Chuyên đề tốt nghiệp: Using graphic illustration to improve English speaking skill to grade 7 students at Hoang Nong secondary school

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NATIONAL ECONOMICS UNIVERSITYFACULTY OF FOREIGN LANGUAGE

CHUNG BAO NGOC

USING GRAPHIC ILLUSTRATION

Ha Noi - 2023

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NATIONAL ECONOMICS UNIVERSITYFACULTY OF FOREIGN LANGUAGE

CHUNG BAO NGOC

USING GRAPHIC ILLUSTRATION

TO IMPROVE ENGLISH SPEAKING SKILL TO GRADE 7AT HOANG NONG SECONDARY SCHOOL

Ha Noi - 2023

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Chung Bao Ngoc — 11193746 - Business English 61C

STATEMENT OF AUTHORSHIP

I hereby declare that this thesis was carried out by myself under theguidance and supervision of M.A Nguyen Do Huong Giang; and that the workcontained and the results in it are true by author and have not violated researchethics The data and figures presented in this thesis are for analysis, comments, andevaluations from various resources by my own work and have been dulyacknowledged in the reference part.

In addition, other comments, reviews and data used by other authors, andorganizations have been acknowledged, and explicitly cited.

I will take full responsibility for any fraud detected in my thesis.

Ha Noi, /04/2023

Chung Bao Ngoc

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First and foremost, I would like to express my sincere gratitude to myresearch supervisor, Nguyen Do Huong Giang, MA for providing me withprecious guidance throughout this research Her vision, patience and immenseknowledge have deeply motivated me She has taught me the methodology toconduct this research and given me clear instruction in progress of the study Itwas an invaluable privilege for me to work under her guidance I am

tremendously appreciative for what she has offered me I would like to thank

her for her caring, empathy, and enthusiasm.

I am extremely grateful to my family for their love, devotions and

sacrifices for educating and preparing me for my future I also express mythanks to my friends in Business English department, National EconomicsUniversity for their great sharing and encouragement and insightful commentsto help me complete this research work.

My thanks go to all students and teachers in Hoang Nong secondary school

for their intense participation in my thesis and their kindness.

Ha Noi, /04/2023

Chung Bao Ngoc

il

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EXECUTIVE SUMMARY

In the world of globalization era, the importance of English can not bedenied and ignored since English is the most common language spokeneverywhere and serves as a lingua franca As a result, the demand for speakersusing English effectively is necessary in every country Of all four key

language skills (listening, speaking, reading, and writing), speaking, as a

productive skill, seems intuitively the most important of all the four languageskills because it can distinctly show the correctness and language errors that alanguage learner makes.

The purpose of this study is to discover the effectiveness of usinggraphic illustration in improving speaking skills of 45 students from class 7Aat Hoang Nong Secondary school as they engaged in an action research projectduring 2 months of an English course Data obtained to analyze according tothe two following research questions: (1) What are the attitudes of learnerstowards graphic illustration? (2) What aspects do graphic illustration enhancelearner’s speaking skill? Methodology is an indispensable part of this study sothe author utilizes interview and questionnaire as powerful tools to gatherdata In addition, limitation of the research, implications and recommendations

for future research are also represented

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TABLE OF CONTENTS

DECLARATION OF AUTHORSHIP o 5-5 SG S09 1901566” iACKNOWLEDGEMENT G55 Học 0096004 08 iiEXECUTIVE SUMMARYY <5 G0009 00906096 iii

TABLE OF CONNTTETNTTYS - 5< < 5 << HH 00008904 ivLIST OF FIGURES 55-5 5< 5< 000050096056 vi

1.1Background to the SẦUY G05 <5 G 5 5 95 9 0 00.00000900 11.2 Aims Of the Study G5 5< 9 9 0.009 0004000008080 8886 3

