SKKN TEACHING ENGLISH DURING COVID 19 USING WEBBASED QUIZIZZ TOOL TO ENCOURAGE EFL 11TH GRADERS TO DO GRAMMAR EXERCISES IN LANGUAGE FOCUS PARTS AT QUY CHAU HIGH SCHOOL

NGHE AN DEPARTMENT OF TRAINING AND EDUCATION QUY CHAU HIGH SCHOOL - - TEACHING EXPERIENCES TOPIC: TEACHING ENGLISH DURING COVID-19: USING WEBBASED QUIZIZZ TOOL TO ENCOURAGE EFL 11TH GRADERS TO DO GRAMMAR EXERCISES IN LANGUAGE FOCUS PARTS AT QUY CHAU HIGH SCHOOL Subject: English Researcher : Nguyen Ba Huong Group: Literature - Foreign Languages Phone number: 0977531178 Quy Chau, 2022 TABLE OF CONTENTS CONTENTS PAGE CHAPTER I: INTRODUCTION 1.1 Reasons for the study 1.2 Aims and Objectives 1.3 Research Questions 1.4 Research approach 1.5 Scope of the study 1.6 New features in the study’s result CHAPTER II: LITERATURE REVIEW 2.1 Grammatical Competence 2.1.1 Grammar 2.1.2 Competence 2.1.3 Grammatical Competence 2.1.4 Strategies for Teaching Grammar 2.2 Quizizz application 2.2.1 Definition Quizizz Tool 2.2.2 Purpose of Quizizz Tool 2.2.3 The Implementing of Quizizz Tool CHAPTER IIII: RESEARCH METHODOLOGY 3.1 Research questions 3.2 Research approach: Action research 3.3 Research context 3.4 Data Collection instruments 3.4.1 Tests 3.4.2 Interview 13 3.5 Date collection procedure 13 3.6 Data Analysis 38 3.7 Summary 39 CHAPTER IV: DATA ANALYSIS AND DISCUSSION 4.1 Students’ encouragement and result in doing language focus exercises after the intervention 41 4.2 The result of students’ ideas about using Web-based Quizizz Tool in lessons 43 4.3 Discussion 44 CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion 46 Suggestion 46 REFERENCES APPENDICES CHAPTER I INTRODUCTION This chapter consists of six sections which involve the reason of the study, aim and objectives, research questions, research approach, scope of the study, and new features in the study’s result 1.1 Reason for the study Since early year 2020, when WHO declared coronavirus pandemic, Government of many countries moved to make policies that enable them to control the pandemic, many restrictions were put in place, international travel was suspended, Education sector and other service sectors were disrupted and Vietnam was not shield for these problems To this end Nghe An Province implemented many policies to cope with these difficulties such as applying the official letter 4040 promulgated by ministry of Education and Training on September 16th, 2021, guiding to build the Teaching Plan responding to the pandemic, consequently, promulgated by people’s committee of Nghe An on September 17th 2021 and holding online workshop for teaching and applying Web-tools in teaching online Like many schools in Nghe An Provice, Quy Chau High School has been applying both teaching forms: online and offline However, teachers meets many difficulties It was noticed that many students live in remote and mountainous areas, they can not finish homework on time because of long distance from their accomodation to school Thus, teaching offline became difficult and many occasions were interrupted, which affects teaching process Moreover, some family prevents their children from coming back to their school due to fear of Covid-19 pandemic spread, this resulted to unable to assign teachers directly to all students Meanwhile, in an effort to achieve education for all and carry out online study effectively, local council committee was able to install internet connectivity throughout the locality, it was also discovered that families have either of the computer gadgets that enables online study such as computers, smartphones and ipads In addition, students are eager to keen on this technology aided way of studying I think that if teachers make use of the trend effectively, teachersstudents interaction will be enhanced and students assignments can be assigned to students easily It is designed that students will both their exercises effectively and respond the covid-19 pendemic, the writer proposes “Teaching English during Covid-19: Using Web-based Quizizz Tool to encourage EFL 11th graders to grammar exercises in language focus parts at Quy Chau High School” for this study 1.2 Aims and Objectives This research is aimed at: a Exploring the encouragement of EFL 11th graders in using Web-based Quizizz Tool to grammar exercies in language focus parts at Quy Chau High School b Investigating the students’ opinions on using Web-based Quizizz Tool during Covid-19 pandemic 1.3 Research Questions The study formulates the research questions as follows: a To what extent does using Web-based Quizizz Tool encourage EFL 11th graders to grammar exercises in language focus parts? b What are the students’ opinions on using Web-based Quizizz Tool during Covid19 pandemic ? 