(Sáng kiến kinh nghiệm) using cooperative learning in teaching speaking competence for the 11th form students

A. INTRODUCTION
I. RATIONALE OF THE STUDY.
Nowadays English has become more and more important part in Vietnam
and it is an international language. Therefore, it has been taught in Vietnam from
primary schools to high schools as a compulsory subject.
With many years of experience in teaching English at Nguyen Quan Nho
high school, I found out that speaking stages are very important in teaching
speaking and it also has significant effects on the students’ speaking
performance. If students do not prepare well enough they can not speak well.
They can not even speak anything. However, my students have met difficulty in
oral communication classes. This is, as recognized, due to their little motivation
in the English oral classes. Many of my students usually find no interest in
speaking English even they are asked to do and some, in other cases, feel less
confident when they use English to interact among class members because of
their language ability. Therefore, I have tried lots of possible teaching methods
in oral class so as to probably change the current situation. Among many
teaching techniques for speaking skill I found out that cooperative learning
strategy, as group-work learning, has lots of interesting activities from which my
students can benefit in English oral classes, for they will get more confidence
and chances as well to express their ideas and opinions among group members.
My students will feel more motivated when they have chances to engage in a
variety of speaking activities such as round robin, three-step-interview (Spencer
Kagan), team jigsaw (Sikes and Snapp 1978) or group investigation, etc. By
using teaching method of this kind, I hope that my students’ attitude towards
English oral class will have a lot of positive changes. They, to large extent,
become more activated and ready to work hard to master their speaking skill in
all oral communication classes. Therefore, I decided to apply “Using
cooperative learning in teaching speaking competence for the 11 th form
students ” as the topic of my research.
II. AIMS OF THE STUDY.
This paper aims at research carried out with 11th graders at Nguyen Quan

Nho High School. The main objective of the research was to establish strategies
to help students to improve their oral ability in English. Instruments used to
collect the data were: lesson plans, student questionnaire, class observation,
teacher’s notes and diary and interviews. Considering the data gathered, this
research prompted a more cooperative environment among students in the oral
process. Finally it was a way to motivate other teachers in the school to work
with these kinds of strategies.
1. Research questions
This study is carried out to find the answer to the following questions:
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1. Why do my students become unmotivated in oral communication
classroom?
2. What benefits of cooperative learning can my students accomplish?
3. What can we do to improve their motivation in oral communication
classroom?
2. Definition of specific terms
+ Cooperative Learning: The instructional use of small groups so that students
work together to maximize their own and each other’s learning (Johnson &
Johnson, 1993).
+ Motivation: Motivation is defined as the impetus to create and sustain
intensions and goal seeking acts (Ames & Ames, 1989).
III. SCOPE OF THE STUDY.
With this study, I put focus on investigating and discovering obstacles or
difficulties encountered by students in English speaking lessons at Nguyen Quan
Nho high school. From these findings, the internal and external causes are
analyzed to give some suggestions for tackling them in order to motivate
students and help improve students’ speaking competence.
The study was conducted on the students of grade 11 at Nguyen Quan

Nho high school with the textbook “Tiếng Anh 11”.
IV. METHODS OF THE STUDY.
- Using the text- book to apply to each lesson and section.
- Using references to improve.
- Pictures and other materials.
- Discussing with other teachers,
- Observing and drawing out experiences.
B. DEVELOPMENT
I. LITERATURE REVIEW.
According to Cohen(1994) and Weidner(2003: 33), Cooperative learning
can be characterized as a social process in which knowledge is acquired through
the successful interaction between the group members. Also, Slavin(1995: 2)
said cooperative learning refers to variety of teaching methods in which students
work in small groups to help one another learn academic content. In cooperative
classrooms, students are expected to help each other, to discuss and argue with
each other, to access each other’s current knowledge and fill in gaps in each
other’s understanding.
Learners, on the one hand, can gain such great achievements, social
benefits and economic benefits through cooperative learning, which is seen as
key changes in societies Weidner(2003: 18-25). Obviously, more learners can
probably become the winners by joining in cooperative learning and sharing the
success of achievements among them, Slavin(1984). Cooperative learning
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produces greater student achievement than traditional learning methodologies
(Slavin 1984). Low achieving students when grouped with higher achieving
students tend to be more hard-working, for there is a competition among groups
in cooperative learning. Likewise, one of the essential elements of cooperative
learning is the development of social skills. Besides academic benefits, learners

