Using role play as a teachnique to improve the tenth graders speaking skill at an upper secondary school in dong nai province (master of tesol)

INTRODUCTION

Background of the study

English has become a global language due to globalization, serving as an essential tool for international communication Its widespread use and numerous advantages have led to it being the official language in many countries As a bridge for building relationships and fostering international cooperation, English plays a crucial role in connecting people and cultures worldwide.

Vietnam, as a developing country, is experiencing a rapidly growing demand for English language proficiency, making it a compulsory subject in most upper secondary schools Educators focus on equally developing the four key skills—Speaking, Listening, Reading, and Writing—to enhance students' overall language abilities Since 2006, Vietnam has implemented new English textbooks for grades 10 to 12, aimed at improving language education Among these skills, speaking has become increasingly vital for effective communication and is considered one of the most challenging skills for students to master, as emphasized by the new curriculum.

Teaching speaking skills involves various elements, which can lead to numerous challenges in the learning process Many 10th-grade students at Thanh Binh Upper-Secondary School in Dong Nai face common problems with speaking English, often stemming from factors such as lack of interest, negative attitudes, unengaging materials, and teachers' monotonous or inappropriate teaching techniques These issues can result in boredom, low motivation, and a lack of confidence in speaking abilities To address these challenges, it is essential for teachers to implement effective techniques that stimulate students' interest and positive attitudes toward speaking lessons, ultimately improving their speaking skills (Burns & Joyce, 1997).

Role-play activities are highly effective in enhancing students' English speaking skills by providing practical opportunities to simulate real-life social interactions Research consistently shows that role-play allows students to practice communicating in diverse social contexts and assume various social roles, fostering more confident and fluent speaking By acting out real-world situations within the classroom, students get valuable practice that is difficult to replicate outside the classroom, such as in cafés, shops, or banks (Scrivener, 1998) Additionally, role-play supports shy learners by creating a safe environment for practice, encouraging them to participate actively and build their speaking confidence.

Role-play significantly boosts the confidence of shy learners by providing a safe "mask" that liberates students who struggle with conversation This teaching technique helps them practice interactions with peers without the fear of making mistakes or causing misunderstandings Therefore, role-play is an essential and effective method that ESL and EFL teachers should incorporate more frequently into their classrooms to enhance speaking skills and build learner confidence.

This research explores the effectiveness of using role-play as a technique to enhance 10th graders' speaking skills at an upper secondary school in Dong Nai province The study aims to provide practical solutions for improving students' oral communication abilities through engaging and interactive methods Findings suggest that role-play can significantly boost students' confidence and fluency in speaking English Implementing this technique offers a motivating and effective approach to language learning, making it both meaningful and practical for teachers and students alike The research highlights the importance of innovative teaching methods to foster better speaking skills among secondary school students.

Aims and objectives of the study

This study aims to improve the speaking skills of 10th-grade students through the effective use of role-play techniques The primary goal is to enhance students' oral communication abilities, making them more confident and fluent speakers By implementing role-play activities, the research seeks to create an engaging and interactive learning environment that encourages active participation The study also aims to assess the impact of role-play on students’ language proficiency and communicative competence, contributing to more effective language teaching methodologies for high school education.

- Investigating the 10 th graders’ attitudes towards the role-play used in their speaking periods

- Evaluating the effectiveness of the role-play applied to English speaking skill teaching and learning

The subjects of the study are 42 male and female students coming from class 10A5 The action plan will be implemented in 3 months from January 2022 to May

2022, during the academic school year 2021-2022 at Thanh Binh upper-secondary school in Dong Nai province

The study is carried out to address the following questions:

(1) What is the students’ attitudes towards the use of role-play technique to improve their speaking skill?

(2) To what extent do the 10 th students promote their speaking skills by using role-play technique?

In attempting to give a tentative solution to the problem, the hypothesis is stated as the follows: the students‟ speaking skill can be improved through role-play.

Subject and scope of the study

This small-scale study investigates tenth-grade students' challenges in learning spoken English and explores how role-play activities can enhance their speaking skills Conducted at an upper-secondary school in Dong Nai, the research focuses on a single grade 10 class to understand the effectiveness of these interactive exercises in improving English oral proficiency.

Research methodology

The researcher employs Classroom Action Research (CAR) based on Kurt Lewin’s (1993) design, consisting of two cycles each with four phases: planning, acting, observing, and reflecting If initial results are unsatisfactory, the cycle can be repeated to meet predetermined criteria, ensuring continuous improvement To address the research questions comprehensively, both qualitative and quantitative methods are utilized, with data collected through classroom observations and pre- and post-task survey questionnaires This mixed-methods approach enhances the validity and depth of the research findings.

Significance of the study

This research study offers valuable insights with both theoretical and practical significance for enhancing the teaching and learning of English, particularly in developing speaking skills The findings are expected to benefit teachers by providing effective strategies and methods, while also supporting students in improving their oral communication Overall, this study aims to contribute to more effective English language instruction and better learning outcomes for students.

The result of the study may give the information in acquiring English; this research also informs the readers that there are many ways of students in teaching speaking skill

The result of the study is expected to be as follows:

+ For the teacher, this study can be used to improve the students speaking skill in the classroom or out of the classroom

This study provides valuable insights for students aiming to enhance their speaking skills practically, emphasizing the importance of developing communicative competence through consistent practice To improve their speaking abilities, students should actively engage in practice both inside and outside the classroom, ensuring continuous improvement and greater fluency.

Structure of the study

The study will be divided into five chapters as follows:

Chapter One: Introduction provides the rationale, objectives, methods, and design of the study, explaining why the author chose this research topic and outlining the approach used to achieve the study's goals.

Chapter two is the LITERATURE REVIEW which includes five parts

This article provides a historical overview of literature, beginning with theoretical issues related to Communicative Language Teaching (CLT) It explores the definition and key characteristics of CLT, emphasizing the importance of developing communicative competence in language learners The discussion also covers effective strategies for using CLT in teaching speaking skills, as well as the necessary conditions for its successful implementation Additionally, the article examines various factors that influence the application of CLT in different educational contexts, offering a comprehensive understanding of its evolution and practical relevance.

- Part two discusses an overview of role-play, such as What is role-play?; types of role-play; techniques to Control Role- Play; procedures of role- play

- Part three provides the definition of speaking skill, elements of speaking (pronunciation, grammar, vocabulary, fluency and comprehension) and points to consider about speaking

- Part four is concerned about using role-play in teaching and learning speaking

It gives the students a chance to experience different social roles and teachers use authentic materials for teaching speaking

- Part five is the summary of the chapter

Chapter three emphasizes the RESEARCH METHODOLOGY This chapter focuses on the research method covering research design and research procedure

Chapter four, the author would like to provide some information about the FINDINGS of the study and DISCUSSIONS to improve the teaching and learning to speak English

Chapter five is the CONCLUSION which summarizes the thesis with key issues in the study and makes some suggestions for further study.

LITERATURE REVIEW

Communicative Language Teaching (CLT)

Definitions about CLT are varied Nunan (1989, p.194) gives an overview of the approaches adapted below, several elements that are specific to many CLT concepts

The CLT regards language as a system for meaning expression, emphasizing activities that involve oral communication, meaningful tasks, and relevant language use tailored to learners' needs Nunan highlights that, in this approach, learners act as negotiators and integrators, while teachers function as facilitators, supporting active language use This perspective on language teaching is shaped by a social vision of language acquisition, recognizing that it is influenced by social, cultural, economic, and political forces, making the process a dynamic and context-dependent phenomenon.

Canale and Swain (1980) expanded the theoretical foundation of Communicative Language Teaching (CLT) for both teaching and assessment They argued against an overemphasis on functional language use, highlighting the importance of grammatical complexity in language learning Their critique emphasized that external communication is not necessarily more vital than other language skills such as self-expression, verbal thinking, problem-solving, and creative writing, underscoring a balanced approach to language proficiency.

