VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES .o0o NGUYỄN THỊ PHƢƠNG THẢO THE EFFECTS OF ROLE-PLAY ACTIVITIES ON SPEAKING SKILL FOR 4TH GRADE STUDENTS: AN ACTION RESEARCH PROJECT AT YEN VIEN TOWN PRIMARY SCHOOL (Hiêụ quả của hoa ̣t đô ̣ng đóng vai ki ̃ Nói đố i với ho ̣c sinh lớp 4: Mô ̣t nghiên cƣ́u hành đô ̣ng ta ̣i Trƣờng Tiể u ho ̣c Thi trấ ̣ n Yên Viên) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 HANOI - 2017 VIETNAM NATIONAL UNIVERSITY, HANOI UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES FACULTY OF POST-GRADUATE STUDIES .o0o NGUYỄN THỊ PHƢƠNG THẢO THE EFFECTS OF ROLE-PLAY ACTIVITIES ON SPEAKING SKILL FOR 4TH GRADE STUDENTS: AN ACTION RESEARCH PROJECT AT YEN VIEN TOWN PRIMARY SCHOOL ((Hiêụ quả của hoạt động đóng vai kĩ Nói đối với học sinh lớp 4: Mô ̣t nghiên cƣ́u hành đô ̣ng ta ̣i Trƣờng Tiể u ho ̣c Thi trấ ̣ n Yên Viên) M.A MINOR PROGRAMME THESIS Field: English Teaching Methodology Code: 60140111 Supervisor: Dr Đỗ Thị Thanh Hà HANOI - 2017 DECLARATION I myself declare that this minor thesis entitled “The effects of role-play activities on speaking skill for 4th grade students: An action research project at Yen Vien Town Primary School” is my own work and has not been submitted in substance for any other degree or award Hanoi, 2017 Nguyễn Thi Phƣơng Thảo ̣ i ACKNOWLEDGEMENT Firstly, I would like to express my heartfelt gratitude to my supervisor, Dr Do ThiThanh Ha, for her enthusiastic guidance, support and feedback throughout the steps of doing the research I am grateful for her useful and sufficient source of materials which helps me a lot for the interesting and relevant data Moreover, the supervisor‟s patience of reading and correcting the mistakes and errors makes great improvement of the thesis from the content to the grammatical issues Secondly, I would like to express my sincere thanks to the Principal of Yen Vien Town Primary school Without her permission, I cannot carry out this research In particular, I feel greatly indebted to the teacher and the students in class 4A2 for their enthusiastic co-operation during more than two months of working More importantly, I would like to send my regards to the staff of the Department of Post Graduate Studies at College of Foreign Languages, Vietnam National University, Hanoi for their useful materials which help to make this thesis valuable Last but not least, my special word of thanks to my husband and my family for their inspiration and moral support they provided throughout my research work ii ABSTRACT This study focuses on the improvement of students‟ speaking skill before and after implementing role-play activities In order to meet the objectives of the study, a group of 45 students and the English teacher of that group were taken into investigation Pre-test and post-test were done to assess students‟ improvement During the time of the research, observation notes were also used to record the strengths and weaknesses of the students in each week In addition, another questionnaire was delivered after the post-test to investigate students‟ attitudes toward using role-play activities Then the data were analyzed both quantitatively and qualitatively The results of the study showed that there was a small change of students‟ overall score before and after implementing the action It can be seen that most of the students had improvements in fluency and comprehension It means that to some extent using role-play activities in classroom is effective The study also found out that students would rather speak in groups than in pair or through role-play It is suggested that the lesson plan should be more interesting to the students, so they will prefer using role-play iii LIST OF TABLES Table 1: Harris‟ oral English rating scale frame .19 Table 2: Students‟ result of questionnaire 24 Table 3: Students‟ pre-test result .27 Table 4: Students‟ post-test result .28 Table 5: Students‟ result of questionnaire 31 iv LIST OF FIGURES Figure 1: Kurt Lewin‟s action research design 16 Figure 2: Students‟ overall score improvement 27 Figure 3: Students‟ pre-test result .29 Figure 4: Students‟ post-test result 29 v TABLE OF CONTENT DECLARATION i ACKNOWLEDGEMENT ii ABSTRACT iii LIST OF TABLES iv LIST OF FIGURES v TABLE OF CONTENT vi CHAPTER – INTRODUCTION .1 1.1 Rationale 1.2 Aim of the study 1.3 Scope of the study 1.4 Significance of the study 1.5 Statement of the research questions 1.6 Organization of the study CHAPTER - LITERATURE REVIEW 2.1 Theoretical background of speaking skill 2.1.1 The understanding of speaking 2.1.2 Teaching speaking .5 2.1.3 Classroom speaking activities .6 2.2 Theoretical background of role-play 2.2.1 The understanding of role-play 2.2.2 Types of role – play .8 2.2.3 The function of role – play 2.2.4 The significance of role – play 2.3 Teaching speaking by using role – play 11 2.4 Previous research findings .13 CHAPTER - METHODOLOGY 15 3.1 Time and place of the research 15 3.2 The participants 15 vi 3.3 Research design 15 3.4 Research procedure 16 3.5 Technique of collecting data 18 3.5.1 Observation .18 3.5.2 Interview 18 3.5.3 Questionnaire .19 3.5.4 Test 19 3.6 Technique of data analysis .22 3.7 Criteria of the action success 22 CHAPTER – DATA ANALYSIS AND FINDINGS 23 4.1 Findings for research question 1: .23 4.2 Findings for research question 2: 26 4.3 Findings for research question 3: 30 CHAPTER – CONCLUSION AND SUGGESTION 33 5.1 Conclusion .33 5.2 Limitations of the study 35 5.3 Pedagogical implications 35 5.4 Suggestion for further studies 36 REFERENCES 37 APPENDICES I vii CHAPTER 1–INTRODUCTION 1.1Rationale English has been considered as an international language for many years Almost all the people from many different countries around the world use it to communicate Today teaching English for young learners is an interesting topic for many researchers Moreover, in this globalization era, millions of people want to improve their English speaking or to ensure that their children achieve good speaking skill Since language is a means of communication, it is not enough for students to learn words, phrases, grammatical features if they want to produce language in their daily communication or interact with others in English The most important thing in teaching speaking is how to activate all the language elements such as pronunciation, grammar, vocabulary which students have possessed to communicate The goal for students learning English speaking is that they are able to use English to communicate effectively and appropriately Students have to be able to express their thoughts, ideas and feelings orally in English without thinking for a long time before saying what they want to say Based on the observation at some 4th grade English classes at Yen Vien Town Primary School in Gia Lam District, Hanoi City, I found that students are poor in English speaking skill They use the course syllabus which belongs to Ministry of Education and Training They study English twice a week and each period lasts forty minutes There are many reasons that students have difficulties in learning English, particularly speaking skill First of all, the students not spend much time communicating and talking in English The number of students who can speak English fluently is limited In general, students are less confident while speaking in front of the class because they are worried about making mistakes Some of the students not feel confident so that they never volunteer to speak It can be realized that the students seem to be passive during speaking lessons They just repeat the dialogues or conversations mechanically without any creation Days APPENDICES Appendix 1: Lesson plan Week – Date 21 March 2017 Role card 1: Mum/son Student A: You are going to the cinema with your mother Ask your mum about the time of the film Student B: Ask your son to hurry Aims: - SS will be able to ask and answer about the time - SS will be able to use the structure and vocabulary on time Teaching aids: a table, a film poster, plastic cups and some food Study: Teacher reminds of time expressions, how to express time in English For examples, half past seven, a quarter past eight, a quarter