16 t3 picture books in teaching speaking skills chap4+5 190321

CHAPTER 4 FINDINGS AND DISCUSSION The questionnaire revolves around understanding learners'''' assessments about responses related to their ability to learn through the method of teaching using picture b[.]

CHAPTER 4 FINDINGS AND DISCUSSION

The questionnaire revolves around understanding learners' assessments aboutresponses related to their ability to learn through the method of teaching usingpicture books for English speaking skills Each question has a value from 1 to 5

on the Likert scale, where 1 means completely disagree with the given idea and

5 is completely agree with that idea Details of the statistical data of thequestionnaire are presented in Appendices 1 and 2

In order to ensure the questionnaire to ensure the highest reliability in thedata collection process, the author of the topic used the entire questionnaire inEnglish - Vietnamese and explain each idea and purpose of the study beforesampling In the process of taking data, the author always observes andreminds the research subjects to appreciate according to their understandingand self-assessment, avoiding being influenced by the surrounding objects

The test before and after the study varies in form but the same in content Thesecond test has a different 3-part ordering than the first test The questions ineach section of the second test are also confused about the location of thecorrect answers and the order in the test This disturbance is to limit thememory of the test that has been taken so that the learner can concentrate ontaking the exam at the highest level Having the same content at two tests helpsthe author ensure that the test of professional competence of students related

to the topic is homogeneous on the difficulty of the test On the other hand,although the two pre- and post-study tests have the same content, due to thelong study time and the subjects who study many subjects, in addition toshuffling the content and the test order Second, the results obtained will be asreliable as possible

4.1 Findings

4.1.1 Research question 1: What are the effects of using Picture book on the 11 th grade students’ speaking skills?

To answer this first research question, the researcher has to do several things:

Firstly, the researcher takes the results of the pre-tests speaking test(traditional pre-tests) by the traditional method of the test class comparedwith the results of using picture books teaching method of the same test class

to see if the results are any different After that, the author took the results ofthe final speaking tests of the test class, the lessons in the traditional speakingmethod and the speaking study method using picture books to compare witheach other

This is done in order to reaffirm the effectiveness of using picture books on thestudents’ speaking skills as discovered by previous researchers And this alsohas great significance for the main purpose of this study when testing whetherthe method of teaching English speaking skills by using picture books willaffect the English speaking skills of each individual or not If the teaching ofpicture books by itself is not effective compared to teaching by traditionalmethods, the main hypothesis of this article is not valid

There are 160 students who joined in the test This study obtained all 160 testresults for pretest before applying picture books on teaching method and 160test results for posttest after applying picture books on teaching method Inparticular, the experimental class includes 80 students, and the control classincludes 80 students

Initial test (pre-test)

Nearly 50% of the students scored in the range of 5-6.9, followed by the low

percentage of students (21.4%) while the good, good, and excellent scoresaccounted for only 10.7%, 14.3%, and 7.2% (Graph below) Overall, thespeaking capacity of students is relatively low with a total of 67.8% of students.

Figure 1: Student results in the pre-test

The average of the 80 pre-tests of the control group and the average of the 80experimental group tests in the pre-test was compared and distributed by SPSSversion 20 Independent Samle t-test was run to compare the results of the twogroups / classes to see the English speaking skills of the two groups of studentsfrom the beginning of the course, before intervening by means of teachingmethods using picture books, is it different or not

80 subjects in the experimental class and 80 in each traditional group werecompared with the average score by the Independent Samples Test The meanscore of the traditional group is 5.98 and the experimental group is 5.95 Thecontrol/ experimental group's mean score was slightly higher than that of thetraditional group (5.98 vs 5.95) However, the results of the IndependentSamples Test show that the two groups do not have significant differences in

individual English speaking skill (t (60) = 084; p = 93) This shows that theskills of practicing English speaking skill of two groups before conductingexperiments are not different The English speaking skills of students areconsidered equal Thus, after conducting experiments, if there is a differencebetween the two groups in English speaking skills, it is possible to predict theinfluence of the collaborative variable on the variable Below, the researcherpresents the research results and discusses these results with researchquestions.