Language is more than just a regulatory system; it is now widely regarded as a dynamic resource for creating meaning (Nunan, 1989) This perspective aligns with Communicative Language Teaching (CLT), which emphasizes making communication skills the primary goal of language instruction CLT also focuses on developing effective procedures for teaching the four language skills—listening, speaking, reading, and writing—while recognizing the interdependence between language and communication.

- The goal of CLT is to create a realistic context for language acquisition in the classroom to develop Hymes’ notion of communicative competence (1972)

- CTL is also associated to learner-centered and experienced based tasks

Communicative Language Teaching (CLT) emphasizes the functional use of language and prioritizes learners' ability to express themselves effectively Unlike traditional methods, CLT focuses more on developing communication skills than on the specific teaching and learning content According to Johnson (1982), fostering learners' practical language skills is central to CLT's approach to language education.

- There are three major principles of CLT:

(1) Principle of communication: emphasizes activities involving real communication which promote learning

(2) Task Principle: purposes which promote learning through activities used to perform meaningful tasks

(3) Principle of meaningfulness: asserts that language meaningful to learners supports the learning process (Le, 2004)

Conditions of Applying CLT

Adherents of the Communicative Approach (Das, 1985) recommend using authentic language materials to help students transfer classroom learning to real-world situations and to expose them to natural language in diverse contexts Suitable authentic materials include newspaper articles, target-language books, and live radio or TV broadcasts, primarily beneficial for high-intermediate students While authentic materials are realistic and highly effective for lower-level learners, they should be selected carefully to avoid overly complex language, which can lead to more debate and improve engagement.

In CLT (Communicative Language Teaching), the teacher plays a crucial role as both a facilitator and an advisor, guiding students' language learning and curiosity Teachers act as co-communicators during communicative activities, fostering authentic interactions They initiate classroom activities and encourage students to share their ideas and opinions, allowing learners to express their individuality According to Littlewood (1981), this approach helps learners integrate their personality into the target language, enhancing their emotional security and engagement.

2.2.3 Using CLT in Teaching Speaking Skill

Creating a comfortable and confident environment is essential for students engaging in communicative language practice, encouraging them to take risks and participate actively According to Pica, Young, and Doughty (1987), there are two main types of classrooms for second language learners: traditional "teacher-fronted" classrooms, where input is modified or simplified, and interactive student-centered classrooms that emphasize authentic peer-to-peer communication These classroom settings offer more opportunities for learners to speak, fostering mutual understanding and adapting their language to suit different social contexts.

Effective language instruction begins with a clear curriculum that outlines specific speaking goals, which may include a list of grammar structures to teach To optimize teaching outcomes, teachers should remain flexible and adapt their approach based on students’ needs This flexibility allows educators to prioritize relevant language skills and incorporate diverse activities, going beyond preset objectives to address real-world communication requirements.

In classroom there are many speaking activities that can be used, such as scrambled sentence, language games, role-plays, problem-solving, discussion, cued story, picture story etc.

An overview of role-play

Role-play is a widely used and effective teaching strategy for developing speaking skills in English language learners According to Ladousse (1989), role-play enhances learners’ active participation and makes English learning more efficient It allows students to assume different roles or positions in a safe and creative environment, encouraging imagination and spontaneous communication Gillian Porter emphasizes that role-play provides realistic situations where students can practice language in a meaningful context, boosting their confidence and conversational abilities.

According to Porter (1996) and Byrne (1998), role-play is considered a key component of drama activities Byrne explicitly states that drama activities encompass three main terms: mime, role-play, and simulation, highlighting the integral role of role-play within theatrical and educational contexts This classification emphasizes the importance of role-play as an engaging and effective method for experiential learning and communication skills development.

Mime: Attendees do actions without using words

Role-play: The participants interact in imaginary situations, either as themselves or as others

Simulations: The participants normally discuss a problem of some sort with certain settings that were defined for them for this activity

In foreign language education, role-play and simulation are widely used to enhance students' communicative competence by engaging them in realistic interactive scenarios Conversely, mime serves as an effective language game that involves non-verbal activities, such as miming actions for others to guess, thereby promoting creative language practice without the use of words.

Role-play is a strategic teaching method that involves imagination, allowing individuals to adopt different roles or selves in specific situations through improvisation and authentic interaction This activity encourages student creativity and critical thinking while helping them develop and practice new language skills and behaviors in a low-pressure environment By fostering motivation and engagement, role-play enhances learning outcomes for both children and adults Additionally, it is a flexible technique that can be tailored to present a wide range of concepts, from simple to complex, making it an effective tool for diverse educational settings.

According to Byrn (1998), role-play can be organized into two main structures: scripted and unscripted Scripted role-play involves students interpreting textbook dialogues or reading texts aloud to enhance memorability and understanding of linguistic items In contrast, unscripted or free role-play does not rely on predefined scripts, requiring students to independently select language and steer the conversation, which emphasizes spontaneity and real-life communication Effective participation in both types of role-play depends on thorough preparation by both teachers and students to ensure meaningful and engaging language practice.

Role-play is a speaking activity in which learners participate in a specific situation, either themselves or like someone else According to Nestel and Tierney

According to Nestel and Tierney (2007), role-playing activities can be categorized into three types Fully scripted role-play involves participants following a predetermined script, leaving no room for personal responses but providing opportunities for discussion and reflection Partially scripted role-play gives participants an opening prompt or outline, guiding their responses while allowing some improvisation Unscripted role-play requires participants to act naturally in a given scenario, simulating real-life situations without any prepared script These different types of role-playing serve various educational and training purposes.

On the other hand, considering role-playing types, Littlewood (1994) divides role-playing activities based on the nature of the information given to the learners as follows:

Guided role-play using cued dialogues enhances language learning by providing learners with signals on separate cards, which help them anticipate and prepare appropriate responses These cues focus on functional meanings and are tailored to specific social situations and relationships, ensuring the use of suitable language Teachers can facilitate this activity by preparing paired sets of hints that align closely, guiding learners to produce coherent and contextually appropriate utterances While this method effectively develops communication skills, it may also limit creative language use, as suggested by Littlewood (1994) Overall, cued dialogue-based role-play is a valuable technique for practicing functional language in a controlled setting, supporting overall language development.

Controlled role-play using indications and information offers a flexible learning framework where one learner receives specific instructions while the other is provided with information to respond accordingly This approach encourages improvisation and creative response, reducing teacher control and expanding learner autonomy Such activities emphasize practicing communication processes over evaluating final outputs, helping learners focus on essential language forms during pre-communicative practice Additionally, this method allows teachers to effectively manage and guide interactions while fostering active learner engagement.

Role-play, the third type of role-play, is controlled through specific situations and requires high-level learners In this approach, students are challenged to achieve objectives through effective communication Initially, learners only understand the overall scenario and their individual goals within it, prompting them to actively discuss and establish connections to succeed This method enhances communication skills and critical thinking in language learning.

Role-play through discussion or debate involves learners engaging in detailed conversations about real or simulated issues Successful debates require learners to have sufficient knowledge of the topic and the ability to defend diverse viewpoints Initially, learners analyze relevant information before participating in small group discussions These activities often lead to a final decision or a vote, driven by the interaction of conflicting opinions, which enhances critical thinking and communicative skills This form of role-play fosters active learner engagement and promotes a deeper understanding of complex issues.

Different types of role-playing activities offer varied experiences, but students' language competence influences their engagement Basic role-plays with simple dialogues may become boring for learners with limited vocabulary and grammar, as they struggle to participate in discussions or debates In contrast, more advanced role-plays involving cues, information, situations, and goals foster students' creativity and imagination by encouraging them to develop diverse scenarios This study implemented and planned both sign-controlled and context-driven role-plays in speaking classes, aiming to enhance students' speaking skills through engaging and creative activities.

2.3.3 Techniques to Control Role-Play

Teachers can utilize various techniques to effectively manage the classroom during role-play activities According to Littlewood (1981), four key techniques can be employed to maintain control, ensuring an engaging and productive learning environment.

