MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY NGO THI BAO TRAN THE IMPACT OF INTEGRATING DRAMA INTO TEACHING ENGLISH SPEAKING SKILLS AT NGO MAY SECONDARY SCHOOL, QUY NHON CITY Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Le Nhan Thanh, PhD. Binh Dinh - 2023 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC QUY NHƠN NGÔ THỊ BẢO TRÂN TÁC ĐỘNG CỦA VIỆC TÍCH HỢP ĐÓNG KỊCH VÀO DẠY KĨ NĂNG NÓI TIẾNG ANH Ở TRƯỜNG THCS NGÔ MÂY, THÀNH PHỐ QUY NHƠN Ngành: Lý luận và phương pháp dạy học bộ môn Tiếng Anh Mã số: 8140111 Người hướng dẫn: TS. Lê Nhân Thành Binh Dinh - 2023 i STATEMENT OF AUTHORSHIP The work contained in this thesis has not previously been submitted for a degree or diploma in any university. I certify that, to the best of my knowledge and belief, my thesis contains no material previously published or written by any other person except where due reference is made in the thesis itself.
Binh Dinh, 2023 Signed: Ngo Thi Bao Tran ii ACKNOWLEDGEMENTS Without the great assistance of my supervisor, Dr. Le Nhan Thanh, this work would not have been achievable. I am deeply indebted to my supervisor since from the research proposal to the final version of this report, his vast knowledge, practical experience in the field, great enthusiasm and meticulous attention to detail have been an inspiration and kept me on track. I would like to offer my special thanks to those who participated in my research for their valuable time fulfilling the questionnaire and insightful information from the interview.
If it had not been for their willingness and enthusiasm, I could not have collected important data for my study. My deepest gratitude also extends to all of my wonderful classmates for the time we shared as well as the information and experience we gained from one another. Their continuous support and encouragement mean a lot to me in the accomplishment of this study. Last but not least, my family members have been tremendously significant to me in the pursuit of this project.
I would like to express my gratitude to my parents, who have always supported and guided me in my endeavors. They are the definition of positive role models. iii ABSTRACT This thesis reports the result of action research on improving students’ speaking skills through drama-based language teaching at Ngo May secondary school in Quy Nhon City with the help of 34-grade 6th students as research participants. The research addressed two issues (1) sixth-grade students’ perceptions of the integration of drama into their English-speaking lessons; (2) the integration of drama into English speaking classes affect their English speaking skill.
The instruments used for data collection and analysis of the study include three tests and two questionnaires for the students, an interview with ten students to know about difficulties and gaps in learning English speaking lessons with drama activities. Research findings showed that the drama technique was beneficial in helping students improve their speaking ability and motivating them to learn English speaking skills. Based on the findings, some implications would be given for both the teacher and the students. This study is expected to be a useful suggestion to both teachers and students in teaching and learning English speaking skills.
Keywords: drama, effect, perception, secondary school student, speaking iv TABLE OF CONTENT CHAPTER 1. Aim and Objectives of the Study .2 Objectives of the Study. Significance of the Study. Scope of the Study.
Organization of the Study. Speaking in Language Instruction .1 Definitions of Speaking. The Importance of Speaking Skills. The Components of Speaking Skills.
Characteristics of Successful Speaking Activities. Communicative Language Teaching (CLT). Definition of Drama Activities. Theoretical Assumption of Drama in the Classroom.
The Benefits of Using Drama Activities in EFL Class. Teacher and Student Roles. Common Types of Drama Activities. Design of the Study.
The Pre-test and the Post-test. Quantitative Analysis of the Pre-test and the Post-test Data. Students’ Perceptions of Drama in Their English Lessons. Development of Critical Thinking.
Development of Performance Abilities. Psychological Transformation and Perspective Shift. Challenges and Anxiety. Comprehensive Reflections and Recommendations.
The Effects of the Integration of Drama Into Speaking Classes. Overview of Quantitative SPSS Data Analysis. Performance Evaluation Based on the Pre-test and the Post-test Scores. DISCUSSION AND CONCLUSION.
Summary of the Major Findings. Implications for EFL Teachers. Implications for School Administrators. Implications for Secondary School Students.
Suggestions for Further Research. I APPENDIX 1A: LESSON SYLLABUS. I APPENDIX 1B: LESSON PLAN FOR TOPIC 1: MY NEW SCHOOL. III APPENDIX 2: THE PRE-TEST.
VIII APPENDIX 3: THE POST-TEST. X APPENDIX 4: SPEAKING ASSESSMENT CRITERIA CARD. XIII APPENDIX 5: SCORES IN THE PRE-TEST AND THE POST-TEST .XIV APPENDIX 6: INTERVIEW GUIDE. XV APPENDIX 7: EXCERPTS INDICATING STUDENTS’ PERSPECTIVES ON THE IMPACT OF DRAMA ACTIVITIES IN ENGLISH SPEAKING LESSONS.
XXVI vii LIST OF TABLES Table 4.1: Performance Grading Scale………………………………………40 Table 4.2: Paired Sample Statistics………………………………………….3: Paired Sample Correlations……………………………………….4: The Results of the Pre-test and the Post-test………………………61 viii LIST OF FIGURES Figure 4. 1: Comparing the Results of the Pre-test and the Post-test………62 1 CHAPTER 1. INTRODUCTION Chapter one presents the introduction to the study. This chapter discusses six parts, namely the rationale, the aim of the study and research question, the scope of the study, the significance of the study, and the outline of the study.