can retrieve social benefits, which can be understood in a way that those who
collaboratively work can know how to cooperate with others. Much has been
learnt from others’viewpoints other than from their own. Social interaction
improves communication skills that become a necessity to functioning in
society. Last but not least, cooperative learning requires fewer materials as
learners can share among other group members. Less equipment is necessary so
learners can save money without sacrificing the quality of education.
Teachers, as a role of a coach, a facilitator, and sometimes a spectator in
this approach, are also the beneficiaries from the cooperative learning. By
applying cooperative teaching method, teachers can probably save their time for
their target lessons. This is due to the fact that when the classrooms are well
organized students will work more effectively rather than one that is clutter.
With traditional teaching methodologies, students sit in pre-arranged rows. Class
members may be of oversize. Cooperative learning works best when group size
is of smaller clusters of about 3 or 4 students. Furthermore, teachers become
more interactive with each cluster during the class time. He/ she can easily
manage group work or monitor group actions and behaviors, for all activities are
well prepared in advance. Finally, teachers can no longer be under increasing
pressure to work with each individual, which possibly put them into stress in
some way.
In summary, cooperative learning approach has far and away proved itself
as an effective way to motivate learners in EFL classroom in comparison with
other teaching techniques or approaches. Thus, it is the teachers that should
know when and how to use it in their classrooms in order that the lessons are
better taught and the learners will benefit more from the teacher’s teaching.
II. METHODOLOGY AND RESEARCH SCHEDULE.
1. Independent and dependent variables

The use of cooperative
learning

Operational definition:
Teacher uses the cooperative
learning approach to help
motivate students to speak
English in the class

To motivate students in
oral communication
classrooms

Operational definition:
Students get motivated and
more confident in English
speaking classes.

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2. Research design
Research Questions
1. Why do our students
become unmotivated in
oral communication
classroom?
2. What benefits of
cooperative learning
can my students
accomplish?
3. What can we do to

improve their
motivation in oral
communication
classroom?

Research
Instruments
- interviews
- Teacher’s lesson
plans

Subjects
- Grade 11
- Age: 17
- Level: Preintermediate

- teacher’s diaries

- School name:
Nguyen Quan
Nho High
school

- Student
questionnaires

- Sample size:
90 students

- class

observations

Tools for
analysis
- Frequency
count
- Percentage
- Critical
discourse
analysis of
classroom
observation.

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

Interviews

Classroom observation

The use of cooperative learning

Classroom observation

Analysis of classroom observation notes

Students’ Questionnaires

3.1. Selection of the subjects:
My research is carried out to see how effectively my students interact in
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English oral classes and how well they speak English when the cooperative
learning approach is applied in the teaching of speaking. My subjects are 11 th
graders who are studying at Nguyen Quan Nho High School. My teaching is
conducted with 90 students from classes 11B3, 11B4, they are at the age of 16
or 17. Although my students are best selected from the Entrance Examination,
they seem not to be good at speaking English. It is due to the fact that the annual
exams are designed to focus on only English grammar, reading and writing but
listening and speaking skills. As a result, they are in the state of being timid in
oral classes. For this reason, I decided to apply cooperative learning approach as
a method to motivate my students to learn to speak English effectively in the
classrooms.
3.2. Interviews (See APPENDIX).
Interviews are carried out to see how my students feel about the English
oral classes and to find out what difficulties they are coping with. I interviewed
our colleagues and other 90 students to see their viewpoints from which I
probably choose a suitable method for my teaching.
Factors that prevent students from taking part in speaking activities
What factors prevents you from participating in speaking activities
Numbers
%
(90 Ss)
Factors
a. Speaking activities are difficult because I don’t have
enough words to speak.
b. Be shy and fear of mistakes and derision.

c. Speaking activities are not interesting, the topics are
boring.
d. The teacher doesn’t encourage students to speak.

