VIETNAM NATIONAL UNTVERSITY, HA NOT UNIVERSITY OF LANGUAGES & INTERNATIONAL STUDIES FACULTY OF POST - GRADUATE STUDIES ki kh tứ h th kh AT DỠ THỊ HUYỄN USING GROUP-WORK TO IMPROVE SPEAKING SKILLS OF THE FIRST-YEAR STUDENTS AT HANOI UNIVERSITY OF INDUSTRY Sử dụng hoạt động nhóm để cải thiện kỹ năng núi của sinh viên năm nhất trường Đại học Công nghiệp Hà Nội M. MINOR PROGRAMME TIIESIS Field: English Teaching Mcthodology Code: 60140111 Hanoi - 2017 VIETNAM NATIONAL UNIVERSITY, TA NOL UNIVERSITY OF LANGUAGES & TINTERNATIONAT. STUDIES FACULTY OF POST — GRADUATE STUDIES. ĐỎ THỊ HUYỆN USING GROUP-WORK TO IMPROVE SPEAKING SKILLS OF TIE FIRST-YEAR STUDENTS AT ITANOI UNIVERSITY OF INDUSTRY Sử dụng hoạt động nhóm dễ cải thiện kỹ năng nói của sinh viên năm nhất trường Đại học Công nghiệp Hà Nội M.
MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Assoc. Trần Xuân Diệp Hanoi - 2017 DECLARATION: Thereby certily that the thesis entitled “Using group-work Lo improve speaking skills of the first-year students at ILANOI University of Industry” is the result of my own research for the Degree of Master at the University of Tanguages and International Studies, Vict Nam National University, and this thesis has not been submitted for any other degrees Hanoi, 2017 'Đã Thị Huyền ABSTRACT Among four macro skills namely listening, speaking, reading, and writing, leamers have favored speaking because it is used frequently in daily life. lowever, students still have been faced with difficulti in learning speaking skills. Therefore, the study was conducted for (he purpose of ollering group-work loctmiques, namely group discussion as a key to improve speaking skills of the first-year students at Hana Universily of Industry.
This is a reporl on the study of using group-work in. order to improve speaking skills of the first-year students at Hanoi University of Industry. The writer used action research as the method in carrying out the research. Thwas done in four steps, namely planning, acting, observing d reflecting.
The data were collected from the students’ speaking scores in the pre-test and post-test, classroom observation, and semi-structured interviews. ‘Ihe research was conducted in two cycles. Rach cycle consisied of three meetings. The study showed the improvements of the students’ scoring and performance.
In the pre-test, the mean score was §.6 but in the post-test, their mean score increased to 6. The improvement of students’ speaking skill was recorded with the mean seore of 6. ‘The result shows that there are some improvements on the students’ speaking skill quantitatively and qualitatively. iii TABLE OF CONTENTS DECLARATION i ACKNOWLEDGEMENTS.
LISTS OF TABLES AND GRAPHS. eee Vii PART A: INTRODUCTION. Objectives of the study. Scope of the study.
4, Significance of the study. Method of the study. Organization of the study. CHAPTER 1: LITERATURE REVIEW.
Theoretical background BRR 1.1 Lhcoretical background of speaking.1 Nature of speaking skill 1.2 Teaching speaking in a classroom.2 Theoretical background of group-work 1.1 Definition of group-work 1.3 Disadvantages of group-worl 1.4 The principles in organizing group-work in speaking clas: 1.1 The preparation step 1.2 Designing group-work activitie 1.43 Steps of organizing group acti 1. 2, Review of existing retated works. APPENDIX 1: IVTERVLEW QUESTIONS BEF (ENGLISH VERSION). APPENDIX 2: INTERVIEW QUESTIONS BEFORE CYCLE 1 (VIETNAMESE VERSION}.
APPENDIX 3: LVTERVIEW SRIPTS BEFORE CYCLE 1 IN ENGLISH (SUMMARY. APPENDIX 4: PRE-TEST. APPENDIX 5; INTERVENING ACTIVITIES IN CYCLE 1. APPENDIX 6: POST-TEST FOR CYCLE 1 APPENDIX 7; LNTERVLEW QUESTIONS, (ENGLISH VERSION).
APPENDIX 8; INTERVIEW QUESTIONS AFTER CYCLE L (VIETNAMESE VERSION). APPENDIX 9; LVTERVENING ACTIVITIES LN CYCLE 2. APPENDIX 10: POST-TEST FOR CYCLE 2 APPENDIX 11: INTERVIEW QUESTIONS AFTER CYCLE 2. APPENDIX 12: INTERVIEW QUESTIONS AFTER CYCLE 2 (VIETNAMESE VERSION}.
APPENDIX 13: TYPICAL STUDENTS’ IMPROVEMENT SCRIPTS RECORDED IN PRE-TEST, POST-TEST 1, AND POST-TEST 2. APPENDIX 14: TITE RESULTS OF STUDENTS’ PERFORMANCE IN PRE-TEST, POST-TEST t, ANT) POST-TEST 2. APPENDIX 15: GROUP OBSERVATION CIIECKLISTError! Bookmark not defined. vii ACKNOWLEDGEMENTS I would like primarily to thank Assoc.
