(SKKN 2022) appying some teaching techniques to promote grade 11 students of speaking english in speaking lessons

TABLE OF CONTENTS CONTENTS PART I: INTRODUCTION Reasons for choosing the research Aims of the research Object of the research Research methods PART II CONTENTS Rationale 1.1 What is speaking? 1.2 Teaching Speaking 1.3 What is Technique? 1.4 Techniques for Teaching Speaking 1.4.1 Discussions 1.4.2 Role - play 1.4.3 Games 1.4.4 Brainstorming 1.4.5 Information gaps Practical basis Some techniques help grade 11 students to promote in speaking lessons 3.1 Brainstorming 3.2 Discussions 3.3 Role- play 3.4 Games 3.5 Information gaps Research achievement PART III: CONCLUSION AND RECOMMENDATION Conclusion Recommendation Page 1 1 3 3 3 4 4 6 10 12 15 16 16 16 PART I INTRODUCTION Reasons for choosing the research English is one of the languages which is used by many people all over the world This is the main factor why English has become one of the languages that must be learned in schools or in institutions It also makes the English qualified as a primary requirement to communicate in the global communication Mastery of English is necessary, considering this language is an international language that is used by many people in the world Same with other languages, English also has a basic skill that must be owned by the language Language skills that must be mastered in communication in general are four, namely listening, speaking, reading and writing The four language skills are then used as a measurement of a language comprehension One of the examples is speaking skill Speaking skill becomes a parameter to measure a person's ability to communicate The evident is when someone speaks, people will easily assess the language ability of a person if the person is mastering the language that he uses This is what makes the researcher focused on the speaking skill However, speaking is a difficult skill to master because there are some factors that influenced the ability of speaking such as the internal factor and the external factor The internal factor is something related to students’ interest, motivation and knowledge Those condition probably caused by their lack of knowledge or there is not any idea toward the material being tough, and also the techniques or methods are used not interesting for the students So I hope that “Applying some teaching techniques to promote grade 11 students of speaking English in speaking lessons (English 11)” can help students to upgrade the speaking skill and take more interested in speaking English Aims of the research This research aims to know the profile of students’ speaking skill after implementation of applying some teaching techniques Besides it helps to describe the effectiveness of using some techniques in teaching to improve students’ speaking skill for grade 11 students, to ensure students success, and to get them excited about speaking by some techniques It also helps teachers find out about what students already know about the topic, prepare them for the vocabulary and language structures in the speaking lessons, mitigate the anxiety which comes from speaking a foreign language and offer opportunities for class discussion and more interaction among students Object of the research This research focuses on some techniques of teaching speaking for grade 11 students in a speaking lesson in order to help them to deal with the speaking tasks more easily Research methods - Find out difficulties students have in speaking process - Read reference books - Discuss with my colleagues - Apply some activities in teaching speaking -Using methods of observing, evaluating, comparing and synthesizing the situation and learning results of students after the periods using these techniques PART II CONTENTS Rationale 1.1 What is speaking? Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p.13) Speaking is a crucial part of second language learning and teaching Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance 1.2 Teaching Speaking: Speaking in foreign language is a challenging task for language learners since speaking According to Murcia (in Fauziati, 2010: 17), speaking is “an activity requiring the integration of many subsystems and all these factors combine to make speaking a second or foreign language a formidable task for language learners” Fauziati (2008:15) states that “teaching of speaking skill should be figured as central in foreign language pedagogy” The goal of teaching speaking is to communicative efficiency Speaking is the skill that the students will be judged upon most in real-life situations It is an important part of everyday interaction and most often the first impression of a person is based on his/her ability to speak fluently and comprehensibly So, teachers have a responsibility to prepare students to be able to speak in the real world 1.3 What is Technique? Technique is a particular trick, strategy, or contrivance used to accomplish an immediate objective Technique must be consistent with a method, and therefore in harmony with an approach as well” (Anthonys in Fauziati, 2009: 17) Thus, technique encompasses the actual moment-to-moment practices and behaviors that operate in teaching a language according to a particular method In other words, technique is classroom practices done by the teacher when presenting a language program This is the way the classroom activities are integrated into lessons and used as the basis for teaching and learning 1.4 Techniques for Teaching Speaking: There are many techniques for teaching speaking The following are some of the techniques for teaching speaking which can be implemented by the teacher: 1.4.1 Discussions: In a discussion, students may aim to arrive at a conclusion, share ideas about an event, or find solutions Before a discussion, it is essential that the purpose of the discussion activity is set by their teachers In this way, the discussion points are relevant to this purpose In a discussion, teachers can form groups of or students Then each group works on their topic for a given time period and presents their opinions to the class For efficient group discussions, it is always better not to form large groups because quiet students may avoid contributing their ideas in large groups Generally speaking, in class or group discussions, whatever the aim is, students should always be encouraged to ask questions, paraphrase ideas, express supports, check for clarification, and so on 1.4.2 Role - play: Another way of getting