Abstract:
This study aims at developing students’ writing skill through cooperative learning methods “CLM”. The study focused on the impact of cooperative learning on the students’ writing; their attitudes towards the method; teachers’ conception of different cooperative learning methods; the effects of cooperative learning methods on motivating and improving EFL learners’ writing skill; and the factors that hinder “CLM”. The data were gathered through experimental and descriptive approach. A test was conducted to secondary school students, besides questionnaire administrated to them. Then, another questionnaire was also distributed to English language teachers. The study used Statistical Package for the Social Sciences(SPSS) program for data analysis. The results were set in the form of graphs and charts that show different statistics constrains such as frequency and percentage of each item. The results have shown a significant difference between cooperative learning method and traditional method. It was found that when the students were exposed to a cooperative method, their writing skills have remarkably improved. Students had positive attitudes towards cooperative learning methods; hence, their interest; participation; socialization and relationship were promoted. The findings also revealed that teachers have a reasonable perception about “CLM”. Moreover, it was found that “CLM” is a motivating style which engages students in writing tasks. It also promotes discussion and critical thinking. Through cooperative learning, students can share learning resources; and help each other by exchanging skills and ideas. However, there are some factors which impede its implementation such as limited teacher’ responsibility; crowded classroom; unequal participation due to the students standards. The study concluded with some recommendations, such as teachers training program should be carried out to familiarize teachers with the use of cooperative learning