1.3 Scope of the SÍU(ỈY 7-5-5 9 9 Họ 9 0 0060.0000096 3

1.4 Research Questions 5 < G5 9 4 9 9.09 009.0000400 0016009 6880 3

1.5 Format of the Study 0 <6 5 2< %9 9999 989 99849.3999389940088948894498948696966 4

2.1 Overview of graphic ÏÏÏUSfT2fÏOTI << << 6 <5 6 s96 894 56 5699566565645656956 5

2.1.1 The definition of graphic 1lÏusfratIOT 55 «+ s+ssseresees 52.1.2 Types of graphic illustration s5 +1 EEnrie, 52.1.3 Some games and activities using graphic 1llustratlon - 6

2.2 Student’s problems when speaking English - << s=ssss<see 7

2.2.1 Problems in speaking CÏ4SS - 5 + 1S 11v ng 72.2.2 Aspects Of speakK1nØ -. -c c 1n vn TH HH HH ket 82.3 Using illustration in teaching English speaking ss-ss=<s<« 8

2.3.1 The prinicples of teaching English speaking « «+5 8

2.3.2 Methods to use graphic illustration in speaking lesson 92.3.3 The benefits of using graphic illustration in teaching English speaking 102.3 Previous Related research findings o- << ssess se esse 11CHAPTER 3: METHODOLUOY - <5 G5 n0 09 08 133.1 Action r€S€ATFCHh <5 << 5 sọ 0000000000000 080 133.1.1 Common definition of Action Research -s-cc+sc+scsseesss 133.1.2 The process of Action Research xxx seessssrsrrre 133.1.3 The benefits of action research in the cÏlassroOm - «+ « 153.3.1 Interview 16

CHAPTER 4:DATA ANALYSIS AND DISCUSSION - 174.1.1 Results from learner questionnaire cescceesccesseceseeeeneeeseeeseeeeeeees 174.1.2 Results from interviewing teachetS cccccessccceeessneeeeeesteeeeeeeeneees 194.2.1 The aim of action plane 19

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4.2.2 The action plan pTOC€CUTG - <5 113211991 13911 9 11 8x 1x rrờnCHAPTER 5: CONCLUSION AND IMPLICA TION s<<<<<

REEERENCES Go cọ cụ CÓ 0100100900 9008890

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LIST OF FIGURES

Figure 4.1 The attitudes of students in English speaking cÏass 17

Figure 4.2 Problems affecting student’s speaking English - - «+ 18

Figure 4.3 Scores of student’s English speaking aspects in pre-test 21

Figure 4.4 The attitudes of student about graphic 1llustration 27

Figure 4.5 Comparison of speaking aspects between two f€SfS 28

Figure 4.6 The result of evaluating student’s improvement in speaking skill 29

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CHAPTER 1: INTRODUCTION

In this chapter, the introduction of the research describes main ideas

about the background, the scope of the study and research questions and the

research method.

1.1 Background to the study

English is one of the compulsory subjects in secondary school There arefour skills to master, namely listening, speaking, reading and writing As a result,this research is focused on speaking skills Speaking is regarded as an essential

skill for students to acquire Students should be able to use language to conveytheir thoughts, views, feeling, and ideas Spoken language is a critical link in thedevelopment of student’s learning and thinking The development of otherlanguage skills is built on the foundation of spoken language Studentscommunicate about themselves and their experiences, and they are learning toorganize and focus their thoughts It is critical to give opportunities for speakingto develop in the classroom based on those foundations Oral language is animportant means of learning and acquiring knowledge before students achieveproficiency in reading and writing.

