self-confidence.

As noted in (Turk, 2003), those students who experience high levels of anxiety, worry,

anxiety, and low self-confidence in foreign language classes may have difficulty developing

their oral language skills. Anyone who wants to improve their speaking skills must

demonstrate self-confidence, self-motivation, positive behavior patterns, and work hard to

 18

avoid miscommunication. Moreover, As cited in Krismanti, N., & Siregar, M. M. (2017)

stated that Zua in Juhana (2012, p. 103) argued that motivation is an essential component of

learning activities. Experts believe that motivation will be one of the indications defining

good communication. Thus, the teacher's motivation toward the students improves their

ability to speak English. Another issue is shyness, which is an emotional condition that many

students experience when they are required to speak in class. Shyness might cause issues in

students' learning activities, particularly in the class of speaking. Kitjaroonchai and

Kitjaroonchai (2012) discovered a substantial positive relationship between students' learning

motivation and academic accomplishment. Motivation as a smart processor to meet learners'

needs, improve students' learning outcomes, and achieve the goal of the school's curriculum.

It also assists learners in determining what they have stored in their minds, what they are

capable of doing, and what skill they need to master in the target language. Saurik in Juhana

(2011) mentioned most English students are hesitant while speaking the language because

they are afraid of making errors, one of the primary reasons for students' reluctance to speak

English in the classroom. They are also terrified of being mocked by their peers. Nobody likes

to appear foolish in front of others. Instead of attempting, shy people choose to remain mute

rather than disgrace themselves (p101).

Part Two: Cooperative Learning and Speaking Skill

Introduction

Slavin. R. et all. (1985) argued that as a consequence of social changes during the past

several decades, human beings have been pushed to live closer and closer together.

Consequently, the schools have taken an increased role in helping young people to learn the

skills necessary for living successfully with one another. Thus, parallel with the traditional

academic curriculum, the schools have concerned themselves with developing students'
 19

interpersonal skills. Moreover, because of theory and research from the social sciences, many

teachers have become convinced that cooperative activities in the classroom enhance the

learning of the traditional academic curriculum. Indeed, many teachers nowadays strive to

help students in both learning to cooperate and cooperating to learn (p.5). According to

Gillier, R. M. and Ashma, A. F. (2003). One of the most influential educators of the early

twentieth century was the philosopher John Dewey. He believes that education is a life

process, and schools have the responsibility to capture children's interests, broaden and

develop their horizons, and help them respond appropriately to new ideas and influences.

Furthermore, learning should be an active and dynamic process based on the child's growing

curiosity about the world. It should be child-centered and responsive to the social interests and

activities of the child's own development. In this regard, he believes that schools have a

responsibility to foster a natural interest in the social environment in students by encouraging

interpersonal communication and group participation. In the two decades before World War

II, multiple studies of the behavior of individuals in groups showed that when they were

influenced by others, their behavior changed. In actuality, expectations placed on group work

have an impact on how members interact with one another and play an important role in

developing the communication interaction.

Conceptual Definition of Cooperative Learning

According to Felder, R. M., & Brent, R. (2007) Cooperative learning is a group working

method that minimizes these awkward situations and maximizes the learning and satisfaction

that comes from working in a high-performing team. The term Collaborative Learning (CL)

refers to students working in teams to complete an assignment or project when certain

conditions are met, including team members who are individually responsible for the overall

content of the assignment or project. Also, as cited in Felder, R.M., & Brent, R. (2007)
 20

According to the Johnson & Johnson model, collaborative learning refers to instruction in

which students work together in teams to achieve a common goal. Cooperative learning can

be used for any type of assignment given to students in lectures, labs, or project-based work-

based courses. As cited in (Ehsan, N., Vida, S., & Mehdi, N. 2019). One of the major changes

in foreign language teaching methods in recent years is the shift from a teacher-centered

teaching model to a student-centered model, this change marks a new phase in which English

language courses must provide learners with the opportunity to speak the language. In

addition to what Roger, T., & Johnson, D. W. (1994). Argued cooperative groups have

individual responsibility, which means that for the entire group to be successful, all students

must have a good knowledge of the material or spelling. Grouping students into groups

doesn't necessarily lead to a collaborative relationship; it has to be constructed and managed

by a teacher or professor. Moreover, the use of cooperative learning in teaching speaking has

been the subject of extensive research (Al-Tamimi, & Attamimi, 2014). Collaborative

learning is part of a fundamental shift in organizational structure from a competitive

individualistic "mass manufacturing" organizational model to a team-based, high-performance

organizational structure (Johnson, D.W. and Johnson, R.T.1990).

Cooperative Learning vs. Collaborative Learning

Moseley, C. (2020) cooperative and collaboration are two terms that are frequently used

interchangeably. Both terms have become so overused that their distinct meanings have

merged into one. But, contrary to popular belief, they are distinct! Collaboration occurs when

a group of individuals get together to collaborate on a project in support of a common goal,

outcome, or mission. Cooperation, on the other hand, is when a group of people works

together to achieve the aims of another. It's one of your teammates assisting you with your

presentation. Or a coder explaining how to word the Collaboration indicates a shared

 21

ownership and interest in a given goal. Cooperative, on the other hand, may simply indicate

that you assisted them with whatever they were working on.

In simplest terms, Cooperation is the process of working with others to achieve your own

goals. On the other hand, collaboration involves working with others to achieve a common

goal. (Cooperation vs. Collaboration: Elevating the Relationship Between CSMs and

Customers - ESG, 2022).

When two or more individuals study together, we call it collaborative learning. A subset

(or kind) of collaborative learning is cooperative learning. Instead than encouraging students

to compete for grades or success, cooperative learning encourages them to collaborate and

engage in group learning activities under the supervision of a teacher. The diverse abilities,

backgrounds, and acquired knowledge of students strengthen the learning experience. Pupils

learn more in a group than they would separately. Teachers or facilitators arrange and

supervise cooperative learning activities and responsibilities. To recap, cooperative learning

occurs through scheduled, formal tasks that are completed as a group. Instructors create and

supervise the activities, and they monitor the group's progress. Collaborative learning is a

larger concept that encompasses both formal and informal practices (Collaborative Vs

Cooperative Learning: Explained, 2022).

Types of Cooperative Learning

As cited in Master Class, (2021) Researchers David Johnson and Roger Johnson argued

that long-time cooperative learning theorists, have identified three types of cooperative

learning:

Cooperative Base Groups

 22

A cooperative basis group is stable, long-lasting, and varied. This sort of group helps each

other attain academic success or complete a project. The long-term nature of these groups

fosters trust and commitment while also encouraging group and individual accountability.

Furthermore, according to What Is Base Groups | IGI Global, (n.d.) base group is a type of

group used in cooperative/collaborative learning which can form the basic start for other

forms of small group formation. While in other types of cooperative groups members change

over time, base group member stay the same.

Formal Cooperative Learning

Students work in groups for as short as one class session or as long as several weeks. Any

class or component of a class can be structured as a cooperative learning experience by the

teacher.

According to Johnson, D. W., & Johnson, R. T. (1990) formal CL may last for one class

period to several weeks to complete specific tasks and assignments (such as solving a set of

problems, completing a curriculum unit, writing a report or theme, conducting an experiment,

or reading a story, play, chapter, or book) (Johnson, Johnson, & Holubec, 2013). Moreover,

formal cooperative learning should be used whenever the learning goals are highly important,

the task is complex or conceptual, problem solving is required, divergent thinking or

creativity is desired, quality of performance is expected, higher level reasoning strategies and

critical thinking are needed, long-term retention is desired, or when the social development of

students is one of the major instructional goals (Johnson & Johnson, 1989).

