Luận văn the use of role play to improve speaking skill for students at grade 6 in a secondary school in nam tu liem dist hanoi

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TO THI HONG VAN ‘THE USE OF ROLE PLAY TO IMPROVE SPEAKING SKILL

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TO THI HONG VAN

‘THE USE OF ROLE PLAY TO IMPROVE SPEAKING SKILL

FOR STUDENTS AT GRADE 6 IN A SECONDARY SCHOOL

IN NAM TU LIEM DIST., HANOL {Việc sử dụng hoạt động đóng vai nhằm cải thiện kỹ năng nói cho học sinh

khổi lớp 6 tại một trường THƠ ở Quận Nam Từ Iiêm, Hả Nội)

M.A MINOR THESIS

Field: English Teaching Mcthodology Code: 8140231.01

Hanoi, 2019

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

TO THI HONG VAN

TITE USE OF ROLE PLAY TO IMPROVE SPEAKING SKILL

FOR STUDENTS AT GRADE 6 IN A SECONDARY SCHOOL

IN NAM TU LIEM DIST., HANOI {Vi&c sử dụng hoạt động đóng vai nhằm cải thiện kỹ năng nói cho học sinh

khối lớp 6 tại một trường THƠS ở Quận Nam Từ Liêm, Hà Nội)

M.A MINOR THESIS

Field: English Teaching Methodology Code: $140231.01

Supervisor: Prof Nguyén Iba IIanoi, 2019

CANDIDATE’S STATEMENT

I certify my authority of the minor thesis entitled “The use of role play to improve speaking skill for students at grade 6 in a secondary school in Nam Tu Liem Dist, Lanoi” in partial fulfillment of the requirements for the Degree of

Master of Arts

Signature

To Thi Hong Van

I would like to take this oppartunity to express my gratitude to all my lecturers

al the Deparinent of Post-graduate Studies, University of Languages and

Intemational Studies, Vietnam National University, Hanoi ‘heir sincere support and considerations have enabled me to finish the course

T woukl ike to thank all the teachers and grade 6 sluderis ai a secondary

school in Nam Tu Liem Dist., for their support and cooperation in helping me

complete this thesis

Last bul not least, my gratitude is extended to all membors of my family Cor

their love and encouragement during the time | carried out this study.

ABSTRACT

Tu recent years, enhancing students’ oral communication 1 one of the

fundamental goals of foreign language teaching Among different approaches to teaching and leaming speaking, role play technique has received worldwide

apoepianoe from researchers and educalors [or its many benefits to the learners Tn

the reality, the teachers and grade G students in a secondary school in Nam ‘Tu Liem Dist have met many problems in teaching and learning English speaking In an

alternpt lo improve speaking skill for grade 6 students, (he researcher decided to

carry out an action research with 40 students at class 6C, a secondary school in Nam

Tu Liem Dist., in 12 weeks Questionnaire and tests (pre-test and post-test) were

used to explore sludent’s alliludes towards role play aclivities and ils effectiveness

The results of the study revealed that students’ speaking skill had been improved

remarkably by using role play Most of the students had positive attitudes toward

using role play activities in speaking lessons The sludents enjoyed deing role play

activities in front of the class ‘They became more confident and actively involved in

speaking lessons The findings of the siudy showed thal role play is an effective

teaching technique which should be widely applicd in teaching and learmmg English

