The effectiveness of cooperative learning in enhancing students’ vocabulary for speaking / Ong Si Juan

• Main Author: Ong , Si Juan
• Format: Thesis
• Published: 2021
• Subjects: P Philology. Linguistics
• Online Access: http://studentsrepo.um.edu.my/15264/2/Ong_Si_Juan.pdf; http://studentsrepo.um.edu.my/15264/1/Ong_Si_Juan.pdf; http://studentsrepo.um.edu.my/15264/

Traditionally, English classes in Malaysian schools are rather teacher-centred and this method tends to impede students’ speaking skills. Coupled with the lack of vocabulary, it exacerbates their difficulty in using appropriate expressions in their speaking skills. Attempting to address these problems, the researcher used the Cooperative Learning (CL) method in her study because research has shown that it benefits greatly from the social interaction between students and improves the students' speaking skills, as its structured interaction design facilitates the accomplishment of group goals. This study examined the effectiveness of the CL framework in elevating L2 students’ vocabulary knowledge which consequently led to the improvement of their English-speaking skills. The study uses a quasi-experimental design which involves 80 participants from a Chinese primary school in Malacca, Malaysia, using convenience sampling to allocate participants to the treatment group and the comparison group. The treatment group underwent the CL method while the comparison group experienced the traditional teaching method. Pre-test and post-test were used to compare results within and between groups to determine the efficacy of CL in this study. A post-intervention questionnaire and focus group interviews were then carried out with the experimental group to obtain data on their perception of CL. Finally, a survey on the use of English was conducted with both groups to establish what other problems they faced in speaking English. The results were analysed quantitatively and qualitatively. The quantitative results revealed better development in the students’ mastery of vocabulary in speaking after the cooperative learning treatment compared to the traditional method. The qualitative findings revealed positive attitude towards the CL method of learning vocabulary. The findings on other problems they faced in speaking in English can be used to inform future research in this area especially among L2 learners. There were some challenges in completing this study as time management was crucial when working in groups. The limitations of this study are that CL was applied to only a year grade of primary school students and the duration of the treatment was only 6 weeks. Therefore, any attempt to replicate this study should consider a longer timeframe and involve different year grades to ensure consistency in results and for finer-tuned findings.