Informal Cooperative Learning

This cooperative learning setting occurs throughout a portion or the entirety of a single class

period. Groups are formed on the fly to focus on a specific aspect of the class topic, prepare
 23

for an impending test or assignment, or bring an educational subject to a close. According to

Johnson, D. W., & Johnson, R. T. (1999) Students cooperate to accomplish a shared learning

objective as part of informal cooperative learning. Currently, the groups range in duration

from a few minutes to one class period. (Johnson, Johnson, & Holubec, 1992; Johnson,

Johnson, & Smith, 1991). During a lecture, demonstration, or film, informal cooperative

learning can be used to :

(a) Focus student attention on the material to be learned.

(b) Set a mood conducive to learning.

(c) Help set expectations as to what will be covered in a class session,

(d) Ensure that students cognitively process the material being taught, and

(e) Provide closure to an instructional session.

The instructional task for the instructor during direct teaching is to guarantee that students

undertake the intellectual effort of organizing material, explaining it, summarizing it, and

integrating it into existing conceptual frameworks. Informal cooperative learning groups are

frequently designed in such a way that students participate in three-to-five minute

concentrated conversations before and after a lecture, as well as two-to-three minute turn-to-

your-partner talks interspersed during the lecture (p 5-7).

Elements of Cooperative Learning

According to Johnson, D. W., & Johnson, R. T. (1999). In order for a lesson to be

cooperative, five basic elements are essential and need to be included (Johnson & Johnson,

1989; Johnson, Johnson, & Holubec, 1993). The five essential elements are as follows.
 24

Positive Interdependence

Positive interdependence is the perception that you relate to others in such a way that you can

only be successful if they are successful (and vice versa); that is, their work benefits you and

your work benefits them. It encourages students to work together in small groups to maximize

the learning of all members, share resources, support each other and celebrate their mutual

success. Positive interdependence is at the heart of collaborative learning. Students must

believe they are sinking or swimming together. In every collaborative session, an active

connection of goals must be established through common learning goals (to study the

assigned material and to ensure that all members of your group study the assigned material).

Individual Accountability

Individual accountability refers to assessing each student's performance and feeding the

results back to the group and individually. It is important for the group to know who needs

more help, support, and encouragement to complete the task. The purpose of a collaborative

learning group is to make each member a stronger individual. Students learn together so that

they can perform better as individuals later on. To ensure that each member is empowered,

students are individually responsible for completing their work. Common ways to build

personal accountability are:

(a) give each student a separate test,

(b) randomly select one student's product to represent the entire group,

(c) Have each student explain to a classmate what they have learned.

Face-To-Face Promotive Interaction

Once teachers establish positive interdependence, they must maximize opportunities for

students to contribute to each other's success by helping, assisting, supporting, encouraging,

 25

and praising each other's learning efforts. Cognitive activity and interpersonal dynamics occur

only when students support each other in their learning. This includes verbally explaining

how to solve a problem, discussing the nature of concepts learned, passing on one's own

knowledge to fellow students, and making connections between the present and past learning.

A sense of responsibility to peers, the ability to influence each other's reasoning and

conclusions, social role models, social support, and interpersonal rewards all increase with

increased personal interaction among group members. In addition, the verbal and non-verbal

responses of other group members provided important information about student

performance. The instructional task for the instructor during direct teaching is to guarantee

that students undertake the intellectual effort of organizing material, explaining it,

summarizing it, and integrating it into existing conceptual frameworks. Informal cooperative

learning groups are frequently designed in such a way that students participate in three-to-five

minute concentrated conversations before and after a lecture, as well as two-to-three minute

turn-to-your-partner talks interspersed during the lecture.

Social Skills

To contribute to the success of a collaborative project, interpersonal and small group skills are

required. Putting socially inept people in a group and urging them to collaborate does not

ensure that they will do it effectively. People must be trained and motivated to employ social

skills for high-quality cooperation. Leadership, decision-making, trust-building,

communication, and conflict-management abilities must be taught with the same zeal and

precision as academic talents are.

Group Processing

When group members discuss how well they are reaching their goals and maintaining

productive working relationships, group processing occurs. Organizations must identify which
 26

member acts are beneficial and which are detrimental and make judgments about which

behaviors to maintain or modify. Students must also be provided the time and methods to

assess how effectively their learning groups are performing and the extent to which students

are using their social skills to assist all group members in achieving and maintaining

productive working relationships within the group. Allowing enough time for processing,

making it precise rather than ambiguous, sustaining student engagement in processing,

encouraging students to use their social skills while processing are some of the elements to

good processing., and ensuring that clear expectations as to the purpose of processing have

been expressed. Lastly, in order to apply cooperative learning effectively, instructors must

adapt cooperative learning to their particular circumstances, requirements, and students, as

well as fine-tune their usage of cooperative learning to tackle challenges students have when

working together.

Cooperative Learning Methods

Various cooperative learning methods and models have been developed over the years by

different scholars and put into actual practice in the classroom. ( Tanjung, E. F., Harfiani, R.,

& Nurzannah, N. (2020, September )

Student Team Achievement Division (STAD)

Motwani, R., Kaliappan, A., & Chandrupatla, M. (2022). Defined student Team Achievement

Division (STAD) as a co-operative learning approach premised on a group learning activity

that emphasize learning as a social exchange of knowledge between students, in which each

student is accountable for his or her own learning and is also encouraged to assist others in

achieving their goals. Also Ibrahim, I. S., & Adnan, N. H. (2019) In STAD stated that each

group will consist of four to five members, mixed in sex, race, ethnicity, and academic

performance, in which they need to be responsible upon their team learning as well as
 27

preparing for quizzes. As STAD allows students to help each other, students in each group

will do activities, such as discussion, comparing answer, and correcting mistakes of each

other, helping them to do well for their team. This method enables students to apply their own

knowledge based on what they have learned. The marks are based on the student‟s

improvement scores from previous quizzes. Points will be given to the group who has shown

the improvement from earlier test.

Teams- Games Tournaments (TGT)

Sofya, R. (2018) argued that a learning process should be capable of developing students' self-

esteem, competitiveness, and problem-solving abilities. The cooperative approach of Team

Games Tournament is one method that can be chosen. Team Games Tournament method is a

learning approach that allows students to solve assignments or cases in groups and in a

tournament setting. The examples or instances provided to pupils during the learning process

will motivate them to solve challenges. TGT is a sort of cooperative learning in which

students are divided into study groups of 5 to 6 people with varying skills, gender, and

ethnicity or race. Each group receives a worksheet from the teacher. The given tasks are

completed in collaboration with group members. If any of the group members are unfamiliar

with the specified job, the other group members must provide answers or explain it before

asking the teacher questions (p. 625).

Jigsaw

As cited in In Mebarki, A. Z. (2016) the Jigsaw method Slavin, R. E (1991), stated that the

job is broken into portions and groups of five to six pupils are formed. Each group member

begins by presenting his or her own portion, with the potential of two students sharing a

section. Following that, people from other groups who worked on the same parts convene in

"expert groups" to debate and assess their sections. Following that, students return to their
 28

groups and begin teaching their peers about their parts. Pupils should pay attention to their

classmates in order to learn about other areas. In addition to Jigsaw 2 is another version of

Jigsaw created by Slavin, R. E (1986). Students in this technique work in groups of four or

five. Pupils are required to read a common narrative, which might be a novel, a short tale, or a

biography. Each student should be a "expert" after getting a topic, and then students with the

same themes should gather in groups to discuss and return to their groups to teach what they

have learned. What distinguishes Jigsaw 2 from the original edition is that students take

individual tests, and the scores are the same as the STAD improvement score system. Jigsaw

2 assesses students on their contributions to their groups. The score improvement mechanism

is intended to ensure student fairness and to make students aware that their contributions

benefit both them and their group.