not only for grade 6 students but for students with different levels

Key words: role play, grade 6 students, improve speaking still

ii

TABLE OF CONTENTS

CANDIDATE’S STATEMENT

ACKNOWLEDGEMENT SS o -.cccccccssssssesccsssteesecrsnessteeeseneeerssnesiesee

ABSTRACT

TIST OF TABLES AND CHARTS

CHAPTER 1: INTRODUCTION | ccc tees see ssseeen isan esses

1.1 Rationale of the research

1.2 Aims of the research

1.3 Research questions

1.4 Scope of the research

1.5 Method of the rescarelt ccccsecsssicsesses seessnssnneersssanersessnsiie

1.6 Sigificanee of the research icon treo

1.7 Thesis organization

CHAPTER 2: LITERATURE REVIEW

2.1 Overview of speaking SkilIs occ sessstsnseisieteeueneuniaeinaeseee

2.1.1 Definition of speaking

24.2 Parts of speaking

2.13 Teaching speaking

2.1.4 A successfid speaking lesson in a classroom

2.1.5 Strategies lo improwe spedking skÏÏls cookie

2.1.6 Assessment of speaking

2.2 Role play

2.2.2 Definition of role PLAY esses ssesvsveneevn

2.2.2 The importance of using vole pÌ4J eo

2.2.3 Classification af role play

CHAPTER 3: RESEARCH METHODOLOGY

3.1 Setting of the study scesseesoeesssansenesesnaenen

3.2 Re

arch design 3.3 Action research procedure

3.4 Action research procedures of the current study

B41 Stage 1: Identifying the problem and planning

3.4.2 Stage 2: Action implementing the plan

3.4.3 Stage 3: Observing the action

3.4.4 Stage 4: Reflecting the action

3.5 Participants

3.6 Data colleetion methed

3.6.1 Observation

3.6.2 Questionnaire and semi-structured interview

3.63 Pre-test and post-test

4.3 Findings of the study

4.3.1 Findings on ihe students’ speaking performance

4.3.2 Findings on the students’ self-confidence os

4.3.3 Data analysis and findings from the students’ questionnaire

APPENDIX 2: SURVEY QUESTIONNAIRE FOR STUDENTS

PHU LUC 2: PHIRU KHAO SAT CHO HỌC SINH

APPENDLX 3: T1HE QUESTIONS OF PRH-TEST

APPTNDIX 4: TIE(QQUESTIONS Of POST-TBST

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TAST OF TABLES AND CHARTS

Table 1: Students’ attitudes towards speaking skill and role of learning

Chart 1: Students’ self-assessment towards their speaking competence level24

Table 2: Students’ attitudes toward speaking materials - 24

Table 3: Suudents’ difficultics im lcarmng English speaking 25

'Table 4: Ieachers` techniques to encourage students to speak and ImpTove

Table 6: Results of students’ speaking performance in pre-test 27

Table 7; Results of students’ speaking porlormance in cycle - 29

Table 8: Results from survey questionnaire for students 31

Chart 2: The improvement in the students’ spcaking skill after using role play

CHAPTER 1: INTRODUCTION

1.1 Rationale of the research

When the world has been developing day by day, there is an urge requirement arising which is the necessary to have a worldwide accepted language to communicate At that time, English has hecome a global language because it is spoken by lots of people in many countries In nonnative English-speaking countries, students have to spend more time to learn English as a compulsory

subject at school for student It is because people who speak English fluently can

access the world knowledge conveniently ‘This trend also applies in Vietnam

Studying English requires leamers to foster four skills, which are: listening,

reading, writing, and speaking

Generally, cach skill holds equal role for learners but speaking scems the most

important (Penny Ur, 1996) However, Heriansyah (2012) states that speaking

foreign language Nuemtly is the most difficult thing to complete becanse if requires

more than proficiency in grammatical and semantic rales

The author’s school as well as many other secondary schaols in Vietnam has

used the English curriculum regulated by the Viclrenn Ministry of Education and

‘Training Che author has been teaching English for grade 6 In particular, the textbook of this grade has 12 units whose topics are completely different from each

other and suitable for the level of students Each umit has 5 sechons, which are: (1)

yeading, (ii) speaking, (iii) listening, (iv) writing and (v) language focus Tue to teach and learn each section is 15 minutes: 3 periods per week for all language skills Thus, students don’t have much time to practise speaking With students at grade 6 in a secondary school m Nam ‘Iu Liem Dist., speaking skill is very difficult

for them Through the author’s observation, speaking ability of students is impacted

‘by several reasons The first problem is thal students feel afraid Wf they make

mistakes Thus, many students are not self-assured to say something and join the

classroom activity The second problem that students have to face with is that they

do not have # sufficient range of vocabulary As a resull, they have difficulty in

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expressing their opinions when the teacher asks them to say what they think in Linglish, ‘The third obstacle for students in learning speaking skill is that they do not

have sufficient time to practi

English because they orily practice English at school and besides school time, they rarely use English in life

Furthermore, there is another factor that limits students in studying speaking

skill, that is the method or the technique the teachers utilize The teacher often

focuses on grammar so as to satisfy the cxams’ requests The writer supposes that this factor contribules the most to the poor speaking skills of the students so iL is

essential to discover an alternative technique that attracts students The authar is

xesponsible for teaching grade G so taking class 6 as the research subject is highly practical In particular, the writer decides to use role play technique as the pilot project o improve students’ speaking skills Pormy Ur stated thal, “The usc of role

play has added a tremendous number of possibilities for communication

practice” Role play is beneficial in teaching speaking skill for several reasons

Virstly, students have chances to communicate with each other in other social

circumstances Secondly, students are encouraged to perform as others for a short

time so it helps to increase creativity when they do role play Finally, students can

work in pairs and support each other so lesson becomes more attractive Ilence, those are the reasons whiy the writer chooses role play technique

1.2 Aims of the research

The research has 2 following aims: (i) improving speaking skills of students at

grade 6 at a secondary school in Nam Tu Liem Dist, through using role play

strategy and (ii) investigating the studems’ attitudes toward applying role play strategy in teaching and learning English

1.3 Research questions

The research should answer ? following questions completely

1 To what extent does role play improve the speaking skill of students at grade 6 at

a secondary school in Nam ‘lu Liem Dist, [lanoi?

