Bai Mon 2 - Innovation - 2

DEVELOPING SPEAKING SKILLS THROUGH BUILDING VOCABULARY COMPETENCE, IMPROVING STRUCTURES , ENCOURAGING STUDENTS CONFIDENCE
Abstract
During the time of teaching English for the first year non-major and major students at Binh Thuan Community College (BTCC), a researcher tested, and interviewed 98 students who were learning English in her classes. She found that her students had difficulties in speaking English in a school environments. These difficulties resuled from their weak speaking skills at secondary and high schools, Most students were found to suffer from anxiety, had limited linguistic difficulties such poor knowledge of vocabulary and basic structures. Ninety-eight students took part in this action research with the help and encouragement of the researcher and the two teachers who were asked to join the research. The results were analyzed through the twenty- three questionnaires for teachers and students, and class observation records done by the researcher. This proceduce would be considered as a bottom-up process. The research was limited to in class activities.
PHAM THI THU THAO Page 1 of 66
Introduction
To keep pace with the development of our countrys economy and the cultural interaction between Vietnam and other countries, learning languages, specially learning English, has become a constant need. In secondary and high schools, English is taught as a compulsory subject with the orientation to train the four skills: listening, speaking, reading and writing. Speaking is one of the four language skills which requires teachers and students to invest more time. In reality, however, most effort and time are spent on teaching grammar, writing and translation and less attention is paid to teaching speaking. The teacher staff depended on the textbooks. The students were very respecful of their teachers in classes and students were passive receivers and teachers were talking most of the time. On the other hand, competent teachers did not spend the time to investigate their lessons to create a lot of active learning which depends on each subject and after a lesson what they have learned about their lessons in teaching. Speaking is also a great challenge for foreign language learners, and students must master several difficult microskills, including the pronunciation of unfamiliar phonemes, the correct placement of stress and intonation, and the approriate use of formal and informal expressions. To complicate matters, students in an English as a foreign language (EFL) environment have few opportunities to speak English inside or outside of the classroom. Researchers and teachers now agree that there is no solution but reform. Even speaking classes do not provide chances for oral interaction, as most of the teachers talk on and on throughout the lesson without giving students any opportunity to speak. This problem has lasted for many years, and we, teachers of English at Binh Thuan Community College have done a lot to change the situation.
Research Questions 1. Why cant students learn speaking skills? 2. What does the researcher do to improve students speaking skills at Binh Thuan Community College (BTCC)?
Literature Review
1. Why cant students learn speaking skills? English has become widely popular in Vietnam and also in Binh Thuan Province and everyone has been eager to learn to speak it since the beginning of the developing tourism at Binh Thuan. English is taught in all schools and centers of Foreign Languages with the accelerating growth of our country, the increased frequency of interchanges with other nations, and the growing complexity of international relations, the importance of communication by means of English is becoming greater and greater in every field of our lives. The need to learn English will undoubtedly continue to become more widespread. Even if English is taught in all schools, give less attention to spoken English. In these schools, students learn the four language skills. In reality, the primary focus is on students learning translation of texts from the target language to the native language by learning only grammatical rules and list of vocabulary. Communication is carried out through two forms: written and oral form. Which one is more essential? Which came first in human history? Many students equate being able to speak a language as knowing the language and therefore view learning the language as learning how to speak the language, or as Nunan (19910 wrote, success is measured in terms of the ability to carry out a conversation in the language. Therefore, if students do not learn how to speak or do not
get any opportunity to speak in the language classroom they may soon get de-motivated and lose interest in learning. Moreover, the teacher directs and controls the language behavior and corrects studentserrors. Furthermore, efforts to teach students to listen, speak, read and write simply go down the drain becauce the learning of these skills do not connect to real life, the content of lessons was being unrelated to studentsreality, the teacher teaches traditional methods, uses rigid programs from The Vietnamese Ministry of Education and Training, there are many students in the same classes (large classes) at least forty students, and students level is mixed ability. In classes, students conduct oral presentation, listen to taped passages, but these activities were not related to what they really wanted to do. It can be said that speaking is fundamental to human communication. Just think of all the different conversations the teachers and students do in a day and compare that to written communication. Which do we do more of? In our daily lives, we speak more than we write. In fact, many teachers of English still spend the majority of class time on reading and writing practice almost ignoring speaking and listening skills. However, many students can not use their English to communicate after seven years of learning schools.When they enter college, they learn many different fields as Accounting, Information Technology, Electricity and Electronics, Business Administration, Tourism Culture and English. All of the first year students have to learn Basic English because English is also one of the compulsory subject that students have to study in three years at BTCC. Their speaking skills in the class is worth thirty percent of the final marks, and the final written seventy percent. Furthermore, most of the students at BTCC come from different districts with a wide range of English knowledge. Town students have better conditions to learn English than students from the countryside. Also
not many town students have learned English for many years at general schools. Besides, they are also attending other English courses in the evening such as level A or level B. Therefore, when entering a college or a university, students learn Basic English a course corresponding to level A. Those are one of the reasons why students may become more or less motivated to learn. 2. What does the researcher do to improve students speaking skills at Binh Thuan Community College (BTCC)? Teaching English at BTCC tends to focus on the speaking skills, which is an important skills that is great used to students later in their lives. However, in spite of the great effort and considerable amount of time spent on teaching learning speaking skills, college students are not good at speaking skills. Therefore, this research sets out to investigate the reality of teaching and learning the speaking skills at BTCC to find out what teachers and students believe about speaking skills and how their beliefs influence the way they teach and learn speaking skills. The study also looks at what teachers and students do in classes that reflect their beliefs of speaking skills. Finding reveal that teachers focus mainly on teaching speaking skills by developing speaking skills through building vocabulary, improving structures and encouraging students confidence. According to Steven Stahl (2005), Vocabulary knowledge is knowledge; the knowledge of words not only implies a definition, but also implies how that word fits into the word. Vocabulary knowledge in not something that can ever be fully mastered; it is something that expands and deepens over the course of a lifetime. Instruction in vocabulary involves far more than looking up words in a dictionary and using the words
in a sentence. Vocabulary is acquired incidentally through indirect exposure to words and intentionally through explicit instruction in specific words and word-learning strategies. According to Michael Graves (2000), there are four components of an effective vocabulary program: Wide or extensive independent reading to expand word knowledge. Instruction in specific words to enhance comprehension of texts containing those words. Word consciousness and word-play activitives to motivate and enhance learning. There are many ways to develop vocabulary for students as the teacher can use a dictionary to teach their students about a words meaning, the root words, prefixes, and suffixes and through repetition. A more general way to help students develop vocabulary is fostering word consciousness, an awareness of and interest in words. 2.1. Developing speaking skills through building vocabulary. There are many ways to improve students vocabulary. Students can learn new words in different situations and contexts. For example, students can study vocabulay through skills such as reading, speaking, listening and writing. To improve studentsspeaking skills, they have to learn vocabulary trees because these help them discover themselves thinking in vocabulary groups. When seeing a cup, their mind will quickly relate such words as a knife, a fork, and dishes, or when reading a word they can find the same meaning of the word such as kind the same meaning word type, sort. Teachers can also create a list of vocabulary themes, include the vocabulary, a definition and an example sentence for each new item.
There are also ways to improve studentsdeveloping vocabulary. Besides, teacher can also use word building, object guessing, watching video of the films, DVDs, CDs. Moreover, listening songs in English is a great way to help students understand native speakers of English. Word repetition is a useful tool for building vocabulary. If the teacher wants their students to have vocabulary knowledge, firstly, the teacher have to make them repeat words several times a day, every day, to keep the words in their memory. Secondly, students can write down the words to read themselves frequently. Focusing on the meanimg will help them remember the word next time it is needed. Playing games is also a great and an interesting way to help student learn building vocabulary. According to Nation (1990), he describes word knowledge in terms of receptive and productive knowledge, which together comprise the four language skills. Receptive knowledge is recognizing and understanding the words when listening to a conversation or reading a text and productive knowledge is using words fluently and appropriately when speaking and writing. The receptive and productive skills relate to each other in important ways and can also be caregorized as written skills (reading and writing) and oral skills (speaking and listening) (Nation 2001b). For example, a student can not write without reading and can not hold a meaningful conversation without listening. This interrelationship between productive and receptive skills makes it crucial to adopt a four-skill approach to vocabulary teaching.
The receptive skills, and especially reading, are known to be effecttive ways to acquire vocabulary. Therefore, in addition to general strategies for vocabulary acquisition, there is a pressing need for methods that will bring new and familiar words into productive use. One useful strategy in learning vocabulary is to mastter a large number of word of high frequency. Nation and Waring (1997) suggest that learners need a receptive vocabulary of 3,000 to 5,000 word families and a productive vocabulary of 2,000 to 3,000 word families to function well in their daily use of Engilsh. Vocabulary knowledge can not be gained from one single encounter with a word, even if this encounter involves a lot of direct teaching effort (Nation 2001b). Vocabulary knowledge, as much for the second language as for the first language learner, will grow gradually only through successive encounters with the word in various contextx and through different activities while the individual is exposed to large amounts of comprehensible input (Nagy 1997,74). According to Nation (2001a,23), learners should learn low frequency words gradually after they know the high frequency words, and teachers should not spend valuable class time on low frequency words because there are too many of them and the time spent on them is not repaid by opportunities to meet and use them. When necessary, four strategies for learning low frequency words include guessing the words from contexts, studying words on small cards, analying the parts of words (roots, prefixes, and suffixes) and using a dictionary to look up meaning (Nation 2001a). A reasonable solution is to support a more integrated approach,where speaking is added to reading and writing lessons to ensure that students receive essential practice in oral communication. Since the listening skill is already a natural complement to any true