Characteristics of Speaking Cooperative Tasks

Cheraitia, A., & Boukerkeb, S. stated that cooperative learning involves managing students

in groups to complete an academic assignment. Students working together will optimize one

other's resources and talents by asking for information, demonstrating one another's ideas, and

so on. Cooperative speaking activities are imaginative, cognitively hard, and need high level

thinking. Tasks for cooperative speaking should be known, entertaining, and disputed. In

cooperative assignments, students assume responsibility for task completion by thinking

independently and sharing ideas with the group. The students take advantage of the chances

presented in class. The students conquer difficulties and issues while testing each other's

thinking abilities. In cooperative projects, students hunt for resources on their own rather of

relying on the teacher. The students consider their responses and give comments. Students of

varying skills should be assembled for a successful speaking activity, so that less capable

students can learn from more capable students (Jacobs, 2004). Moreover, as cited in Kusrini,

E. (2012) Brown, H. D. (2001) said that it is simple to execute spoken language, but in other
 29

circumstances it is tough. They must have several qualities of effective speaking activity in

order to carry out successful speaking, such as: When students participate in a speaking

activity, they talk a lot. They say as much as possible during the time allotted to the activity of

speaking. The pupils speak a lot throughout that time, and they understand the issue of

speaking. Students are very motivated to participate in the public speaking class. Their

conduct demonstrates a strong desire to complete their speaking assignment and meet the task

objective. Linguistic proficiency is adequate. Learners express themselves in utterance that

are relevant, easy comprehensible to teach other and acceptable level of language accuracy.

means that the students are capable to build good interaction with each other in sharing their

ideas and information (P.270).

Cooperative Learning Activities

Think-Pair-Share

The think-pair-share technique allows students to think about a specific topic by allowing

them to generate individual thoughts and discuss these ideas with another student (Lyman,

1987:48). The think-pair-share technique is a cooperative conversation strategy for assisting

students in group work. The think-pair-share technique, when implemented, can help students

improve their speaking skills. Students can express thoughts that arise in their brains as replies

to questions presented during the teaching and learning process. Students then work with a

pair to share their responses with the class. During a follow-up discussion, students' replies

can be shared with a four-person learning team, a larger group, or the full class at the third

phase. This strategy improves the quality of the debate, and all students have the chance to

learn via contemplation and verbalization (Jones, 2006).Moreover, according to Kaddoura, M.

(2013). This teaching-learning technique is divided into three stages: (1) Think. Through a

question, prompt, or observation, the instructor stimulates pupils' thinking. Students should
 30

think about the question for a few minutes. (2) Pair. Students PAIR up with a partner or a

desk-mate to discuss the answer each came up with. They compare their mental or written

notes and identify the answers they think are best, most convincing, or most unique; (3)

Share. After students talk in pairs for a few minutes, the teacher calls for pairs to SHARE

their thinking with the rest of the class (Robertson, 2006). Think Pair The share teaching

technique encourages students' teamwork and problem-solving abilities.

Roundtable/ Round Robin

As cited in Mebarki, A. Z. (2016). Instructors can consult with foreign language students

through activities such as roundtables or assembly lines. Members of a group work in a line to

develop and construct a list of items relating to a certain topic. The goal of this exercise is to

produce as many replies as possible in the form of a list. This activity allows each group

member to practice speaking, listening, and writing while adding items to the list. When

students have discussed their work, one group member begins presenting the list with one

item. The student then gives the list to the next member of the group, whose task it is to add

another item to the list. When students have discussed their work, one group member begins

presenting the list with one item. The student then gives the list to the next member of the

group, whose task it is to add another item to the list. Students repeat this approach until all

replies have been completed. It is essential that all students contribute at least one item;

ultimately, the group can discuss the items (Park, 2009).

Numbered Heads Together (NHT)

NHT covers four simple stages which can be repeated with various materials in different

subjects (Yeh, 2004). NHT helps create a conducive and lively student-centered learning;

Students are more encouraged to understand the materials because all the group members are

responsible for the task. Slow students will be more enthusiastic to ask others who are better
 31

at comprehending the materials so that their potentials can be maximally developed and their

achievement can be improved as a result. Also that NHT is designed to involve more students

in discussing materials and understanding them (Arends, 2012).

Advantages of Cooperative Learning

According to Faryadi, Q. (2007). Several scholars see the potential of cooperative

learning. Its intellectual and social benefits are widely acknowledged across the world

(Meixia Ding, Xiaobao, Gerald Kulm 2007). Learning from one another helps students

enhance their critical thinking and intellectual skills. (Jbeili, Ibrahim Mohammad Ali, 2003).

Using their collaboration abilities to assist one another in learning and to encourage one

another to participate in problem solving and cooperative learning. As a result, they aim to

improve the group's overall performance (Negangard, Andrea Sue 1992).

Keramati, M. R., & Gillies, R. M. (2021). Stated that Cooperative learning (CL) is

characterized as small groups in which students collaborate to optimize their own and each

other's learning, therefore promoting a range of beneficial cognitive, emotional, and social

advantages. CL believes that when students are interdependently linked, they will collaborate

with one another to achieve their group purpose. CL is an excellent technique for developing

learning and critical thinking abilities. It may also be utilized to assist pupils enhance their

conversational talents, self-regulated learning, and academic motivation. Therefore, Meena,

R. (2020).argued that Cooperative learning groups are regarded strategies for the instructor to

find interaction among all students in order for everyone to gain while teaching the English

language in general or teaching oral communication skills in particular. Students learn how to

convey and receive information in English, create cooperative understanding and visions, and

communicate in an appropriate social manner when they engage and participate in

cooperative working groups.

 32

Conclusion

In this chapter, the focus was on the importance of oral communication generally, and on

speaking specifically in the process of EFL language learning and teaching. It has been

stipulated that speaking is the important skill in learners‟ performances. As a consequence,

different tools to teach speaking skills have appeared in the field of education, and among

them is the cooperative learning which is used in Oral Expression to develop learners‟

speaking capabilities.
 33

Chapter Three: Methods

Introduction

In the previous chapter, we have reviewed some literature related to the speaking skill, as

well as some theoretical issues related to cooperative learning. However, the following

chapter is allocated to get a careful description of the research design including population

and sampling, also, it clarify the tools used in this work which is a questionnaire to both

teachers and students, The current chapter is divided mainly into two sections. The first

section begins with teachers‟ questionnaire including its aim, description, administration and

ends with its analysis, whereas in second section is devoted to the analysis of students‟

questionnaire, in addition to its aim, description and administration. Finally, it addresses the

ethical issues related to the research.

Research Design

The current study implemented an exploratory research based on mixed method in order

to explore the effect of cooperative learning as they occur naturally without any attempts in

enhancing EFL students‟ speaking skill. Therefore, it advocated the use of a questionnaire for

students, a questionnaire for teachers, and the data obtained as a form of quantitative and

qualitative study where the researcher collects data then analyses it.

