(Skkn mới nhất) enhancing 10th graders’ speaking skill through the implementation of scaffolding strategies

sa ng ki en TABLE OF CONTENTS ki nh ng hi em I- INTRODUCTION Rationale w Aims of the study n lo Objects of the study ad th Methods of the study yj uy Schedule ip II- CONTENTS OF THE STUDY la Theoretical background lu an Practical background va n Using scaffolding strategies in teaching speaking ll fu Results of applying scaffolding strategies in speaking lessons …………… 43 oi m III- CONCLUSION……………………………………………………………………………50 nh REFERENCES 51 at APPENDIX……………………………………………………………………………… 52 z z vb k jm ht m co l gm sa ng ki en I INTRODUCTION ki nh Rationale for the Study ng Regarded as an international language, English is spoken in most parts of the world and is considered the principle means of communication among the trade, diplomatic, and airline communities English has been a compulsory subject among Vietnamese students for many years Teaching English in Vietnam will help our students take advantage of globalization, and teachers are always seeking ways to improve their techniques for more effective lesson plans and higher cognitive retention among their students at all levels As teachers of English at a high school, the authors constantly face the many problems inherent in helping students absorb and apply a foreign language Of primary importance is teaching speaking skills, which is a topic of much debate among researchers hi em w n lo ad th yj uy ip In fact, speaking is an essential skill in both the first language and the second language Moreover, it is a means of planned and organized thought expressions However, it is considered the most challenging language skills due to its complexity and high requirement of language means Although there is an increased attention to the field of teaching and learning English language speaking, it still tends to be a neglected area in English language teaching at high school level in Vietnam One reason for this negligence may be the fact that most examinations in English merely test the students‘ grammar and referenced norms Moreover, that little time and efforts are spent on teaching and learning speaking leads to Vietnamese high school students‘ unsatisfactory results in speaking These low results are due to numerous factors including students‘ lack background knowledge and low language competence As a matter of fact, although many learners are very good at doing exercises in structural forms, they can hardly communicate with others Therefore, it is beneficial to give some perspective techniques for teaching speaking in order to improve their speaking abilities la an lu n va ll fu oi m at nh z z vb k jm ht m co Realizing the benefits and dispensable role of scaffolding in teaching English in general and in teaching speaking in particular, as teachers of English at Ha Huy Tap l gm The role of teachers, besides other objective factors, is very important in helping students to express their ideas in spoken forms successfully In the class, teachers can supply them with appropriate guide and support in fulfilling the speaking tasks Teachers, in fact, give their students some kinds of these guide and support, which is termed ―scaffolding‖, in their teaching Scaffolding is used in a very wide range in teaching all language skills Even when some teachers are not familiar with this term, they are using the techniques and strategies unconsciously Actually, scaffolding is necessary to assist students in achieving higher- level of thinking than what they would if they were working alone, to solve the problems of ideas stuck, vocabulary limitation and to raise the students‘ interest in learning writing sa ng ki en ki high school, we would like to something with the hope of improving students‘ speaking skills Therefore, the study title goes as “Enhancing 10th graders’ speaking skill through the implementation of scaffolding strategies” nh ng hi In this paper, the authors demonstrated the use of scaffolding techniques, and examined their effectiveness in opening the textbook‘s content ( TIENG ANH 10 – GLOBAL SUCCESS) in such a way as to increase 10th grade students‘ motivation to read and enjoy English Teacher observations and student surveys were collected to determine the effectiveness of using these new techniques The results of this research yielded a new plan for using various kinds of scaffolding to help teachers with teaching speaking It is hoped that using scaffolding will be an effective technique to enhance students‘ speaking competence em w n lo ad th yj uy Aims of the study ip Focusing on the importance of student participation and enjoyment in speaking lessons, this study aims at examining the use of scaffolding for 10 th graders in speaking lessons at Ha Huy Tap High school la an lu These are three objectives of the study: va n - To discover the urgency and feasibility of the scafolding strategies to enhance students‘ speaking skill ll fu oi m - To investigate the effectiveness of using scaffolding strategies during speaking lessons nh at - To find out students and teachers‘ attitudes towards using scaffolding strategies in speaking lessons and give some recommendations z z vb Objects of the study ht k jm The research scope includes the three classes, namely class 10D1,10D and class 10T1 at Ha Huy Tap High School, Nghe An province They are selected to be the participants of the study, all of them have fulfilled English text book in the previous school year This study illustrates the findings of an action research developing scaffolding in teaching speaking It is conducted at Ha Huy Tap High school in Vinh