VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TO THI HONG VAN ‘THE USE OF ROLE PLAY TO IMPROVE SPEAKING SKILL FOR STUDENTS AT GRADE 6 IN A SECONDARY SCHOOL IN NAM TU LIEM DIST., HANOL {Việc sử dụng hoạt động đóng vai nhằm cải thiện kỹ năng nói cho học sinh khổi lớp 6 tại một trường THƠ ở Quận Nam Từ Iiêm, Hả Nội) M. MINOR THESIS Field: English Teaching Mcthodology Code: 8140231.01 Hanoi, 2019 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES TO THI HONG VAN TITE USE OF ROLE PLAY TO IMPROVE SPEAKING SKILL FOR STUDENTS AT GRADE 6 IN A SECONDARY SCHOOL IN NAM TU LIEM DIST., HANOI {Vi&c sử dụng hoạt động đóng vai nhằm cải thiện kỹ năng nói cho học sinh khối lớp 6 tại một trường THƠS ở Quận Nam Từ Liêm, Hà Nội) M. MINOR THESIS Field: English Teaching Methodology Code: $140231. Nguyén Iba IIanoi, 2019 CANDIDATE’S STATEMENT I certify my authority of the minor thesis entitled “The use of role play to improve speaking skill for students at grade 6 in a secondary school in Nam Tu Liem Dist, Lanoi” in partial fulfillment of the requirements for the Degree of Master of Arts.
Signature To Thi Hong Van CHAPTER 1: INTRODUCTION 1.1 Rationale of the research When the world has been developing day by day, there is an urge requirement arising which is the necessary to have a worldwide accepted language to communicate. At that time, English has hecome a global language because it is spoken by lots of people in many countries. In nonnative English-speaking countries, students have to spend more time to learn English as a compulsory subject at school for student. It is because people who speak English fluently can access the world knowledge conveniently.
‘This trend also applies in Vietnam. Studying English requires leamers to foster four skills, which are: listening, reading, writing, and speaking Generally, cach skill holds equal role for learners but speaking scems the most important (Penny Ur, 1996). However, Heriansyah (2012) states that speaking foreign language Nuemtly is the most. difficult thing to complete becanse if.
requires more than proficiency in grammatical and semantic rales The author’s school as well as many other secondary schaols in Vietnam has used the English curriculum regulated by the Viclrenn Ministry of Education and ‘Training. Che author has been teaching English for grade 6. In particular, the textbook of this grade has 12 units whose topics are completely different from each other and suitable for the level of students. Each umit has 5 sechons, which are: (1) yeading, (ii) speaking, (iii) listening, (iv) writing and (v) language focus.
Tue to teach and learn each section is 15 minutes: 3 periods per week for all language skills. Thus, students don’t have much time to practise speaking. With students at grade 6 in a secondary school m Nam ‘Iu Liem Dist., speaking skill is very difficult for them. Through the author’s observation, speaking ability of students is impacted ‘by several reasons.
The first problem is thal students feel afraid Wf they make mistakes. Thus, many students are not self-assured to say something and join the classroom activity. The second problem that students have to face with is that they do not have # sufficient range of vocabulary. As a resull, they have difficulty in 1 TABLE OF CONTENTS CANDIDATE’S STATEMENT ACKNOWLEDGEMENT SS.cccccccssssssesccsssteesecrsnessteeeseneeerssnesiesee ABSTRACT TIST OF TABLES AND CHARTS CHAPTER 1: INTRODUCTION |.