In fact, oral speaking abilities are essential for communicating ideas andhaving intellectual conversations throughout one's life Speaking appears to be afinished skill for measuring the knowledge and achievement of Englishcommunication learners because speaking skills include the learner's vocabulary,grammar, emotion, intonation, and even confidence The ability to speak in thetarget language is one of the language abilities that all foreign language learnersmust develop According to Harmer (2001: 269), the capacity to communicatefluently includes not just knowledge of language characteristics, but also theability to process information and language "on the fly." As a result, teachingEnglish speaking is a more difficult battle and a greater duty for instructors Intruth, children confront a slew of challenges while learning to speak, includingpronunciation errors, a lack of vocabulary, passive use, and a lack of confidence.Because of the extensive differences in pronunciation between Vietnamese andEnglish, students believe that learning English is extremely difficult andconfusing Additionally, it is typical for students to only speak English in Englishcourses or for English to not be the primary language in these sessions, resultingin a lack of vocabulary and confidence to converse in English among students.

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Consequently, the primary objective that teachers must fulfill is to address all ofthese issues and use proper teaching techniques to excite, inspire, and aid students

in learning better English The development of spoken language in the classroomhas been largely neglected, according to numerous studies, and most of the time,instructors use spoken language more frequently in the classroom than studentsdo However, even when instructors use spoken language, it almost never acts asa means for students to learn and explore ideas Developing students’ ability tocommunicate clearly and effectively in English should be the primary objectiveof all English instruction.

In fact, most students find it challenging and frightened to speak English orexpress their opinions to one another Motivation, interest, instructional strategies,and the usage of educational media are some of the causes By utilizing educationalmedia, teachers may boost student motivation, foster an engaging learningenvironment, and find new ways to develop strategies that are appropriate and

engaging for their students' needs However, significant issues with the students’

English proficiency, particularly in speaking, were discovered based on theresearcher's observation of grade 7 students at Hoang Nong secondary school Theschool's 7th graders' English proficiency is quite comparable The lesson's contentcan be understood by the students, and they can finish the duties given to them bythe teacher However, the majority of the assignments they finished weregrammatical, writing, or reading drills Due to factors like: insufficient vocabularyand sentence structure, unfamiliar speaking subjects, fear of making errors andincorrect pronunciation, lack of interest in the subject, and others, students'speaking abilities are not good Teachers must provide students with numerouschances to speak in class if they are to learn to speak English However, I observedthat teachers emphasized writing and reading assignments more than speaking andlistening assignments when I attended some English courses Teachers have spenta lot of time teaching to pronounce new words, prhases and to do grammarexercises instead of offering their students to practice speaking in pairs and ingoups because classes typically have more than 40 students, making it difficult tohandle the class and save time Another reason is that there is a lot of informationcovered in a lesson, so when teachers ask a lot of students to talk individually, inpairs, or in groups, they won't have time to plan the activities that follow The

lesson's objective won't be guaranteed by them Speaking is another skill thatteachers use illustrations to teach, but most of the images used are from the

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students' English-language textbooks; teachers do not create images for tasksoutside of the text Speaking while also increasing the pupils’ knowledge of thesubject Speaking abilities among the kids were often poor Because they wereself-conscious about speaking English and scared about making mistakes, theyfound it difficult to communicate their thoughts and opinions verbally They stillhad trouble pronouncing several words in English Instead of pronunciation, the

depth of vocabulary was equally crucial for speaking.

Given these conditions, the researcher seeks to focus her research on howto make the class communicative, attractive, and contextual, and finally, the writer

is interested in conducting a study titled: Using graphic illustration to improveEnglish speaking skill to grade 7 students at Hoang Nong secondary school.

1.2 Aims of the study

a To investigate the current situation of English speaking ability in theseventh grade of secondary school.

b To indicate the effectiveness of using graphic illustration in teachingEnglish speaking to seventh grade.

1.3 Scope of the study

Graphics are a wide topic, and teaching English speaking is only part of alesson As a result of limited time and resources, this research concentrates only

on using graphic illustrative in teaching English speaking to 7 grade students;

investigate the efficacy of this technique in assisting students in improving theirEnglish speaking ability Encourage students to express themselves in order to

overcome their anxiety of speaking a foreign language Students feel that learningto communicate visually will help them think more clearly, reflect more deeply,and express more confidently The author chose 45 students in grade 7A to collectdata and perform research over the span of two months for this project.

