Of all four keylanguage skills listening, speaking, reading, and writing, speaking, as aproductive skill, seems intuitively the most important of all the four languageskills because it c
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Hormailis (2003, p 6) lists the following four components of speech ability:
Vocabulary is one of the most important factors that promote speaking action.
Grammar is the method by which we combine meaningful and component terms 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 the language fluently, boldly, and without excessive pauses or hesitation.
Using illustration in teaching English speaking ss-ss=<s<ô 8
The prinicples of teaching English speaking ô ô+5 8
According to Brown (1994:268-270), there are seven guidelines for teaching 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. ằ Offer methods that are naturally motivating ằ Encourage people to speak honestly in important situations ằ Provide appropriate feedback and correction
* Utilize the innate connection between speaking and listening
* Give students the chance to speak up in oral conversation
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 of practice 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:
In mechanical practice, the teacher wants students to focus on imitating the sound of the language rather than meaning In contrast, with mechanical exercise, students focus mainly on grammatical or phonological correctness [lustrations can be used to motivate learners and inform them of what they need to communicate In any event, the teacher is typically well aware of what the student should 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 and motivation are provided by images The teacher frequently gives a sentence pattern to help students.
A composite graphic can be used by the teacher to ask a variety of questions about it, typically focusing on a teaching point.
Chung Bao Ngoc — 11193746 - Business English 61C
In terms of communicative practice, the students use the patterns selected by the teacher, but they and the teacher lend significance to what they say The teacher is unsure of what the students intend to communicate. a Describing: Most tasks require the student to explain something so well that 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 Students say 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 and name a difficult-to-recognize image or part of a picture.
* Unusual views: the teacher displays an unusual perspective of an item or detail and asks students to recognize it.
* Picture specifics: The teacher shows part of a picture and requests students 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 connection between two pieces of knowledge.
The benefits of using graphic illustration in teaching English speaking
"Pictures" or images are one of the most frequently used English language learning tools for teaching speaking A monotonous approach to teaching English is definitely not advised as an English instructor It has been demonstrated that teaching English through the use of images can help students' communication skills 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 over text books, particularly if they are created and presented in accordance with high standards, which will undoubtedly boost their motivation to continue with their studies 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
Chung Bao Ngoc — 11193746 - Business English 61C attention and develop critical judgment, c They can provide common experiences for an entire group, d They support the development of critical thinking and concentration 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) Images of activities that people engage in and which reveal the relationships between specific objects and/or individuals, and (3) An array of images on a single map.
Previous Related research findings o- << ssess se esse 11
A listing of prior studies that used images to improve speaking abilities is provided as a study reference below.
The use of pictures as a medium for teaching speaking was very beneficial for the students, according to the findings of research conducted by Episiasi, Ardayanti, and Novita Sari (STKIP PGRI Lubuklinggau) in their study titled "the effectiveness of using pictures to improve student's speaking skill." Students who were taught through the use of images performed better academically and were more inclined to talk English The students were confident when sharing their thoughts 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 through retelling stories using picture series, according to Devina Nizzu's research,
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"improving students speaking skills through retelling stories by using picture series at SMAN 7 Bandar Lampung." Students’ understanding, fluency, pronunciation, fluency, and memorization all increased It occurs as a result of the students’ ability to 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 becoming more adept at learning to speak Additionally, students’ passion for speech activities increased Thus, using graphic illustration can aid students in better understanding a subject In a specific scenario during teaching and learning speaking exercises, students should be able to readily express everything they see in the picture through words (speak), as this will help them talk more clearly.
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METHODOLUOY - <5 G5 n0 09 08 13
ANALYSIS AND DISCUSSION
Results from learner questionnaire cescceesccesseceseeeeneeeseeeseeeeeeees 17
4.1.1.1 The attitudes of students in English speaking class
Figure 4.1 The attitudes of students in English speaking class
The figure shows the psychology of students in English speaking lessons.
45 percent of students said they felt extremely embarrassed when required to talk in English in class 35% of students think they lack motivation for studying English, and only 20% are interested in English speaking classes That is not surprising given that reading and writing skills are prioritized over speaking abilities right away when learning English Most students place a lot of emphasis on developing their written grammar and words on paper Moreover, according to the traditional teaching method, students are still passively focused on the teacher's lectures, lacking interaction and exchange to develop language learning The consequence of this way of learning is that students get high scores on paper But on the contrary, when they practice and use English, they are confused and babble.
