Áp dụng phương pháp học theo dự án để nâng cao kỹ năng nói cho học sinh lớp 10 tại trường THPT cửa ông, tỉnh quảng ninh

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Áp dụng phương pháp học theo dự án để nâng cao kỹ năng nói cho học sinh lớp 10 tại trường THPT cửa ông, tỉnh quảng ninh

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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG THI DUNG APPLYING THE PROJECT-BASED LEARNING (PBL) TO ENGLISH SPEAKING SKILL ENHANCEMENT FOR GRADE 10 STUDENTS AT CUA ONG HIGH SCHOOL, QUANG NINH PROVINCE (Áp dụng phương pháp học theo dự án để nâng cao kỹ nói cho học sinh lớp 10 Trường THPT Cửa Ông, tỉnh Quảng Ninh) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES DUONG THI DUNG APPLYING THE PROJECT-BASED LEARNING (PBL) TO ENGLISH SPEAKING SKILL ENHANCEMENT FOR GRADE 10 STUDENTS AT CUA ONG HIGH SCHOOL, QUANG NINH PROVINCE (Áp dụng phương pháp học theo dự án để nâng cao kỹ nói cho học sinh lớp 10 Trường THPT Cửa Ông, tỉnh Quảng Ninh) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Prof Dr Dang Thi Thu Huong THAI NGUYEN – 2019 THE CANDIDATE’S STATEMENT I hereby declare that this graduation project is based on my original work except for quotations and citation that have been duly acknowledged I also declare that it has not been previously or concurrently submitted for any other courses/degrees at Thai Nguyen University or other institutions The candidate Duong Thi Dung Approved by SUPERVISOR Dr Dang Thi Thu Huong i ACKNOWLEDGEMENT This research was the result of my hard work with the great support of many people I want to express my hearty gratitude and appreciation to my supervisor for her patience, kindly support and useful advices during the time I conducted my research But for his precious comments and instructions, the thesis could not have done effectively Secondly, I appreciate the tremendous support from my school – Cua Ong High School I would like to give many thanks to the students who directly engaged in the lessons throughout the process of data collection Their enthusiasm and serious contribution made the process of data collection effective and reliable I also acknowledge my thankfulness to my headmaster who helped facilitate my research conducted smoothly Another special thank goes to teachers of English Department, School of Foreign Languages, Thai Nguyen University Without their advices and encouragement, I would not have been able to pursuit my research Last but not least, my endless thanks approve to my family for their time, encouragement, motivation and support me on my way of study Thai Nguyen, June 2019 Duong Thi Dung, ii ABSTRACT This research tries to attempt to know the effect of project-based learning (PBL) toward speaking ability and its effective implementation Accordingly, this research applied a quantitative design for the first stage Population in this research was the grade 10 grade students of the two classes 10A1 and 10 A2 in Cua Ong High School The total numbers of the respondents are 70 students The researcher used questionnaires, test, observation and interview as data collection Since the hypothesis is intended to find the effect of the PBL toward students’ speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied The second phase, the result of observation and interview were analyzed by Miles and Huberman’s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion The result of analysis showed that there was significant effect of Project-Based Learning toward students’ speaking ability Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into groups, (b) explaining the project and (c) performing the project Finally, the students showed significantly positive attitude toward the implementation of PBL in speaking class iii TABLE OF CONTENTS LIST OF ABBREVIATIONS VII LIST OF TABLES & FIGURES VIII PART 1: INTRODUCTION 1 RATIONALE AIMS OF THE STUDY RESEARCH QUESTIONS SCOPE OF THE STUDY DESIGN OF THE THESIS PART 2: DEVELOPMENT .3 CHAPTER 1: LITERATURE REVIEW CHAPTER 2: RESEARCH METHODOLOGY CHAPTER 3: FINDINGS AND DISCUSSION .3 PART 3: CONCLUSION AND RECOMMENDATION PART 2: DEVELOPMENT .5 CHAPTER 1: LITERATURE REVIEW 1.1 CONCEPTS OF SPEAKING SKILLS 1.1.1 Definitions 1.1.2 Types of speaking 1.2 TEACHING ENGLISH SPEAKING 1.2.1 Concepts of English-speaking teaching 1.2.2 Anxiety 1.3 WHAT IS PBL? 10 1.3.1 Definitions 10 1.3.2 Types of PBL .11 1.3.3 Principles of PBL 12 1.3.4 Benefits of PBL in English teaching 12 1.3.5 Steps for implementing a PBL project 14 iv 1.4 Definition of learner’s motivation 1.4.1 The impacts of PBL to the learners’ motivation 1.5 