2 What sre the sludents’ altitudes toward applying role play im teaching and

learning English ?

1.4 Scope of the research

‘The research concentrates on investigating how utilizing role play activities

improves speaking skill of students al grade 6 at a secondary school in Mam Tu

Liem Dist, Hanoi Due to time constraints and the length of the study, it has the participation of 10 grade 6 students from a secondary school in Nam Tu Liem Dist

The study is eonduvted in 12 weeks with one cycle

1.5 Method of the research

Action research is utilized as the main method of the research

1.6 Significance of the research

‘This research is expected to benefit not only teachers and students at a

secondary school in Nam Tu Liem, Hanoi but also teachers and students in other

schools For teachers, they will be the direct bencliciary of the dala and analysis

from the study For students, the study supports them to solve their limits in

speaking and improve their speaking skill

1.7 Thesis organization

‘This thesis has five chapters:

Chapter 1, Intreduction, presents the rationale of the research, the aims and

objectives of the rescarch, research questions, method of the research, and the

significance of the research

Chapter 2, Literature Review, dcals with some theoretical background thal

is relevant to the aim of the research

Chapter 3, Research Methodology, presents the research design, setting and

subjects of the research, research procedures

Chapter 4, Findings and Discussion, provides with the findings of the study and

some explanations, and comments on these findings

Chapter 5, Conclusion, provides a summary of the thesis, shows restrictions and

proposes pedagogical implications and recommendations for farther sludy

References and Appendices are shown on the final pages of the reswarch

CHAPTER 2: LITERATURE REVIEW

This chapter explores some theoretical background to the study Firstly, it gives an overview of speaking skills including definition of speaking skills, classification of speaking skills, assessment of speaking skills and activities to

promote speaking skills is presented Also, this chapter presents definition of role

play, classification of role play and procedures in applymg role play, and significance af role play in teaching speaking skills The chapter has given the

related studies in Asia and Vietnam

2.1 Overview of speaking skills

211 Definition of speaking

Researchers have proposed different definitions of speaking However, the

common of all those definitions is that speaking implies speech It is widely accepted that speech plays an important role in human communication

Tn Oxlord Diolionary of Cusrent English (2009,p.414), speaking is defined as

“the action of conveying information or expressing, one’s thoughts and feelings in speech”

Rhodry Jones (1989,p.14) states thal “ speaking is a form of communication,

so it is important that what you say is conveyed in the most effective way How you

say something can be as important as what you say in getting meaning across” It

means that the speakers should think aboul things to say and how 1o say before they

actually say something so that listeners can understand the message

According to Chaney and Burke (1998.p.13), speaking is “the process of

buiding and sharing meaning through the use of verbal and non-verbal symbols, in a

variety of context”

Tn case of language teaching, speaking is reviewed as one of the four essential

language skills that learners should acquire In this viewpoint, Nunan (2003,p48) states that “ speaking is the productive oral skill Jt consists of producing systematic

verbal ullerance {o convey meaning” Bygale (1987,p.3) supposes thal, “Speaking is

a slall which deserves attention every bit as much as literary skills, in both first and

second language It is the skill which the students are frequently judged It is also the vehicle par excellent of social solidarity, of social ranking, of professional advancement and ol’ business” He shows the significance of speaking skill, sa leamers should pay much attention to this skill

To sum up, there are different ways to define speaking, It can be defined as an action, a process and a skill Most of the researchers emphasize the significance af speaking skill in language teaching

212 Parts of speaking

Tl is essential to combine different abitities such as (i) pronunciation, (ii) grammar, (iii) vocabulary, (iv) fluency, and (v) comprehension to develop speaking skills Hach part of speaking abilities is required to grow at different level and analyzcd as follows

a Pronunciation

Pronunciation includes the following properties: vowels and consonants, the

stress and inlonation paticras

Harmer (2007) states that in order to speak English fluently, students have to

combine those skills: (i) pronouncing phonemes correclly, (ii) stressing syllables

appropriately, (iu) having right mtonation patterus and (iv) speaking in comnected

speech

Harmer (2007) supposes the final purpose of the foreign language learners is

to join the words and create meaningful physical sound so that others can understand what they say Generally, students often have difficulty in differentiating

the sounds in foreign language that do not have in their mother language

b Grammar

Grammar and vocabulary are the indispensable parts in leaming language According to Cambridge Inglish dictionary, “grammar is the use of rules about how words change their form and combine with other words to make sentences”, Particularly

in speaking, if the students do not know grammar, they cannot even make a sentence that haves meaning, and then in tum, the listeners cannot understand what they think

