An investigation into the impacts of adapted speaking activities in the english 11 textbook on students’ motivation a study at binh luc b high school

Indeed, with observing the speaking lessons, surveying students‟ ideas and analyzing the speaking sections, the unsuitability of the original speaking activities in English 11 did not mo

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST - GRADUATE STUDIES

PHẠM THỊ HỒNG LOAN

AN INVESTIGATION INTO THE IMPACTS OF ADAPTED SPEAKING ACTIVITIES IN THE ENGLISH 11 TEXTBOOK ON STUDENTS’ MOTIVATION A STUDY AT BINH LUC B HIGH SCHOOL

(Nghiên cứu ảnh h-ởng của các hoạt động nói đ-ợc điều

chỉnh trong sách giáo khoa Tiếng Anh lớp 11 tới động lực học tập

của học sinh

Một nghiên cứu tại tr-ờng THPT B Bình Lục)

M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111

HANOI - 2016

VIETNAM NATIONAL UNIVERSITY, HA NOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

PHẠM THỊ HỒNG LOAN

AN INVESTIGATION INTO THE IMPACTS OF ADAPTED SPEAKING ACTIVITIES IN THE ENGLISH 11 TEXTBOOK ON STUDENTS’ MOTIVATION A STUDY AT BINH LUC B HIGH SCHOOL

(Nghiên cứu ảnh h-ởng của các hoạt động nói đ-ợc điều

chỉnh trong sách giáo khoa Tiếng Anh lớp 11 tới động lực học tập

của học sinh

Một nghiên cứu tại tr-ờng THPT B Bình Lục)

M.A Minor Programme Thesis Field: English Teaching Methodology Code: 60140111

Supervisor: Prof Dr Nguyễn Hòa

HANOI - 2016

VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES

FACULTY OF POST-GRADUATE STUDIES

*******************

DECLARATION

I, Ph¹m ThÞ Hång Loan, hereby declare that this thesis is my own work, and I have provided fully documented references to the work of others In addition, this thesis has not been submitted for assessment in other formal courses in any other university I also accept all the requirements of ULIS relating to the retention and use

of M.A Graduation Thesis deposited in the library

Hanoi, March, 2016

Signature

Ph¹m ThÞ Hång Loan

ACKNOWLEDGEMENTS

First of all, I would like to express my sincere thanks to Professor Nguyen Hoa, for the support, guidance and valuable critical feedback His help, stimulating suggestion and encouragement helped me a lot right from the beginning to the end of this study

I would like acknowledge my thanks to the students at Binh Luc B High School in Ha Nam who helped me a lot and showed great willingness to take part in my survey

My special thanks also go to my lecturers, my friends, my classmates for valuable comments and criticism, their interest and encouragement

Last but not least, I want to express my deepest gratitude to my parents and friends for their love, care, tolerance and encouragement

hypothesis of the study formed was that the adapted speaking activities could help increase the students’ motivation in speaking lessons Then, original speaking

activities in English 11 were adapted and implemented in the speaking lessons The adapting of the original speaking activities was based on the principles and techniques for adaptation The participants included 40 grade 11 students from class 11A2 at Binh Luc B High School in the school year 2015-2016 The action research lasted for 14 weeks in which the original activities and the adapted speaking activities were used in the different periods The data were collected from the main instruments including survey questionnaires, observations and textbook analysis The results show that despite some shortcomings, all the adapted speaking activities helped increase the students‟ motivation in speaking lessons and the action plan was successful after comparing the post and initial data

Based on the findings of the study, some recommendations and limitations were made along with suggestions for further study It is hoped that the findings and suggestions

in the research will help teachers use English 11 textbook more effectively in order to improve students‟ motivation in speaking lessons

TABLE OF CONTENTS

PART I: INTRODUCTION 1

1 Rationale for the study 1

2 Research aims of the study 2

3 Research questions of the study 2

4 Significance of the study 3

5 Research scope of the study 3

6 Research methods of the study 3

7 Design of the study 4

PART II: DEVELOPMENT 6

CHAPTER 1 LITERATURE REVIEW 6

1 Theoretical background of motivation in language learning 6

1.1 Definition of motivation 6

1.2 Types of motivation 6

1.3 Factors affecting motivation 7

1.4 Role of motivation in language learning 8

1.5 Motivating students in classroom activities 9

2 Theoretical background of speaking skill 9

2.1 Speaking as a skill in language learning 9

2.2 Teaching speaking 9

2.2.1 The speaking needs of students 10

2.2.2 Communicative Language Teaching 10

2.2.3 Principles for teaching speaking 11

2.3 Speaking activities 11

2.3.1 Features of speaking activities 11

2.3.2 Ways of organizing activities: Pair and Group work 11

3 Theoretical background of material adaption 12

3.1 Definition of material adaption 12

3.2 Reasons for material adaption 13

3.3 Principles for material adaption 13

3.4 Techniques for material adaption 14

CHAPTER 2 THE METHODOLOGY 16

1 The case of the study 16

1.1 Context of the study 16

1.2 Participants 16

1.2.1 The teacher/researcher 16

1.2.2 The non-participant observer 17

1.2.3 The students 17

1.3 Speaking materials_English Textbook 17

2 Research method of the study 18

2.1 An overview of action research 18

2.2 Action research models 19

2.3 Procedure for this study 19

3 Data collection instruments 23

3.1 Survey questionnaire (Appendix 1 and 2) 23

3.1.1 Rationale of the use of questionnaire survey 23

3.1.2 Description of survey questionnaire 1 (Appendix 1) 24

3.1.3 Description of survey questionnaire 2 (Appendix 2) 24

3.2 Classroom observation (Appendixes 3, 4) 25

3.2.1 Rationale of the use of classroom observation 25

3.2.2 Description of the observation sheets (Appendixes 3, 4) 26

3.3 Textbook analysis 27

3.3.1 The rationale of the use of textbook analysis 27

3.3.2 Description of textbook analysis 27

4 Summary 28

CHAPTER 3: RESULTS AND DISCUSSION 29

1 Results of initial data 29

1.1 The result of overall class motivation (observation sheet 1) 29

1.2 The result of survey questionnaire 1 30

1.2.1 Students‟ opinions about speaking lessons and activities in English 11 1.2.2 Students‟ preferences for speaking activities 31