city with secondary students The instruments for data collection are journal, oral interviews, questionnaires, and video recordings Scaffolding could be developed by means of cooperative work in order to achieve common interests and support each other Furthermore, students also are expected to display self-regulation by learning strategies, as well as enhance intrinsic motivation in order to achieve leaning goals In order to this kind of action research, we must make some attempt to foster autonomy among the learners we work with In doing so we will frequently find ourselves in a position where we are able, through careful observation and analysis m co l gm Method of the study sa ng ki en of empirical data, to contribute to theory ki nh Schedule ng In order to evaluate the practicality and validity of scaffolding in improving students‘ speaking skill, we would follow the subsequent steps: hi em a Before applying this method: - Interview students to give their timetable doing tasks by themselves w n - Ask students that have they ever make target to acquire in the near future lo ad - Have a speaking test to diagnose students‘ abilities th b While applying this method: yj ip c After applying this method: uy - Give scaffolding strategies in speaking lessons la an lu - Re-ask the initial questions to see the advancement as well as the progress after using the strategies n va ll fu oi m at nh z z vb k jm ht m co l gm sa ng ki en II CONTENTS OF THE STUDY ki nh Theoretical Background ng 1.1.The definition of scaffolding The term ―scaffolding‖ has become a core topic in education through teachers‘ realization of the importance of the support they are supposed to provide to the students so as to make the tasks easier for students Though scaffolding, as a teaching strategy, has been adopted by teachers for decades, it has recently got more recognition as an instructional strategy incorporated in the teaching and learning process so as to increase and enhance students‘ translation performance According to Pea (2004), scaffolding is a term used in education to describe a set of teaching techniques that are utilized to direct students towards a deeper understanding and, ultimately, greater independence in the learning process The supporting techniques are removed afterwards so as to enable students to work on their own hi em w n lo ad th yj uy ip la an lu Scaffolding, according to Belland (2013), aims at ensuring that the student would take partial responsibility for carrying out the tasks assign Scaffolding is perceived as the strategy used by the teachers to facilitate learners‘ transition from assisted to independent performance (Vygotsky, [18]).Wood, Bruner and Ross (1976, p.90) define scaffolding as ―A process that enables a child or a novice to solve problem, carry out a task, or achieve a goal which would be beyond his unassisted efforts‖ In other words, scaffolding steps help a learner to concentrate on the difficult skill she is in the process of requiring Gordon Wells (1999, p.127) referred scaffolding as ―a way of operationalizing Vygotsky‘s concept of working in the zone of proximal development‖ Mercer and Fisher (1993, as cited in Wells, 1999) also view the ZPD characteristic of transfer of responsibility for the task to the students as the major goal of scaffolding in teaching In general, such view of scaffolding is highly consistent with the definition of ZPD provided by Vygotsky (1978) and emphasized the collaboration between the teacher and the learner in coconstruction of knowledge and skill in the former In a wide sense, scaffolding has been interpreted as ―a form of support for the development and learning of children and young people‖ (Rasmussen, 2001, pp.570) and as the way that ―teachers or peers supply students with the tools they need in order to learn‖ (Jacobs 2001, pp.125) n va ll fu oi m at nh z z vb k jm ht m co The main goal of scaffolding strategy in teaching speaking is to help students to be independent in completing tasks Another necessary thing that should be concerned is the effectiveness of scaffolding strategy used by teachers Vygotsky in Byrnes [3] suggests three characteristics First, teachers need to be much aware not to be dominating for assistance within a long time, at the consideration to make students can work on their own Based on the first step of scaffolding, he reminds for only l gm 1.2 Scaffolding in Teaching Speaking sa ng ki en ki giving some clues to lead the students to think and to the work creatively On the other words, teachers may give hints as initial performance when a student gets off track, then let them complete it all Second, the instruction-level should always be within the zone of proximal development but still challenge them to enhance their knowledge That is the way to mineralized under pressure Lastly, teachers must keep on scientific concepts in teaching to avoid them from falling back to their earthy conceptions of the knowledge nh ng hi em w Scaffolding strategies n lo Educational scaffolding, according to Van de Pol, Volman, and Beishuizen (2010), may refer to teachers‘ utilization of some given methods to assist students in the filling of a cognitive gap or to achieve progress in learning On their part, teachers develop these strategies in the light of the initial level of competence that students demonstrate Then, they, i.e teachers provide continuous feedback as the learning task progresses It is reported that teachers resort to the use of a variety of scaffolding strategies that assist students‘ learning The specification of teachers‘ use of the scaffolding strategies is the satisfactory