- Role-play controlled by cued dialogues;

- Role-play controlled by indications and information;

- Role-play controlled by situation and objectives;

- Role-playing in the form of discussion or discussion

This study explores the use of role-play techniques to enhance student engagement and creativity In the first cycle of the CAR (Cooperative and Active Reinforcement) method, role-play will be conducted through cued dialogues to facilitate guided practice The second cycle will involve role-play using cues and additional information, encouraging students to actively participate and develop their own sentences These techniques aim to promote student active learning, improve language skills, and foster creativity in the classroom.

Effective role-play activities in language teaching should progress from controlled to innovative stages, as recommended by Ladousse (1989) The initial phase focuses on pre-open semantic structures, emphasizing the students' ability to produce adequate language The subsequent communicative stage shifts the focus to conveying meaning, with success judged by whether students can effectively communicate the intended message During this stage, students are introduced to new language elements, drilled on them, and then expected to confidently utilize these structures in real-life contexts, enhancing their overall communicative competence.

2.3.5 Presenting and practicing the forms and vocabulary

At this stage, educators introduce language likely to be used, focusing on pre-teaching vocabulary and structures They present model dialogues, which can be displayed on the board or provided on worksheets, ensuring students understand and memorize key phrases Drilling, memorization, sentence coordination, gap-filling exercises, and sentence ordering are effective activities to reinforce learning It requires time for students to memorize forms, master pronunciation, and understand meanings before moving on to role-play activities By this phase, students are equipped with the necessary language skills to confidently engage in the pretend scenario.

Speaking skill

Many language learners believe that speaking skills define language proficiency, seeing fluency as the ability to engage in conversation more than reading, writing, or understanding spoken language They prioritize spoken communication as the most valuable skill and measure their progress through their ability to speak effectively Without opportunities to practice speaking in the classroom, learners risk losing motivation and interest in language learning Conversely, incorporating engaging speaking activities can boost learner motivation and transform the language classroom into a lively, enjoyable environment.

Talking is an important part of human communication Different linguists have different speech ideas but they all agree with this theory

Brown (1994) defines talking as a meaning-building process involving the production, reception, and processing of information

According to Brown and Yule (1983), spoken language consists of brief, fragmentary utterances characterized by a variety of pronunciations and frequent echo and contrast between speakers It often involves the use of non-specific references, reflecting a loosely organized syntax with non-specific words, phrases, and filters This informal and flexible nature of spoken language emphasizes its spontaneous and dynamic communication style.

Speaking is a complex skill that involves the simultaneous use of various abilities, which often develop at different rates Typically, four or five key components are identified when analyzing the speech process, highlighting the multifaceted nature of spoken language development.

According to Harmer (2001), to achieve fluency in English speaking, students must master the correct pronunciation of phonemes, stress, and intonation patterns, and use connected speech effectively Proper articulation is essential for conveying meaning through physical sounds Additionally, second language learners often struggle to distinguish between new sounds that are unfamiliar from their native language, highlighting the importance of focused pronunciation practice for language acquisition.

To speak a foreign language effectively, it is essential to have a solid understanding of grammar and vocabulary Grammar includes the sounds, sound patterns, and basic units of meaning like words, as well as the rules for combining them into coherent sentences Mastering grammar is crucial for speaking fluently, as without a proper grasp of grammatical structures, it is difficult to speak English confidently and accurately.

Vocabulary is a fundamental component of language, encompassing single words, set phrases, variable expressions, phrasal verbs, and idioms Mastering an extensive vocabulary is essential for effective communication, as limited vocabulary proficiency can hinder meaningful conversations Building a strong vocabulary is crucial for enhancing language skills and achieving fluency.

Fluency is the ability to speak freely without excessive pausing or hesitation, enabling effective communication According to Gower et al., fluency involves maintaining continuous speech during spontaneous conversations When speaking fluently, students can convey their messages clearly, using their available resources and skills, even if they make grammatical or other errors.

Comprehension is a vital speaking element discussed by both speakers, highlighting its role in enabling individuals to obtain the information they seek It is defined as the ability to understand a subject through reasonable grasp or as having insight into the true nature of a situation Effective comprehension ensures meaningful communication and helps people interpret information accurately.

Points to consider about speaking

Speaking is a crucial form of communication that requires effective delivery to ensure your message is understood clearly The way you say something can be just as important as the content itself in conveying your meaning According to Jones (1989), key factors to consider when speaking include clarity, variety, audience awareness, tone, and the different types of speaking Mastering these elements can significantly enhance your spoken communication skills.

Clear and distinct speech is essential to ensure your listeners understand you To achieve this, speak your words clearly without running them together or slurring, emphasizing articulation and separation between words Proper enunciation enhances communication effectiveness and guarantees your message is conveyed accurately.

Speech has its own rhythms and musicality, with voice pitch rising to indicate questions and emphasis on key words to clarify meaning Important words are spoken more slowly and with greater emphasis, while less important words are delivered quickly Variations in pitch, volume, speed, and pauses all contribute to effective communication, creating a natural flow that enhances understanding.

The way you speak and the tone you use will be affected by the audience to whom you are speaking

In short, in speaking, speakers must consider the three points above so that they can convey meaning as effectively as possible

Effective speaking activities are essential for allowing students to express their individual meanings and apply their accumulated knowledge According to Riddel (2001, p.117), teachers can implement a variety of activities—such as ranking, balloon debates, debates, describing visuals, role-plays, student talks, and discussions—to stimulate students’ speaking skills and promote active engagement in the learning process.

This study highlights that role-play is an effective technique for improving students' speaking skills across all proficiency levels For lower-level learners, incorporating realistic contexts such as shopping—especially in an English-speaking environment—enhances language practice Assigning authentic roles, like the customer rather than the shop assistant, further engages students and boosts their confidence in speaking.

Using Role-Play in teaching and learning speaking skill

Role-play is a vital technique in teaching speaking skills, as it allows students to embody different social roles such as a driver, doctor, engineer, or king, thereby increasing engagement and motivation Selecting appropriate teaching materials is essential, with authentic materials being widely used by educators According to Gower et al (2005), authentic materials include real-life texts and media such as newspapers, songs, brochures, and films, which are naturally designed for native speakers and are not graded for learners' levels Incorporating authentic materials into speaking activities enhances realism and provides learners with valuable exposure to real language use.

Previous studies

Research indicates that extracurricular activities significantly enhance students’ speaking abilities, boosting their confidence, fluency, and communicative competence Le (2014) demonstrated that organizing activities such as drama, singing contests, story retelling, and English speaking clubs positively impacts students’ speaking skills and teamwork To optimize the effectiveness of ECAs, experts recommend students lead activities to foster creativity, tailor activities to students’ interests and proficiency levels, and encourage collaboration between teachers and school organizations Implementing these strategies can improve speaking proficiency and overall language development in learners.

Using pair work and group work activities to improve students’ speaking proficiency is another popular method applied by many researchers as Pellowe

Research by Syamsuddin (2000), Nguyen (2008), and others emphasizes that pair and group work activities are highly effective in improving students' speaking skills A recent study conducted by Tran My Hanh further supports the positive impact of collaborative learning methods on developing students’ oral communication abilities.

Research in 2014 confirmed that incorporating collaborative methods into teaching English speaking skills enhances student outcomes The study, conducted over seven weeks with two classes, compared a control group working individually to a target group engaging in pair and group activities such as role-plays, interviews, and games Results showed that students' attitudes towards group work were positive, and those in the target class demonstrated greater confidence and improved speaking skills compared to the control group This evidence supports the integration of interactive speaking activities to boost learner confidence and effectiveness.