1.3 The result of document analysis 32

2 Planning action steps 38

2.1 Adding 38

2.2 Omitting 42

2.3 Simplifying 43

2.4 Replacing 44

3 Results of data collection in the action stage 45

3.1 The results of overall class motivation (observation sheet 2) 45

3.2 The results of survey questionnaire 2 (Students’ self-reported motivation)46 4 Action research evaluation 47

4.1 Overall class motivation before and after the action plan 47

4.2 Summary of major findings and discussion 48

PART III: CONCLUSION 50

1 Conclusion 50

2 Recommendations 51

3 Limitations and suggestions for further study 52

REFERENCES 54

LIST OF ABBREVIATION TERMS

AR Action research

BAs Bachelor of Arts

BLBHS Binh Luc B High School

EFL English as a foreign language

ESL English as a Second Language

GCSE General Certificate of Secondary Education

L2 Second language

ULIS University of Languages and International Studies

LIST OF TABLES AND GRAPHS Table 1 Overall class motivation (Observation sheet 1)

Table 2 Speaking activity analysis in English textbook 11

Table 3 Overall class motivation (Observation sheet 2)

Table 4 Students‟ self-reported motivation (Survey questionnaire 2) Graph 1: Percentage of lessons‟ overall class motivation

PART I: INTRODUCTION

1 Rationale of the study

Like at other high schools in Vietnam, at BLBHS English is one of the most important subjects and is a compulsory subject Students learn three periods of English every week and the textbooks are the series of the brand new English textbooks which are developed from a theme-based syllabus by a group of authors: Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong and Nguyen Quoc Tuan As well

as the English10 and 12, the English textbook 11 in the series follows two current approaches: the learner-centered and communicative language teaching All the activities in this book, especially in the speaking lessons are designed to help students improve their grammatical structures and especially communicative competence However, the issue concerned is how to motivate the students in speaking lessons when using this textbook to improve their speaking ability as its authors‟ expectation

Theoretically, motivation is interest in and enthusiasm; persistence with the learning task, as indicated by levels of attention or action for an extended duration; and levels

of concentration and enjoyment (Crookes and Schmidt, 1991) If the definition of

above-mentioned motivation is used, there will be a sign of successful speaking lesson where all students are willing to take chance to initiate conversations Moreover, according to Ur (1996), a successful speaking activity should acquire the following characteristics: learners talk a lot, participation is even, motivation is high, and language is of an acceptable level However, this is not the case in BLBHS, no matter how hard the teachers have tried

In reality, at BLBHS, after applying this textbook, it is not difficult to realize that the effectiveness of speaking lessons seems not to be much improved as expected despite the good teaching conditions and teacher‟s attempts The problem that the researcher as well

as most other teachers of English faced in the first weeks of the school year 2015-2016 was how to sustain students‟ genuine interest in speaking lessons As observed in the researcher‟s class, the speaking lessons seemed to be boring, the students were quiet, each student had only little talking time, and while some students tried to speak, others spoke very little or even not at all during speaking lessons Besides, many students appeared not

to be eager to participated and uninterested in speaking activities In other words, the students are not motivated in the speaking lessons

To get further information about the students‟ low motivation in speaking lessons at BLBHS, at the beginning lessons of the school year 2015-2016, the researcher had talked with somegrade-11 students about their speaking lessons Most of them felt very tired of the activities in speaking sections of English 11 They said that the activities were inappropriate for their level of language, some prompts or models were difficult and impractical to their daily life They also said that the speaking activities did not provide the students with enough necessary vocabulary, ideas and grammar structures to practice speaking Whereas some students said that they lacked confidence to speak in front of class As a result, students are not motivated to participate in speaking lessons Moreover, the previous studies have shown that teaching materials are one of the main factors affecting students‟ level of motivation Indeed, with observing the speaking lessons, surveying students‟ ideas and analyzing the speaking sections, the unsuitability of the original speaking activities in English 11 did not motivate students to participate in speaking lessons Therefore, the research

question formed was: To what extent can the adapted speaking activities help increase the students’ motivation in the speaking lessons?

As a teacher, I would like to make a contribution to the English teaching in Vietnam For the reasons above, this study was conducted, which focused on the students‟

motivation in speaking activities at BLBHS

2 Research aims of the study

The main aim of this study is to improve students‟ motivation in speaking lessons at BLBHS by adapting speaking activities in speaking sections of the English 11

Furthermore, this study aims to help the students learn speaking skill in particular and learn English in general much more motivated

3 Research questions of the study

In order to improve students‟ motivation in speaking lessons at BLBHS, the research

question is raised: “To what extent can the adapted speaking activities help increase the students’ motivation in the speaking lessons?”

4 Significance of the study

It is hoped that the investigation into adapted speaking activities of the textbook English 11 could be made to help students improve their motivation in speaking lessons and provide the teacher with practical experiences in enhancing student‟s motivation in learning to speak English The study will at the same time contribute to development of teaching English in general and speaking in particular at BLBHS

5 Research scope of the study

Motivation is a complex phenomenon and not easy to control it An action research was carried out investigate how adapted speaking activities can help students improve their motivation in speaking lessons Due to limited knowledge, energy and time, this study was only carried out for 14 weeks with the eight speaking lessons and in the context of 40 eleventh-grade students at BLBHS in the school year 2015-2016 Therefore, the generality of the results is only limited to the above teaching context and participants

6 Research methods of the study

This study is an action research (AR) Both quantitative and qualitative research methods were applied in this survey research in order to get a more detailed and comprehensive picture about what is investigated

Survey questionnaire administered to 40 grade 11 students in researcher‟s class – class

11 A2at BLBHS in the school year 2015-2016 consists of survey questionnaire 1and survey questionnaire 2.The survey questionnaire 1 was designed to collect students‟ opinions on the speaking activities in English 11 and the causes of their low motivation in speaking lessons before an action plan The survey questionnaire 2 adapted from Mathew Peacock (1997) is a structured and anonymous self-report to evaluate the students‟ self-reported motivation during weeks in applying adapted speaking activities after each speaking lesson

