UNDERSTANDING THE ROLE OF COOPERATIVE LEARNING GROUPS IN REDUCING SPEAKING ANXIETY AMONG EFL STUDENTS

Abstract

This study looks into the effectiveness of cooperative learning groups in lowering speaking anxiety among EFL students at SMPN 2 Gading. The study used a qualitative descriptive methodology and included 18 ninth-grade students recruited through purposive sampling. During three cooperative learning sessions, data were gathered using classroom observations, questionnaires, and documentation. The findings demonstrated that students first felt anxious when speaking alone, as seen by hesitation, low confidence, and a fear of unfavorable feedback. Students who participated in group activities grew more comfortable, energetic, and confident in speaking. Peer support, idea sharing, emotional comfort, frequent speaking practice, and shared responsibility were found as the most effective anxiety-reducing strategies. The findings provide support for Stephen Krashen's Affective Filter Hypothesis, Lev Vygotsky's Sociocultural Theory, and David W. Johnson and Roger T. Johnson's Cooperative Learning Theory. This study concludes that cooperative learning is a useful pedagogical method for reducing speaking anxiety in EFL courses.