By using this method, the students had more opportunities to communicate the real life situations and their speaking ability was improved considerably

Using games is also considered as one of the most effective techniques that many researchers used widely in developing students‟ communicative ability Chen

Studies by Urrutia and Vega (2010), Wickramanayake (2016), and Dewi et al (2017) demonstrate that incorporating games into teaching enhances students' speaking skills by creating an enjoyable and engaging classroom environment Using games in language learning encourages students to actively practice speaking, increases their motivation, and helps reduce anxiety and stress associated with learning a foreign language This effective technique provides more opportunities for students to use the language spontaneously, leading to improved speaking competence.

Arung and Jumardin (2016) conducted an action research to explore the effectiveness of the debate technique in improving students' speaking skills The study involved 31 second-year students from class XI/IPA-2 in the scientific department, carried out over two cycles The findings indicated that incorporating the debate technique significantly enhanced students’ speaking abilities, fostering greater confidence and encouraging them to defend their viewpoints and team in class discussions.

Research indicates that exploring various strategies can enhance teaching and learning speaking skills for both teachers and students One particularly effective approach is role-play, which has been supported by several significant studies Implementing role-play activities fosters practical communication practice, increases student engagement, and improves overall speaking proficiency Integrating role-play into language instruction offers a valuable means to develop students’ speaking skills and boost their confidence in real-life conversations.

2.7.2 Previous studies carried out in foreign countries

Role-play is a widely recognized and effective technique for teaching speaking skills, valued for its significant contributions to language development According to Sukatri (2016), implementing role-play activities leads to notable improvements in students’ speaking abilities by creating an engaging and enjoyable learning environment This approach boosts students’ interest, participation, confidence, and eagerness to learn and speak English Observations, interviews, and tests have shown that students overcome challenges in pronunciation, vocabulary, accuracy, and fluency through the use of role-play in the language learning process, confirming its effectiveness in enhancing speaking skills.

Numerous studies, including Sukatri’s and Citraningtyas’s (2016) research, highlight the effectiveness of role-play activities in improving students' speaking skills Citraningtyas found that role-play not only enhances speaking ability but also increases student engagement and interest through fun and enjoyable classroom activities Additionally, students practicing role-plays learn to express their ideas with good pronunciation naturally, similar to foreign speakers, fostering better oral communication skills.

Role-play is an effective strategy to enhance students’ speaking skills, encouraging active participation and highlighting their central role in the learning process (Arham et al., 2016) Integrating role-play into speaking lessons empowers students to use English in realistic, practical contexts, improving their language proficiency through real-life experiences This approach enables students to develop professional problem-solving skills and increased confidence in their ability to communicate effectively.

2.7.3 Previous studies carried out in Vietnam

Nguyen Thi Ngoan’s 2009 research study titled "Studying Teaching Speaking Skills for 10th Grade Students at Phu Ly A High School in Ha Nam Province" identifies key factors affecting learners' speaking abilities, including speaker speed and teaching conditions However, the study does not yet explore the current status of students' speaking skills or provide specific strategies and solutions to enhance their learning process This research highlights the importance of addressing teaching conditions and learner factors to improve speaking proficiency among high school students.

Tran Thi Thanh Truc (2014) emphasizes that English learners should not only practice speaking skills but also develop a deep understanding of how language functions She advocates for incorporating reflection on language aspects to help students create a shared terminology for discussing language features Additionally, she highlights the importance of using this linguistic knowledge to critically evaluate texts for effectiveness, meaning, and accuracy Proficient speakers, according to her, easily recognize when to apply various grammar points appropriately.

As conveyed from the titles of those studies, the M.A thesis of Nguyen Thi Thanh Tam (2017) named “English speaking ability among high school students in

In Vietnam, students face significant challenges in developing their speaking skills, primarily due to limited vocabulary, shyness, and fear of humiliation The study highlights that speaking remains the most difficult language skill to master among learners To address these obstacles, the authors recommend implementing role-play activities in the classroom, which have proven effective in enhancing students' speaking confidence and fluency Emphasizing interactive and engaging methods like role play can significantly improve language proficiency and boost students' willingness to participate actively in speaking exercises.

Last but not least, Nguyen Chi Hoa (2018) in "Studying speaking strategies of

English major students at the Faculty of Languages and Culture, University of Foreign Languages, Vietnam National University, Hanoi, utilize various speaking strategies in their language learning process While the article primarily outlines the common speaking strategies employed by students, it does not delve into the specific difficulties they face when applying these strategies or offer remedies for overcoming such challenges Instead, it provides an overview of the current practices among students, highlighting their reliance on particular speaking techniques to enhance their language proficiency.

Research gap and conceptual framework

Research indicates that role-play significantly enhances learners’ oral skills, making it a valuable teaching strategy Utilizing credible content in role-play activities engages both teachers and students, fostering creativity and opinion development Effective role-plays involve resources such as relevant scripts or dialogues and student participants acting as characters to simulate real-life conversations Preparation is crucial, with paper being the ideal medium for scenarios, and teachers should allocate time for students to familiarize themselves with the content beforehand Implementing these practices can greatly improve speaking proficiency and overall language competence.

To hold role-playing, the teacher must prepare some steps to make good performance Here are the stages in Role-play activity:

- The teacher arranges or prepares scenarios that will be performed by the students This scenario is important for the students to know the situation of their roles

Providing students with several days to prepare for a teaching and learning activity allows them to familiarize themselves with the scenario, ensuring they are well-prepared to actively participate Early assignment of roles encourages better rehearsal and boosts students' confidence, leading to a more effective and engaging learning experience Proper preparation time is essential for enhancing students' understanding and performance during interactive activities.

The teacher forms groups of five students, carefully organizing them based on their speaking abilities To promote balanced collaboration, high-achieving students are paired with those who have lower speaking skills, ensuring diverse and effective group dynamics This strategic grouping enhances peer learning and encourages all students to participate actively.

The teacher explains that students will achieve competence in various communication skills, including expressing opinions, responding appropriately, and making or declining invitations By observing their performance, students will gain a better understanding of these key language expressions, enhancing their overall conversational abilities This lesson aims to develop their confidence in everyday interactions by practicing relevant language functions and improving their fluency in giving opinions and handling invitations effectively.

- The teacher calls a group of students who have been chosen to play prepared scenario On the other hand, the teacher chooses the group to perform

- Each student in his/her group observes scenario being performed

- After finishing the performance, each student is given work sheet for discussing each group performance

- Every group which has performed gives conclusion about what scenario has been performed

- The teacher gives general conclusion That is about the material that has been done by the students in their role-play

- Evaluation It is held by test to know their understanding in the material

Summary

To sum up, the above steps are not intended to correct usage It is flexible; teachers that can make or build correct and effective techniques with their own students

This chapter provides a comprehensive review of existing literature on the role of role-play in teaching and learning speaking skills The researcher carefully examines various perspectives on role-play as an effective pedagogical tool for improving speaking proficiency For this study, a combined approach based on Ladousse's methods has been adopted to enhance the understanding and application of role-play in language education.

This study investigates the effectiveness of role-playing methods and speaking skill improvement strategies, drawing on the works of 1989 and Ur (2000) Additionally, it explores Byrne's (1991) approach to enhancing speaking abilities among 10th-grade students The research focuses on employing role-play techniques to improve oral communication skills among 10th graders at an upper secondary school in Dong Nai province, emphasizing the significance of interactive and practical language learning methods for effective language acquisition.

METHODOLOGY

The setting of the study

Thanh Binh Upper-Secondary School, established in 1994 in the mountainous region of Tan Phu District, Dong Nai Province, serves a diverse student body including Kinh, Hoa, CoHo, ChauMa, and Nung ethnic groups, many from disadvantaged backgrounds, presenting unique challenges in teaching and learning The school's English Department comprises nine dedicated teachers with Bachelor's degrees from various Vietnamese universities, aged between 30 and 52, each possessing at least seven years of teaching experience and a strong passion for education.

English is a compulsory subject for all students at this school, but it is still considered less important than math, physics, and chemistry As an English teacher, I face challenges in teaching speaking skills, as students often feel bored despite having good grammar, mainly because they lack sufficient vocabulary and fear making pronunciation mistakes Additionally, students tend to stick to passive learning habits, such as memorizing words on paper or relying solely on teacher explanations, which hinder their progress in acquiring spoken English.