Survey questionnaire was chosen as a data collection instrument because it is an inexpensive way to gather data from a potentially large number of respondents, reaches a large number of people in a very short time and especially gives the students

an opportunity to express their options and needs without fear either to be embarrassed

or to be punished

Besides, classroom observation chosen as a data collection instrument of this study is divided into two overall class observation stages before and after the action plan The observation sheet 1was used to observe students‟ motivation with original speaking activities before the action plan and the observation sheet 2 was used to observe students‟ motivation with adapted speaking activities during weeks in applying them Both observation sheet 1 and 2 were adapted from Peacock (1997) who conducted the study about the effects of authentic materials on the motivation of EFL learners Classroom observation is chosen as a data collection instrument of this study because

it is often used in studying language use and classroom events, is the easiest instrument to collect needed data if the focus of the observation is the students or some aspects of the teaching context

In addition, textbook analysis based on the criteria of “good task/activity” from

Nunan (1998) was also investigated to determine whether the speaking activities were appropriate to the researcher‟s students at BLBHS as well as to identify the causes of the students‟ low motivation in speaking lessons Textbook analysis was chosen as a data collection instrument of this research because it is one of the factors affecting students‟ motivation in classroom and the speaking activity analysis helps evaluate whether the speaking activities in speaking sections of the textbook could meet the requirements of the students

7 Design of the study

The thesis is organized into three following main parts: introduction, development and conclusion as follows:

Part I: Introduction includes the background and rationale, the aims, the research

questions, the significance, the scope, the research methods and the design of the study

Part II: Development is organized around three chapters as follows:

Chapter 1: Literature Review deals with theories of motivation, theoretical

background of speaking, material adaptation

Chapter 2: Methodology presents the case of the study including the context, the

participants and the speaking materials, the research method - an action research, action research steps and procedure for this study, and presents how the study was implemented with the detailed description about the data collection instruments

Chapter 3: Results and Discussion provides the readers from the analysis of the

initial data to a summary and discussion of the major findings of the research

Part III: Conclusion summarizes the research Then, recommendations are followed

Finally, some limitations of the study are pointed out and some suggestions for the further research are also given out

PART II: DEVELOPMENT CHAPTER 1: LITERATURE REVIEW

This part would provide the theoretical background related to motivation, speaking skill, and material adaption

1 Theoretical background of motivation in language learning

1.1 Definition of motivation

Up to now, there have been a lot of different views about the word “motivation” Therefore, it is not easy for experts or theorists to give an exact definition of

“motivation” In general, motivation can be considered as a psychological factor which

is very important to generate or take action

It cannot be denied that motivation is a very familiar term which directs students in learning Bomia et al (1997) describes that students‟ motivation refers to their willingness, need, desire and compulsion to participate in and students‟ motivation can

be a successful factor in their learning process Skinner and Belmont (1991) develop the definition further noting that students who are motivated to engage in school when

“they show generally positive emotions during ongoing action, including enthusiasm, optimism, curiosity, and interest”

Besides, Crookes and Schmitd (1991) share that “motivation is interest in and enthusiasm, persistence with the learning task, as indicated by levels of attention or action for extended duration; and level of concentration and enjoyment” Students‟

motivation in this study refers to their interest, enthusiastic participation, learning persistence, high concentration and enjoyment in class activities This definition is chosen for this study because it covers all aspects of motivation in classroom and is very useful for this kind of research, a study into classroom motivation

1.2 Types of motivation

In this section, more details on integrative and instrumental motivation are introduced

as the first well-known theory in L2 motivation

1.2.1 Integrative Motivation

According to Falk (1978), integrative motivation can be considered when students who like the people speaking the language, admire the culture, really want to be familiar with or even integrate themselves into the society using the language In fact, integrative motivation is a necessary factor for successful learners, this can help learners improve and develop their proficiency In language teaching and learning environment, especially in Vietnam, it is really important to consider this term

Benson (1991) suggests that a more appropriate approach to “integrative motivation”

in the EFL context would be the idea that it represents the desire of the individual to become bilingual, while at the same time becoming bicultural This occurs through the addition of another language and culture to the learner‟s own cultural identity As in Vietnam as well as in high schools learners have few opportunities to use the target (L2) language in daily verbal exchanges are relatively restricted There is also limited potential for integrating into the target language community

1.2.2 Instrumental Motivation

The second form of motivation is instrumental motivation which may be in contrast to integrative motivation Hudson (2000) describes that instrumental motivation is the desire to gain something which is practical and specific from second language learning In comparision with integrative motivation, the purpose of learners who have instrumental motivation is more realistic For example, learners attend school or university in order to have graduate degree; learners study the second language in order to apply for a good job and request higher pay or higher social status and so on

In this study, students‟ motivation to be examined are more related to both kinds of motivation as students want to gain success in communicating with foreigners, passing the tests and exams, in their job and communicative purposes in the future

1.3 Factors affecting motivation

There are different views given by many experts Each person shares his or her own list of factors which affect student‟s motivation Students‟ motivation depends on a variety of factors such as teaching methodology, the target language environment and the learners‟ demotivation (Mukkatask, 1993 and Zughoul, 1987)

Dorneyei (2001) finds out nine factors: (1) Teachers_personality, commitment, competence, teaching method; (2) School facilities_ group size, frequence change of teachers; (3) Students‟ self-confidence_experience of failure or lack of success; (4) Students‟ attitude towards the second language; compulsory nature of second language study; (5) Interference of another foreign being studied; (7) Attitude towards second language community; (8) Attitude of group members; (9) Course books

Oxford and Shearin (1996) identified six factors that affect motivation language learning: (1) Attitudes; (2) Belief about self, (3) Goals, (4) Involvement, (5) Environmental support, (6) Personal attributes

In general, most previous studies find out that the teachers’ personality, teaching methodology, learning context, teaching material, and students’ attitude toward the

second language can play a major role in students‟ motivation or demotivation

In this study, reviewing the factors affecting motivation is very important for the researcher to know the main causes for students‟ low motivation in speaking lessons to search for the most effective solutions to improve the problem

1.4 Role of motivation in language learning

There have been many studies on the role of motivation in second language learning so far Most studies show that motivation and language learning has a mutual relation and motivation can help teacher maintain students‟ “intrinsic interest” (Lepper, 1999) Motivation is a key factor in successful language teaching (Gardner, 1990; Masgoret

& Gardner, 2003) It is clear that every teacher can realize the importance of students‟ motivation in language learning Moreover, Dornyei (2001) affirms that motivation needs to be generated, maintained actively, protected and retrospectively evaluated