50

55%

20

22%

15

17%

5

6%

3. 3. Lesson plans:
Lesson plans play an important role in the work of teaching. Teachers will
know what and how to teach their students. Hence, it is essential that I need to
collect lesson plans as a data source for my Action Research.
Basing on the textbook “Tieng Anh 11” (national English textbook issued
by MOET of Vietnam), I choose some of the speaking periods to design my
target lesson plans in a way that the cooperative learning can probably be
applied and easily observed. Below are some cooperative learning techniques to
be applied in my teaching of speaking.

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UNIT 1: FRIENDSHIP
Period: 4

Lesson 2: Speaking

Activity 1. Teacher gives out the network and people below and asks Ss to think
of the questions used to ask about the information in it to describe their physical
charcteristics.
Objectives of activity: Students will be able to describe the physical
characteristics of some people in the picture.
Face
(square,oval,
round…)

Hair
(long, shott,
black…)

Eyes
(small, big,
brown…)

Describing people’s
appearance

Nose
(straight, small,

flat…)

Lips
(thin, full, heart
shaped…)

Build
(slim, thin,
plump…)
Appearance
(handsome,
beautiful, ...)
Height
(tall, short,
medium…)

- T. calls on some students to give their answers
Eg: 1. Can you describe the boy in the picture?
2. What does the boy look like?
3. Does he have short hair?
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4. Is he tall or short?
5. What colour are his eyes?
6. Does he have a round face?
7. Is he wearing a pair of glasses?
8. Is he handsome?
Activity 2. Students work in groups. Discuss and number the following
personalities in order of importance in friendship.

Objectives of activity: Students will be able to understand some adjectives in
the book to order of importance in friendship.
1

2
3

9

4

FRIENDSHIP
8

7

caring
sincere
helpful

6

hospitable
generous
understanding

5

modest
honest

pleasant

- Teacher divides the class into 3 groups and asks students to complete the
network.
Activity 3. Students work in pairs, one student plays the role of a journalist is
going to interview an other student to ask some questions about his/ her friend.
Using the network and the information in activity 2.
Objectives of activity: Students will be able to ask and answer some questions
to describe the physical characteristics and personalities of their friends.
Example:
A: What’s your best friend’s name?
B: Her name is Lan.
A: When was she born? (How old is she?)
B: She was born in 2001. (She is 17 years old)
A: What does she look like?
B: She is very beautiful. She is tall. She has big eyes and long black hair.
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A: What is she like?
B: She is helpful and honest.
A: What does she usually do in her free time?
B: She usually reads book in her free time?
A: What are her hobbies?
B: They are reading and swimming.
A: What subject does she like best?
B: She likes Maths best.
A: How much time does she spend on Maths every day?
B: About an hour a day.
UNIT 3: A PARTY

Period: 15

Lesson 2: Speaking

Activity 1: Warm up: Brainstorming: Types of parties.
Objectives of activity: Students will be able to talk about some kinds of parties
and revise the vocabulary on the topic party.
Birthday
Valentine’s day

House warming

New year

Parties

Wedding
Graduation

Farewell

Thanks-giving

Activity 2: Think of a party you have been to. Choose from the list the things
you want to talk about.
Objectives of activity: Students will be able to talk about a party.
- Whose party was it?
- What was the occasion?
- Did you take a gift for the host?
- Who did you go with?

- Where was the party?
- Were there any decorations?
- Were there a lot of people there?
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-

Did you know most of the people there?
What sort of the drink and food did you have?
What was the music like?
Did you dance?
Did you meet anybody nice there?
What time did it start?
What time did it finish?
Did you stay to the end?