speaking activity, adding speaking opportunities to a reading or writing lesson automatically allows students to integrate at least three skills. This integration has many advantages, as it adds variety, encompasses students different streghts, and creates interactive possibilities by focusing on both productive and receptive skills. In addition, the interesting topics associated with reading and writing lessons lend themselves well to speaking tasks. This facilitates students acquisition of English by providing them with topics to discuss and opportunities to test their language hypothesis. To institute such a change, the researcher recommends an oral language component into her intensive reading classes for elementary level non English major students. 2.2. Developing speaking skills through inproving structures The teacher explain and provide to students with the specific definition, meaning of a word right in the sentence. For example, teachers can give their students the verb need and explain that need is used with to infinitive (ordinary verb), and bare infinitive (modal verb). Therefore, the structure is one of needs to know in order to speak in learning language. It is clear that one needs sufficient vocabulary, adequate grammar, and syntax to express ones ideas correctly. According to previous researchers simple language structures school be taught before complex ones and no matter how the language is presented to learners, certain structures are acquired before others. This suggests that it is neither necessary not desirable to restrict learners exposure to certain linguistic structures which are perceived by a linguist as being simple. On the other hand, structures also help students with a lot of advantages in speaking English. While teaching reading, teacher can not teach all the structures in a reading
lesson for their students. Structures is knowledge which belongs to linguistic competence and the concept of communicative competence. 2.3. Developing speaking skills through encouraging students confidence. After researching, the researchers recognized that students who learned speaking skills at college were motivated. From the beginning of secondary or high schools, they did not study English well because they did not have a lot of vocabulary knowledge. When they spoke they were afraid of mistakes neither their teachers often corrected their errors Therefore, they disliked studying and lost their motivation in learning English, they also found English learning was uninterested. When they entered college , teachers had to help and pay attention to them because of their bad speaking English in class. Later, they made progress in their studying, and they found English learning useful and interesting. Their motivation in learning English increased and they became good or bad students depending on the teaching and practicing activities in the class. In addition, the classroom provided the only enviroment for language students to practice through working in pairs, playing games, role playing, interviews and questionnaires. It is a community of learners who have knowledge of the language and adesire to apply it. Therefore, in classroom, students are easy to be stimulated to speak. Interaction is, therefore, required as Oxford and Scarcella put it, A key factor in second language development is the opportunity given to learners to speak in language- promoting interaction with others who have more linguistic resource than the learners. The class can be especially conductive to providing learners with such speaking opportunities. In the outside world, it is sometimes difficult for ESL students to practice speaking English (1992: 153).
Students with interest or no purpose to learn would easily lose their background knowledge. Teachers showed the use of natural communication and real- world activities in the classroom. In practice, teachers should create a dynamic environment full of meaningful input and opportunities for interactions. With relevant and interesting tasks, students will be motivated to use a large amount of natural language. This type of teaching requires teachers to know students needs and interests in order to apply knowledge to activities and tasks. This leads students to realize that learning has a purpose, and learning with a purpose is bound to be exciting. 2.4. Some ways help students of BTCC overcome dificuties speaking. There is strong focus on classroom interaction and students participation as ways of learning and developing skills through tasks. The teacher must design all the knowledge for a period in class into tasks, the teacher introduces the request of tasks such as Word building, Object guessing, watching video of the films, DVDs, CDs and listening songs, and students discuss in-group to fulfill the tasks by turn. Students can read textbooks, novels, different topics, with different and real reading materials, and other picture novels. The more they read, the faster they will build their vocabulary knowledge.Working in a small team (from 3 to 5 students) allows students for more faceto-face interaction, helps students be less worried, more confident, and they have a lot of chances to use their language strategies, therefore, the students language acquisition is more easier. Students use language to communicate, to interact to each other, to be an instruments to other subjects and satisfy their needs. When students work effectively in a supportive group, experience can be a very powerful way to improve achievement and satisfaction with learning experience.
In sum, classroom interaction provides learners with opportunies to develop their speaking skills and to get used to communication in the language. In order to promote interaction in oral classes, it is essential to explore factors that have influence on it. In teaching, the teachers have to do students to be interesting, happiness and they are not be nervous or anxiety when they do not understand the lesson. Each teacher also has to create a lot of active learning which depends on each subject and after a lesson what they have learned. The teacher explains the meaning of the new vocabulary, and then the different stresses of the words or pronunciations. Besides, teaching knowledge the teacher also teaches students moral lessons and any lessons also bring usefulness for them to be successful in life after graduation. Besides, we also see material we teach for our students to be suitable . While teaching the teacher usually pays attention to bad students to help them better. And the teacher does not mind explaining for them again when they dont understand their lesson in class. To make above, teachers sit down on their own time and ask how difficulties in their leaning Engligh. For them to understand faster, the teacher gives homework easier if they uncomplete, the teacher helps them step by step to understand tasks in the classroom or they can work hard at home. Instead of fighting to figure out where they went wrong, they can learn speaking skills at the same time they are doing their homework. Provide an interesting and exciting ways sush as make the question and answer the question; self-correction; conversation pratice, analogy is a better foundation for language learning than analysis. The meanings of words can be learned only in a linguistic context, language learning is habit formation.
Methodology
Participants This process took place at BTCC with the researcher acting as the Implementer. The Clients were ninety - eight students of the first year non - major and major students learning Basic English at the Elementary level where the researcher is also the speaking teacher. These students come from different districts of Binh Thuan province and they did not also have any chance to practise English outside classrooms at secondary and high schools, so they have different level. The first year non - major students include twenty - two males with elementary level of English, and twenty - six females. The other class includes 18 males and 32 females of the first year - major students with all of their ages from 18 to 22. In English Department, the teaching staff comprise10 females teachers and 1 male. Three of them are Master of TESOL, four of them have a postgraduate diploma in TESOL and four of them are graduated from university. Most of them have 5 years of experience years in the teaching English. Among them, two were selected to participate in the research with the researcher. Most of teachers hope to adopt the new ways for developing speaking skills in their classes. The two teachers of English control one class of fifty first year - major students learning Basic English at the Elementary level including 18 males and 32 females. The reasons for choosing participants of different levels was that the researcher wanted to see whether there would be any difference between them when they receive the same form of developing speaking skills through building vocabulary competence, improving structures, encouraging students confidence.
The questionnaire for students consists of two parts: personal information and general information. The first part aims to find out the background of students as an important factor for later analysis. In this part, students give their information such as sex, years of studying, hometown, and their English level. The second one includes 12 closed-ended and opened-ended questions (see the appendix 1). The questionnaire for teachers is also composed of two parts. The first one provides personal information as gender, qualification, and experience in teaching English, and the other includes 11 closed-ended and opened-ended questions (see the appendix 4). The researcher found that her students could not speak English well in classes because they did not have enough vocabulary and they lost confidence while speaking skills. For her students, she and her colleagues worked together to develop speaking skills through building vocabulary competence, improving structures, encouraging students confidence. Stages of the study The study lasted from the middle of January 2010 until the middle of April 2010 (except 2 weeks Tet holidays, only 11 weeks implementing). Step 1 (week 1, 2: more one week): The researcher and her colleagues both taught in classes and observed their students learning time of speaking skills, and they began to have a plan to change teaching speaking for their students in classes. Step 2 (week 2,3: more one week): 12 questionnaires (see the appendix 1) were delivered to the two classes. The reason the researcher used questionnaires for both her colleagues and her students is that they help get results objectively. Teachers and students spent on 5 minutes to finish in their 5 minutes break.
Step 3 (2 months): From the fourth to the eleventh week. The researcher and the two teachers observed studentss learning English time in classes. After they began a survey of interviewing and questionnaire to their students (see results of studentsquestionnaires), they found that their students have many good reasons for learning English because they think that English can be very useful in getting a good job after graduation. They also think that English is a tool for listening to music and the news, understand programs in English on television, read newspapers, magazines and books in English. The students say that English will help them to better understand and appreciate the art and literature of people from English-speaking countries, have more knowledge of a foreign language, and speak English with the native speakers. These responses show that non-major students and major students are well aware of the importance of English in the future and its role in their lives, however, their motivation is instrumental (see table 1), and this limits their success of learning. The researcher understand her students needs above by the previous research. During the study, the researcher found out that studentsattitudes and motivation at Binh Thuan Communicative College like speaking English, but they also say that it is not easy to speak English fluently because they find difficult the exercises in pronunciation and with irregular words (see table 9). Moreover, students they are often passive, non selfconfident, and nervous when they speak in front of their class. Therefore, the researcher thinks that teachers have to find new ways to give their students various topics which are useful to widen their vocabulary which responses.
