The particular dialect or language that a person chooses to use on any occasion is called a code 531 Copyright © 2021 The Author IDEAS is licensed under CC-BY-SA 4.0 License Issued by English study program of IAIN Palopo IDEAS Journal of Language Teaching and Learning, Linguistics and Literature ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) Volume 9, Number 1, June 2021 pp. 531 - 545 Promoting the Students Speaking Skill by Implementing Collaborative Learning Method in Teaching Speaking Skill Ayyub B*1, Erwin Akib2, Bahrun Amin3 ayyub.bahar777@gmail.com 1, 2, 3Graduate Program Magister of English Language Education, Muhammadiyah University of Makassar, South Sulawesi, Indonesia Abstract This research was aimed at knowing the implementation of Collaborative Learning promotes students’ speaking skill at the second semester English Education Department Muhammadiyah University of Makassar. This research applied a quasi-experimental design; the non-equivalent control group design. The sample was taken by using purposive random sampling technique. The total number of samples was 38 students of two classes consisting of class II G was experimental class and II C was the control class. There was speaking test as the instrument. The statistical result analysis of SPSS 25 showed that in accuracy sig 2-tailed = 0.000 is less than 0.05 and in fluency sig 2-tailed = 0.000 is less than 0.05. This result rejects the first null hypothesis which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills. This research concluded that the use of Collaborative Learning in teaching speaking promote the students’ speaking skills in terms of accuracy and fluency. Keywords: Collaborative Learning, speaking skill, quantitative research http://u.lipi.go.id/1457703302 mailto:ayyub.bahar777@ Ayyub B, Erwin Akib, Bahrun Amin Developing Culture-Based Supplementary Reading Material for the Eighth Grade Students Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill 532 Introduction International language learning, especially English, has become more popular in the 4.0 era due to advancements in science, technology, education, the arts, economics, and industry, among other fields. English, as a global language, plays a critical role in the advancement of science and technology. Numerous countries around the world use English to communicate with people from other countries (Trilling, 2009). Communication refers to speaking, speaking is a critical component of second language learning and teaching. However, in today's world, the intention of teaching speaking should be to promote students' communication skills so that they can express themselves and learn how to use a language. The other argument from Shabani (2013) argued that speaking a foreign language has always been regarded as the most challenging skill to acquire in comparison to listening, reading, and writing. This is because it entails more than just studying the language's linguistic components. Vocabulary and grammatical constructs are essential but incomplete components of language. What differentiates speaking from other abilities is that the speaker must have direct access to all applicable material in order to produce the appropriate language in a finite amount of time, while in other skills, the learner has more time to either balance input with existing experience or develop the appropriate language. In terms of teaching speaking, based on Nunan (2003), teaching speaking aims to teach English language learners how to produce English speech sounds and patterns, how to use the stress, intonation, and rhythm of the second language in words and sentences, how to choose adequate words or phrases for the appropriate social setting, audience, situation, and subject matter, and how to express their thoughts in a meaningful and logical manner. IDEAS, Vol. 9, No. 1, June 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 533 Therefore, English teachers must recognize that speaking a language is challenging for foreign language learners since successful oral communication involves the ability to use the language correctly in social interactions. Not only verbal communication but also nonlinguistic elements of speech such as pitch, stress, and intonation contribute to contact diversity. Additionally, nonlinguistic elements such as gestures and body language, and facial expressions can accompany or convey a message without the use of words (Richard, 2002). On the other hand, teachers should seek out more innovative and exciting ways to develop in the course of learning to talk in enhancing students' enthusiasm or encouragement to participate in the learning process. Thus, implementing Collaborative Learning in the classroom will provide organized opportunities for individuals assigned unique roles within their communities to work collaboratively to accomplish shared goals. When students study independently, their performances do not always have a positive or negative effect on one another. The research would be conducted through Collaborative Learning, which enables teaching students' speaking skills more efficiently than the conventional method. The findings of this analysis will be compared which that significant or insignificant different. According to Pierre Dillenbourg's 1999 research, collaborative learning occurs when two or more students learn something or attempt something together in a group setting. It can refer to several individuals or pairs, a group or small group, a population (a few hundred or thousands of people), a society (several thousand or millions of people), or any intermediate stage. The term "learn something" may refer to following a course, studying