(Skkn 2023) some suggested graphic organizers to enhance english speaking ability for 10th grade students learning global success textbook in tan ky high school

------PHẠM THỊ DUNG APPLYING SCAFFOLDING TECHNIQUES TO ENHANCE EFL 11TH GRADERS’ SPEAKING ABILITY MASTER’S THESIS IN EDUCATION Major: Teaching English to Speakers of Other Langu

EXPERIENCE INITIATIVE

SOME SUGGESTED GRAPHIC ORGANIZERS TO ENHANCE

LEARNING GLOBAL SUCCESS TEXTBOOK IN TAN KY HIGH

SCHOOL

(Subject: English teaching)

- -PHẠM THỊ DUNG

APPLYING SCAFFOLDING TECHNIQUES TO ENHANCE EFL

11TH GRADERS’ SPEAKING ABILITY

MASTER’S THESIS IN EDUCATION

Major: Teaching English to Speakers of Other Languages (TESOL)

Code:

Supervisor’s name

NGUYỄN XUÂN BÌNH

EXPERIENCE INITIATIVE

SOME SUGGESTED GRAPHIC ORGANIZERS TO ENHANCE

LEARNING GLOBAL SUCCESS TEXTBOOK IN TAN KY HIGH

SCHOOL

(Subject: English teaching)

Researchers Phạm Thị Dung

Võ Thị Hồng Quyên Phone number: 0941564189 - 0912830528 ( FOREIGN LANGUAGE GROUP)

Nghe An 2023

TABLE OF CONTENTS iv

LIST OF ABBREVIATIONS vi

PART I INTRODUCTION 1

1.1 Rationale for the study 1

1.2 The purpose of the study 1

1.3 The scope of the study 2

1.4 The significance of the study 2

PART II CONTENT 3

2.1 Overview of speaking skill 3

2.1.1 Definition of speaking 3

2.1.2 What is teaching speaking? 3

2.1.3 Approaches to teaching speaking 3

2.1.4 How to teach Speaking 4

2.1.5 Several types of speaking performance: 5

2.1.6 Technique of Teaching Speaking 5

2.1.7 The difficulties learners meet when learning speaking 7

2.2 Overview of graphic organizers 10

2.2.1 The definition of graphic organizers 10

2.2.2 The kinds of graphic organizers 11

2.2.3 The benefits of graphic organizers in teaching speaking skill 12

2.2.4 The steps of applying graphic organizers 13

2.3 The study 14

2.3.1 The setting of the study 14

2.3.1.1 The current issues of teaching and learning speaking skill for 11th graders at Tan Ky High school 14

2.3.1.2 Participants 14

2.3.2 Research questions 14

2.3.3 Research methodology 14

2.3.5 Findings and avaluation 24

2.3.5.1 Data analysis and discussion from tests 25

2.3.5.2 Data analysis from pre-survey questionnaire 28

PART III: CONCLUSION 31

3.1 Conclusion 33

3.2 Limitations and suggestions for further studies 33

REFERENCES 35

APPENDIX 36

LIST OF ABBREVIATIONS

1 EFL: English as Foreign Language

2 ESL: English as Second Language

PART I INTRODUCTION 1.1 Rationale for the study

Along with the globalization trend, English becomes an important subject in the curriculum of both state schools and private ones from primary schools to universities in Viet Nam In this context, the teaching and learning of English is considered as a significant duty for Ministry of Education and Training as well as all teachers of English In recent years, teaching and learning English as a foreign language has gained considerable progress both in scale and quality However, there is still a gap in English teaching and learning outcomes between rural and urban areas The fact is that the teaching and learning of English has not been effective in rural areas yet One of the differences between the learners in cities and rural areas is the learners‟ ability to speak English There are still many people learning at rural areas cannot use English well after finishing English courses Tan

Ky, a remote and mountainous area, belongs to one of the rural areas of Nghe An where the learners‟ speaking skill is much limited This problem comes from many different causes, including objective and subjective reasons

According to Brown and Yule (1983), speaking is the skill that the students will be judged upon most in real-life situations It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively So, teachers have a responsibility to prepare the students as much as possible to be able to speak in English in the real world outside the classroom Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, the world now requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance

As a teacher of English at a rural upper secondary school, the researcher is concerned about her students‟ English learning, especially, in speaking skill She has been teaching 2 classes of grade 10 Although her students have learnt English since they were in grade 3 with the new syllabus and new methods applied with the communicative approach, their spoken English in the real world is still restricted They hardly use English to communicate for fear of making mistakes, lack of vocabulary, wrong pronunciation and others So the question is put for the researcher what teachers should do to help their students learn spoken English better in this rural environment, where the English language input is poor and the chances to practice spoken English are limited The researcher has thought a lot about this fact and decided to conduct the study on “Some suggested graphic organizers to enhance English speaking ability for 10th grade students learning

global success textbook in Tan Ky High school.”. The researcher implements this study with the hope to find out a suitable method to improve the learners‟ speaking skill in real life at local

1.2 The purpose of the study

This study aims at suggesting some adaptations using graphic organizers in teaching speaking skill in textbook English 10 - global success

1.3 The scope of the study

The study was carried out at Tan Ky High School with the total of students relating to 80 EFL 10th graders who come from class 10d4 and class 10d5 of Tan

Ky High School The learners are divided into two groups, the control group and the experimental group The study is aimed to investigate the effectiveness of graphic organizers in teaching speaking skill as well as the learners‟ attitude toward this technique The time for studying lasts from the September 2022 to March, 2023

1.4 The significance of the study

The thesis provides for ESL teachers the deeper understanding of applying graphic organizers in teaching speaking skill The study will be the significant source of reference for ESL teachers at rural areas In addition, the study will supply for the ESL teachers at Tan Ky district the new approach to apply graphic organizers in teaching The result of the study is believed to make a great

contribution to the success of teaching speaking skill in common

PART II CONTENT 2.1 Overview of speaking skill

2.1.1 Definition of speaking

According to Longman Dictionary, speaking is the utterance of intelligible speech

or seeming to be capable of speech Speaking is the process of orally expressing thought and feelings of reflecting and shaping experience, and sharing information Speaking is a complex process, which involves thinking language and social skills The speaker combines words to sentences and paragraphs and use a language style that is appropriate to a social context Speaking is developing for the relationships between a speaker and her hearer In addition, speaking is determining which logical linguistic, psychological and physical rules that should be applied in a given communicative situation

Tarigan (1990:3-4) defines that speaking is a language skill that is developed in child life, which is produced by listening skill, and at that period speaking skill is learned

2.1.2 What is teaching speaking?

Teaching speaking is to teach our learners to:

- Produce the English speech sounds and sound patterns

- Use word and sentence stress, intonation patterns and the rhythm of the second language

- Select appropriate words and sentences according to the proper social setting audience, situation and subject matter

- Organize their thoughts in a meaningful and logical sequence

- Use language as a means of expressing values and judgments

- Use the language quickly and confidently with few unnatural pauses, which is called as fluency (Nunan 2003)

2.1.3 Approaches to teaching speaking

According to the theories of first and second language, Thornberry (2005; see also Leighton & Spade, 2006; Brown 2007) refers three theories of language learning relating to the speaking teaching They are behaviorist, cognitive and socio-cultural theory

According to behaviorist, language is learned by “forming good habits through reinforcement” (Thornbury, 2005, p.38) The process of learning speaking follows presentation, practice, controlled production The major purpose of the process is to form automatic habits Firstly, EFL learners listen to teacher or a tape, videos Then, they practice by drilling, retell, show and tell, etc Finally, learners perform their product in front of the class

According to cognitivists, learners‟ minds are expected as black boxes with the capacity of information processing Speaking skill is examined to be developed through learning stages that range from being controlled to automatic Learning first pays attention to awareness-raising of specific stages of a procedure, then changes to integrate the newly acquired knowledge and existing knowledge through practice and ends with self-controlling

In sociocultural theory, Thornbury (2005) and Lightbown & Spada (2006) states that the socio-cultural situation is significant in learning and they also express that learning is conducted through social interaction and with other learners Learners need to have other-regulation, mediation of somebody who has better knowledge and can provide a supportive framework which can be like scaffold Learners interact with partners, teachers etc and the interaction permits them to build new knowledge until they gain the appropriate level They turn the knowledge into their own and can act themselves

2.1.4 How to teach Speaking

Many linguistics and ESL teachers agree that EFL learners acquire speaking skill by "interacting" Communicative language learning and collaborative learning meet the best for purpose Communicative language learning focuses on real-life situations through communication Using this method

in ESL classes, learners will have chance to communicate in the target language Teaching speaking skill covers three main periods including pre-, while and post speaking