In conclusion, nobody can deny that motivation plays an important role in the success

of L2 learners as it helps learners to find out the reasons for their study and to maintain their interest in learning process It is essential to promote motivation among students

in high level, which makes language teaching and learning more effective

1.5 Motivating students in classroom activities

Ames (1992); Anderman & Midgley (1998) imply that teachers who are most successful in engaging students develop activities with students‟ basic psychological and intellectual needs in mind One of suggestions for designing more engaging in-class activities and increasing the amount of time students spending on task is the class management to design projects that allow students to share new knowledge with others given out by Strong Silver & Robinson (1995)

It is the fact that the ways the teacher behaves in different kinds of activities will change according to the nature of activities Student grouping, especially pair-work and group-work needs to be used more often in order to create cooperative learning environment in classrooms and maximize students‟ talking time

In brief, no matter what role the teachers can play to manage class, the most important thing is that he or she has to be flexible in applying different methods in language teaching appropriately Using suitable activities for the students‟ circumstances can help them motivate to actively participate in the learning process

2 Theoretical background of speaking skill

2.1 Speaking as a skill in language learning

Sharing the similar opinion with Rivers (1981), Brown (1994) states that inside the classroom, speaking and listening are the most often used skills

There are a wide range of definitions of the term “speaking” However, the definition

of Bygate (1987) is more appreciate and suitable for this issue He comments that speaking in many ways is an undervalued skill He gives an explanation that perhaps almost all of people can speak Bygate also argues that speaking is a skill that deserves attention every bit as much as literacy skill, in both first and second language In this case, his perception is reasonable, as learners often to be able to speak with confidence

in order to carry out many of their most basic transactions

2.2 Teaching speaking

Teaching speaking includes the speaking needs and goals of students, communicative language teaching, principles for teaching speaking

2.2.1 The speaking needs of students

In language programs, spoken language will be given the primary focus This is especially the case in beginning ESL programs where students have a strong motivation to develop speaking skill to participate in the L2 environment Many EFL courses also aim to give students practice in speaking for different situations

According to Burns (1997), decisions about teaching speaking will inevitably depend

on the learner group and their needs in developing speaking skill The most important starting point when deciding how to teach speaking is to gather background data about students such as age, language background and previous language learning, and information about their goals and needs and the context in which they will need to use English, maybe their current level of spoken language competence or proficiency Sheils (1993) suggests that the development of communicative ability has to be related

to the needs of learners They need to know how to express their own meaning in the here-and-now of the classroom as they share knowledge, experience, interest, opinion and feeling Learners also need to be prepared to use the language for real communication outside the classroom (e i visiting the target community, meeting foreigners, exchanging letters )

2.2.2 Communicative Language Teaching

Brown (1976) classifies four characteristics that are thought to make a good communicative language teaching as follows:

1 Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence

2 Language techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes

3 Fluency and accuracy are seen as complementary principles underlying communicative techniques

4 In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts

From four criteria above, it can be seen that in communicative language teaching, less attention to grammatical rules are concerned rather than the fluency

2.2.3 Principles for teaching speaking

Burn (1997) suggests some general principles for the teaching of speaking, namely:

- Speaking involves an understanding of the way in which context influences the choices of language made

- Speaking involves understanding that spoken texts differ from written texts in their grammatical patterns and discourse strategies

- Speaking activities should focus on whole texts in contexts, rather than on sentence level grammatical constructions in isolation

- Speaking activities aim to develop the confidence, desire and ability to use the target language not only accurately but also appropriately and effectively for the purpose of communication

- Learning and practicing vocabulary, grammatical structures and pronunciation should be related to contexts and lead to the use of whole texts

- Spoken discourse types or texts can be analyzed with learners for their typical structures and grammatical patterns

2.3 Speaking activities

2.3.1 Features of speaking activities

Researchers suggest many features of speaking activities Nunan (1998) discusses the features of “good” speaking activities which (1) get all students to participate actively, (2) do not make them feel embarrassed and stressful, (3) enable them to use their own language even when they are not in the classroom, (4) are practical in daily life, (5) mobilize the ability for desire of speaking and interacting from students themselves, (6) enable them to work in groups and discuss to find the solution to their common task This theory seems to reflect sufficient and clear features of a successful activity

or task The use of one or a combination of all features could help teachers improve speaking activities or create new ones to raise students‟ motivation in learning speaking skill

2.3.2 Ways of organizing activities: Pair and Group work

It is undeniable that the ways of organizing pair and group work are very important in English lessons in general and in English speaking lessons in particular Because the

time that students spend in English lessons is usually quite short, especially in large classes, teachers need to know how to organize suitable activities which help both teachers and students a lot in teaching and learning process

Long & Porter (1985) says that group-work and pair-work, in terms of classroom management, provide a context in which many of the recent curricular initiatives can

be more easily implemented In fact, students in cooperative classrooms implement tasks more accurately, obtain more information and perform better than other students working alone Besides, Harris & Frith (1990) claims that a pair-work is defined as two beings interacting with each other in doing a task and a group-work is thought to

be a number of people assigned a task together and they will work on it cooperatively

In brief, pair and group work seem to be an extremely attractive idea because it can increase the amount of students talking time and maximize opportunities for them to speak They help students increase their motivation and willingness to interact with each other to fulfill the communicative tasks successfully Group-work is a great way

to motivate students toward a more active approach to learning (Peak, 1991) With all strong points above, the researcher of this study decided to apply pair and group work

in organizing and implementing the adapted speaking activities shown in action plans for the teaching time of this study

3 Theoretical background of material adaption

This section will discuss the concept of adaptation and some of the reasons for adapting materials in use This section will be followed by the principle and techniques used for adapting speaking activities

3.1 Definition of material adaption

“Adaptation is a process of making changes to published texts or materials to make them more suitable or appropriate for a particular teaching needs” (Richards,1992) This task should be realized by the teachers of English Indeed, Madsen & Bowen (1978) assert that the good teachers often adapt the materials which they are using to the context where they are using them to achieve or gain the optimal congruence between materials, methodology, learners, aims, the target language and the teacher‟s personality and teaching style

In short, adaptation is an essential process of matching Its purpose is to maximize the appropriation for teaching materials in context by changing some of the internal characteristics of a course book to better suit our particular circumstance

3.2 Reasons for material adaption

Materials are not always learnt regarding the methodology they use in terms of „what‟ and „how‟ to teach There are also cases of inconsistency between stated and actual methodology Coursebooks cannot be relevant to all teaching/learning contexts (Cunningham, 1995) Consequently, teachers need to adapt published materials according to the needs of particular classes

