IMPACT OF USING COLLABORATIVE LEARNING STRATEGY ON IMPROVING 9TH GRADERS’ PERSONALITY AND SPEAKING SKILLS IN NABLUS PRIVATE AND UNRWA SCHOOLS
Abstract This experimental study investigated the impact of using collaborative learning on improving 9th graders’ personality and speaking skills in Nablus-based private and UNRWA schools. Gender and the type of school variables were taken into account. To conduct this study, a pre-test and post-test were administrated a sample of 228 students. In addition to the test, the researcher used in-depth classroom observations of English classes as a supplementary tool to describe students' behavior and reactions to studying during collaborative learning. For data analysis, the researcher used a paired t-test and an independent sample t-test. The results showed improvement in students' pronunciation after using the collaborative learning strategy because they practiced the language in real-life situations. Also, it was found that students’ motivation toward learning English speaking increased because they broke the ice, and they became courageous enough to admit that making mistakes is allowed as long as a lesson is learned from those mistakes. Furthermore, it was found that the collaborative learning strategy positively affected students' personality skills. Based on these results, the researcher recommended employing the collaborative learning strategy in teaching speaking because speaking is an essential skill in English since it affects mastering reading, writing, and listening. It also encourages students to cooperate with each other, thus boosting their confidence in themselves. Key words: collaborative learning; 9th Graders; personality skills; speaking skills.