Data output (Post-test)

The percentage of weak, medium, and good points tended to decrease whilegood and excellent points increased significantly The percentage of weakpoints dropped sharply from 21% to 7%, followed by the average score (down7.1%) This decrease indicates a positive change in students' speaking capacity

The SPSS software version 20 is used and the Pair Samples Test is run to checkthe differences in English speaking skills of students through the results of theEnglish speaking test at the end of the course and at the beginning of thecourse

Cronbach’s Alpha of the marks from the 3 finalist of the control groupreached 867; beginning of the test of students who are taught speaking by thetraditional method of reaching 862 That is, the reliability of the form of cross-scoring is very high The following table shows the test / pre-tests results ofthe experimental class and traditional class

n

Mean difference t df P Test results

5.203

34

.000

.917

Table 2: Test results between two methods

The table above shows that the average score of the student's lessons based onthe traditional method of 80 test class students from the beginning of thecourse is 5.95 and the average score of this class on the lesson after beingtaught by the picture books is 6.71 on a 10-point scale The difference betweenthese two points is 75 The relationship between the traditional method andthe picture books method is r = 44, which indicates that the high-score lessonfor the picture-book method will lead to the traditional method the same, andvice versa

Test result of Paired Samples t-test with value t (34) = 5.20; p = 000 (p <.01)means that the method of teaching by using picture books has higher resultsthan the traditional method This shows that from the beginning of the course,before using any intervention, the speaking skills of the group of studentstaught by using picture book method were much more effective than thespeaking skills of students are taught in a traditional way

To confirm once more the effectiveness of speaking teaching by using picturebooks, the researcher compared the results of students' speaking skills taught

by using picture books and traditional method Students are taught bytraditional or picture books when done at the end of the course (post-test).Cronbach’s Alpha of the cross-grading of students' speaking skills taught by thefinal picture-book method is .970; Students' speaking skills taught bytraditional methods at the end of the course reach 904 That is, the reliability

of the form of cross-scoring is very high The below table shows thecomparison of English speaking skills of students who are taught by picture-books method and traditional method at the last post-test

n

Mean difference t df P Test results

34

.005

Students taught

speaking skills by

traditional methods

6.511

1.076

Table 3: Compare the results of the posttest between 2 classes

The table above shows the comparative results of the lesson of students whoare taught the traditional method and the lesson of the students who aretaught by picture books at the end of the post-test of the control class Theaverage of 80 students' lessons taught using the traditional method of post-test

is 6.51 and the average of students' lessons taught using picture books of thefinal lesson is 7.24, the difference between these two points is 73 Compared

with the deviation to the average point at the beginning, this deviation appears

to be lower (.76; 73) However, the results of Paired Samples t-test with thevalue of t (34) = 3.00, p = 005 (p <.01) show that the students' lessons taught

by using picture-books are still qualified and are much higher than the quality

of students' lessons taught by the traditional method

Thus, the study is based on statistical results, confirming that the students'learning results taught speaking skills by using picture books are higher thanthe students who are taught by the traditional method

Questionnaire about the students'

self-assessment of progress

Percentage of students agreeing and strongly

agreeing

7 I think my speaking skill improvement

is due to the application of picture-books

teaching method

56%

8 My English speaking skill is better when

using picture books teaching way 70%

9 I understand clearer and remember

better when using picture books 78%

Table 4: Results for questionnaire about the students' self-assessment of

progress

The previous section presents the results of a questionnaire survey andinterviews related to many factors affect learning English speaking, dividedinto various categories and are explained This section aims to discuss all datacollected, perform data analysis, and synthesize them from an overallperspective Interestingly, unlike previous studies, in this study, student-

related factors were the most influential Data obtained from the questionnaireshows that it is very difficult for students to learn English speaking skills due tomany factors Factors recognized by students as the most influential belong tostudent-related factors Among them, the difficulty of students learning English(for all skills including speaking skills) by traditional methods is the mostinfluential factor Knowledge is learned passively and students are rarelyexchanged, and teachers often summarize by theory To learn an effectivelanguage, students need to be educated with strategies that can help themlearn how to show their expression by interesting and clear words Again,practice examples, and apply them in real-life situations Teachers need toencourage students to find and create their own learning way and have themstand up to present their own learning method and their feeling orperformance for other students to discuss When a student can speak their ownwords independently with teachers’ guideline, they are more likely toremember it and be sure they understand what it means.

The students' answers showed the most interest in picture books whenlearning English speaking skills of the majority (70%) of students Whenanswering the questionnaire, they said that learn English speaking skills byusing picture books is not only "suitable for the information technology era"but also suitable for learning style "using image to create their creativity, tounderstand the meaning of story…” At the same time, students' responsesclearly show their awareness of the common characteristics of technology(Jung, 2014) First of all, it is the presence of technology anytime, anywherethat has created great utility, helping learners to "be more proactive, easy tocontrol the learning time"

Secondly, this is realized by students in the ability of rich and practicalresources In particular, the variety gives children a lot of options and makeslearning easier with the elements listed in the questionnaire as “quite a richsource of resources; Picture-books can help you practice speaking better; full

documentation, easy exchange; diverse sentences; it will be easier to findrelevant documents; Rich knowledge, easy to understand, easy to listen andabsorb well by practicing speaking and listening.” In addition to the abundance,practicality and access to target language resources is a big plus of technologyrecorded by many students in the survey: “listening to speakers/ readers readpicture books more accurately, know more about structures, vocabulary”.