Although, the difficulty students have in speaking is related to their background knowledge of the speaking topic, students like to learn English more than other languages. To solve this problem, the researcher and her two colleagues must plan for extra speaking activities time to be implemented. To help students develop communicative effeciency in speaking, the teachers suggest ways to improve speaking skills through reading to build vocabulary knowlesge as below: Reading Teachers lead their students to read textbooks, different topics, with different reading materials. Students have more new vocabulary when they read. In addition, word games not only teach their students new words, but they are fun. To have their vocabulary, students have to spend to read. Besides, teachers also have to lead students to recognize those language structures or elements that they do not know, or know only partially. Teachers also lead their students to know integrate speaking and reading activities to be used in both intensive and extensive reading classes. Each activity is designed around a different reading test. The time allocated for each activity may be varied according to the difficulty of the task and the time limits of the class as a whole. After reading, students have to speak and act. This activity is designed to let students act out a story they read from a textbook or other source. The test selected for this activity contains a plot involving more than one person. The plot should be represented through dialogues, so abstract stories may not suitable. To make the activity more interesting, students are encouraged to use their imaginations and makes any changes to the plot and
dialogues in their performance. The activity is organized according to the steps outlined below: The whole class is divided into groups, and each group selects a director. The job of the director is to assign different roles to students and organize the rehearsal of their performances. After the first rehearsal, students read the story again to see if they can make any variations to their performance, especially to their lines of dialogue. Students take notes about key words they will need to deliver their lines. Finally, a competition is held to see which group offers the best performance of the story. Lots may be drawn to decide the order in which groups will perform in the competition. A drama componet makes a reading assignment much more interesting to students. It is also easy to achieve four-skills integration with an acting project, as students must read and write down their lines and then deliver them in an interactive setting. Students form pairs and debate the issue with their partner. One student will argue in favor of the issue and one will argue against it. Students are required to quote ideas from the text to support their arguments. Students scan the article again to discorver useful expressions and additional ideas to support their point of view. Students take notes of key words they will need. Students participate in a whole class or a group debate. Besides quoting ideas from the text, students can encouraged to personalize the topic with information about themselves. A debate can deepen students understanding of the issue discussed in the text. In addition, they learn how to view and orslly defend a topic from a different perspective.
Students form pairs, and one member acts as the interviewer and the other the interviwee. This interviewer asks questions related to the content of the text. This interviewee is required to use the ideas or facts in the text to answer those questions Students read the text again to see if there are any other questions to ask. This time they take notes and write down some key words. Students pairs conduct the interview again, but this time they switch roles. They can find new partners, but they must play a different role than they form pairs, and one member acts as the interviewer and the other the interviwee.. A competition is organized to see which pair can best represent the text through their interview. These activities provides students with opportunities to orally represent ideas from the text they have read. They also helps students learn to ask questions about different issue. Breaking the boundaries between traditional courses by integrating speaking skills improves students communicative competence. In the activities described here, integrating speaking and reading skills depens students understanding of the reading material, reveals any problem they have understanding a text, and, most importantly less them apply the information they have read into authentic speaking practice that improves their fluency. In order to improve reading skills, firstly, teachers need to introduce reading assignment in small, simple steps. Breaking down a reading assignment into manageable steps is one way to help students experience success. For example, teachers can incorporate a prereading stage into teachers lessons where students activate their background knowledge about the topic, preview the passage, and predict the content of the reading.
Provide visual support to complement texts and aid comprehension, including illustrations, charts, tables, and graphic organizers. Using graphic organizers, for instance, has proven effective for helping students understand text structures (Jiang and Grabe 2007). Secondly, they distribute reading guides to enhance comprehension and interest include text summaries (identifying such things as theme, plot, characters), comprehension questions, and prompts for post-reading activities. And they provide definitions of key vocabulary to reduce the difficulty of the reading to teach how to use dictionaries effectively and efficientlt. Thirdly, teachers allow their students enough time to finish reading, and teachers also give their students meaningful opportunities to reread texts. When they have opportunities to reread texts, they feel that their reading skills have improved. On the other hand, the teacher can design meaningful exercises by asking their students to reread texts for different purposes, from different perspectives, or with a different pedagogical focus, such as reading to acquire vocabulary, identify the main idea, or analyze the texts structure. For example, the students selects the topic Diamonds: Learning English, she / he can write questions such as Do you like learning English? Why or why not?; How many periods of English do you study a week? or What are benefits of learning English? With these questions, students can work in pairs, one student can also work with other in other pairs to learn confidence from her / his partner and have vocabulary knowledge.
Information Gap In this activity, students work in pairs. The teacher gives a student the information that other partner does not have and both of them will have to share their information. These activities are very effective because every student has the opportunity to talk extensively in English. For example, filling the gap in a schedule: Partner Dung holds an airline timetable with some of the arrival and departure times missing. Partner Linh has the same timetable but with different blank spaces. The two partners are not permitted to see each others timetables and have to fill in the blanks by asking together appropriate questions. The features of language that are parctices will include questions beginning What time or When. Answers will be limited to time expression such as A quarter to nine in the morning or At half past seven in the evening. Games Word Building (see the appendix 7), Blank - Filling for Song (see the appendix 8), and Object Gussing (students took park in English speaking club once three months). Games are a vital part of a teachers equipment, not only for language practice they provide but also for the realitic effect they bring about. Especially, they are useful at the end of a long day to help students get rid of nervousness, passive and feel exciting and interesting about their English class. Here is a good game for practice speaking skills. In this game, the teacher delivers students to form small groups of three or four to discuss together when they receive Word Building Game ( see the appendix 3) or Blank - Filling for song (see the appendix 4). This game is played at the end of each period about ten minutes. There will be the first three group receiving prizes ( three pens in a gift for a prize) with condition first finishing and completing correctly crossword puzzles.
Blank - Filling for song, students also work in small groups of three to complete the songs. This game is done about five minutes at the end of English hour in class (practicing and repeating vocabulary students learned through songs). These songs were repeated several times to students to listen and to complete. Discussions Teachers give their students the useful and suitable topics to discuss. For example, students can compare the advantages of learning English in a small town and a large one. Firstly, they work in pairs or in groups about the topic their teacher gave. Secondly, after finishing a lesson, students need a discussion to share their ideas each other, or they can find solutions in pairs or in groups about the problems they themselves can not understand. Interviewing through questions To encourage studentsconfidence and increate more motivation, teachers give their students questions such as Do you like to learn English speaking skills through games? Why or why not?; Do you often practice English with the native speakers outside class? Why or why not?; How many hours a day do you spend to learn vocabulary? In this activity, the teacher will do at the end of period of English hour, she /he spends 5 minutes with one or two questions to students to work in groups. Role Playing To improve speaking skills for students is role playing. In this activity, teachers introduce situations, activities and gives suitable information to make sure all of the students understand or might use, and see role playing enjoyable specially for lower-level and lack sefl-confident students. Teachers also divide their students in small groups. Each group
includes the two less confident or lower level students to work with a confident or better level one. And while students play roles teachers do not correct their mistakes or pronunciation when the prolems are not important. After the playing role, teachers always give the good or the bad for students to avoid and not to repeat that. Telling Story In this activity, teachers ask for each student or each group finding a small story getting from hearing news, reading books, newspaers or magazines, watching films on TV in English, or the teachers can also help students by writing some important words on the board, using signals, drawing a picture, then one of them will present a brief summary about 5 minutes before beginning English period everyday. Teachesr divide groups, there are often 6 groups in a class. The director/ monitor has his/ her duty to selects a partner in every group to present a daily telling story. Each individual person will be presented with dividing clearly in the class. Telling story also helps students show their ideas in the format of beginning, development, and ending, including the characters and setting of a story. In this way, not only will the teacher address studentsspeaking ability, but also get the attention of the class. Some useful teaching ways that the researcher has suggested helping bring about meaningful practice opportunities in non English major and English -major classes. Besides, to make the class informative, interesting and relevant to students lives, she (the researcher) adds variety such as entertainment to lectures (animations, slide shows, video clips, music, guest speakers,), and visual aids to encourage students to come to class to figure out what they are going to see that day.
Data Analysis and Finding Results

