The Effectiveness of Cooperative Learning Strategy through English Village for Teaching Speaking Skill

Hengki, Hengki; Jabu, Baso; Salija, Kisman

doi:10.17507/jltr.0802.12

Cited by 18 publications

(24 citation statements)

References 10 publications

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“…In addition, the students respond positively on the implementation by perceiving that they feel impressed because of the supportive environment in the classroom as well as plenty opportunities for the students to support, encourage, and praise each other (Suwantarathip & Wichadee, 2010). This finding is also in line with studies conducted by Hengki et al (2017) andPrieto Castillo (2007) in the Indonesian and Colombian EFL classrooms respectively, in which learning in groups will not only promote students" speaking proficiency but also positively affect their internal affective-related factors, including their self-confidence and motivation.…”

Section: Promoting Cooperative Learning Atmospheresupporting

confidence: 84%

“…Some empirical studies have revealed that working collaboratively and cooperatively with others can help achieve the purpose of promoting positive and motivating learning which eventually affects positively on the students" speaking performance (see Prieto Castillo, 2007;Hengki, Jabu & Salija, 2017;Suwantarathip & Wichadee, 2010). Furthermore, it is also identified that the students perceive positively toward the implementation of cooperative learning as it can promote essential skills for the students in the speaking classroom (Parra Espinel & Fonseca Canaría, 2010).…”

Section: Promoting Cooperative Learning Atmospherementioning

confidence: 99%

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Tracing Back the Issue of Speaking Anxiety among EFL Learners: From Possible Causes to Practical Implications

Mahmud

2018

jels Untirta

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This paper aims to scrutinize the possible causes of speaking anxiety issue among the Indonesian EFL secondary students and the critical implications to alleviate the issue. Although several studies have discussed the causes of speaking anxiety, those studies do not emphasize the interrelationship between each cause. Hence, this paper attempts to enrich the related field by tracing back the interconnected relationship between the causes of speaking anxiety, as well as rethinking the possible solutions to cope with this issue. Through the exploration of existing empirical studies and the further discussion on Foreign Language Anxiety framework proposed by Horwitz, Horwitz, and Cope (1986) as the secondary research data, this study classifies the causes of speaking anxiety into two major causes, including affectiverelated and linguistic-related causes. The promotion of cooperative learning atmosphere and the needs to rebalance the focus of achieving linguistic accuracy and providing broad speaking opportunities are the critical solutions to cope with the issue. This paper also provides suggestions to enlighten both EFL teachers and researchers in conducting classroom activities in rethinking future research agendas.

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Section: Promoting Cooperative Learning Atmospheresupporting

confidence: 84%

Section: Promoting Cooperative Learning Atmospherementioning

confidence: 99%

Tracing Back the Issue of Speaking Anxiety among EFL Learners: From Possible Causes to Practical Implications

Mahmud

2018

jels Untirta

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“…This research is different from the previous one as it aimed at improving social skill. The result of this research was similar with the one carried out [9]; [3]; [4]; [6] who stated that cooperative learning model is very effective in improving and developing the process of teaching and learning on speaking course as well as increasing passion and academic achievement of students. This learning model has specific features with the teaching of speaking.…”

supporting

confidence: 83%

Developing Beach Ball Group Investigations Cooperative Learning Model to Improve Social Skill in Speaking Course

Darmuki¹,

Hariyadi²,

Hidayati³

2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

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Speaking course at higher education has worthy responsibility and becomes pivotal foundation for the development of personal communication, intellectual, emotional, cultural, and social. This research aimed at developing Beach Ball Group Investigation (BBGI) cooperative learning model to improve social skill and investigating the effectiveness of this model in speaking course. The research design was Research and Development (R & D). The data were collected through questionnaire, interview, assessment sheet of social skill observation, and multiple choices. The data analysis employed t-test and n-gain to test the product effectiveness. The research result concluded that BBGI cooperative learning model was effective in improving student's social skill. It was indicated by coefficient value of tcalculation which was greater than that of ttable, as well as the difference between pre-test and post-test (n-gain) which was in good category.

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“…Unlike traditional teaching technique, Kagan [3] stated that lectures applying cooperative learning technique give their students chances to interact and vary their learning styles so that the students are interested in their learning tasks. Giving chances to interact and vary learning styles needed in developing one of language skills is speaking skill Hengki [4]. Speaking skill is one of the basis of language learning Thuy [5].…”

Section: Introductionmentioning

confidence: 99%

An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject

Darmuki¹,

Hidayati

2019

Proceedings of the International Conference of Science and Technology for the Internet of Things

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The objective of this present research is to understand how lecturers apply the cooperative learning technique in the class and how is the effective of this application technique using audio visual media in developing university students' speaking skill. This research was made in two classes and a qualitative approach adoption. The techniques employed in collecting the main data were classroom observations, interviews with groups of students and lecturers to obtain some insights of the application of the cooperative learning technique and students' oral expressions and behavior to the learning activities in small groups using audio visual media. From the research findings, it is shown that a cooperative learning using audio visual media in a small group could improve the students' speaking skill and ensure that the application of the cooperative learning technique had negative aspects such as noises and conflicts, when the lecturers did not manage and plan the learning activities maximally. Based on the research results, it is recommended that either lecturers and students are able to reduce any problems hindering the success of the application of the cooperative learning technique using audio visual in the class.

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The Effectiveness of Cooperative Learning Strategy through English Village for Teaching Speaking Skill

Cited by 18 publications

References 10 publications

Tracing Back the Issue of Speaking Anxiety among EFL Learners: From Possible Causes to Practical Implications

Tracing Back the Issue of Speaking Anxiety among EFL Learners: From Possible Causes to Practical Implications

Developing Beach Ball Group Investigations Cooperative Learning Model to Improve Social Skill in Speaking Course

An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject

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