Hiệu quả của việc sử dụng giáo cụ trực quan để phát triển kỹ năng nói cho học sinh lớp 12 tại trường THPT cẩm phả

THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI DUONG THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE SPEAKING SKILLS FOR THE 12TH GRADERS AT CAM PHA HIGH SCHOOL (Hiệu việc sử dụng giáo cụ trực quan để phát triển kỹ nói cho học sinh lớp 12 trường THPT Cẩm Phả) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI DUONG THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE SPEAKING SKILLS FOR THE 12TH GRADERS AT CAM PHA HIGH SCHOOL (Hiệu việc sử dụng giáo cụ trực quan để phát triển kỹ nói cho học sinh lớp 12 trường THPT Cẩm Phả) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor : Dr Nguyen Thi Huong THAI NGUYEN – 2019 DECLARATION I hereby certify that no part of the thesis has been copied or reproduced by me from any other person’s work without acknowledgement and that the thesis is originally written by me under strict guidance of my supervisor Quang Ninh, September 20th 2019 Trainee Nguyen Thi Duong This study was approved by i ACKNOWLEDGEMENTS The thesis could not have been completed without the help of many people to whom I am indebted First of all, I am greatly indebted to Dr Nguyen Thi Huong, my supervisor, for her invaluable guidance, comments, criticisms, corrections and for her kindly constant encouragement during the course of writing this thesis Second, I would like to thank all lecturers at Foreign Languages Department, Thai Nguyen University for their valuable teaching and tremendous assistance that have enlightened my study path Third, I am grateful to my colleagues at Cam Pha high school for their constructive suggestions about this research Without their help and cooperation, the research would have been made impossible I also would like to give my special thanks to the students at Cam Pha high school who have actively participated in my study Last but not least, my sincere thanks go to my family, my classmates at the Master Course Class, my friends, especially my husband, who also encourages and shares the hardship with me These people deserve all the credit I highly appreciate all their support and contribution Nguyen Thi Duong ii ABSTRACT This study is an attempt to investigate the use of visual aids in teaching speaking to 12 graders at Cam Pha high school The main purposes of the study are to find out: the current English speaking teaching and learning situation at Cam Pha high school; activities and techniques of teaching with visual aids applied by teachers and students’ preferences; the difficulties in learning and teaching English speaking and then give some suggestions for teachers to stimulate students in speaking and overcome the difficulties they have to face with in teaching speaking English for students The study adopts action research approach, with the use of mixed research methods involving both qualitative and quantitative data Two hundred 12th grade students and four teachers took part in the study The findings show that the use of visual aids significantly enhanced students’ interest and engagement in speaking skills Students also reported their improvement in various aspects of speaking skills The study proposes implications and suggestions for using visual aids in improving speaking skills TABLE OF CONTENTS DECLERATION i ACKNOWLEDGEMENT ii ABSTRACT iii TABLE OF CONTENTS iv CHAPTER 1: INTRODUCTION 1.1 Rationale of the study 1.2 Aims and objectives of the study 1.3 Research questions 1.4 Scope of the study 1.5 Significance of the study 1.6 Design of the study CHAPTER 2: LITERATURE REVIEW 2.1 Speaking skills 2.1.1 Mỉco and macro skills of speaking 2.1.2 2.2 Fluency and accuracy Teaching speaking 2.2.1 Teaching and learning speaking skills 2.2.2 Principles for designing speaking techniques 2.2.3 Problems in learning speaking 2.3 Visual aids 10 2.4 Roles and functions of visual aids in language teaching and learning 14 2.5 Use of visual aids in language teaching and learning 15 2.6 Previous studies 17 2.7 Summary 18 CHAPTER 3: METHODOLOGY 19 3.1 Research method 19 3.2 Research design 20 3.2.1.Students 23 3.2.2 Teachers 23 3.2.3 Research procedure 24 3.3 Data collection instruments 27 3.3.1 Questionnaire 27 3.3.2 Observation 28 3.3.3.Interviews 30 3.4 Data analysis 30 3.5 Validity and reliability 32 CHAPTER 4: FINDINGS AND DISCUSSIONS 34 Questionnaires 34 4.1.1.The reality of the current learning speaking English 34 4.1.1.1 Students’ purposes of learning speaking English 34 4.1.1.2.Students’ assessment on the importance of speaking English 35 4.1.1.3 students' opinions towards speaking activities 35 4.1.1.4 Students’ frequency of speaking English in speaking class 36 4.1.1.5 Causes of students' reluctance to speak in class 37 4.1.2 Students' attitudes towards using visual aids in the speaking lesson 38 4.1.3 Teachers' attitudes towards using visual aids in speaking lesson 42 4.2 Observations 45 4.3.Interviews 46 CHAPTER 5: CONCLUSION 49 5.1 Concluding remarks 49 5.2 Limitations 50 5.3 Implications 50 5.4 Suggestions to further studies 51 REFERENCES 53 APPENDICES .I CHAPTER 1: INTRODUCTION 1.1 Rationale of the study Nowadays, English has an important role in the world Most countries in the world use English as medium of communication in many aspects of life Meanwhile, in Vietnam, English is considered as a foreign language It also has been introduced to educational institutions, which is learnt from Junior High School up to university as a compulsory subject Oral communication competence or speaking skills is the goal of English learning in many schools Speaking skill is considered as an initial skill that leads learners to develop the other communication competences (reading and writing) However, it is assumed that developing speaking skill to 12th graders in our school is not easy because of the status of English as a foreign language in which it is not used in national or social life With more than years of experience in teaching English at Cam Pha high school, the researcher find that students have to learn English in semesters in the curriculum At the end of each semester, the students have to take a written tests and spoken tests However, the result of spoken test is always lower than the one of written test With my own teaching experience and what I have observed from my colleagues’ teaching, I found certain of reasons why students usually obtain unsatisfied achievement: There are plenty of different levels of ability in learning English the class As soon as we put them in groups, our students speak Vietnamese not English The students always make too much noise We would like to more speaking activities, but our students just won’t co- operate The students make so many mistakes that we cannot correct them We not have time to give them enough speaking practice Some topics are not interesting Supiyati (2011) stated that practically the use of visual aids is one of the appropriate techniques to develop students’ speaking skills Actually, there are many kinds of visual aids that the researcher will describe like pictures, graphics, charts, illustrations etc Through visual aids, the students are more enthusiastic Students enjoyed the process of teaching and learning more Teaching speaking using visual aids gives a big chance to the students to speak Due to the identified issues of speaking skills of high school students in Vietnam and the effects of employment of group work on enhancing the students’ speaking skill, this research employs the treatments of action research to conduct the research on: “The effectiveness of using visual aids to promote speaking skill for the 12th graders at Cam Pha high school” 1.2 Aims and objectives of the study The overarching aim of this current research is to investigate the Vietnamese high school students’ speaking behaviors and performance under the effects of using visual aids in English speaking lessons in the context of public high school from the perspectives of both the EFL teachers as instructors and students The following specific objectives will be supportive to the areas of research: To find out the 12th grader’ attitudes towards using visual aids to teaching speaking at Cam Pha high school To evaluate the effectiveness of using visual aids in teaching speaking at Cam Pha high school 1.3 questions Research Based on research objectives, there are three research questions as 1) How visual aids promote speaking skills for the 12th graders at Cam Pha high school? 2) What are Cam Pha high school students’ perceptions of and attitudes toward using visual aids in speaking lessons? 