Activity 3: Work in pairs. Tell your partner about the party.
Objectives of activity: Students will be able to ask and answer about the
party they have been to.
Example:
A: Whose party was it?
B: It was my friend-Lan
A: What was the occasion?
B: It was Lan’s birthday party.
A: Who did you go with?
B: I went with some my friends.
A: Where was the party?
B: It was held at Lan’s house.
A: Were there any decorations?

B: Yes, there was.
A: Were there a lot of people there?
B: Yes, there were a lot of her friends at there.
A: Did you know most of the people there?
B: Yes, I did. Because most of them are my friends.
A: What sort of the drink and food did you have?
B: I ate cake and drank orange juice.
A: Did you dance?
B: No, I didn’t.
A: What time did it start?
B: It started at 7.30.
A: What time did it finish?
B: It finished at 9p.m.
A: Did you stay to the end?
B: Yes, I did.
Activity 4: Work in groups. You are going to take part in a competition to
organise the best party. Decide on the following.
Objectives of activity: Students will be able to negotiate in order to come up
with a plan sor their parties.
When
(date and time)

Where
(home?
Restaurant?)

Entertainment
(dance? music?
game?)

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Dressing codes
(formal?
informal?
costumes?)
Who to
to invite
invite
(family?relative?
(family?relative?
friends?
friends?
classmates?)
classmates?)

Planning
a party

Budget
(How much to
spend? How
much to

Decorations
Decorations
(colored light
(colored
light

bulbs?flower?)
bulbs? flower?)

Food and drink
(cook our or
order? vegetarian
food?)

Teacher devides the class into small groups of three or four and gets them
to do task 3, which is planning a party in the best way they can for a party
competution. In groups, students will negotiate in order to come up with a plan
sor their parties.
Unit 8:
Period 45

Celebrations

Lesson 2: Speaking

1. Activity 1: Discussion
Objectives of activity: Students will be able to talk about the celebration of Tet
in Viet nam.
- Work in pairs and discuss about these questions.
1. What have you known about Tet holiday? Or What is Tet? Or What time of
the year is it?
2. What spesial dishes or foods are prepared on Tet?
3. Tell about Tet’s decoration.
4. What activities people usually do during Tet?
*Suggested answers:
A: What have you known about Tet holiday?

B: It’s time when Vienamese people celebrate the beginning of spring. It’s also
the start of the lunar New Year.
A: What spesial dishes or foods are prepared on Tet?
B: Many traditional foods are prepared such as Banh Chung, Mut…so on
A: Can you tell about Tet’s decoration?
B: Homes are often decorated with plants and flowers. Peach blossom is
traditional at Tet in the North while apricot blossom is in the South.Every family
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has a five-fruit tray on the ancestral altar and a dish of fruits, a tray of candied
fruits and a Banh Chung on the table.
A: What activities people usually do during Tet?
B: People visit their relatives and friends, they exchange New Year’s wishes.
Children receive their” lucky money inside red envelopes. Many people go to
the pagoda to pray a lucky year for themselves and their family.
2. Activity 2: Matching.
Work in pais. Look at some pictures about some popular holidays and
celebrations in Vietnam and in the world. Asks students match the holiday with
their main purpose and activities.
Objectives of activity: Students will be able to know about some popular
holidays and celebrations in Vietnam and in the world.

A: Which holiday is in each picture ?
B: The first picture is Mid-Autumn Festival (15th , Aug Lunar)
The second picture is Thanksgiving (Thur3rd,Nov)
The third picture is Valentine’s Day (14th Feb)
Holiday/Celebration

Its main

purpose

Its activities

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a. People express
their
love to each other .

A.
They
give
chocolates, flowers or
gifts to the people
they love .

2. Valentine’s Day
(14th Feb)

b. People celebrate
the largest full
moon in the year

B.
Children
wear
masks, parade in the
street, have

parties
with special cakes and
lot of fruits , etc .