Rationale Speaking may be the most important and interesting component of any language. It represents the most natural and common form of communication among humans. We can easily say that people speak more than they write, so speaking is also probably the main goal for anyone studying a foreign language. Despite this, it can be often obstructed by a series of factors, such as shyness, lack of self-confidence, fear of other people’s judgment, laziness, and so forth.
Sometimes it is not simple to overcome such difficulties people may have with oral communication in a foreign language and this can often lead to stress, discouragement and lack of interest in learning. Having been teaching English for several years at an English centre, I have found that most of my students make not so much progress in their learning of English, especially speaking. Students seemed to use their first language most of the time, making little or no effort at all when practising their speaking skills. Also, they felt embarrassed and contained from speaking in front of their mates, showing annoyance, bother and no collaboration, especially, students in grade 6 because they do not have enough lessons to practice speaking English in the class.
How to improve speaking skills for students becomes my biggest concern. I always try to find out the best ways to encourage my students to learn English better and be confident to speak English in and outside the classroom. I have 2 read many books and articles about the advantages of using drama activities in teaching English. I have found much research in our country and the world about using drama techniques to improve students’ Speaking English skills.
I could try to do research on using drama-based language teaching to improve sixth-grade students’ speaking skills at a secondary school. I want to investigate the ways that Drama activities enhance students’ speaking skills and motivation in the EFL secondary classroom. Aim and Objectives of the Study 1. Aim This study aims to examine the impact of integrating drama into teaching English-speaking skills to secondary school students.2 Objectives of the Study The study aims to achieve the following objectives: - to examine sixth-grade students’ perceptions of the integration of drama into their English-speaking lessons, and - to investigate the effects of integrating drama into English-speaking lessons.
Research Questions The study will be guided by two research questions below: 1. What are sixth-grade students’ perceptions of the integration of drama into their English-speaking lessons? 2. To what extent does the integration of drama into English speaking classes affect their English speaking skill? 1. Significance of the Study This study holds paramount significance both theoretically and practically in the context of enhancing English language learning, specifically focusing on 3 speaking skills through drama-based language teaching.
The theoretical contribution lies in the domain of action research, aiming to advance our comprehension of the influence of drama techniques on students' speaking abilities and their motivation in English lessons. By delving into unexplored aspects, the study seeks to unveil novel insights, enriching the existing body of knowledge. From a practical standpoint, this research serves as a crucial resource for English educators, offering innovative strategies to cultivate speaking skills in the classroom. The incorporation of drama techniques provides a dynamic and interactive approach, fostering communicative competence among students.
English teachers can leverage the research findings to infuse creativity into their teaching methodologies, creating engaging environments that positively impact students' motivation and proficiency in spoken English. Furthermore, this study serves as a foundation for future researchers in the field, offering a reference point for continued exploration and refinement of classroom practices. English educators can draw upon the practical implications derived from the research, gaining valuable guidance to elevate the quality of English language instruction. Ultimately, this study contributes to both theoretical understanding and practical applications, presenting a comprehensive resource to enhance the teaching and learning of English speaking skills in secondary school contexts, such as Ngo May Secondary School in Quy Nhon City.
Scope of the Study This study specifically delved into the perceptions of 6th-grade students regarding the integration of drama into English speaking lessons, aiming to assess its effectiveness in enhancing their language skills. The deliberate exclusion of students from grades 7, 8, and 9, along with the perspectives of teaching assistants, allowed for a targeted examination. The primary focus on 4 the unique context of 6th-grade students enabled a detailed exploration of their attitudes and the impact of incorporating drama into language learning. The primary objectives were to uncover how 6th-grade students perceived the use of drama in their English speaking lessons and assess the effectiveness of this pedagogical approach on their language proficiency.
Research questions centred on understanding students' experiences, preferences, and the specific aspects of language learning influenced by drama activities. The intentional exclusion of students from grades 7 to 9 and the perspectives of teaching assistants maintained a clear focus on the targeted 6th-grade student group, providing insights directly relevant to their unique educational context. Conducted during the first semester of the 2021 academic year, the research captured a snapshot of the specific conditions and dynamics present during that period. The research may have limitations in terms of generalizability due to being conducted within a specific school or educational region.
Utilizing qualitative research methods like interviews and surveys, the study aimed to gather rich and detailed data on the perceptions and experiences of 6th-grade students regarding the integration of drama into language lessons. Potential constraints might have arisen in terms of resource availability, especially concerning data collection and analysis. Additionally, access to relevant data from participants could have posed limitations to the study. Organization of the Study Chapter 1: Introduction presents the rationale, aim and objectives of the study, research questions, significance of the study, scope of the study and organization of the study.
Chapter 2: Literature review includes four parts. The first one focuses on speaking in language instruction. The definition of drama activities, the theoretical framework, the benefits of using drama activities, and common drama activities in EFL classrooms are given in the second one. The third one 5 is about Previous Studies in the world and the last one referred to the summary of this chapter.
Chapter 3: Methodology - in this chapter, the introduction of the research method including data collection instruments, data collection procedure, and data analysis are presented.