Pre-Speaking Stage: Regina, Sik (1997) stated that pre-speaking stage is a

period for planning and organizing Pre-speaking stage is conducted firstly with the aim to preparing the learners‟ knowledge background Through pre- speaking activities, learners‟ thought, reflection and experience are stimulated This stage also includes supplying new knowledge, vocabulary and structures

While- Speaking Stage: In this period, the learners have to practice the new

language in controll The teacher can use the activities such as: repetition or drill, show and tell, running dictation, surveys, picture description, interview, sentence auction, etc Learners work in collaborative environment in pairs, groups or teams

Post- Speaking Stage: The aim of this period is to help EFL learners to

summarize what they have learned In this period, learners do activities such as: making eloquence, role-play, picture description, interview, competition games, drama games, reporting…etc According to Regina, Sik (1997), the post-speaking period is a time when EFL learners have chance to reflect upon their own speaking performance Peer comment should be encouraged in this stage Moreover, feedback needs to construct to encourage and avoid making unconfident for

learners in the future

2.1.5 Several types of speaking performance:

Imitative Imitative is a term in teaching speaking that refers to the learners working like

a parrot to repeat exactly the sounds of a word, a phrase or even a sentence

This performance mostly focuses on phonetic level It is not exercised for the purpose of communication The activity in this kind of performance is often drilling

Intensive This type of performance is used after imitative step to carry out many kinds

of speaking performance relating to grammatical and lexical aspects in learning a foreign language

Responsive The learners reply to the questions, comments in a meaningful way The tasks

in this kind are often making a short conversation, greetings, … Transactional

This type of performance is only used in the dialogue It is carried out for the purpose of exchanging detail information

Interpersonal This type of performance is also used in the dialogue It is carried out to maintain social communication relating to slang, ellipsis, etc and it makes the learners difficult to understand and catch up the meanings

Extensive This type of performance is used in monologue having form of oral summaries, short speeches or reports This type of performance is advised to use for advanced level

2.1.6 Techniques of Teaching Speaking

Role Play

One way of getting students to speak naturally is role play activity Learners imagine they are in different social contexts and experience many social roles During the activity, the learners have to work as the person that they play the role

of and make response to what that person thinks or feels

Simulations

Simulations seem similar to role-plays but simulations are more elaborate

In simulations, learners have to bring items to the class to create a realistic environment For instance, if a learner is working as a singer, she must bring a microphone to sing Role plays and simulations have many advantages because

they are entertaining and they motivate the learners According to Harmer, role plays and simulations increase the self-confidence for hesitant learners because in role play and simulation activities, learners will have a different role and do not have to speak for themselves, which means learners do not have to take the same responsibility (1984)

so they will be open to share new ideas

Storytelling

Learners briefly summarize a story they heard from somebody before, or they can imagine their own stories to tell their classmates Story telling fosters creative thinking and helps learners express their ideas in the format of beginning, development, and ending, including the characters and setting of a story Learners also tell riddles or jokes For example, the teacher can call some students to tell short funny stories or jokes as an interesting opening of the lesson By this way, not only will the teacher enhance learners‟ speaking ability, but also draw the attention of the whole class

Interviews

In this activity, learners implement interviews with various people To attain the good result, the teacher should provide a rubric for learners in order to help them know what type of questions they can ask or what path to follow in each detailed context However, learners should prepare their own interview questions Interview activity gives learners a chance to practice their speaking skill not only

in class but also outside and helps them become more socialable After interviews, learners present their products to the class

Story Completion

Learners sit in a circle or many small circles In this activity, the teacher starts by telling a story, but after a few sentences the teacher stops narrating Then,

each learner add from four to ten sentences to develop the story Learners have to add new characters, events, descriptions, …etc to create a meaningful story

Reporting

Before coming to class, learners are asked to read a newspaper or magazine and at the class, learners have to report what they find as the most interesting news Learners can also discuss about what they experienced something worth or tell their classmates their daily routines before coming to class

Playing Cards

Each student in a group will choose a card and write 4-5 questions about the topic to ask the other people in the group The questions must not be yes-no questions, because yes-no questions bring little chance to practice spoken language Students are encouraged to ask open-ended questions and the response

is hoped to be more significant

Picture Describing

Using pictures in a speaking activity is to give students a picture and let them describe what they see in the picture In this activity, students can act in groups or pairs The picture may be the same or different Students discuss the picture with their groups or pairs, then a learner representing for each group describes the picture to the whole class This activity does not only foster the learners‟ imagination and creativity but also improves their natural speaking skills