assimilation of the context wherein the strategies are tested for use ad th yj uy ip la an lu n va 1.3.1 Modeling fu ll The first phase is modeling with verbal commentary Modeling is generally the first step in instructional scaffolding According to Hogan and Pressley states defined it as ―teaching behavior that show how one should feel, think or act within 38 a give situation‖ there are three types of modeling ―think sloud, talk aloud modeling and performance modeling In addition, it is extremely important for the instructor as teacher to offer explanations, which should be explicit statements adjusted to for the learners‘ emerging understanding about what is being learned, why and when it is used and how it used It means that the teacher as instructor show the first example in teaching and learning oi m at nh z z vb k jm ht The third phase is the period when the instructor begins to remove his scaffolding he offers progressively less assistance and feedback to his students as they begin to mastery new content and process 1.3.4 Achieving m 1.3.3 Removing co In this phase, students imitate of the skill they have seen modeled by the teacher, including the commentary Having observed their teacher‘s model, the students begin guide practiced by performing part of the task independently The teacher assist his or her students with their early practice on speaking and continuously assesses their learning During this phase, the instructor most constantly asses student understanding and offer frequent assistance and feedback l gm 1.3.2 Imitating sa ng ki en ki In this final phase, the students have achieved an expert level of mastery, they can perform the new task without any help from their instruction/teacher Supporting to Vygotsky‘s idea, Wood D Mildthon states that the scaffolding strategy consists of teaching speaking skill by engaging students collaboratively in task that would be too difficult for them to complete on their own nh ng hi em Practical background w 2.1 An overview of Ha Huy Tap high school n Ha Huy Tap upper secondary school is situated in Vinh city, Nghe An province Ha Huy Tap has an enthusiastic and experienced team of teachers, administrators, and support staff For nearly 50 years, the school has developed an excellent reputation in the community, and among the leaders in the provincial department of education and training At present, there are 44 classes with over 1600 students, divided into three different levels: 10th, 11th, and 12th grades lo ad th yj uy ip la The school‘s board of directors have always encouraged and supported the teaching and learning of the English Language at our school The classrooms are well-equipped with modern facilities for learning English, such as computers and projectors There are two specialized rooms where English learners can develop their language skills more effectively an lu n va ll fu oi m However, there are many problems which need to be solved: The books and materials for students in the library are limited Additionally, the students have few opportunities to practice English with native speakers - vital to anyone trying to improve their verbal communication skills at nh z z 2.2 Teachers vb k jm ht In Ha Huy Tap upper secondary school, there are fourteen teachers of English, aged thirty to forty-five All of them have University Bachelor Degrees, and they have a variety of experiences teaching English in classroom settings The teacher with the most experience has nearly twenty-five years in the classroom, while our least experienced teacher has ten years As teachers in city centre, they have opportunities to upgrade their teaching skills, and the school have some resources to provide them with modern teaching aids and materials to help their work There is an atmosphere of collegiality and support among the faculty and administrators, and we often share our teaching experiences in the hope that we can learn from each other There is always room for improvement, and we strive to make ourselves more effective professionals m co Most of the students in Ha Huy Tap Upper Secondary School are living in the city —where they have enough modern facilities for learning Our students are required to study 13 compulsory subjects, so they spend little time learning English, and their verbal skills are weak However, there are some visible findings Though they have been studying English for many years, their focus has l gm 2.3 Students sa ng ki en ki been on learning syntax and grammar so they can pass regular examinations Although they know it is important to learn English in the modern life, they find it hard to communicate in English In each class, there are only a few students really learning English—and it is those few who are interested in learning it! The majority of the students usually forget most the things they have learned as soon as their testing period is over Once the students lose their motivation for learning, the quality of their classroom experience rapidly declines nh ng hi em w 2.4 The English Language syllabus n lo Our school‘s 10th Grade English Language textbook ― Tieng Anh 10‖ (Global Success) It is a traditional textbook structured with a priority towards theme-based or topic-based learning models The textbook has desirable aims of providing students with a foundational knowledge of numerous fields, a favorable attitude towards the English Language Below are lessons and content of TIENG ANH 10: ad th yj uy ip la GETTING STARTED contains a menu listing and the skills taught in the unit, a conversation introducing the overall topic of the unit, some topic-related vocabulary and the main