Integrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety
DOI:
https://doi.org/10.21009/ijlecr.v9i2.37859Kata Kunci:
Cooperative Learning, Speaking Anxiety, EFL StudentsAbstrak
In the EFL classroom, even though students learn all the skills and are good at some skills, they still feel anxious when they speak in front of the teacher and their friends. The feeling of anxiety can happen because of some factors. One of them is the learning atmosphere. Students feel uncomfortable with a learning atmosphere that is too strict and formal. Cooperative learning can be an alternative way to help alleviate students’ anxiety in speaking English. Since Cooperative learning is related to activities that focus on student learning through group work, it gives a supportive and safe learning vibe to those students who are afraid to speak their foreign language. This research investigates how to integrate cooperative learning in English Foreign Language classrooms to alleviate students speaking anxiety. This research employed a descriptive case study. The participants of this study were the teacher and 36 tenth-grade students in one of the senior high schools in Majalengka. The results showed that the teacher integrated cooperative learning in speaking activities through group investigation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.The results showed that most students were anxious because they lacked confidence and practice. In overcoming this problem, the teacher integrated cooperative learning in speaking activities through group investigation. Moreover, the teacher allowed students to communicate with each other by using group work and gave the students practice with fluency while having the discussion and presentation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.
Referensi
Al Jawad, A. S. H. A. J. (2023). International Journal of linguistics, literature, and translation (IJLLT) The impact of students’ proficiency in English on science courses in a foundation year program. International Journal of Linguistics, Literature and Translation (IJLLT), 3(11), 55–67. https://doi.org/10.32996/ijllt
Aziz, M. A., Hoerniasih, N., & Rahmawati, M. (2021). The implementation of cooperative learning type think-pair share in overcoming student’s anxiety in speaking English at English language foundation. Jurnal Pendidikan Tambusai, 5, 3764–3770. https://jptam.org/index.php/jptam/article/view/1461%0Ahttps://jptam.org/index.php/jptam/article/download/1461/1275
Brown, H. D. (2000). Teaching by principles: An Interactive approach to language pedagogy (2nd edition). New York: Pearson ESL.
Ciesielska, M., Boström, K. W., & Öhlander, M. (2018). Qualitative methodologies in organization studies. Qualitative Methodologies in Organization Studies, 2(December), 1–264. https://doi.org/10.1007/978-3-319-65442-3
Cresswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd Editio). New York: Sage Publications.
Cresswell, J. W. (2014). Research design: Qualitative, quantitative & mixed method approaches. New York: Sage Publications.
Creswell, J. W., & Poth, C. N. (2017). Qualitative inquiry and research design: Choosing Among five approaches (4th edition). New York: Sage Publications.
Ellis, A., & Doyle, K. A. (2016). How to Control your anger before it controls you. London: Citadel.
Flick, U. (2018). Doing Triangulation and mixed methods. London: Sage Publications.
Guerrero, J. O. R. (2016). Reducing anxiety and shyness for oral interaction improvement in a cooperative learning environment. Enletawa Journal, 9(1), 53–65. https://doi.org/10.19053/2011835x.7539
Harmer, J. (2007). The practice of English language learning (4th edition, pp. 348–353). New York: Pearson Longman.
Hayati, S. (2017). Belajar dan Pembelajaran berbasis cooperative learning. Magelang: Graha Cendekia.
He, D. (2018). Foreign language learning anxiety in China. Berlin: Springer.
Hill, C. (2020). The black book of speaking fluent English: The quickest way to Improve your spoken English (pp. xii–xiv). New York: Amazon.
Horwitz, A. V. (2013). Anxiety: A short history (Johns et al. of disease). Maryland: Johns Hopkins University Press.
Indrapurnama, G., Fakhruddin, A., & Kustini, T. (2022). The Use of student-centered learning method for speaking skill in efl classroom. Papanda Journal of English Education, 1(2), 67–73. https://ejournal.papanda.org/index.php/pjee/article/view/160
Jacobs, G. (2004). Cooperative learning : Theory, principles, and techniques. Second and Foreign Language Teaching and Research. aper presented at the First International Online Conference on Second and Foreign Language Teaching and Research.
Jacobs, G., & Renandya, W. A. (2019). Student-centered cooperative learning: Linking concepts in education to promote student learning. Berlin: Springer.
Liu, M. (2018). Interactive effects of English-speaking anxiety and strategy use on oral English test performance of high- and low-proficient Chinese university EFL learners. Cogent Education, 5(1), 1–14. https://doi.org/10.1080/2331186X.2018.1562410
Maca, S. (2020). Teaching English speaking skills through pair and group interview techniques. Ethical Lingua: Journal of Language Teaching and Literature, 7(2), 329–337. https://doi.org/10.30605/25409190.192
Mon, P. (2019). Alleviating students’ foreign language speaking anxiety through cooperative learning. International Journal of Trend in Scientific Research and Development (IJTSRD), 3(5), 1368–1375. https://doi.org/https://doi.org/10.31142/ijtsrd26590
Nunan, D. (2003). Practical English Language Teaching (1st Editio). New York: McGraw-Hill Education.
Pabro-Maquidato, I. M. (2021). The experience of English speaking anxiety and coping strategies: A transcendental phenomenological study. International Journal of TESOL & Education, 1(2), 45–64. https://i-jte.org/index.php/journal/article/view/32
Partridge, B. J., & Eamoraphan, S. (2015). A comparative study on students’ foreign language classroom anxiety through cooperative learning on grade 10 students at Saint Joseph Bangna School, Thailand. Scholar: Human Sciences, 7(1), 172–185. http://www.assumptionjournal.au.edu/index.php/Scholar/article/view/1008
Rofii, A., & Nurhidayat, E. (2019). Students ’ perception of Efl speaking for English teachers. EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English, 4(2), 88–93. https://doi.org/10.26905/enjourme.v4i2.3720
Sadiq, J. M. (2017). Anxiety in English language learning: A case study of English language learners in Saudi Arabia. English Language Teaching, 10(7), 1. https://doi.org/10.5539/elt.v10n7p1
Seidman, I. (2013). Interviewing as qualitative research: A guide for researchers in education and the social sciences (fourth edition). Columbia: Teacher’s College Press.
Susidamaiyanti. (2018). Reducing students’ foreign language anxiety in speaking class through cooperative learning. Jurnal As-Salam, 2(2), 28–35.
Syafryadin, Wardhana, D. E. C., Noermanzah, Rofi’i, A., & Awalludin. (2022). Students’ perspectives and problems in implementing higher-order thinking skills (HOTS) in speaking for presentation class. Journal of Language and Linguistic Studies, 18(1), 477–487. https://doi.org/10.52462/jlls.196
Zulfikar, Z. (2022). Reducing efl learners’ speaking anxiety through selective error correction and group-work strategies. ELT Echo : The Journal of English Language Teaching in Foreign Language Context, 7(1), 69. https://doi.org/10.24235/eltecho.v7i1.10204