to nine, etc, students revise and practice the sample which is prepared by the teacher (See Role play 1) Activate: Learners practice their roles and imagine they are having lunch near the cinema The son asks the mum about the time of the film Then the mum urges her son to hurry because it‟s time for the film Week – Date 28 March 2017 Role card 2: Two friends (Suggest someone to play a game) Student A: Ask your friend to play football Student B: Ask about time then refuse the invitation because you have a lesson on that day Aims: - SS will be able to use vocabulary and structures to suggest someone to play a game - SS will be able to know how to refuse and give some reasons Teaching aids: tables Study: Teacher teaches students how to make a suggestion and how to response it “How about/What about + Ving…? Can you…? Sorry, I can’t, That’s a good idea, I Sound good…” Then teacher asks SS to work in pairs and practice Teacher provides a sample and asks SS to act out (See Role play 2) Activate: Learners take up the role and act in pairs to make a similar role as the sample Learners try to build a good role-play with ideas and motions Week – Date April 2017 Role card 3: Two friends talking on the phone Student A: Make a call and arrange time to visit your friend who is sick Student B: Answer the phone Aims: - SS will be able to make a call and use vocabulary related to phone call - SS will be able to arrange time to meet someone Teaching aids: two tables, two cell phones Study: Teacher instructs SS how to make a phone call and the target language used in a call “Can I speak to ? Speaking! What’s up? Hold on…” After that, teacher provides the way of arrange time to meet someone “Can we meet at….on…?” Teacher asks SS to practice in pairs and make a call Then teacher shows a sample dialogue and asks SS to model it (See Role play 3) Activate: Learners practice their roles and make a call and arrange time to visit a classmate Teacher can help SS with some suggestions on the board or teacher can repeat some sentences if SS have difficulties Week – Date 11 April 2017 Role card 4: Two friends Student A: Your friend has a new schoolbag Make a compliment about his/her bike Student B: Answer your friend‟s questions Aims: - SS will be able to make and response a compliment Teaching aids: a schoolbag II Study: Teacher introduces to SS the structures of compliments and how to response a compliment “What (a/an) + adj + N!” “How + adj + (a/an) + N + be!”, “Thanks! Thank you!” SS learn the past simple to describe an action that happened in the past T makes some examples to explain to students (See Role-play 4) Active: Two friends are walking home from school One friend looks at the other‟s schoolbag and makes a compliment and asks where to buy it Students practice in pairs then perform in front of the class Week – Date 18 April 2017 Role card 5: Customer/Waiter Student A: You are the waiter of a restaurant Ask your customer‟s order Student B: You are the customer Order the food Aims: - Students will be able to order food at a restaurant - Students will be able to use and understand the vocabulary on food and expressions for ordering food Teaching aids: plastic cups and plates, table napkins, copy of menu Study: The teacher teaches SS the structures of food ordering at the restaurant “May I take your order? I’d like…” SS revise vocabulary related to food and beverage, then practice in pairs to ask and answer T provides a sample for students to practice (See Role play 5) Activate: Students get into pairs and take up roles of customer and waiter The teacher shortly reminds what ordering food at a restaurant looks like The teacher had prepared the tables and the equipment before Students choose a restaurant they want to visit and role-play ordering food Finally, play their roles in front of the class Week – Date 25 April 2017 Role card 6: A girl (boy)/Manager III Student A: You lost your little sister at the market Ask the manager for help Student B: You are the manager Ask the baby‟s appearance Aims: - SS will be able to describe someone‟s