1.4 Research questions

The problem in this research is formulated in a research question as follow:

1 What are the attitudes of learners towards graphic illustration?

2 What aspects do graphic illustration enhance learner’s speaking skill?

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Chung Bao Ngoc — 11193746 - Business English 61C1.5 Format of the study

The study includes five chapters as follows:

Chapter 1 - Introduction - provides the background to the study, the aims

of the study, the scope of the study, research questions, and the format of the studyChapter 2 - Literature Review - provides the concepts related to the study,including theoretical background about speaking, graphic illustration.

Chapter 3 - Methodology - describes the research method, researchinstruments, participants, and data collection procedures.

Chapter 4 - Data analysis and Discussions - presents the results and

discussions developed after the linguistics figures are analyzed.

Chapter 5 - Conclusion - summarizes the main issues covered in the

research, the limitations of the research, and some recommendations for furtherstudies Following the chapters are the references and appendices.

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CHAPTER 2: LITERATURE REVIEW

This chapter obviously presents theoretic information about the hypothesesmentioned in the research to provide more knowledge for the readers.

2.1 Overview of graphic illustration

2.1.1 The definition of graphic illustration

Illustrations in teaching and learning are the most engaging way to learnthrough graphics, according to the findings of a study conducted by Sudjana andRivai (2010: 12) According to Danesi (2009:154) illustration is a picture, figure,

or chart used to explain or decorate something, especially written text Meanwhile,Supriyono (2010:51) stated that illustration picture is picture of photo which hasthe purpose to clarify the text and create the interest The aim of illustration is toexplain the meaning and content of the text A two-dimensional illustration imageis a work of art In the shape of a fist, or if the result of digital pictures (from acomputer or photography), or a combination of both manual and digital, black and

white or color, that serves as a light decorator to clarify or enhance the message or

intensify the effect of text.

Moreover, Viola and Groller (2005:210) mentioned that the goal of

illustration is to create expressive visuals that successfully transmit particularinformation to the human observer via the visual channel.

2.1.2 Types of graphic illustration

According to Trianto (2009:150), there are some types of illustration:

1) Advertising or Commercial Illustration It is used to market and promotea product, service, or concept.

2) Editorial Illustration, which is used to supplement an editorial piece in a

magazine (newspapers, magazines, etc).

3) Medical Illustration This includes everything from depicting medicinalgoods to physical anatomy and microscopic creatures.

4) Fashion Illustration Exaggerated dimensions to reflect a model's sleek

and slender manner.

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5) Portraits, which are typically accurate depictions of people.

6) Caricatures, which exaggerate characteristics to create a humorousportrayal of a person.

7) Children's Book Illustration It is typically illustrated in a whimsicalmanner to accompany a children's tale and includes numerous images throughoutthe book.

8) Book Jacket Illustration A single picture is used on the cover of a bookor novel to give prospective readers a sense of the content and to increase sales.

2.1.3 Some games and activities using graphic illustration

Wright (1989) proposes many games and activities suggested for use with

pictures ypically, "Challenges" have a clear objective, which results in an

expected need for particular linguistic structures The challenge suggests thatthere will be some level of rivalry among group members or for the person The

idea of a correct or wrong answer is frequently present when achieving theobjective, but this is not a characteristic of "Opportunities" The emphasis onwhether these are right or wrong is minimized or nonexistent in "Opportunities,"where students are urged to communicate their thoughts and emotions and share

their experiences In other words, these events offer students the chance toparticipate in something in an environment that is both supportive and stress-free.

Several of the activities are described in this study These activities include "story

" t

line," "hold-up picture story," "yesterday," and "group sequence stories."

Following are the instructions for using the images in those tasks Activity StoryLine is the first Both individual and group work are acceptable for this exercise.