Population and Sampling

This study attempts to explore the effect of implementing cooperative learning in

enhancing EFL students speaking skill. The population consists of three groups of 1st year

EFL Students and all teachers of oral expression at Mohammed cherif-Mesaadia University of

souk-ahras in the academic year 2023-2024. The total number of population is about 150

students and 5 teachers of oral expression. In the present study, the representative sample is

chosen randomly around 30 % from the whole students‟ population which targeted 34
 34

students because First year LMD students have enough experiences with discussion and group

work in oral expression, so they can engage easily and smoothly within the research. Also,

they would have some experiences and background information about the cooperative

learning and the speaking skill. In addition it includes 5 teachers of oral expression to be

asked according to several reasons: teachers of oral expression are more engaged with the

speaking skill, their main objective is increasing the use of language and promote the amount

of practicing the speaking skill. Moreover, they have already use the cooperative learning in

the classroom, so that, they are more capable to provide us with their personal information,

their experiences with group work then their perceptions about the positive and negative

effects of cooperative learning in oral expression classes.

Students’ Profile

The core of this study is to explore the effect of cooperative learning in enhancing

speaking skill. The questionnaire was administered randomly to (n34) first year EFL students

from the Department of English at Mohamed cherif-mesaadia University, souk-ahras. Which

represents 30% from the whole population (N150).

Teachers’ Profile

The present work was developed through designing a questionnaire for teachers, it was held

with five (5) Oral Expression teachers, at Mohamed cherif-mesaadia university, English

department.

Data Collection Tools

This study‟s aim is to explore Teachers‟ and students‟ perceptions and practices towards

Cooperative learning in enhancing EFL students speaking skill. Seeing the nature of the study

which is exploratory, one research tool was used which is a questionnaire. One questionnaire

was addressed to first year LMD students of English language. The other one was given to 5
 35

teachers of oral expression at Mohamed cherif- messadia university. the data gathered would

be analyzed quantitatively and qualitatively.

Students’ Questionnaire

In this study, it seems to be more practical to choose questionnaire as the main tool to

gather the needed information from our sample students. For this reason, a questionnaire was

administered to first year students in English department at University of Mohammed cherif-

msaadia.

The Aim of Students’ Questionnaire

The questionnaire aims at collecting students „viewpoints about their experiences on

speaking ability in oral sessions and also highlight students perception about the role and at

the same time the impact of cooperative learning on the speaking skill. In other words, this

questionnaire is designed for students to share their viewpoints and experience concerning

cooperative learning and its effects on the speaking skill in EFL contexts. The questionnaire

may be seen as the appropriate tool that can serve our research as a means of gathering a

suitable amount of data with minimum time and efforts.

Description of Students’ Questionnaire

The questionnaire is composed of 14 questions which are divided into two main sections.

Each section involves different types of questions, there are some open-ended questions in

which respondents requested to give clarified answers and explanation to each question, in

other cases, close ended questions where learners select the correct answer from a limited

number of options or respond by yes or no.

The Section One: The Speaking Skill

This section was entitled as “the speaking skill”, it comprised (09) of nine questions

rotating around students‟ knowledge and exposure to the target language. The researcher
 36

believed that it was necessary to know whether students (after spending many years learning

English) have enough awareness that enables them to save a place in today‟s globalized world

and makes them successful communicators. In first questions, it explored students‟ interests

on which skill they want to improve according to their need as EFL learners. Then, in the

second and the third, it tried to find out their attitude towards the participation in oral

expression module, and if two sessions are enough for them or not, it followed by the fourth

question that enable the researcher to discover students speaking challenges in oral tasks.

Furthermore, in the fifth, students were asked about the kinds of speaking activities used in

the classroom. Weather in the sixth question was designed to explore the relationship between

speaking and listening followed by determining students listening tools to improve their oral

performance in the seventh question. The eighth question however, was an attempt to know

students viewpoints regarding speaking skill importance on the learning process. The last

question attempted to suggest some solutions to overcome speaking difficulties.

The Section Two: Cooperative Learning

It was entitled “students ‟perception of cooperative learning”. It composed of (5)

questions which hover at gathering information about Cooperative learning method. The first

questions is designed to see how students prefer to work in the oral expression module and

how frequently they are engaged with group work in the classroom just to have an idea on

how familiar they are with this technique. The second question seeks to reveal some students

viewpoints on the group work (cooperative learning) and its influence on the target skill.

Moreover, the third question tended to know how students prefer to work in speaking

activities with justification. Furthermore, the fourth question, however, had an implicit goal

which is to find out the importance of working in pairs to improve oral performance in

addition to including some reasons. Finally, the research designed the fifth question to explore
 37

what students like or dislike from working in groups (cooperative learning) to the aim of

discovering the barriers that may prevent some students from not doing so.

Teachers ’Questionnaire

One of the most commonly used data collection tools that provide different perspectives

concerning the raised issues and add depth and credibility to the results is the administration

of the questionnaire. Thus, the researcher prepared a paper-based questionnaire and

administered it to (5) oral expression teachers at English department of Mohamed cherif-

mesaadia university.

The Aim of Teachers’ Questionnaire

In this regard, the reason behind choosing teachers questionnaire as a methodological tool

is to gather an appropriate and authentic data. Since They are considering as the primary

source of data collection for the study issue. Our questionnaire is designed for oral teachers‟

since they teach oral expression module. However, they represent the first effective reason in

improving learners‟ speaking ability.

Description of Teachers’ Questionnaire

The questionnaire is composed of 12 questions of series of open and closed questions in

order to get their wider responses and give teachers a chance to express their views points and

teaching experience, which are divided into three main sections. First section is about

teachers‟ background information from their received trainings, teaching experience and their

possible practices at class. The second section is formed of questions relevant to speaking

skill since they are teachers of oral expression. Moreover, the last section represented

teachers‟ perspective on cooperative learning.

 38

Section One: Background Information about Teacher’ Work

This section was entitled “background information about teacher‟ work” and contained (4)

questions. It was designed to gather some knowledge about teachers‟ engagement with

cooperative learning in the classroom. In the first question, teachers were asked whether they

encourage students to speak in oral expression. The aim of this question is to identify the

purpose of oral expression itself is achieved or not. The second question was multiple choices;

it seeks to know the way of oral expression teachers manage their classroom, cooperatively

(on groups or in pairs), or individually with adding a justification. The third question sought

to obtain information about their readiness and willingness to participate and engage on group

work tasks with their students. This question aim is to sought whether teachers were engage

and follow his students reaction during instruction. Moreover, the researcher designed the

fourth question to shed light on the importance of teachers‟ role when students work on

groups (cooperative learning).

The Section Two: The Speaking Skill

This section was entitled” speaking skill”. It contained (4) questions related only to the

speaking skill. In both the first and the second questions teachers were asked whether they

think that two sessions of oral expressions are enough or not and if they focusing on

developing the speaking skill. These questions implicitly aimed to explore to the importance

given by teachers to developing the use of language, the speaking skill in particular. On the

other hand to be compared with students responses. Furthermore, the third question was an

attempt to explore teachers‟ speaking activities used in the classroom to help students develop

their oral production. This question goal is to get students familiar with the target skill which

helps teachers to discover students‟ favorites and get closer to them. The last question of this

section was an attempt to state the challenges faced by students when speaking.
 39

The Section Three: The Cooperative Learning in the Speaking Skill

It is made up of (4) four questions centered on the use of cooperative learning in relation with

the speaking skill, The first question sought to obtain information on how teachers often use

the cooperative learning in oral expression, they were also requested to justify their answers.