Therefore, this research was aimed to find out the way to improve speaking skill in learning English by using role-play techniques and suggest some effective resolutions.

Participants

This study involved 42 tenth-grade students from class 10A2 at Thanh Binh Upper-Secondary School, comprising students aged 16 to 17 years The class includes 15 male and 27 female students, all of whom have been studying English for at least 5 years.

Students at Thanh Binh Upper-Secondary School demonstrate similar English proficiency levels, despite having studied the language since grade 6 However, limited opportunities to practice English outside of class hinder their language development Additionally, their limited vocabulary knowledge impacts their ability to communicate confidently in speaking skills.

The materials and learning program

The 10 th grade students at Thanh Binh upper-secondary school have been using the new English textbook of Ministry of Education and Training published in

2006 with the name “Tiếng Anh 10” This book follows theme-based approach including 16 units and 6 tests (Test yourself: A, B, C, D, E) for consolidation Each unit is designed follows:

Each reading lesson includes paragraphs ranging from 180 to 220 words that introduce students to the unit's topic, helping them develop familiarity with key concepts These passages are designed to provide essential information, introduce new vocabulary, and teach new grammatical structures, enhancing students’ language skills The lessons aim to improve reading comprehension by engaging students with meaningful content related to the unit theme Through careful exposure to the text, learners build confidence and expand their understanding of the subject matter while developing critical reading strategies Incorporating new words and structures in context ensures effective language acquisition and better retention Overall, these well-structured paragraphs support comprehensive learning by combining information, vocabulary, and grammar practice, fostering students' ability to understand and analyze texts related to the unit topic This approach ultimately enhances their reading skills and prepares them for more advanced language tasks.

The speaking lesson is the second activity in each unit, following the reading lesson, and is designed to enhance students' speaking skills through theme-based and task-based approaches The textbook offers a variety of engaging topics and speaking exercises, focusing on topics of student interest such as daily activities and excursions, which help motivate learners and develop practical communication skills Additionally, some speaking topics introduce unfamiliar concepts, like discussing different types of media and their uses, providing students with opportunities to expand their vocabulary and cultural awareness in a meaningful way.

In Unit 7, which discusses new types of zoos in Unit 10, students tend to lose interest during the lesson To maintain student engagement and enhance learning outcomes, it is essential to employ effective motivational techniques in speaking lessons Incorporating interactive activities and relevant content related to innovative zoos can boost student participation and interest Utilizing engaging teaching strategies aligned with the topic will make the lessons more stimulating and help students stay motivated throughout.

This section features monologue conversations and dialogues focused on each unit's topic, designed to enhance students' listening comprehension skills It helps students reinforce their understanding, correct mistakes, and improve pronunciation, providing an effective practice for language mastery.

There are many types of tanks including writing letter (formal, informal, invitation… ), describing information from the chart, etc

This part provides many exercises and grammar term for students to practice.

The research design

This chapter outlines the research method, including the research design and procedure, choosing Classroom Action Research to collect data from upper-secondary students in Dong Nai province The researcher will use questionnaires to gather insights on students' experiences, problems, and existing solutions Students will complete a pre-test to assess their initial speaking skills before applying the teaching techniques, and a post-test will measure the effectiveness of those techniques If the post-test results are unsatisfactory, the teacher will analyze the reasons and adjust the approach accordingly Combining data from questionnaires and tests will provide a comprehensive understanding of the current state of speaking skill development at the school and inform potential solutions.

This article presents a clear overview of the Class Action Research (CAR) model, beginning with Kurt Lewin's original framework from 1993 (see Figure 1) The researcher has subsequently modified this model to better suit current research needs (see Figure 2), illustrating the evolution and adaptability of the CAR methodology.

Figure 1: Kurt Lewin’s Action Research Design

Figure 2: The Phases of Classroom Action Research that Modified by the Writer

(Adapted from Kurt Lewin’s Action Research Design)

The Classroom Action Research Procedures

The planning phase is the initial and most crucial step in the research process, as it sets the foundation for the entire study During this stage, researchers identify key problems and develop effective strategies to address them Proper planning ensures a structured approach, leading to more accurate and reliable research outcomes Emphasizing thorough preparation in the planning phase enhances the overall success of the research project.

Effective Classroom Action Research requires two types of planning: general planning, which organizes all aspects of the research process, and specific planning, which involves creating detailed lesson plans aligned with the current syllabus General planning provides a comprehensive framework for the research, while specific planning ensures that instructional activities are targeted and consistent with curricular goals Incorporating both planning levels is essential for successful implementation and meaningful outcomes in classroom improvement efforts.

According to Arikunto (2007), the acting phase should be carried out for at least two consecutive cycles, with each cycle's duration depending on the material requirements outlined in the semester or annual program designed by the teacher The researcher plans to execute the action phase over two weeks, encompassing two cycles, each consisting of two meetings to ensure effective implementation During this phase, the researcher collaborates with the teacher to carry out the planned actions, while the teacher applies the predetermined strategies during lessons Simultaneously, the researcher observes the classroom conditions and the teaching and learning activities to evaluate the effectiveness of the intervention.

Observation involves collecting both quantitative and qualitative data to evaluate how well actions achieve their objectives Quantitative data, such as students' scores, track their academic progress, while qualitative data, including students' interests and responses, provide insights into their engagement and attitudes This process is essential for monitoring and enhancing the learning process and understanding the impact of instructional activities.

After collecting and analyzing data on the teaching and learning process, the researcher reflects on the effectiveness of using role-play techniques in enhancing students' speaking skills If the initial plan proves unsuccessful, as indicated by students' achievements, the researcher will develop alternative strategies to address students’ challenges and aim to achieve at least 75% of students passing with a score of 65 or higher.

The Technique of Collecting Data

This research employs a combination of qualitative and quantitative data collection techniques to ensure comprehensive analysis Qualitative data is gathered through observation methods, providing in-depth insights into the subject matter Meanwhile, quantitative data is collected using questionnaires, as well as pre-test and post-test assessments, to measure changes and outcomes effectively This integrated approach enhances the reliability and validity of the research findings.

This study focuses on observing teaching and learning activities, particularly speaking exercises guided by the teacher, to identify challenges faced during classroom speaking activities The research aims to explore students’ responses to the implementation of role-play techniques, highlighting their effectiveness and potential issues By analyzing these aspects, the study seeks to improve speaking instruction strategies and enhance student engagement in language learning.

On the other words, to measure students’ progress in speaking during Classroom Action Research, the researcher will use observation table according to Mattews

Then, the writer will use the following key to complete the table above: + = satisfactory progress, but need a little more practice

= some progress, but need much more practice

- = little or no progress, need to pay special attention to improve this skill 3.5.2 Questionnaire

Most researchers prefer using questionnaires to gather data due to their cost-effectiveness, consistency in questions across all participants, and ability to ensure respondent anonymity In this study, a questionnaire will be used to collect preliminary data from 42 tenth-grade students (class 10A5) The questionnaire consists of four to five questions aimed at understanding students’ experiences with role-play techniques in teaching speaking skills, their feelings about speaking lessons, factors affecting their speaking competence, and their aspirations to improve their speaking abilities (see Appendix 1).

To assess students' speaking ability, an oral test was conducted, evaluating performance across five key criteria: pronunciation, grammar, vocabulary, fluency, and comprehension, based on Heaton’s (1994) scale rating scores The scores for each criterion were totaled and divided by five to determine the overall performance A pre-test was administered before implementing the role-play technique to establish a baseline, followed by a post-test after the technique was applied, with assessments conducted during the second activity of each cycle This method ensured a comprehensive evaluation of students' speaking skills throughout the intervention.

