(Skkn mới nhất) some suggested activities to hold english speaking clubs for the 10th and 11th grade students at quynh luu 1 high school

sa ng ki en ki NGHE AN DEPARTMENT OF EDUCATION AND TRAINING nh ng QUYNH LUU HIGH SCHOOL hi em w n lo ad th yj uy ip la an lu n va TEACHING EXPERIENCE ll fu oi m SOME SUGGESTED ACTIVITIES TO HOLD ENGLISH-SPEAKING CLUBS FOR THE 10TH AND 11TH GRADE STUDENTS AT QUYNH LUU HIGH SCHOOL at nh z z vb Field: English k jm ht m co l gm sa ng ki en ki TABLE OF CONTENTS nh PART I: INTRODUCTION ng hi Reasons for Choosing the topic em Aims of the topic PART II: DEVELOPMENT w CHAPTER 1: THEORERICAL BACKGROUND n lo Factors that Cause Speaking difficulties to Language Learners ad th Theoretical Solutions to the Problems yj Definition of English Clubs uy Benefits of English Clubs ip la CHAPTER 2: PRACTICAL BACKGROUND an lu The Real Situation of teaching and learning English Speaking Skill at Quynh Luu high school va n The Survey and its Results fu ll 2.1 Description of the Survey: m oi 2.2 Results of the Survey: nh CHAPTER 3: FINDING THE SOLUTIONS 10 at z Several recommendations for preparing an English Speaking Club 10 z vb Some Suggested Activities to hold English-Speaking clubs for high school students 10 jm ht 2.1 English - Speaking clubs based on Holidays or Festivals 10 k 2.1.3 Sample activity 3: Picture description and drawing (Mid-autumn festival, Tet holiday…) 13 2.2 English clubs based on some specific topics of the lessons: 15 2.2.1 Sample activity 1: Unit 2: Humans and The environment (English 10Global success) 15 2.2.2 Sample activity 2: Unit 3: Music (English 10- Global success ) 17 2.2.3 Sample activity 3: Unit 9- Protecting the Environment (English 10 Global success) 19 om 2.1.2 Sample activity 2: Story-telling (Tet holiday, Halloween…) 12 l.c gm 2.1.1 Sample activity 1: Cosplay (Halloween/ Christmas/Mid-Autumn festival….) 10 sa ng ki en 2.2.4 Sample activity 4: Unit 2: Relationships (English 11) 20 ki nh 2.2.5 Sample Activity 4: Unit 4- Caring for those in need (English 11) 25 ng CHAPTER 4: SURVEY ON THE URGENCY AND FEASIBILITY OF THE SUGGESTED ACTIVITIES TO HOLD ENGLISH-SPEAKING CLUBS 28 hi em Aim of the survey 28 w Description of the Survey on the Urgency and Feasibility of the Teaching Experience 28 n lo Results of the Survey and Assessment Scale 28 ad th 3.1 Results of the Survey: 28 yj 3.1.1 Results of the Survey collected from googleform 28 uy ip 3.1.2 Assessment Scale 30 la 3.2 Several Comments based on the Results of the Survey 32 lu an PART III: CONCLUSION 33 n va The Results of Applying the Teaching Experience 33 ll fu Some Recommendations for Using These Activities to Teach English Lessons 35 oi m Suggestions for Further Studies 35 REFERENCE & APPENDIX 36 at nh z z vb k jm ht om l.c gm sa ng ki en ki nh PART I: INTRODUCTION Reasons for Choosing the topic ng hi English is one of the most difficult subjects for the majority of students In recent years, English text books have changed the contents of teaching with new methods which focus on four skills: Listening, Speaking, Reading and Writing However, due to the limited time per period, teachers and students spend only forty – five minutes teaching and learning Speaking skill This clearly shows that the time for learning such an important skill is not long enough for students As a result, they lack chances to communicate with others in English Therefore, being a teacher of English, the author has chosen the topic Some suggested activities to hold English -Speaking clubs for the 10th and 11th Grade students at Quynh Luu high school for the following reasons: em w n lo ad th yj uy ip la Firstly, Speaking skill is very important It partly decides the quality of learning other skills of students If students cannot speak the language fluently, they will not be able to communicate when necessary because using a foreign language well will give students many opportunities to achieve their wish and ambition Therefore, improving their ability of speaking English is raising more chances for them to have a better future an lu n va ll fu oi m Secondly, a large number of students are unable to speak English fluently although they can remember a lot of new words and they are also very good at English grammar This is partly because they are not given many chances to speak English at nh z z vb Last but not least, if teachers can motivate their students to practise speaking English as much as possible, it will help them overcome their shyness and become more enthusiastic language learners Obviously, English - Speaking clubs are one of the most exciting and effective activities that students should be encouraged to take part in They offer students more opportunities not only to speak English but also to develop their teamwork and interpersonal