This study is the use of outdoor activities to develop speaking skill

Thinking tocreate a communication environment for students to practice conditions is thenecessary method to improve their ability to learn foreign languages.However, the class time is li

PART A: INTRODUCTION

1 Rationale of the study

In this era, the era of science and technology boom, the trend ofglobalization and integration among countries also poses a very importanttask for our country's education sector Above all times, languagedisagreement is a heavy barrier to the cooperation and acquisition ofscientific, technical and cultural advances between nations and peoples Manycountries around the world are using English as the national language,English has been chosen as the international language Therefore, theMinistry of Education and Training has brought English into Vietnam'seducation program since the primary level However, the ability to continueteaching in English of Vietnamese students and students is not yet proficient,not commensurate with the level compared to other subjects Thinking tocreate a communication environment for students to practice conditions is thenecessary method to improve their ability to learn foreign languages.However, the class time is limited with large knowledge content and largenumber of students, so the implementation of extracurricular activities bothenhances the spirit of interest in the subject and consolidates the amount ofknowledge in the classroom

creating a comfortable atmosphere for communication is extremely helpful toovercome these difficulties In order to improve the efficiency of teachingEnglish in high school and to practice communication skills for students, Ichoose the subject of "A study on the use of outdoor activities to developspeaking skills"

2 Aims of the study

The objectives of the study are as follows:

1) to clarify whether or not outdoor activities can increase the students’speaking ability,

2) to describe the implementation of outdoor activities in increasing students’speaking ability,

3) to identify the strength and weakness of outdoor activity in increasingstudents’ speaking ability

3 Scope of the study

This study is the use of outdoor activities to develop Speaking skill for

6 graders at Hung Loc Secondary school

4 Methodology

The study mainly uses document research methods to understand thehistory of research issues, to grasp the contents of previous authors' study, aswell as based on reality This essay uses methods such as description,collation, comparison, statistics, and classification

5 Design of the study

The study consists of three parts

Part A is an introduction that presents the arguments, literature review,purpose, and scope of the study as well as the methodology for the research

Part B is the main part consisting of three chapters

Chapter one is about the theoretical background for research Thischapter aims to establish an investigative framework

Chapter two focuses on studying outdoor activities, investigating andanalyzing results

Chapter three deals with the ability to apply learning outcomes toteaching and applying outdoor activities It discusses some challenges inteaching and learning English It also gives some suggestions for teachingEnglish

The final section concludes with a summary of the research andprovides possible conclusions and recommendations for further research

PART B: DEVELOPMENT Chapter 1: Theoretical background 1.1.English speaking skill

1.1.1 Definition of speaking skill

Among four skills of learning English, speaking merges as one of the most important ones that are really essential to master for the purpose of language communication However, what is exactly speaking skill? “Speaking is the delivery of language through the mouth” Oxford dictionaries define “Speaking

is the action of conveying information or expressing one’s feelings in speech”

In addition, Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998) Speaking is a crucial part of second language learning and teaching

In learning English, speaking skill is defined in different ways “Speaking is aproductive skill in the oral mode It is like the other skills, is more complicated than it seems at the first and involves more than just pronouncing words.” (Azem, M & Dogar, M H., 2011) Hornby (1995) defines that speaking is the skill that the students will be judged upon most in real-life situations It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensively

Additionally, “Speaking is one of the skills that have to be mastered by

students in learning English Speaking is an essential tool for communicating” (Grognet A.G, 1997)

Speaking skill has many different aspects including two major categories – accuracy, involving the correct use of vocabulary, grammar and pronunciation practiced through controlled and guided activities; and, fluency considered to

be “the ability to keep going when speaking spontaneously” (Harmer, 2001) Bryne, D (1986) additionally declares that accuracy refers to the use of correct forms where utterances do not contain errors affecting the phonological,

syntactic and semantic or discourse features of a language; fluency may be defined as the ability to get across communicative intent without too much hesitation and too many pauses to cause barriers or a breakdown in

communication In this case, instant correction may be inappropriate and could interfere with the aims of the speaking activity.