According to McDonough and Shaw (1993), it will also be useful to compare our own reasons with those in the following list: (1) not enough grammar coverage in general, (2) not enough practice of grammar points of particular difficulty to these learners, (3) the communicative focus means that grammar is presented unsystematically, (4) not enough guidance on pronunciation, (5) subject-matter inappropriate for learners of this age and intellectual level, (6) amount of material too great/too little to cover in the time allocated to lessons, (7) dialogues too formal, and not really representative of everyday speech, (8) too much or little variety in the activities, (9) vocabulary list and

a key to the exercises would be helpful

In this study, the theories of material as well as the list of reasons for adapting material above will be useful for adaptation of speaking activities in English 11

3.3 Principles for material adaption

It‟s essential to adapt language teaching materials to suit particular learning circumstances However, the effective adaptation is really an uneasy question to many teachers Mentioning this matter, McDonough and Shaw (1993) suggests some principles for adapting which are most likely to be express in terms of a need to personalize, individualize, or localize the content

- “personalizing” refers to increase the relevance of content in relation to learners‟

interests and their academic, educational or professional needs

- “individualizing” will address the learning styles both of individuals and of the

numbers of a class working closely together

- “localizing” takes into accounts the international geography of English language

teaching and recognizes that what may work well in Mexico City may not do so in Edinburgh or in Kuala Lumpur

In this study, basing on the principles, the researcher will give some principles for

adapting speaking activities in English 11 presented in chapter 3 after analyzing the

original speaking activities and the students‟ opinions

3.4 Techniques for material adaption

Adaptation can be regarded as dealing with the modification of content, whether that content is expressed in the form of exercises and activities, texts and so on While adapting the content, a range of techniques can be used individually or in combination with others Tanner & Green (1998) refers to some of them as follows:

- Changing: Make small changes to existing materials in the textbook

- Removing: Remove a textbook activity from the lesson

- Replacing: Replace one activity with another related to one which is more suitable

- Adding: Add an extra activity in an area not covered sufficiently in the textbook

Besides, McDonough and Shaw (1993) also give some more suggestions as follows:

- Omitting/Deleting: Teachers can omit something which learners already know about,

some tasks if there are too many tasks in an area, the items which is not a priority, bad design or inappropriateness

- Modifying: It can be applied to any aspect of „content‟ It can be sub-divided under

two related headings: rewriting and restructing

- Re-ordering: Teacher can re-order to revise an area earlier than the coursebook does,

to compare and contrast areas, to provide thematic unity, to provide an appropriate follow-up

- Simplifying: Many elements of a language course can be simplified, including

instructions and explanations that accompany exercises, activities, and even the visual layout of material

To sum up, in order to adapt English 11, the researcher needs to combine some of mentioned-above types of material adaptation to meet the students‟ level, needs, interests and expectation in the teachers‟ own context In this study, the suggestions for how to adapt the speaking activities in the textbook to achieve greater „congruence‟ aim improve students‟ motivation in speaking lessons

Summary

In Chapter 1, the researcher of this study has reviewed the definition of motivation, types of motivation and factors affecting motivation, role of motivation in language learning and motivating students in classroom activities This chapter also discussed the theoretical background of speaking skill, teaching speaking, and different views about features as well as ways of organizing speaking activities Also in this chapter, the theories of material adaptation were reviewed, in which the principles and techniques for adapting were discussed in details

CHAPTER 2: THE METHODOLOGY

In this chapter, the case of the study, the research methods and data collection

instruments are described

1 The case of the study

1.1 Context of the study

Binh Luc B High School is not a big one, located in Binh Luc district, Ha Nam province It was established 45 years ago with 27 classes of three different graders (10,

11 and 12) and over 70 teachers Each class has around 40 students All students come from different parts of Binh Luc and nearby districts English is one of the three compulsory core subjects in the national final examination at BLBHS for GCSE (General Certificate of Secondary Education) Although all of them have learnt English at secondary school for four years, their level of English is very limited, especially speaking skill

The students have three 45-minute periods of English a week, that is, 53 periods in term 1 and 52 periods in term 2 However, there are only seven speaking lessons in each term The textbooks are the series of the brand new English textbooks which are developed from a theme-based syllabus by a group of authors: Hoang Van Van, Hoang Thi Xuan Hoa, Do Tuan Minh, Nguyen Thu Phuong and Nguyen Quoc Tuan

This study was conducted in the school year 2015-2016, at BLBHS, where the data was collected, analyzed, and improvement strategies were tried out The people who participated in this research were:

1.2.2 The non-participant observer

The non-participant observer who was invited to observe this class is also the teacher

of English She got BAs in English from Hanoi University and now is currently working at BLBHS She is 35 years old and had taught for over nine years

The observer was carefully prepared for observing and recording data using the observation sheets in speaking sections The definition of motivation as well as related issues was discussed, for example, how to decide a student is paying attention or not

1.2.3 The students

The subjects of this study are 40 students of class 11A2 (26 females and 14 males) in

researcher‟s class at BLBHS in the school year 2015-2016 Their ages are between 15 and 17 They come from different parts of Binh Luc district and some villages nearby All of them had learnt English since grade 5 and their English proficiency level was pre-intermediate However, most of them had not learnt speaking skill in secondary school Most of them are low-level English speakers During the school-year 2015-

2016, the students had a 45-minute period per each week for the speaking skill They were very helpful and fully encouraged to participate in the study

1.3 Speaking materials_English Textbook 11

English 11 is one of the series of new textbooks, an EFL course for Vietnamese high school students This book is developed from a theme-based syllabus which combines relevant and interesting subjects with grammatical structures and functions introduced

in meaningful context It follows two current approaches the learner-centered and communicative language teaching English 11 is designed to cover 105 periods of classroom instruction for all grade 11 students in Vietnam It consists of 16 units, each unit consists of four skills (Reading, Speaking, Listening, Writing) and Language focus, and a “Test yourself” section appears after every three units to help students consolidate what they have learnt Each part starts with the items: pre-activities, while and post-activities

As stated by the authors, all the activities in this book, especially in the speaking lessons are designed to help students improve their communicative competence

relating to the topics of the units, while at the same time allowing them to master all important rules of English grammar The speaking lessons are presented in a range of practical functions and tasks based on real-life situations

