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interview will be used.

3.3.1. Observation

3.3.1.1. Rationale behind the use of observation.

Classroom observations are used wildly for assessing teaching. Richards et al. (1992) define observational method as procedures and techniques that are based on systematic observation of events and often used in studying language use and classroom events.

In addition, observations are most often used to collect data about the teachers' knowledge of the subject matter, to study language learning, teaching methods and processes of actual lesson in the class. Observations are also effective when approached as collaboration means to benefit all involved. Observations can give observers useful feedback that might not be revealed by other assessment methods.

Classroom observations were carried out with an observation sheet (Appendix 1) which was used by Hopkins (1985), Peacock (1997), and Trinh Thi Anh Hang (2004). It has proved to be a good tool for collecting data on class behaviour in language teaching. This focus on students' on- task behaviour to measure students' participation and persistence with speaking activities.

3.3.1.2. Procedures

Classroom observations were carried out in tourism class with 6 students (with total of 48 students). It was observed four times with two stages: two times with individual work (lesson 2- C, and lesson 2- D) and two times with group work (lesson 3- B, and lesson 3-D). One observer observed the six students by recording, and the other observer observed the same students by using observation sheet. All the six students were asked for consent to be observed. There are ten columns and the line number was the same as the number of students who were observed in the observation sheet. The observers started to record or fill in the sheet when the whole class were working in speaking activities in ten minutes (individual work and group work). The students were observed one after another , clockwise around the observed students. Every five seconds, the observer wrote down the category best describing the observed student's behaviour at that moment., and then pass to next student. Number 1 would be entered if the students were on-task (or were engaged in the pedagogic work) and number 2 would be entered if they were not on- task (completely lack of attention to the task). The observer continued this process until all students were observed ten times. After each lesson, the on- task percentage could be calculated.

3.3.2. Interview.

3.3.2.1. Rationale behind the use of interview.

Beside observations, interviews are useful to collect data about interviewees' opinions and feelings. Patton (1990) states that “Opinions and feelings are likely to be more accurate and meaningful once the respondent has just verbally relived the experience”(p.294 ). Interviews also help us find out the things that we can not observed.

3.3.2.2. Procedures

In this study, interviews with the six students were conducted in the afternoon on the same day at a peaceful place outside the class Three questions were constructed to get qualitative information on interviewees' participation in English speaking activities in class and their attitudes towards group work activities which may change the levels of their participation in speaking activities. The interview lasted 5 mi