2.1.2 The importance of English speaking skill

Speaking skill is really essential as it gives students the opportunity to practice real-life conversations in the classroom The teacher can use it as a tool to check how much students have learned Speaking skill is very important in stages of language learning (Azem, M & Dogar, M.H., 2011)

Stage 1: Pre-production This is called the silent stage because speaking is still

limited; beginners listen and imitate rather than speak due to their difficulties invocabulary and grammatical structures Listening comprehension activities should be focused on instead of communicative ones because learners at this period will need much repetition of English

Stage 2: Early production Learners are able to speak well in tasks thanks to

what they have been memorized although errors may occur Speaking is begun

Stage 3: Speech emergence Learners can speak a lot with their enhanced

vocabulary At this stage, short conversations between classmates are

absolutely possible They can understand the information from others and respond as well as make more questions to their partners in the manner of no attention to grammatical structures

Stage 4: Intermediate fluency At the stage, discussions are improved More

complex sentences are used in speaking to express their opinions and share their thoughts Learners are able to ask questions to clarify what they are not clear Also, there is an expanding of the talking topic

Stage 5: Advanced fluency Learners will be near-native speakers at this stage.

With their amount of vocabulary, they can react directly without any properpreparation when speaking Their facility in discussions has increased

In learning speaking skill, a lot of learners regard speaking ability as the

measure of knowing a language and as the most important skill that they can acquire Speaking involves three areas of knowledge:

- Mechanics (pronunciation, grammar and vocabulary): Using the right words

in the right order with the correct pronunciation

- Functions (transaction and interaction): Knowing when clarity of message isessential and when precise understanding is not required

- Social and cultural rules and norms (turn-taking, rate of speech, length of pauses between speakers, relative roles of participants): Understanding how to take into account who is speaking to whom, in what circumstances, about what,and for what reasons.

The communicative language teaching (CLT) requires teachers to help studentsdevelop speaking by providing authentic practice that prepares them for real-life communication situations

2.2 Outdoor activies

2.1.1 Definition of outdoor activities

Outdoor activities in the concept of teaching method innovation are a form

of active, useful and effective self-study, connecting the podium to real life,expanding and expanding the school of thought - auctions of birth tablets forstudents; promote the positive, proactive creativity of learners, re-check thequality of teaching in the main time Therefore, extracurricular activities areboth educational and aesthetic, "Contributing to creating a cultural lifestyle andthe ability to enjoy art and culture for students Through extracurricularactivities, students have balanced intellectual, ethical, physical and aestheticdevelopment "(Comment by Phan Trong, Teaching Method NationalUniversity Press, 1996, page 38)

Speaking in high school is a big challenge for teachers, because teachers should increase student interest so they are motivated to speak In addition,

teachers should create some interesting ways for their students such as roles,

research clubs, jigsaw, word guessing, discussion, group discussions and visual explanations These can reduce students' boredom in language learning, especially speaking

Speaking is a very important skill for junior high school students because it

prepares them to face the global world However, there are three issues in

determining speaking instruction for middle school students:

1) limited vocabulary will make it impossible for them to say any words during teaching and learning

2) Limited grammar, they are also afraid to arrange words into a sentence The mistake of using grammar is a big problem for students to speak well.

3) lack of confidence, it will be an obstacle to create speaking ability for students.Outdoor activities are activities that can be done by people to lose boredom It is more interesting than indoor activities, because these activities are conducted outdoors When we are outdoors, we may be more motivated to learn something (Patmonodewo, 2003: 12)

Outdoors, children can perform many activities, such as running, jumping,

climbing and other activities Therefore, when children learn in the real world, theycan easily understand information or documents because they can do in both

research and play outdoors

Junior high school, so they still need time to learn with the game so that students understand the material easily, especially the ability to speak Outdoor activities involve fun and boring methods Therefore, researchers try to solve the problem through some interesting methods in speech teaching

2.1.2 The importance of English outdoor activites

Through outdoor games and group discussions, students will practice

leadership skills, including vision and goal-setting skills, team encouragement, project planning, and intent perseverance overcome challenges More importantly,your sharing sessions on how to pursue and create extra-curricular activities will help students from where the fixation program will begin their own activities Therefore, although parents or students can find extracurricular activities, if they do not meet the above factors, it will be difficult for students to become

"special" to their abilities

Monitoring the process of innovating teaching methods in high schools in recent years, the innovation content has focused on the formal time, while the extracurricular form is less focused on implementation Is the extra-curricular activity of students not important, does not play a role in improving the quality of teaching and learning subjects? It is time to redefine the position, the role of

extracurricular activities, promote the high level of creativity, creativity and

interest of students

2.1.3 Types of outdoor activities

If you know how to control your time and have the right way to study, you will have time for extra-curricular activities Participating in these activities will help you discover yourself, discovering qualities other than intelligence in learning So,

if you have never participated, now is the time to throw yourself out there and discover yourself Even if it is not for the purpose of studying abroad, these

activities will help you a lot in your life

Sounds interesting, right? Here are some suggestions for outdoor activities and activities you can join

Type 1:

Game activity: You can participate in a traffic safety game, one team will follow the instructions of the other team (in English) It is not necessary to have an achievement or a certificate of merit So you can arrange not too stressful trainingtime to suit your study schedule

Type 2:

Artistic activities: You have the talent to sing, play instruments or break dance, dance classical and have participated in performances in front of the school or at gala The cultural activities are often very rich and do not require you must have extraordinary talent For example, participating in singing in music shows does notrequire you to have a golden voice of the singer, just you have the confidence to go

on stage Or the break dance performances don't have to be professional, just

practice with your friends to perform or just practice

Type 3:

Organizational Activities - Leadership: You are the class monitor, vice president, school secretary, class secretary These are the personal titles that are persuasive for your leadership ability However, it is not necessary to have a "title" so you can

be an active person, a leader You can participate in school union work, organize gala dinners, exchange programs between the class, the block in front of the

school, etc These organizational tasks teach you how to work in a planned,

responsible manner and ability to work in teams So, don't just be the ones

participating in the fun, be the ones who make the fun

Type 4:

Talent: You are good at design, you are learning to draw from a young age, you arelearning vocal, you are very good at playing instruments (guitar, piano, violin ), etc These special talents distinguish you from other "applicants" With these talents, you will easily "contribute to the campus" of the school in the future

Chapter 2: Investigation 2.1 Background of the study

Implementing innovation of English teaching methods at secondary schools

is developing communication skills for students, especially the method of teaching listening and speaking skills (Listening, Speaking), I myself constantly search for optimal measures to help students practice these skills However, with objective and subjective conditions, my students still have many limitations in English speaking practice

They are timid, not brave, afraid of being wrong, passive in speaking practice Perhaps because the time is not enough to give them the opportunity to practice, the results of these lessons are often not as expected Even the pretty, good

children are very reluctant, lacking in confidence Although they have a real gift, the passive environment is hard to trigger interest in them So their passion is not satisfied, their forte has little opportunity to show

When polling, survey the psychology of 35 students in class 6/2 years ago

After studying speaking practice, I got the following result:

From the above results, it shows that when speaking practice, most students are withdrawn

The lack of confidence leads to unsuccessful learning

Therefore, their ability to communicate is difficult to develop well

1) What is the actual teaching and learning of English in spoken classes of 6 the grade students at Nghi Duc Secondary School?

(2) What are the benefits and challenges of applying outdoor activities in speaking lessons?

2.3 Research subjects

There were 164 6 the grade students at Nghi Duc Secondary School

participating in the study Among them, 154 students did the questions and 10 other students participated in the interviews

2.4 Data collection tool

During the study, three research methods were used: observations,questionnaires, and interviews

Observe

Methods of observation include systematically tracking people and recording theiractions by sound, images or text providing researchers with rich and authentic data.Observation is the most basic research technique we can use in the classroom(Miller, 2004) It can be used to cross-mark data from future questionnaires Forthese reasons, classroom observations are the first method to be implemented inthis study The researcher attended a phase of an English class to get an overview

of teaching and learning English at Hung Binh Secondary School The Englishspeaking phase is the previous stage with the purpose of finding out someinformation related to communication activities That is: whether or not thecommunication activities are applied in English speaking lessons, if they areapplied correctly and effectively, and how students participate in the lessons Themain communication activities used were also explored by observation To preventstudents from preparing themselves, the exact goals of classroom observations arenot disclosed to them

Table of questions

A questionnaire is a research tool that includes a series of questions and othersuggestions for the purpose of collecting information from findings Thequestionnaire has advantages over some types of surveys because they are cheapand do not require much effort from the respondents They are thought to saveresearchers a lot of time because "They self-regulate and can be given to largegroups at the same time" (Seliger & Elana, 1989) Information can be easilyobtained without the presence of a researcher Moreover, these thoughts studentscan feel free and comfortable to answer the questions For these reasons,questionnaires were used in the study

Interview

Interviewing is considered a method for qualitative graduate studies that is atechnique used to understand other people's experiences In this study, interviewsare used to get ideas and information from students about the speaking lesson theyhave learned In the interview, most questions were yes / no questions withexplanations

Interview questions have the same content as the questionnaire They are used tocollect additional information from students who have not taken questions To helpstudents understand questions and express their ideas easily, Vietnamese is used inall both interviews

2.5 Data collection process

The study was conducted as follows:

- Researcher finds information about 6 the grade English students for the first time

at the school

- The esearcher attended a speaking class to get an overview of teaching and

learning to speak English at school

- The researcher contacted the students of the four 6 grade classes and told them the purpose of the questionnaire Then, 314 first and second questionnaires were sent to students of the four classes The researchers took back the questions the next day