students to speak is role-play Students pretend they are in various social contexts and have a variety of social roles In role-play activities, teachers give learners information such as who they are and what they think or how they feel 1.4.3 Games: A game is amusing activity, most of students like playing games They can get not only enjoyment but also many other benefits of playing games Games help and encourage many students sustain their interest and work Games are very appropriate teaching technique in the classroom (Linse and Nunan, 2005) When earners are having fun, they are likely to accept risks, makes mistakes without feeling of failure and try to solve their initial feelings and use it in their dailylife 1.4.4 Brainstorming: This helps students produce ideas in a limited amount of time The good characteristic of brainstorming is that students are not criticized for their ideas, so students will be open to sharing new ideas Brainstorming is one of the simplest, but the most effective kind of motivation because it is not timeconsuming Teacher can write a key word on the blackboard and the class is encouraged to think of ideas, words, phrases associated with them 1.4.5 Information gaps: In this activity, students are supposed to be working in pairs One student will have the information that the other partner does not have and the two partners will share their information Information gap activities serve many purposes such as solving a problem or collecting information… These activities are effective because everybody has the opportunity to talk extensively in the target language The aim of this activity is to get learners to use the language they are learning to interact in realistic and meaningful ways, usually involving exchanges of information and opinions Practical basis In Vietnam, as an international language, English is used as a tool for communication in the academic field, functioned as a second or foreign language As a foreign language and formally it is taught in schools from junior, high school until university It has become an obligatory subject and as one of the subjects examined in the National Examination So, learning English is a necessity and a must for all the people in the world, especially in Therefore, the teaching of English has been improved in method of the communicative, learner-centered approach which is adaptable to give students many opportunities to communicate in English However, at many high schools in Vietnam, the teaching of English has not really developed students’ speaking ability, activeness and motivation Now I am teaching English at Nga Sơn high school What I have realized is that a large number of students are afraid of learning to speak English and say that it is difficult for them to be good at this skill and there is not a real language environment for them to their practice every day Moreover, their awareness of importance of being good at this skill is not really made clear because speaking skill is not usually included in their exams, so they often learn English only for their written exams, not for communication In addition, some teachers of English not still manage to put real interest in their lessons Another reason is because of the lack of necessary equipment for teaching English at many schools in Viet Nam Indeed, the school where I am working as a teacher of English has been famous for its good quality in education for years Most students of my school are well brought up by their parents and they identify a good motivation in their studying, which leads to their better study results for English as well as other subjects at school However, according to the survey carried out at the beginning of this school year at my school, more than 70% of the students reported that they are worried about their English speaking skill They said that they could hardly make a simple conversation in English or express what they thought Importantly, most of them assumed that speaking is very difficult for them to master Therefore, if students not learn how to speak or not get many opportunities to speak in the language classroom, they may soon get de-motivated and lose interest in learning On the other hand, if the right activities are taught in the right way, speaking in class can be a lot of fun, raising general learner motivation and making the English language classroom fun and dynamic In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to classroom settings, together with suggestions for teachers who teach oral language It is these problems that urge me to find out the solutions to help students get over the challenges and succeed in speaking English Applying some teaching techniques to promote grade 11 students of speaking English in speaking lessons I have taught my grade 11 students since the beginning of this school year The following slides were designed on my power point lesson plans for speaking lessons that I applied some techniques helping students speak English better 3.1 Brainstorming: Before a new lesson I often promote my students by chatting to them about the topic of interest, giving them preparation tasks or quick warm - up to get them in the right mood for the new lesson Brainstorming is one of the simplest teaching techniques, but it is one of the most effective kinds of motivation because it takes a short time Example 1: (Unit 1: Friendship – Part B: Speaking) - In WARM UP activity,my students were divided into two teams Each team tried to put as many aspects describing people’s characters as they could around the key word “PHYSICAL CHARACTERISTICS” When the time allowed was over, the team with more correct words was the winner After that, the class was required to predict the topic of the speaking lesson The fact is that they were really interested in their speaking topic “DESCRIBING PEOPLE” The possible answer key for the warm - up activity - Example 2: PART B SPEAKING ENGLISH 11 UNIT 3: A PARTY - In Warm - up activity, have students work in groups of five, ask them to think about names of some parties they know, then call some groups to write their answers on board Which groups write the most words is the winner After that, the class was told to predict the topic of the speaking lesson The fact is that all of them were really excited about their speaking topic “A party” The possible answer key for the warm-up activity 3.2 Discussions: Example: PART B SPEAKING - ENGLISH 11 UNIT 4: VOLUNTEER WORK I designed a discussion activity in task of this