Table 2: The Rating Scores of Oral Test

The individual demonstrates good pronunciation with only 2 or 3 minor grammatical errors, making their speech easy to understand They spend minimal time searching for words and exhibit very few long pauses or interruptions, indicating strong oral communication skills Overall, they have effectively mastered all oral skills taught in the course, showcasing clear and confident speaking ability.

Pronunciation slightly influenced by L1 – a few grammatical errors but most sentences correct – sometimes searches for words – not too many long pauses

– general meaning fairly clear but a few interruptions necessary – has mastered almost all oral skills in course

Pronunciation influenced a little by L1 – a few grammatical errors but only

1 or 2 causing confusion – searches for words- a few unnatural pauses- conveys general meaning fairly clearly- a few interruptions necessary but intention always clear – has mastered most of oral skills on course

Pronunciation is heavily influenced by the learner's first language (L1), often leading to grammatical errors that cause significant confusion These inaccuracies result in longer pauses as learners search for the correct word meanings, limiting their expressive vocabulary While some understanding is possible, learners still need to make considerable effort to comprehend and communicate effectively The speaking process may involve interruptions, indicating incomplete mastery of oral skills acquired during the course Overall, the learner has achieved basic oral communication abilities but still faces challenges in fluency and accuracy.

Several serious pronunciation errors- basic grammar errors – unnaturally long pauses – very limited expression- needs some effort to understand much of is

– interruptions often necessary and sometimes has difficulty in explaining or making meaning clearer – only a few of oral skills on course mastered

The speaker exhibits numerous pronunciation mistakes and basic grammar errors, resulting in an almost unintelligible delivery Their speech is characterized by unnaturally long pauses, halting rhythm, and limited expression, which hinder effective communication Constant interruptions are necessary, yet they often fail to clarify or convey meaningful content Overall, the speaker has mastered very few oral communication skills from the course, making understanding difficult for the audience.

This article defines each element characteristic through six distinct behavioral statements, providing clear criteria for assessment The researcher objectively evaluates each student's speaking ability based on these statements, determining levels from 1 to 5 This structured approach ensures an accurate and reliable measurement of speaking skills, facilitating targeted improvements and language development.

6 In order to case the computation, the researcher converts the small score of Heaton to the scale of 100 as follow:

The Technique of Data Analysis

3.7.1 Analyzing the Result of the Test

The researcher analyzed the numerical data by calculating the average students’ speaking skill scores per action within each cycle, providing a comprehensive overview of overall student performance in speaking This method offers a clear measure of progress and effectiveness in enhancing speaking skills The calculation was conducted using a specific formula to ensure accurate and consistent assessment of students' speaking abilities throughout the study.

X = mean x = individual score n = number of students Secondly, the researcher got the class percentage which passed the KKM 65 (sixty-five) It uses the formula:

In this study, N represents the number of students participating in the assessment The researcher calculates the mean scores of students' speaking skills for each action to determine potential improvements By comparing pre-test and post-test scores across Cycle 1 and Cycle 2, the researcher evaluates progress in students' speaking abilities The analysis involves using a specific formula to systematically measure changes in student performance between assessments These steps help to identify whether students have shown significant improvement in their speaking skills throughout the cycles.

In addition to analyzing test results and observing classroom activity during the Action Research, the researcher also employs questionnaires to gather students’ responses to the role-play technique in speaking To analyze the students’ feedback effectively, the researcher applies a specific formula, ensuring accurate interpretation of their attitudes and perceptions regarding the method This comprehensive approach provides valuable insights into the effectiveness of role-play as a speaking skill enhancement tool.

F = frequency of the percentage is being calculated

N = number of cases Next based on the result of the percentage of the students’ response, the researcher also uses the criterion of score interpreting as follow:

After tabulating all answers, the researcher calculates the percentage of the strength of response by using formula as follow

After each answer is calculated, the score is processed based on the criterion of interpretation score as follow:

The Criteria of the Action Success

Based on the school agreement between the researcher and the teachers in language group of Thanh Binh upper-secondary school, CAR can be called

Success is defined when at least 75% of students achieve the target score of 5.0 points in the speaking test, from the pre-test through the second post-test in cycle two CAR is considered a failure if it does not meet this criterion, prompting the implementation of alternative actions in the subsequent cycle.

Summary

The researcher selected Heaton’s (1994) scale rating scores to assess students’ performance comprehensively Data was collected through Classroom Action Research, utilizing observation, questionnaires, and two assessments to gather relevant information The collected data was thoroughly analyzed to generate meaningful findings that support the study’s objectives.

FINDINGS AND DISCUSSIONS

The description of the data

4.1.1 Findings before implementing the classroom action research

Classroom observation is essential for collecting data to analyze teaching and learning processes During this stage, it was observed that most students in grade 10A5 have low English speaking proficiency, often appearing passive and shy to present in front of their peers Their lack of participation in conversations, discussions, and oral presentations makes engaging them in speaking activities challenging These students worry about pronunciation, vocabulary, and grammar mistakes, fearing ridicule from classmates Consequently, it is crucial to develop methods that boost their confidence and make speaking lessons more engaging and effective.

4.1.1.2 The Result of Pre-Test

On Wednesday, February 16th, 2022, the researcher conducted an interview pre-test with Class 10A5 prior to the Classroom Action Research The assessment focused on evaluating student performance across five key criteria—pronunciation, grammar, vocabulary, fluency, and comprehension—based on Heaton's standards This initial evaluation aimed to establish a baseline for measuring future improvements in students’ speaking skills.

The pre-test results revealed an average score of 51.09, indicating students' speaking abilities were generally low before implementing role-play or CAR strategies Out of all students, only 7 scored above 6.5 points, while 35 students scored below this threshold, with 16 of them scoring below 5.0 points This data highlights the need for improved speaking practice to enhance students' language proficiency.

4.1.2 Findings of the First Cycle

During this phase, the researcher developed a tailored lesson plan and observation checklist based on the challenges faced by 42 students in class 10A5 and the teaching materials A post-test was also prepared to assess students’ progress from the pre-test, enabling a comprehensive evaluation of their learning outcomes.

The researcher initiated the activity with a Brainstorming game as a warm-up, dividing students into four groups to list expressions related to greetings and conversation endings Each group had four minutes to compile their lists, fostering quick thinking and collaboration Representatives from each group then shared their answers on the board, with the group producing the longest list winning a small prize or applause to motivate participants This engaging activity allowed all students to participate effortlessly while reinforcing their knowledge of conversational expressions.

Good morning/Hi Goodbye See you later

Hello How are you? Bye bye

How’s everything ? Sorry, I’ve got to go Talk to you later

Well, it’s been nice meeting you Catch you later

Hello What are you doing? Great I’ll see you tomorrow

Hi How is school? Have a good day

The researcher introduced the role-play technique and guided students on preparation steps before the activity Prior to implementing the role-play, students learned relevant vocabulary, phrases for starting and ending conversations, and topic-related structures from the textbook The researcher assisted with pronunciation and provided clear examples to enhance understanding Students practiced vocabulary and dialogue examples in pairs, fostering collaborative learning Finally, pairs had five minutes to rearrange jumbled expressions into coherent dialogues, promoting practical language application.

Unit 2 Task 2 English 10 on page 25 (Hoang, 2012)

C Where are you going now?

D Hi, Minh Did you have a nice weekend?

E Oh, I stayed at home and did my homework Nothing special

F Hello, Quan Yes, I did It’s great

G I’m going to the library to borrow some books Sorry, I’ve got to go

H I went to Lan’s birthday party The food was good and the people were interesting What did you do, Quan?

The researcher engaged students in practicing dialogue reading aloud, with some pairs performing the complete conversation while others listened and provided corrections He provided feedback on pronunciation, fluency, and intonation to enhance speaking skills Students then worked collaboratively in pairs for five minutes to practice the conversation, focusing on the emphasized pronunciation and intonation The researcher encouraged increased accuracy in pronunciation during this practice Afterward, selected pairs presented their role-plays from memory in front of the class, demonstrating improved speaking confidence.