3. Mid-Autumn Festival
(15th day of the 8th lunar

c. People celebrate
the harvest.

C. Family members
get together. They
prepare a large meal
with roast turkey .

1. Thanksgiving
(third
Thursday
November)

in

month)

3. Activity 3: Work in pairs. Ask and answer about the holidays above, using
the dialogue in Task 1 as the model.
Objectives of activity: Students will be able to ask and answer about some
popular holidays and celebrations in Vietnam and in the world.
Sample:
A: Do you know thet next month is Valentine’s Day.

B: What is Valentine’s Day?
A: It’s the time when people express their love to each other.
B: When is it exactly?
A: Well, it is on February 14th.
B: What do people usually do on Valentine’s Day?
A: They give chocolates, flowers or gifts to the people they love.
B: Oh, that sounds really interesting.
Unit 9: The post office
Period 56

Lesson 2:

1. Activity 1: Network

Speaking

- Brainstorming

Objectives of activity: Students will be able to know and talk about some
services of the post office.
Ask Ss to work in pairs to complete the network about some services of the post
office.
Following Network
Flower telegram
service

facsimile service

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Telephone
& fax
service

Post office

Phone cards&internet
cards

EMS

Mail
&Pacel
service

Postal savings

Find out some services of the post office
2. Activity 2:

Role-play

Objectives of activity: Students will be able to read and find out the service
which the customer using.
Task 1: T asks Ss to act out the dialogue and then answer the questions: What
service is the customer taking in the dialogue ?
- Call 2 students to read the dialogue and answer the question.
Conversation:
A. Excuse me?

B. Yes, what can I do for you, sir?
A. Could you help me to send this document to my office by fax?
B. Certainly. What’s the fax number, please?
A. It’s 0373503034
B. Ok.I’m sending it now.
A. Thank you. Oh. How much is that?
B. It’s five thousand dongs. You can see the rates on the table.
A. Yeah. I see. Here you are. Thank you.
- Students work in pairs then answer the question.
Answer the question
Base on the sentense: to send this document to my office by fax
Suggested answer: facsimile service
3. Activity 3. Situation , discusion and free role-play.
Objectives of activity: Students will be able to make a conversation from the
suggestions.
Task 2: Work in pairs.
T sets the scene: Make a conversation from the suggestions. The conversation
takes place at the post office between a clerk(A) and a custom(B), who wants to
have a telephone line installed at home.
- Ask Ss to work in pairs to make a converstion
- After they finish T calls on some pair to practice before class
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- Listen and correct their mistakes
Example:
A: Good morning. Can I help you?
B: Yes, I would like to have a telephone line installed at home?
A: Ok, where do you live?
B: I live in Tran Phu Street. When can you install it?

A: We can install it one week afer you register.
B: Can you come on Friday?
A: Yes, that’s fine. Have you got a telephone yet?
B: Yes, I have a telephone already. How much is the installation fee and
monthly fee?
A: The installation fee is free and the monthly fee is 20 thousand Dong. Could
you please fill this form?
4. Activity 4: Imagination.
Objectives of activity: Students will be able to make conversations for the
situations then read the conversations.
Task 3: Work in pairs.
Imagine that one of you is a clert at the post office and the other is a customer,
make a dialogue for each of the situations.
- Ask Ss to work in pairs to do the task.
Situation 1: You want to subscribe to the Lao Dong Daily for a year and have
the newspaper delivered to your home every morning before 6.30. Your address
is 67 Ngoc ha Street, Hanoi.
Example:
A: Good afternoon. Can I help you?
B: Yes, I would like to suscribe to Lao Dong daily newspaper.
A: Yes sir. How long would you like to get the newspaper?
B: For a year, please.
A: Where would you like to get the newspaper?
B: At home, please. My address is 67 Ngoc Ha Street, Ha Noi.
A: Ok. What time do you want to get the newspaper?
B: Oh, can I get the newspaper before 6.30 every morning ?
A: Ok, 6.30 every morning.
B: Yeah, thank you.
A: All right. Could you fill in this form please.
Situation 2: Your best friend’s birthday is on 16th May. You want to use the

