Sử dụng các phương tiện hỗ trợ dạy học nhằm làm tăng sự tham gia của học sinh lớp 10 vào các hoạt động nói ở trường THPT kiến thụy, hải phòng

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PART A. INTRODUCTION
This part presents the rationale, the aims, the method, the scope and the design of
the study.
1. Rationale of the study
Nowadays, English has played an important role in our life. It is broadly used in
many different fields of life such as sports, politics, economy, science, technology…
Therefore, teaching and learning English have become a necessity in every country.
In Vietnam, in the recent years, English have been gaining significance because
firstly it is an international language, secondly it is an effective means to intensify mutual
understandings and cooperation between Vietnam and other countries. As a result, there
has been an explosion in teaching and learning English. It is taught not only at schools but
also at many foreign language centers. In an industrialized and modernized society,
communicative competence in English is very important. For high school leavers, this
competence can help them find a good job in a foreign company or do an oversea job.
Besides, when they graduate from universities with good results and have a good
communicative competence in English, they will have a great deal of chances to be offered
a good job with a high salary and position in a both state and private company. Moreover,
high school leavers who can speak English well can be able to get a scholarship in a
university in Britain, the USA, Australia, Canada, etc. Therefore, it is obvious that being
able to speak English well will bring about a better career.
At K.T.H.S, like at many other high schools in Vietnam, English has been a
compulsory subject in its curriculum for many years and the speaking skill is one of five
official parts in a unit. However, due to the demand of the high school graduation and
university entrance examinations, the students’ focus is on grammar and vocabulary which
means little attention has been paid to the speaking skill.
For these above reasons, the researcher has decided to choose this thesis to increase
the English speaking ability of students. There are many ways of gaining this aim and
using the teaching aids is one of the effective ways to intensify students’ participation in

speaking activities.




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2. The aims of the study
This study is aimed at:
• Investigating the current situation of teaching and learning speaking English at
K.T.H.S.
• Investigating the situation of using teaching aids of the teachers in teaching
speaking English at K.T.H.S.
• Investigating students’ attitudes towards using teaching aids in speaking English
class at K.T.H.S
• Suggesting the techniques of using teaching aids (objects, pictures, sub-boards,
handouts, gestures, cassette players, PowerPoint) to intensify students’ participation
in speaking activities at K.T.H.S.
3. The method of the study
In the study, the quantitative method is used including two questionnaires, one for
the teachers and the other for the students. The questionnaire for the teachers is to find out
the current situation of teaching speaking English, and the situation of using teaching aids
of the teachers in teaching speaking English at K.T.H.S. The questionnaire for the students
includes two parts, the first is carried out to find out the current situation of learning
speaking English at K.T.H.S and the second is administered after three sample lessons
using some kinds of teaching aids to find out students’ attitudes towards using teaching
aids in speaking English class at K.T.H.S.
4. The scope of the study
There are many ways to intensify students’ participation in speaking activities.
However, in this study the researcher only focuses on using some types of teaching aids

(objects, pictures, sub-boards, handouts, gestures, cassette players, PowerPoint) to
intensify the 10 grade students’ participation in speaking activities at K.T.H.S.
5. The design of the study
The study is divided into three parts:
Part A presents a general introduction of the study including the rationale, the aims,
the method, the scope and the design of the study.
Part B presents the development of the study including four chapters. Chapter 1
mentions the theoretical background of the research with the focus on the following points:

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definition of speaking, the importance of speaking, definition of teaching aids, types of
teaching aids, the purposes of teaching aids, the advantages and disadvantages of using
teaching aids, the principles of using teaching aids, and some items used as teaching aids in
speaking class. Chapter 2 involves the information of learners and their background,
materials and facilities at K.T.H.S. Chapter 3 presents the methodology and data analysis.
Chapter 4 mentions the findings and the suggested techniques for using teaching aids in
process of teaching speaking.
Part C is the conclusion of the study. It gives the limitations of the study and some
suggestions for further researches.

