VIETNAM NATIONAL UNIVERSITY, IIANOL UNLVERSLTY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES FR RNHE REAR ERERERE PITAM TI] THU TA DEVELOPING STUDENTS’ SPEAKING SKILL THROUGH PROJECT-BASED LEARNING PHAT TRIEN KY NANG NOI CHO HOC SINH QUA VIỆC HỌC THEO DỰÁN MLA. MINOR PROGRAMME THESIS Field: English ‘caching Methodology Code: 60140111 TIANOI - 2014 VIETNAM NATIONAL UNIVERSITY, IIANOL UNLVERSLTY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST GRADUATE STUDIES PHAM THI THU HA DEVELOPING STUDENTS’ SPEAKING SKILL TITROUGII PROJECT-BASED LEARNING PHAT TRIEN KỸ NẴNG NÓI CHO HỌC SINH QUA VIỆC HỌC THEO DỰ ÁN M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Ph. TO TI] THU IIUONG HANOI - 2014 DECLARATION I hereby, certify the thesis named “Developing students’ speaking through Project-Based Leaming is the result of my own work for the Minor Degree of Master of Arts at University of Languages and International Stucies, Vietnam Nalional University, Hanoi.
The research has nol. been submitted for any degree at any other universities or institutions. | agree that the origin of my thesis deposited in the library can be accessible for the purposes of study and research, Hanoi-2014 Pham Thi Thu Ha 1. Stage 3: Conducting the project activities.
Stage4: Evaluation 12 CHAPTER II: THE STUDY. Research questions and design. Evaluation of the students’3 speaking skillil through a pre-test. Conducting a questionnaire to get information from students cs AAS 3.
Drawing a plan of action to solve the problems 16 2. Theme 4: Ilislorical Places. Brief description of the first lesson with theme “Conservation”. Bricf description of the first lesson with theme “Music” 25 2.
Briet description of the first lesson with theme “Cities”.4, Brief description of the first lesson with theme “Historical Places”.1 Evaluation of the students’ speaking skill through a post-Lost 31 2. Evaluation of the students’ speaking skill through the results of the interview with two teachers - 33 2.3 Evaluation of the students’ spcaking skill through the results of the questiomaire with students. Limitations and suggestions for further research. Implications for developing spcaking skill through Project Based Learning 41 REFERENCEB.nn4iearrrreee „42 APPENDICES.
- - - - I ACKNOWLEDGEMENTS Fusst of all, I would like to express my deepest thanks to Dr. Té Thi Thu Huong, my supervisor, for her invaluable support, guidance, and constructive comments. Without her assistance and encouragement, this study would not have been accomplished. 1 am also indebted to all of my lecturers at Post-Graduate Department for their valuable lectures on the aspocls of my concam.
Finally, | would like to show my sincere thanks to all the authors listed in the references for their ideas in this fick. They have devcloped my thinking on doing this paper iii ABSTRACT In an attempt to develop English speaking skill for tenth-grade students at An Lao High School by using Project Based Leaming, this research addressed two issues: (1) students’ aifiludes toward the use of Project Based Leaming in their Fngtish lessons; (2) the impacts of using PBL on students’ English speaking. The instruments employed for data collection and analysis of the study included two tests and two questionnaires for the sludenis, an interview with two teachers and the lcacher’s journals, Rescarch findings showed that the students had positive attitudes towards the use of PBL in their English lessons. It was also revealed that PBL was beneficial to help students improve their performance in speaking lessons.
Based on the findings, some implications would be given for both the teacher and the students. With all these information, this study 1s expected to be usefid to both teachers and students in teaching and leaming English speaking skill. study on the implementation of ProjectBascd Learning (PBL) to develop the Linglish speaking skill for the tenth- grade students at An Lao lligh School. Aims of the research ‘The research aims to: - find out the tenth- grade students’ attitudes towards the use of Project-Based Leartiing in their optional English lessons.
- discover how the use of Project-Based Leaming in teacling linglish helps develop students’ English speaking skill. Scope of the research The research focused on using Project-Lased Learning in teaching Linglish in optional English lessons to the tenth-grade students at AnLao High School in the second term of Ike school-year of 2013-2014. How can the use of Project-Based Learning in teaching English help develop Ant.ao leniti-grade students’ Briglish speaking skill? 2. What are the attitudes of AnLao tenth-grade students towards the use of Project- Based Learning it their optional English lessons? 5 Methods ol the research It was action research with mixed metheds for data collection that became the methodology of the rescarch.
The tools for data capture mvolved two questionnaires for students, an interview with teachers, a pre-test, a post-test, class observation and teachers’ journals.1 Definition Action research, according to Parsons and Brown (2002) is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. TL involv! ystemalic observations, and data collection which can be then used by the practitioner-researcher in reflection, decision-making and the development of more effective classroom alralegics, ABSTRACT In an attempt to develop English speaking skill for tenth-grade students at An Lao High School by using Project Based Leaming, this research addressed two issues: (1) students’ aifiludes toward the use of Project Based Leaming in their Fngtish lessons; (2) the impacts of using PBL on students’ English speaking. The instruments employed for data collection and analysis of the study included two tests and two questionnaires for the sludenis, an interview with two teachers and the lcacher’s journals, Rescarch findings showed that the students had positive attitudes towards the use of PBL in their English lessons. It was also revealed that PBL was beneficial to help students improve their performance in speaking lessons.