In this lesson plan, the researcher utilized scripted role-play to enhance students' speaking skills, starting with an example dialogue and vocabulary explanation The lesson involved introducing situational expressions for asking and giving opinions, demonstrating pronunciation, and then dividing students into pairs to practice and memorize the dialogue Students performed their role-plays aloud, followed by constructive feedback from the teacher To conclude, students created and performed new dialogues based on role cards, fostering active engagement A post-test was conducted to measure improvements in students' performance after the role-play activities, enabling assessment of their progress.

During this phase, the researcher observed students' participation while using the role-play technique to develop speaking skills Despite overall enthusiasm, some students did not pay attention to the teacher’s explanations or engage in pair practice as instructed Additionally, certain students conversed in Vietnamese or performed role-plays in front of the class, indicating varied engagement levels Overall, the teaching and learning activities remained lively and energetic.

Students actively participated by taking on various roles, engaging in discussions, and delivering oral presentations While their pronunciation and fluency showed room for improvement, their performance significantly improved after employing the role-play technique Additionally, students reported feeling more confident when speaking in front of their peers, indicating increased self-assurance through this engaging teaching method.

Post-test 1 results indicated an increase in the mean score from 51.09 to 54.59, demonstrating some improvement, though still below expectations Notably, the number of candidates scoring above 6.5 increased slightly from one to seven after implementing role-play activities Additionally, a significant reduction was observed in the number of students scoring below 5.0, highlighting progress in student performance These findings suggest that role-play activities positively impact language proficiency, leading to higher test scores and greater student engagement.

17 in the pre-test to 8 in the post-test 1

The figure reduced a half of the figure of the pre-test This proved that their efforts to improve students’ speaking skill had been improved but not much

Besides, the students seemed to accept the material easily by using role-play, which is the motivation that helps the researcher continue her study with the cycle 2

4.1.3 Findings of the Second Cycle

Based on the results of Post-Test 1, the researcher observed that students' speaking abilities remained low with slow progress To enhance learning outcomes, he designed a revised lesson plan incorporating a role-play activity with modifications In Cycle 1, the collaborator used scripted role-plays, while in Cycle 2, the activity was controlled by cues and information to encourage greater student engagement Additionally, the researcher utilized pictures to illustrate scenarios, aiming to stimulate creativity among students An observation sheet was prepared to record classroom activities systematically, followed by the development of Post-Test 2 to assess further progress in students' speaking skills.

Example: Speaking Unit 3 English 10 on pages 34, 35 (by Hoang, 2012) Activity 1: Warm - up

The teacher entered the classroom with an exciting announcement about a new game and a prize for the winner, creating a cheerful class atmosphere The researcher displayed some words learned during the first session in incorrect order on the board, then explained the rules of the game Students were challenged to correctly arrange and pronounce the words in the right order, with the first student to do so being declared the winner The students were enthusiastic and engaged, enjoying the fun and educational game.

Born, Marie Curie, November 7 th , Warsaw, in, was, on, 1867

Expected answer: Marie Curie was born in Warsaw on November 7 th , 1867

The teacher had a question to lead into a new lesson

Teacher: Where can we get information of one famous person?

Answer: in books, magazines, newspaper, internet or from an interview

The teacher asked the students to open the book and describe the picture on book (English 10, Hoang,2012, page 35)

The teacher also gave some suggestions to aim students at their answer

1 What do you see in the picture? - Students – in class - talking

2 What are they doing? - interviewing 3.How do you know they are conducting an interview? –holding pad of paper, pens in hands, taking notes

4 What are three students holding in their hands? - paper, pens and note

Teacher asked the students to work in groups and choose the topics relating to the background of the people Family, hobby, education, and dislikes

The teacher initiated the activity by introducing the scenario and assigned students to work in pairs for five minutes Their task was to list common questions that journalists typically ask to gather information To guide their thinking, the teacher provided specific cues to help students identify key journalistic questions effectively.

Date of birth: (What’s your birthday? / When were you born?) Place of birth: (Where were you born?)

I live in a comfortable home, which provides a welcoming environment for my family My parents play integral roles in my life; my father is a dedicated professional, and my mother is caring and supportive I have several brothers, and each of them is pursuing their own interests and careers, contributing to a lively and dynamic family atmosphere.

Sisters: (How many sisters do you have? What do they do?; How old are they? Primary school: (Which primary school did you go to?)

Secondary school: (Which primary school did you go to?)

School work: (How do you work at school? What did you do at school?;

Did you join school activities?)

Favorite subject: (What’s your favorite subject?/

What subject do you like best?)

The researcher also presented some special expressions for the students to begin and end their interview:

- Good morning, everyone I’m Gia Han

- Hello, nice to meet you How do you do?

- How nice to see you!

- Oh, good! / Oh, yes! / Oh, come on!

- I think it’s time to stop Thanks a lot

- Thank you for giving me time

- Thank you very much That was very interesting

The researcher asked the students to work in pairs with the role as an interviewer and interviewee in 5 minutes

In this activity, the students were asked to work in groups of four This time they talked to their groups about what they had just got from their partners

The researcher observed and gave help

The researcher picked out some students to talk about a famous person they have known in front of the class

Findings after Implementing the Classroom Action Research

4.2.1 The Result of Post-test

Here the researcher inputted the result of data including the pre-tests, post-test

1, and post-test 2 into a table as follows:

Student number Pre-test Post-test 1 Post-test 2

Table 3: The Students’ Speaking Score of Pre-test, Post-test 1, Post-test 2

The study compared pre-test and post-test results across multiple cycles by analyzing students' mean scores, calculating class percentages, and determining individual improvement scores from pre-test to post-test 1 and post-test 2 Additionally, the percentage of students who achieved a passing score of 6.5 was assessed to evaluate overall progress and effectiveness of the intervention.

The first step is analyzing the data of pre-test to get the mean score of the class It is calculated as follow:

Student number Pre-test Post-test 1 Post-test 2

X = mean x = individual score n = number of students = 21246/42 = 51.09

It can be seen from the result of pre-test, the mean score of pre-test was 51.09

So, the average score of the students before using role-play activity was 50.09

The second step was to know the percentage of students’ score who passed the 6.5 points It was calculated by using as follows:

From that calculation, the students’ score percentage in the pre-test is 16.66%

It means that 6 students who passed 6.5 points makes up 14.28% and 36 students who were still below 6.5 makes up 85.72%

After having the data from pre-test, the researcher continued her analysis by calculating the result of the posttest 1, the students’ mean score, improvement score and the class percentage

To get the mean score of the class from the result of the post-test 1, the researcher calculated as following:

The post-test 1 mean score was 54.59, with 7 students passing at a score of 65 or higher, indicating some improvement from the pre-test The pre-test mean score was 51.09, which increased to 54.59 in the post-test, reflecting a measurable progress in student performance.

The second step is the calculation to get the percentage of students’ improvement score from pretest to the post-test 1 The researcher uses computation as follow:

Y = pre-test result Y1= post-test 1

The results indicate that, although students showed some improvement in speaking skills through role-play activities during the first cycle, the overall progress remains limited To enhance learning outcomes, educators should adopt more effective strategies and innovative approaches in the application of role-play activities Implementing improved methods can lead to greater student engagement and significant gains in speaking proficiency, ultimately optimizing language teaching and learning effectiveness.

The third step is that the researcher got the percentage score of the students who passed 6.5 This work is done by the following form:

The analysis reveals that only 16.6% of students scored above 6.5, indicating a relatively low performance level This percentage did not meet the writer's expectations, highlighting the need for improved student achievement Understanding these results is essential for developing targeted strategies to enhance academic outcomes in future assessments.

