INTRODUCTION 1
Aims of the study 2
This study investigates the use of group work in speaking classes for first-year students at CMM Specifically, it aims to clarify the effectiveness and implementation of collaborative learning strategies in enhancing students' speaking skills.
- To clarify students’ opinions of the use of group work activities in the speaking class
- To find the factors that influence the teachers in their application of group work in the speaking class of the 1 st year students at CMM
- To suggest practical recommendations for the possibility of group work in the speaking class of the 1 st year students at CMM.
Scope of the study 2
To enhance the speaking skills of first-year students at CMM, this research investigates the current use of group work in speaking classes The study involved 70 first-year students and 8 English teachers, aiming to identify areas for improvement and provide actionable suggestions.
Research questions 2
This study is implemented to find answers to the following research questions:
1 What do the students think of the use of group work activities in the speaking class of the first year students at CMM?
2 What facilitates and hinders the teachers from using group work in the speaking class at CMM ?
3 What suggestions for improvement should be used to make group work activities successful in speaking class of the first year students at CMM?
Methods of the study 3
In order to examine the situation of the study, this research used questionnaires The data collected from the questionnaires (both for students and teachers), will be analyzed and generalized.
Design of the study 3
The study has three main parts as follows:
This part introduces the rationale, the aims, the scope and the design of the study
This part consists of three chapters:
This part summaries all the major findings and suggestions The limitations of the study and recommendations for the further studies are also include in this part.
Literature Review 4
Speaking skill and teaching speaking skill 4
Speaking is a crucial form of communication, as defined by Jones (1989), who emphasizes the importance of conveying messages effectively Mastering speaking skills is essential for students to facilitate communication both in and out of the classroom Regular practice is necessary for fluency, as the ability to speak is vital for natural interactions among individuals According to Brown and Yule (1989), speaking serves to express needs, requests, and information, allowing speakers to articulate their thoughts and requirements In everyday life, effective communication plays a significant role, as highlighted by Bygate (1987).
Speaking is a crucial skill that deserves as much focus as literary skills in both native and foreign languages When students communicate confidently and comfortably, they enhance their ability to interact effectively in everyday situations Therefore, it is essential to foster the development of fluency in spoken English Achieving fluency requires students to take risks and engage in a relaxed, supportive environment that promotes trust Ultimately, speaking fluently means conversing easily and appropriately with others.
1.1.2 Teaching and learning speaking skill
Oral language is the primary means of communication for all individuals, with speaking skills significantly impacting various aspects of life Recent emphasis on communication has highlighted the importance of enhancing speaking abilities, which involves not only language competence but also effective language use Speaking activities are designed to build confidence and the capacity to communicate accurately and appropriately in the target language To prepare students for practical language use, teachers must clearly understand their objectives Learning to speak a foreign language is often perceived as challenging, so it is essential for educators to create an environment that encourages free communication and collaborative learning with minimal guidance Understanding the language learning process allows teachers to set realistic goals and expectations for student achievements, fostering a supportive atmosphere that promotes group work and the implementation of communicative strategies.
1.2 Group work in a speaking lesson
Group work has become an essential component of language teaching globally, particularly with the rise of Communicative Language Teaching (CLT) In this collaborative approach, students work together in pairs or groups to achieve common goals and fulfill tasks assigned by their teacher, fostering shared responsibilities and enhancing the learning experience.
According to Sprott (cited in Metcalfe 1959:9), a group consists of individuals who interact, are psychologically aware of each other, and recognize themselves as part of a collective Doff (1988:137) further defines group work as a process where a teacher organizes the class into small groups, typically consisting of four to five students, allowing all groups to collaborate simultaneously, similar to pair work.
Group work fosters collaboration among members, allowing them to negotiate and consider diverse opinions Participants engage more equally, often feeling empowered to experiment with language This approach emphasizes not just the final product, but also the process and skills developed throughout the experience.
Davis (1993) divides group work into 3 types:
Informal learning groups are temporary student clusters formed during a single class session, allowing for dynamic interaction and engagement These groups can be initiated by prompting students to discuss a question with a partner or by organizing them into small groups to tackle a problem They can be implemented at any point in a class, regardless of size, to assess understanding, apply knowledge, or introduce variety into the lesson Typically lasting from a few minutes to the duration of the class, these groups require minimal setup, often initiated with simple instructions like "discuss this question with your partners."
Formal learning groups are organized teams formed to accomplish specific tasks, such as conducting lab experiments, writing reports, or executing projects These groups may complete their assignments within a single class session or extend over several weeks, with students collaborating until their tasks are completed and graded While they can last from a few days to several weeks, formal learning groups necessitate careful planning and offer more comprehensive explanations of the subject matter.
Study teams are stable, long-term groups formed during a semester, designed to support members in completing course requirements and assignments These teams provide encouragement and assistance while keeping members updated on lectures and assignments missed due to absences As class sizes increase and subject matter becomes more complex, the value of study teams grows significantly.
1.2.3 The advantages and disadvantages of using group work
Group work significantly enhances student speaking time, thereby improving communication skills It provides students, who may have limited opportunities to interact, with the chance to share ideas, build relationships quickly, and collaboratively tackle problems assigned by their teacher.
Collaborative group work enhances student productivity by harnessing diverse experiences, knowledge, and perspectives The involvement of multiple individuals leads to a richer pool of ideas and stimulates further contributions, encouraging each member to share more opinions and actively engage in group activities.
Group work plays a crucial role in minimizing bias by fostering shared responsibility in decision-making This collaborative environment encourages individuals to consider new ideas and question established practices Moreover, group dynamics can challenge personal biases and prejudices, prompting individuals to acknowledge and confront them Additionally, the influence of group pressure can motivate members to embrace necessary changes.
Group work empowers teachers to shift from being the sole expert delivering lectures to actively engaging with students This approach enables educators to circulate among groups, providing guidance, addressing questions, and fostering a more dynamic learning environment where students are encouraged to participate actively.
A significant drawback of group dynamics is the disruptive noise generated by members engaged in heated arguments or overly enthusiastic discussions, which can hinder productivity and focus.
It is hard for the teacher to control these kinds of groups This can distract the other groups
One significant drawback of group work is that it often enables passive or unmotivated students to rely on their peers to complete tasks, allowing them to benefit from the group's efforts while contributing little themselves.