Moreover, it is believed that participating in group work may motivate learners to develop

their language skills so that they can succeed in getting their ideas across. So that, in the

second question the researcher asked teachers whether students are motivated to speak when

they are in groups. In the third question, the researcher tried to ask the teachers about the

nature of the relation between students when they are under interaction students compete and

work independently or each student assists the others in the group. The fourth question sought

to know whether teachers faced some difficulties when using cooperative learning, they

requested to mention some of them.

Ethical Issues

Ensuring that ethical standards are followed lies at the heart of any good research, in this

sense, the researcher issuing the questionnaire. Besides, Participants were informed about the

purpose of the study , and they were also provided with full explanation of the content, very

important to maintain the privacy and anonymity of participants, they do not asked to to

mention their names.

 40

Chapter Four: Results and Discussions

The Analyses of Students’ Questionnaire

Introduction

The questionnaire is divided into two main sections; the first is about the students‟

perception of the speaking skill in EFL classrooms. This section is subdivided into ten (09)

main questions; they are centered on identifying students‟ interaction. The second section

concerned with students perception of the cooperative learning, it includes (5) questions. The

questionnaire was distributed to thirty-one (n34) students of first year LMD students at

Mohamed Cherif- Mesaadia University from the total population of (N150).

Section One: Students’ Perception on the Speaking Skill

Question01: Which Skill do You Need to Improve the Most?

Figure01: Students most important skill

As the above chart depicts (82,4%) of the respondents think that according to their needs the

speaking skill is the most important one; whereas, (17,6%) students asserted that the writing

skill is also considered as the most important one and it is closer considered as the same as the

listening skill which took (11,8%) of participants but in other hand no one (0%) considered

the reading skill an essential according to their needs because it much hand-in-hand with the

other skills to help them improving their performance.

 41

Question02: How frequently do you participate in classroom oral exercises?

Figure02: The students’ participation in oral expression

Findings obtained indicate that (38, 2%) of the students claimed that they sometimes

Participate in oral exercises, whereas (29, 4%) of them declared that they do so often. And

only (23, 5%) of respondents appear to be familiar with this because they always participate

in oral classroom.

Despite the fact that (11, 8%) of students stated that they rarely engage in the exercises.

Question03: Are two sessions a week enough for oral expression module?

Figure03: Students’ perception of oral expression module timing

YES
21%

NO
79%
 42

The results show that the majority of students (79%) do not agreed on the module timing,

because they declared that speaking skill is a complex and an important skill at the same time

for them, it should be given more time, some participants stated that oral expression module is

the only place for them to practice the language, the more they practice it the more they

improve their oral production, so that they need more time in the classroom. Whereas (21%)

of participants argued that it is not necessary to double the session timing, because they have

other aids whereby they can improve their speaking, they do not depending only on the

classroom and the guidance of the teacher. Additionally, they have other opportunities to

speak in other modules; others said they feel bored if it is more than two.

Question04: Do you face any obstacles in speaking when you have to take an oral task?

Figure04: Students’ challenges in speaking skill

Lack of
15% vocabulary
and 18%
grammar
44% mistakes
19%
Fear of ye
teachers' s
22% 82%
negatice
feed back

In a multiple-choice question, four choices were provided and the respondents were asked

to state that they are agreed on having some problems in the speaking skill. Findings show

that the majority of students (44%) agreed that the lack of vocabulary and grammar mistakes

can derail them from embarking upon any oral action or activity. (22%) of them claimed that

fear from teachers‟ negative feedback can be challenging to face in the classroom so that they

totally avoid speaking, while (19%) of them clearly declared that they may face a lot of
 43

difficulties when they are front of some people they feel embarrassed and shy. Moreover,

(15%) of the respondents believed that their fear of making pronunciation mistakes may get a

big part from the problems they face during speaking. In fact, these findings allowed the

researcher to put into consideration these challenges and attempt to find a solution that helps

students overcome them all at once.

Question05: Which speaking activity does your teacher often use?

Figure05: The speaking activities

This question aims at highlighting learners‟ option of speaking activities through the choice of

the suitable activity that they prefer to practice in oral expression session from teachers‟ view.

Oral expression Teachers tend to choose the most effective activity that improve their

students‟ speaking level and boost their communicative strategies. According to their

responses, (85,3%) of the students declared that discussion and debate are the most used

activities in the classroom think that speaking, where teachers work on students need to

develop the speaking skill. (26 % ) of the students stated that, both role play and dialogue

activities took the same position for teacher. Only (2,9 ) % of the students choose language

games. This leads to conclude that most students are aware about speaking activities used by
 44

the teacher but it is not an easy task and needs to be developed from both the student and the

teacher.

Question06: Does listening assist the development of the speaking skill?

Figure06: The influence of the listening skill on the speaking skill

This question tends to highlight students‟ perception on the relationship between speaking and

listening to develop their speaking skill. The majority of the students (97,1% ) opt for yes in

the sense that the listening skill play an important to enhance the speaking skill.

Question07: if yes, What do you listen to improve your speaking performance?

The question also seeks to expose students‟ desire and eager to sustain their oral productions

in oral tasks. to develop their speaking skill at least once; the majority of participants are in

the scale of making efforts to improve their speaking because they mentionned diffeerent

listening sources that helped them to engage in speaking such as; podcasts, youtube vedeos,

movies, songs, listen to audios, and also get attached with native speakers to get the correct

pronunciationf from them. We can understand that most of the students have the desire and

most importantly bear the responsibility of sustaining their speaking skill.

Question08: The oral sessions maximize the oral production, and help students to be fleuent

and accurat, do you agree or disagree?

 45

This question aims is to point out the students‟ perception on the benefits of the oral session in

the prosses of learning in which the majority of students strongly agreed on this point, they

claimed that the oral session is the only place where they practice the language with the

guidance d of the teacher. Whereas, few students disagree with this idea because they stated

they that they are careless during the session and do not pay attention.

Question09: Which solutions or strategies do you suggest to overcome the speaking

difficulties?

This question aims at determining students‟ perceptions on the solutions that can help to

overcome speaking challenges that mentioned before. According to the majority of the

participants, teachers‟ roles of being fair with all students and giving equal opportunities to

participate is somehow can reduce the shyness of students . The obtained findings revealed

that both teachers and students regard cooperative learning and working in groups as an

opened door to other oral experiences. Revealing that the group work is an opportunity to

develop their language skills and competencies especially the speaking skill. Moreover, some

participants declared that engaging in oral presentations, role plays, games, talk to natives,

and listening to music can benefits them and considered as strategies to enhance their

speaking performance.

Section Two: Students’ Perception toward The Cooperative Learning

Question01: How do you prefer to work in oral expression tasks?

Figure07: Students’ preferences of working in oral session

15%

in groups
32% 53% in pairs
individual
 46

According to the graph above, (53%) of the participants stated that they prefer working in

groups because they know that it focuses on more discussions which help them to exchange

more ideas. whereas, (23%) of them declared that working in pairs is more comfortable, and it

reduce anxiety, help them to be comfortable especially when they work with their close

friends. Moreover, only (15%) of participants stated that they prefer working individually

because they do not like to take the responsibility of others mistakes, and also they feel more

confident when they are alone means that participants of the first year LMD have different

learning experiences and hold different perspectives which is the aim of this question to know

their perspectives on the cooperative learning.

Question 02: working in groups or in pairs (cooperative learning) can help students raise their

engagement in oral tasks, enrich the interaction with each other, and give teacher opportunity

to raise students‟ awareness toward cooperative learning.

