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MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAM THI THANH NGA APPLYING DRILLING TECHNIQUES TO IMPROVE PRIMARY SCHOOL STUDENTS’ SPEAKING SKILL: A CASE STUDY AT A LANGUAGE CENTRE IN QUANG BINH PROVINCE MASTER’S THESIS IN EDUCATION Nghe An, 2019 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY PHAM THI THANH NGA APPLYING DRILLING TECHNIQUES TO IMPROVE PRIMARY SCHOOL STUDENTS’ SPEAKING SKILL: A CASE STUDY AT A LANGUAGE CENTRE IN QUANG BINH PROVINCE Major: Teaching English to Speakers of Other Languages (TESOL) Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr.NGUYEN XUAN BINH Nghe An, 2019 i AUTHOR’S STATEMENT I hereby acknowledge that my thesis title: “APPLYING DRILLING TECHNIQUES TO IMPROVE PRIMARY SCHOOL STUDENTS‟ SPEAKING SKILL: A CASE STUDY AT A LANGUAGE CENTRE IN QUANG BINH PROVINCE” is the result of my own work, submitted in the fulfillment for the requirements of the master degree The data and findings discussed in the thesis are true, no others person's work has been used without due acknowledgement in the text of the thesis Quang Binh, 2019 Author Pham Thi Thanh Nga ii ABSTRACT The researcher realizes that drilling technique has been considered one of crucial factors deciding the success of speaking skill in the process of learning and teaching English Drilling as a process of habit formation makes the students easier to remember and learn the target language Through this study, the researcher help both teacher and students to know more some kinds of drilling technique and to be more aware of the importance of speaking in language acquisition process Therefore, the aim of this research is to find out whether there is any significant improvement speaking skill for students at the age of 9&10 in Anh My Language Centre in Quang Binh Besides, the purpose of the study is to realize the students‟ attitude toward using drilling technique The researcher use speaking test to measure the students‟ improvement in speaking skill after using drilling technique Through the interview and questionnaires, the researcher realizes students‟ attitude in their reaction, opinion, comments when they apply the drilling technique in English The experiment with drilling technique lasts nine weeks All 60 participants spend on taking a pre-test before they use drilling technique The researcher chooses two groups: experimental group and control group The result and findings showed that most students at the age of 9&10 in Anh My Language Centre had good attitude toward using drilling technique The majority of students were engaged very actively (93,3%) in the teaching learning through drilling technique All students were improved (100%) in the teaching learning through drilling technique The researcher realizes that there is a significant improvement in speaking skill for students and they are eager when the writer applies drilling technique for students iii ACKNOWLEDGEMENTS I thank to Dr Nguyen Xuan Binh who had already helped me in arranging and writing this thesis directly Besides, he had supported and encouraged me whenever I had problem in my research Hereby, I wish to express my great gratitude to all the teachers in Foreign Language Department who has given the knowledge patiently I wish to express my thanks to the students and teachers whom I worked with them in order to gather and analyze the data for my study Last but not least, those who cannot be mentioned one by one, who have supported the writer to finish this thesis iv TABLE OF CONTENTS AUTHOR‟S STATEMENT i ABSTRACT ii ACKNOWLEDGEMENTS iii TABLE OF CONTENTS iv LIST OF TABLES vii LIST OF FIGURES viii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims and Objectives 1.2.1 Aims of the study 1.2.2 Objectives of the study 1.3 Research Questions……………………………………………………….5 1.4 Significance of the study 1.5 Scope of the study 1.6 Design of the study CHAPTER LITERATURE REVIEW 2.1 Theoretical basis of speaking 2.1.1 Definition of speaking 2.1.3 The nature of speaking 2.1.4 Function of speaking 10 2.1.5 Elements of speaking 11 2.1.6 Characteristics of successful speaking 14 v 2.2 Current Issues of the Teaching and Learning of English speaking Skill in Vietnam and in AnhMy Language Centre, Quang Binh Province 14 2.3 Applying drilling technique to improve the speaking skill for the students at the age of 9&10 16 2.3.1 Definition of Audio Lingual Method 16 2.3.2 Definition of drilling techniques 16 2.3.3 The kinds of drilling techniques 17 2.3.4 Benefits of using drilling techniques 24 2.3.5 Teaching speaking through drilling technique 25 2.3.6 The main materials and tools which support for proceeding 25 2.3.7 Applying the drilling techniques to improve speaking skill for students 30 2.3.8 The effect of drilling techniques, which increase speaking English for students at the age of 9&10 35 2.3.9 Advantages and disadvantages of drilling techniques 35 CHAPTER 3: METHODOLOGY 38 3.1 Participants 38 3.2 Research methods 38 3.3 Research procedures 38 3.4 Data collection instruments 39 3.4.1 The speaking test 39 3.4.2 The interview and questionnaires 43 3.5 Data analysis methods 43 3.5.1 Quantitative data analysis 43 3.5.2 Qualitative data