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PART B. DEVELOPMENT
CHAPTER 1
LITERATURE REVIEW
In order to fulfill the study, relevant theoretical concepts are presented: definition
of speaking, the importance of speaking, definition of teaching aids, types of teaching aids,
the purposes of using teaching aids, advantages and disadvantages of using teaching aids,
the principles of using teaching aids, suggesting some items used as teaching aids in
speaking class.
1.1. Nature of speaking
1.1. 1. Definition of speaking
Speaking is one of four necessary skills to use a language successfully. According
to Chaney (1998:13), speaking is “the process of building and sharing meaning through the
use of verbal and non- verbal symbols, in a variety of contexts” (as cited in Kayi, 2006).
Speaking is not a sudden speech. Speakers have to consider using the suitable verbal or

non- verbal symbols to create the valuable utterances. And it is not easy for hearers to
understand speakers’ implication if speakers do not put their utterances into the concrete
contexts.
According to Fowler & Thompson (2000), speaking is “the action of conveying
information or expressing one’s thoughts and feelings in spoken language”. This definition
shows that speaking is also a process because it contains speakers’ thoughts and feelings.
However, speakers only use the verbal symbols to create utterances.
Orwig (1999) also defines that speaking is the productive skill in the oral mode. It
is complicated and involves more than just pronouncing words.
In conclusion, speaking is the oral action which is prepared carefully before being
uttered in a variety of contexts. It is difficult to understand an utterance if both speakers
and hearers are not in the same context.
1.1.2. The importance of speaking.
In recent years, communicative approach has become the main one in teaching and
learning foreign languages. The ability to communicate in a second language “contributes
to the success of the learner in school and later in every phase of life”(Kayi, 2006).
Therefore, it can not be denied that speaking is very important. Bailey and Savage (1994:
vii) define that “Speaking in a second or foreign language has often been viewed as the

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most demanding of the four skills”. Teachers should pay great attention to teaching
speaking. However, teaching speaking is not easy. Thus, a lot of studies relating speaking
have been carried out to help learners speak with confidence.
1.2. Teaching aids
1.2.1. Definition of teaching aids
With the growth of English teaching, more and more teaching resources and aids
are developed. The use of teaching aids, therefore, becomes an important issue. Many
studies have been carried out to find out the suitable ways to use teaching aids in the
teaching and learning process. A plenty of teaching aids with high technology have been

invented recently. Therefore, the effect of using teaching aids in education has been
increased. Teaching aids have become an essential element of a lesson. So, what are
teaching aids?
Teaching aids are “any device, object, or machine used by a teacher to clarify or
enliven a subject.” (Collins , 2000)
Based on Farlex (2003 - 2008), teaching aids are materials and equipment which
are used in teaching.
According to Croket & Foster (2005), teaching aids are “items used in the
classroom to aid teaching and training.”
In brief, teaching aids are anything teachers use in teaching to gain their aims.
Teachers should have expertise as well as interest to use teaching aids in their classes so as
to make their teaching effective and facilitate learning to a considerable extent.
1.2.2. Types of teaching aids
There are many different ways in which a teacher can make the learning experience
more interesting and memorable for learners. One technique is to use teaching aids.
Nowadays, teaching aids are widely used in teaching and learning. Depending on teachers’
aims, they can choose different kinds of teaching aids to enliven their lessons. There is a
variety of teaching aids. However, they are often divided into three main kinds: visual aids,
audio aids and audio- visual aids. According to Wright & Haleem (1991), visual aids are
anything the learners can see used for different teaching purposes in a language class.
Visual aids are simple teaching aids that include boards, pictures, objects, handouts,
teacher’s and learner’s gestures, actions, and performance, etc. Visual aids can make
presentations more interesting, more dynamic, and more effective if you use them right.