skills as well Aims of the topic k jm ht - Conduct a survey about how students improve their English - speaking skill - Instruct teachers and students how to carry out some exciting activities for English clubs - Report the results after this teaching experience has been applied at Quynh Luu high school om - State the real situation of teaching and learning English speaking skill at Quynh Luu high school l.c gm The topic is carried out in order to: sa ng ki en ki PART II: DEVELOPMENT CHAPTER 1: THEORETICAL BACKGROUND Factors that Cause Speaking difficulties to Language Learners nh ng hi It can not be denied that speaking is a highly complex and dynamic skill that involves the use of several simultaneous processes - cognitive, physical and sociocultural - and a speaker’s knowledge and skills have to be activated rapidly in realtime In practice, a large number of students find it difficult to communicate with others especially native speakers This results from many factors, one of which is the lack of chances to use what they have learnt in reality Undoubtedly, speaking remains the most difficult skill to master for the majority of English learners, and they are still incompetent in communicating orally in English em w n lo ad th yj uy Theoretically, According to Ur (1996), there are many factors that cause difficulty in speaking, and they area as follows: ip la Inhibition: Students are worried about making mistakes, fearful of criticism, or simply shy an lu va Nothing to say: Students have no motive to express themselves n Low or uneven participation: Only one participant can talk at a time because of large classes and the tendency of some learners to dominate, while others speak very little or not at all ll fu oi m at nh Mother-tongue use: Learners who share the same mother tongue tend to use it because it is easier and because learners feel less exposed if they are speaking their mother tongue z z vb (Samira Al Hosni -TEFL Supervisor and Instructor Ministry of Education) ht k jm In practice, it is very important to understand what others are saying because when we are having a conversation, we are only talking about 50% of the time – the other 50% is spent listening to the other person speak If we don’t understand what the other person is saying, it is difficult to reply However, many English leaners have difficulty in listening so they can not have a successful conversation as expected om l.c gm Furthermore, when we’re speaking English, we have a sentence in mind, but we are missing two or three important vocabulary words – and then it becomes difficult to say what we’re thinking This is very popular among students because they often forget the words they have learnt even the easy ones Therefore, when they take part in a talk, they have to spend a lot of time remembering the words or asking for teachers and friends’ help Besides, a large number of English words can be difficult to pronounce – and when speaking English, we have to consider not only the pronunciation of the individual words, but also the connection between the words in the sentence There’s also the “rhythm” and intonation of the sentence to consider – sa ng ki en ki and sometimes our mouth gets confused! If we not practice speaking very often, we will not be able to speak fluently Additionally, if we feel nervous and are afraid of making a mistake while speaking English, then our problem is confidence This is because we often worry too much about grammar We are afraid of using a wrong grammar structure so we have to think very carefully before speaking something Last but not least, a large number of Vietnamese students can not succeed in using this skill because they not pay much attention to it Instead, they focus on grammar and vocabulary to prepare for their tests and exams This leads to a consequence that they can not use the language in daily communication when necessary Theoretical Solutions to the Problems nh ng hi em w n lo ad th yj It is said that “ Rome was not built in a day” This means no achievements can be gained easily without our efforts To be able to speak English as fluently as possible, we have to try to practise it regularly and properly It is true that the way we learn to master this skill is almost similar to the way we used to learn how to speak our mother tongue when we were small We had to learn every word, remember every simple sentence so that we can speak our native language today In other words, English is quite the same, which means that we have to learn as many new words as possible and try to use it often so as not to forget them We should practice with simple sentences at the beginning Moreover, it is necessary for learners to listen to the native speakers talking so that we can immitate their pronunciation and