grammar points, a number of activities to check‘s students‘ comprehension and provide practice of the teaching points in this section an lu n va ll fu LANGUAGE includes Vocabulary, Pronunciation as well as Grammar Vocabulary give in- depth practice of the words and phrases presented in GETTING STARTED and additional vocabulary for use later in the unit Pronunciation includes aspects of pronunciation that can be problematic to Vietnamese students such as sound clusters, weak form, stress patterns and intonation Grammar introduces and practices the main grammar points in focus They are presented in meaningful contexts and follow the three- stage approach to language teaching oi m at nh z z vb jm ht k SKILLS include Reading, Speaking, Listening and Writing Reading contains a topic- related reading text developed to suit students‘ interest and age The vocabulary and grammar points learnt in the previous sections are recycled in the reading text The text also provides an input of language and ideas for students to use in the Speaking, Listening and Writing sub- sections that follow Speaking includes three or four activities which are designed and sequenced in a way that ensures an uninterrupted link between them Listening consists of four or five activities which aim to develop listening skills such as listening for general ideas and/ or listening for specific information Writing guide students through the writing process and focus on the specific text types required by the syllabus m co l gm COMMUNICATION AND CULTURE includes sub-sections Communication provides language consolidation and free practice of integrated skills This section recycles what students have learnt in the previous sections and introduces extra vocabulary for extension The activities are less controlled Students are encouraged to express their ideas and opinions freely Culture sa ng ki en ki providing information about the ASEAN countries and English speaking countries around the world connected to the cultural aspects of the unit topic It helps students to broaden their knowledge of the world cultures as well as deepen that of their own Vietnamese culture nh ng hi em LOOKING BACK offers revision and consolidation of the language learnt in the unit w PROJECT is aimed at providing students with an opportunity to apply the language and skills they have learnt throughout the unit to perform a task in real – life situation Students are asked to survey or carry our research to get information about their friends, their neighborhood or to broaden their knowledge about the real world The project activities often involve teamwork which develops team spirit Much of the work for the Project can be done outside of class, at home or during break time n lo ad th yj uy ip la Using scaffolding tasks in teaching speaking: an lu The purpose of teaching and learning English is to enable students to use it communicatively both written and spoken Thus, in every teaching and learning process of English the lecturers have to make sure that the learners learn both structurally and verbally According to Rizal (2011) scaffolding talks are expressions used by the teachers in the classroom to interact or deliver some instructions to his or her students in the classroom This means that the teacher or lecturer in this case tries to help the students to master the speaking skill so that the students can learn independently The lecture will provide the students with such instinctive structures to learn a language Rosalina and Sholihah (2018) also agree that scaffolding talk is an assistance given by the lecturer to enable the students to learn independently and reach the learning target The lecturer also plays an important role to be an educator, a facilitator, and assistant for the students n va ll fu oi m at nh z z vb jm ht k There are several idea collection activities that were used during the research to in speaking lessons as follows Ideas may be single words, phrases, ideas, details, examples, descriptions, feelings, people, situations, etc It is important for the writers to remember that sentences are not required in this activity Students write the ideas on a topic m Most problems are not solved automatically by the first idea that comes to mind One of the best ways to get the solution is brainstorming Brainstorming is a technique of focusing on a particular subject or topic and generating points to make about that topic The important point about brainstorming is that there should be no pressure to be "brilliant." You should simply open your mind and freely jot down all ideas coming to your mind without information limitation – if it comes to mind, write it down! co l gm 3.1.Brainstorming sa ng ki en ki without evaluating themselves and without worrying about putting sentences together Only key words and phrases are important at this stage nh ng The teacher can begin the activity by speaking out or writing leading questions on the blackboard to get students thinking about a topic, or ideas that is under focus This activity works especially well if students work in a team All team members can generate ideas to answer the guiding questions and write down everything that comes to mind to generate a free flow of thought The teacher, then, can randomly call students to tell the class their answers or response to the questions hi em w n lo The teacher may wish to require students to develop the main ideas in more details Part of brainstorming will involve a selection process Therefore, students can return to the list and decide which points they would like to cross off and others they would like to expand on