PREVIOUS STUDIES 18 CHAPTER 2: RESEARCH METHODOLOGY 20 2.1 SOME DEFINITIONS 20 2.2 METHODS OF THE STUDY 20 2.3 DATA COLLECTION INSTRUMENT .22 2.3.1 The respondents 22 2.3.2 Data collection procedures .23 2.4 DATA ANALYTICAL METHOD 23 CHAPTER 3: FINDINGS AND DISCUSSION 25 3.1 RESULTS OF QUESTIONNAIRES 25 3.1.1 The main motivation for English learning 25 3.1.2 The motivating factors for learning English 26 3.1.3 The interested PBL activities 28 3.1.4 The level of satisfaction with PBL methods 29 3.1.5 The current level of motivation 30 3.2 OBSERVATION RESULTS 30 3.3 INTERVIEW RESULTS 32 PART 3: CONCLUSION AND RECOMMENDATIONS 34 CONCLUSION 34 LIMITATIONS OF THE STUDY 35 SUGGESTIONS FOR FURTHER STUDY 35 REFERENCES 36 APPENDIXES I APPENDIX 1: QUESTIONNAIRE I APPENDIX 2: INTERVIEW GUIDE III APPENDIX 3: LESSON PLAN: DRAMA PERFORMANCE IV v vi LIST OF ABBREVIATIONS ABBREVATION FULL MEANING PBL Project-based Learning SPSS Statistical Package for the Social Sciences vii LIST OF TABLES & FIGURES Figure 1.1 Types of oral languages .6 Figure 3.1 The main motivation for English learning .23 Figure 3.2 The motivating factor “Teaching equipment” 24 Figure 3.3 The motivating factor “Learning program” .25 Figure 3.4 The motivating factor “Teaching methods” 25 Figure 3.5 The interested PBL activities 26 Figure 3.6 Level of satisfaction with PBL methods 27 Figure 3.9 The current level of motivation .28 viii It can be seen from figure 3.4 that the largest numbers of respondents find that teaching methods can motivate them to learn English, including 40% of the respondents However, it is also followed with the percentage of disagreement with 31% (23 people, and “neutral” with 29% Hence, there is no significant difference among the group of respondents with the question “Is teaching method a motivating factor for your English learning?” It means that the number of grade 10 students in Cua Ong high school who are aware of the effective teaching methods are still low, in specific 45 pupils have not considered teaching methods as a motivating factor, accounting 60% of total participants This issue can cause the difficulties for the teachers when building the learning program as well as selecting the appropriate teaching methods 3.1.3 The interested PBL activities In the third question, the survey investigated about the interest of grade 10 students in Cua Ong high school with the PBL activities in their English lessons They include groupwork, oral presentation, debates and teacher’s feedbacks Accordingly, figure 3.5 in the following describes the result of this question in the below: Figure 3.5 The interested PBL activities 24% 26% Groupwork Oral presentation 24% 26% Debates Teachers' feedback From the above table, it is shown that there is no significant difference among PBL activities listed in the above In specific, the number of students who 28 are interested in the activities such as groupwork and oral presentation are the same, accounting for 26% in the total participants for each type of activity Similarly, the number of students who have most interest with debates and teacher’s feedbacks are equal with that of presentation, with 24% for each kind of activity Based on these findings, it also demonstrates the expectation of grade 10 students with the activities in PBL methods Most of the students expect that the PBL activities should be diversified and innovated regularly instead of repeating in a long time, which may cause boredom and distraction for them 3.1.4 The level of satisfaction with PBL methods The level of satisfaction with PBL methods can be demonstrated in the below figure: Figure 3.6 Level of satisfaction with PBL methods 8% 15% 36% Highly satisfied Satisfied 9% Neutral Dissatisfied 32% Highly dissatisfied As illustrated in the above table, it can be seen that a larger number of respondents are currently satisfied with the PBL methods which are applied by their English teachers in the speaking lesson In specific, the participants who are highly satisfied with PBL methods account 36%, and who are satisfied with this teaching methods account 32% Accordingly, total 68% of the grade 10 graded students have the higher level of satisfaction with PBL methods applied in the English-speaking lessons Therefore, it is pointed out that the English teachers in Cua Ong high school have been aware of the importance of PBL methods to the learning motivation of their students Furthermore, they have also applied these methods 29 appropriately in their teaching to enhance the students’ interest in learning Englishspeaking 3.1.5 The current level of motivation After