The Impact on the STAD Cooperative Learning Method on Speaking Ability among Young English Language Learners

Enhancing Elementary Students' Speaking Skills through the Silent Way Method: A Qualitative Case Study

Developing English speaking skills among elementary school students remains challenging due to limited vocabulary, low confidence, and the need for more engaging instructional approaches. Although previous studies have demonstrated the effectiveness of the Silent Way method, most have focused on vocabulary mastery or secondary and higher education contexts, leaving limited evidence regarding its implementation in elementary EFL classrooms from a qualitative perspective. Therefore, this study explored how the Silent Way method influenced students’ engagement, participation, classroom behavior, and perceptions during speaking activities. A qualitative case study was conducted with 15 fifth-grade students at SD 1 Margorejo, Indonesia. Data were collected through classroom observations and semi-structured interviews and analyzed using thematic analysis. The findings revealed four major themes: (1) Increased Learner Engagement and Participation, (2) Enhanced Speaking Confidence, (3) Positive Learning Experiences and the Role of Visual Supports, and (4) Persistent Challenges during Speaking Activities. The findings indicate that the Silent Way method encouraged active participation, learner independence, and greater confidence in speaking English, although some students still required additional support when using irregular past tense forms and speaking in front of peers. This study contributes qualitative evidence on the implementation of the Silent Way method in an Indonesian elementary EFL classroom, an area that has received limited attention in previous research. The findings also provide practical insights for elementary English teachers seeking to implement more student-centered speaking instruction through simple visual media and communicative classroom activities.

Enhancing Junior High School Students’ English Proficiency Through Interactive Case-Based Learning

The integration of learner-centered pedagogy and digital technology has become increasingly important for improving English language learning outcomes. Therefore, this study aimed to investigate the effectiveness of integrating CBL with interactive media to enhance students’ English language proficiency for junior high school students. The study employed an exploratory case study design using mixed methods. Participants included junior high school students and English teachers involved in the implementation of CBL supported by interactive media. Data were collected through pre- and post-tests, questionnaires, classroom observations, and interviews. Instrument reliability analysis indicated acceptable internal consistency (Cronbach’s α = 0.7613). The findings revealed substantial improvements in students’ learning outcomes. The mean score increased from 52.00 on the pre-test to 83.00 on the post-test, exceeding the minimum passing criterion of 75.00. Learning performance also became more consistent, as reflected in the reduction of the standard deviation from 6.51 to 3.61 and the increase in minimum scores from 45 to 74. Questionnaire results showed that student engagement demonstrated the strongest construct validity, while perceived improvement showed adequate validity and motivation exhibited a weaker correlation. Qualitative evidence further indicated higher levels of engagement, clearer understanding of learning materials, greater confidence in English use, and more active classroom interaction. The study concludes that integrating CBL with interactive media effectively enhances English proficiency, engagement, and learner confidence. These findings provide practical guidance for implementing technology-enhanced, learner-centered English instruction in secondary education.

THE EFFECT OF COOPERATIVE LEARNING ON THE DEVELOPMENT OF ЕNGLISH SPEAKING ACCURACY

. This article examines the effect of cooperative learning principles on the development of English speaking accuracy among students in higher educational institutions. The study is grounded in the frameworks of Applied Linguistics and Communicative Language Teaching (CLT), which emphasize interaction, meaningful language use, and learner-centered instruction as key conditions for improving oral performance. The research focuses on five core cooperative learning principles: Positive Interdependence, Face-to-Face Promotive Interaction, Individual Accountability, Interpersonal and Small Group Skills, and Group Processing. These principles structure classroom interaction in ways that increase student engagement, promote peer collaboration and provide continuous opportunities for meaningful spoken language practice. As a result, learners become actively involved in language production rather than passively receiving knowledge. The study also highlights the role of complementary instructional approaches integrated within cooperative learning environments. These include Task-Based Language Teaching (TBLT), the Presentation – Practice – Production (PPP) model, Focus on Form instruction, and corrective feedback techniques. These approaches help learners notice grammatical forms, practice them in context, and gradually improve the accuracy of spoken communication. Positive Interdependence encourages learners to work toward shared goals, while Face-to-Face Promotive Interaction promotes active verbal exchange and peer support. Individual Accountability maintains responsibility for each learner’s contribution, and Interpersonal and Small Group Skills facilitate effective collaboration. Group Processing enables learners to reflect on their performance and improve future interaction. The article argues that cooperative learning principles significantly enhance English speaking accuracy by increasing interaction, encouraging meaningful output, and creating a supportive learning environment. When combined with communicative and form-focused methods, cooperative learning becomes an effective framework for improving students’ spoken language accuracy in higher education contexts.

Enhancing EFL Young Learners' Speaking Ability through Buzz Group Technique: Evidence from an Indonesian Elementary School

Speaking is an essential yet challenging skill for young English as a Foreign Language (EFL) learners because it requires linguistic knowledge, communicative competence, and self-confidence. This study aimed to examine the effectiveness of the Buzz Group Technique in improving the English speaking skills of sixth-grade students at MI Ma'arif NU Miru, Lamongan, Indonesia. A quantitative pre-experimental one-group pretest-posttest design was employed involving 18 students selected through total sampling. Data were collected using speaking performance tests assessing pronunciation, vocabulary, grammar, fluency, and comprehension, and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the paired-samples t-test. The findings revealed a significant improvement in students' speaking performance, with the mean score increasing from 62.11 in the pretest to 80.06 in the posttest. The paired-samples t-test confirmed a significant difference between pretest and posttest scores (t(17) = −18.26, p < .001). All speaking components improved, with fluency showing the greatest gain. These findings indicate that the Buzz Group Technique is an effective student-centered strategy for enhancing English speaking skills and communicative competence among young EFL learners in Indonesian elementary schools.

Enhancement of English Oral Production in Eighth-Grade Students by Implementing Cooperative Strategies

English teachers’ perceptions of student-centered learning: benefits and challenges in Indonesian junior high school

Student-Centered Learning is a learning approach that places students at the center of the learning process. This study aims to describe the benefits and challenges of implementing Student-Centered Learning in English language learning from the teachers’ perspective. The study employed a descriptive qualitative approach involving three English teachers at SMP Negeri 1 Baraka, who were selected through purposive sampling. Data were collected through semi-structured interviews, then analyzed using the Miles, Huberman, and Saldaña model. The results indicate that Student-Centered Learning helps teachers provide more targeted guidance and enhances students’ independence, self-confidence, participation, communication skills, learning outcomes, and understanding through collaborative learning. However, the implementation of Student-Centered Learning still faces challenges in the form of time constraints, the dominance of certain students in group work, and disruptions to student concentration. These findings suggest that Student-Centered Learning has the potential to create more active and meaningful English language learning when supported by effective classroom and time management.