ad th yj uy ip 3.2.Listing la an lu Some people find it difficult to allow their words just to flow out on the page with a free writing activity "Listing" is a technique of brainstorming that can also lead to many ideas that could become good material for a paragraph List making is, for many, a natural activity and makes concrete or tangible ideas that might otherwise remain "slippery" in short-term memory Lists allow you to focus initially on your ideas rather than the shape, form, or organization of those ideas n va ll fu m oi Listing, as the name indicates, simply involves making a list The students will try to generate as many different ideas, details, pieces of evidence or possible approaches to the problem as possible, including even ideas they would not use in the final paper The goal is to list all the information and ideas you have on the topic Jot down a list of phrases or single words you will return to later There are several steps which the students should consider if they carry out the listing activity at nh z z vb jm ht k First, the students should begin this kind of activity with a few blank sheets of paper The second step is to make a list of ideas related to the topic It is noted that the writers can use complete sentences or write a few words or phrases that express the essence of the idea The students not try to put things in order- just get all different thoughts in your head out on the paper, even those that not seem to be useful Therefore, the writers not worry about grammar and spelling at this point, just get their thoughts on the paper 10 m Who? For instance, who are the participants? Who is affected? Who are co These are six basic traditional questions which the teachers can use to help their students explore the topic they are talking about A key to using the journalists' questions is to make them flexible enough to account for the specific details of your topic Below are possible guiding questions that teachers can use to teach students in the pre-speaking phrase l gm 3.3.Journalists’ questions sa ng ki en 0% 0% 35% 65% 0% 0% 15% 85% 0% 0% 10% 90% ki 2.Using graphic organizers such as charts or diagrams in organizing the ideas before speaking nh ng hi em Providing an outline of the related topic w 4.Utilizing scaffolding strategies with every speaking lesson n lo ad th Question was designed to discover how necessary the scaffolding activities are in the speaking lessons When asked about using a video to start a lesson, 60% of teachers said they found that activity very necessary in the speaking lesson, with an additional 35% who indicated that the activity was necessary Only one teacher admitted that it was somewhat necessary 65% of teachers revealed that graphic organizers were very useful techniques in helping students during speaking lessons More than 85% agreed that providing an outline were very necessary, and they should create scaffolding activities in every lesson yj uy ip la an lu n va ll fu After scoring the subjects according to the criteria ( Very necessary: points, Necessary: points, Somewhat necessary: points, not necessary: point), the researchers got the sum of the subjects‘ total score In order to get the mean scores of the results from survey, the researcher used a formula as the following: The mean score of survey = ΣX /N (The form of formula was the total score of the subjects divided by the total of the subjects) The data could be tabulated as follows: oi m at nh z z vb jm ht Statistic Measurements Level k l gm X 3.65 Very necessary 3.85 Very necessary 3.9 Very necessary Providing an outline of the related topic Utilizing scaffolding strategies with every speaking lesson Very necessary m Using graphic organizers such as charts or diagrams in organizing the ideas before speaking 3.55 co Starting the lesson with a video about the topic 44 sa ng ki en ki The results from the above table reinforce the fact that most of the teachers have favorable opinions of scaffolding strategies, and will use them in their speaking lessons in the future Statistical analysis as follows indicates a clear pattern of urgency among teachers who, not only observed a lesson plan utilizing scaffolding strategies, but who utilized them personally in their own classrooms It seems clear from the data above that teachers find that scaffolding strategies are very necessary measurements in teaching speaking nh ng hi em w Question 3: How feasible are these scaffolding activities in teaching speaking? n lo ad th yj uy Starting the lesson with a video about the topic Not feasible Somewhat Feasible Very feasible 0% 0% 15% 85% 0% 15 85% 30% 70% 20% 80% feasible ip la 0% Providing an outline of the related topic 0% 4.Utilizing scaffolding strategies with every speaking lesson 0% an lu Using graphic organizers such as charts or diagrams in organizing the ideas before speaking va n 0% ll fu oi m 0% at nh z z vb As we can see from the table, Question focuses on the feasibility of scaffolding strategies in teaching speaking Results were predicable: when the teachers responded whether they should use these activities during speaking lessons, most of them say ―feasible‖ and ― very feasible‖ The statistical data shows that 85.5% of the teachers expressed that the video and graphic organizers were feasible and they could it in the speaking lessons 70% of the teachers give the opinion that providing an outline was very feasible 80% of the students state that the scaffolding techniques should be applied in every lesson k jm ht m co 45 l gm After scoring the subjects according to the criteria ( Very feasible: points, Feasible : points, Somewhat