Trần Xuân Điệp for helpmg me complete this study. ‘his paper would not have been possible without his constant suppor and cncouragament. His patience and helpful crilicism helped me confidently express my ideas into this paper. | regard myself extremely fortunate in having him as my dissertation supervisor I would also like to express my sincere thanks to all my lecturers at the Faculty of Post-graduate Studies, University of Languages and Intemational Studies for their valuable lectures which have helped me a great deal in gaining a lot of theoretical as well as practical knowledge.
My special thanks go to my dear students at Llanoi University of Industry who helped me a lot by participating in speaking lessons and interviews enthusiastically Finally, T would also like lo express my deep gratitude and love to my devoled parents, my husband and my friends who gave me time and encouraged me to complete this study. TASTS OF FABLES AND GRAPHS Table 1 1: The scoring of rubric of speaking Table 1 2: Criteria of vocabulary proficiency Table 1.3: Criteria of fluency proficiency Table 1.4; Criteria of pronunciation proficiensy .5: Criteria of grammar proficiency Table 2.1: Technique of collecting data Table The svales of speaking test.3: Process of the research.2: Pre-research situation ‘Table 3.3: Feature of students” speech.4: Overall implementation of the research Table 3.5: Resulls of cycle 1.6: Results of cvole 2.7: Summary of the research findings Graph 3.3: The improvement of studerts’ speaking score ABSTRACT Among four macro skills namely listening, speaking, reading, and writing, leamers have favored speaking because it is used frequently in daily life. lowever, students still have been faced with difficulti in learning speaking skills. Therefore, the study was conducted for (he purpose of ollering group-work loctmiques, namely group discussion as a key to improve speaking skills of the first-year students at Hana Universily of Industry.
This is a reporl on the study of using group-work in. order to improve speaking skills of the first-year students at Hanoi University of Industry. The writer used action research as the method in carrying out the research. Thwas done in four steps, namely planning, acting, observing d reflecting.
The data were collected from the students’ speaking scores in the pre-test and post-test, classroom observation, and semi-structured interviews. ‘Ihe research was conducted in two cycles. Rach cycle consisied of three meetings. The study showed the improvements of the students’ scoring and performance.
In the pre-test, the mean score was §.6 but in the post-test, their mean score increased to 6. The improvement of students’ speaking skill was recorded with the mean seore of 6. ‘The result shows that there are some improvements on the students’ speaking skill quantitatively and qualitatively. iii CHAPTER 2: METHODOLOGY .2 The context of the study.1 The location and time of research.3 Procedure of the research.4 Data collection instruments.1 Semi-structured interviews 2.2 Obscrvation and ficid note: 2.
2,5 Methods of data analy: CHAPTER 3: RESULTS OF THE STUD 3.1 The condition before the research .1 The results of interview: 3.2 The results of pre-test.3 Findings and discussion PART €C: CONCLUSIO 1. Á summary of findings and concluding remarks 2. Suggestions fnr [urther study. REFERENCES TASTS OF FABLES AND GRAPHS Table 1 1: The scoring of rubric of speaking Table 1 2: Criteria of vocabulary proficiency Table 1.3: Criteria of fluency proficiency Table 1.4; Criteria of pronunciation proficiensy .5: Criteria of grammar proficiency Table 2.1: Technique of collecting data Table The svales of speaking test.3: Process of the research.2: Pre-research situation ‘Table 3.3: Feature of students” speech.4: Overall implementation of the research Table 3.5: Resulls of cycle 1.6: Results of cvole 2.7: Summary of the research findings Graph 3.3: The improvement of studerts’ speaking score LISTS OF ABBRIVIATION: EFL: English as a Foreign Language Hal: Hanoi University of Industry T: Teacher Ss: Students Sl: Student 1 $2: Student 2 83: Student.
3 S4: Student 4 35: Student 5 S6: Student 6 37: Student 7 38: Student 8 S9: Smdent 9 S10: Student 10 Sil: Student 11 812: Student 12, $13: Student 13 S14: Student 14 S15: Student. 15 $16: Student 16 S17: Student 17 $18: Student 18 319: Student 19 iv APPENDICES. APPENDIX 1: IVTERVLEW QUESTIONS BEF (ENGLISH VERSION). APPENDIX 2: INTERVIEW QUESTIONS BEFORE CYCLE 1 (VIETNAMESE VERSION}.
APPENDIX 3: LVTERVIEW SRIPTS BEFORE CYCLE 1 IN ENGLISH (SUMMARY. APPENDIX 4: PRE-TEST. APPENDIX 5; INTERVENING ACTIVITIES IN CYCLE 1. APPENDIX 6: POST-TEST FOR CYCLE 1 APPENDIX 7; LNTERVLEW QUESTIONS, (ENGLISH VERSION).