intonation We also take advantage of all chances to talk to a native speaker Regular practice will help us become more confident Definition of English Clubs uy ip la an lu n va ll fu oi m at nh z z vb k jm ht It is common knowledge that an English Club is a place for language learners to use English in a casual setting Practising your skills in the classroom is important, but it is not like real life To be more specific, in the classroom, you often focus on one skill and one item (for example: grammar - future tense) After learning the rules your teacher gives you time to practise using the item You have your papers in front of you and the rules are fresh in your mind However, in an English Club, you get a chance to practise many different skills in a setting that is more like real life Though your English teacher understands your English, your English Club friends will require you to speak more clearly and listen more carefully In terms of scientific terminology, according to Kathleen F.Malu and Bryce Smedley, they are informal gatherings of individuals who meet regularly and often voluntarily and who come from different parts of a community, town, or village for the express purpose of practicing English Members may be professionals or students at secondary and university levels Members commit to speaking in English during meetings as they engage in activities that support and encourage them to use the language om l.c gm sa ng ki en Benefits of English Clubs ki nh It is undeniable that English clubs provide a wide range of benefits for language learners First, English clubs give students a chance to practise English in a relaxed, informal environment, and to meet new people Students are capable of improving and developing their speaking ablitity by joining various types of activities They also take advantage of English clubs to enhance and broaden their vocabulary, grammar structures and knowledge In addition, participating in an English Club is a great way to make new lasting friendships It is important to have good ESL friends you will feel more comfortable using English around people you trust and have fun with Lastly, co-working with other students with the shared interest will definitely help them to increase their desire to practise Speaking skill ng hi em w n lo ad th yj uy ip CHAPTER PRACTICAL BACKGROUND The Real Situation of teaching and learning English Speaking Skill at Quynh Luu high school la an lu n va According to many teachers of English who took part in the survey, although a lot of students can read and write well, they are poor at speaking Below are some common problems that teachers face when teaching this skill: ll fu oi m Firstly, many students are too shy to speak English in class In other words, they lack confidence This is mainly due to their introvert personality and lack of chances to practice at nh z Secondly, some sound very “bookish” when they speak – it’s as if they are reading from a book One possible explanation for this is that they not get used to communicating in English naturally z vb ht k jm What’s more, some others love to speak, but they make a lot of grammatical mistakes This is caused by problems related to students’ cognitive skills and their individual traits (Mayer,2002) Mistakes may also be caused by language teaching strategies used by a teacher (Thornbury,1999) Besides, many of them are too nervous when speaking, which leads to the fact that they can not remmember the structures exactly om So as to find out more about the real situation of teaching and learning this skill, a survey has been done at Quynh Luu high school with the participation of 12 l.c gm These kinds of observations are quite popular, as learning to speak in another language is a challenging undertaking It is important, therefore, that speaking should be taught in a more creative way and students be given more opportunities to practise speaking English in more open contexts The Survey and Its Results 2.1 Description of the Survey: sa ng ki en ki teachers of English group and more than one hundred students from two grades at our school nh ng The first aim of doing this survey is to check students’ ability of learning speaking skill and find out the main problems or difficulties they have when learning this skill The second aim is to know what can motivate them into speaking lessons: interesting activities, new topics or a good English speaking environment The third but the most important reason of doing this survey is to give some suggestions to motivate students in speaking lessons better based on its results hi em w n lo The survey has been conducted with a questionnaire which consists of 13 questions including both open and closed ones so as to check students’ speaking ability and their interest