researching the aspects of PBL methods, the students were asked about the current level of learning motivation In the below table, the results are shown as followings: Figure 3.7 The current level of motivation 8% 15% 36% Highly motivated Motivated 9% Neutral Unmotivated 32% Highly unmotivated Similar to figure 3.6, there were 68% of respondents who feel motivated with their learning English in the present, and in the contrary, 23% of participants feel not satisfied or motivated The results also match with figure 3.4 that a large number of grade 10 students in Cua Ong high school agree that teaching methods are one of the motivating factors with their learning Hence, PBL methods applied by the English teachers in Cua Ong high school have had better impacts on their students’ motivation in learning English-speaking 3.2 Observation results Knowing the result that there is significant effect of the use of PBL toward students’ learning English-speaking, the researcher carried on finding the effective implementation of PBL in raising students’ speaking ability through classroom observation 30 The first observation was conducted on Tuesday, 11th of December, 2018 17 students were present The material was in the form of narrative story – fairy tale, legend, fable The Basic Concept of Past Tense and generic structure of narrative text was also given The media used was puppet The students showed good effort to perform better, even some mistakes in terms of accuracy occurred The second observation was conducted on Tuesday, 11th of January, 2019 20 students were present The media used were real object – traditional food The material was in the form of Procedure Text – How to make something The generic structure and features of procedure text were also given The lecturer told the students that the project for today’s meeting was doing oral presentation on how to make food She asked the students to submit the traditional food and asked the students to browse the recipe from the internet and they had to present in turn The first person mentioned the ingredients, the second and the third person talked about the steps in making the food Most of the presentation was quite good and fluent, even there was still mistakes on grammar The third observation was conducted on Tuesday, 11th of February, 2019 19 students were present The material was in the form of Recount Text – Unforgettable Holiday The generic structure and features of Recount text were also given The media used were picture series and they had to perform the telling story this meeting They were enthusiastic in retelling the story Most groups tried harder to organize the story in chronological order They were successful to steal the audiences’ attention even some mistakes on grammar still appeared The fourth observation was conducted on Tuesday, 11th of March, 2019 19 students were present The project was drama performance The lecturer assigned the students to prepare themselves for performing drama two weeks before They had to work in groups in discussing the topic or the story they wanted to perform They set up the scenario or wrote the script for drama performance The Lesson Plan for the fourth observation was presented in the Appendixes From all of above observations, the researchers recorded students’ responses and summarized them to draw the findings on PBL’s impact on students’ speaking 31 ability In general, it is revealed that most of students seemed to show higher learning interest and motivation to PBL activities, which is similar to the survey’s results Accordingly, PBL not only could help students to raise their speaking level but it also enabled them to gain problem-solving capabilities In specific, through communicative activities used in the PBL lessons such as oral-presentation, group discussion or debates, students had more opportunities to practice English speaking naturally without any shame or afraid Despite grammar mistakes, their presentation was improved better than before; they could speak English more fluently Besides, when collaborating with others in group discussion, a majority of students showed their high participation into giving their opinions to solve the problems in the project Clearly, the effects of PBL to the students in Cua Ong high school is evident 3.3 Interview results The researcher interviewed the teachers in order to find the related information dealing with the implementation of PBL The interview was conducted after observations were carried out The interview with Mrs Thu and Mrs Nga was on Friday, 15th of February, 2019 at the teachers’ room When the researcher