Therefore, grammer is very important in leaming English in general and speaking English in particular

e Vocabulary

According to Cambridge Fnglish dictionary, “vocabulary is all the words thal

exists ima particular language or subject” In let of classification, vocabulary cau be

single words, sel pluases, variable phrases, phrasal verbs, and idioms Tl is coherent

that conversation is mainly impossible without a sufficient range of vocabulary Therefore, vocabulary is important in speaking Inglish

d Fluency

According to British Council (2016)", “fluency in a language means speaking easily, reasonably quickly and without having to stop and pause a lot” It is easier for listeners to follow what students say when they speak fluently

e Comprehension

Comprehension is the ability to understand the subject or the knowledge appropriately im a context of conversation Comprehension is important because the purpose of leaming Jorcign language is 1o communicate IL comprehension is Lailed or speakers cannol understand cach other, loarring loreign language is a waste of time

213 Teaching speaking

Kayi (2006,p.1-2} states that language teachers guide students to (1)

pronounce English sounds and sound pattems: (ii) apply words stress and sentence stress, have intonation pattems and thythm of the foreign language; (iii) choose

suitable words and phrase for the context ; (iv) organize their opinions in a comprehensive way, through the process of teaching, speaking

2.1.3.1 Difficulties in teaching speaking skill

Ur (1996,p.121) states four problems in teaching speaking skills that teachers

often come across ‘They are

' British Countil 2016, Fivency, viewed 24 July 2019, <

‘hitps://teamnenglishteens britishcouneil org/exams/speaking-exams/fluency>

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® Tesitancy

The biggest difference between speaking skill and 3 other skills is the

interaction between speakers Sometimes, because students are afraid of having mistakes, or embarrassed of the awareness that their speech creates so they hesitate

to talk

«© Nothing to say

Sometimes, learners cannot think of anything to say

* Low or uneven participation

When leamers work in group, some dominate the activity, while others do not

say even a word

« First language use

In class, students seem to communicate by their first language because they

are more familiar with the first than the second one Moreover, it is simple to talk

out loud the first language because they do not have to think of what to say

21.3.2 Difficulties in learning speaking skills

Based on a survey of LI'L teachers, the main limitations in the LI'L classroom are io be short of motivation, students’ reluctance to speak, and the use of the first

language TL ear: be understood thal m speaking class, iL is quite challenging to make

students talk The unwillingness to speak may be created by some factors: cultural

factors, linguistic factors, psychological factors, or even lack of confidence of

students,

When students feel not confident to speak, teachers should help them build their self-confidence Tn sum, Erighsh teachers need to realize any issues thal

students might face with in class

214 A successful speaking lesson in a classroom

Ur (1996) supposes that to get an effective speaking session, the class needs to have 4 following factors:

® Studonis should be talkalive;

* Teachers raise high motivation for students;

© The foreign language level of students should be up to a standard,

Tn simmmary, there are some clomorts of a suecessful spoaking lesson

However, it is quite difficult to apply ali those elements in a real class Anyway, the

teacher should bear in mind those factors to create the most suitable curriculum and

learning environment for students

21.5 Strategies to improve speaking skills

Teachers oan promote speaking in the class through a wide range of strategies Kayi (2006) states that teachers oan organize some activities such as discussion, role play and picture desoription ta improve speaking skills

Discussion

During the lesson, teachers and students can have a discussion around this topic

Discussion makes students raise ideas and give opinions so the speaking skills is

improved gradually

Role play

By utilizing role play strategy, students act as the character in the social context and the teachers instruct students which charactor they arc and things to speak Role play is beneficial in improving speaking skill because students can get

familiar with various circumstances and when they have it in the real life, they

already know how to comutunicate

Picture description

Four to five students work in a group and the teacher provides each group a

unique picture Students talk about the picture within a group and [hen main ideas

are noted After that a spoke person represents the group to deliver a presentation to

the cl The main advantage of Wis aclivity is thal i helps lo merease the creative

power of the students

216 Assessment of speaking

As mentioned above, speaking is complex because it combines different

abilities such as pronunciation, grammar vocabulary, fluency, and comprehension

to develop speaking skills Hach part of speaking abilitics is required to grow at

different level It is essential to have a benchmark to assess the speaking One of the most common benchmarks used worldwide is oral English rating scale conducted

by Harris (See Appendix 5)

2.2 Role play

2.2.4 Definition of rele play

There are numerous definitions of role play from different researchers Listed

below are some of the definitions of role play

According to Gower et-al (2005,p.105), “A role play is when students take the part of a particular person: a customer, a manager, a shop assistant, for example

As this person, they take part in a situation, acting out a conversation It is

cunscripted, although general ideas about what they are going to say might be prepared beforehand ‘these might well come out of a text or a previous context”

According to Paul Procter (2001, p.116), role is defined as the position or target someone has in a eeumstanes, corporation, society, or relation Paul Procter

(2001, p.121) states that role play is an aclion simulating as someone clse, especially in studying