feasible: points, not feasible: point), the researchers got the sum of the subjects‘ total score In order to get the mean scores of the results from survey, the researcher used a formula as the following: The mean score of survey = ΣX /N (The form of formula was the total score of the subjects divided by the total of the subjects) The data could be tabulated as follows: sa ng ki en Statistic ki nh Measurements Level ng hi em X Starting the lesson with a video about the topic 3.65 w Very necessary n lo Using graphic organizers such as charts or diagrams in organizing the ideas before speaking ad th 3.7 Very necessary 3.8 Very necessary yj 3.85 Very necessary uy Providing an outline of the related topic ip la an lu Utilizing scaffolding strategies with every speaking lesson n va fu ll In summary, the data reveals that these scaffolding activities are very feasible and m oi the teachers have feasibility in designing and applying scaffolding strategies during speaking lessons to make students more motivated to the lessons nh at 4.2 Results of teachers and students’ survey about the attitude towards using the scaffolding strategies in speaking lessons z z vb k jm ht An additional set of data was collected after the researcher had applied scaffolding strategies during the academic year The students were asked to show their attitudes towards scaffolding techniques that the teachers applied in speaking lessons Twenty teachers taking part in this study served as observers while we conducted normal teaching in their classes These five teachers also applied the same lesson plans in another five classes The purpose of this ―double‖ test was to find out whether my colleagues agreed that scaffolding strategies were an effective tool to improve students‘ speaking skill m 46 co The questions included in the survey are shown in Table below: l gm A questionnaire was given to students after the intervention phase to determine students‘ attitudes toward these innovative tools sa ng ki en Questions No Somewhat Do you like using the scaffolding in speaking lessons? 96% 4% 0% Do you think that you understand the lessons better through the scaffolding strategies? 96% 0% 4% 87% 0% 13% 81% 7% 12% ki Yes nh ng hi em w n lo Is it easier to talk about the topic when teachers use scaffolding strategies? ad th yj Do you think we should use scaffolding strategies with every speaking lesson? uy ip As can be seen in the table, 96% of the students enjoyed using scaffolding during speaking lessons The same number revealed that they understood the gist of the lessons better when scaffolding are used Of those students, 87% thought it was easier to talk about the topic, and 81% wanted to use scaffolding with every reading lesson la an lu n va ll fu The following chart presents teachers‘ attitudes towards scaffolding strategies in speaking lessons There were twenty teacher-respondents answering these questionnaires They all attended our class as we conducted the ―experimental‖ lessons Two of them also taught the same lesson plans in their own classes, and they were positively encouraged by the results oi m at nh z z vb jm ht k Teachers can use scaffolding strategies with different topics 80% I find scaffolding effective with teaching speaking 80% Agree m Students can understand lessons easily through the scaffolding Disagree co 80% l Undecided The scaffolding can motivate my students to the speaking lesson gm 100% Teachers’ attitudes towards scaffolding The results from the above table reinforce the fact that most of the teachers have favorable opinions of scaffolding, and will use them in their own speaking lessons in the future They agreed that these are effective techniques and tools that 47 sa ng ki en ki may be used in a variety of speaking exercises Importantly, 80% of the teacherrespondents agreed that scaffolding can be used in speaking lessons Only 20% indicated that they needed more trial experiences before committing to using scaffolding in future lesson plans Statistical analysis indicates a clear pattern of favorability among teachers who, not only observed a lesson plan utilizing scaffolding but who utilized them personally in their own classrooms It seems clear from the data above that both students and teachers alike have favorable opinions of scaffolding (both qualitatively and quantitatively) nh ng hi em w n lo 4.3.Results of students’ tests ad th To investigate the results of the innovation, the data generated by the two groups was analyzed Overall, 40 students were tested, 20 in the experimental group and 20 in the control group The forms of post-test were similar to the pre-test It was in the form of speaking test with the given topic The 40 students participating in this study were given pre-test and posttests (See Appendix 3) in order to gather baseline data scores of the research Pre-test was carried out on the same day for both groups—one day before the interventions began and posttests were conducted after the interventions The results are as follow: yj uy ip la an lu va Control group Experimental group n Posttest Sign C1 4.5 E1 C2 5.5 5.5 E2 C3 E3 C4 6.5 E4 C5 4.5 E5 C6 6.5 6.5 E6 C7 E7 C8 4.5 4.5 E8 C9 E9 C10 4 E10 C11 E11 7.5 C12 8 E12 C13 4.5 E13 6.5 ll Pretest jm fu Sign Pretest Posttest oi m nh at z z vb ht 7.5 k m co l gm 48 sa ng ki E14 6.5 6.5 E15 7.7 6.5 6.5 E16 E17 5.5 6.5 E18 6.5 4.5 E19 7 E20 ki n en C14 nh C15 ng hi C16 em C17 w C18 4.5 C20 lo C19 ad th yj After scoring the subjects pre-test and post-test (See Appendix 3), the researchers got the sum of the subjects‘ total score In order to get the mean scores of the pre-test and post-test, the researcher