Flower Telegram Service provided by the post office to send her a greetings
card and a bunch of red roses on her birthday.
Example :
A: Good morning. What can I do for you?
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B: Yes. I would like to send a greetings cardand some flowers to my friend on
her birthday.
A: Right. When is your friend’s birthday?
B: It’s May 16th.
A: What kind of flowers would you like to send?
B: Roses. A bunch of red roses please.
A: Would you like to have the card and the flowers delivered on May 16 th or a
day before?
B: On May 16th. It’s best to deliver in the early morning.
A: OK. I make a note for that. Could you please fill in this form? And don’t
forget to write the recipient’s address clearly.
3.4. Classroom observation
I got my colleagues to observe my speaking lessons and give me
observation notes as well as their feedback (comments) to see how my teaching
of speaking activities motivates my students so that I can get objective ideas for
my lessons and their reflection on the students’ motivation. Also, I asked my
colleagues for observing their teaching speaking lessons.
3.5. Teacher’s diaries
Diaries are used to write down special notes and comments after each
speaking lesson to see what has been done effectively and what has not. By
doing this, I can know how well my teaching approach benefits my students so
that I can apply suitable strategies for my teaching methods.
3.6. Student questionnaire (See APPENDIX)

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

Activities

Date to carry out

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1

Keeping the traditional teaching method September, 2017 - week 1
for oral classes without using cooperative
learning approach

2

Prepare major focuses to interview October, 2017 - week 1-2
colleagues and students

3.

Interviewing

4

Observing my colleagues’ classes and November , 2017 – week
asking colleagues to observe my classes. 1-2

5

Using cooperative learning approach in November, 2017- week 3,
teaching speaking
4
December,2017 - week 1,
2, 3, 4
Continuing the class observation to see January, 2018- week 3, 4
the students’ motivation in speaking March, 2018 – week 1, 2,
classes with cooperative learning 3, 4
strategy.
April, 2018 – week 1, 2

6

October, 2017 – week 3 -4

7

Data analysis

8

Designing and running a questionnaire to April, 2018- Week 4
see
students’
attitudes
towards
cooperative learning strategy in oral
classes.
Writing a report on how cooperative May, 2018-Week 1
learning can motivate students in oral
communication classrooms

10

April, 2018 – week 3

III. RESULTS.
The number of students desire speaking lessons
Classes

11B3
11B4

At the beginning of the schoolyear 2017-2018

At the end of the schoolyear 2017-2018

16/45

33/45

(35,5%)

(73%)

14/45

30/45
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(31%)

(66,6%)

The data from the table shows that by experimental teaching to practice
speaking skills for the students who have obtained many results. It is the
motivation to all students in attendance must be dynamic. The observation also
reveals that the way I applied in speaking lesson attracted a large number of
students. The number of the students understanding the meaning and the words
is a problem that will be easier. They are not shy when participating in speaking
activities and interested in the games, pictures that teacher gave them. The
students are able to speak English in a real competitive and friendly atmosphere.
They are encouraged to speak English. They were excited in some speaking
activities such as role play, interview… From these activities they can speak and
understand English better.