From January 18th , 2010 to April 16th , 2010 the researcher and two teachers of English participated to teach and to observe their students learning time in classes inderectly, and they found that their students have their dificulties from students questonnaires below (see Appendix 2 at table 9). For these reasons, they also find out some ways to change teaching and learning English speaking skills in classes more and more. From Students questionnaire to changing methods in English speaking skills in classes The personal information part of the questionnaire, the researcher found that 50 major students and 48 non- major students have learned English. Most of them have studied English for 7 years with 90.8% students, there are only a few learned for three years with 9.2% students. Therefore, they can master English well and communicate with native speakers. In question 1 at table 1 of Appendix 2 Why do you study English?, the researcher found that students motivation is instrumental and this limits their success of learning speaking skills. 42 students with 42.9%, take English because of the compulsory subject at colleges, and 38 students with 38.8 % because it is a part of general curricular program and graduation required their passing marks from their English classes. 12 out of 98 students (12.2%) hope that English can be very useful in getting a good job after graduation. 2.0 % students realized English necessity in modern life and 6.1 % students consider English the most important language to study nowadays. In question 2 at table 2 of Appendix 2, the researcher found out that 35 out of students liked writing skill.Their attitudes towards and motivation at BTCC are not very interested
in learning speaking skills in class with 12 students. 56 out of 98 students (57.1%) also saw that speaking skills is not necessary to learn. Most of them liked learning Writing with 53.% , so in question 4 at table 4 of Appendix 2 only there were 17 students to see learning speaking skills to be necessary. On the other hand, activities when teaching speaking skills in class is 52 students with whole class work with. This only limited their learning motivation in speaking skills (see table 5 of Appendix 2). From table 8 of Appendix 2, time of English practicing is only 20 minutes, so practicing English speaking skills through games is also limited (see table 7 of Appendix 2). Furthermore, students meet difficulties in the poor vocabulary of background knowledge , and while practicing English, their teacher always corrected their mistakes or ignoring, Students could not speak English in front of class, if possible, they feel lack of confidence. In addition, the teachers spoke Vietnamese more than English in teaching English period four months ago, so when the teachers spoke English in teaching English period in class, their students could not understand what their teacher said, therefore, they wanted their teacher to speak English less more than Vietnamese during English class. For these reasons above, the research and two her colleagues in English Department all agree that speaking skills is necessary to their students, 100% teachers teach much speaking skills in class (see table 1 &2 of Appendix 6). Their students are practiced speaking skills in class 40 minutes in a period (see table 8 of Appendix 6) and students worked together in pairs and in groups (see table 5 & 8 of Appendix 3, and table 9 of Appendix 6). 51 out of 98 students also agreed that English is necessary for learners, and 6 students did not pay much attention to speaking skills and assummed that it was not necssary (see table 3 of Appendix 3). At table 9 of Appendix 3, students meet many
difficulties in speaking skills when learning English, but they like learning speaking skills best (see table 4 of Appendix 3), and they also see speaking skills to be very necessary with them when learning in class and even they leave school, therefore the innovation in speaking skills is also convenient for the researchers implementation (see table 3,4,6 & 7 of Appendix 3). From teachers correted mistakes, not only students lose their confidence but also have more confident to practice speaking skills through their vocabulary is poor when English speaking. Infact, they want their teacher to speak English during the English period and they practice speaking with their classmates, their teacher and even foreigners when they have a chance to meet them. Although, their vocabulary knowledge has better, they are not afraid of English speaking, even though they want to speak to their teacher to correct their mistakes when speaking in class (see table 11 & 12 of Appendix 3). Some teaching ways such reading : reading to speak, reading to act, reading to debate, reading to interview, Information Gap, games, discussions, Interviewing through questions, Playing role and telling Story to encourage to studentsmotivation in practicing Englisg speaking skills through games (see table 7 of Appendix 3). These methords are taught 5 minutes before beginning the lessos (warm up) or 5 minutes of the end of teaching period. The first year non - major and major students learn Basic English at the Elementary level three times a week. Each time, they study two periods. From questionnaires, interview, changing teaching ways, and discussion, finally, the researcher and two her colleagues also have their success in the innotivation of the first stage (see from table 1 to table 12 of Appendix 3, and from table 1 to table 11 of Appendix 6).
Result Evaluation
Strengths
The data analysis and finding results show that most of teachers and students are well aware of the importance and the necessity of speaking English. In addition, students motivation to develop their English speaking skills is very intensive: students work in pairs or groups of playing games very hard and carefully when their teacher gives topics in English class, and volunteers answer the questions quickly when giving topics. To improve their speaking in English class, they pay attention to the mistakes their teacher corrects to do better .Therefore, students are not afraid of asking their teacher when they have a problem understanding something they are learning, they seek help before the examination. On the other hand, time are spent on teaching speaking skill in classes at BTCC is paid attention to students more than. The choosing materials, textbooks, curriculums and syllabus are usually adopted and changed to be suitable with the students level. by teacher staff in English Department and principles agreement at school. Besides, this innovation of the first stage succeeded by two her colleagues cooperation, help and 98 students enthusiaticly. After eight weeks for researching, the researcher found that 98 students want to learn more speaking skills and also more themselves-confident when speaking English in class.
Weaknesses
Students always think that English is a compulsory subject or they learn to have good marks in term and final exams. Specially, studentslevel and their attitudes, motivation are very different. In English classes, there are from 60 to 150 students such Accounting
Finance, Marketing Management, Information Technology, Electronics ,Tourism Culture classes. Therefore, some students like learning English, others do not pay attention to their learning or feel asleep easy if the topic is not suitable or not interesting. Moreover, English teaching time of each semester is only 45 or 60 periods, and teachers are required to cover all necessary knowledge. Obviously, the last result is ineffective learning. Because of these reasons, both teachers and students pay most attention to English grammar, not English speaking., and usually ignore speaking part in the book and only teach what end- of semester exams include. The time of teaching speaking in English classes is limited. Moreover, the time of this implementing is too short only eight weeks so the researcher has not solved many problems in developing the speaking skill for their students.
Solution
These complaints would reflect the fact that we, English teachers at BTCC have failed to activate students interests in improving speaking skills because students are used to the traditional method of learning, the teacher centered in talking time. Students are passive, and there are too many students in class.Therefore, the researcher has to change her methods of teaching this situation, consider seriously whether or not the ways or the techniques the research uses while teaching in speaking.
Conclusion
During teaching and learning for eight weeks, the researcher and her two colleagues found that there was a good result in the first stage of developing speaking skills through building vocabulary competence, improving structures, encouraging students confidence
when implementing. Although the time of study was too short, we, teachers recognized that students increased their motivation and their desire in learning English .
References
Brow, G. and G. Yule. (1983). Teaching the Spoken Language. Cambridge: Cambridge University Press. Brumfit, CJ. (1984). Communicative Methodology in Languge Teaching: The Role of Fluency and Accuracy. Cambridge University Press Gardner.(1980): Motivation in Understanding Second Language Acquisition. Gardner and Lambert (1972): Motivation in Understanding Second Language Acquisition. Lambert, (1974,p.98): Integrate motivation in Understanding Second Language Acquisition. Gardner (1985) :Attitude / Motivation Test Battery (AMTB) of L2 learnersmotivation. Oxford & Shearin,(1994): Motivation Graham Crookes & Richard Schmidt, (1991): Resultative motivation & Intrinsic motivation in Understanding Second Language Acquisition. Harmer, (2002): Intrinsic motivation in Understanding Second Language Acquisition. Harmer, J. (1991). The Practice of English Language Teaching. London: Longman Nunan, David.(1999). Second Language Teaching Klippel, F. (1984). Keep talking Communicative fluency activities for language teaching. Cambridge: Cambridge University Press.
Raven,R.(1968). Language acquisition in a second language environment. Scherer, A.and M. Wertheimer,(1964). A psycholinguistic Experiment in Foreign Language Teaching. New York: McGraw Hill. Mason, C.(1971). The relevance of intensive training in English as a foreign language for university students. Language Learning, 21, 197 204. Labov, W. (1970). The study of language in its social context. Largr Classes with Few Resources. London: Continuum. Brown, DH. (2000). Principles of Language Learning and Teaching. New York: Longman Burkart, GS. (1998). Spoken Language: What It IS and How to Teach It from Modules for the professional preparation of teaching assistants in foreign languages.Washington, DC: Center for Appied Linguistics Bygate, M.(1987). Speaking. Oxford University Press Carter, R & Nunan, D (eds).( 2001). The Cambridge Guide to Teaching English to Speakers of Other Language. Cambridge (UK).C.P.U Touba, N. (1999). Large classes: Using groups and content. English Teaching Forum, 37(3),17-20 Krahnke, K. (1994). Teaching English as a Foreign / Second Language. Oxford University Press Lewis, M. & Hill, J. (1992). Practical Techniques for Language Learning. Commercial Color Press Nunan, D. (1991). Second Language- teaching and Learning. Heinle & Heinle Publishers
Appendix 1 Questionnaires for students