analysis 43 CHAPTER 4: FINDINGS AND DISCUSSIONS 44 4.1 Findings 44 vi 4.1.1 Pre-test results 44 4.1.2 Post -test results 47 4.1.3 Results from interviews 50 4.1.4 Questionnaires 51 4.1.4.1 Pre- questionnaires 51 4.1.4.2 Post- questionnaires ……………………………………………… 55 4.2 Discussions 57 CHAPTER 5: CONCLUSION 59 5.1 Summary of the findings 59 5.2 Recommendations 60 5.3 Limitations 61 5.4 Suggestions for further studies 61 REFERENCES 64 APPENDIX A 67 APPENDIX B 69 APPENDIX C 71 APPENDIX D 72 vii LIST OF TABLES Table 3.1 Table of analytic scoring of speaking 40 Table 4.1 The mean score and standard deviations of participants‟ pre- test in the experimental group and the control group 46 Table 4.2 The mean score and standard deviations of participants‟ post- test in the experimental group and the control group 49 viii LIST OF FIGURES Figure 4.1 Pre- test results of the control group 45 Figure 4.2 Pre- test results of the experimental group 46 Figure 4.3 Post- test results of the experimental group and the control group 47 Figure 4.4 Post- test results of the control group 48 Figure 4.5 Post- test results of the experimental group 49 Figure 4.6 Students‟ attitude toward learning English speaking 52 Figure 4.7 Students‟ opinions toward the role of speaking English in the society 53 Figure 4.8 Students‟ attitude toward the speaking lesson with drilling technique 54 Figure 4.9 Students‟ improvement after the use of drilling technique in speaking lessons 55 Figure 4.10 Students‟ benefits after using the drilling technique in English speaking lessons 56 59 CHAPTER 5: CONCLUSION 5.1 Summary of the findings We can see that the researcher applied different tools, which consist of the pretest, post-test, interview, questionnaires to realize the improvement of students and the attitude toward using drilling technique Based on the results of data analysis can be concluded that the use of the drilling technique can improve for students in Anh My Language Centre In general, the results from the pre- speaking test and post- speaking test showed that the applying for using drilling technique improved speaking skills for the students The improvement showed through the mean score of test In the experimental group, the mean score of post- test was 7.0 Meanwhile, in the experimental group, the mean score of post- test was 7.0 Meanwhile, in the control group, the mean score of post- test was 6.6 although the mean score of pre-test of two both group were rather the same In the experimental group, the mean score of pretest was 6.0 and in the control, the mean score of post- test was 6.1 The result showed that applying for using drilling technique had significance in improving for students The result data collected from the interviews and questionnaires showed most students have good attitude, great developing and positive opinion about this technique As you can see, nearly all students were eager for speaking English through the drilling technique We could see in the figure 4.9 students‟ attitude toward the speaking lesson with drilling technique was 28 students (account for 93,3%) in 30 participants who took part in interview From the result of the students‟ attitude the researcher are findings that the drilling can bring the enjoyable atmosphere for classroom The students felt satisfying and comfortable after applying 60 this technique It meant that when teacher created eagerly for classroom, the drilling technique made the students more active and cooperative during the speaking class They were interested in the material given Their enthusiasm and motivation to learn English especially improving speaking skill increased Moreover, all students of experimental group improved in speaking test The findings showed that through the figures 4.10 thirty students (account for 100%) have improved in speaking English Additionally, through the figures 4.11 revealed opinion about benefits, which the drilling technique brought for participants The drilling technique contributed to improvement for participants This technique created the exciting environment for students, made students more confident, memorize the vocabularies and sentences, correct form (words, phrase, sentences and pronunciation), and help students to speak more fluently In short, data collected by different tools‟ results revealed that using drilling technique was meaningful and helpful in teaching and learning English The majority of students were engaged very actively (93,3%) in the teaching learning through drilling technique All students were improved (100%) in the teaching learning through drilling technique The drilling technique made the students motivated and active in speaking activity Furthermore, using drilling technique helped the students to develop exciting activities in classroom 5.2 Recommendations Drilling technique should be chosen appropriately based on the student‟s age, level and their ability Therefore, + Teacher should give chance to share their feeling and ask the students „opinion about the activity to give teacher input so the teacher can make the better activity 61 + Teacher must give clear instructions to the students to make lessons more exciting + The teacher can overcome that