Students are provided a plot summary, some key plot points, helpful sentencepattern tables, a list of key vocabulary words, and one or more illustrations Thepupils share a narrative Hold up Picture Story is the second exercise Thisexercise is completed as part of classwork The activity is completed as part ofclasswork The instructor shows the class an out-of-order series of images thatillustrate a narrative or process The placement of each image in the order isdecided upon after discussion by the class One of the pictures is to be held upby a pupil as they stand at the front of the class Another student holds up and

assumes the proper position after the class chooses whether the next image comes

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before or after the first The tale is then told by each student Yesterday Activityis the third A few images of individuals and/or action are needed (there shouldbe about 40 pictures and there must be quite a few showing the same action).Four piles of photos are stacked upside down (three piles of actions and one pile

of people) The first student poses a question while taking a picture of a person.The second, third, and fourth students each record an action and describe whatthe subject accomplished yesterday Group Sequence Stories is the final exercise.There will be groupings of the pupils A picture is distributed to each group At

least two comments about the image are made by each group.

Then, after studying the new image, each group adds two more assertionsto the narrative The tales are presented and contrasted after the fourth picture hasfinished In conclusion, due to the advantages of using images, instructors preferto use this type of media They can also offer a variety of tasks to aid in the teachingand learning process Students' skills, particularly their speaking abilities, can beimproved by using pictures as a teaching and learning tool.

2.2 Student’s problems when speaking English

2.2.1 Problems in speaking class

Ur (1996: 121) identifies the following key issues that arise in thespeaking class:

(1) Inhibition

Speaking demands some degree of audience exposure in real time It differssignificantly from the other three abilities, reading, listening, and writing Learnersare frequently apprehensive about speaking in a foreign language in the classroom.They are frequently concerned about making errors, scared of being criticized or

losing face, or simply shy of the attention that their speech draws.(2) Nothing to say.

Even if the students are not shy, they frequently remark that they can't thinkof anything to say: they have no reason to express themselves other than a guilty

feeling that they should.

(3) Low or uneven participation

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If just one person is to be heard, he or she must speak at a time In hugegroup this means that each one will have only very short time to talk The issue isexacerbated by the fact that some students are dominating, while others talk verylittle or not at all.

(4) Mother-tongue use

There is a propensity for learners to employ their mother tongue in a classwhen everyone speaks the same language Because it is simpler, more natural, andmore secure These issues are frequently encountered in the writer's class Thefollowing indications demonstrate this Initially, children were unable to respondto the teacher's inquiries When the teacher asked them questions, they simply

smiled and remained mute Second, pupils were unable to communicate their

thoughts using acceptable terminology and grammatical structures Students were

unfamiliar with English terms and how to use them in various grammatical forms.

Third, pupils frequently created incorrectly spoken words Fourth, in speakingclass, the majority of pupils spoke in their native language Studentscommunicated their views in their own language rather than employing numerousterms in English Fifth, students could not pronounce the English words well.

2.2.2 Aspects of speaking

Hormailis (2003, p 6) lists the following four components of speech ability:Vocabulary is one of the most important factors that promote speakingaction.

Grammar is the method by which we combine meaningful and componentterms of a language to convey comprehensible messages.

Pronunciation is the creation of speaking sounds for conversation is known as.Fluency is the trait or state of being articulate It takes ability to speak thelanguage fluently, boldly, and without excessive pauses or hesitation.

2.3 Using illustration in teaching English speaking2.3.1 The prinicples of teaching English speaking

According to Brown (1994:268-270), there are seven guidelines forteaching speaking:

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* Employ methods that address the full range of student requirements,from language-based approaches that emphasize accuracy to message-based

approaches that emphasize engagement, meaning, and fluency.» Offer methods that are naturally motivating

» Encourage people to speak honestly in important situations» Provide appropriate feedback and correction

* Utilize the innate connection between speaking and listening* Give students the chance to speak up in oral conversation