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4.1.1.2 Problems affecting student’s speaking English
0% pronunciation mistakes grammar mistakes self- confidence Word usage
Figure 4.2 Problems affecting student’s speaking English
An English speaker needs to possess essential skills such as knowledge, pronunciation, and attitude Pronunciation is very important because it helps convey information and requires knowledge of grammar to speak into correct and complete sentences In addition, because of the fear of being caught by friends, being criticized, some students choose to remain silent even though they know the answer 80% of students said that they have difficulty using words They may know the meaning of the word but cannot use it to speak. Students admitted to having trouble to various degrees in Speaking, especially because the vocabulary is not diverse and rich and 60% believe that the grammar rules have not been learned, despite the fact that they are proficient and fluent in speaking As a result, they made numerous errors in their speaking.
The above difficulties have shown the need to use a different method in teaching English It is urgent for researchers to learn the application of graphic illustration in teaching English speaking; however, according to the survey collected from students, they may not have many opportunities to learn to speak English with graphic illustration.
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Results from interviewing teachetS cccccessccceeessneeeeeesteeeeeeeeneees 19
When interviewing the first teacher, she said that because the class time is very short, she can only focus on the skills that the children will use for the high school entrance exam, which is reading and writing She knows that communicative language instruction should focus on pronunciation, encouraging students to speak in class limited time has prevented her from offering activities that encourage students’ speaking.
However, in contrast to the above teacher, the second teacher has a more open view on this issue She shares many methods to improve students’ English speaking ability She uses many methods, including pictures, to teach speaking English, but because students are already familiar with traditional learning methods, she feels that if she focuses on learning to speak, she will not have time to learn English reading and writing skills for the final exam that this teacher can only take a short time to practice.
When asked about the issue of using pictures in English lessons, both teachers said that pictures play an important and really necessary role They all affirmed that pictures have great appeal to students, are a driving force to promote learning interest, attract attention and make them want to participate in learning activities more.
The aim of action plane
The author's action plan is given in the table that follows in order to have an organized and understandable plan:
Using graphic illustration to improve English speaking skill to grade 7 at
Focus {Hoang Nong secondary school. e Improve student’s speaking skills
[Why |e Enhance confidence and raise student’s interest in studying
Chung Bao Ngoc — 11193746 - Business English 61C teaching * Students of class 7A
After completing the analysis plan, the author gives the pre-test to 45 students in grade 7A as teaching a regular English class The statements are evaluated on a 10-point measure and conveyed through 4 aspects: a Vocabulary b Pronunciation c Fluency d Grammar
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Figure 4.3 Scores of student’s English speaking aspects in pre-test
Because of learning English by traditional methods, students’ speaking skills before the test are below average Especially, the ability to speak fluently is only 2 points, correct pronunciation and vocabulary are 4 points, and grammar is
5 points These worrying numbers show that students are severely lacking in speaking skills They feel nervous and hesitant to speak because sometimes they feel stressed when they can't answer the teacher's questions or feel embarrassed by laughter from their friends They frequently relied on their notes and even read the speech aloud Their vocabulary is also limited The majority of the statements are grammatically incorrect, and the majority of the phrases are mispronounced. Furthermore, the opinions they offer are not exactly aligned with one another.
The results from post-test showed that the skills affecting the student’s speaking ability were very low Therefore, the researcher found it necessary to apply new teaching method to improve students’s speaking skill.
First, when teaching a new word, after explaining the meaning of the word, giving some examples of word usage, the teacher can use pictures to make associations or even a story to associate with that word.
Or the teacher selects a picture and asks what word it is associated with from the list then asks students to make sentences using the word associated with
Chung Bao Ngoc — 11193746 - Business English 61C the picture Using a word many times will help students remember it faster As they say, practice gets used to.
Another great activity to practice vocabulary and grammar is called the mystery picture At the end of the lesson, the teacher takes pictures related to the lecture topic from an unpredictable angle and then shows the students these pictures in other lessons, using the vocabulary and grammar learned, trying to guess what is described in the photo.
Example I: In Unit 8, Lesson 1: Festivals around the word The unit requires to learn and use vocabulary, related to festival and practice and use future simple correctly.
In this activity, the researcher gave some pictures and definitions of them.
I read aloud new words and asked students repeat it and then required students answer the question using new words and take an example using new words and future simple, for example:
What materials is a lantern made of?
Do you know what occasion lanterns are used for?