in this skill It was given to 118 students of three classes: 10D01, 11N and 11A1 All of the students in the survey learned English at an early age They are good students of English who have been chosen to learn in the classes of English of the whole school Among those, the students of class 11N are the best ones, many of whom are preparing for the upcoming IELTS exam Thus, these students definitely regard English as a very important subject and they are also the ones who pay the most attention to it ad th yj uy ip la an lu va n The survey was conducted twice One was at the beginning of the schoolyear and the other was in April (after these activities have been applied) The tables and charts below show the result of the survey for the first time 2.2 Results of the Survey: ll fu oi m nh at The following pie chart presents the percentages of students who are interested in learning English Speaking skill: z z vb yes k jm ht 30% l.c gm 70% no om Figure 2.1 Students’ interest in Speaking skill According to the chart, although these students are from the good classes of English of the school, only 70% of them are interested in learning this skill while the rest not like learning it at all (30%) Thus, how difficult is speaking skill in their opinion? The bar chart below shows us students’ opinions about the speaking skill according to four degrees of difficulty: sa ng ki en ki nh 60 ng 50 em 30 very difficult difficult rather difficult not difficult at all hi 40 20 10 w n lo Figure 2.2 Students’ opinions about degrees of difficulty of Speaking skill ad th yj uy Another question is why so many students find speaking skill very difficult whereas only some of them not meet any trouble with it? The bar chart below shows us some information about three main factors that make speaking difficult to students: ip la an lu nothing to say va 50 40 30 20 10 n lack of confidence fu boring speaking activites ll oi m nh at Figure 2.3 Factors affecting students’ Speaking skill z z vb k jm ht For students, speaking skill is so difficult and they can be affected by some of those main factors, so they try to improve their speaking ability? How much time they spend on this skill per week on average? The result in the following figure will answer this question: b about hour per week 60 50.8 c more than hour per week 34 28.9 Percentage (%) om a less than hour per week Number of students 24 Answers l.c gm Questions 20.3 Figure 2.4 Students’ amount of time spent on practising Speaking skill per week Additionally, the willingness of taking part in speaking activities held both in the classroom and in the clubs plays a quite important role in improving their skill The following table shows us some information about students’ willingness: sa ng ki en Number of students % a.willing 44 37.3 b reluctant 40 33.9 c.obligatory 24 20.3 d indifferent 10 8.5 nh Answers ng ki Question hi em w n lo ad Figure 2.5 Students’ willingness of joining in Speaking activities th yj uy Truthfully, knowing nothing to say is a very popular problem for students The table below indicates whether students often face this problem or not: ip la Answers Number of students % 40 33.9 31.4 va a.always n an lu Question 37 21 17.7 at nh d.never 17 oi 20 m c.sometimes ll fu b.often z Figure 2.6 Students’ frequency of knowing nothing to say z vb k jm ht Another point mentioned here is whether the types of Speaking activities affect students’ interest in speaking English or not The following pie chart presents the information about their effect: l.c gm very much om 24% 6% much 42% 28% not very much little Figure 2.7 Influence of types of activities on students’ interest sa ng ki en Project 2: ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m Aims: at nh Project name: Gifts of the world z z + Create an online fundraising website for people with disabilities vb + Collect 100,000 USD k l.c How to carry out the project: gm + Send funds to a non-profit volunteer company to help the disabled jm ht + Launch an advertising campaign to draw more attention to the problem om + Carefully research various volunteer non-profit companies and choose the right company - Their reputation - Their capacity + One creates videos related to the problem + One creates a social media account + One has the responsibility to answer people's questions + One creates a fundraising platform to collect all funds in one place 27 sa ng ki en ki + Everyone must collect the necessary amount of money to launch an advertising campaign on any chosen social network nh ng + Collaborate with other influencers to get more attention hi Advantages: em + The fastest way to grab people's attention + Great way to scale up in the long run w n Disadvantages: lo ad + A certain amount of money to start this project th + High failure