asked how the teachers felt about PBL in their speaking class, one of them answered that: “In my opinion, PBL is suitable for speaking class for some reasons The first, PBL supports the students to improve their critical thinking in order to communicate freely and spontaneously The second reason is through PBL, the students can bring real-life context and technology to the class-room in term of the use of various media and materials from internet.” said Mrs Thu It is clearly stated that the teacher believed that through PBL, the students can foster their critical thinking to support the speaking skill and combining the technology to support their performance 32 Then, the researcher asked about the way to apply PBL in speaking class, Mrs Nga responded as followings: “I apply PBL in speaking class for several topics Every topic has its own steps For example, when conducting PBL activities, I divided the class into some groups and assigned each group to find the story from books or internet, then give each group to design puppet made from paper related to the selected story or photocopy a character from a book, cut a character from a coloring in book or draw a character, finally I have students perform puppet show Another example of PBL applied in my speaking class is drama performance The procedure is I divide the class into two groups and ask them to discuss the topic of drama, and then I assign them to design the scenario for selected topic (in two weeks), after that they have to perform drama in front of the class.” The next question dealt with the teachers’ responses toward the implementation of PBL The teacher gave statement on the following: “They were very enthusiastic in doing the project It can be seen from their participation in their speaking performance Most of them tried to speak spontaneously dealing with the topic discussed, and then they tried to be responsible to the group.” said Mrs Thu Dealing with the statement above, it can be implied that the students actively involved in the activities for PBL and they were enthusiastic during the teaching and learning process It was also supported by the English teachers’ statement in the followings: “Students seem to be eager to the project given in speaking class because it is challenging activities and assist them to cooperate with their friends in a group” said Mrs Thu “Most of students are interested in PBL, especially when I asked them to work in a group for performing drama They discuss seriously about the topic and the dialogue And the most interesting one is the discussion about the costume to wear during the performance” said Mrs Nga 33 PART 3: CONCLUSION AND RECOMMENDATIONS Conclusion In this thesis the researcher has presented various definitions of PBL and its benefits The author also discussed the steps for implementing a PBL project and suggested several English learning projects for students With these projects and the steps for implementing a PBL project, English teachers can motivate their students not only inside but also outside class, making full use of the benefits of PBL to help the students well prepare for future in terms of both English skills and social ones In the researcher’s view, PBL should be widely applied at the Cua Ong High School and other schools where students need to enhance necessary authentic knowledge and skills for their future studies The finding results mentioned above have proved the effective impact of PBL on teaching English speaking PBL provides learners with opportunities to use the English language contextually and creatively in an anxiety free classroom Moreover, students found PBL fun and motivating It provides the chance for shy and quieter students to express themselves in a more explicit way Implications of this study include that teachers should be aware of methods of helping students to develop their learning autonomy and a sense of responsibility which motivate them to participate actively in class To have a learner-friendly school, new strategies should be used to provide students with a chance to learn PBL affords a safe zone in which all students are able to exchange ideas and experience Students are not passive or shy or afraid of making mistakes PBL integrates play and work as a basis of learning It provides a natural and rich environment that gives learners the opportunities to explore their world and develop a deeper and more meaningful learning PBL contributes to a low affective filter by creating a learner-friendly environment with a low anxiety level 34 Limitations of the study This research still has some limitations