'VIETNAM NATTONAT, UNTVERSTTY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES.ÑN vee NGUYEN TH PUUONG THAO THE EFFECTS OF ROLE-PLAY ACTIVITIES ON SPEAKING SKILL FOR 4" GRADE STUDENT, : AN ACTION RESEARCH PROJECT AT YEN 'VIEN TOWN PRIMARY SCHOƠL (Hiệu quả của hoạt dộng đóng vai trong kĩ năng Nói đối với học sinh lớp 4: Một nghiên cứu hành động tại Trường Tiểu học Thị trấn Yên Viên) M. MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 'VIETNAM NATTONAT, UNTVERSTTY, HANOT UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIS FACULTY OF POST-GRADUATE STUDIES. _ vee NGUYEN THI PHUONG THẢO THE EFFECTS OF ROLE-PLAY ACTIVLTIES ON SPEAKING SKILL FOR 4™ GRADE STUDENTS: AN ACTION RESEARCH PROJECT AT YEN VLEN TOWN PRIMARY SCHOOL ((Hiệu quả của hoạt động đóng vai trong kĩ năng Nói đổi với học sinh lớp 4: Một nghiên cứu hành động tại Trường Tiểu học Thị trần Yên Viên) MLA. MLNOR PROGRAMME TLUESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr.
Dé Thi Thanh Ia HANOI - 2017 DECLARATION I myself declare that this minor thesis entitled “The effects of role-play activities on speaking skill for 4 grade students: An action research project at ¥en Vien Town Primary School” is my own work and has not been submitted in substance for any other degree or award Hanoi, 2017 Nguyễn Thị Phương Thảo ACKNOWLEDGEMENT Firsily, T would like to express my lieartlell. gratitude 1o my supervisor, Dr Do Thithanh Ha, for her enthusiastic guidance, support and feedback throughout the steps of doing the research. I am grateful for her useful and sufficient source of materials which helps me a lot for the interesting and relevant data. Moreover, the supervisor's patience of reading and correcting the mistakes and errors makes great improvement of the thesis from the content to the grammatical issues Secondly, | would like to express my sincere thanks to the Principal of Yen Vien Town Primary school.
Without her permission, I cannot carry out this research. Tn particular, I feel greally indebted to the teacher and the students it class 4A2 for their enthusiastic co-operation during more than two months of working More importantly, I would like to send my regards to the staff of the Department of Post Graduate Studies at College of Moreign Languages, Vietnam National University, Hanoi for their useful materials which help to make this thesis valuable. but not least, my special word of thanks to my husband and my family for their mspiration and moral support they provided throughout my roscareh work. TAST OF TABLES ‘Table 1: Harris’ oral English rating scale frame 19 Table 2: Students’ result of questionnaire 1 24 ‘Table 3: Students” pre-test result.
27 Table 4: Students’ post-test resull 28 ‘Table 5: Students’ result of questionnaire 2. 31 iv TABLE OF CONTENT DECLARATION ACKNOWLEDGEHMENI. cence ee HH HH ghe my ABSTRACT I0 6209). LIST OF FIGURES.
‘TABLE OF CONTLNT. CHAPTER | -INTRODUCTION LT Rationale 0. Aim of the study 1.3 Scope of the study. ses cọ ọn H20 01101011.4 Significance of the study 3 1.5 Btatoment of the roscarch questiOBs.6 Organization of the study.
3 CHAPTER 2 - LITERATURE REVLEW.1 Theoretical background of speaking skill.1 The understanding of speaking 5 2.3 Classroom speaking activitios ccs suesosieisneeienetieneninenitinaneie 2.2 Theoretical background of role-play MOG 2.1 The understanding of role-play 2.2 Types of role — pl8ÿ.3 The [umetion of role — play io» 2.4 The significance of role — play 23 Teaching speaking by using role — play 2.c:cessecnoensteisnenaeseesninenatinesaniainte CHAPTER 3 - METHOROLOGY 3.1 Từme and plaoe of the research.2 The participants vỉ TABLE OF CONTENT DECLARATION ACKNOWLEDGEHMENI. cence ee HH HH ghe my ABSTRACT I0 6209). LIST OF FIGURES. ‘TABLE OF CONTLNT.
CHAPTER | -INTRODUCTION LT Rationale 0. Aim of the study 1.3 Scope of the study. ses cọ ọn H20 01101011.4 Significance of the study 3 1.5 Btatoment of the roscarch questiOBs.6 Organization of the study. 3 CHAPTER 2 - LITERATURE REVLEW.1 Theoretical background of speaking skill.1 The understanding of speaking 5 2.3 Classroom speaking activitios ccs suesosieisneeienetieneninenitinaneie 2.2 Theoretical background of role-play MOG 2.1 The understanding of role-play 2.2 Types of role — pl8ÿ.3 The [umetion of role — play io» 2.4 The significance of role — play 23 Teaching speaking by using role — play 2.c:cessecnoensteisnenaeseesninenatinesaniainte CHAPTER 3 - METHOROLOGY 3.1 Từme and plaoe of the research.2 The participants vỉ LIST OF FIGURES Figure 1: Kurt Lewin’s action research design.
Figure 2: Students’ overall score nmprovement Ligure 3: Students’ pre-test result. Figure 4: Students’ post-test result. TAST OF TABLES ‘Table 1: Harris’ oral English rating scale frame 19 Table 2: Students’ result of questionnaire 1 24 ‘Table 3: Students” pre-test result. 27 Table 4: Students’ post-test resull 28 ‘Table 5: Students’ result of questionnaire 2.
