Articles

Enhancing Collaborative English Speaking Skill Development for Primary Students of UK Academy Ba Ria: Strategies, Impact, And Future Directions

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The research paper titled ” Enhancing collaborative English speaking skill development for Primary students of UK Academy Ba Ria: strategies, impact, and future directions” investigates the efficacy of collaborative teaching methods in enhancing English speaking skill among primary students. Rooted in the socio-cultural theory of Vygotsky (1978) and the cooperative learning model of Johnson and Johnson (1999), this study delves into the collaborative efforts between native and Vietnamese teachers in a bilingual educational setting.

Through a mixed-methods approach involving classroom observations, teacher interviews, and student speaking assessments, the research underscores the pivotal role of collaborative teaching strategies in fostering a conducive environment for language skill development. The findings illuminate the positive impact of cooperative instruction on students’ speaking abilities, accentuating the importance of teacher collaboration and shared expertise.

The study sheds light on the specific strategies employed by teachers, such as co-planning, team teaching, and interactive activities, which create a language-rich environment conducive to speaking skill enhancement. The collaborative approach fosters students’ engagement, active participation, and confidence in using spoken English.

The implications of the research extend to curriculum design, teacher training, and educational policies, emphasizing the need for intercultural competencies and effective communication skill among educators. The study contributes to the body of knowledge in English language education and provides practical insights for enhancing language instruction and collaborative teaching practices in a bilingual primary school context.

Numbered Heads Together based on Contextual Teaching and Learning to Improve Students’ Reading Comprehension

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This research aims to find out the significance difference in the reading comprehension of students taught through original NHT and through modified NHT based on CTL. This is a quasi-experimental research design that conducts a quantitative method. The subjects of this research are two classes of SMPN 30 Bandar Lampung in. Furthermore, the researcher collected the data using reading test in form of multiple choices. Then, the researcher analyzed using independent sample t-test. The finding shows that there is a significant difference between experimental and control class with the significant level 0.015. Hence, this suggests that teaching reading using modified NHT based on CTL can improve students reading comprehension achievement.