Find the Difference

In this activity, learners work in pairs and each pair is given two different pictures For instance, a student gets a picture of a village and another student gets

a picture of a city They work together to find out the similarities or the differences between the pictures

Discussions/Debates

Learners work in groups to discuss a topic in a limited time In this activity, students must work to develop a plan, resolve a problem, or complete a task.Teacher should arrange each group with a gifted student, which makes the competitive atmosphere among the groups Moreover, the members of each group can help each other to make progression for learners who are weaker at learning It

is also important that the expression should be divided equally for all members in group.This activity well creates both critical thinking and making decision because

of its characteristics The teacher is advised to rearrange the groups in other lessons which give the learners the chance to work with various friends

2.1.7 The difficulties learners meet when learning speaking

Pronunciation

Nation (2009.p.75) stated, "When some teachers and students complain about difficulties in speaking, they are often talking about pronunciation” Pronunciation actually brings a lot of difficulties for Vietnamese teachers who teach English, especially teachers in remote areas However, pronunciation is really important in speaking Derwing and Munro (2005) shared that, "having good pronunciation of the language can help in normal communication, particularly intelligibility" There are four major factors that cause problems for learners when they pronounce English Firstly, the complexity of tense and lax vowels in English creates large confusion for most of learners Secondly, a variety of dialect differences and consonant positions also cause confusion Consonant clusters also lead speakers to make mistakes when speaking English Finally, the stress in the words varies irregularly which make learners difficult to communicate

Fear of mistake

Most of learners when learning speaking English face up with the fear of making mistakes Their fears come from being laughed at by other learners or being criticized by teachers As a result, learners tend to stop participating in the speaking activities at class Therefore, it is necessary for teachers to explain to their students that making mistakes is not a big problem because learners can learn themselves from their mistakes

Shyness

Shyness is an emotional body‟s response that many learners suffer from when they act something in front of a crowd as well as speak English in front of class As a result, shyness is a source of problem during learning, especially in speaking class Therefore, paying attention to this factor plays an important role to help learners do their best in learning speaking skill Baldwin (2011) explained that making a speech in front of a large crowd is one of the common phobias that learners sometimes fall in shyness which makes their mind go blank and they forget what to say Understanding this, teachers will have way to help learners overcome their shyness by creating a friendly and open environment in the class

By doing this, shy learners will feel confident and sympathetic with the mistakes they make during their learning Solving the shyness problem, Chinmoy (2007) suggests that in order to help learners be more confident in their speaking, teachers should convince learners to look upon shyness as a thing to overcome and do not feel fear of failure or success Failure is considered as the mother of success

Anxiety

According to Horwitz et, anxiety is a phenomenon of tension, apprehension and nervousness associated with the situation of learning a foreign language (Nascente, 2001) Nascente also expresses that anxiety stands out as one of the main blocking factors for effective language learning compared with other affective variables In other words, anxiety influences learners during their learning

language Therefore, when teaching speaking, this factor need be taken into consideration Anxiety influences the quality of oral language production and makes individuals appear less fluent than they really are, which suggests that teachers have to try to make an attempt to create a comfortable learning atmosphere with interesting activities

Lack of Confidence

Learners‟ lack of confidence often occurs when they realize that their cooperation with their classmates does not bring effectiveness It means that they present their ideas or topics without receiving positive response from their classmates and teachers If this situation happens repeatedly, learners will keep silent during the next periods of the speaking lessons Another main cause of learners‟ low self-esteem and confidence is learners‟ poor ability in speaking English and the lack of encouragement from the teacher So encouragement plays a vital role in building learners‟ confidence

Lack of motivation

Motivation is considered as a key to learners‟ learning success Motivation is

an important factor that affects learners‟ energy to speak in English Learners with

a strong motivation can succeed persistently in learning and gain better result than those who have weaker motivation Gardner in Nunan(1999) explains the causes of learners „ lack of motivation are uninspired teaching method , boredom, lack of perceived relevance of materials, lack of the goals of the instructional program According to him, uninspired teaching affects much to learners‟ motivation of learning He also adds that monotonous teaching reduces learners‟ motivation because of the feeling of boredom Babu (2010) argues that lack of motivation in learning causes learners‟ hesitation in speaking English in classrooms To solve this problem, teachers must have passion, creativity and interest in teaching In other words, learners‟ motivation is strongly influenced by teachers‟ performance and passion Therefore, teachers should show enthusiasm during their teaching work