including the small sample size which limits the accuracy of the result because small sample size does not represent all the students in Cua Ong High School The survey used in this research was carried out with the respondents in only two classes at grade 10 grade instead of being conducted in all the grades at this school In addition, the sample size which is selected randomly will increase the probability of occurring some biased and subjective results Furthermore, the research still has some limitations in data collection and analysis It is the fact that the time to complete this study was quite short, along with the limitations in my budget With these results, the researcher cannot have an in-depth analysis or find the arising problem during the research process Suggestions for further study The research has thrown up many problems in need of further investigation Because of the above limitations, in further projects, researchers would suggest to increase the size of the sample in order to improve the reliability of the study Similarly, the number of participants in the survey can also be enlarged so that the collected data which was covered a wider variety of ideas In other words, the research should be conducted in a larger scope to collect more primary data Besides, it is also suggested that further research should deeply study about the topic through using different research methodologies Thus, researchers can compare data and analyze it more easily 35 REFERENCES Bashir, D (2011) Longman grammar of spoken and written English Harlow: Longman Burns, A and Joyce, H (1997) Focus on Speaking Sydney: National Centre for English Language Teaching and Research Cohen, H., & Crabtree, D (2008) Teaching by Principles An Interactive Approach to Language Pedagogy 3rd edition White Plains, NY: Pearson Longman Doppelt, H and Yaron, D (2003) Innovations Pre-intermediate Coursebook: a course in natural English London: Thomson Mehmet, M (2005) Communicative language teaching Cambridge: Cambridge University Press Nunan, D (1999) Designing Tasks for the Communicative Classroom Cambridge: Cambridge University Press Poonpon, R L (2014) Teaching and researching language learning strategies Harlow: Longman Richards, J.C and Willy, D (2002) Second Language Teacher Education Cambridge: Cambridge University Press Sylvia, C (2007) New Headway Pre-Intermediate Student’s Book 3rd edition Oxford: Oxford University Press Sawsan, N (2014) Automaticity and Second Languages In the Handbook of Second Language Acquisition Oxford: Blackwell Publishers Thornbury, S (2005) How to teach speaking Essex: Pearson Education Limited Peter, D (2010) Second Language teaching & learning Boston, Mass: Heinle & Heinle Vygotsky, A (1978) Communicative Competence: In Communicative competence in foreign language learning and teaching Aarhus: Department of English 36 Mortaji & Pour (2014) The Effect of Problem-Solving Tasks on Intermediate and Delayed Retention of New Words by EFL Learners Modern Journal of Language Teaching Methods, 4(3), 30-39 Othman, N (2013) Problem-Based Learning in The English Classroom English Language Teaching, 6(3), 125-134 Movahed, R & Kakia, P (2014) Reading/Listening & the 4/3/2 Students’ Speaking Skills International Journal of Linguistics, 6(1), 53-66 Al-Tamimi, Nasser Omer M & Attamimi, Rais A (2014) Effectiveness of Cooperative Learning in Enhancing Speaking Skills and Attitudes towards Learning English International Journal of Linguistics, 6(4), 122-134 Hussein, Roslan, Noordin, & Abdullah (2012) Using the Problem-Solving Approach to Teach Writing to ELF Learners The English Teacher, 41(2), 144-159 Karen, S M (1997) Creative Thinking and Problem Solving for Young Learners Englewood, CO: Teacher Ideas Press Makui, Ghanbarzadeh, & Nedaee (2016) Effect of Using Collaborative ProblemSolving Tasks on Task Achievement of Efl Learners While Writing Modern Journal of Language Teaching Methods, 6(6), 285+ Yousef, B & Banafshed, A (2017) The Effect of Problem-Solving Tasks on the Iranian Intermediate EFL Learner’s Speaking Skill Journal of Applied Linguistics and Language Research, 4(6), 174-182 Mayer, R E & Wittrock, R C (2006) Problem-solving Handbook of Education Psychology, 2(2), 287-304 Nunan, D (2004) Task-Based Language Teaching Cambridge: Cambridge University Press 37 Ormrod, J.E (2006) Essentials of educational psychology Pearson Merrill Prentice Hall: Press Publications Horwitz, E K., Horwitz, M B., & Cope, J (1986) Foreign language classroom anxiety The Modern Language Journal, 70(2), 125-132 Doi: 10.1111/j.15404781.1986.tb05256.x Ariyanti, A (2016) Psychological factors affecting EFL students’ speaking performance ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, 1(1), 77-88 38 APPENDIXES APPENDIX 1: QUESTIONNAIRE The purpose: This questionnaire aims to collect information and data on the application of project-based learning (PBL) to enhance the grade 10 students’ speaking skill in Cua Ong High School for the research in this dissertation on the same topic Accordingly, the objective of this research is to investigate the effects of PBL on these students’ English-speaking ability, hence your evaluation is necessary and useful for me to fulfil the research aims I declare that all information you provide is completely private and kept confidential Thank you very much! I PERSONAL INFORMATION Name (optional): Gender: Class: II THE MAIN CONTENTS Question 1: What is the main motivation for your English learning? (You can select more than one option) A Job/career opportunity B Interpersonal communication C Travelling purpose D Cultural understanding E Compulsory subject F Others: I Question 2: Tick the motivating factors, according to the level of your satisfaction Factors Agree Neutral Disagree Teaching equipment Learning programs Teaching methods Question 3: For the PBL activities, which activity make you most interested in learning English? A Groupwork B Oral presentation C Debates D Teacher’s feedbacks Question 4: In general, how satisfied are you with your English teacher’s PBL method? A Highly satisfied B Satisfied C Neutral D Dissatisfied E Highly dissatisfied Question 5: How you feel about your English learning motivation? A Highly motivated B Satisfied C Neutral D Unmotivated E Highly unmotivated Thank you very much II APPENDIX 2: INTERVIEW GUIDE Name of teacher (optional): Class: Date of interview: Questions to interview: How you feel about the application of PBL in your English-speaking lessons? Can you describe the ways used to apply PBL into your English-speaking lessons in the class? What the students’ respond toward the implementation of PBL in your English-speaking lessons? III APPENDIX 3: LESSON PLAN: DRAMA PERFORMANCE TITLE OF DRAMA: THE FISHER MAN AND THE GOLDEN FISH THE STEPS TO IMPLEMENT: Step 1: Create drama situations First the teacher will choose the situation for a script in the story above, or the students may choose the situation for their group Groups can choose topics that interest them or similar to the topics from a range of given situations Then each group will register their topic with the teacher Step 2: Content development In the context of the play, students need to come up with ideas to develop the situation of the story However, the dialogue is dependent on their ability to speak English Specifically, students can simplify it to be suitable with the beginning level or more complex or conflicting issues for intermediate or higher levels Step 3: Prepare script and role-playing Based on the developed content, the team members will discuss together to produce the necessary lines and gather them into a separate script for their group After the script is completed, each group will conduct a cast for the members If there are too few roles in the script, one role can be assigned to two members, one of whom will speak secret thoughts to the other If the class is divided into several groups, the teacher when deciding the role must consider each student's ability and personality For example, a group including all shy students would not be able to succeed Step 4: Performing Whether or not they participate in the drama, the role of the teacher is very important They have to be listeners and note the errors students may have about vocabulary or grammar This will be a resource for teachers to consult and prepare for the next exercise Another important thing is that teachers should not interrupt the story by correcting errors to avoid the problem of losing students’ interest Step 5: Evaluate, comment and decide the winner IV ... CUA ONG HIGH SCHOOL, QUANG NINH PROVINCE (Áp dụng phương pháp học theo dự án để nâng cao kỹ nói cho học sinh lớp 10 Trường THPT Cửa Ông, tỉnh Quảng Ninh) M.A THESIS (APPLICATION ORIENTATION) Field:... SCHOOL OF FOREIGN LANGUAGES DUONG THI DUNG APPLYING THE PROJECT-BASED LEARNING (PBL) TO ENGLISH SPEAKING SKILL ENHANCEMENT FOR GRADE 10 STUDENTS AT CUA ONG HIGH SCHOOL, QUANG NINH PROVINCE (Áp. .. for the first stage Population in this research was the grade 10 grade students of the two classes 10A1 and 10 A2 in Cua Ong High School The total numbers of the respondents are 70 students The

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