Use (x) to complete words or phrases you agree or disagree in the following parts of questionnaires (in a sentence you can use (x) only once). I. Personal information Sex:
male
female
Years of studying Engish: How long have you studied English at schools?
seven years
three years
no year
Are you attending an English centre in the class evenings?
Yes
If any, at which level?
No
Elementary
II. General information 1. Why do you study English?
Pre-intermediate
Intermediate
Because it is a compulsory subject at colleges. Because it is useful in getting a good job after graduation Because you have mark columns in term and final exams Because it is necessary for modern life.
Because it is important foreign language nowadays.

2. Which English skill would you like best?
Listening
Speaking
Reading
Writing
4 skills
3. The speaking skill is
necessary
not necessary not very necessary very necessary
4. According to your opinion, which English skill is the most important?
Listening
Speaking
Reading
Writing
5. What activities would you like your teachers to use when teaching speaking skills in class?
whole class work
in groups
in pairs
individual work
6. Do you like your teachers using games to teach speaking skills in class?
Yes
No
7. What do you think about practising English speaking skills through games in class?
Playing games helps to understand and remember easily. Playing games helps reduce stress Playing games makes noise Playing games makes class interesting Playing games spends a lot of time
Playing games wastes
time
8. How many minutes in a period do you practise speaking English in class?
5 minutes 15 minutes 20 minutes 35 minutes 45 minutes