31 iv CHAPTER 1-INTRODUCTION 1.1Rationale English has been considered as an international language for many years. Almost all the people from many different countries around the world use it to communicate. Today teaching English for young learners is an interesting topic for many researchers. Moreover, in this globalization era, millions of people want to improve their English speaking or to ensure that their children achieve good speaking skill.
Since language is a means of communication, iL is nol enough Lor students to leam words, phrases, grammatical features if they want to produce language in their daily communication or interact with others in English. The most important thing m Leaching speaking is how lo aclivale all the language clements such as pronunciation, grammar, vocabulary which students have possessed to communicate. The goal for students learning English speaking is that they are able to usc English to communicate ofleclively and appropriately. Students have to be able to express their thoughts, ideas and feelings orally in English without thinking for a long time before saying what they want to say.
Based on the observation at some “1 prade Inglish classes at Yen Vien Town Primary School in Gia Lam District, Hanoi City, I found that students are poor in English speaking skill. They use the course syllabus which belongs to Ministry of Education and Training. They study English twice a week and each period lasts forty mmutes. There are many reasons thal sliders have difficulties inn leaning English, particularly speaking skill.
First of all, the students do not spend much time communicating and talking in English. The number of students who can speak English fluenlly is Himiled. Tn general, students are less confident, while speaking in front of the class because they are worried about making mistakes. Some of the students do not feel confident so that they never volunteer to speak.
It can be realved thal the students scem to be pass ve durmg speaking lessons, They just repeat the dialogues or conversations mechanically without any creation. Days ABSTRACT This study focuses on the improvement of students’ speaking skill before and after implementing role-play activities. In order to meet the objectives of the study, a group of 45 students and the English teacher of that group were taken into investigation. Pre-test and post-test were done to assess students’ improvement.
During the time of the research, observation notes were also used to record the strengths and weaknesses of the students in each week. In addition, another questionaire was delivered aller the post-lest to mvesligale students’ altitudes toward using role-play activities. Then the data were analyzed both quantitatively and qualitatively The results of the study showed that there was a small change of students’ overall score before and after implementing the action, It can be seen that most of thờ suulenls hai mnprovernenls m fluency and comprehension. Tt means thal Lo some extent using role-play activities in classroom is effective.
‘he study also found out that students would rather speak in groups than in pair or through role-play. It is suggested that the lesson plan should be more interesting to the students, so they will prefer using role-play. ACKNOWLEDGEMENT Firsily, T would like to express my lieartlell. gratitude 1o my supervisor, Dr Do Thithanh Ha, for her enthusiastic guidance, support and feedback throughout the steps of doing the research.
I am grateful for her useful and sufficient source of materials which helps me a lot for the interesting and relevant data. Moreover, the supervisor's patience of reading and correcting the mistakes and errors makes great improvement of the thesis from the content to the grammatical issues Secondly, | would like to express my sincere thanks to the Principal of Yen Vien Town Primary school. Without her permission, I cannot carry out this research. Tn particular, I feel greally indebted to the teacher and the students it class 4A2 for their enthusiastic co-operation during more than two months of working More importantly, I would like to send my regards to the staff of the Department of Post Graduate Studies at College of Moreign Languages, Vietnam National University, Hanoi for their useful materials which help to make this thesis valuable.
but not least, my special word of thanks to my husband and my family for their mspiration and moral support they provided throughout my roscareh work. ABSTRACT This study focuses on the improvement of students’ speaking skill before and after implementing role-play activities. In order to meet the objectives of the study, a group of 45 students and the English teacher of that group were taken into investigation. Pre-test and post-test were done to assess students’ improvement.
During the time of the research, observation notes were also used to record the strengths and weaknesses of the students in each week. In addition, another questionaire was delivered aller the post-lest to mvesligale students’ altitudes toward using role-play activities. Then the data were analyzed both quantitatively and qualitatively The results of the study showed that there was a small change of students’ overall score before and after implementing the action, It can be seen that most of thờ suulenls hai mnprovernenls m fluency and comprehension. Tt means thal Lo some extent using role-play activities in classroom is effective.
‘he study also found out that students would rather speak in groups than in pair or through role-play. It is suggested that the lesson plan should be more interesting to the students, so they will prefer using role-play. ABSTRACT This study focuses on the improvement of students’ speaking skill before and after implementing role-play activities. In order to meet the objectives of the study, a group of 45 students and the English teacher of that group were taken into investigation.
Pre-test and post-test were done to assess students’ improvement. During the time of the research, observation notes were also used to record the strengths and weaknesses of the students in each week. In addition, another questionaire was delivered aller the post-lest to mvesligale students’ altitudes toward using role-play activities. Then the data were analyzed both quantitatively and qualitatively The results of the study showed that there was a small change of students’ overall score before and after implementing the action, It can be seen that most of thờ suulenls hai mnprovernenls m fluency and comprehension.
Tt means thal Lo some extent using role-play activities in classroom is effective. ‘he study also found out that students would rather speak in groups than in pair or through role-play. It is suggested that the lesson plan should be more interesting to the students, so they will prefer using role-play. LIST OF FIGURES Figure 1: Kurt Lewin’s action research design.
Figure 2: Students’ overall score nmprovement Ligure 3: Students’ pre-test result. Figure 4: Students’ post-test result. ACKNOWLEDGEMENT Firsily, T would like to express my lieartlell. gratitude 1o my supervisor, Dr Do Thithanh Ha, for her enthusiastic guidance, support and feedback throughout the steps of doing the research.
I am grateful for her useful and sufficient source of materials which helps me a lot for the interesting and relevant data.