Based on the findings, some implications would be given for both the teacher and the students. With all these information, this study 1s expected to be usefid to both teachers and students in teaching and leaming English speaking skill. LIST OF ABBREVIATIONS AND SYMBOLS % Percent CEFR Common European Kramework of Reference for Languages CLT Communicative Language Teaching Approach PBL Project- Based Learning Ss Students T Teacher LIST OF CIIARTS AND TABLES: Chart 1: Using PBI. has helped develop your Fnglish speaking skill.
34 Table 1: Table 1: [low is the grade calculated?. 14 Table 2: The results of the pre-test. wee 14 Table 3: The results of the questionaire concerning causes of the students` lơw English profioienoy.ec — Hỗ Table 4: The results of the posl-tesL 32 Table 5: Students’ opinion of the optional lessons using Project- L9 na dd. 34 Table 6: The crileria of speaking skill have been improved by the students.
35 Table 7: Ss* changes after taking part in the lessons using PHL. 36 Table 8: The difficulties students encountered when carrying out. BT iv LIST OF ABBREVIATIONS AND SYMBOLS % Percent CEFR Common European Kramework of Reference for Languages CLT Communicative Language Teaching Approach PBL Project- Based Learning Ss Students T Teacher LIST OF CIIARTS AND TABLES: Chart 1: Using PBI. has helped develop your Fnglish speaking skill.
34 Table 1: Table 1: [low is the grade calculated?. 14 Table 2: The results of the pre-test. wee 14 Table 3: The results of the questionaire concerning causes of the students` lơw English profioienoy.ec — Hỗ Table 4: The results of the posl-tesL 32 Table 5: Students’ opinion of the optional lessons using Project- L9 na dd. 34 Table 6: The crileria of speaking skill have been improved by the students.
35 Table 7: Ss* changes after taking part in the lessons using PHL. 36 Table 8: The difficulties students encountered when carrying out. BT iv study on the implementation of ProjectBascd Learning (PBL) to develop the Linglish speaking skill for the tenth- grade students at An Lao lligh School. Aims of the research ‘The research aims to: - find out the tenth- grade students’ attitudes towards the use of Project-Based Leartiing in their optional English lessons.
- discover how the use of Project-Based Leaming in teacling linglish helps develop students’ English speaking skill. Scope of the research The research focused on using Project-Lased Learning in teaching Linglish in optional English lessons to the tenth-grade students at AnLao High School in the second term of Ike school-year of 2013-2014. How can the use of Project-Based Learning in teaching English help develop Ant.ao leniti-grade students’ Briglish speaking skill? 2. What are the attitudes of AnLao tenth-grade students towards the use of Project- Based Learning it their optional English lessons? 5 Methods ol the research It was action research with mixed metheds for data collection that became the methodology of the rescarch.
The tools for data capture mvolved two questionnaires for students, an interview with teachers, a pre-test, a post-test, class observation and teachers’ journals.1 Definition Action research, according to Parsons and Brown (2002) is a form of investigation designed for use by teachers to attempt to solve problems and improve professional practices in their own classrooms. TL involv! ystemalic observations, and data collection which can be then used by the practitioner-researcher in reflection, decision-making and the development of more effective classroom alralegics, PART A: INTRODUCTION 1. Rational of the research Realizing thal Coreign language proficiency is really essential for students in an increasingly connected world, in Vietaam, Ministry of Hducation and ‘lraining has put more emphasis on teaching and learning foreign languages, especially English than ever before. I is the Victnam’s Nalional Forvign Language 2020 Project that is a milestone in improving teaching and leaming foreign languages.
With the recognition of the importance of developing language skills for students, AnLao High School has implomented the seven year system vourse books - English 10, 11, 12 to help students to master four Unglish language skills. Experiencing seven years teaching these course books, the researcher encountered quile a few problems in terms of the low English proficioncy of the students in speaking skill. Students got into a lot of difficulties in speaking English, and the most serious problem was the lack of confidence. Consequently, students had limited success in developig Frglish spoaking skill.
Problems Hating to thế contents of a speech like ideas and grammar were the second and third most common, Students usually had hile idea about what. to say and they might be even unsure how to use the correct grammar. Besides, pronunciation was another major obstacle. ‘This fact confirms the following opinion, “Ihe acquisition of good pronumciation.i8 commonly held to be the most dilieult of all tasks in second language learning” (Carrasquillo, 1994, p.136) The researcher considered the use of Project-Dased Leaming as an appropiate slrategy to help the studerits overcome all the difficulties im developing speaking Huglish because PBL goes on over a period of time, resulting in products and presentations in which some aspects of speaking as confidence, ideas, grammar, and promuncialion can be enhanced by students.
Moreover, students can foster the development of other skills such as collaboration, critical thinking, and problem solving through each project. Considermg the posilive contibuliens of PBL, the researcher conducted a ACKNOWLEDGEMENTS Fusst of all, I would like to express my deepest thanks to Dr. Té Thi Thu Huong, my supervisor, for her invaluable support, guidance, and constructive comments. Without her assistance and encouragement, this study would not have been accomplished.
1 am also indebted to all of my lecturers at Post-Graduate Department for their valuable lectures on the aspocls of my concam. Finally, | would like to show my sincere thanks to all the authors listed in the references for their ideas in this fick. They have devcloped my thinking on doing this paper iii 1. Stage 3: Conducting the project activities.
Stage4: Evaluation 12 CHAPTER II: THE STUDY. Research questions and design. Evaluation of the students’3 speaking skillil through a pre-test. Conducting a questionnaire to get information from students cs AAS 3.