problem in classroom by providing opportunity for the students to practice using the foreign language after the class Language teacher must be creative in providing learning resource and they have to keep monitoring the process of students 5.3 Limitations The study contains some limitations as below: Firstly, the researcher just can interview a teacher and some students about applying using drilling because of limit of time There are some other teachers and students haven‟t had a chance to express their opinion Secondly, the research is limited in speaking skill Thirdly, The research is carried out to the students of at the age of 9&10 in Anh My Language Centre in Quang Binh 5.4 Suggests for study Suggests based on the result, the successful of teaching speaking not only depend on the lesson programs but also how the teachers present the lesson and using various technique to make the class more enjoyable and meaningful Regarding to teaching speaking by drilling technique, the researcher would like to suggest as follows: For the Teachers Therefore, English teachers are encouraged to use drilling technique as the technique in teaching speaking since the researcher found in the field that the students were more and more confident in speaking English The result of this research can support for the English teachers to apply this technique in teaching English The teacher should be selective to choose the technique in teaching learning process to help to face the problem in learning English Teachers should prepare materials well and they 62 can create good atmosphere with fun learning and make it more interesting to become accustomed to speaking students‟ mind In teaching learning process, teacher should make students more comfortable to enjoy the activities Their interest can raise their motivation in learning then make them easier and easier to learn It meant that the English teachers were to motivate their students to speak their idea orally and give more chances for the students to be more active and asked them not to be afraid of being making mistakes Moreover, from the above limitations, the research suggest that the drilling technique should apply for all skills (not only speaking skill) The last, this study conducted drill technique at the aged of 9&10, therefore, the further researcher should conduct this technique at different levels of student when they study English For the Students The students should take part actively in learning process, not shy and are not afraid of expressing idea especially in speaking They should be confident to speak English to the teacher or their friends to improve their skill and add their vocabularies during learning process In order to speak fluently, they also try to pay attention when the teaching learning is going on The students have to develop their self-motivation and minimize their anxiety of learning English This is so important for students when they want to study English well For other Researcher Based on limitations, the researcher suggests that the thesis will expand the object of study and scope of study as well as application for drilling technique Based on the result that Drilling technique can improve the students speaking skill, the researcher suggests to the other researchers to implement this technique in teaching speaking Furthermore, the result can be as the reference for further research 63 in another topic discussion It may also useful and meaningful to have research with different student condition like students motivation interest Moreover, for the further the researcher expected that other researchers would better research related with teaching English by Drilling Technique This teaching technique was a part or Audio Lingual method, which has various different drills that could be applied not only for teaching speaking but also for teaching other skills and components It was an appropriate technique in teaching speaking based on the finding that students‟ marks, motivation, confidence and their speaking skill were improved after the implementation of drilling technique in teaching-learning process In conclusion, these are just a few ways in which teachers can help their students to improve their English speaking skill The researcher believes that when teacher know some ways to teach to make students eager and eager for speaking English And the drilling technique will contribute to succeeding in process learning and studying English It is hoped that with the help and guidance from the teacher, students can discover the value of speaking skill and expansion in language learning through drilling technique and then develop strategies to enhance their speaking skill, contribute to be successful for learning English 64 REFERENCES In English [1] Brown, H D 2004 Language Assessment Principles and Classroom Practice San Francisco Longman [2] Brown, H D (2000) Teaching by Principle an Interactive Approach to Language Pedagogy (2nded) New York: Longman [3] Careolyn Graham (2011) Let‟s chant Let‟s sing Oxford University Press [4] Careolyn Graham (4rd ed) Let‟s go Oxford University Press [5] Crystal, D (2003) A dictionary of linguistics and phonetics Oxford: Blackwell [6] David P Haris, Testing English as a Second Language, (Washington DC: Georgetown University, 1969) p 84 [7] Doff, A (1990), Teach English: A Training Course for Teachers, Cambridge: Cambridge University Press in Assosiation with the British Council [8] Ekbatani, G 2001 Measurement and Evaluating in Post-Secondary ESL NewYork: Routiedge [9] Gary Buck assessing speaking Cambridge University [10] Hornby, A.S.