course material, and engaging in learning activities. It is evident when they collaborate or conduct the conversation as a team. Students should collaborate to solve their problems. When their peers are having trouble with their pronunciation, grammar, vocabulary, or comprehension, the superior students may assist them. Ayyub B, Erwin Akib, Bahrun Amin Developing Culture-Based Supplementary Reading Material for the Eighth Grade Students Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill 534 Collazos (2002) notes in another research that collaborative learning is an instrumental process in which students work collaboratively on an assignment. Collaborative learning places the students at the forefront of the investigation, with the instructor serving as a facilitator. Collaborative learning divides students into multiple classes to complete a task assigned by the instructor. It is community learning rather than individual learning. Thus, one student's performance aids the success of other students. Additionally, this type of practice is referred to as cooperative learning, team learning, or community learning. Additionally, According to Pattanpichet (2011) which focuses on the impact of collaborative learning on students' speaking achievement, several exercises can assist students in learning to talk. Collaborative learning is one of them. Collaborative learning is a style of instruction in which students work collaboratively on an assignment. These types of programs are intended to assist students in developing their self-esteem. According to a previous interview with students in the second semester of the English Education Department Muhammadiyah University of Makassar, several lectures continue to teach speaking in a conventional method and with the same methodology year by year or semester. The lecturer introduces and discusses the subject, followed by an example and exercises. This method is ineffective because students become bored and require a significant amount of time to master English speaking, especially in communication and conversation. As a result of the above, the researcher will employ collaborative learning to teach speaking to students at FKIP Muhammadiyah University of Makassar's English Education Department. This research is intended to aid students in enhancing their speaking skills. Additionally, it is expected that this research will facilitate students in developing their self-confidence and engaging them in successful classroom IDEAS, Vol. 9, No. 1, June 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 535 activities. Therefore, the implementation of Collaborative Learning emphasized the integration of the strategy with the students' needs. In order to achieve the purposes mentioned above, the research question focus on the implementation of Collaborative Learning promote students’ speaking accuracy and fluency in speaking skills more than the use of conventional method. The novelty of this research refers to assess the students speaking skill in terms of accuracy covers grammar and vocabulary and fluency covers pauses and smoothness. Method This research used a quasi-experimental approach, especially one of non- equivalent control groups. It divided participants into two groups: experimental and control group. Collaborative Learning was used in the experimental group contained think pair share, group problem solving, and case study, while the lecturer used the conventional method (Individual Learning) in the control group. Pre-test and post- test were administered to both groups. The pretest was used to assess students' prior knowledge, while the posttest was used to assess the progress of Language teaching, which was focused on the students' speaking skills, which included speaking accuracy and fluency. The population for this research was second semester students at Muhammadiyah University of Makassar's English department during the 2018-2019 academic years. The second semester consisted of eight classes, with a total enrollment of 228 students. Purposive sampling was used to determine the sample size based on the number of students above. The total sample size was 38 students drawn from two classes: class II G, which served as the experimental class, and class II C, which served as the control class. The instrument was used speaking test to conduct pretests and posttests for each group. In this case, the process of data collected by transcribe the student’s pre- Ayyub B, Erwin Akib, Bahrun Amin Developing Culture-Based Supplementary Reading Material for the Eighth Grade Students Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill 536 test and post-test, scoring the students’ answer of pretest and posttest by using score system of Heaton, 1998 and all the data using SPSS 25.0 to calculate the mean score. Result The data presented in the table below clearly demonstrate the Mean Score and Standard Deviation for the students' speaking Achievement Result in terms of Accuracy and Fluency. Table 1. Students’ Mean Score and Standard Deviation of the students’ speaking Achievement Result in Pretest E C accuracy Fluency Accuracy fluency N 19 19 19 19 Mean 50.88 50.00 48.24 48.24 Std.Deviation 16.17 12.42 14.58 13.48 Table 1 above shows the Students’ Mean Score and Standard Deviation for both two Classes in pretest. For Experimental class, the mean score of the students in term of accuracy that were 50.88 with Standard deviation 16.17 and the mean score of the students in term of fluency that were 50.00 with Standard deviation 12.42. For Control class, the mean score of the students in term of accuracy that were 48.24 with Standard deviation 14.58 and the mean score of