Jo Budden (n.d.) supposes that any speaking activities when you pretend to be someone else, or when you pretend yourself in an imaginary circumstance

Ur (1996) states that, “Role play is giving students a suitable topic provides interest and subject — matter for discussion, dividing them into groups improve the

amount and quality of the verbal interaction”

In summary, role play is a method in which the students pretend to be

someone else or to be themselves in imaginative circumstances in real life

Role play is beneficial for both teachers and students Through that technique, teachers can improve them teaching, make class more interesting, and mspire students On the other hand, students can practice and improve their speaking

as well as their reflexes or behavioral skills

2.2.2 The importance af using role play

Role play is an important technique that is uscd worldwide in teaching speaking P Nation and 1 Thomas (1988) suppose that teachers should organize

role play activities for following reasons:

iRole play simulates students Lo approach other language tasks and language diversification

ii Role play encourages students to discover new culture For example: students

can leam how to make a payment when they go to supermarket

iii Role play makes students more proactive because students involve more in the activities of speaking class

Within the thesis, role play was utilized because of some following reasons

a Teachers can guide students how to communicate in some specific situations

b, Students have more epportunitics to practice speaking

c Shy students can become more proactive because when they act as someone

else, 31 provides a mask for them aud then they feel more confident to talk out loud

d Role play is exciting

2.2.3 Classification of role play

Dơm Byme (1986) slates thal there are two main forms of role play, which

are: scripted and unscripted role play The main difference between those two types

of role play is the level of students’ dependence on the content of the textbook Scripted role play requires manipulating the conversation in the textbook ar reading that out loud Unscripted role play does not require students to memorize the

content from the textbook Students themselves have all the right to develop the

conversation Llowever, in order to do inscripted role play well, both teachers and students need to take time to prepare for the topic

Littlewood (1994) has diffcrent classification for role play activitics based on the level of detail information given to students Therefore, Littlewood (1994)

divides role play into 4 different types as follows:

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* Role play based on given dialogues: Students receive cues an different cards to join this activity Mach student need to listen to each other before giving a suitable answer ‘he cues help them to forecast and to think about the key points to answer The teacher can also guide sLudents some appropriate forms laler However,

the students must rely heavily on the cues in the cards so this type of activily limits

the creativity of the students

* Role play based on cues and information: This type is more flexible than the previous one One person takes the cues to ask and the other takes information

to make a respond ‘The teacher’s control decreases and the learners’ creativity

inereases These activities are emphasized on practicing how to communicate rather than on assessing the ouleorne This activily encourages the creativity of sLudents,

however, teachers can manage the conversation and guide students to communicate

appropriately

* Role play based on situation and goals: In this type, teachers deorease their control gradually and students have more right to lead the conversation ‘Ihe first thing students need to master speaking is that students need to understand the

siluation and the largel And then they need to lead the conversation to ihe target

which is given already

ø Role play based on debate and discussion: In this type of role play, students

need to give a solution for an issue by debating or discussing Firstly, students must understand the topic clearly Secondly, students proceed the discussion or the debate

in a small group Hvery student in the group must give their opinion and give clues

lo protect their point of view Finally, the solution is come oul as the result of

conflicts after the discussion or debate However, in order Lo do that type of role

play effectively, students need to have a deep understanding about the topic They

also need to have a wide range of vocabulary As long as, those elements are met, role play is successful

2.2.4 The significance af role play in teaching speaking

There is no doubt that role play plays an important role in language teaching, Tirstly, students can interact with their parmers more Secondly, students can

ik

improve other skills such as: communication skills, organizing kills, time

imanagement skills, presenlation skills and so on Larson Freaman, D (1986, p34)

agrees that role play creates the environment for students to act in different roles by

using foreign language Furthermore, when students pretend to be others or to be themselves in different situations, they have chances to practice how to give opinion

about something, how 1o deal with some real life situations by using foreign

language Therefore, role play tends to be the useful strategy in which students

could use their English creatively

2.3 Related studies in Asia and Vietnam

In Asia countries like Korea, Malaysia and Indonesia, English speaking skill has caught much attention than before With the purpose of improving English speaking skills for students, most of teachers and researchers seemed to agree on the usefulness of utilizing role play in speaking teaching for students Bolja Cho (2007) examined the usefulness of two types of role play Jie aimed at improving oral skills

for linglish leamers at Department of Tourism Management at a private university

in Gyconggi, Korea Krish Pramela (2001) also shared her experiences on teaching distance learner with role play at National University of Malaysia (Bangi,