ccc tees see ssseeen isan esses 1.1 Rationale of the research.2 Aims of the research tạ 1.4 Scope of the research w& 1.5 Method of the rescarelt.ccccsecsssicsesses seessnssnneersssanersessnsiie ww 1.6 Sigificanee of the research.7 Thesis organization Bw CHAPTER 2: LITERATURE REVIEW.1 Overview of speaking SkilIs occ sessstsnseisieteeueneuniaeinaeseee a 2.1 Definition of speaking np 24.2 Parts of speaking nw 2.4 A successfid speaking lesson in a classroom 2.5 Strategies lo improwe spedking skÏÏls.6 Assessment of speaking = 2.2 Definitionof role PLAY esses ssesvsveneevn 2.2 The importance of using vole pÌ4J.3 Classification af role play 2.4 The sig cance of role play in teaching speaking.3 Related studies in Asia and Vietnam 2.4 Summary iv TABLE OF CONTENTS CANDIDATE’S STATEMENT ACKNOWLEDGEMENT SS.cccccccssssssesccsssteesecrsnessteeeseneeerssnesiesee ABSTRACT TIST OF TABLES AND CHARTS CHAPTER 1: INTRODUCTION |. ccc tees see ssseeen isan esses 1.1 Rationale of the research.2 Aims of the research tạ 1.4 Scope of the research w& 1.5 Method of the rescarelt.ccccsecsssicsesses seessnssnneersssanersessnsiie ww 1.6 Sigificanee of the research.7 Thesis organization Bw CHAPTER 2: LITERATURE REVIEW.1 Overview of speaking SkilIs occ sessstsnseisieteeueneuniaeinaeseee a 2.1 Definition of speaking np 24.2 Parts of speaking nw 2.4 A successfid speaking lesson in a classroom 2.5 Strategies lo improwe spedking skÏÏls.6 Assessment of speaking = 2.2 Definitionof role PLAY esses ssesvsveneevn 2.2 The importance of using vole pÌ4J.3 Classification af role play 2.4 The sig cance of role play in teaching speaking.3 Related studies in Asia and Vietnam 2.4 Summary iv 23D ell APPENDIX 2: SURVEY QUESTIONNAIRE FOR STUDENTS PHU LUC 2: PHIRU KHAO SAT CHO HỌC SINH VI APPENDLX 3: T1HE QUESTIONS OF PRH-TEST. Ö APPTNDIX 4: TIE(QQUESTIONS Of POST-TBST. x APPENDIX 5: THE FRAME OF HARRIS’S ORAL ENGLISH RATING SCALE.XT vi ABSTRACT Tu recent years, enhancing students’ oral communication 1 one of the fundamental goals of foreign language teaching.
Among different approaches to teaching and leaming speaking, role play technique has received worldwide apoepianoe from researchers and educalors [or its many benefits to the learners. Tn the reality, the teachers and grade G students in a secondary school in Nam ‘Tu Liem Dist. have met many problems in teaching and learning English speaking. In an alternpt lo improve speaking skill for grade 6 students, (he researcher decided to carry out an action research with 40 students at class 6C, a secondary school in Nam Tu Liem Dist.
Questionnaire and tests (pre-test and post-test) were used to explore sludent’s alliludes towards role play aclivities and ils effectiveness. The results of the study revealed that students’ speaking skill had been improved remarkably by using role play. Most of the students had positive attitudes toward using role play activities in speaking lessons. The sludents enjoyed deing role play activities in front of the class.
‘They became more confident and actively involved in speaking lessons. The findings of the siudy showed thal role play is an effective teaching technique which should be widely applicd in teaching and learmmg English. not only for grade 6 students but for students with different levels Key words: role play, grade 6 students, improve speaking still ii CHAPTER 3: RESEARCH METHODOLOGY.1 Setting of the study .2 Re arch design 3.3 Action research procedure.4 Action research procedures of the current study. B41 Stage 1: Identifying the problem and planning 3.2 Stage 2: Action implementing the plan 3.3 Stage 3: Observing the action 3.4 Stage 4: Reflecting the action 3.6 Data colleetion methed 3.2 Questionnaire and semi-structured interview .63 Pre-test and post-test.7 Data analysis CHAPTER 4: FINDINGS AND DISCUSSION 41 Preliminary investigation.
4,2 Pre-test results .3 Findings of the study.1 Findings on ihe students’ speaking performance 4.2 Findings on the students’ self-confidence os.3 Data analysis and findings from the students’ questionnaire 4. HH1 ng gưêm 4.6 Summary - CHAPTER § : CONCI.3 Limitations and suggestions Cor further stuslies CHAPTER 3: RESEARCH METHODOLOGY.1 Setting of the study .2 Re arch design 3.3 Action research procedure.4 Action research procedures of the current study. B41 Stage 1: Identifying the problem and planning 3.2 Stage 2: Action implementing the plan 3.3 Stage 3: Observing the action 3.4 Stage 4: Reflecting the action 3.6 Data colleetion methed 3.2 Questionnaire and semi-structured interview .63 Pre-test and post-test.7 Data analysis CHAPTER 4: FINDINGS AND DISCUSSION 41 Preliminary investigation. 4,2 Pre-test results .3 Findings of the study.1 Findings on ihe students’ speaking performance 4.2 Findings on the students’ self-confidence os.3 Data analysis and findings from the students’ questionnaire 4.