risks yj uy ip CHAPTER 4: SURVEY ON THE URGENCY AND FEASIBILITY OF THE SUGGESTED ACTIVITIES TO HOLD ENGLISH-SPEAKING CLUBS Aim of the survey la an lu n va - This survey has been carried out to evaluate the urgency and feasibility of applying the activities to English Speaking clubs in private and teaching Speaking skill in general ll fu oi m - It also aims to find out how each activity can be adjusted to be more suitable for certain groups of students Description of the Survey on the Urgency and Feasibility of the Teaching Experience at nh z z This survey consists of the explanations of eight suggested activities in total so that the participants can assess their levels of the urgency and feasibility after having applied them vb jm ht k - It has been given to 11 teachers from Quynh Luu high school and Cua Lo high school so as to collect their ideas and evaluations on two main points below: 28 om Below are two tables illustrating the results from googleform: Table 1: Level of Urgency: l.c gm Firstly, is it necessary for these suggested activities to be used to hold English Speaking clubs for students? Secondly, how feasible is each activity once applied? Results of the Survey and Assessment Scale 3.1 Results of the Survey: 3.1.1 Results of the Survey collected from googleform sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb k jm ht om l.c gm Table 2: Level of Feasibility: 29 sa ng ki en ki nh ng hi em w n lo ad th yj uy ip la an lu n va ll fu oi m at nh z z vb 3.1.2 Assessment Scale l.c https://cran.r-project.org/bin/windows/base/ gm Step 1: Download the software R using the link: k jm ht According to the results recorded on googleform, the data collected have been analysed based on the steps below: om Step 2: Install the software R and open it 30 sa ng ki en ki nh ng hi em w n lo ad th yj (This is the image after the software has been opened) uy Step 3: Calculate the average scores according to the number of the teachers participating in the survey: ip la an lu n va ll fu oi m at nh z z vb k jm ht l.c gm (The picture illustrates the average score of the first solution) om This is the table showing the average scores of all the solutions based on their urgency: Score Ordinal Solutions ̅ Level number 𝑿 Cosplay 3.45 urgent Story-telling 3.54 urgent Picture-description and drawing 3.27 urgent Who is the best recyclist 3.45 urgent 31 sa ng ki en ki nh Talented composers 3.4 urgent Who is the best voice-actor/actress? 3.1 urgent Short plays 3.4 urgent Projects for a better future 3.63 urgent ng hi em w This is the table showing the average scores of all the solutions based on their feasibility: n lo ad Score Solutions Level 3.0 feasible 3.4 feasible 3.91 feasible 3.72 feasible 3.2 feasible 3.3 feasible feasible yj ̅ 𝑿 nh th Ordinal number uy Story-telling Picture-description and drawing Who is the best recyclist Talented composers Who is the best voice-actor/actress? Short plays Projects for a better future la an lu n va ll fu oi m at 3.0 3.54 z z Cosplay ip feasible vb k jm ht 3.2 Several Comments based on the Results of the Survey om 32 l.c gm According to the figures from the survey, all the solutions are pretty highly appreciated- above 3.0 out of 4.0 Therefore, it can be concluded that the aforementioned solutions are to be applied to hold English-Speaking clubs in terms of both urgency and feasibility with a view to helping 10th and 11th grade students improve their speaking skill sa ng ki en ki nh ng hi em w PART III: CONCLUSION The Results of Applying the Teaching Experience The author has carried out these activities in some certain classes at Quynh Luu high school so as to make sure that they are useful before introducing them to the other teachers and students as well Below are some positive results that this teaching experience has brought about: n lo ad th yj uy ip How difficult is the Speaking skill? a Very difficult b Difficult c Rather difficult d Not difficult a 35% b 48% c 12% d 5% What problem you often face when speaking English? a Nothing to say b Lack of confidence c Boring speaking activities d Lack of a positive classrom environmemt a 15% b 27.5% c 12.5% d 45% How much time you spend on the Speaking skill? a less than one hour b about one hour c more than one hour a 20.3% b 50.8% c 28.9% d 25% (The rest confirm they not face these problems any more) a 8.7% b 55.8% c 35.5% Are you willing to join a willing b reluctant a 37.3% b 33.9% a 60% b 25% an lu ANSWERS a.Yes z la QUESTIONS Are you interested in Englishspeaking skill? AFTER a 85% b 30% b.15% n va b No BEFORE a 70% ll fu oi m a 25% b 36% c 10% d 29% at nh z vb a 5% b 20% c 5% k jm ht om l.c gm 33 sa ng ki en ki Speaking activities? c 20.3% d 8.5% c 15% d 0% a always b often c sometimes d never a 33.9% b 31.4% c 17% d 17.7% a 25.8% b 