IV. RECOMMENDATIONS.
I do hope that the teaching strategy of using cooperative learning in oral
communication classrooms will much benefit my students as they have more
chances to engage in speaking activities. Students who are timid, shy and feel
less motivated when joining in speaking classes of this kind will feel more
confident. More importantly, competition among the groups was an important
factor to motivate students to work as a group, because it is important for them
to be the best and to be recognized. Students will be aware of their responsibility
in the speaking process. They should understand that one way to improve
speaking is practicing with others, interacting with others, and learning from
others.
C. CONCLUSIONS AND PROPOSALS.
In this proposal, I have identified the problem and reviewed literature
related to my research field. Also, I have conducted data collection procedures
from different sources to support my study. we have planned out the timetable to
carry out my work in sequence. Having analyzed and worked through this
research project, we have concluded that cooperative learning strategies
helped students to improve oral production and interaction, but it was a
gradual process. I confirmed that speaking is a productive skill and it involves
many components.
Although this research work has successfully been conducted and has
helped to deal with the problems mentioned well, there are some limitations.
The first limitation is the scale of the study. This research work is only carried
out in my school. In fact, it could be conducted in a large scale with the same
knowledge and researching procedure. The next one is concerned with the scale
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of survey questionnaires and observation with the enrollment of nearly a half of
the 11th from students and only 5 teachers of English at our school.

Moreover, in terms of data collection instruments, only two set of survey
questionnaires and observations are used. Without interview, I will not have
chance to listen directly to both the teachers and student’s ideas, so some
problems related to group work as perceived by them have been exploited.
In conclusion, I hope that my research work will contribute a small part to
the teaching and learning English at school in general, especially the approach. I
hope it will help the teachers of English at school to teach and promote student’s
speaking ability.
Thanh hóa, ngày 25 tháng 05 năm 2018
Xác nhận của hiệu trưởng
trường THPT Nguyễn Quán Nho

Tôi xin cam đoan đây là SKKN
của mình viết, khơng sao chép
nội dung của người khác.
Người viết SKKN

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REFERENCES
I. REFERENCE
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- Artz, A. F., & Newman, C. M. (1990). Cooperative Learning. Mathematics
Teacher, 83, 448-449.
- Gardner, R, Moorcroft, M. and Evers, F. 1987. Second language-attrition: the
role of motivation and use. Journal of Language and Social Psychology.

- Johnson, D. W. (1991). Circles of learning. Cooperation in the classroom.
M.N. Interaction Book Company.
- Johnson, D. W. (1988). Cooperation in the classroom. Edina: Interaction Book
Company.
- Johnson, D., & Johnson, R. “Cooperative Learning.”
(Online) from />- Kagan,S.(1986). Cooperative learning and
socio-cultural factors in
schooling. California: California State University.
- Nunan, D. (1989). Understanding language classrooms. New Jersey: Prentice
Hall.
- Slavin, R. E. (1990). Cooperative learning: Theory, research and practice.
New Jersey: Prentice Hall
- The text book of English 11.
II. APPENDIX
1. Factors that prevent students from taking part in speaking activities.
What factors prevents you from participating in speaking activities
Numbers
%
(90 Ss)
Factors
a. Speaking activities are difficult because I don’t have
enough words to speak.
b. Be shy and fear of mistakes and derision.
c. Speaking activities are not interesting, the topics are
boring.
d. The teacher doesn’t encourage to speak.

50

55%

20

22%

15

17%

5

6%

2. Phiếu đánh giá kỹ năng Nói.
Nhóm được đánh giá: ...........................
Nhóm đánh giá: ....................................
Giải pháp phù hợp: ................................
Tính chính xác (ngữ pháp, phát âm, cách dùng từ): ......................
Tính lưu lốt (vd: có bị nói lắp, ngập ngừng): ................. .............
Điểm mạnh (vd: sử dụng ngôn ngữ cử chỉ) .................................. ......
Điểm yếu: ............................. ........................... ...........................
Nhận xét chung: ............................ ............................. ................
Điểm đánh giá: .............................................................
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Assessor group: ...........................
Performance group: ....................................
Relevant to situation? ................................
Accuracy (grammar, pronunciation, word choice): ...........................

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

Partner 1

Partner 2

Partner 3

Partner 4

Things to ask
Your hobby
Why do you like it
When did you like it

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Các SKKN đã đạt giải cấp nghành
STT
1

Tên đề tài

Biện pháp để
dạy hiệu quả
tiết: Language
focus Tiếng
anh 9

Xếp loại
C

Cấp
Tỉnh

Năm
2010

21