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They can also be distracting, and they can undercut your message. Audio aids can be
defined as “models and devices that can be heard and give an image of something,
somebody, and some situations” ((Akanbi, 1988) as cited in Maniruzzaman, 2008). They
include recorded materials, radios, cassette players, cassettes, etc. Audio- visual aids are

combined between audio aids with visual aids. They are “devices that can be used in
teaching for their appeal to the ear and the eye” (Gaunge, 2008). Botham (1969) shows that
various types of audio- visual aids are considered: non-projected aids, projected aids, tape
recorders and recording, and mass media and rural campaigns. Each aid is carefully
described, with illustrations, and details are offered for effective presentation. Videotapes,
films, and computer multimedia are typical types of audio- visual aids.
1.2.3. The purposes of using teaching aids
Teaching and learning is a complex process. Maniruzzaman (2008) shows that to
carry out their job successfully and ensure the learners’ maximal benefit, the teachers have
to use teaching methods, techniques as well as materials in a manner that are consistent
with the learners’ needs and interest. And the appropriate use of teaching aids can be
substantially helpful in this aspect to make the teaching methods, techniques, and materials
considerably effective and interesting, and to help the learners have maximum benefit
((Akanbi, 1988) as cited in Maniruzzaman, 2008). Teaching aids enable the teacher to
modify the teaching method and techniques, change the classroom situation quickly. They
also attract the learners’ attention, reduce their exhaustion, motivate them and increase
their interaction and active participation in the learning process.
To conclude, teaching aids are equipped to make the teaching and learning process
more effectively.
1.2.4. Advantages and disadvantages of using teaching aids
1.2.4.1. Advantages of using teaching aids in teaching speaking
Teaching aids are plentiful and each kind of teaching aids has its own advantages.
In this study, the researcher gives some common advantages of using teaching aids. Firstly,
using teaching aids is a means to motivate the students in speaking lessons. There are many
ways to motivate the students and using teaching aids is an effective way. Depending on
the speaking topics, the teachers can use different types of teaching aids in games such as:
Cross-word, Bingo, Noughts and Crosses, etc to warm up the atmosphere of the class.
Objects, pictures, cassette players are the most frequently used. Secondly, teaching aids are

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the tool to suggest the speaking ideas. The students often have difficulty in brainstorming
the speaking ideas. The teachers should use teaching aids to provide the language input
(vocabulary items, structures) to help the students express their ideas. Finally, the teaching
aid is a factor of interactions. Using teaching aids improves not only the students’ speaking
ability but also their writing, reading, and listening competence. For example, cassette
players can help the students listen and speak better.
1.2.4.2. Disadvantages of using teaching aids in teaching speaking
Although using teaching aids in teaching speaking has many advantages, there are
some disadvantages when using them. It can not be denied that the amounts of teaching
aids for teaching and learning languages at high schools in Vietnam are limited. The
teachers themselves must prepare most of teaching aids in advance. Besides, it is not
difficult for the teachers to find the sources of teaching aids. However, making teaching
aids costs the teachers a lot of money. For instance, teachers can exploit the pictures from
internet, but in order to use them the teachers have to print them, or buy them from the
bookshops. Moreover, it takes much time to use teaching aids in class if the teachers do not
choose the suitable teaching aids for the lesson. Last but not least, management of a large
class is another problem. When teaching speaking to such a large class, the teachers have
to cope with the difficulty that is not only how to conduct the class (to reduce noise, to
raise interest) in general, but also how to exploit the benefits of using teaching aids to the
students in the learning process.
1.2.5. The principles of using teaching aids
Teaching aids have many advantages. Using them appropriately will bring the high
effect in the teaching and learning process and vice versa. Therefore, the teachers should
pay attention to some principles when using them:
1. Find or make suitable teaching aids.
2. Experiment and practise with teaching aids so that you know how to use them.
3. Test them and revise them if necessary.
4. Remember to use them whenever they are appropriate.
(Trudy, 1999)

1.2.6. Some items used as teaching aids in speaking class.
There is a variety of teaching aids to use in the teaching and learning process. Each
teaching aid has its own advantages and using it reasonably will help the teachers gain

