Abstract:
The main purpose of this study was to evaluate the speaking activities in grade nine English
textbook based on elements of Cooperative Learning. It basically focused on whether the
speaking activities promote cooperative learning or not. The study employed qualitative and
quantitative method. The data for the study were gathered through textbook analysis and
classroom observation. The subjects of this study were four grade nine English language
teachers of Edget Feleg high school and all of speaking activities in grade nine textbook. The
collected data were analyzed qualitatively based on the principles of cooperative learning
that were adapted from Johnson and Johnson (1992) and Cunningsworth (1994). The
majority of speaking lessons in the textbook were presented in pair and group work form, but
most of them do not have division of labor, so it could not give chance for learners to
practice and develop leadership ability and decision making. However, most of the activities
included in the textbook create the habit of working together for common goal and caring
about each other's learning. The majority of the speaking activities in the textbook encourage
face-to-face interaction and also positive interdependence encouraged with the majority of
activities. Few speaking activities encourage the principle of group processing, social skills
and individual accountability. The conclusion in the study is that the textbook include
different types of speaking activities, but they are not equal in number, so the textbook
partially fulfill the criterion set for the principle of cooperative learning except face-to-face
interaction and positive interdependence. Thus, it is recommended that textbook writers
should adjust the speaking activities in the textbook in a way that encourage the principles of
CL.