A speaking lesson usually includes at least three or four tasks which are communicative activities such as discussions, simulation and role-play, reaching a consensus, or talking about yourself The aim of the first two (activities/tasks 1 and 2)

is often to provide students with linguistic elements and develop competences or specific functions The following tasks (activities/tasks 3 and 4) aim to enable students

to practice speaking in controlled practice and freer situations to make similar real dialogues or conversations, using the linguistic elements provided in the previous activities/tasks

2 Research method of the study

To carry out this study, an action research (AR) was used

2.1 An overview of action research

AR is an approach to professional development and learning improvement in which teachers systematically reflect on their work and make changes in their practice There are a number of different definitions of AR given

According to Wallace (1998) and Coles & Quirke (2001), AR is the process of systematic collection and analysis of data in order to make changes and improvement

or solve problems A brief definition of AR by Richards (1994) as “Implementation of

an action plan designed to bring about change in some aspects of the teacher‟s class with subsequent monitoring of the effects of some innovation”

Nunan (1991) says that the classroom could become a laboratory for experimenting with contesting and evaluating the materials and classroom tasks in a teacher‟s own context and situation In addition, Brown suggests that teachers should change behavior in circumstances where there is personal engagement in identifying a practical concern as the focus of the research, designing the study, taking action, collecting evidence, formulating conclusions and feeding these back to practice

The definitions mentioned above from famous experts convinced the researcher that an action research is the most appropriate method for this study because it is a ways of questioning one‟s own practice and improving it Using AR, the researcher hopes to improve students‟ motivation in speaking lessons at Binh Luc B High school by adapting speaking activities in speaking sections of the textbook English 11 in order to the students learn speaking skill better

2.2 Action research models

There are different models of action research given and used in the previous studies on language AR typically involves small-scale investigative projects in the teacher‟s own classroom, and combines planning - action – observation – reflection” in cycles

McBride & Schostak (2002) models action research involving seven steps and activity

cycles as follow: 1 Identifying a focus of interest or a problem -> 2 Collecting data ->

3 Analyzing data/ general hypotheses -> 4 Planning action steps -> 5 Implementing action steps -> 6 Collecting data to monitor changes -> 7 Analysis and evaluation -

>Spiral to next circle -> 1

Sharing similar opinion, Nunan (1992) describes the process of action research as a

series of steps The steps in this action research cycle as follow: Step 1.Problem identification-> Step 2.Preliminary investigation -> Step 3.Hypothesis -> Step 4 Intervention -> Step 6.Dissemination -> Step 7.Follow-up

Among the models of action research mentioned above, was Nunan‟s Action Research Cycle adapted for this study because all the cycles are clear and easy to follow

2.3 Procedure for this study

AR was developed and carried out in the researcher‟s class during 14 weeks beginning from week 1 to week 14 of the first term The subjects of the study were 40 students of class 11 A2 who participated from the beginning to the end of the study Data collected from both the pre-action stage and during the action stage from week 1 to week13 of this study

As presented above, action research typically small-scale investigative projects in the teacher‟s own classroom, and consists of a number of stages Based on the principles

and techniques of AR demonstrated in section2.Planning action steps, Chapter 3, the

following steps of action research model for this study adapted from Nunan (1992) were done one after another

Step 1: Problem identification (week 1-2)

In the beginning teaching process of the school year 2015-2016, the researcher observed that most of the students hesitated to participate in speaking tasks of the textbook English 11 although the teachers managed to engage them in

The researcher also spent time talking with them and discussing with colleague teachers to identify a focus of the problem Then, the student‟s low motivation in speaking lessons was perceived as the problem the students encounter What should be done?

Step 2: Preliminary investigation (week 3-5)

Preliminary investigation about the teachers’ personality, teaching methodology, learning context, teaching material, and students’ attitude which maybe the factors

affecting student‟s motivation level in speaking lessons as reviewed in section

1.3.Factors affecting motivation, chapter 1 This investigation would allow the

students to express their own opinions on speaking lessons, the speaking activities as

well as their suggestions for improvement and help identify the cause of the problem

The data were elicited using survey with questionnaire 1 for the students (Appendix 1), classroom observation was conducted by a non-participant observer using observation sheet 1 (Appendix 3) and document (speaking activity) analysis was completed by the

researcher (mentioned in section1.3.The result of document analysis, chapter 3)

The researcher made great effort to triangulate the data from various sources in order

to confirm the problem stated above and find out the causes of the problem Survey

questionnaire 1 (Appendix 1) was administered to grade A2-11 students in week 4 and

collected in week 5 Most of students revealed that they were not motivated to

participate in speaking lessons in section 1.2.The results of survey questionnaire

1,Chapter 3 Three speaking lessons (3-5) were observed by a non-participant

observer with observation sheet 1 (Appendix 3) to record overall class motivation

during weeks 3-5.Besides, eight speaking lessons in English 11 were analyzed, basing

on the criteria of a good speaking activity/task suggested by Nunan presented in

section1.3.The results of document analysis, Chapter 3 Details on these data collection instruments are presented in the following section3.Data collection instruments

Step 3: Hypothesis (week 6)

The data collected from 3 to week 5 was then analyzed to form the hypothesis

Collecting and analyzing initial data were mentioned in details in section 1.Results of Initial data, Chapter 3 The initial data revealed that students are not motivated to

participate in speaking lessons because of the unsuitability of the original speaking activities in English 11 for students They did not reflect all characteristics of a good

task/ activity suggested by Nunan, mentioned in Chapter 1 and did not provide the

students with enough linguistic elements, vocabulary, grammar structures, and pronunciation to practice speaking Moreover, some samples of dialogues are too formal, and not really representative of everyday speech Thus, the hypothesis formed was that the adapted speaking activities could help increase the students‟ motivation in

the speaking lessons and the research question formed was: To what extent can the adapted speaking activities help increase the students’ motivation in the speaking lessons?