1.4 Research approach The study adopts action research approach in which Web-based Quizizz Tool was applied with a view to encourage the students to exercises in language focus parts The data analysis was both quantitative and qualitative to seek answers to the research questions 1.5 Scope of the study With the goal mentioned above, the study focuses on the teachers’ using Web-based Quizizz Tool as a means to encourage the students to exercises Therefore, the researcher makes an attempt to investigate how using Web-based Quizizz Tool is used in doing grammar exercises in language focus parts, the problems students faced, and the solutions were taken by teachers to handle these problems In terms of participants, the study is carried out on the EFL 11th graders’ students at Quy Chau High School These students are at a low level and have just studied English for six years 1.6 New features in the study’s result It is expected that the result of the study will give significant contribution for the teachers, the students, the researchers and also the institutions Teachers This study is expected that the result will give contribution to the teacher to vary their students ways in giving the students assignments Teachers can apply the Web-based Quizizz Tool and encourage the students to exercises in language focus parts Hopefully by using this Web-based Quizizz Tool in doing homework assignments that the students can really know the benefits of Web Tools 2 Students The study is also expected that the students can find more interesting ways to exercises Then, the students can be encouraged to imbibe the habit of self-study and ability to use Web Tools Therefore, I think it can help them to perform well and achieve higher results Researcher It is expected that the results give some knowledge an exprerience for the researcher in design and give students exercises, especially in doing homework assignments through Web-Quizizz Tools It is also can be used as new reference about media in teaching learning process especially in doing exercises at home Institution Web-Quizizz Tool is media tool in teaching and learning process that can be used not only to encourage students to complete homework assignment but also can be used in testing If the implementation of webquest media is running well, it can improve the achievement of the institution among other institutions CHAPTER II LITERATURE REVIEW 2.1 Grammatical Competence 2.1.1 Grammar Grammar is a component that has an essential role in a language It is claimed as the heart of a language since it provides the grammatical structures to produce correct and meaningful language However, the definition of grammar is still a controversial topic in the history of linguistics and language teaching Language experts have different perspectives in explaining grammar Weaver (1996) postulates grammar as the way to describe the syntax of a language In addition, Chierchia and Ginet (2000) state that grammar as a theoretical tool and organization that form the good sentence of the language It is also supported by the argument that claims grammar as a set of rules of a language to change the words to new formations and governs the connection of the words in the sentence level (Brown, 2001; Coffin & North, 2013; Harmer, 2001; Thornburry, 1999) These opinions limit the grammar definition on the word-formation It does not include the aspects of sounds, pronunciation, and contextual use in using grammar 2.1.2 Competence Competence is an ability acquired by someone to great result of his work However, several experts define the term of competence in different ways Pianda (2018) postulates that competence is a set of characters owned by someone to achieve the effectiveness of his job It is also defined as the skill acquired by someone after the process of long learning or education (Jamal, 2009; Piet & Suhertian, 2003) Meanwhile, Mulyasa (2004) states that competence is the combination of knowledge, skills, values, and behavior reflected on habits of thinking and action It also includes the elements of understanding, attitude, and interest (Gordon, 2009) In a similar manner, Sinamo (2010) claims that competence is the process of getting knowledge and skills to a certain job in great ways Although there are many views about competence, it should be admitted that someone cannot have a competence in any field without getting knowledge, skills, understanding, values, interest, and experience through a learning process Therefore, competence is the ability that consists of knowledge, skills, understanding, values, interest, and attitude acquired through education 2.1.3 Grammatical Competence Linguistic scholars claim that grammatical competence is necessary for language learners to achieve communicative competence In several models of communicative competence, it is included as the prominent element Due to the importance of grammatical competence, grammar lesson still remains as an important issue in language learning and prominent in foreign language coursebooks and classroom practices (Ur, 2011) However, scholars have different views about the concept of grammatical competence Skehan (1998) defines grammatical competence as the language users’ knowledge about the structure of the language Meanwhile, the ability of language users to practice their language knowledge in the real situation as grammatical performance On the other hand, grammatical competence is defined as the knowledge about the structure of a language including phonology, lexicon, syntax, semantics, and the ability to practice that knowledge for communicative purposes (Bachman, 1990; Canale & Swain, 1980; Celce-Murcia et al, 1995; Larsen-Freeman, 2003; Richards, 2006; Savignon, 1997) This opinion views that grammatical competence is the product of having grammatical knowledge It also can be observed that mostly the students’ with good grammatical competence have good grammatical knowledge Therefore, it can be inferred that grammatical competence covers the aspect of knowledge and ability in using grammar 2.1.4 Strategies for Teaching Grammar There are several strategies proposed by linguistic scholars for teaching grammar The first strategy is the old and traditional ways in teaching grammar, namely deductive and inductive (Thornburry, 1999) Deductive strategy is the way to teach grammar from rules It is also called Top-down processing This strategy is similar with grammar translation method where the teachers start from the explanation of the rules to the example of grammar in communication use The second strategy that can be used by English teachers to teach grammar is functional-notional approach (Finnocchiaro & Brumfit, 1983) It is the way to teach the grammar based on what the students need in their daily communication The purpose of this method is to enable the students use the grammar in their daily life for communicative purposes The third strategy is teaching grammar through situational context (Nunan, 1998) In this technique, teachers should set the situation by providing tools, pictures, videos, and other media to create a meaningful situation The Fourth strategy is teaching grammar through stories In this method, the teachers provide the students with texts, dialogues, short stories, and other texts After showing the stories, the teachers lead the students to analyze the features of grammar found in the stories such as simple present tense or simple past tense through the verbs used in the stories The fifth strategy is teaching grammar through songs and poems Likewise teaching grammar through stories, teaching grammar through songs and poems Sample application 10: Unit 15 – Space Conquest – Language Focus (page.176, 177) Objectives: Help students realise could, couldn't or was/were (not) able to and tag questions through exercises in language focus Quiz: Fill-in-the-Blank Time limited: 15 minutes Preparation: - Teacher: Prepare 15 questions related to the exercises in unit 15 through the quiz Fill-in the-Bank - Students: Review could, couldn't or was/were (not) able to and tag questions and complete the exercises - Exercises: Exercise Complete the sentences, using could, couldn’t or was/were (not) able to Laura had hurt her leg and walk very well Sue wasn't at home when I phoned but I contact her at her office I looked very carefully and I see a figure in the distance I wanted to buy some tomatoes The first shop I went to didn’t have any but I get some in the next shop My grandmother loved music She play the piano very well Exercise Read the situation and write a sentence with a tag question In each situation you are asking your friend to agree with you You’re with a friend outside a restaurant You're looking at the prices, which are very high ⟶ What you say? (expensive) It You’ve just come out of the cinema with a friend You really enjoyed the film What you say to your friend? (great) ⟶ The film ? You and a friend are listening to a woman singing You like her voice very much What you say to your friend? (a lovely voice) ⟶ She _? You are trying on a jacket You look in the mirror and you don’t like what you see What you say to your friend? (not/look/ Very good ) 37 ⟶ It _? Your friend's hair is much shorter than when you last met What you say to her/ him? (have/ your hair/ cut) ⟶ You _? Exercise Mark and Jenny were showing some farnily photographs to a friend Here are some of the questions that were asked Complete the questions by adding the tag questions That's a lovely picture of Sally She looks just like Mary, _? I think you’ve seen this one before, _? This photograph was taken in Scotland, _? We took this on holiday, _? We’ll go there again next year, _? - Suggested answer: Exercise 1 couldn’t/ wasn't able to was able to was able to could/ was able to could/ was able to Exercise 1 It is (very) expensive, isn't it? The film was great, wasn’t it? She has a lovely voice, doesn't she? It doesn't look very good, does it? You have had your hair cut, haven't you? Exercise 1 That's a lovely picture of Sally She looks just like Mary, doesn't she? I think you’ve seen this one before, haven't you? This photograph was taken in Scotland, wasn't it? We took this on