Class size and material

The number of learners in a classroom is a factor that the teacher needs to take in to consideration when conducting a lesson plan In this respect, Mayer (2000, p 31) claims "that the way teachers implement the course content, instructional pedagogy, and technology used in the classroom may all be influenced by the number of students in the class" He considers that students learn much better in small classes because the teacher is able to use techniques and pedagogy effectively

About materials, materials are considered to be among the most important tools that a teacher can use in class in order to make the teacher‟s lectures smoothly and be effective in transmitting the necessary knowledge to all learners

Materials is regarded a useful means to motivate learners, arouse their interest and expose them to the real language they will face in the real world

Limited vocabulary.

Vocabulary is one of the most important parts in teaching and learning a foreign language It is the key for the development of all other skills in learning English Vocabulary is considered as a main tool for learners in attempt to own a foreign language effectively People can use words to express their ideas, thought, feeling and etc in most situations to get the target communication For example,

to buy something in a store, you just need to say the word relating to that item, you still buy it without difficulties However, there is the fact that learners usually find

it difficult to speak English in most real situations in life They usually find speaking exhausting and they only use the same expressions and words so that their speech is stopped soon Many learners are confronted with the problem of forgetting the words immediately or use the words which cause confusion of meanings Therefore, the more words learners have, the easier they communicate

2.2 Overview of graphic organizers

2.2.1 The definition of graphic organizers

The idea of graphic organizers has its root in Ausubel‟s theory of a meaningful learning (1960)(Maryam Heidarifard 2014) Graphic knowledge, also called the structured overview,was developed by Barron(1969) and based on the concept of the advance organizer of Ausubel(1968) A fundamental concept in Ausubel „s (1963)cognitive psychology was that learning takes place by assimilating new concepts and prepositions into learner‟s existing conceptual frameworks Learning new knowledge is based on the learner‟s prior knowledge;

he also believes that meaningful learning takes place when new information is linked to the learner‟s prior knowledge in a non-arbitrary and substantive way (chiu-ling chiang 2005) According to Ausubel‟s cognitive theory of meaningful verbal learning, the use of advance organizers enhances students‟ learning and retention of unfamiliar but meaningful materials (Ausubel, 1960) He assumed that the new information is acquired when it is linked to the learners‟ already existing cognitive structure (1968) Therefore, the purpose of the organizer is to activate students‟ prior knowledge and relate the new material to the previously stored information providing optimal anchorage and rendering the new material more familiar and meaningful (Ausubel, 1960), which is consistent with the schema theory (Anderson & Pearson, 1984) According to the schema theory, our mind is composed of cognitive structures (schemata) of knowledge, known as prior or background knowledge, which accept and assimilate the newly acquired information in order to enhance learning and retention of information One has comprehended a text when s/he has found a “mental home” for the information in the text or has altered an existing one in order to accommodate the new knowledge

(Anderson & Pearson, 1984) The application of graphic organizers developed from pre-reading comprehension activities to reading and post reading ones (Maryam Heidarifard) Applying graphic organizers to many subject area and age levels, researchers have obtained strong piece of evidence for effectiveness of this technique (Dye, 2000)

2.2.2 The kinds of graphic organizers

Graphic organizers come in many different forms, each one best suited to organizing a particular type of information

According to Meyer‟s (1985) classification, expository text structures include:

1 Description: The author describes a topic

2 Sequence: The author uses numerical or chronological order to list items or events

3 Compare/Contrast: The author compares and contrast two or more similar events, topics, or objects

4 Cause/effect: The author delineates one or more causes and then describes the ensuing effects

5 Problem/solution: The author poses a problem or question and then gives the answer

Besides the above structures, Mohan (1986) added more structures as definition, classification, argument- reasoning, and for- against Jiang and Grabe (2007) suggested a set of standardized easily-drawing samples shown these diagrams

Network tree

Spider Map

Problem and solution map

Sequential Episodic Map

Fishbone Map

2.2.3 The benefits of graphic organizers in teaching speaking skill

Graphic organisers have multiple uses They can be used to structure writing projects, summarise reading texts, organise and store vocabulary, and help in problem solving, decision making, studying, planning research and brainstorming While organisers often represent an individual's arrangement of information, they can also be used at group or class levels A class flow-chart of the storyline may help all the students to follow the plot