Figure08: Students’ perceptions on the benefits of cooperative learning

The questions attempts to discover whether students agreed on that cooperative learning help

them to raise students engage/participate in oral tasks when it is based on cooperative

learning. According to the graph, a significant majority of students, that is (67,6%) think that

they can engage themselves and participate in oral tasks when they are based on group/pair

work. A satisfactory percentage of students represented in (29, 4) % strongly agree that they
 47

can also engage themselves in cooperative work based oral activities. The majority of students

this may be interpreted as those students prefer group/pair work interactions in the sense that

they can help each other solving the assigned activity. Students with (2%) answered they

disagree and believe in individual work as a way to work on oral activities and thus try to

avoid any interactions with others. This may lead to conclude that they have individualistic

thinking and prefer to think deeply by their own.

Question03: Do you think that speaking activities are better when they are based on

individual work or pair/group work?

Figure09: Students’ perception on the best based for the speaking skill

36% IN
PAIRS/GRO
64% UPS
indiviiduall

As the graph illustrates, the majority of the respondents (64%) opt for the idea that the

speaking activities can be helpful when they are practicing in groups or in pairs. The majority

of the students see that cooperative learning can provide help them through which students

can interact with each other and produce oral language. This practice would help students

correct their mistakes in grammar, vocabulary and pronunciation. The minority of students

who are against the idea may have not experienced the sense of practicing and correcting

aspects of language in groups/pairs unlike those who did. The rest of the respondents in a

value of (36%) decline the idea in the sense that cooperative learning would not contribute in

the development of their oral accuracy in groups but rather individually.

 48

Question04: Does working with groups or pairs develop your speaking and improve your oral

performance? Justify

Figure10: Students’ perception of cooperative learning effectiveness in developing oral

performance

12%

yes
no
88%

The question item tries to expose students' experiences with the usefulness of cooperative

learning in enhancing students' speech performance. As seen in the graph, the majority of

respondents (88%) believe that cooperative learning may help individuals practice spoken

language in order to do it more quickly, with fewer hesitations and pauses, i.e. fluency. A

large minority of respondents (12%) reject the notion, claiming that cooperative learning will

not help them improve their oral fluency. The majority of students believe that cooperative

learning may help them engage with one another and create spoken language fluently if they

listen to one another and feel comfortable when working to achieve fluency. The minority of

pupils who are opposed to the notion may not have the opportunity to practice the language

with their peers, preventing them from developing their oral fluency.

Question05: What aspects of teamwork do you like and dislike the most?

This question attempted to identify students‟ opinions of the good things they like of using

group work in their classes and its bad things they dislike. The majority of students declared

that they like the diversity of ideas, they like cooperation because all members of one team

work on the same goal, competition. In the other hand, they stated that they hate selfishness of
 49

some students, and the differences of students‟ level which can be a big problem for some of

them.

Discussion of the Main Results from Students’ Questionnaire

The discussion comes after submitting and interpreting students' questions. In this study

the findings of the students' questionnaire show that the majority of questions were answered

by all students. Our judgments are based on a study of the students' questionnaires. The data

suggest that the majority of first-year EFL students understand the significance of speaking

ability. Nonetheless, many students they argued that they have difficulties and complexity

when speaking for a variety of reasons. One cause is the lack of information and complexity

that happens whiles public speaking, as well as the dread of making errors. Also, EFL

students declared that the time given to oral sessions is insufficient since they require

opportunities to practice the language elements verbally. According to the results of the

students' questionnaire, most EFL learners participate in classroom discussions to strengthen

and improve their communication techniques. The positive atmosphere that teachers provide

their pupils, on the other hand, plays a crucial part in helping the process of learning a foreign

language. They tend to use a variety of techniques to improve their level of speaking such as

reading, using social media, and interacting in English as daily habits to memorize new words

and improve their pronunciation. Finally, EFL students must trust their ability in order to

execute perfectly, and they must accept criticism in order to acquire a decent level of

speaking.

Analyses of Teachers’ Questionnaire

Introduction

Participants were asked to complete a questionnaire to express their opinions, attitudes,

and impressions concerning the use of cooperative learning to improve EFL students'
 50

speaking skill. Five (5) oral expression teachers completed the questionnaire. As a result, the

part that follows includes quantitative and qualitative analyses and interpretations of the

questionnaire's items and conclusions. As previously stated, the questionnaire is divided into

three sections that address various research perspectives. As a result, each item will be

considered individually in the analysis of these replies.

Section one: Background Information about Teacher’ Work

Question 01: As a teacher how do you encourage students to speak in oral expression?

The main concern behind designing this question is to know whether teachers‟ same fields

of interests may have different techniques using on the perspectives they hold on encouraging

students‟ speaking skill in EFL instruction. When teachers were asked such a question, their

answers not varied a lot. However, the majority of the respondents‟ answers revolve around of

the concept of making the students working on groups or in pairs to enrich discussion with

other students and develop ideas. Furthermore, some of them asserted that encouragement

should be provided through students‟ motivation and the creation of an appropriate learning

environment in which students feel free relaxed. In addition to that teachers should remove all

barriers between them and their student.

Question 02: How do you prefer to manage your classroom while teaching oral expression?

Table 01: Teacher‘s technique of working in the classroom

Options N %
in groups 3 60,00%
in pairs 1 20,00%
Individuel 1 20,00%
whole class O 0,00%
Total 5 100,00%
 51

Teachers were asked how they prefer managing their class during oral expression with

justification. The results illustrated in the table made it clear that a large number of teachers

(60%) prefer that oral expression, in order to be successfully taught, students need to be

organized into groups. Through this question, we can detect how many teachers are using

group works in their classes. This indicates that cooperative learning is an important approach

that is highly used in our schools to facilitate learning especially improves students‟

interaction and enhances students self-confident especially for introverted students. However,

(20%) of teachers prefer students work in pairs because they can exchange their ideas more

and work on details freely. In the other hand, there are some teachers (20%) stated that they

prefer students working individually in order to be able to focus on different needs of the

students.

Question 03: Do you engage yourself (participate) in the task when students work on groups?

Table02: Teachers’ participation

OPTIONS N %
YES 5 100,00%
NO 0 0,00%
TOTAL 5 100,00%

Among the different uses of group work in sharing knowledge, the answers to this question

may help to indicate the extent of teacher‟ awareness of the importance and the benefits of

strengthening the relationship between the students and the teacher through engaging

themselves in the classroom. The results show that all oral expression teachers (100%)

participate in the task when students work in groups by helping them expressing their ideas

especially when they are in a discussion, providing them with examples and guide them also

some teachers talking about their experiences to exchange ideas.

 52

Question 04: When you assign your learners to work in groups, what are your roles as a

teacher in the success of the learning task?

The question is an attempt to reveal teacher role that enable them to help their students in

developing their learning. The majority of oral teachers share the same views concerning

helping EFL learners to promote their speaking level. However, the majority of oral teachers

tend to focus on monitoring and guiding students and some other teachers claimed that they

play the role of a controller during the classroom. In this prospect, teacher is guide and

controller at the same time to simplify tutoring and instructions.

Section Two: The Speaking Skill

Question01: Are two sessions a week enough for oral expression module?

Table03: Teachers’ perception on oral expression timing

OPTIONS N %
YES 3 60,00%
NO 2 40,00%
TOTAL 5 100,00%

The present item is a YES or NO question where teachers requested to justify their answers.