APPENDIX 8; INTERVIEW QUESTIONS AFTER CYCLE L (VIETNAMESE VERSION). APPENDIX 9; LVTERVENING ACTIVITIES LN CYCLE 2. APPENDIX 10: POST-TEST FOR CYCLE 2 APPENDIX 11: INTERVIEW QUESTIONS AFTER CYCLE 2. APPENDIX 12: INTERVIEW QUESTIONS AFTER CYCLE 2 (VIETNAMESE VERSION}.
APPENDIX 13: TYPICAL STUDENTS’ IMPROVEMENT SCRIPTS RECORDED IN PRE-TEST, POST-TEST 1, AND POST-TEST 2. APPENDIX 14: TITE RESULTS OF STUDENTS’ PERFORMANCE IN PRE-TEST, POST-TEST t, ANT) POST-TEST 2. APPENDIX 15: GROUP OBSERVATION CIIECKLISTError! Bookmark not defined. vii LISTS OF ABBRIVIATION: EFL: English as a Foreign Language Hal: Hanoi University of Industry T: Teacher Ss: Students Sl: Student 1 $2: Student 2 83: Student.
3 S4: Student 4 35: Student 5 S6: Student 6 37: Student 7 38: Student 8 S9: Smdent 9 S10: Student 10 Sil: Student 11 812: Student 12, $13: Student 13 S14: Student 14 S15: Student. 15 $16: Student 16 S17: Student 17 $18: Student 18 319: Student 19 iv ABSTRACT Among four macro skills namely listening, speaking, reading, and writing, leamers have favored speaking because it is used frequently in daily life. lowever, students still have been faced with difficulti in learning speaking skills. Therefore, the study was conducted for (he purpose of ollering group-work loctmiques, namely group discussion as a key to improve speaking skills of the first-year students at Hana Universily of Industry.
This is a reporl on the study of using group-work in. order to improve speaking skills of the first-year students at Hanoi University of Industry. The writer used action research as the method in carrying out the research. Thwas done in four steps, namely planning, acting, observing d reflecting.
The data were collected from the students’ speaking scores in the pre-test and post-test, classroom observation, and semi-structured interviews. ‘Ihe research was conducted in two cycles. Rach cycle consisied of three meetings. The study showed the improvements of the students’ scoring and performance.
In the pre-test, the mean score was §.6 but in the post-test, their mean score increased to 6. The improvement of students’ speaking skill was recorded with the mean seore of 6. ‘The result shows that there are some improvements on the students’ speaking skill quantitatively and qualitatively. APPENDIX 1: IVTERVLEW QUESTIONS BEF (ENGLISH VERSION).
APPENDIX 2: INTERVIEW QUESTIONS BEFORE CYCLE 1 (VIETNAMESE VERSION}. APPENDIX 3: LVTERVIEW SRIPTS BEFORE CYCLE 1 IN ENGLISH (SUMMARY. APPENDIX 4: PRE-TEST. APPENDIX 5; INTERVENING ACTIVITIES IN CYCLE 1.
APPENDIX 6: POST-TEST FOR CYCLE 1 APPENDIX 7; LNTERVLEW QUESTIONS, (ENGLISH VERSION). APPENDIX 8; INTERVIEW QUESTIONS AFTER CYCLE L (VIETNAMESE VERSION). APPENDIX 9; LVTERVENING ACTIVITIES LN CYCLE 2. APPENDIX 10: POST-TEST FOR CYCLE 2 APPENDIX 11: INTERVIEW QUESTIONS AFTER CYCLE 2.
APPENDIX 12: INTERVIEW QUESTIONS AFTER CYCLE 2 (VIETNAMESE VERSION}. APPENDIX 13: TYPICAL STUDENTS’ IMPROVEMENT SCRIPTS RECORDED IN PRE-TEST, POST-TEST 1, AND POST-TEST 2. APPENDIX 14: TITE RESULTS OF STUDENTS’ PERFORMANCE IN PRE-TEST, POST-TEST t, ANT) POST-TEST 2. APPENDIX 15: GROUP OBSERVATION CIIECKLISTError! Bookmark not defined.
vii TASTS OF FABLES AND GRAPHS Table 1 1: The scoring of rubric of speaking Table 1 2: Criteria of vocabulary proficiency Table 1.3: Criteria of fluency proficiency Table 1.4; Criteria of pronunciation proficiensy .5: Criteria of grammar proficiency Table 2.1: Technique of collecting data Table The svales of speaking test.3: Process of the research.2: Pre-research situation ‘Table 3.3: Feature of students” speech.4: Overall implementation of the research Table 3.5: Resulls of cycle 1.6: Results of cvole 2.7: Summary of the research findings Graph 3.3: The improvement of studerts’ speaking score LISTS OF ABBRIVIATION: EFL: English as a Foreign Language Hal: Hanoi University of Industry T: Teacher Ss: Students Sl: Student 1 $2: Student 2 83: Student.