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their teaching aims. In this study, the researcher suggests using some kinds of teaching aids
to intensify the students’ participation in speaking activities.
1.2.6.1. Sub-boards
The simplest teaching aid of all is the board, black or white. It is used in all lessons
by all the teachers. However, the teachers have to spend a lot of the class time writing on
the board. There is not enough time for the students to practise speaking. Therefore, the
researcher suggests that the teachers should use the sub-boards which are prepared at home
to save time. The teachers can use the white large papers as the sub-boards, or the old
posters which have a white side in stead so they can save money. The sub-boards can be
used in all stages of the speaking lessons to play games such as: Noughts and Crosses,
Cross-word to motivate the students, or to provide the students with the language input
such as: new words, grammar structures, or examples.
Sample: In Task 2 of Unit 12, due to the students’ limited words about music, the teachers
should provide them with some new phrases before asking them to speak. It makes the
students feel less difficult to do this task.
Suggested words about music
- rousing/ lyrical/ peaceful/ pleasant
- help someone forget troubles
- make someone excited/ feel relaxed
Using the sub-boards is not only cheap, easy but also effective. It makes the difficult
tasks become easier and the students will be confident to take part in them.
1.2.6.2. Pictures
Pictures can be divided into wallpictures and wallposters, picture flash cards, word
flash cards, workcards and worksheets, maps, plans, and charts.

• Wallpictures and wallposters illustrate scenes, people, or objects and are large
enough to be seen by all the students.
• Flash cards are divided into two main kinds: picture flash cards and word flash
cards. Picture flash cards are pictures mounted or drawn on cards approximately 15
cm by 20 cm. Word flash cards are words written on cards about 8 cm in height and
are as long as is necessary.

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• Workcards and worksheets: workcards (about 15 cm x 20 cm) and worksheets are
for individual student use or for use by students working in small groups. They
provide an extremely useful base for the development of four skills without the
teachers’ immediate involvement.
• Maps, plans, and charts are very useful for the statistics and analysis exercises.
Generally, pictures are effectively used to motivate the students at the warm-up stage,
to provide the language input such as: new vocabulary items to suggest the speaking ideas
at the pre- speaking stage and the while- speaking stage. For example, to introduce the
speaking topic in Unit 11 about the excursion to Huong Pagoda, a picture about Huong
Pagoda is used to help students know some information about it.

To use pictures more effectively, the teachers should make pictures in colour to attract
the students. It is very easy to have beautiful pictures. They can be exploited from internet,
text books, magazines, newspapers, business brochures, etc, or painted by the teachers.
1.2.6.3. Gestures
According to Alton (2002), “A gesture is a form of non-verbal communication made
with a part of the body, used instead of or in combination with verbal communication.” At
K.T.H.S, the teachers always feel shy of using their gestures in class. In the researcher’s
opinion, they are very useful and the students are excited with them. Gestures should be
used to illustrate new words and phrases relating to the speaking topic in order to help the
students have enough the language input for speaking. For instance, to help the students
understand the meaning of the phrases “food poisoning”, “carsick” in Task 1 of Unit 11

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and “keep someone happy”, “cheer someone up” in Task 1 of Unit 12, the best way is
using gestures.
1.2.6.4. Objects
There are two types of objects: Real objects and representational objects. Real objects
are anything available in teaching such as tables, chairs, pens, books, hats, umbrellas, etc.
Representational objects are models that can replace real objects which the teachers can
not prepare for use in class.
Using objects to motivate the students and introduce new vocabulary items at the
warm-up and pre- speaking stages is interesting and effective. The teachers should prepare
the objects at home. For example, to suggest the answer of the question “What do you have
to prepare for an excursion?” at the warm- up stage of Unit 11, the teachers should give the
real objects: bread, an orange, a bottle of water, a cucumber, an umbrella, a raincoat and
the students feel easier to give the answer: food, fruits, drinks, vegetable, an umbrella, and
a raincoat. Using objects not only makes the students interested in the topic but it also
gives the students the new vocabulary items relating the excursion before speaking.