used a formula as the following: The mean score of test = ΣX /N (The form of formula was the total score of the subjects divided by the total of the subjects) The data of the pre-test and the post-test could be tabulated as follows: uy ip la an lu va oi m 5.3 ll 5.6 5.1 fu 6.9 n nh at Pre-test Post-test z z vb Experimental Group 49 m However, the difference is significant in that of the post-test In the post-test, the mean score for the control group is 5.6 compared with 6.9 for the experimental group This shows the improvement in students‘ ability to speak about the topic after applying scaffolding strategies From the results above, it can be inferred that the innovation with scaffolding strategies utilized in speaking lessons for 10th graders seemed to have improved the speaking proficiency in this class co The first thing indicated clearly from the table is that there were no significant differences between the two groups prior to the inception of the innovation because the mean score of the pre-test results for both groups was 5.1 and 5.3 respectively These results are underwhelming to say the least! This data set proves student‘s comprehensive lack of ability as they try to express about the topic l gm Pre-test and post-test mean scores by the control and experimental groups k Control Group jm ht sa ng ki en III CONCLUSION ki nh This research was conducted with the aim of discovering and confirming the effects that scaffolding strategies have on 10th graders‘ reading comprehension at Ha Huy Tap High school The study mainly dealt with the difficulties students encounter in speaking lessons and how effective scaffolding could be applied to enhance students‘ speaking skills The data analysis revealed that scaffolding strategies are effective strategies which can help students understand and memorize ideas These tools are helpful study guides for most students Several applicable scaffolding strategies are presented, based on various speaking topics designed for high school level readers ng hi em w n lo ad th yj The students showed significant progress throughout the practice speaking lessons in their ability to respond to the speaking lessons through use of the scaffolding strategies From my observation, some talks are more difficult for students to grasp and understand There could be various reasons for this matter The factors that hinder students‘ ability of speaking are their lack of vocabulary, and their inability to organize ideas from irrelevant information Moreover, the complexity of the topics can exert a negative influence too; hence, teachers should look for solutions in order to tackle these types of problems Scaffolding strategies can be very effective tools to assist L2 learners in overcoming some of those difficulties For example, they can be so influential in enhancing their speaking skill with different topics As the data analysis revealed, scaffolding strategies are effective tools to improve L2 learners‘ understanding the topic and also increase their motivation to speak in English Additionally, utilizing scaffolding as a strategy for speaking instruction has proved to be more efficient than other strategies uy ip la an lu n va ll fu oi m at nh z z vb ht k jm During the intervention period, the author noticed the students paid more attention to the speaking lessons and becoming more involved in the process The author also saw improvements in the students‘ quality of work, whether it was written or through discussions By using the scaffolding strategies, the students were able to organize the ideas, allowing them to concentrate on a specific part of the speaking Many students found more confident to present when looking at the information in the scaffolding strategies m co 50 l gm In conclusion, our attempt to inspire my students in developing speaking skill, to ascertain extent, is productive Both in class and outside class, the data showed that the students became more focused, and they put more endeavor into practicing speaking, this is shown through the improvement in their scores on speaking test sa ng ki en REFERENCES ki nh ng Akbari, R., Behzadpoor, F., &Dadvand, B (2009) Development of English language teaching reflection inventory System, 38(2), 211–227 hi Belland, B R 2013 ―Mindtools for argumentation, and their role in promoting ill-structured problem solving‖ In Learning, problem solving, and mind tools: Essays in honor of David H Jonassen, Edited by: Spector, J M., Lockee, B B., Smaldino, S E and Herring, M 229–246 New York, NY: Routledge em w n lo ad Harmer, J (1989) The Practice of English Language Teaching (1st ed.) Longman th yj H.V Van (2019) Tiếng anh 10 (Global Success), Viet Nam Education Publishing House uy ip la N H.Dung (2003), Phương pháp dạy tiếng Anh trường phổ thông, Viet Nam Education Publishing House lu an Pea, R (2004) The social and technological dimensions of scaffolding and related theoretical concepts for learning, education, and human activity Journal of the Learning Sciences, 13, 423-451 n va fu ll Rizal, D (2011) Scaffolding Talks in English Language Teaching Encounter, 2(3), 95-106 oi m nh at Rosalina, I., & Sholihah, I (2018) The Scaffolding Talk Used by English Teacher in English Language Center In THE 4th ENGLISH TEACHING CONFERENCE (p 78) z z vb k jm ht m co l gm 51 sa ng ki en APPENDIX ki nh Link: https://forms.gle/nVD7rSR5WsLLFjG18 ng hi This survey is designed for our teaching innovation entitled “Enhancing 10 th em graders’ speaking skills through the implementation of scaffolding strategies.” Your assistance in completing these items is greatly appreciated You can be confident that