Since most graphic organisers use short words or phrases, and sometimes drawings, they can be used with all levels and with young and less-able learners

The teacher is given a record of the learner's thinking process Graphic organisers can be used to assess students' knowledge and understand of the content, thinking skills and creativity

In speaking skill, graphic organizers make the study more enjoyable and efficient

by showing the relationship, visualizing and simplifying ideas, and organizing information Graphic organisers also provide the learner with a different way of seeing and thinking about information Language barriers (words, grammar) are removed, so that learners can focus on the connections between information Moreover, in most cases, dual-presentation or visual representation plus is more successful than either approach alone Last but not least, analytical, critical, planning and creative thinking skills are developed To create the map, the learner has to identify the relationships between items, examine the meanings attached to them, and prioritise the information and decide where each item should be placed

on the map Students are more likely to become strategic learners when talking A structure, graphic display can also be converted into a lot of information A large amount of information can be an be provided after looking graphic organizers so that it helps students gain the length of the talk Creating the map helps the learner

to generate ideas and see the possibilities associated with a topic as the map grows

2.2.4 The steps of applying graphic organisers

Learners need to be trained to use graphic organisers and it is the teacher's job

to introduce them gradually and systematically, beginning with simple mind maps

to brainstorm topics and charts to provide a purpose for the topic learners are going

to talk

Typically, followed in these stages:

The teacher constructs the graphic organiser, provides students with a copy, and tells them how and when to complete it

The teacher and students co-construct graphic organisers showing important ideas

as the content is explored

Teams of students construct graphic organisers cooperatively with the teacher acting as a guide

The students construct graphic organisers independently

In the early stages, it is a good idea for the teacher to keep a selection of organisers

at hand so that learners have a choice and can experiment with a wider range of designs

Graphic organisers are as useful for teachers as they are for learners They are a valuable tool in lesson planning, syllabus design, report writing and research as well as providing an insight into the individual learner's thought processes and learning style

2.3 The study 2.3.1 The setting of the study

2.3.1.1 The current issues of teaching and learning speaking skill for 10 th graders at Tan Ky High School

Using English to communicate in real life, 10th graders at Tan Ky High School meet a lot of difficulties They usually feel insecure about their level of English and they face problems communicating as well as expressing themselves

in the target language They also have little knowledge background, vocabulary and grammar As a result, they remain silent as they are in fear of making mistakes and do not show active participation in speaking lessons This poses for teachers to integrate, to teach students how to put knowledge into practice, to apply interdisciplinary knowledge to solve practical situations

2.3.1.2 Participants

Eighty EFL learners who participate in the study come from a rural local of Nghe An, which means their ability in English is not good, especially in speaking skill Their age is sixteen and forty five learners are female, account for more than fifty six percent They come from two classes of Tan Ky High School 40 students come from class 10d4 and the rest come from class 10d5 The researcher divides them into two groups The learners coming from class 10d4 belong to the experimental group and the learners coming from class 10d5 belong to the controll group All of the surveyed learners have learned English for at least four years at secondary schools However, most of them can not do grammar well as well as mastering four language skills And in fact, of the four language skills, as many of learners revealed, they find speaking the most challenging There are few students who can speak English fluently Most of them hardly say a phrase or a sentence in English relating to the surroundings where they live Moreover, the psychology of learners in rural areas is uncomfortable and confident when they speak a foreign language Last but not least, the knowledge about the topic is sometimes exhausting to learners, which makes a big drawback for EFL learners to use English when speaking

Data collection instruments

In order to achieve accurate research results, the data collection methods used

in this research was aimed to collect both quantitative and qualitative data to take advantages of analytical-monological and exploratory interpretive paradigms in applied linguistics (Nunan, 1996) The quantitative data were collected from pre and post tests with the total of more than …questions and were analyzed statistically whereas the qualitative data were concluded from the structured interview and class observation Five main elements of speaking progress are paid attention to are: Vocabulary, grammar, fluency, length and comprehension

Questionnaires

For the purpose of data collection, a set of questionnaire for pre-survey and post- survey was designed to discover the participants‟ motivation, method, etc in learning speaking skill At the beginning of the study, the questionnaire was designed to gather EFL learners‟ and teachers‟ opinion on the speaking skill as well as their using English daily The questions are short, simple and easy to understand The participants were required to answer the questions by circling the appropriate scales to determine their awareness After some months of being treated, students and teachers are asked to give their personal opinion regarding the graphic organizers and their progress The questionnaires usefully helped the writer evaluate exactly the changes in learning and teaching work relating to graphic organizers