* Encourage the use of speech techniques

2.3.2 Methods to use graphic illustration in speaking lesson

How to use pictures and when to use them depends a lot on the teachers(their ability, their flexibility and their purposes as well) There are two types ofpractice described in this study: mechanical practice and communicative practice.To begin, readers must distinguish between these two kinds of using images.Picture for Language Learning (1989) by Andrew Wright:

1 Mechanical practice

In mechanical practice, the teacher wants students to focus on imitating thesound of the language rather than meaning In contrast, with mechanical exercise,students focus mainly on grammatical or phonological correctness [lustrationscan be used to motivate learners and inform them of what they need tocommunicate In any event, the teacher is typically well aware of what the studentshould state.

a Repetition: The teacher gestures to the picture and asks pupils to repeat

what they have said in this exercise.

b Recombination: Recombination contains the following steps:question and answer, replacements, and transformations Nonverbal cues andmotivation are provided by images The teacher frequently gives a sentencepattern to help students.

A composite graphic can be used by the teacher to ask a variety of questionsabout it, typically focusing on a teaching point.

2 Communicative practice

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In terms of communicative practice, the students use the patterns selectedby the teacher, but they and the teacher lend significance to what they say Theteacher is unsure of what the students intend to communicate.

a Describing: Most tasks require the student to explain something so wellthat another student can recognize it by pointing, drawing, commenting, and so on.The class is shown a scene image or a succession of individual pictures Studentssay whatever they can about it This is a chance for them to practice describing,interpreting, and associating objects in images by calling out any term they know.

b Identifying In this type of exercise, the learner is challenged to find andname a difficult-to-recognize image or part of a picture.

* Unusual views: the teacher displays an unusual perspective of an item ordetail and asks students to recognize it.

* Picture specifics: The teacher shows part of a picture and requestsstudents to identify it The teacher can do this by covering over a large picture so

that only a tiny portion of it is visible, or by cutting a small section of a picture out

of a larger picture Students must determine what lies beneath.

c Matching: Students are challenged in these activities to find a connectionbetween two pieces of knowledge.

2.3.3 The benefits of using graphic illustration in teaching English speaking

"Pictures" or images are one of the most frequently used English languagelearning tools for teaching speaking A monotonous approach to teaching Englishis definitely not advised as an English instructor It has been demonstrated thatteaching English through the use of images can help students' communicationskills According to Mary and Michael, pictures can be used to provide engaging,valuable exercise in English vocabulary, grammatical structures, and sound.

Speaking with images while learning can make the environment of English class

more enjoyable This is due to the fact that pictures are preferred by students overtext books, particularly if they are created and presented in accordance with highstandards, which will undoubtedly boost their motivation to continue with theirstudies Students can therefore use the pictures to quickly improve their speaking

skills Gerlach and Ely (1980: 227) list the following benefits of the images: a.

Pictures can prevent and correct misconceptions, b They can help to focus

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attention and develop critical judgment, c They can provide common experiencesfor an entire group, d They support the development of critical thinking andconcentration focus, e Illustrations provide inspiration for additional reading,investigation, and study Visual proof is a potent tool, f They are simple to control.In addition to their benefits for education, pictures have drawbacks as well For

example, they are not appropriate for illustrating the meaning of all words,especially abstract nouns like words.

Furthermore, Marry and Michael (1973: 164) state that there are three

different types of images: (1) Images of specific people and/or objects, (2) Imagesof activities that people engage in and which reveal the relationships betweenspecific objects and/or individuals, and (3) An array of images on a single map.

2.3 Previous Related research findings

A listing of prior studies that used images to improve speaking abilities isprovided as a study reference below.

The use of pictures as a medium for teaching speaking was very beneficialfor the students, according to the findings of research conducted by Episiasi,Ardayanti, and Novita Sari (STKIP PGRI Lubuklinggau) in their study titled "theeffectiveness of using pictures to improve student's speaking skill." Students whowere taught through the use of images performed better academically and weremore inclined to talk English The students were confident when sharing theirthoughts while learning English.

