VIET NAM NATIONAL UNIVERSITY-HA NOI UNIVERSITY OF LANGUAGE & INTERNATIONAL STUDIES FACULTY OF POST — GRADUATF STUDIES ANAARAA RRA RARER NGUYEN THI KIM DUNG IMPROVING THE TENTH FORM STUDENTS’SPEAKING ABILITY TIIROUGII ROLE- PLAYING TECIINIQUE AT BACH DANG HIGH SCHOOL, HAI PHONG (CẢI THIỆN KỸ NĂNG NOI TIENG ANH CUA HỌC SINH LỚP 10 TRƯỜNG TUOPT BACII DANG THONG QUA IIOAT DONG DONG VAT.A Minor Thesis Field: English Teaching Methodology Code : 60.10 Ila Noi - 2012 VIET NAM NATIONAL UNIVERSITY-HA NOI UNTVERSITY OF LANGUAGE & [INTERNATIONAL STUDIES, FACULTY OF POST — GRADUATE STUDIES NGUYEN THI KIM DUNG IMPROVING THE TENTH FORM STUDENTS’SPEAKING ABILITY TIIROUGII ROLE- PLAYING TECIINIQUE AT BACH DANG HIGH SCHOOL, HAI PHONG (CAT THTEN K¥ NANG NOI TIENG ANH CUA HOC SINH LOP 10 TRUONG TUPT BACH DANG THONG QUA IIOAT DONG DONG VAD M.A Minor Thesis Field: English Teaching Methodology Code : 60. Lê Văn Canh Ha Noi - 2012 TABLE OF CONTENTS DECLARATION ACKNOWLEDGEMENTS. sesesntnee sesesntnee sesesntnee ABSTRACT PART T: INTRODUCTION, 1. HH HH HH HH.
Backgroundto the shuảy. sesesntnee sesesntnee sesesntnee kỳ we 3. Aum of the study 4. Scope of the study Rb &.
Design of the study. ke ke ke ww 1. What is speaking in sccond language learning 7 1. Difficulties in teaching speaking skills to high school students.
Difficulties from teachers. Inappropriate teacher pedagogical practices 1. Difficulties from students. Difficulies from objective factors E 1.4, Difficulties in teaching English speaking skill to students in Vietnam.4, Some effective techniques to teach Linglish speaking skill to Ligh school sludonls 1.1, Some techniques in the “Before you speak” stage.2, Some techniques in the “Whils you speak” stage.
Some teckmiques tr the “Aller you spea 1. 5, Role-play eccccssensessenseseeee ¬— ¬— ¬— 1. What's role-play? 1. Why use role-playing? teaching and leaming of English at Bach Dang High School in general and the teaching and leaming speaking of its 10 graders in particular.
‘Chen, it will explore the notion of role-play in the foreign Tenguage (caching hterature, Then it will present some sample speaking lessons taken from Tiéng Anh 10 in which role play is used to develop speaking skill to 10 graders at Bach Dang Iligh School, And finally, in order to see how effective role-play is in teaching speaking to the students, a small survey is conducted to get the pilot students’ opinion. Design of the study Apart from table of contents and appendices, this paper is structured in three main parts namely, Introduction, Development and Conclusion. The Introduction presents the rationale, the aim of the study, scope of the sludy, (he rescarch queslions, and the design of the study ‘The Development” includes two chapters. Chapter 1 provides a review on the concepts such as speaking , difficulties in teaching speaking skills to high schaol students, some efleclive techniques to leach English speaking skill to high school students, the concept of role-play, the difficulties when using role-play in classroom, the reason lo use role-play, and role-playimg acliviues m language classroom.
Chapter 2 analyses the teaching and learning of Linglish at Bach Dang Lligh School. It first takes a look at the textbook “Tiéng Anh 10”. Then it mentions briefly the tenth graders at Bach Dang High School, the classes chosen for carrying out the pilot teaching using role-play to develop speaking skill to Bach Dang Iigh School 10 graders. Then it will present in some detail how role-play is used to teach speaking skill to the pilot classes.
‘the final section is devoted to exploring and discussing how effective role-play is to the Bach Dang Iligh School 10 graders in the pilol classes. The Conclusion recapitulates the contents which have been explored, points outs the limitations of the study and make some suggestions for future research PART T: INTRODUCTTON 1. Rationale Speaking skill is a very important skill when leaming English. The real situation of English language teaching in Vietnam shows that ins is Ihe skill students usually neglect and are not good at even though they have very good grammatical knowledge.
Students’ leaming methods depend much on teachers, studonis slill are quile passwe m their learning process. In order to improve the students’ speaking ability, teachers can use many kinds of communicative activities Among them, role play is regarded as a very typical and effective one. Role-play has been widely used as a leaching method in the ESL/ EFL classroom. It is widely agreed that learning takes place when activities are engaging and memorable According (o Jeremy Harmer (1986), role-play is used to leach Fnglish speaking skills for the followme reasons - It's fun and motivating, - Quieter students get the chance ta express themselves in a more forthright way.
- The world of the classroom is broadened to include the outside world, thus offering a much wider range of language opportunities - Real situations can be created and students can benefit from the practice. - Mistakes can be made with no drastic consequences 2. Background to the study English as a foreign language in Viet Nam is taught in high schools as a compulsory subject. The implementation of English teaching at present is based on the content standard.