Step 4: Plan Intervention (weeks 7-13)

This step applies a plan intervention including an action plan (week 7-8) and an action implementation (weeks 9-13)

+ Action plan (weeks 7-8)

In this step, there was a detailed plan of what the researcher intended to adapt and implement the activities Therefore, with the hypothesis and research question formed

in step 1, the action plan was developed to help bring about desired changes In the action plan, the researcher adapted the original speaking activities in five lessons of

English 11 during 2 weeks 7, 8 to meet students‟ need and added some changes after each lesson implemented to make them more suitable for the students Samples of

lesson plans were presented in Appendixes 6, 7 – Lesson plans

Also in this step, questionnaire 2(Appendix 2) and observation worksheet (Appendix 4)

were prepared This involved examining the initial data and reviewing relevant literature of motivation

+ Action Implementation (weeks 9-13)

In this step, the action plan was applied in five lessons and lasted five weeks, each of which lasted 45 minutes This aimed at investigating the impacts of the adapted speaking activities on the students‟ motivation The implementation was participated

by the researcher, the 40 students of class 11 A2 at BLBHS and the non- participant observer who was invited to observe the overall class during the speaking lessons The

action plan and the implementation steps are presented in section 2.Planning treatment steps, Chapter 3

+ Collecting data (at the end of week 13)

Also in weeks 9-13, five speaking lessons using the adapted speaking activities were

observed with the observation sheets Besides, Questionnaire 2 for students (appendix

2) described in section 3.1.3.Description of survey questionnaire 2 was filled in by

students after each lesson

Step 5: Evaluation (week 14)

In this step, the data collected in weeks 9-13 which reflect the students‟ motivation in speaking lessons using the adapted speaking activities were analyzed The analysis was done to show how the adapted speaking activities affected on students‟ motivation; what the researcher has learnt; and what experiences should be drawn

from these lessons Analyzing the post data helped answer the research question, To what extent can the adapted speaking activities help increase the students’ motivation in the speaking lessons?

Both steps i.e collecting data to monitor change, analyzing, and evaluating the data

were presented in section 3.Results of data collection in the action stage and in section 4.Action research evaluation

3 Data collection instruments

In order to do this study successfully, pre and post data were collected by using qualitative and quantitative method with survey questionnaires, classroom observations, documents (speaking activities) analysis

3.1 Survey questionnaire (Appendix 1 and 2)

3.1.1 Rationale of the use of questionnaire survey

In this study, survey questionnaire was chosen as a data collection instrument because

of four main reasons

Firstly, it is an inexpensive way to gather data from a potentially large number of respondents

Secondly, it can reach a large number of people in a very short time Richards (1994,

p.10) shows that it is useful in “gathering information about affective dimensions of teaching and learning such as beliefs, attitudes, motivation, preferences and enabling

a teacher to collect a large amount of information relatively quickly” As it is in the

case, with 40 students in class 11A2 at BLBHS in the school year of 2015-2016, a questionnaire survey was designed at post stage to evaluate the impacts of the adapted speaking activities on students‟ motivation

Another advantage of this tool is that the collected data is relatively easy to summarize and report as all the informants answer the same question

Last but not least, one of the most important reasons to choose this tool is that the questionnaire survey gives the students an opportunity to express their options and needs without fear either to be embarrassed or to be punished

In this study, students are not required to write their names when answering questions because traditionally Vietnamese students are afraid of judging their teachers and making their names known

3.1.2 Description of survey questionnaire 1 (Appendix 1)

With the intention to identify more the real situation of the students‟ learning speaking English and find out the causes of the students‟ low motivation in speaking lessons, questionnaire 1 with 6 questions was worked out The design of this questionnaire was based on the signals of motivation in speaking lessons suggested by the reasons for adapting materials (McDonough and Shaw, 1993) and good activity (Nunan, 1998) The general purpose of this questionnaire was to probe how students‟ motivation level was in speaking lessons and how the students self-evaluate the speaking activities in the textbook they were using Question 1 examined students‟ participation in speaking activities Question 2 examined students‟ completion in speaking activities Question 3 probed students‟ interest in speaking activities Question 4 examined reasons why students do not speak or speak English very little Besides, students‟ opinions about the causes making speaking activities in English 11 not motivate them in practicespeaking were focused in Question 5.Question 6 and 7 were used to probe what speaking activity forms students like in speaking lessons as well as students‟ suggestions about favorite types of speaking activities to increase their motivation The questionnaire was written in Vietnamese for better comprehension and the questionnaire copies were distributed to the students for better comprehension and collected at the end of week 5 before the intervention plan Moreover, it did not require students to provide their names to secure confidentiality

3.1.3 Description of survey questionnaire 2 (Appendix 2)

Learner questionnaire (Peacock, 1997) is a structured, anonymous self-report Its purpose was to measure levels of motivation generated by the two sets of speaking activities Therefore, the researcher adapted this questionnaire from Peacock Besides,

it is also clear and easy to use The purpose of this questionnaire was to evaluate the

students‟ self-reported motivation created by the adapted speaking activities during

four weeks of the implementing phase

In this questionnaire, there were seven closed items on a semantic differential scale of adjectives expressing motivation i.e boring/interesting, enjoyable/unenjoyable,

meaningless/meaningful, unsatisfying/satisfying, unappealing/appealing and inappropriate/appropriate From boring to interesting, the following range was applied: boring, monotonous, acceptable, pretty interesting, and interesting This meant each item could score from one to five The multiple items above were selected for their similarity in terms of meaning that showed the positive attitude of the learners in order

to increase the reliability of the instrument

Students were asked to circle the number along the scale that best described their opinion of the adapted speaking activities (e.i number 1 next to „boring‟ is scored one while number 5 next to „interesting‟ is scored five; number 4 halfway between to words is scored three With the questionnaire, learners anonymously reported how useful and enjoyable the speaking activities are

The questionnaire was written in Vietnamese for better comprehension and the questionnaire copies were distributed to the students at the end of each lesson and collected in the next lesson Moreover, it did not require students‟ name

3.2 Classroom observation (Appendixes 3, 4)

3.2.1 Rationale of the use of classroom observation

Classroom observation is chosen as a data collection instrument of this study for three main reasons

Firstly, classroom observation is an increasingly common method for assessing teaching Whatever teaching situation is, there are strategies one can employ in preparing for, conducting, and following up on observation that can increase its usefulness

Both Richard (1994) and Seliger & Shohamy (1989) define observational methods as procedures and techniques that are based on systematic observation of events and often used in studying language use and classroom events

Secondly, observation seems to be the easiest instrument to collect needed data if the focus of the observation is the students or some aspects of the teaching context

Lastly, observation is most often used to collect data about the teacher‟s knowledge of the subject matter, to study language learning, teaching, methods and processes of actual lessons in the classroom

