The Implementation of Group Investigation Instructional Model with Role-playing to Enhance English Speaking Skill and the Behavior of Collaboration of Grade 11th Students

Abstract

The purposes for this research were (1) to develop English speaking skill by using Group Investigation Instructional Model and Role-Playing, (2) to study on behavior of collaboration, and (3) to compare the English-speaking skill before and after Group Investigation Instructional Model with Role- Playing is applied. The cluster sampled population consisted of 32 students in grade 11 from a central school in Phnom Penh, Cambodia who were participants in a research project. The quantitative research was done and a t-test was employed to analyze data obtained from the authentic interview conducted by the researcher and the score was given by the assistant teacher as pre/post- test based on the four authentic questions. The research instruments were 6 lesson plans, speaking performance-form, and Observation form. The research findings were as follow: 1) the students developed their English speaking skill gradually in grammatical competence, discourse competence and pragmatic competence (pre-test = 23.18 ; post-test = 26.84; S.D. pre-test = 11.12 ; post-test = 12.75), 2) the behavior during group collaboration was significantly related to ability with high ability students more likely than others to correctly solve problems aloud with little or no assistance (x̄ = 2.09, S.D. = 0.97), and 3) students developed their speaking capacity was higher after the implementation of Group Investigation Instructional Model with Role play was applied except two students based on a paired sample t-test which indicated that the post test score was on average significantly higher than the pretest, t (31) = 7.78, p =.001).

-