Malaysia) In another research in Indonesia, Arham R ct al (2016) alse found

out that role play helps to encourage nursing students to speak English in the

class Therefore, 1 can be concluded thal role play is an useful method Lo

improve students’ speaking skill

Similarly, in Vietram im recent years, there are many researches int the area of teaching speaking, parlicularty in using role play Tt 2003, Bui Thi Minh Hong

carried out a research on “Teaching speaking skill at a Vietnamese university and recommendation for using CMC” She pointed out the students’ problems with speaking and gave recommendation for using computer mediated communication to improve students’ speaking skill Ivan ‘Thi Thuy (2013) also used role play technique to improve speaking skills for post clerk students at a secondary school in

‘Thai Nguyen Her study dealt with accuracy, fluency and motivation in speaking

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skill In 2004, in the thesis "Improving spcaking English skill of the grade 10 students at Thoai Ngoc Hau high school by using dialogs and role-play”, Mach Buu

Hien (2004) examines the use of conversation and role-play The research also

poms oul the process to conducl role-play acti and some advantages to apply this activily in Leaching speaking In 2012, ¢ Dinh Mai Thao conducled a research

on “Applying role-play in increasing sludent? inleresl in learning speaking lo grade

1E students at Lai Ving 2 high school” The aim of the research is to evaluate the

level of students’ interest in leaming speaking English and role-play activity as well This research alsa points out the restrictions for teachers to apply role-play in teaching speaking and suggests some suggestions to help teachers overcome those

difficulties

Hence, it can be concluded that at the research time, most of the researches in

Vietnam focus mainly on the subjects as students at colleges, universities, high schools but there is few research about this topic applying students in secondary

school However, all of (hose researches can give the author Lhe geucral Uncoretical framework to vouduct the lhesis Therefore, in this thesis, the author chooses

dillcrent subject: students al grade 6 in a secondary schuol in Nam Tu Licm Dist,

Hana,

2.4 Summary

In summary, the Literature review ou role play provides proves of the posilive

impact of role play on students’ speaking skills Therefore, the use of role play is

very necessary to help students improve their speaking skill in general

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CHAPTER 3: RESEARCH METHODOLOGY

This chapter is conducted fo present the research design, setting of study,

action research procedures as well as data analysis method

3.L Setting of the study

‘The research was performed at a secondary school in Nam ‘Tu Liem District, Ha Noi At this school, students only leamed and employed English in

foreign language lesson as all other subjects were conducted in Vietnamese

‘The teaching materials used in this study are mainly developed from a

textbook mamed “Tieng Anh 6” (new textbook) I'his textbook is designed to

develop a more communivative approach, learner - centered learning, an emphasis

on oral skills and language for real-life commurneation The textbook aims al

enabling students to establish their communicative skills im English with lessons

covering four main skills including listening, speaking, reading and writing The

textbook is theme-based in which language and the skills are structured on a certain

topic The theme provides a context in which language ws used so as to help students

to familiar with the appropriate language structures in different circumstances

The textbook “Tieng Anh 6” is designed at the suitable level with

secondary students In this textbook, the objectives are clear for teachers and students to follow It provides the overview of the topics, structures/ grammar,

functions, as well as skills TL consists of 12 urnts, each uml has one Lopic In cach

unit, (here are $ sections of the language input which focus on reading skill,

speaking skill, listening skill and writing skill, as well as language focus The section for speaking is taught after reading lesson The objectives of speaking

lesson are 1o develop learners’ speaking skills on cortain lopic

3.2 Research design

The research design of this thesis was classroom action research Author used

action research as the purpose of this thesis is examining the classroom setting as

well as performing the teaching technique in a particular class to identily solutions

for problems arising in teaching and leaming English speaking

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3.3 Action research procedure

‘There are different action research procedures proposed by previous researchers

For example, Mav Isaac (1995) suggested the four sleps AR procedure which is

described in the figure 3.1 below:

Step 1: Planning — The main purpose of this step is to identify a problem’ issue as

well as develop action plan to enhance research context in particular areas

Stop 2: Action — Aller a period of time, the plan is put into action

Step 3: Observation Observing action effects and collecting data

Step 4: Reflection — Evaluating action effects and developing basis for further

soscarch cycles

Susan (1983), on the other hand suggested another five step model to be applied for each research cycle (as shown in ‘igure 3.2) ‘The first step is to identify

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problem and collect data to support a more detailed diagnosis The second step is to construct and implement a single action plan after considering several other possible solutions Next step is conducted by analysing collected data, which is followed by

fourth slsp of interpreting findings and demoustrale how the action can be

successfully implemented The final step is to re-assess the problem and begin another cycle of the process This procedure is redone until the problem is

completely solved

3.4 Action research procedures of the current study

‘The following part is to desoribe the procedure of current action research project

341 Stage 1: Identifying the problem and planning

3.4.1.1 Identifying the problem

Based on the previous teaching experience, observation, in class discussion of yesearcher and academic results of learners, low speaking skill is identify as main problem in English Jeaming ‘thus, this skill was selected as main subject in this