Observation

Observation was another research instrument to examine the EFL students‟ participation and progress Since different students develop their speaking skill in different ways, it was difficult to capture the EFL learners‟ progress through questionnaires interviews Therefore, observations provided precious information needed in the study Through observations I realize that every EFL student gets improvement if they take part in the study Some learners speak more naturally, others are more confident when communicating or expressing, others get the numerous vocabulary And above all, most of the EFL learners are active and enthusiastic at introducing their local places

Test

The author applied both pre- test and post-test in the study The pre-test assisted the author to appreciate the learners‟ level, knowledge, attitude and method in learning The post-test was applied in the last period of the study to evaluate the progress of the learners‟ after being treated with scaffolding technique The score of the test is base on five criterions: Lexical resource, fluency, pronunciation, grammatical range and accuracy and comprehension

The researcher had learners‟ score based on the rubric created by the teacher following the above website The learners‟ score was calculated by the formula:

To appreciate exactly the progress of learners as well as the effect of scaffolding technique in learning speaking skill, the researcher co-operated with a colleague to use cross- evaluation method both in pre-test and post-test

Data analysis

The researcher used both qualitative and quantitative data in the study to achieve high accurate results Qualitative research is one of the researches that require researchers to observe and select samples appropriately because this is the first stage to formulate the topic, the qualitative research method is mainly used subjective measures such as: interview, group discussion, observe On the other hand, quantitative research mainly collecting data by numbers and solving relationships in theory and research from the perspective of interpretation

Firstly, the researcher calculated the score of each learner Then she calculated the average score of both controlled group and experimental group following this formula:

M = Mean score ∑ X = The sum of the total scores

N = The total number of the students

The score of each item (vocabulary, grammar, fluency, length and comprehension) also calculated following to the above formula

The item score in questionnaire is calculated following to this formula:

Total responses on an item Percentage = - x 100 Total responses on all items

The total of 5 criteria Learner‟s score = - x 10

Maximum scores

∑ X

M = -

N

2.3.4 Applying graphic organizers into teaching speaking skill for EFL 10 graders

Here I present some suggested adaptations for the requirements of some speaking tasks in the new textbook “Global sussess- English 10”

Unit 1-Textbook

Suggestion: Adapting post speaking part by using graphic organizers

Objectives : By the end of this activity, students will be able to:

Knowledge: Discuss and express their opinions about why children should or shouldn‟t do the housework

Core competence

- Be collaborative and supportive in team work

- Develop presentation skills

- Actively join in class activities

- Be critical thinking

Qualities

- Recognise the benefits of doing housework for children

- Understand why children should or shouldn‟t do housework

Develope life skills

SHOULDN’T

Need time to study

Strenthen family bonds

Break or damage things

SHOULD

Unit 2-Textbook

Suggestion: Adapting warm-up and post speaking part by using graphic organizers

Objectives: By the end of this activities, students will be able to:

Knowledge

- Brainstorm the words relating to living green

- Talk about ways to live green

Core competence

- Be collaborative and supportive in team work

- Develop presentation skills

- Actively join in class activities

- Be critical thinking

Qualities

- Recognise what activities teenagers should do to live green

- Be aware of the importance of a green lifestyle

Procedure:

Warm-up activity: (4 minutes) Teacher divides class into 2 teams Students discuss

in their groups and write down the words in parts of the map The team that finishes first and correctly will be the winner Teacher joins two teams and help students when and where necessary

Teacher asks some students to practise speaking their ideas in front of the class Teacher asks students to feedback by listening to each other

Post speaking activity: (7 minutes) Students take turns to talk about living green

Their talking can be long or short depending on their competence of Engish Teacher guides them to use connectors in their presentation Teacher has students make an oral presentation on the ways of living green by using the graphic organizers

Teacher asks learners to comment or feedback their presentations

Shouldn’t

Should

Unit 3-Textbook

Suggestion: Adapting task 2 by using graphic organizers OBJECTIVES: By the end of this activity, Ss will be able to:

1 Knowledge

- talk about a music show

2 Core competence

- be collaborative and supportive in pair work and team work;

- develop presentation skill;

- actively join in class activities;

- be creative;

- be critical in thinking

3 Personal qualities

- be eager to create a new musical show;

- be ready to share their ideas with the whole class;

Prize(s)