Second, the results of research conducted by Mr Puguh Karsono (teacher

at SMP N 1 Anggana) on "using pictures in improving the speaking ability of the

grade eight-A students at SMP N 1 Anggana" show that the students’ speaking

abilities improved after using pictures, with the majority of the students being able

to improve their fluency, content, pronunciation, and grammar coping with the

students’ boredom and speaking issues, as well as teaching speaking through the

use of images The students had genuine activities, shared information, and

important learning opportunities; they were no longer timid and were eager and

pushed to learn English speaking.

Third, there is an improvement in students' speaking abilities taught throughretelling stories using picture series, according to Devina Nizzu's research,

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"improving students speaking skills through retelling stories by using picture seriesat SMAN 7 Bandar Lampung." Students’ understanding, fluency, pronunciation,fluency, and memorization all increased It occurs as a result of the students’ abilityto talk more fluently as a result of the 12 picture sequences used to retell the

narrative, which helped them develop.

According to the explanation of the study findings, students are becomingmore adept at learning to speak Additionally, students’ passion for speechactivities increased Thus, using graphic illustration can aid students in betterunderstanding a subject In a specific scenario during teaching and learning

speaking exercises, students should be able to readily express everything they seein the picture through words (speak), as this will help them talk more clearly.

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CHAPTER 3: METHODOLOGY

3.1 Action research

3.1.1 Common definition of Action Research

According to McNiff (2010), action research is a phrase that describes a

practical method of analyzing one's own work to determine whether it flows theway the author would like to continue it or not Action research is demonstrated asa technique used when we encounter any specific educational challenge (Creswell,2012) Action research, according to Mill (2003), is any methodical investigationcarried out by teacher researchers to gather data to improve their instruction.

According to Burns (2010), one of the goals of Classroom ActionResearch is to find problems or issues that the participants—who are primarilystudents and teachers—recognize as issues that need to be resolved Accordingto Latief (2015), classroom action research centers on strategies used in theteaching process to enhance both the caliber of teachers' work and students'

success in learning English.

3.1.2 The process of Action Research

The research methodology used in this study is a cyclical procedure withfour steps that Kemmis and McTaggart (1998) suggested They are planning,action, observing, and reflecting They claim that in order to perform a studyusing the CAR design, the researcher must first identify the issue that happenedin the classroom It then moves on to the fundamental stages of the CAR's

| Reflecting | | Cycle I Implementing

CS Observing ———— I

Planning Sa| Reflecting | Cycle IT Implementing

periodic process.

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Planning: In this "moment," the researcher must prepare everything thatwill be engaged in investigating the activity It could be creating a class plan,instructional materials, or even evaluation materials after the action to determinewhether or not the speaking improves Furthermore, planning entails carrying outactions with the aim of drawing improvements, either separately or collectively,by taking specific actions When actions are scheduled, it is also necessary toprepare the data collection The primary goal of this stage is to identify problems

and develop a preparation strategy.

1 The pre-test is given by the teacher.

2 The researcher will teach English lessons by including speaking skills

into the picture.

3 Every pupil will be requested to observe the newly taught speaking and writing.

4 Each student will be tested on their speaking ability.

5 Each pupil will be writing down the words while not comprehending them.6 Each student will be required to respond verbally.

7 The researcher will provide a quiz to assess the students' comprehension.8 The pupils are evaluated by the researchers, who also offer Englishcourses based on the lesson plan.

9 The post-test is given in class by the teacher.Observing

Observing is the action of gathering data to monitor the extent to which theconsequence of "doing" achieves the goal The data will be collected utilizing bothquantitative and qualitative data The quantitative data included the students'advancement (the students’ score), while the qualitative data included the students’interest and class management At this stage, the researcher will work with theEnglish instructor at the relevant school to monitor progress in teachingprepositions using pictures (Zohrabi, 2013).

The act of reflecting involves thinking critically at the development or

change in the students, class, and instructor The researcher and collaborator will

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