holiday, didn't we? We’ll go there again next year, won't we? 38 Figure 3.10 Unit 15 – Space Conquest Name Value Game Started On Wed 30 Mar 2022,02:09 PM Game Type Homework Participants 30 Total Attempts 30 Class Accuracy 90% Game Ends On Thu 31 Mar 2022,04:12 PM The step three is the post-test, this test is similar to the pre-test, but conducted after the intervention It also has two parts This test is devided into parts The first part consists of constructed-response exercises and the second test consists of selected-response exercises Both these two kinds of exercises related to the grammar from unit to unit 15 The step four is interview The writer interviews the students to find out their opinions about using Web-based Quizizz Tool through 10 lessons from language focus of unit to unit 15, the opinions including easiness, preference of using 39 Quizizz, teachers’ role in designing assignments, problems students face and benefits that Quizizz to bring to them during Covid-19 pandemic 3.6 Data Analysis The data collected to seek answers to the two research questions were analyzed both quantitatively and qualitatively Quantitative analysis was done for the tests (pre-test and post-test) and qualitative analysis was done for the interview Ten students’ responses questions in the interview were qualitatively analyzed in order to collect the data about encouragement in using Web-based Quizizz Tool to language focus exercises The interview questions are presented bellow No Questions Do you find easy to apply Web-based Quizizz Tool to exercises? Why? Do you prefer doing exercises on Web-based Quizizz Tool to on paper sheet? How you assess about the teacher’s role while you are doing exercises on Web-based Quizizz Tool? What problems are you facing when using Web-based Quizizz Tool? Does Web-based Quizizz Tool help you to language focus exercises during Covid-19 Pandemic? 3.7 Summary In this chapter the writer presented the research method based on action research Firstly, the writer provided a pre-test to get the data through the checklist to check how many bands students can get according to the test related grammar exercises from unit to unit Secondly, the writer taught 10 classes using Web-based Quizizz Tool in order to check how much they improved compared with the bands they got before applying Web-based Tool The students’ result in both pre-test and post-test was scored by using Paired Samples T-test Application Finally, students were interviewed to focus on open-ended questions in which students have to express their opinions in 10 lessons applied Web-based Quizizz Tool 40 CHAPTER IV DATA ANALYSIS AND DISCUSSION This part presents and discusses data description and data analysis 4.1 Students’ encouragement and result in doing language focus exercises after the intervention In this part, the writer analyzes and reports the result of the pre-test and post-test to 30 students in order to decide whether the students’ result of doing exercises were improved or not after the application of 10 lessons of using Web-based Quizizz Tool This improvement was considered in two results: Pre-test and post-test Points of these two tests are shown in the following tables The score of the tests are calculated on a 10-point scale Table 4.1 Bands of Pre-test and Post-test No Name Pre-test Post-test S1 S2 S3 S4 S5 S6 S7 8 S8 S9 10 S10 11 S11 12 S12 10 13 S13 14 S14 15 S15 41 16 S16 17 S17 18 S18 19 S19 20 S20 21 S21 22 S22 10 23 S23 24 S24 25 S25 26 S26 27 S27 28 S28 29 S29 30 S30 In order to compare the improvement after using quizizz tool, the writer applied Paired Samples T-test application to find out the different value of pre-test and post-test by syntax: menu Analyze -> Compare means -> Paired-samples T-test, in which:  Mean: The average difference between the two variables  Standard deviation: The standard deviation of the difference scores  Standard error mean: The standard error (standard deviation divided by the square root of the sample size) Used in computing both the test statistic and the upper and lower bounds of the confidence interval  t: The test statistic (denoted t) for the paired T test  df: The degrees of freedom for this test  Sig (2-tailed): The p-value corresponding to the given test statistic t with degrees of freedom df 42 The data is shown bellow: Table 4.2 The total bands of pre-test and post-test Paired Samples Statistics Mean Std Deviation N Std Error Mean Pre-test 4,2333 30 ,77385 ,14129 Post-test 5,5667 30 ,77385 ,14129 Paired Samples Test Paired Differences Std Std Mean Deviatio Error n Mean 95% Confidence Interval of the Difference Lower Pre-test-Posttest -1,33333 ,47946 t df Sig (2tailed) Upper ,08754 -1,51237 -1,15430 -15,232 29 ,000 As we can see in the mean column in table Paired Samples Statistics, the average pretest value is 4,2333, posttest is 5,5667 Obviously posttest has a higher index And the table Paired Samples Test shows that the last column of sig tail valued at 0,000