3) What are Cam Pha high school teachers’ attitudes toward using visual aids in speaking lessons? REFERENCES Aina ( 2006 ) Visual Aids in English Language Teaching Arikunto, S (2013) Procedur Penelitian Suatu Pendekatan Praktik Jakarta: PT Rineka Cipta Allsop, J (1996) The Penguin Elementary Picture Composition Book London: Penguin Group Al Mamun, M.D (2014) Abdullah Effectiveness of visual Aids in Language Teaching in Tertiary Level BRAC Institute of Languages (BIL) Dhaka Ariningsih, D (2009) The Effectiveness of Using Picture Series to Improve the Students’ Writing Skill Viewed from Their Learning Motivation An Experimental Study in the Seventh Grade of SMPN Tanjunganom Nganjuk in the Academic Year 2008/2009 Andre, R (2012) An Analysis Oflexical Errors In The English Narrative Writing Produced by the Tenth Grade Students Of SmaNegeri Surabaya In EFL Classroom Amiqah, M (2016) The Effectiveness of Genius Learning Strategy in Enhancing The Students’ Speaking Skill of The Second Year Student of SMA YAPIP Makassar Sungguminasa Thesis of English Education, 2(2),181 Barkley, E (2005) Collaborative LearningTechniques:A journal for College Faculty USA: Jossey-Bass Brown, H D (2004) Teaching by Principles, an Interactive Approach to Language Pedagogy New York: Addison Wesley Longman Callista ( 1938 ) The use of visual aids in teaching Cooper, L Z (2002) Considerations in cross-cultural use of visual information with children for whom English is a second language Journal of Visual Literacy, 22(2), 129-142 https://doi.org/10.1080/23796529.2002.11674585 Cunningham, J (1991) Making and Using Slides in the ESL Classroom TESL Canada Journal, 9(1), 67-78 https://doi.org/10.18806/tesl.v9i1.597 72 Ezidene, M (2011) The Effect of Using Visual Aids on Second Language Speaking Lebanese American University American 73 Efrizal, D (2012) Improving Students’ Speaking through Communicative Language Teaching Method at MtsJa-alhaq, Sentot Ali Basa Islamic Boarding School of Bengkulu, Indonesia State Institute of Islamic Studies (IAIN) Bengkulu Indonesia Gorman, R., & Eastman, G S (2010) I See What You Mean: Using Visuals to Teach Metaphoric Thinking inReading and Writing English Journal, 92-99 Harmer, J (2007) The Practice of English Language Teaching (4th Ed.) Edinburgh: Pearson Education Limited Madhuri, J N (2013) Use of Audio Visual Aids in Teaching and Speaking Research Journal of English Language and Literature (RJELAL), 3(2), 112-118 McKay, S.L (2006) Researching Second Language Classrooms New Jersey: Lawrence Erlbaum Associates, Inc M, Jessa ( 2008 ) Definition of Visual Aids | Language Education | Teachers Prasasti, P W (2011) The Effectiveness of Using Audio Visual Aid in Teaching Speaking of Interpersonal and Transactional Conversations (an115 experimental research at the eighth graders of SMP Randublatung in the academic year of 2010/ 2011) English Department Faculty of Languages and Arts Semarang State University Unpublished undergraduate thesis Riddell, D (2003) Teach Yourself: Teaching English as A Foreign/Second Language London: Hodder & Stoughton Ltd Rodgers, S T and Richards, J (1999) Approaches and Methods in Language Teaching United Kingdom Cambridge University Press Singh, N (2012) What are the main advantages of audio visual aids? Retrieved 20 April 2019 from http://www.preservearticles.com Spratt, Pulverness, and William ( 2011) Teaching Knowledge Test Course Subathra, P (2012) The Audio-Visual Aids in English Teaching Supiyati, D (2011) Improving Students’ Speaking Skills by Using Audio-Visual Aids in Class I A RSBI SD N Cemara Dua No.13 Surakarta in 2009/2010 74 Academic Year Surakarta: Teacher Training and Education Faculty Sebelas Maret University Unpublished undergraduate thesis 75 Lai, Y (2011) Teaching vocabulary with Visual aids Journal of Kao Ying Industrial & Commercial Vocational High School Callisa, E (1938) The Use of Visual Aids in Teaching University of Wisconsin Steven P Callahan (2006) VisTrails: visualization meets data management University of Utah Harmer, J (1988) The practice of English language teaching (4th ed.) UK: Pearson Longman Joan Peeck (1993) Increasing picture effects in learning from illustrated text University of Utrecht, The Netherlands Maria Teresa Bajo (2012), Mental models and computer programming, University of Granada Ulloa Salazar, G., & Díaz Larenas, C (2018) Using an Audiovisual MaterialsBased Teaching Strategy to Improve EFL Young Learners’ Understanding of Instructions HOW Journal, 25(2), 91-112 Bobkina, Jelena & Caleya, Miriam & Sarto, Maria (2012) The use of literature as an advanced technique for teaching English in the EFL/ ESL classroom Educación y Futuro 217-239 Slavíková (2014) The Impact of Using PowerPoint Presentations on Students' Learning and Motivation in Secondary Schools Procedia - Social and Behavioral Sciences 98, 1672 – 1677 Shabiralyani, Ghulam; Hasan, Khuram Shahzad; Hamad, Naqvi; Iqbal, Nadeem (2015) Impact of Visual Aids in Enhancing the Learning Process Case Research: District Dera Ghazi Khan Journal of Education and Practice, v6 n19 p226-233 J B Garfield & G Burrill (1996.), Research on the Role of Technology in Teaching and Learning Statistics: Proceedings of the 1996 IASE Round Table Conference (pp 169-190) Voorburg, The Netherlands: International Statistical Institute 76 Kitchel, E., Murphy, R., & Gevers, M., (2002) Teaching