the students in term of fluency that were 48.24 with Standard deviation 13.48. Table 2. Students’ Mean Score and Standard Deviation of the students’ speaking Achievement Result in Posttest E C accuracy Fluency Accuracy accuracy N 19 19 19 19 Mean 74.56 74.56 63.16 64.91 Std.Deviation 17.00 17.89 11.89 14.59 Table 2 above shows the Students’ Mean Score and Standard Deviation for both two Classes in Posttest. For Experimental class, the mean score of the students IDEAS, Vol. 9, No. 1, June 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 537 in term of accuracy that were 74.56 with Standard deviation 17.00 and the mean score of the students in term of fluency that were 74.56 with Standard deviation 17.89. For Control class, the mean score of the students in term of accuracy that were 63.16 with Standard deviation 11.89 and the mean score of the students in term of fluency that were 64.91 with Standard deviation 14.59. Table 3. Students’ Mean Score and Standard Deviation of the students’ speaking Achievement Result in Pretest and Posttest Pretest Posttest E C E C N 19 19 19 19 Mean 50.44 48.25 74.56 64.03 Std.Deviation 14.30 14.04 17.46 13.24 The table 3 above shows the different students’ score for both two Classes in pretest and posttest. For Experimental class, the mean score of the student improved from 50.44 with standard deviation 14.30 to 74.56 with standard deviation 17.46. For Control class, the mean score of the students also improved from 48.25 with standard deviation 14.04 to 64.03 with standard deviation 13.24. The data indicated that initial treatment, the experimental class's mean score was higher than the control class. Then, following treatment, the mean score on the posttest improved significantly over the pretest. However, after implementing Collaborative Learning in the experimental class, the findings indicate that the experimental class's students scored higher than the control class's students (74.56>64.03). This indicates that collaborative learning is an effective method for improving students' speaking skills in terms of accuracy and fluency. Table 4. The t-test Posttest for Experimental Class and Control Class In terms of Accuracy Independent Samples Test Independent Samples Test Accuracy Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Equal variances assumed .460 .502 4.578 36 .000 16.6647 3.6399 9.2826 24.0469 Ayyub B, Erwin Akib, Bahrun Amin Developing Culture-Based Supplementary Reading Material for the Eighth Grade Students Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill 538 Equal variances not assumed 4.578 35.466 .000 16.6647 3.6399 9.2788 24.0507 As seen in Tables 4, the amount of t-observed for the effect of application of collaborative learning on promoting the students’ speaking ability as sig 2-tailed = 0.000 is less than 0.05, so the first null hypotheses is rejected and also a statistically significant difference between the two groups is revealed. In other words, the experimental group significantly outperformed the control group. This result contradicts the first null hypothesis, which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills. It can conclude that the use of Collaborative Learning is more effective to promote students’ speaking skills in term of accuracy. Table 5. The t-test Posttest for Experimental Class and Control Class In terms of Fluency Independent Samples Test Fluency Levene's Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2- tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Upper Equal variances assumed 3.539 .068 4.179 36 .000 16.6647 3.9875 8.5778 24.7517 Equal variances not assumed 4.179 30.847 .000 16.6647 3.9875 8.5306 24.7988 As presented in table 5 the amount of t-observed for the effect of application IDEAS, Vol. 9, No. 1, June 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 539 of collaborative learning on promoting the students’ speaking ability as sig 2-tailed = 0.000 is less than 0.05, so the first null hypotheses is rejected and also a statistically significant difference between the two groups is revealed. In other words, the experimental group significantly outperformed the control group. This result rejects the first null hypothesis which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills and it can be can conclude that the use of Collaborative Learning is more effective to promote students’ speaking skills in term of fluency. DISCUSSION The Students’ speaking achievement who were taught by implementing Collaborative Learning. Along with Collaborative Learning activities like think pair share, Group Problem Solving, and Case Study, the students indicated significant progress in improving their speaking accuracy and fluency. Collaborative learning shows that it can bring advantages for learners in some aspects. One of the proofs was the research that employed collaborative learning to improve learners' English skills. Research conducted by Pattanpichet (2011) demonstrated that collaborative learning positively affected students' speaking skills. Another proof of the success of collaborative learning implementation was revealed in Fakomogbon and Bolaji's experimental research (2017). They utilized collaborative learning with their control group, which massively increased their scores following treatment. This research also revealed that collaborative learning styles were more effective for learning. Additionally, collaborative learning demonstrates that it is not only effective in terms of academic achievement. . This was shown by Laal and Ghodsi (2011) in their research that studied in what way collaborative learning benefited the students. The research proved that besides giving academic