period My students worked in groups of or 5, discussing a kind of volunteer work they have ever done or they would in the future - The class was divided into groups, each group discussed and gathered all ideas from students in the group about a kind of volunteer work, then one person in each group presented before class - Here is an example from a group: 3.3 Role - play: Example: (Unit 1: Friendship – Part B: Speaking) - Work in pairs: Ask students to play roles as a journalist and an interviewee as required above The journalist made some questions and the interviewee answered like this: 3.4 Games: An example is illustrated in Warm-up.Unit 6: COMPETITIONS PART B: SPEAKING (ENGLISH 11) This is a guessing picture game The grade 11 students were divided into groups There was a picture hidden by puzzle pieces Students from each group raised their hand to choose the puzzle which had a clue for them to guess the picture We had clues Then which group found what the picture was about first was the winner This activity made my students very excited about the topic: COMPETITIONS - Here is the picture after students opened all the puzzles: 10 Another example by using games in speaking task is a game (used as a transitional tool) called MIMING designed so as to fill in the warm - up activity with more excitement (UNIT 12: THE ASIAN GAMES PART B SPEAKING - ENGLISH 11) - The class was divided into two groups,one student was miming the sports in the pictures which noone saw them The rest of the class tried to guess what he/she was doing 11 3.5 Information gaps: - Example: PART B SPEAKING ENGLISH 11 UNIT 15: SPACE CONQUEST The example is illustrated in TASK The grade 11 students were divided into groups In each group,there was a leader who lead the whole group They had to fill in the missing information to complete the passage that talked about the cosmonauts In order to encourage my students to feel more confident for the speaking task, I first let them use some information which were easy enough for them Afterwards, I encouraged their classmates to talk In addition, good marks were given to my students’ good work and no bad marks were given to any bad speaking work 12 13 14 15 16 Research achievement “Applying some teaching techniques to promote grade 11 students of speaking English in speaking lessons” has become rather effective for my students, who are generally struggling with speaking tasks After applying these teaching techniques to the speaking lessons, my students are more interested in speaking lessons and work more effectively Real numbers are shown by the two following tables The result in speaking before applying new speaking activities Below average Total Excellent grade Good grade Average grade Grade grade students number % number % Number % number % 11B 31 3.2% 9.7% 10 32% 17 55.1% 11C 33 0% 6% 12 36% 19 58% 11D 36 5.5% 11% 20 55% 10 28.5% 36.6 11E 41 4.9% 7.3% 15 21 51.2% % The result in speaking after applying new speaking activities Gra Total Excellent grade Good grade de students number % number % Average grade Number % Below average grade number % 17 11B 11C 11D 11E 31 33 36 41 9.7% 6% 14% 9.8% 9 26% 21% 25% 22% 16 19 17 20 52% 58% 47% 49% 5 12.3% 15% 14% 19.2 As can be seen from the tables, the number of students achieving excellent and good grade increases considerably while the ones having below average grade decrease dramatically It means that these activities are very helpful to the teacher as well as students in a speaking lesson PART III: CONCLUSION AND RECOMMENDATION Conclusion Speaking is an important part of second language learning to any learners The ability to communicate in English clearly and efficiently contributes to great success of the learner in school and to far better success later in his life Therefore, it is essential that language teachers pay great attention to helping students develop their speaking skill rather than leading students to pure memorization Teachers should provide students with a rich environment where meaningful communication takes place while teaching any other skill With this aim, various speaking activities can contribute a great deal to students in developing basic interactive skills necessary for life These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them Because I can not avoid some mistakes in my writing, your opinions will be useful for me to perfect it Recommendation To confirm what have been written above and my ideas about the speaking activities to improve the speaking skill of the students, I conclude with these ideas: - Firstly to the students, they should spend much more time at home on acquiring knowledge concerning the speaking topics and enrich their vocabulary regularly 18 - Secondly to the teachers, they should show his students the ways how to speak, what to speak by each lesson - Thirdly to high schools, they should be equipped with modern devices such as projector, audiovisual room etc - Finally, Department of Education and Training should provide high schools with more educational equipment such as tapes, interactional pictures etc Sincerely thank you for your reading and assessment The confirmation of the principle Thanh Hoa, May 25th 2022 I promise not to have copied Signature Hà Thị Lương REFERENCES Engish 11-teacher book (2010) Viet Nam Education Publisher  The English textbook – grade 11 – Education and training publisher  Chaney, A.L., and T.L Burk 1998 Teaching Oral Communication in Grades K-8 Boston: Allyn & Bacon  Richards, JC and TS Rodgers (2001) Language Teaching-”Approaches and Methods in Language Teaching” Cambridge: Cambridge University Press Brown, G and G  Anthonys in Fauziati, The Practice of English Language Teaching London: Longman  Nunan, David (2004) Research Methods in Language Teaching Cambridge: Cambridge University Press  Nunan, D, 2003 Practical English Language Teaching NY: McGraw-Hill  Internet and websites  19 ... techniques to promote grade 11 students of speaking English in speaking lessons (English 11) ” can help students to upgrade the speaking skill and take more interested in speaking English Aims of the... to find out the solutions to help students get over the challenges and succeed in speaking English Applying some teaching techniques to promote grade 11 students of speaking English in speaking. .. to know the profile of students? ?? speaking skill after implementation of applying some teaching techniques Besides it helps to describe the effectiveness of using some techniques in teaching to