the student with a visual impairment: A primer for the classroom teacher Louisville 77 Abdullah Al Mamun (2014) Effectiveness of Audio-visual Aids in Language Teaching in Tertiary Level BRAC University Tasnubha Bably & Dil Nusrat (2017) Using Realia as an Effective Pedagogical Tool Journal of Humanities And Social Science, 22(11),1–7 Sora Park (2015), Effect of visual aids and individual differences of cognitive traits in judgments on food safety, International University of Korea Ajayi IA (2008) Towards effective use of information and communication technology for teaching in nigerian colleges of education Asian J Inf Technol 7(5): 210 – 214 78 Appendix A Questionnaires Question 1: What is your purpose of learning English speaking? S P t e to pass to com to get to find to stud Question 2: How important you think of learning speaking English? V er R at Li ttt N ot PurS P pose t e Question 3: What you think of the speaking activities in English speaking lessons? V er R at N o Li ttl N ot PurS Pe pose t rc I Question 4: How often you speak English in English class time? PurStuPer pose dentcent So me Rarel Question 5: What factors make you reluctant to speak in class? L ea B ei B or B or L o FactStuP ors d e Question 6: What you think about using visual aids in your speaking lessons? OpiStud P nionentse T o C N or T o Question 7: Do you like visual aids which have been used in your speaking class? OpiStudPerc nionentsenta Yes No Idea l II Question 8: When are you ready to speak English in lessons with visual aids? A.actively take part in B Join only when being asked C Join only when feeling interested D Do not join Question 9: How effective is visual aids on your speaking skill? A.Very effective B effective C slightly effective D ineffective Question 10: Which aspects of speaking skill have you improved? Cr ite Fl ue V oc G Pr o I n t Al l StudPerc entsenta Question 11: What are your opinions of your own changes after taking part in the lessons using visual aids? A strongly agree B agree C I don't know D disagree E extremely disagree Question 12: According to you, how important is the use of visual aids in teaching speaking? Fr Oc Pe q 1u c A a U aS eRa lNe e Question 13: How often you visual aids in teaching English speaking to your students? FreOccPer queurrecent Alw ays Usu ally Som etim Rare ly Nev er Question 14: Do you think using visual aids can develop students’ speaking skill? Te O P a c e Yes, very Yes but Not reall Not at Question 15: What you think of visual aids? A H B I C S D E E M F A P e Appendix B : Interview question with students/teachers Do you know about visual aids which normally used in the English class? Name some of visual aids you normally see/use in your class? How often visual aids are used in your class? Do you think visual aids help in teaching/learning English especially speaking skill? In what circumstances will visual aids will be used? 4.Share any expectation or recommendation on the use of visual aids in English class Do you want this type of teaching/learning instrument to be use more in your class? Observation sheet Subject: Date: Class: Number of students: School: A i O bs El C e o H o w W H o w O th er Appendix C Lesson plans UNIT 1: HOME LIFE B SPEAKING I Aims/Objectives of the lesson: - To help Ss develop their speaking skills - To help Ss prepare material for speaking - To encourage Ss work in pairs and groups II Teaching method: - Communicative language teaching III Teaching aids: - Flashcards, images, videos, text book IV Procedure: Class organization (1 minute) Check – up (5 minutes) Some Ss go to the board to – Write down new words - Talk about the family in the passage New lesson (35 minutes) T Students’ e activiti P V: re + w + or sh + o I n te rH ocl ot br ot W T as R VII - A W sk or Ss to ac ti T W or as - A W sk ho Ss to es d th W ho T as - yo A TaPost P sp ing: A le Use tt l fri expre en fa ss m : Consolidation: (3 minutes) Ask and answer about your family Homework (1 minute) Words and phrases Talk about your family V Evaluation VIII ... GRADERS AT CAM PHA HIGH SCHOOL (Hiệu việc sử dụng giáo cụ trực quan để phát triển kỹ nói cho học sinh lớp 12 trường THPT Cẩm Phả) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics... UNIVERSITY SCHOOL OF FOREIGN LANGUAGES NGUYEN THI DUONG THE EFFECTIVENESS OF USING VISUAL AIDS TO PROMOTE SPEAKING SKILLS FOR THE 12TH GRADERS AT CAM PHA HIGH SCHOOL (Hiệu việc sử dụng giáo cụ trực quan. .. for the 12th graders at Cam Pha high school? 2) What are Cam Pha high school students’ perceptions of and attitudes toward using visual aids in speaking lessons? 3) What are Cam Pha high school