HH1 ng gưêm 4.6 Summary - CHAPTER § : CONCI.3 Limitations and suggestions Cor further stuslies CHAPTER 1: INTRODUCTION 1.1 Rationale of the research When the world has been developing day by day, there is an urge requirement arising which is the necessary to have a worldwide accepted language to communicate. At that time, English has hecome a global language because it is spoken by lots of people in many countries. In nonnative English-speaking countries, students have to spend more time to learn English as a compulsory subject at school for student. It is because people who speak English fluently can access the world knowledge conveniently.
‘This trend also applies in Vietnam. Studying English requires leamers to foster four skills, which are: listening, reading, writing, and speaking Generally, cach skill holds equal role for learners but speaking scems the most important (Penny Ur, 1996). However, Heriansyah (2012) states that speaking foreign language Nuemtly is the most. difficult thing to complete becanse if.
requires more than proficiency in grammatical and semantic rales The author’s school as well as many other secondary schaols in Vietnam has used the English curriculum regulated by the Viclrenn Ministry of Education and ‘Training. Che author has been teaching English for grade 6. In particular, the textbook of this grade has 12 units whose topics are completely different from each other and suitable for the level of students. Each umit has 5 sechons, which are: (1) yeading, (ii) speaking, (iii) listening, (iv) writing and (v) language focus.
Tue to teach and learn each section is 15 minutes: 3 periods per week for all language skills. Thus, students don’t have much time to practise speaking. With students at grade 6 in a secondary school m Nam ‘Iu Liem Dist., speaking skill is very difficult for them. Through the author’s observation, speaking ability of students is impacted ‘by several reasons.
The first problem is thal students feel afraid Wf they make mistakes. Thus, many students are not self-assured to say something and join the classroom activity. The second problem that students have to face with is that they do not have # sufficient range of vocabulary. As a resull, they have difficulty in 1 ABSTRACT Tu recent years, enhancing students’ oral communication 1 one of the fundamental goals of foreign language teaching.
Among different approaches to teaching and leaming speaking, role play technique has received worldwide apoepianoe from researchers and educalors [or its many benefits to the learners. Tn the reality, the teachers and grade G students in a secondary school in Nam ‘Tu Liem Dist. have met many problems in teaching and learning English speaking. In an alternpt lo improve speaking skill for grade 6 students, (he researcher decided to carry out an action research with 40 students at class 6C, a secondary school in Nam Tu Liem Dist.
Questionnaire and tests (pre-test and post-test) were used to explore sludent’s alliludes towards role play aclivities and ils effectiveness. The results of the study revealed that students’ speaking skill had been improved remarkably by using role play. Most of the students had positive attitudes toward using role play activities in speaking lessons. The sludents enjoyed deing role play activities in front of the class.
‘They became more confident and actively involved in speaking lessons. The findings of the siudy showed thal role play is an effective teaching technique which should be widely applicd in teaching and learmmg English. not only for grade 6 students but for students with different levels Key words: role play, grade 6 students, improve speaking still ii CHAPTER 3: RESEARCH METHODOLOGY.1 Setting of the study .2 Re arch design 3.3 Action research procedure.4 Action research procedures of the current study. B41 Stage 1: Identifying the problem and planning 3.2 Stage 2: Action implementing the plan 3.3 Stage 3: Observing the action 3.4 Stage 4: Reflecting the action 3.6 Data colleetion methed 3.2 Questionnaire and semi-structured interview .63 Pre-test and post-test.7 Data analysis CHAPTER 4: FINDINGS AND DISCUSSION 41 Preliminary investigation.
4,2 Pre-test results .3 Findings of the study.1 Findings on ihe students’ speaking performance 4.