appearance - SS will be able to know how to ask for help in some cases Teaching aids: a table, some chairs, manager‟s uniform Study: The teacher asks SS to make questions to ask someone‟s appearance, “What does he/she look like?” then teacher provides some words and phrases to describe appearance including hair, face, body, etc Teacher shows an example situation and asks SS to practice SS practice and underline key structures (See Role play 6) Activate: Students get into groups and take up roles of the girl/boy, the little baby and the manager Pretend that the student A is looking for her/his little sister, come to the manager‟s room and ask for help Role-play samples Role – play 1: Son: Mom, I‟m hungry What time is it? Mom: It‟s twelve o‟clock Time for lunch! Let‟s go! Son: (Eating) Mom, what time is it? Mom: Oh, it‟s o‟clock We are late for the film Son: Oh no, mom Let‟s hurry! Role – play 2: Peter: Can you play football this afternoon? Nam: (thinking) What day is it today? Peter: It‟s Wednesday Nam: Sorry, I can’t I have a piano lesson Peter: Oh, I see Nam: Ah, let‟s play on Friday IV Peter: Sounds good Role – play 3: Linda: Hello? Mary: Hello Can I speak to Linda, please? Linda: Speaking Mary: Hi This is Mary Linda: Hi, Mary What’s up? Mary: Mai is sick Linda: That‟s too bad Mary: Uhm…How about going to see her? Linda: That’s a good idea What time shall we meet? Mary: How about at 2? Linda: Sounds good Let‟s meet at the bus stop Role - play 4: Make a compliment Phong: Look! It‟s a new schoolbag Nam: What a nice schoolbag! Phong: Yes, it‟s very nice Nam: Whose bag is this? Phong: It‟s mine Nam: Where did you buy it? Phong: At Hong Ha store near our school Nam: Oh, is there any left? I want to buy one Phong: I think there is a blue one left Nam: I will visit the store tomorrow V Role - play 5: Waiter: Hi, May I take your order? Peter: Yes, I‟d like a pizza and spaghetti Waiter: Anything else? Peter: A green salad, p lease Waiter: A pizza, spaghetti and a green salad Right? Peter: Yes, that‟s right Waiter: Thank s and please wait for a moment Peter: Ok Thanks Role - play 6: Mary: Excuse me! Manager: Can I help you? Mary: I‟m looking for my little sister Manager: Don‟t worry! What is her name? Mary: Her name is Linda She‟s six years old Manager: What does she look like? Mary: She has short curly hair Manager: What is she wearing? Mary: She is wearing a pink shirt and blue pants Manager: Is she wearing a white cap? Mary: Yes, it‟s right Manager: She‟s over there We find her crying at the zoo Take her home and be careful Mary: Thanks so much VI Appendix 2: Interview questions for the teacher Name: Length of teaching experience: Field: What are your students‟ behaviors in speaking lessons? Do they prefer practice speaking in pairs or groups? What you often to encourage students to speak? VII Appendix 3: Pre - Questionnaire for the students PHIẾU ĐIỀU TRA Các em học sinh thân mến, Để giúp tìm hiểu khó khăn mà em thường gặp trình luyện tập nói tiếng Anh, em hồn thành câu hoi cách khoanh tròn vào câu trả lời mà em thấy phù hợp Cảm ơn hợp tác em! Theo em, kĩ tiếng Anh khó nhất? a Nghe b Nói c Đọc d Viết Các em nghĩ việc học tiếng Anh trƣờng nhƣ nào? a Rất quan trọng b Quan trọng c Khơng quan trọng d Hồn tồn khơng quan trọng Các em có thƣờng xuyên luyện tập nói tiếng Anh tiết học không? a Thường xuyên b Thỉnh thoảng c Khơng Những khó khăn mà em gặp phải học nói tiếng Anh gì? a Ít động lực học b Ít vốn từ vựng nhiều ảnh hưởng từ tiếng Việt c Lo lắng tự tin VIII d Lười nhác e Lý khác ……………………………………………………………………………… Các giáo viên thƣờng làm để khuyến khích em luyện tập nói tiếng Anh? a Gợi ý nhữngchủđề hay đểthảoluận b Đưaranhữnggợi ý liênquanđếnchủđềnói c Cho cácemtựchọnchủđềnói d Sửdụngnhiềunguồntàiliệudạyhọcnhưtranhảnh, bàihát, phim… e Cho emluyệntậptheotìnhhuốngthật f Khuyếnkhíchchođiểm g Hoạtđộngkhác ……………………………………………………………………………… IX Appendix 4: Post - Questionnaire for the students PHIẾU ĐIỀU TRA Cácemthânmến, ĐểgiúpcơgiáosửdụngnhữnghoạtđộngdạynóitiếngAnhchocácemđượchiệuquảhơn, cơnhờcácemđọcbảngcâuhỏidướiđâyvàtrảlờibằngcáchkhoanhtrịnvàocáccâutrảlời