9. Which difficulties do you meet when speaking skills English in class?
The poor vocabulary Lack of confidence
of background knowledge
Difficult and irregular pronunciation / wrong pronunciation Grammartical structures

10. How often does your teacher correct your mistakes when speaking skills in class?
always
often
sometimes
rarely
never
11. How do you feel when being corrected in class?
more confident ashmed
interested in speaking English bored with speaking English
normal nervous
12. How do you like your teacher correct your speaking mistakes in class?
at the moment of making mistakes at the end of the talking time ignoring
at the end of the talking time but necessary mistakes

Thank you for your cooperation
Appendix 2 Before studying results of studentsquestionnaires

I. Personal information Table 1: gender Gender males females Table 2: Years of studying English How long have you studied English at schools? Seven years Three years No year Table 3: Time studying English in centers Are you attending an English centre in the class evenings? yes no Table 4: Learning English Level If any, at which level? Elementary Pre-intermediate Intermediate Number of responses 5 0 0 Percent 5.1 0 0 Number of responses 5 93 Percent 5.1 94.9 Number of responses 89 9 0 Percent 90.8 9.2 0 Number of responses 40 58 Percent 40.8 59.2
II. General information Table 1: Reasons for learning English 1. Why do you study English? Because it is a compulsory subject at colleges Because it is useful in getting a good job after graduation Because you have mark columns in term and final exams Because it is necessary for modern life Because it is important foreign language nowadays Table 2: Skills 2. Which English skill would you like best? Listening Speaking Reading Writing 4 skills Table 3: Speaking skills 3. The speaking skill is necessary not necessary not very necessary very necessary Table 4: The most important skill 4. The most important skill is .. Listening Speaking Reading Writing Number of responses 6 11 29 52 Percent 6.1 11.2 29.6 53.1 Number of responses 17 56 19 6 Percent 17.4 57.1 19.4 6.1 Number of responses 6 12 18 35 27 Percent 6.1 12.2 18.4 35.7 27.6 Number of responses 42 12 38 2 4 Percent 42.9 12.2 38.8 2.0 6.1
Table 5: Activities when teaching speaking skills 5. Activities when teaching speaking skills are whole class work in groups in pairs individual work Number of responses 52 11 14 21 Percent 53.1 11.2 14.3 21.4
Table 6: Studentsattitude towards games 6. Do you like your teachers using games to teach speaking skills in class? yes no Table 7: Practising English speaking skills through games 7. Practising English speaking skills through games Playing games helps to understand and remember easily Playing games helps reduce stress Playing games makes noise Playing games makes class interesting Playing games spends a lot of time Playing games wastes time Table 8: Time of practicing speaking skills 8. Time of practicing speaking skills 10 minutes 20 minutes 35 minutes 40 minutes 45 minutes Table 9: Difficulties in speaking skills Number of responses 26 54 18 0 0 Percent 26.5 55.1 18.4 0 0 Number of responses 9 16 38 6 18 11 Percent 9.2 16.3 38.8 6.1 18.4 11.2 Number of responses 42 56 Percent 42.9 57.1
9. Which difficulties do you meet when speaking skills English in class? The poor vocabulary of background knowledge Lack of confidence Difficult and irregular pronunciation / wrong pronunciation Grammartical structures Table 10: Frequency of mistakes correction 10. How often does your teacher correct your mistakes when speaking skills in class? always often sometimes rarely never
Number of responses 48 22 16 12 Number of responses 47 34 12 3 2
Percent 49.0 22.5 16.3 12.2 Percent 48.0 34.7 12.2 3.1 2.0
Table 11: Students feeling when being corrected 11. How do you feel when being corrected in class? more confident interested in speaking English normal ashmed bored with speaking English nervous Table 12: How to correct mistakes 12. How do you like your teacher correct your speaking mistakes in class? at the moment of making mistakes at the end of the talking time ignoring at the end of the talking time but necessary mistakes Number of responses 8 12 46 32 Percent 8.2 12.2 46.9 32.7 Number of responses 0 0 8 22 36 32 Percent 0 0 8.2 22.4 36.7 32.7
Appendix 3 After studying results of studentsquestionnaires

II. General information Table 1: Reasons for learning English 1. Why do you study English? Because it is a compulsory subject at colleges Because it is useful in getting a good job after graduation Because you have mark columns in term and final exams Because it is necessary for modern life Because it is important foreign language nowadays Table 2: Skills 2. Which English skill would you like best? Listening Speaking Reading Writing 4 skills Number of responses 21 34 22 12 9 Percent 21.4 34.7 22.4 12.3 9.2 Number of responses 11 44 16 24 3 Percent 11.2 44.9 16.3 24.5 3.1
Table 3: Speaking skills

3. The speaking skill is necessary not necessary not very necessary very necessary Table 4: The most important skill 4. The most important skill is .. Listening Speaking Reading Writing Table 5: Activities when teaching speaking skills 5. Activities when teaching speaking skills are whole class work in groups in pairs individual work
Number of responses 51 6 2 39
Percent 52.0 6.1 2.0 39.9
Percent 22.5 41.8 20.4 15.3
Percent 9.2 41.8 36.7 12.3
Table 6: Studentsattitude towards games 6. Do you like your teachers using games to teach speaking skills in class? yes no Table 7: Practising English speaking skills through games 7. Practising English speaking skills through games Playing games helps to understand and remember easily
Number of responses 98 0
Percent 100 0
Number of responses 41
Percent 41.8
Playing games helps reduce stress Playing games makes noise Playing games makes class interesting Playing games spends a lot of time Playing games wastes time Table 8: Time of practicing speaking skills 8. Time of practicing speaking skills 10 minutes 20 minutes 35 minutes 40 minutes 45 minutes Table 9: Difficulties in speaking skills 9. Which difficulties do you meet when speaking skills English in class? The poor vocabulary of background knowledge Lack of confidence Difficult and irregular pronunciation / wrong pronunciation Grammartical structures Table 10: Frequency of mistakes correction 10. How often does your teacher correct your mistakes when speaking skills in class? always often sometimes rarely never
6 3 36 12 0
6.1 3.1 36.7 12.3 0
Number of responses 0 0 12 58 28
Percent 0 0 12.2 59.2 28.6
Percent 27.6 13.3 9.2 6.1
Number of responses 6 24 68 0 0
Percent 6.1 24.5 69.4 0 0
Table 11: Students feeling when being corrected 11. How do you feel when being corrected in class? more confident interested in speaking English normal ashmed bored with speaking English nervous Table 12: How to correct mistakes 12. How do you like your teacher correct your speaking mistakes in class? at the moment of making mistakes at the end of the talking time ignoring at the end of the talking time but necessary mistakes Number of responses 0 61 0 37 Percent 0 62.2 0 37.8 Number of responses 43 36 11 2 0 6 Percent 44.0 36.7 11.2 2.0 0 6.1
Appendix 4 Questionnaires for teachers of English