26% c 27.5% d 20.7% a very much b much c not very much d a little a 28% b 42% c 6% d 24% a 38.2% b 49.8% c 12% a 17.5% a 40.5% b 76.3% b 55.6% c 6.2% c 3.9% nh c obligatory d indifferent ng How often you face the problem “knowing nothing to say?” hi em w n lo ad th yj How types of activities influence your interest? uy a all of them are interesting b some of them are interesting c all are boring What you think about Speaking topics and tasks in the textbooks? a too difficult b difficult c rather difficult d not difficult at all fu 10 What kinds of Speaking activities you like most? a conversation practice b presentation-making c free discussion a 36% vb b 22% c 42% b 18% c 43.5% 11 How often your teachers give you extra Speaking tasks? a always b often c sometimes d never a 55.1% b 29.7% c 8.5% d 6.7% a 60.2% b 35.5% c 4.3% 12 How are the extra Speaking activities? a difficult b easy c interesting d boring a 42.4% b 25.4% c 21.2% d 11% a 10% b 30% c 55% d 5% ip What you think about Speaking topics and tasks in the textbooks? la an lu n va a 4.5% b 30.4% c 20.1% d 45% ll a 7.6% b 50.8% c 33.9% d 7.7% oi m at nh z z a 38.5% k jm ht om l.c gm 34 sa ng ki en a interesting topics b interesting activities c exciting speaking environment ki 13 What factors motivate you in Speaking activities? nh a 35.4% b 47.3% c 17.3% a 14.8% b 48.7% c 36.5% ng hi em Some Recommendations for Using These Activities to Teach English Lessons w n lo Apart from applying these activites to English-Speaking Clubs, teachers can also integrate some of those into the lessons of “ Looking back and Project” so as to improve students’ interest in learning Speaking skill These activities can encourage them to participate actively in the lessons However, what should be taken into account here is how to choose suitable activities and how to make it work the most effectively? Below are some recommendations : ad th yj uy ip la - The activities should be chosen based on many factors such as the topics, the an lu aims of the lessons and different students’ levels of speaking ability - The activities must be related to the topics of the lessons - The activities should keep all of the students involved and interested - The activities should help the students develop their speaking skills - The length of the activities should be set suitably for one period n va ll fu oi m at nh However, for many students who not study in the classes of English or they not major in this subject, these activities are still quite difficult Therefore, before delivering the tasks, teachers should adapt them in order to make them suitable for different learners with different levels of the Speaking skill Suggestions for Further Studies z z vb ht k jm Undoubtedly, the topic about Speaking skill has a large scope for study because the problems and the solutions to teaching and learning such a difficult skill are nearly limitless Moreover, the study about teaching and learning this skill is very necessary as the quality of teaching and learning it in many Vietnamese high schools hasn’t come up to many people’s expectations However, because of the limitations of the author’s knowledge and experience, the study cannot cover all the matters relating to the topic Therefore, the author hopes that someone who is interested in this matter will continue to develop this topic so as to find more useful and realistic solutions and activities in order to help students learn this skill better Lastly, this teaching experience certainly contains many shortcomings so the author will be very glad to receive helpful comments and opinions from other teachers so as to make the teaching experience better om l.c gm 35 sa ng ki en ki nh ng hi em w REFERENCE & APPENDIX n lo REFERENCE: ad Brown, H.D (1994) Teaching by Principles New Jersey: Prentice Hall Regents th yj Hoang Van Van, Phan Ha, Hoang Thi Hong Hai, Hoang Thi Xuan Hoa, Kieu Thi Thu Huong, Vu Thi Lan, Dao Ngoc Loc, Chung The Quang Eleventh Form English Textbook Education Publisher uy ip la an lu Hoang Van Van, Hoang Thi Xuan Hoa, Chu Quang Binh, Hoang Thi Hong Hai, Kieu Thi Thu Huong, Nguyen Thi Kim Phuong Tenth Form English Textbook (Global Success) Education Publisher va n Richards, J.C and Rodgers, T.S (2001) Approaches and Methods in Language Teaching Cambridge: Cambridge University Press ll fu m oi Samira Al Hosni -TEFL Supervisor and Instructor Ministry of Education at nh Websites: z https://Concepts for teaching speaking in the English Language Classroom1-ERIC k jm ht https://teachingenglish.org.uk vb https://educationalresearchtechniques.com z https://Cambrigde.org om l.c gm 36 sa ng ki en ki nh ng hi em w APPENDIX n Questionaire on the students’ attitude towards the learning of Speaking skill: lo ad QUESTIONS ANSWERS th yj Are you