Therefore, the researcher continued her study in the cycle 2 and he analyzed the result of the posttest 2 as follow

This time, the researcher also conducted in three steps to know this improvement

Firstly, the writer calculated the mean score of the class in post-test 2 as follow:

X = mean x = individual score n = number of students

X = 2646/42c.00 The mean score of posttest 2 is 63.00 It means that the mean percentage of the students’ scores is 63.00 It increased 8.41% from the mean of post-test 1(54.59)

Secondly, the percentage of students’ improvement score was computed by using the formula:

From the result analyzed above, the researcher learned that the students’ ability in speaking skill increased 23.39% in comparison with the pre-test

Although this percentage was not very high, it proved that the students gained their certain improvement in their speaking skill by using role-play technique

The improvement in participants' performance developed gradually over time In the post-test 1, the progress percentage was 6.85%, indicating initial growth However, by post-test 2, this figure increased significantly to 23.39%, demonstrating substantial advancement This notable improvement served as a strong motivation for the researcher to continue and expand the study.

Finally, the researcher tried to get percentage of the students whose scores passed 6.5 He used the calculation as follows:

From that calculation, the class percentage is 57.14% It means that in the cycle

The survey results show significant improvement in student scores, with 24 students achieving above 6.5 points, and all participants scoring above 4.5 and 5.0 points The class’s post-test 2 data indicates notable progress among low-level students, with the number of students scoring above 6.5 increasing from 6 (14.28%) in the pre-test and 7 (16.6%) in post-test 1 to 24 (57.14%) in post-test 2 A key highlight is that every student scored above 5.0 points, as shown in Table 4.2.1, reflecting the success of the survey Due to these positive outcomes, the researcher decided to conclude the study, considering it a successful achievement.

To be clearer, the chart below would tell us about the improvement of the students after applying role-play technique

Diagram 1: The improvement in the students’ self-confidence through role-play activities

The chart indicates a steady increase in students' mean scores, from 51.09 in the pre-test to 54.59 in post-test 1, and reaching 63.00 in post-test 2 This improvement demonstrates that students paid more attention to their lessons over time, likely influenced by engaging techniques like pair work and group activities that boosted their enthusiasm for learning speaking skills Notably, the number of students scoring above 6.5 and above 5.0 increased significantly in the post-test, highlighting the effectiveness of these teaching methods in enhancing student performance.

The number of students scoring above 6.5 more than doubled when comparing post-test 1 to the pre-test, indicating significant improvement Additionally, students who scored above 5.0 fully transitioned from lower scores, demonstrating notable progress Importantly, no students received a poor score below 5.0, highlighting overall positive outcomes in student performance.

The study demonstrates that students responded positively to the role-play technique, indicating high levels of enthusiasm and engagement Findings confirm that role-play is an effective and suitable method for teaching speaking skills, enhancing student confidence and communication ability Overall, the results highlight the success of using role-play in language learning, making it a valuable tool for educators aiming to improve students' speaking proficiency.

Based on a questionnaire with five questions administered to students after completing the second action of cycle 2, the study gathered valuable insights into students' responses to the learning process The results indicate that using role-play techniques significantly enhanced students' speaking skills and engagement Students expressed positive feedback, noting that role-play activities made learning more interactive and enjoyable This approach effectively improved their confidence and communication abilities in speaking English Implementing role-play as a teaching method can thus be a productive strategy to boost speaking proficiency in language learning.

The article explores several key aspects of teaching speaking skills through role-play at Thanh Binh upper-secondary school It highlights that Question 1 investigates the frequency of the researcher’s use of role-play techniques in teaching speaking Questions 2 and 3 focus on students’ attitudes toward learning speaking skills, while Question 4 aims to identify the challenges students encounter during the learning process Additionally, Question 5 assesses the perceived improvement in students’ speaking abilities resulting from the implementation of role-play activities The survey results are presented based on the levels of responses selected by the students.

The response is presented in the following table:

Table 4.1 The use of role-play technique

(Please see question 1 in APPENDIX A)

Based on the data collected from Question 1 in Appendix 1, the researcher found that teachers predominantly focus on teaching speaking skills through role-play techniques The survey results indicated that 78.6% of students, totaling 33 out of 42 participants, selected option A, which reflects the effectiveness of role-play in enhancing speaking proficiency Additionally, 6 students chose an alternative option, highlighting varied approaches but emphasizing the popularity of role-play in language instruction.

B Sometimes, making up 14.3%, only 3 students chose option C Rarely, making

7.1% None of the students (it means zero percentage of the students) gave the answer

D Never Most of the students said that they were taught speaking lessons with the implementation of the role-play activities It proved that the role-play strategy was noticed by the teacher

As for the questions 2 and question 3 about the attitudes of the learners toward learning speaking skill at school in Appendix 1, the results are shown in the table below:

Q2- Options % of Ss Q3- Options % of Ss

Table 4.2 Students’ attitudes towards speaking skill

(Please see questions 2&3 in APPENDIX A)

According to the data, most students responded positively to the role-play technique, indicating that it enhances their interest and engagement in speaking skills A significant majority of students expressed enthusiasm for learning speaking through dialogue roles, noting increased motivation and excitement Specifically, 85.2% of students rated their liking for speaking skills as “like” or “like very much,” while 85.7% reported they “really like” or “like” speaking, demonstrating the effectiveness and appeal of using role-play in the learning process.

Most students express interest in participating in role-play activities to enhance their English speaking skills, indicating that social role-based learning is highly valued and engaging Despite the overall positive attitude, only a small percentage (4.8%) of students dislike these activities, suggesting room for improvement in teaching methods This low disapproval rate highlights the need for teachers to adopt more proactive teaching approaches and pay closer attention to lower-level students, thereby supporting their progress in spoken English.

Q4- Options % of Ss lack of confidence in pronunciation 16.7 lack of vocabularies 23.8 lack of ideas to develop the topics 26.2 all of them 33.3

Table 4.3 Students’ difficulties in learning English speaking

(Please see question 4 in APPENDIX A)

Discussions

This study aimed to identify the main challenges students face when learning to speak English and to assess the effectiveness of role-play activities in enhancing speaking skills The findings revealed that limited vocabulary, mispronunciation, few practice opportunities, and low motivation significantly hinder students' speaking ability However, the study also demonstrated that incorporating role-play activities can effectively address these obstacles and improve students' speaking proficiency These results align with previous research by Tran Thi Linh Son (2020) and Pham Thi Cham, who found that role-play is a valuable strategy for improving speaking skills among secondary school students in Vietnam Optimizing speaking practice through interactive and engaging methods like role-play is essential for boosting English communication skills among learners.

Using role-play techniques significantly improves tenth-grade students' speaking skills at an upper secondary school in Ho Chi Minh City Incorporating role-playing props and relevant social background knowledge encourages active participation and enhances speaking competence This engaging approach provides students with a supportive environment to interact confidently with peers and teachers, fostering open communication without pressure Implementing role-play in language instruction offers an effective and enjoyable way to boost students' oral skills and overall language proficiency.

Applying Kurt Lewin's CAR model and a modified two-cycle CAR model, the researcher demonstrated that the role-play method significantly enhances 10th-grade students’ speaking skills at Thanh Binh Upper-Secondary School in Tan Phu District, Dong Nai Province The study's findings effectively addressed the two research questions outlined in Chapter 1, confirming the effectiveness of this approach in improving students’ oral communication abilities.

Despite improvements in students' verbal abilities following the implementation of role-play activities, some students' test scores remained at a moderate level This may be due to the novelty of the teaching method, which was only introduced in the first semester, limiting students' familiarity with it To maximize its effectiveness, it is recommended that this technique be applied regularly and consistently, helping students develop active learning habits and achieve greater language proficiency.

Summary

This study, utilizing Classroom Action Research grounded in Kurt Lewin’s (1993) methodology, found that implementing the role-play method significantly enhanced tenth-grade students' speaking skills in a mountainous upper-secondary school in Dong Nai province Data collected through observations, questionnaires, and two language assessments confirmed the effectiveness of this approach The findings successfully addressed the two research questions outlined in Chapter 1, leading the researcher to conclude the study and present final insights on the positive impact of role-play in improving student speaking abilities.

CONCLUSION