Use (x) to complete words or phrases you agree or disagree in the following parts of questionnaires (in a sentence you can use (x) one or more).
I. Personal information Sex: Qualifications:
male BA
female MA Dr
Experience years of teaching Engish:
under 5 years
II. General information
from 5 to 10 years
over 10 years
1. According to your ideas, is speaking skills necssesary to the first year non major English students and major English students when learning in class?
Yes
No
2. Which skills do you teach much in class?
Listening
Speaking
Reading
Writing
Grammar and writing Grammatical structures and speaking Grammatical structures and reading
3. Which texbook do you use to teach the first year non - major English and major English students for Basic English level in class?
Newheadway Person to person
New Interchange Hemispheres 1

4. According to you, the textbook in use ..
is suitable for the first year non - major English and major English students for
Basic English level in class.
is too easy for the first year non - major English and major English students for
Basic English level in class.
is too difficult for the first year

for Basic English level in class.
non - major English and major English students
encourages students to communicate in class. does not encourage students to communicate in class.
5. Which skill does the textbook focus on in class?
Listening Writing
Speaking grammar
Reading 4 skills
6. What difficulties do you often meet when teaching speang skills to the first year non -major English and major English students for Basic English level in class?
The classes are too crowded Teaching time is not enough Students do not like practice speaking Students do not have background knowledge of English
Students have different levels Students are lack of self-confidence

7. How do you feel when teaching speaking skills to the first year non - major English and major English students for Basic English level in class?
tired
bored
intereting
stressful
noisy
8. How many minutes for each period do you spend on teaching speaking skills in class?
20 minutes 30minutes 35 minutes 40 minutes 45 minutes

9. Which activities do you use when teaching speaking skills in class?
individual work pair work group work
individual work and pair work individual work and group work individual work and whole class work
10. How often do you correct students mistakes when they learn speaking skills in class?
at the moment of making mistakes at the end of the talking time ignoring at the end of the talking time but necessary mistakes often sometimes rarely never
11. What types of mistakes need to be corrected when students learn speaking skills in class?
grammatical structures vocabulary
pronunciation grammatical structures and vocabulary
grammatical strutures and pronunciation vocabulary and pronunciation
Thank you for your cooperation
Appendix 5 Before surveying results of teachersquestionnaires

I. Personal information
Table 1: Gender Gender males females Table 2: Qualification Qualification BA MA Dr Table 3: Experience years of teaching Engish Experience years of teaching Engish under 5 years from 5 to 10 years from 5 to 10 years Number of responses 3 5 3 Percent 27.3 45.4 27.3 Number of responses 8 3 0 Percent 72,7 27.3 0 Number of responses 1 10 Percent 9.1 90.9
II. General information Table 1: Teachersattitude towards the need of teaching speaking skills 1. Is speaking skills necssesary to the first year non major English students and major English students when learning in class? yes no Table 2: Skills teaching much in class 2. Which skills do you teach much in class? Listening speaking reading Number of responses 0 0 0 Percent 0 0 0 6 5 54.5 45.5 Number of responses Percent
writing Grammar and writing Grammartical structures and speaking Grammartical structures and reading Table 3: Skills teaching much in class 3. Which texbook do you use to teach the first year non - major English and major English students for Basic English level in class? Newheadway New Interchange Person to person American English File 1 Table 4: How to use textbooks in teaching in class 4. According to you, the textbook in use . is suitable for the first year non - major English and major English students for Basic English level in
0 5 2 4
0 45.4 18.2 36.4
Number of responses
Percent
11 8 2 4
100 72.7 18.2 36.4
Number of responses 7
Percent 63.6
class. is too easy for the first year non - major English and major English students for Basic English level in
class. is too difficult for the first year non - major English and major English students for Basic English level
in class. encourages students to communicate in class. does not encourage students to communicate in class. Table 5: Skill the textbook focus on in class 5. Which skill does the textbook focus on in class?
4 0
36.4 0
Number of responses
Percent
Listening Speaking Reading Writing Grammar 4 skills Table 6: Teachers difficulties in teaching speaking 6. What difficulties do you often meet when teaching speang skills to the first year non -major English and major English students for Basic English level in class? The classes are too crowded Teaching time is not enough Students do not like practice speaking Students do not have background knowledge of English Students have different levels Students are lack of self-confidence Table 7: Teachers feeling in speaking periods 7. How do you feel when teaching speaking skills to the first year non - major English and major English students for Basic English level in class? tired bored interesting stressful noisy Table 8: Teachers time teaching speaking skills in class 8. How many minutes for each period do you spend on teaching speaking skills in class?
0 1 0 0 0 10
0 9.1 0 0 0 90.9
Number of responses
Percent
11 11 8 7 11 6
100 100 72.7 63.6 100 54.5
Number of responses
Percent
2 6 1 0 2
18.2 54.5 9.1 0 18.2
Number of responses
Percent
20 minutes 30 minutes 35 minutes 40 minutes 45 minutes Table 9: Teachers activities teaching speaking in class 9. Which activities do you use when teaching
6 3 2 0 0
54.5 27.3 18.2 0 0
Number of responses
Percent 18.2 0 18.2 0 27.3 36.3 Percent 36.3 18.2 9.1 9.1 18.2 9.1 0 0
speaking skills in class? individual work 2 individual work and pair work 0 pair work 2 individual work and group work 0 group work 3 individual work and whole class work 4 Table 10: How to correct students mistakes in speaking skills 10. How often do you correct students mistakes when they learn speaking skills in class? at the moment of making mistakes at the end of talking time ignoring at the end of the talking time but necessary mistakes often sometimes rarely never Table 11: Types of speaking mistakes corrected 11. What types of mistakes need to be corrected when students learn speaking skills in class? grammatical structures pronunciation vocabulary grammatical structures and vocabulary grammatical strutures and pronunciation vocabulary and pronunciation Number of responses 0 2 1 1 2 5 Number of responses 4 2 1 1 2 1 0 0
Percent 0 18.2 9.1 9.1 18.2 45.4
Appendix 6 After surveying results of teachersquestionnaires