your identity will remain confidential throughout the study w n lo ad Thank you very much for your cooperation! th yj uy ip In your opinion, how necessary are scaffolding strategies in motivating students in speaking lessons? an lu b Somewhat necessary la a Not necessary va n c Necessary fu ll d Very necessary m oi Here are some scaffolding activities designed to motivate students during speaking lessons Please check which category box you feel is most useful for your teaching style Necessary z Very necessary vb Necessary z k jm ht Starting the lesson with a video about the topic Somewhat at nh Not necessary m co l gm 2.Using graphic organizers such as charts or diagrams in organizing the ideas before speaking Providing an outline of the related topic 4.Utilizing scaffolding strategies with every speaking lesson In your opinion, how useful are these scaffolding activities during your speaking lessons? Please tick in the appreciate box according to the FEASIBILITY you assess 52 sa ng ki en ki nh Not Somewhat feasible feasible Feasible Very Feasible ng hi Starting the lesson by a video about the topic em 2.Using graphic organizers such as charts or diagrams in organizing the ideas before speaking w n lo ad th Providing an outline of the related topic yj uy ip la 4.Utilizing scaffolding strategies with every speaking lesson an lu n va ll fu oi m at nh z z vb k jm ht m co l gm 53 sa ng ki en APPENDIX ki nh QUESTIONNAIRE FOR STUDENTS ng This questionnaire is designed for our teaching innovation entitled “Enhancing 10th graders’ speaking skills through the implementation of scaffolding strategies.” Your assistance in completing the items is greatly appreciated You can be confident that you will not be identified in any discussion of the study hi em w Thank you very much for your cooperation! n PERSONAL INFORMATION lo I ad Name: (optional)………………………………………………………… th yj Emai: ………………………………………………………………………… la QUESTIONS: Female: ip II Male: uy Gender: Yes Somewhat an lu Do you like using the scaffolding in speaking lessons? No n va fu ll Do you think that you understand the lessons better through the scaffolding strategies? oi m No z Somewhat at nh Yes z vb Yes Somewhat No k jm ht Is it easier to talk about the topic when teachers use scaffolding strategies? m Somewhat co Yes l gm Do you think it is necessary for teachers to use scaffolding strategies with every speaking lesson? No 54 sa ng ki en APPENDIX ki nh PRE -TEST ng Describe a polluted place you visited hi em You should say: ● What the place is w ● What type of pollution it is/ are n ● Cause and effect of pollution lo ad And explain how this pollution can be controlled th Follow-up questions: yj uy What you think is the most dangerous environmental problem? ip What are the reasons for such problems? la an lu What have people done to deal with the problem? Do you think we should use plastic products? n va ll fu oi m at nh z z vb k jm ht m co l gm 55 sa ng ki en POST -TEST ki nh Describe a volunteering experience you have had ng You should say: hi em ● When it was ● Where it was w ● Why you volunteered n lo And explain how you felt ad Follow-up questions: th What personalities and qualities are required for being a volunteer? yj uy Do you think people nowadays should volunteer more? ip How does modern technologies assist volunteers and volunteering experiences? la an lu Is volunteering worth the time it takes? n va ll fu oi m at nh z z vb k jm ht m co l gm 56 sa ng ki en Appendix ki nh Scoring Rubric of Speaking Performance ng Categories The Criteria of scoring The student makes no mistakes in speaking and it is acceptable The student sometimes makes some mistakes but it does not influence the meaning hi Scores em Grammar w n lo ad th The student often makes grammar mistake that influence of meaning yj uy The student makes a lot of grammar mistakes that block the meaning and often rearrange the sentence ip la The student has bad grammar mistake so it becomes so hard to understand an The student can express and understand the monologue well and the content is clear The student comprehends the monologue in all although there is repeating in certain part The student comprehends the monologue but there are some repetition n va Comprehension lu ll fu oi m at nh z z The student is difficult to follow what he/she said l gm The student‘s fluency is having a little disruption by language problem m co The student is able to continue speech without too much hesitation k jm Fluency The student does not comprehend although in simple monologue ht vb The student makes a lot of mistake in language problem Pronunciation The student often doubts and stops because of limited language The student often breaks off and stops while doing a monologue Has few trace of foreign language Always intelligible, thought one is conscious of a definite 57 sa ng ki en accent ki nh Pronunciation problem necessities concentrated listening and occasionally lead to misunderstanding Very hard to understand because of pronunciation problem, most frequently be asked to repeat ng hi em w Pronunciation problem to serve as to make speech virtually unintelligible n lo Vocabulary ad Use of vocabulary and idioms is virtually that of native speaker th Sometimes uses inappropriate terms and must rephrases ideas because of lexical and equities Frequently uses the wrong words conversion somewhat limited because of inadequate vocabulary Misuse of words and very limited vocabulary makes comprehension quite difficult yj uy ip la an lu va n Vocabulary limitation so extreme as to make conversation virtually impossible ll fu oi m at nh z z vb k jm ht m co l gm 58