Example: Beautiful lanterns will be hung over the streets and houses in Tet
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2 Bornfire (n): lửa trại Questions: Have you ever lit a campfire? When and where?
At the end of the lesson, the teacher asked the students to match the new words they learned with the corresponding pictures. tHantern
After the students finish matching the words, the teacher will let other students comment and give the correct answer.
> This activity helps students to remember new words easily, they had opportunity to to use new words in a variety of contexts.
Example 2: In Unit 9: English in the World I organized an activity called Story Line I asked students to work in pairs Students were given a list of words
Chung Bao Ngoc — 11193746 - Business English 61C and a few pictures and then each student used that image they chose to tell their
Words Meaning Tour guide Hướng dan viên du lịch
Chuyến bay Nổi tiêng trong lịch sử year Last year my family decided to go on vacation to Nha Trang beach in Khanh Hoa province Our flight takes off at 9am but you know what? My family overslept instead of waking up at 5 am, because the previous day the whole family stayed up very late to prepare the necessary things for the outing Because it takes 4 hours to go to the airport, my family was very worried about missing the flight How fortunate that there was no traffic jam that day and my house arrived on time to check in to board the plane Just like what I saw on the internet, Nha Trang beach is beautiful and my family had such a memorable vacation.
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Sample: I really like going to Hanoi to visit because there are many historical sites there One of the monuments that impressed me the most was Hoa
Lo Prison When visiting the prison, you will have to buy a ticket, then a guide will take you on a tour of the prison and tell the stories of Vietnamese soldiers while in prison When visiting and listening to the tour guide tell her story, I was really touched and felt proud of the Vietnamese soldiers If you have the opportunity, you should visit Hoa Lo prison.
= Students have more opportunities to use new words and grammar when they are given tales Teachers can also record what pupils are lacking so that they can be corrected as soon as possible.
Example 3: Another great activity to practice vocabulary and grammar is Mystery picture.
At the end of the lesson, the teacher will capture images pertaining to the lesson's subject from an unexpected angle At the end of a different lesson, I then display the students these images Ask students to guess what is being described in the image while using and learning grammar.
For instance, following the completion of Unit 10: Energy Sources, I will present the following images in the subsequent class and ask students to guess:
Chung Bao Ngoc — 11193746 - Business English 61C
Chung Bao Ngoc — 11193746 - Business English 61C
= When participating in this activity, students can review new words and vocabulary learned in the previous lesson.
4.2.2.2 The attitudes of student about graphic illustration
Using graphic illustration in learning English, students can memorize easily, especially when they are reminded of new words many times during the lesson When communicating in English, learners' brains will tend to images associated with learned vocabulary Therefore, the reflexes and the ability to communicate also become better.
Figure 4.4 The attitudes of student about graphic illustration
When learning English with pictures, students memorize vocabulary very quickly and can use sentences with grammar, even poor students Therefore, nearly 90% of the children feel interested in the lesson and participate actively in the class Because of having ideas to speak and not being stuck with words, in addition, the classroom atmosphere is relaxed, so students can speak freely without being shy or afraid of being judged, so the percentage of students who feel motivated. speaking power has increased up to 70%.
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Figure 4.5 Comparison of speaking aspects between two tests
The comparison chart between the pre-test and post-test allows us to clearly see the improvement of the students In the pre-test, with the traditional speaking teaching method used for many years, the students’ speaking ability was very low; some of them couldn't even form a simple sentence However, after using the technique of teaching English speaking with pictures for a while, the students' speaking skills significantly improved, which is reflected in the results of the post- test They have reduced grammar mistakes and memorized more vocabulary so grammar and vocabulary scores have reached 7 points, 4 points higher than the previous test When a student talked or described an image and the teacher corrected the pronunciation, the other students imitated the teacher's corrections, improving their own pronunciation and resulting in a post-test score of 8. Additionally, the students improved their fluency and confidence; some of them could even use body language when speaking.
The researcher shared this technique with other teachers in the school after analyzing the data gathered from the post-speech test and concluding that it was very effective and should be used going forward The author has implemented the action plan outlined in the study proposal to improve students’ speaking skills When the research was carried out, her presumptions were again verified The methods used
Chung Bao Ngoc — 11193746 - Business English 61C in class 7A were very successful, and the pupils' speaking skills have significantly improved Any teacher would like to accomplish this because it is a success.
Lesson1 Lesson2 Lesson3 Lesson4 Lesson5 Lesson6 Lesson7 Lesson 8 Lesson 9 Lesson 10
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