4.1.2 What are the 11 th grade students’ attitudes towards using Picture book to learn speaking skills at Tran Phu high school?

agreeing and stronglyagreeing

1 Teachers’ explanations and instructions seem

not to be clear and take a long time for

explanation in traditional teaching way

10%

2 English class is boring in traditional teaching

way

15.5%

3 Teachers don’t use advanced equipment

during the process of teaching

39.5%

4 Teachers don’t hold interesting language

activities in traditional class

46%

5 Teachers do not use visual to teach English

speaking skill

41.5%

6 Teachers tried to teach speaking skills by using

picture books method

47.5%

Table 5: Teacher-related factors

The above table illustrates the students' ideas about teacher-related factors Itcan be seen that 43.63% of the respondents believe that the teaching method

of teachers has a great impact on their English learning 39.5% thought thattheir teachers' explanations and instructions in the classroom seemed unclear.46% said their English class was boring, teachers often talked too much in theclassroom 41.5% confirmed that teachers do not use advanced equipment inthe teaching process It is worth noting that nearly half of the respondents(47.5%) are interested in their teacher activities in English class Most of themare losing interest because the teachers do not organize interesting languageactivities and games in the classroom

Figure 2: Factors relating to learning conditions

(C1: Class size and different English level of students; C2: Educational facilities; C3: Classroom atmosphere; C4: The textbook.)

For the factors relating to learning conditions, figure introduces the maindemotivating factors rooted from the learning conditions It is not surprising

from the table that most of the respondents (82.75%) agreed that the class sizeand students’ level of English in a class had directly impacts on their Englishlearning demotivation As much as 99% blamed for too big class size (there are

so many students in a language class.) while 133 students thought that theEnglish level of the students in the class is inadequate, which accounted for66.5% of the total It was further supported by interviewees’ suggestions

To have more information to answer this research question, the researcher willanalyze the data gathered from the semi-structured interviews to find out whatpositive advantages students have over the course of the new method ofinstruction At the same time, the difficulties they face will be presented in thequalitative analysis section below

The effect of learning English speaking skill by using picture books

10 students in the control class were randomly selected in testing class toparticipate in the interview Most students (9/10) stated that they prefer to betaught speaking by using picture books because the efficiency of speaking skillsstudy by picture books is much higher than speaking learning taught by

method transmitted because "there is an impact visual-image factors and interesting stories that will help students to be more receptive", "picture books offer images and information to help students more easily remember grammar structures and help them can remember to re-tell to others" This can show that

students taught by using picture books will be active, and actively acquireknowledge, and complex structures to help better final test results All 10students (10/10) interviewed found that the picture books teaching method

was more advantageous than the traditional teaching method because “there was a lot of useful and logical information”

This qualitative result is also confirmed by quantitative results whencomparing the quality of the results of the comparison speaking test between

the two groups taught by two different methods in the quantitative analysismentioned above Both group lessons and speaking lessons taught at thebeginning and end of the course are of a higher quality than the two lessonstaught by traditional students.

In addition, 5/10 students also asserted that the method of learning speakingthrough picture books will help students grasp more complex structures and

more vivid illustrations Basic errors such as "sentence and grammatical structures can be corrected on their own", and errors in content and structure of articles such as "topic sentences, and ideas cannot be edited on their own” be

added in picture books All 10 students does not recognize the speaking errors

in his own article but needs the help of teachers or examples shown on the

classes, “because I am hard to identify errors of me, other people are more aware.”

In addition, most students also find that by being taught with picture books

and suggesting to revise the general speaking lesson, “they learn a lot of other skills besides grammatical structures but can also learn writing, reading skills… information on picture books, word usage and sentence structure shown on picture books” This result also coincides with our research results in another

context when students commented on each speaking lesson From there,students can learn teamwork skills again

Although students (10/10) say that they are "satisfied with the method of teaching speaking skills by using picture books, but sometimes the traditional method of teaching by direct teachers to help students debate and explain to each other to come to a consensus" It is sometimes not easy to achieve in picture-

books teaching because it depends on students' interest on stories on picturebooks

4.2 Discussions