Moreover, teaching methods were not very effective with the students To

make the situation better, the author decided to perform the action research method

of which role play activities were used

3.4.1.2 Planning the action

In this stage, the author made a preparation for the action which consists of choosing the appropriate teaching materials, preparing lesson plans, making role

play activities evaluation form

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“Choosing the appropriate teaching materials

The teaching materials used in this sludy are mainly developed from a

textbook named “Tieng Anh 6” (new textbook) This textbook is designed to

develop a more communicative approach, learmer-centered learning, an emphasis on oral skills and language for real-life communication The textbook aims at enabling

learners to estabhsh their communicative skills m the Enghsh meluding four skills

which are listening, speaking, reading and writing The textbook is theme-based in

which language and these skills are structured on a certain topic The theme provides a context in which language is used so as to help leamers to employ the

appropriate language structures in different situations

The textbook “Ticng Anh 6” is designed al the suitable level with

secondary students In this textbook, the objectives are clear for teachers and students to follow it provides the overview of the functions, topics, structures

or grammar and skills The textbook contains 12 units, each of them has one

topic Tn cach unit, the language inpul is divided into 5 sections: reading,

speaking, listening, writing, and langnage focus The section for speaking is

taught after reading lesson The objectives of speaking lessan are to develop

Icarnors’ speaking skills on certain topic

= Talking about and describing a school

1 | Mynew school -Talking about and describing school activities

Talking about and describing houses, room and

; Talking about appearance and personality

3 | My friends ~ Talking, about plans

; “Talking about and describing nelphbor hood

4 |My neighborhood | _ Asking for and giving, directions

Natural wonders of the | - Talking about and desoribing things in nature

world - Giving travel advice

- Talking about Tet activities and traditions

6 | Our Tet holiday - Giving advice: what people should and shouldn't

do at Yet

7_| Television Talking about a favorite TV programme

8 | Sports and games do in their free time

9 | Cities of the world Talking about inleresling places in the world

Talking about houses in the future(type, location,

10 | Gur house in the future surroundines, appliancss) n

11_| Our greener world Talking about activities to protect environment

12 | Robots Yallaing, about types of robots and their

abilities

* Preparing the lesson plans

Based on the current syllabus, the author prepared suitable lesson plans

* Making role play activities evaluation form

‘The fonn used for students’ speaking skills evaluation through role play

aclivillcs was an analytical rubme The eritena were chosen to be cvalualed based

on the frame proposed hy Harris’s oral English rating scales which consist of 5

elements: Pronunciation, Grammar, l‘luency, Vocabulary and Comprehension Hach

of these element was scored on a 5-point scale, ranging from 1 (poor), 2 (average),

3 (good), 4 (very good) and 5 (excellent) The reason to choose Harris’s [ramo was

to help the author see the characteristics of learner’ speaking capacity and it cat be

easy to calculate the score The maximum score students got was 25 Moreover,

there was a space for the author to give some comments and feedback so students

will be able to improve their achievernent in the next classes:

342 Stage 2: Action — implementing the plan

The implementation lasted 12 weeks and was adjusted with schedule at

school During the implementing of the action, author played both roles as the practitioner who performed teaching, activity as well as the observer who observing the learners’ speaking performance

Tn the first six weeks, the Leacher conducted role play activities through

scripted dialoguc, the situations were based on urtits including My new achaol, My home, My lriends, My neighbourhood and Natural wonders of the world The pro- test was delivered to the students at the beginning week and get marked Lach week, students studied and acted role play in one topic In each lesson, materials are

mrodnced to sludents by example of dialogue arc] vocabularies relating to the topic

The students had to learn and remember vocabulary Some voeabularics are writler

in the beard and demonstrated how to pronounce Afler thal, students are divided

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into different groups of two with the dialogue script In cach group, students practiced with the partner and tried to memorize the dialogue Several groups will

‘be chosen to perform in front of the class The author moved around the classroom,

monitored the activity to see students’ strengths and weaknesses, how each student

communicated, how fluent he/she was, and noted down orrors in prommcialion,

grammar and other problems

The teacher observed, tock notes and provide children with feedback after

finishing their performance General conclusion was given at the end of class

In the next 6 weeks (week 7 to week 12), the writer made some amodifieations The role play through cued and information is conducted so thai learners cau be more alive and crealive in speaking The topic was abundant: Television, Sports and games, Cities of the world

In week 12, the post test is conducted in pairs and in role play form

Students were asked to perform the dialogue in front of class based on information

from the given role card

3.43 Stage 3: Observing the action

At this stage, the author used cbservation sheet to observe the whole aspects

of the action including learners’ participation in class activities and during speaking performance of learners in front of the class when performing their conversations

The author not only observed the students’ ability to master language clomonis

including pronumeiation, grammar, vocabulary, fluency and comprehension but she also gave allention to the lollowing clomonts: active participation of studenls in the process of leaming: ability to perform conversations in front of the class; ability to give feedback to other peers