Tls larget 1s Lo help studerls Lo reach an mformational level. Tt means that school leavers are expected to be able to have adequate knowledge to use it to communicate with others in English (Depdiknas, 2006) O'Malley and Pierce (1996) stales that speaking is an important skill thal a leamer should acquire. It is very important in order to enable students to communicate effectively through oral language because the disability of the LIST OF ABBREVIATIONS: Ss. Students T : Teacher TTT: Teacher talking time STT: Student talking time EFL: English as Foreign Language ESL: English as Second Language CƯ Sommunicative Language ‘Leaching % :per cent vi students to speak may lead them to be unable to express their ideas even in a simple form of conversation.
In addition, Burn and Joyce (1997; 54-55) state that one of the ams of most language programs is to develop spoken language skills and most programs aim to integrate both spoken and written language. Leaming a language means using it in communication in oral or written form, and being able to express feeling, thoughts, and experiences in various contexts. Lado (1964: 51) states that to Imow the language is to use it. He further states that students do not know a sentence until he can speak it To fact, the English instrackion in some High Schools does not.
demonstrate a satisfactory result. Many students fail to reach the goal of the Linglish teaching They are not able to communicate with the foreign language either orally or in writlort form allhough they have learned English [or many years (Lestari, 2000: 27) Many of the leamers in a speaking class are reluctant speakers. ‘This reluctance is partly due to their prior learning experience. Many of them are educated in a large class in schools situated in noisy neighborhoods whure opportunities to speak are severely limited.
Others were taught in schools where speaking was simply not encouraged Comparmg to other techniques, role-play scems to be the interesting one for the students. In role-playing technique, the students act or pretend to be someone else in the actual world situation that is brought into the classroom. Utilizing the technique, peer learning is also encouraged and sharing of responsibility between the teacher and the leamer when the learning process takes place. Besides, for the shy learners, for instance, role play helps them by providing a mask where learners with difficulty in conversation are liberated.
Role-playing technique is one of the effective tools for teacher to teach speaking skill Lo the students. Huang (2008), in her sludy on commumicalive skills, concludes that role play is really a worthwhile leaming experience for both the student and the teacher. Not only can students have more opportunities to "act" and “interact” with their peers irying to use the English language, but also sludents! we teaching and leaming of English at Bach Dang High School in general and the teaching and leaming speaking of its 10 graders in particular. ‘Chen, it will explore the notion of role-play in the foreign Tenguage (caching hterature, Then it will present some sample speaking lessons taken from Tiéng Anh 10 in which role play is used to develop speaking skill to 10 graders at Bach Dang Iligh School, And finally, in order to see how effective role-play is in teaching speaking to the students, a small survey is conducted to get the pilot students’ opinion.
Design of the study Apart from table of contents and appendices, this paper is structured in three main parts namely, Introduction, Development and Conclusion. The Introduction presents the rationale, the aim of the study, scope of the sludy, (he rescarch queslions, and the design of the study ‘The Development” includes two chapters. Chapter 1 provides a review on the concepts such as speaking , difficulties in teaching speaking skills to high schaol students, some efleclive techniques to leach English speaking skill to high school students, the concept of role-play, the difficulties when using role-play in classroom, the reason lo use role-play, and role-playimg acliviues m language classroom. Chapter 2 analyses the teaching and learning of Linglish at Bach Dang Lligh School.
It first takes a look at the textbook “Tiéng Anh 10”. Then it mentions briefly the tenth graders at Bach Dang High School, the classes chosen for carrying out the pilot teaching using role-play to develop speaking skill to Bach Dang Iigh School 10 graders. Then it will present in some detail how role-play is used to teach speaking skill to the pilot classes. ‘the final section is devoted to exploring and discussing how effective role-play is to the Bach Dang Iligh School 10 graders in the pilol classes.
The Conclusion recapitulates the contents which have been explored, points outs the limitations of the study and make some suggestions for future research English speaking, listening, and understanding will improve. Role play lightens up the atmospheres and brings liveliness in the classes. Students learn to use the language in a wore realistic, more practical way. Thus (hey can becorne more aware of the usefulness and practicality of English.
Role play is indeed a useful teaching technique which should be experimented and applied by ESL/DIL teachers more often in the ESL/EFL classrooms. Based on the theoretical background and the findings of some previous studies about the effectiveness of role-playing, the researcher chose this technique and used il lo improve the speaking ability of the tenth year students of Bach Dang Lligh School. ‘Ihis technique is chosen as the object of study of this thesis as it is thought that is employed effectively it will help high school students to imprave their speaking skill — a macro-skill which scems lo be neglected by both high school students and teachers in Vietnam in general and students and teachers at Bach Dang High School in particular 3. Aim of the study ‘The aim of this study is to use role-play to develop speaking skill to the 10 graders at Bach Dang Iligh School, Iai Phong, 4.
Research Questions In order to achieve the above aim, the following research questions are raised for exploration: 1. What is the current practice in leaching and learning speaking skill al Bach Dang High School? What is role-play in foreign language teaching? kỳ 3. How is role-play employcd lo đevolop 10 graders" speaking skill øL Bach Dang High School? 5. Scope of the study As stated above, the aim of the study is to explore what is meant by the term role play in foreign language teaching and to use it to teach 10 graders at Bach Tang High School.
To achieve this aim, the study first. allompis to first provide the 1.3, The difficultics when using role-play in classroom. Role-playing activities in language cÌassroom. HH HH HH HH 2.
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