According to the results recorded in the table, we can notice that the majority of the teachers

(60%) agreed that the amount of time devoted to oral expression is sufficient because they

must take into account the weekly schedule of EFL students where they are just reserved for

the students to train the language. However, (40%) see that this amount is not sufficient

because the oral skill is the most important for learners, they feel free to practice it only

during the oral expression, and more time would be needed for practicing speaking, which

demonstrate that they are in accordance with the learners‟ point of view.
 53

Question02: Do you focus on developing the speaking skill in the classroom? Why?

Table 04: The importance of the speaking skill

OPTIONS N %
YES 4 80,00%
NO 1 20,00%
TOTAL 5 100,00%

The results illustrated in the table made it clear that a large number of teachers (80%) think

that speaking skill, in order to be successfully learned and students become fluent and master

the oral production, they need to focus more on developing the speaking skill in the classroom

because it is a part of oral expression, they stated also that oral expression allows students to

speak, share ideas, and express themselves, whereas, one teacher declared that it is important

also to focus on developing ideas rather than the speaking skill. .

Question03: What are the activities you use to develop students speaking skill?

In terms of helping EFL learners to promote their speaking level. EFL teachers claimed that

teaching speaking needs a large quantity of strategies and activities to develop oral

communication. Teachers tend to focus on choosing interesting activities that their learners

will enjoy and get involved. Therefore, the answers illustrate that most of teachers use variety

of activities including discussion, presentations, games, and role playing activities which are

considered as a key element to enhance their proficiency level and raise their self-esteem.

However, they focusing on learners needs and targeting their interest, teachers argued that

their main concern is to make learners participate in complete interaction. Thus, all the

previous activity are of a great importance and contribute in enhancing EFL learners‟
 54

speaking skill. Yet, choosing the suitable activity depends on the learners‟ need and his ability

to cooperate with those activities.

Question04: What are the difficulties that face students when speaking?

While EFL learners produce the language outcome, certain obstacles may occur that create

hindrance for learners. In a multiple-choice question, three choices were provided and the

respondents were asked to state that are likely to occur when engaging in producing the

language and speaking. The obtained results show that oral teachers are aware of the several

obstacles that prevent EFL learners from interaction; the results showed that all oral

expression teachers (5) teachers agreed that the lack of vocabulary, grammar mistakes,

shyness and lack of confidence can derail them from embarking upon any activity. One

teacher of them claimed that all what is mentioned before in addition to their social anxiety

can be challenging which is a negative feeling that is closely related to fear, it is one of the

most prominent and pervasive emotion that effects the vocal production of learners. They

added another obstacle which is lack of motivation where Learners do not have courage to

talk in front of their peers, they are afraid of saying something wrong or incomprehensible.

Section Three: The Cooperative Learning In the Speaking Skill

Question01: How often do you use cooperative learning technique in oral expression?

Table 05: Teachers’ use of the cooperative learning

OPTIONS N %
Always 4 80,00%
Sometimes 0 0,00%
Rarely 1 20,00%
Never 0 0,00%
Total 5 100,00%
 55

Findings obtained indicate that (80%) of the teachers claimed that they always use

cooperative learning in their classes, they appear to be familiar with this technique and can

use it easily to promote the oral production of students, whereas (20%) of them declared that

they use it rarely. And no one stated that he never or sometimes used this technique in oral

expression.

Question02: Are your students motivated to speak when they are in groups?

Table 06: Teachers’ perceptions on students’ motivation toward speaking

OPTIONS N %
YES 4 80,00%
NO 1 20,00%
TOTAL 5 100,00%

This question aims at exploring the extent teachers‟ knowledge of their students. The results

show that the majority of teachers (80%) claimed that their students are motivated when they

are working in groups because it seems that cooperative learning is the most suitable

technique for learning and to speak appropriately. Also, teachers review those students when

they are in groups they feel less controlled, and free to say whatever they want. However,

some others (20%) teachers respond that some of their students are not motivated to speak

without mention any reason.

Question03: How would you characterize the interaction among the students who are in the

same group?

Table07: Teachers’ views on students’ interaction while working in groups

 56

OPTIONS N %

each student assists the others in the group 4 80,00%

students compete and work independently 1 20,00%
TOTAL 5 100,00%

Speaking English in the EFL classroom requires that teachers choose the best ways to

encourage classroom interaction. The interpreted results show that the majority of teachers

(80%) stated that when students working in groups, each student assist the others. where in

the other hand there is who declared (20%) that some students compete and work

independently.

Question04: Do you face certain problems when you use cooperative learning technique? If

yes, identify some of them.

Table 08: Teachers’ problems in cooperative learning

OPTIONS N %

YES 4 80,00%
NO 1 20,00%
TOTAL 5 100,00%

This question is a test for teachers to clarify if they have problems or difficulties when using

cooperative learning. All teachers suffered from several problems. One of them is noise

Classroom management when students set for group work and mainly in the beginning of the

class when they change their places to form groups. However, teachers considered the

„wasting time‟ as one of the challenges, where students spend too much time in doing the

activities. Some others face the chatting problem during the session, students do not follow.
 57

Additionally some students when working in groups they rely on their peers work and do not

make any efforts.

Discussion of the Main Results from Teachers’ Questionnaire

Analyzing the teachers‟ questionnaire has revealed many facts on teachers‟ attitudes

towards teaching speaking, their behavior in the classroom and their perception about

techniques and strategies to enhance EFL learners speaking skill. Teachers who answered our

questionnaire were all oral teachers with long experience in teaching oral expression session;

they are capable of providing the necessary knowledge concerning the topic. According to the

participants‟ responses to the questionnaire, oral teachers at Mohammed Cherif-Messadia

University are aware of the importance of the speaking skill (Table04) and the positive effect

of cooperative learning on students‟ speaking performance since the majority of teachers

claimed that they do their best to develop the speaking skill in the classroom. The obtained

results show that oral teachers are aware of the several obstacles that prevent EFL learners

from interaction; they mentioned some problems that are related to psychological problems

such as shyness, anxiety and less confident. Besides, linguistic problems like lack of

vocabulary and grammar. It is considerable to state that teachers' questionnaire results

revealed that communicative activities are indeed helpful in oral expression such as

presentations, group discussion, role playing, and games. In terms of helping EFL learners to

acquire new vocabulary, strengthen their pronunciation and allow them to ameliorate their

speaking competence. Teachers reported that they use different cooperative learning activities

such as and presentations to increase the students capacity of producing the language to the

aim of overcoming the previous difficulties they face during speaking. Additionally, since

teachers of Oral Expression module are more familiar with the obstacles and the problems

that students are facing during their learning process; results showed that they play an

important role such as guiding, controlling and monitoring their students to reach a high level
 58

of understanding the target skill. These roles become the solution for teachers‟ obstacles when

they use cooperative learning as a technique in learning. They controlled students to not

making noise and do not wasting time. Also, they guide them and monitoring them to be more

self-confident and motivated for learning. In addition to their long experience in this field it is

more vital to use their precious suggestions to help the learners to overcome their fears and to

solve any future problems.

 59

Chapter Five: Pedagogical Implications and Recommendations, General Conclusion

Recommendations

Recommendations throughout this study, we understood that:

- Before introducing the concept of cooperative learning, teachers must familiarize students

with social skills such as supporting one another, sharing and exchanging ideas, and accepting

one another's views.

- In the classroom, there should be a cooperative attitude; this may be done by establishing

group-building activities that are characterized by support and aid rather than rivalry. These

exercises foster a feeling of meaningful relationships, which will help pupils profit from and

practice the language.