344 Stage 4: Reflecting the action

Afier collecting the data, author analysed the data relating to the process of {caching and learning EnglislL Afler thai, , author reflected herself by examining the observation result in order to identify whether the spealing learning process using role play technique is good to imply in the process of teaching as well as

leaning or not Then, conclusion and recommendations for Curther research are

drawn from the findings of the AR evaluation,

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3.5 Participants

40 grade 6 students in class 6C were selecled as participants Class 6C was chosen due to the author’s in class observation showing that they were not enjoyed and confident encugh to participate in the process of practicing English speaking skill

‘Also, these students were identified as having problems with their confidence Therefore, they were unable to cope wilh the class material The sludertis were al the age of 11, 24 girls and 16 boys These students had leamt English for 3 years (from prade 3 to prade 5)

3.6 Data collection method

In this research, the researcher used both qualitative data as well as quantitalive data While the qualilatve data is collected {rom observation, the

quantitative data is drawn from questionnaire, the pre-test and the post-test

3.6.1 Observation

Observation 1s performed to identify problems arising from teaching and learning activities, especially those relating to speaking skills In order to evaluate smdents’ improvement in speaking skill during Classroom Action Research, abservation table proposed by Matthews (1994) will be used This table is

3.62 Questionnaire and semi-structured interview

Questionnaire was useful instrument used to collect information for analyzing process On the other hand, asking question is one of the most common ways of collecting information Questionnaires, as defined by Brown (2006), are “any

‘written instruments that present respondents with a series of questions or statements

20

to which are to react with cither by writing out their answer or selecting them

among existing answers” According to Richards and Lockhart (1994, p.10),

“surveys and questionnaires arc useful ways ol gathering information about affective dimensions of teaching and leaming, such as beliefs, attitude, motivation and preferences, and enable teachers to collect a large amount of information rolatively quickly” Also, questionnaires assist the researcher to save Lime as well as obtain fast and focused results from a large number of respondents

Another popular benefit of questionnaire method is that data collecting by this

instrument is velalively convenient lo be summarized and analyzed as ihe questions

are the identical for ail respondent J'urthermore, this method may allow informants

to provide answer in their own time, at their own pace, thus piving them less pressure for an immediate response and motivate hei to work on iL

Two questionnaires for students were used in this research The first one was

used before implementing role play activities to identify the real condition of the

classroom problans m English leaching ønd lewming speaking In spocilic,

questions 1,2,

5 (see Appendix 1) were about the leamers” affitudes towards

Finglish subject, the speaking skill, the materials and the students’ speaking

competence as well Question 3 was designed to investigate students’ participation

in leaming to speak Lnglish Question 6 asked about the difficulties the students faced during leaming process The last question in siudonts’ survey mentioned the teachers’ techniques during the teaching time and students” responses

The second questionnaire was constructed to find out the students’ attitudes

towards using role play activities in improving their speaking skill The questions

were designed in different forms including open-ended and close-ended With 7 questions for students, the questionnaire was carried out and completed

successfully with meaningful results

Besides questionnaire, the author used semi-structured interview to investigate

the students’ attitudes The questions nearly the same with the ones in the second

questionnaire The aulhor chose some special casos io conducl Uhe interview 6

2L

students were chosen for interviewing (1 student at excellent level, 1 student at very good level, 1 student at good level, 1 student at average level, 2 student at poor

level)

‘The main purpose of this research is to examining the effects of roleplay activities on students’ speaking skill Moreover, through this study, author would

also like tu investigate the sludenls’ attitudes towards this activily

3.63 Pre-test and post-test

In this research, author use pre-test as well as post-test instrument to collect

information, as “il can provide abou general ability level of the sluclents about

specific problems that the students may be having with the language, and about

their achievement in previous programs” (J D Brown, 1995, p.18) Also, the data

collecting from the test was uscd as a souree to identify the sludents’ improvement

after implementing the action plan

To know students’ current ability of English speaking, the author performed

the ora] test lo student Scores of this oral lest were divided inlo five different

criteria, including pronunciation, grammar, vocabulary, fluency, and

comprehension This classification is based on scale rating scores proposed by

Harris (1969), Then, the mean score 1s goncrated by dividing the sum of all criteria

into five While the pre-test is performed before conducting the technique role play,

the post-test is conducted afler using role play tochrique The test is held on every

second action of each cycle

The pre-test and post-test had the identical form They consisted of different

situations with different topics (My new school, My friends, My neighbourhood,

‘Television, ) The students (in paix) took | sole card and acted out as role play

3.7 Data analysis

With observation, the author will use interpretive process lo analyve the data For

questionnaire, pre-test and post-test, statistical process is used to analyze the data