The motivation investigated in this study was the students‟ interest in and enthusiasm for the activities used in class; persistence with the learning task and levels of concentration and enjoyment manifested in the overall class motivation

Because of the reasons mentioned above, classroom observation is chosen as an effective and major tool to collect data in this thesis This is clearly presented in the next chapter

3.2.2 Description of the observation sheets (Appendixes 3, 4)

The non-participant observer used observation sheets, namely overall class motivation These observation sheets were used for eight times, three times in the weeks 3-5

(Appendix 3) to observe whether students motivated with original speaking activities

or not and five times in the weeks 9-13 (Appendix 4) to observe whether the adapted

activities could help increase their motivation or not after applying them All the information from observation was compared with that from the other data instruments

in order to evaluate the impacts of adapted speaking activities on students‟ motivation

in speaking lessons

This observation sheet was adopted from Peacock (1997) who conducted the study about the effects of authentic materials on the motivation of EFL learners The researcher agreed with his choice because the motivation in this study was also similar

to what Peacock mentioned and it is easy and clear to follow

Overall class motivation (i.e the level of the student motivation generated by the adapted activities with the specific classroom management method) was applied in

observing the class as a whole It assessed overall class motivation generated by the adapted speaking activities and measured by levels of student‟ s interest, enthusiasm, persistence with learning task, concentration and enjoyment during class

In this study, all the factors were reflected through 5 items for original speaking

activities and through 7 items (adding 2 more items) for adapted speaking activities,

each of which was ranked on a scale of one (low) to five (high) The observer

completed the observation sheet until the activity was ending and daily total score for each speaking lesson was worked out

3.3 Textbook analysis

3.3.1 The rationale of the use of textbook analysis

Textbook analysis is the systematic analysis of the text materials including the structure, the focus, and special learning assists There are many ways to analyze a textbook, depending on the intention of the analysis The analysis can include the structure of the text, the focus of the author, and the usefulness of the learning assists

or the aims and approaches, design and organization, language content, topic and methodology of the book

Textbook analysis was chosen as a data collection instrument of this research because

of the following reasons:

Firstly, the textbook is one of the factors affecting students‟ motivation in classroom Therefore, the analysis together with other initial data would help find out the main causes of students‟ low motivation in speaking lessons

Secondly, the speaking activity analysis helps evaluate the features of speaking activities more clearly and investigate whether the speaking activities in speaking sections of the textbook could meet the requirements of the students

3.3.2 Description of textbook analysis

In this study, the eight speaking sections of English 11 were examined to determine whether they were appropriate to the students They were analyzed in terms of level of language to the students, practicality to students‟ daily life, students‟ ability to work in groups, length and instruction of activities This analysis helped the teacher have a sufficient evaluation of the speaking activities in the textbook The analysis result contributes to the identification of the causes for the students‟ low motivation in speaking sections The analysis result also helps to determine the identification of the

speaking activities, as well as improve the effectiveness of speaking lessons The

results are shown clearly in 1.3.The result of document analysis, Chapter 3

4 Summary

Chapter 2 has presented the case of the study including the context, the participants and the speaking materials Then, this chapter discussed the research method of the study – action research, as well as the reasons why case study research was chosen and its procedure Lastly, the data collection instruments and the reason for choosing such instruments: the questionnaire survey, the classroom observation and document analysis were also presented

CHAPTER 3: RESULTS AND DISCUSSION

In this chapter, the initial data (observation, questionnaire, document analysis and teaching diaries) is analyzed and discussed Besides, it elaborates planning action steps and then presents the techniques for adapting activities and an action research evaluation

1 Results of initial data

The results were collected from observations, questionnaire 1 and the analysis of the speaking section in English 11 The observation of students‟ motivation on overall class motivation focused on students‟ motivation level Students‟ opinion on speaking lessons and activities also represented from the result of questionnaire 1 Besides, the result from the analysis of the speaking sections in English 11 indicates the features of these activities After being collected, the initial data were reported and discussed To increase the reliability, some data were gathered from more than one tool

1.1 The result of overall class motivation (observation sheet 1)

As stated in 3.2.2.Description of the observation sheets, Chapter 2, observation

sheet 1 (Appendix 3) was used to assess overall class motivation generated by the

original speaking activities in use, which was manifested by the levels of students‟ interest, enthusiasm, persistence with the learning task, concentration and enjoyment during the speaking lessons Observation sheet 1 included five items, the highest mark for each item was 5 marks and the highest mark of the whole class for each lesson was

25 The observation was carried out during three lessons with total mark of 75

Table 1: Overall class motivation

Overall class motivation marks for all students 12 10 11

Percent of overall class motivation for all students 48% 40% 44%

As can be seen from table 1, the students‟ overall class motivation level was also low

In lesson 3, the percentage of overall class motivation was 48% In lesson 4, it decreased at 40%, but the increased slightly at 44% in lesson 5 Therefore, it is easy to see that most of the students were not interested in speaking activities, they spoke English very little, and even some did not speak anything about the topic of the lesson

In brief, during the three observed lessons, the students‟ overall class motivation level was quite low; the average percentage of class was only 44%

1.2 The result of survey questionnaire 1

1.2.1 Students’ opinions about speaking lessons and activities in English 11

In order to confirm the students‟ low motivation, find out the causes for it in speaking lessons as well as probe whether the speaking activities in English 11 are suitable for the students, attempts were made to explore their opinions toward speaking lessons and speaking activities in the textbook that is being used at class To collect the data of

this, Questionnaire 1 (Appendix 1) described in section 3.1.2.Description of survey questionnaire 1was conducted 40 questionnaires were delivered and collected one

week later

For the first question, when answering the question how often they participate in speaking lessons, 22.5% of the students said that they always participated in speaking lessons; whereas, 27.5% often participated, 30% sometimes did and even 20% never participated in speaking lessons

The results also indicate that most of the students (80%) did not always complete speaking activities When answering the question how they were interested in speaking activities, only 25% of the students reported that they were very interested and interested; meanwhile 57.5% of the students were not very interested and even 17.5% were uninterested in speaking activities

Explaining the reasons for not speaking or speaking English very little in speaking lessons, a large number of students (82.5%) reported that the speaking activities did not motivate or encourage them to practice speaking Besides, 70% of the students lacked confidence to speak English in front of class Whereas, under half of the