- In cooperative learning tasks, students must be aware of their "fair share" in order to

support and assist the entire group in achieving a learning goal.

- Students should be provided more opportunities to speak and utilize the language in the

classroom and among them in order to gain more experience. This activity would help

students improve their language skills, such as the right application of grammatical rules, the

selection of acceptable vocabulary, and pronunciation.

- Students must be provided many opportunities to speak the language in order to practice and

execute smooth and fluent language without many hesitations and pauses, as well as with

confidence.

- Pupils must be taught that their efforts are critical to the group's overall success.

- The teacher's role is not overlooked; the teacher must monitor and help as needed by moving

about the groups.

 60

General Conclusion

Our research was conducted to explore the influence of cooperative learning on improving

the student's speaking skill and pays attention to the effectiveness of such technique on the

student's achievements. It was hypothesized that if cooperative learning is to be applied in

EFL classes, it will results in the improvement of speaking skill. The first chapter provides a

brief history of the speaking skill, the definition, its importance, types as well as the benefits

of teacher led discussion. Moreover, it represents some factors that may influence the

student's participation. As far as the second chapter is concerned with the cooperative

learning, it addressed the definition, characteristics. Besides, it includes the importance, its

types and purpose. Furthermore, it highlights the cooperative learning problems in EFL and

some speaking activities for improving the skill. Regarding the third chapter, it provided an

investigation relying on both students and teachers questionnaire as the only research

instrument used to conduct this piece of research. Throughout the analysis of the data

collected from the research tool, the findings revealed that cooperative is an effective teaching

strategy for improving EFL student's speaking skill. It helps students enhance their critical

thinking skills as well as their oral proficiency. As it provides them with opportunities to

express their opinions and ideas freely and overcome their fears.
 61

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Appendix01

Students’ Questionnaire

Introduction

Dear Student, You are kindly requested to answer some questions for my dissertation that

intends to explore the Effect of Cooperative Learning in Enhancing EFL Students Speaking

Skill. Your responses are very necessary for the validity of the present study. Please answer

the following questions. Thank you for your collaboration.

Section One: Students’ Perception of The Speaking Skill

Tick in front of the appropriate answer

1. Which skill do you need to improve the most?

a. Listening ☐ b. Reading ☐ c. Speaking☐ d. Writing☐

2. How frequently do you participate in classroom oral exercises?

a. Always ☐

b. Often ☐

c. Sometimes☐

d. Rarely ☐

e. Never ☐

3. Are two sessions a week enough for oral expression module?

Yes ☐ No ☐

Why? ……………………………………………………………………………………………
 72

4. Do you face any obstacles in speaking when you have to take an oral task?

Yes ☐ No ☐

If yes, is it because:

A- Fear of taking debate in public. ☐

B- Fear of making pronunciation mistakes. ☐

C- Fear of teachers‟ negative feedback.☐

D- Lack of vocabulary and grammar mistakes.☐

D- Others (please, mention them)

…………………………………………………………………………………………

5. Which speaking activity does your teacher often use?

Discussion and debate ☐ Language games ☐

Role plays ☐ Dialogues ☐

Others please mention them……………………………………………………………………

6. Does listening assist the development of the speaking skill?

Yes ☐ No☐

7. If yes, what do you listen to improve your speaking performance?

Yes ☐ No☐

Please, justify your answer:

 73

…………………………………………………………………………………………………

…………………………………………………………………………………………………

8. Please, read the following sentences and then TICK () the appropriate box

Agree Disagree Strongly Strongly Neutral

agree disagree
Developing
the speaking
skill is
essential in
the process
of learning a
foreign
language
Oral
expression
sessions help
students
maximize
their oral
productions
Students
must be
given
opportunities
to speak in
oral tasks so
that they can
practice their
oral fluency
and
accuracy.

09. Which solutions or strategies do you suggest to overcome the speaking difficulties?

…………………………………………………………………………………

……………………………

Section Two: Students’ Perception toward the Cooperative Learning

 74

1. How do you prefer to work in oral expression tasks?

In groups ☐

In pairs ☐

Individually ☐

Please, justify your selection ……………………………………………………………..

………………………………………………………………………………………… …..

……………………………………………….

2. Please, read the following sentences and then TICK () the appropriate box

Agree Disagree Strongly agree Strongly

disagree
Working in
pairs/groups
(cooperative
learning) can
help students
raise their
engagement in
oral tasks.
It is difficult to
work with
classmates in
groups/pairs.
Teachers should
raise students‟
awareness
towards the
skills of
cooperative
learning.

3. Do you think that speaking activities are better when they are based on?

Individual Work☐ Pair/Group Work ☐

 75

please justify:...................................................................................………………….................

..........................................................................................................................................

.......................................................................................................

4. Does working with pairs develop your speaking and improve your oral performance? If yes

or no, are there particular reasons

………………………………………………………………………………………………

5. What aspects of teamwork do you like and dislike the most?

……………………………………………………………………………………………
 76

Appendix02

Teachers’ Questionnaire

Dear Teacher,

This Questionnaire is designed mainly to explore the effects of implementing cooperative

learning in enhancing EFL students speaking skill at souk-ahras University. Please answer the

following questions and make comments when necessary. Your comments and responses are

necessary to handle certain problems that correlate negatively to the implementation of

cooperative learning technique. We will be grateful for your help and collaboration.

The Questions

Tick in front the appropriate answer

Section one: background information about teachers’ work

1: As a teacher how do you encourage your students to speak during the oral expression

session?

…………………………………………………………………………………………………

………………………………………………………………………………………………….

2: How do you prefer to manage your classroom while teaching ?

a. In groups☐ b. In pairs ☐ c. Individually ☐ d. As a whole class☐

Please justify your answer

…………………………………………………………………………………………………

……………………..
 77

3: Do you engage yourself (participate) in the task when students work on groups?

Yes ☐ No ☐

How:

…………………………………………………………………………………………………

…………………………………………………………………………………………………

………………………………………………………………………..

4: When you assign your learners to work in groups, what are your roles as a teacher in order

to assure the success of the learning task?

………………………………………………………..

………………………………………………………………………………………………

Section Two: The Speaking Skill

1: Are two sessions a week enough for oral expression module?

Yes ☐ No ☐

Why?

…………………………………………………………………………………………………...

.......................................................................................................................................................

2: Do you focus on developing the speaking skill in the classroom?

Yes ☐ No ☐

How?………………………………………………………………………………………

3: What are the activities do you use to develop the students speaking skills?
 78

………………………………………………………………………………………………

………………………………………………………………………………………………

4: What are the difficulties that face students when speaking?

a. Lack of vocabulary☐ b. grammar mistakes☐ c. Lack of anxiety☐

d. shyness☐ e. Lack of pronunciation ☐

Others :………………………………………………………………………………………

Section Three: The Cooperative Learning In the Speaking Skill

1: How often do you use cooperative learning techniques in oral expression?

a. Always☐ b. Often☐ c. Sometimes☐ d. Rarely☐ e. Never☐

Why?

.................................................................................................................................................

2: Are your students motivated to speak when they are in groups?

Yes ☐ No ☐

Why

…………………………………………………………………………………………………

……………………………………………………………………………………………

3: How would you characterize the interactions among the students who are in the same

group?

A. Students compete and work independently.☐

 79

B. Each student assists the others in the group.☐

4: Do you face certain problems when you use cooperative learning technique? If yes,

Identify some of them:. ………………………………………………………………….

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

Thank you for your collaboration