(ed) (1995) Oxford Advanced Learner’s Dictionary of Current English Oxford: Oxford University Press 77 [11] Jack C Richards – Richard Smith, Longman dictionary of language teaching, (England: Pearson Education Limited, 2002), 3rd Ed P, 170 [12] Jisda 2014 The Use of Talking Chips Technique in Improving Students’ Speaking Achievement: International Coference the Future of Education Indonesia University of Education 65 [13] Kayi, H 2006 Teaching Speaking Activities to promote Speaking in a Second Language Nevada: University of Nevada [14] Larsen-Freeman, D (2000) Techniques and Principles in Language Teaching Oxford: Oxford University Press [15] Louma, S Assessing Speaking Cambridge University Press [16] Harris, R 1997 „Romantic Bilingualism: time for change? „In Leung, C & Cable, C (Eds.) English as an Additional Language: Changing Persperctives Watford: NALDIC Longman [17] Marianne Celce Murcia, Teaching English as a Second or Foreign Language,(United States: Copyright, 2001), P.125 [18] Nunan, D 2003 Practical Englsih Language Teaching Singapore: Mc Graw Hill (Eds.) English as an Additional Language: Changing Persperctives Watford: NALDIC Longman [19] Nunan, D (1991) Language Teaching Methodology United Kingdom: Prentice Hall International [20] Nunan, D (1988) Principles for Designing Language Teaching Materials Guidelines, 10:1-24 [21] Richards, J C., & Rodgers, T S (2001) Approaches and methods in language teaching Cambridge: Cambridge University Press [22] Steve Sugar (1998) Games That Teach San Francisco: Jossey-Bass Pfeiffer [23] Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik,(Jakarta: Rineka Cipta, 1998), p.150 [24] Thompson, Loren C.; Frager, Alan M (1984) Individualized Vocabulary Instruction in Developmental Reading (ED253844) From ERIC online database (No ED200058) 66 [25] Wallace, D 1978 Junior Comprehension England: Longman In Vietnamese [26] H.P (2011) Giúp Trẻ Học Giỏi Ngoại Ngữ, Nhà Xuất Bản Phụ Nữ [27] Tony Buzan (2017) Bản Đồ Tư Duy Cho Trẻ Thơng Minh.Tăng cường trí nhớ khả tập trung,Nhà Xuất Bản Tổng Hợp TP Hồ Chí Minh 67 APPENDIX A Pre- test and post- test of the control group Control group Pre- test result Post- test result A1 7.5 A2 6.5 7,5 A3 6 A4 5.5 5.5 A5 6.5 7,5 A6 8 A7 6 A8 5.5 5.5 A9 6.5 A10 7.5 A11 A12 5.5 5.5 A13 6.5 7,5 A14 7.5 7,5 A15 5 A16 6,5 A17 6.5 7,5 A18 5.5 A19 6,5 A20 A21 6.5 7,5 68 A22 5.5 A23 6,5 A24 A25 6.5 A26 A27 6,5 A28 5.5 A29 5.5 A30 Mean 6.1 6.6 69 APPENDIX B Pre- test and post- test of the experimental group Experimental Pre- test result Post- test result B1 5.5 6,5 B2 6,5 B3 B4 6.5 7,5 B5 B6 5.5 6,5 B7 7.5 B8 B9 6.5 7,5 B10 6,5 B11 7.5 B12 5.5 6,5 B13 6,5 B14 B15 6.5 6,5 B16 B17 B18 6 B19 5.5 B20 70 B21 B22 5.5 B23 6 B24 5.5 6,5 B25 B26 B27 5.5 B28 B29 B30 Mean 6.0 7.0 71 APPENDIX C RESULTS OF PRE- QUESTIONNAIRE Question 1: Do you think speaking English is important? Options Number of students Percentage Very important 18 60.% Important 12 40% Not very important 0% Not important at all 0% Question 2: Do you believe that speaking English plays an important role in the society? Options Number of students Percentage Yes 30 100% No 0% 72 APPENDIX D PART 1: INTERVIEW QUESTIONS For students In your opinion, you think your English speaking skills have improved after your teacher used drilling technique? For teacher In your opinion, what you think about applying for using drilling technique to teach speaking skill for student? PART 2: RESULTS OF POST- QUESTIONNAIRE Question 1: Does drilling technique make you eager for the speaking lessons? Options Number of students Percentage Very much 22 73,3% Yes 20% Not much 6,7% Not at all 0% Question 2: Do you think your English speaking skills have improved through drilling technique? Options Number of students Percentage Yes 30 100% No 0% 73 Question 3: In your opinion, what are the benefits of using drilling in English speaking lessons? (each students can choose more than one) Options Number of students Percentage 29 96,7% 30 100% 25 83,3% 20 66,7% Making students more confident Memorizing vocabularies the and sentences Correcting (word, phrase, form and pronunciation) Help students to speak fluently ... Language” Table 3.1 Table of analytic scoring of speaking 0.5 and below 1.0 1.5 2.0 (fair) (good) (poor) (excellent) There are Grammar too many still mistakes the There are His/her some grammar and... model (a teacher), or tape or another students then repeating or responding what is heard Larsen-Freeman (1986:3 1) said that the goal of teachers who use Drilling Technique (ALM) is that they... study The objectives are formulated as follows: 1) To find out what extent were students engaged in speaking class through drilling techniques 2) To find out whether there is any significant improvement
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