interested in EnglishSpeaking skill? a.yes uy b no ip la How difficult is the speaking skill? a very difficult lu an b difficult n va c rather difficult ll fu d not difficult m a nothing to say oi b lack of confidence at nh What problem you often face when speaking English? z c boring speaking activities z d lack of a positive classrom environmemt vb l.c a willing gm Are you willing to join speaking activities? b more than one hour k a about one hour jm ht How much time you spend on the speaking skill? om b reluctant c obligatory d indifferent How often you face the problem “knowing nothing to say?” a always b often c sometimes d never 37 sa ng ki en ki How these types of activities influence your interest? a very much nh b much ng c not very much hi em d a little What you think about Speaking topics and tasks in the textbooks? a all of them are interesting w b some of them are interesting n lo c all are boring ad th What you think about Speaking topics and tasks in the textbooks? a too difficult yj b difficult uy ip c rather difficult la d not difficult at all lu a conversation practice an b presentation-making n va 10 What kinds of Speaking activities you like most? ll fu c free discussion oi a always m b often at z c sometimes nh 11 How often your teachers give you extra Speaking tasks? k jm b easy ht a difficult vb 12 How are the extra speaking activities? z d never l.c gm c interesting d boring om 13 What factors motivate you in Speaking activities? a interesting topics b interesting activities c exciting speaking environment Questionaire on the feasibility of the suggested activities to hold English – Speaking clubs for high school students: 38 sa ng ki en Question 1: a very urgent ki b urgent nh Do you find it urgent to use the activity of Cosplay in an English – Speaking club? ng c somewhat urgent Question 2: a very urgent em hi d not urgent w b urgent n Do you find it urgent to use the activity of Story-Telling in an English – Speaking club? lo c somewhat urgent ad th d not urgent yj a a very urgent uy Question 3: b urgent ip Do you find it urgent to use the activity of Picture Description and Drawing in an English –Speaking club? la c somewhat urgent an lu d not urgent k l.c gm a very urgent jm d not urgent ht c somewhat urgent vb b urgent z a very urgent z b urgent om Do you find it urgent to use the activity of Short Plays in an English – Speaking club? d not urgent at Question 7: c somewhat urgent nh Do you find it urgent to use the activity of “Who is the best voiceactor/actress?” in an English –Speaking club? oi Question 6: b urgent m Do you find it urgent to use the activity of “Talented composers” in an English –Speaking club? ll Question 5: a very urgent fu Do you find it urgent to use the activity of “Who is the best recyclist” in an English –Speaking club? n va Question 4: c somewhat urgent d not urgent a very urgent b urgent c somewhat urgent d not urgent 39 sa ng ki en Question 8: a very urgent ki b urgent nh Do you find it urgent to use the activity of “Future Projects” in an English –Speaking club? ng c somewhat urgent hi em d not urgent w n lo ad th yj Questionaire on the feasibility of the suggested activities to hold English – Speaking clubs for high school students: uy ip a very feasible la Question 1: b feasible an lu c somewhat feasible va Do you find it feasible to use the activity of Cosplay in an English – Speaking club? n d not feasible k l.c gm d not feasible jm c somewhat feasible ht b feasible vb a very feasible om Do you find it feasible to use the activity of “Talented composers” in an English –Speaking club? a very feasible z Question 5: d not feasible z Do you find it feasible to use the activity of “Who is the best recyclist” in an English –Speaking club? c somewhat feasible at Question 4: nh Do you find it feasible to use the activity of Picture Description and Drawing in an English –Speaking club? b feasible oi Question 3: a very feasible m Do you find it feasible to use the activity of Story-Telling in an English – Speaking club? ll fu Question 2: b feasible c somewhat feasible d not feasible a very feasible b feasible c somewhat feasible d not feasible 40 sa ng ki en Question 6: a very feasible ki b feasible nh Do you find it feasible to use the activity of “Who is the best voiceactor/actress?” in an English –Speaking club? ng c somewhat feasible hi em d not feasible Question 7: a very feasible w b feasible n Do you find it feasible to use the activity of Short Plays in an English – Speaking club? lo ad c somewhat feasible th d not feasible yj a very feasible uy Question 8: b feasible ip Do you find it feasible to use the activity of “Future Projects” in an English –Speaking club? la c somewhat feasible an lu d not feasible n va ll fu oi m at nh z z vb k jm ht om l.c gm 41