benefits, collaborative learning also contributed social, psychological, and assessment benefits for students. The aims of this research also focused on two things: students’ perceptions and experiences on collaborative learning when implemented in their speaking class and Ayyub B, Erwin Akib, Bahrun Amin Developing Culture-Based Supplementary Reading Material for the Eighth Grade Students Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill 540 the effects of collaborative learning implementation on' the students. The improvement of the students’ speaking accuracy The mean score of students in term of accuracy in the experimental class that was 50.88 in pretest become 74.56 in posttest with a score improvement 46.54%. Based on the previous data, there was any improvement of the students in terms of the students’ speaking accuracy because collaborative learning helps each other to find out their learning styles and patterns. These include how to solve problems in groups, how to get along and communicate with other group members, and how to reach the group goals by working together. However, it cannot be ignored that the second semester students of Muhammadiyah University of Makassar's English department also made some errors during the research. The mistake faced in the teaching and learning process influenced by the mother tongue, with errors causing a breakdown in communication and a few grammatical and lexical errors causing confusion. But in the control class the mean score of the students in term of accuracy that were 48.24 in pretest become 63.16 in posttest with a score improvement 30.92%. Based on the previous data, there was also any improvement of the students in terms of the students’ speaking accuracy along with the individual learning in the control class. However, it is irrelevant how they advanced. The previous data indicated that students made more errors in vocabulary, pronunciation, and grammar. Students' most frequently occurring errors during those speaking components are inappropriate vocabulary, mispronunciation, and grammatical errors. The improvement of the students’ speaking Fluency The mean score of students in term of fluency in the experimental class that were 50.00 in pretest become 74.56 in posttest with the score improvement 49.12%. IDEAS, Vol. 9, No. 1, June 2021 ISSN 2338-4778 (Print) ISSN 2548-4192 (Online) 541 Based on the previous data there was any improvement of the students in terms of the students’ speaking fluency by implementing collaborative learning. The students worked together to solve problems and to trigger confidence which led to more opportunities to practice speaking. However, the researcher discovered that students' limited English vocabulary and lack of command of their grammar made it difficult for them to speak fluently. They used excessive pauses, halting, and repetitions of words. This condition had an automatic effect on the rhythm of their speech. They appeared to be stammering, which detracted from their speaking performance. However, when it came to implementing collaborative learning, the students spoke courageously and expressively. They exchanged ideas and information with their other friends. But in control class the mean score of the students in term of fluency that were that were 48.24 in pretest become 64.91 in posttest with the score improvement 34.55%. Based on the previous data there was also any improvement of the students in terms of the students’ speaking fluency along the individual learning in control class. However, the researcher discovered that students' limited English vocabulary and lack of command of their grammar made it difficult for them to speak fluently. They used excessive pauses, halting, and repetitions of words. This condition had an automatic effect on the rhythm of their speech. They appeared to be stammering, which detracted from their speaking performance. However, when it came to implementing individual learning, the students were expressive and courageous. The students complete their exercise independently of one another. Conclusion Implementing Collaborative Learning to teach speaking promotes students' accuracy and fluency. It can be demonstrated that the mean score on the students' posttest is higher in the experimental group that implements Collaborative Learning than in the control group that implements Conventional Method (Individual Ayyub B, Erwin Akib, Bahrun Amin Developing Culture-Based Supplementary Reading Material for the Eighth Grade Students Promoting The Students Speaking Skill By Implementing Collaborative Learning Method In Teaching Speaking Skill 542 Learning). Collaborative Learning encourages students to share their ideas because they constantly practice speaking and use self-correction to promote their speaking. Students are free to discuss with their friends. As a result, if students have difficulty comprehending, they will consult their peers and collectively discuss it. By practicing frequently, students' speaking skills will promote. Additionally, the teacher should be considering the different background knowledge each individual when divided the students into the group. Because teaching speaking does not always go smoothly, teachers should be more creative in creating enjoyable and effective learning environments and motivating students. References Arnold, J., & Brown, H. D. (1999). A map of the terrain. In J. Arnold (eds.), Affect in language learning (pp. 1-24). Cambridge: Cambridge University press. Basic, L. (2011). An obstacle to second language learning? Speaking Anxiety, Hogskolan, Sweden University. Bayraktar, G. (2011). 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