II. General information Table 1: Teachersattitude towards the need of teaching speaking skills 1. Is speaking skills necssesary to the first year non major English students and major English students when learning in class? yes no Table 2: Skills teaching much in class 2. Which skills do you teach much in class? Listening speaking reading writing Grammar and writing Grammartical structures and speaking Grammartical structures and reading Number of responses 7 11 6 2 2 11 8 Percent 63.6 100 54.5 18.2 18.2 100 72.7 11 0 100 0 Number of responses Percent
Table 3: Skills teaching much in class 3. Which texbook do you use to teach the first year non - major English and major English students for Basic English level in class? Newheadway New Interchange Person to person American English File 1 11 8 2 4 100 72.7 18.2 36.4 Number of responses Percent
Table 4: How to use textbooks in teaching in class 4. According to you, the textbook in use . is suitable for the first year non - major English and major English students for Basic English level in 0 Number of responses 11 Percent 100
class. is too easy for the first year non - major English and major English students for Basic English level in
class. is too difficult for the first year non - major English and major English students for Basic English level
in class. encourages students to communicate in class. does not encourage students to communicate in class. Table 5: Skill the textbook focus on in class 5. Which skill does the textbook focus on in class? Listening Speaking Reading Writing Grammar 4 skills Table 6: Teachers difficulties in teaching speaking 6. What difficulties do you often meet when teaching speang skills to the first year non -major English and major English students for Basic English level in class? The classes are too crowded Teaching time is not enough
11 0
100
Number of responses 8 11 9 2 2 5
Percent 72,7 100 81.8 18.2 18.2 45.5
Number of responses
Percent
11 3
100 27.3
Students do not like practice speaking Students do not have background knowledge of English Students have different levels Students are lack of self-confidence
0 2 2 2
0 18.2 18.2 18.2
Table 7: Teachers feeling in speaking periods 7. How do you feel when teaching speaking skills to the first year non - major English and major English students for Basic English level in class? tired bored interesting stressful noisy Table 8: Teachers time teaching speaking skills in class 8. How many minutes for each period do you spend on teaching speaking skills in class? 20 minutes 30 minutes 35 minutes 40 minutes 45 minutes Number of responses 0 0 0 11 0 Percent 0 0 0 11 0 0 0 11 0 1 0 0 100 0 9.1 Number of responses Percent
Table 9: Teachers activities teaching speaking in class
9. Which activities do you use when teaching speaking skills in class? individual work individual work and pair work pair work individual work and group work group work individual work and whole class work
Number of responses 0 0 6 0 5 0
Percent
0 54.5 0 45.5 0
Table 10: How to correct students mistakes in speaking skills 10. How often do you correct students mistakes when they learn speaking skills in class? at the moment of making mistakes at the end of talking time ignoring at the end of the talking time but necessary mistakes often sometimes rarely never Number of responses 0 11 0 0 0 0 0 0 Percent 0 100 0 0 0 0 0 0
Table 11: Types of speaking mistakes corrected 11. What types of mistakes need to be corrected when students learn speaking skills in class? grammatical structures pronunciation vocabulary grammatical structures and vocabulary grammatical strutures and pronunciation vocabulary and pronunciation Number of responses 0 0 0 0 4 7 Percent 0 0 0 0 36.4 63.6
Appendix 7 Word building

Name and team name: In this game, any individual student who finishes quickly and exactly in 1 minute is a winner (there are only the first three winners). I M O R S T U
Appendix 8
Team name and team members: A. Learn a song by filling the blanks Man gave .. sang by Jason Mraz, lyrics Bob Dylan Chorus: Man gave .. to all the animals In the beginning, in the beginning Man gave .. to all the animals In the beginning, long .. ago 1. He saw an animal that .. Big furry and he howl
Great big furry . and furry Ah, think Ill call it a Chorus 2. He saw an animal .. . up so much grass untill she was filled
He saw . Coming out but he know how Ah, think Ill call it a .. Chorus 3. He saw an animal that .. Horns on his head and they werent too . It . like there wasnt nothing that he couldnt . Ah, think Ill call it a .. Chorus 4. He saw an animal leaving muddy .. Real dirty .. and a curly . He wasnt too and he wasnt too Ah, think Ill call it a .. Chorus 5. Next animal that .... ..
Had on his back and hooves on his Eating . On amountainside so . Ah, think Ill call it a .. Chorus 6. He saw an animal as smooth as .. Slithering his through the Saw him . By a tree near a Ahhhh, (complete with your own line:) B. draw / sketch the 6 animals
Appendix 10
Team name and team members: Find seven more family members in the puzzle. You can read some from left to right ( ), some from top to bottom ( ), and some diagonally ( ).
XAHXRTXLRX PXUSS XRENY APSXTTHUX T XOBROTHER I UMAXOGAFXR XONMVZRAEX JODAUGHTER SDXTWISHXU FXSHWIFEYT XCCOSXIRIX
Appendix 12
Team name and team members: Complete the missing word in the round or square below:
Word Map
Meat
Food
Drink

Bai Mon 2 - Innovation - 2

Diunggah oleh

Informasi Dokumen

Deskripsi Asli:

Judul Asli

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Bai Mon 2 - Innovation - 2

Diunggah oleh

Hak Cipta:

Format Tersedia

DEVELOPING SPEAKING SKILLS THROUGH BUILDING VOCABULARY COMPETENCE, IMPROVING STRUCTURES , ENCOURAGING STUDENTS CONFIDENCE

PHAM THI THU THAO Page 1 of 66

PHAM THI THU THAO Page 2 of 66

PHAM THI THU THAO Page 3 of 66

PHAM THI THU THAO Page 4 of 66

PHAM THI THU THAO Page 5 of 66

PHAM THI THU THAO Page 6 of 66

PHAM THI THU THAO Page 7 of 66

PHAM THI THU THAO Page 8 of 66

PHAM THI THU THAO Page 9 of 66

PHAM THI THU THAO Page 10 of 66

PHAM THI THU THAO Page 11 of 66

PHAM THI THU THAO Page 12 of 66

PHAM THI THU THAO Page 13 of 66

PHAM THI THU THAO Page 14 of 66

PHAM THI THU THAO Page 15 of 66

PHAM THI THU THAO Page 16 of 66

PHAM THI THU THAO Page 17 of 66

PHAM THI THU THAO Page 18 of 66

PHAM THI THU THAO Page 19 of 66

PHAM THI THU THAO Page 20 of 66

PHAM THI THU THAO Page 21 of 66

PHAM THI THU THAO Page 22 of 66

Data Analysis and Finding Results

PHAM THI THU THAO Page 23 of 66

PHAM THI THU THAO Page 24 of 66

PHAM THI THU THAO Page 25 of 66

PHAM THI THU THAO Page 27 of 66

PHAM THI THU THAO Page 28 of 66

PHAM THI THU THAO Page 29 of 66

Appendix 1 Questionnaires for students

Are you attending an English centre in the class evenings?

Because it is important foreign language nowadays.

3. The speaking skill is

not necessary not very necessary very necessary

4. According to your opinion, which English skill is the most important?

whole class work

Playing games wastes

8. How many minutes in a period do you practise speaking English in class?

5 minutes 15 minutes 20 minutes 35 minutes 45 minutes

The poor vocabulary Lack of confidence

Difficult and irregular pronunciation / wrong pronunciation Grammartical structures

11. How do you feel when being corrected in class?

more confident ashmed

interested in speaking English bored with speaking English

PHAM THI THU THAO Page 32 of 66

at the end of the talking time but necessary mistakes

Appendix 2 Before studying results of studentsquestionnaires

PHAM THI THU THAO Page 33 of 66

PHAM THI THU THAO Page 34 of 66

PHAM THI THU THAO Page 35 of 66

Number of responses 48 22 16 12 Number of responses 47 34 12 3 2

PHAM THI THU THAO Page 36 of 66

Appendix 3 After studying results of studentsquestionnaires

Table 3: Speaking skills

Percent 52.0 6.1 2.0 39.9

Percent 22.5 41.8 20.4 15.3

Percent 9.2 41.8 36.7 12.3

6.1 3.1 36.7 12.3 0

Percent 0 0 12.2 59.2 28.6

Percent 27.6 13.3 9.2 6.1

Percent 6.1 24.5 69.4 0 0