màcácemthấyphùhợp Cámơnsựhợptáccủacácem! Theo emhọcnóitiếngAnhtớtnhấtlà: a Thầy (Cô) giáohỏi, họcsinhtrảlời b Bạnhỏi, emtrảlời c Emhỏi, bạntrảlời d Haibạnđóngvaivớinhautrongtìnhhuốngcụthể e Cácemthảoluậntrongnhóm Trongcáchoạtđợnggiáoviêndạynóitrênlớp, hoạtđợngnàoemthíchnhất? a Thầy (Cơ) giáohỏi, emtrảlời b Bạnhỏi, emtrảlời c Emhỏi, bạntrảlời d Haibạnđóngvaivớinhautrongtìnhhuốngcụthể e Cácemthảoluậntrongnhóm Trongcáchoạtđợnggiáoviêndạynóitrênlớp, hoạtđợngnàoemthấytự tin nhất? a Thầy (Cơ) giáohỏi, emtrảlời b Bạnhỏi, emtrảlời c Emhỏi, bạntrảlời d Haibạnđóngvaivớinhautrongtìnhhuốngcụthể e Cácemthảoluậntrongnhóm X Appendix 5: Oral pre-test and post-test Situation Student A: Ask your friend to play badminton tomorrow Student B: You agree to play badminton, ask your friend about time and place Situation Student A: You are a guest at a restaurant Ask the waiter for your food Student B: You are the waiter, ask the guest‟s order Situation Student A: You have a new bicycle Student B: Make a compliment and ask your friend where to buy it Situation Student A: Your brother is lost at the supermarket Ask the manager for help Student B: You are the manager Ask about the boy‟s appearance Situation Student A: Invite your friend to your birthday party Student B: Say you can‟t and give some reasons Situation 6: Student A: Your grandmother is sick Make a call and ask about her Student B: You are the grandmother Answer the phone XI Appendix 6: Students’ pre-test result No Name Pron Grammar Vocab Fluency Compre Score Student 1 1 24 Student 2 2 2 40 Student 2 2 40 Student 2 2 44 Student 2 1 32 Student 3 3 60 Student 2 2 36 Student 3 2 48 Student 3 64 10 Student 10 2 2 36 11 Student 11 2 2 40 12 Student 12 2 1 28 13 Student 13 2 2 40 14 Student 14 2 2 40 15 Student 15 2 48 16 Student 16 2 2 40 17 Student 17 2 1 28 18 Student 18 3 2 48 19 Student 19 3 2 52 20 Student 20 3 3 60 21 Student 21 2 1 28 22 Student 22 3 52 23 Student 23 2 1 32 24 Student 24 3 3 60 25 Student 25 3 3 60 26 Student 26 2 2 44 XII 27 Student 27 3 3 60 28 Student 28 2 44 29 Student 29 1 1 24 30 Student 30 2 1 28 31 Student 31 2 32 32 Student 32 2 2 40 33 Student 33 1 1 24 34 Student 34 2 44 35 Student 35 3 3 56 36 Student 36 3 2 48 37 Student 37 2 2 36 38 Student 38 3 3 60 39 Student 39 3 3 60 40 Student 40 2 1 32 41 Student 41 3 3 56 42 Student 42 2 1 32 43 Student 43 2 1 32 44 Student 44 2 2 40 45 Student 45 2 1 32 46 Student 46 3 2 48 TOTAL 1952 XIII Appendix 7: Students’ post test result No Name Pron Grammar Vocab Fluency Compre Score Student 1 2 28 Student 2 2 44 Student 3 3 52 Student 3 3 60 Student 2 2 40 Student 4 72 Student 2 2 40 Student 3 3 56 Student 4 4 76 10 Student 10 2 2 40 11 Student 11 3 3 56 12 Student 12 2 1 32 13 Student 13 2 2 44 14 Student 14 3 3 56 15 Student 15 3 3 60 16 Student 16 2 2 44 17 Student 17 2 1 28 18 Student 18 3 52 19 Student 19 3 68 20 Student 20 3 3 60 21 Student 21 2 1 28 22 Student 22 3 3 60 23 Student 23 2 2 40 24 Student 24 3 3 60 25 Student 25 3 68 26 Student 26 3 3 56 XIV 27 Student 27 4 72 28 Student 28 3 3 56 29 Student 29 2 1 28 30 Student 30 2 2 40 31 Student 31 2 2 40 32 Student 32 2 48 33 Student 33 2 1 28 34 Student 34 3 52 35 Student 35 3 64 36 Student 36 3 3 60 37 Student 37 2 2 44 38 Student 38 3 3 64 39 Student 39 4 72 40 Student 40 2 2 40 41 Student 41 3 64 42 Student 42 2 2 40 43 Student 43 2 2 40 44 Student 44 2 2 44 45 Student 45 2 2 40 46 Student 46 3 3 64 2320 TOTAL XV ... propose the study entitled? ?The effects of role- play activities on speaking skill for 4th grade students: An action research project at Yen Vien Town Primary School. ” 1.2 Aim of the study The aim of. .. activities on speaking skill for 4th grade students: An action research project at Yen Vien Town Primary School? ?? is my own work and has not been submitted in substance for any other degree or award Hanoi,... teaching and learning speaking at the primary school? ” The answer for this research question was based on the result of the interview for the teacher and questionnaire for the students before implementing