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When the teachers display the objects, they must be large enough for the students to see.
1.2.6.5. Handouts
Handouts are hard copy texts which support, expand on, organize or otherwise
provide follow up to a presentation or course. They should be prepared by the teachers at
home. They are often used at the warm-up, while- speaking stages to warm the atmosphere
of the class and provide the students with the language input.
Sample: In Task 2 of Unit 12, handouts are used to help the students interview their

partners. They make the task easier and the students feel confident to speak.

Questions Partner 1 Partner 2
1. What kind of music do you like best? Classical music
2. Why do you listen to music?
3. What is your favourite band/ musician?
4. What is your favourite song?
5. When do you listen to music?

1.2.6.6. Cassette players
The cassette player is the effective audio aid in teaching listening skill, but it is rarely
used in teaching speaking skill at K.T.H.S. The teachers only use it to play some English
songs to motivate students in the warm-up stage. In this study, the researcher suggests
using cassette players at all stages of the speaking lesson. Cassette players not only help
the students relax by listening the songs but they also improve the students’ speaking
ability (both accuracy and fluency). To use cassette players successfully, the teachers

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should know the software of reading, and recording CDs such as “Text Aloud MP3”,
“Nero Burn” to make their own CDs in order to practise speaking based on the text book.
For example, the teachers can use the cassette player to play the song “Get down” sung by
Backstreetboys to warm up the students and introduce the speaking topic of Unit 12.
Besides, the teachers make their own CDs to help the students feel confident to take part in
speaking activities. At the pre- speaking stage of Unit 11, instead of the teachers’ voice,
students listen to the cassette player twice to pronounce words in Task 1 correctly. The
students are very interested in English voice. At the while- speaking stage of Unit 11 and
12, due to the students’ poor speaking ability, the teachers ask them to listen to the
examples with the cassette players to catch the pronunciation and intonation of the
sentences, even a part of the speaking model to help them know how to do the tasks. In
order to help students check their speaking at the post-speaking stage, a speaking model

which was prepared at home in a CD should be played (see Appendix 3 and 4).
Using cassette players in speaking class will not only reduce the teachers’ workload,
but also make the students interested in speaking activities.
1.2.6.7. PowerPoint
PowerPoint is a presentation program developed by Microsoft. It allows users to
create anything from basic slide shows to complex presentations. PowerPoint is often used
to create the presentations which are comprised of slides containing text, images, and other
media such as audio clips and movies. Sound effects and animated transitions can be also
included to add extra appeal to the presentation. In order to show the lessons, PowerPoint
presentations are often displayed using a projector with a video adapter. PowerPoint is an
extremely popular presentation package and an alternative to using overhead
transparencies for the production of interesting and visually attractive presentations.
PowerPoint allows the teachers to prepare all the slides in advance, particularly suits for
complex diagrams, charts, pictures and illustrations. It can build up information point-by-
point in slides. Sounds and movies can also be inserted in PowerPoint. It helps the teachers
not have to turn their back on the audience. Therefore, PowerPoint has been widely used in
teaching and learning. However, due to the teachers’ limited knowledge about computers,
using PowerPoint is not effective, especially in teaching speaking skill. There is too much
information in a slide and most of the PowerPoint lesson plans are silent ones.

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There are many ways to make the PowerPoint lesson plans dynamic and exploit the
advantages of PowerPoint. One of them is using films and sound, for example in the
speaking lesson of Unit 13 (see the appendix).
In conclusion, there are many kinds of teaching aids and each of them has its own
advantages. Using them effectively is not easy. It depends on the teachers’ ability. In this
study, the researcher only suggests using some types of teaching aids (five types of visual
aids, one type of audio aids, and one type of audio-visual aids) to intensify the tenth form
students’ participation in speaking activities at K.T.H.S. To measure the effect of using
teaching aids in speaking class, three speaking lessons of Unit 11, 12, and13 are carried out

at four classes 10C2, 10C12, 10C13, and 10C14.























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CHAPTER 2
ENGLISH TEACHING AND LEARNING CONTEXT AT K.T.H.S
Success or failure in learning a foreign language (for example, English) depends on
many factors, such as: teacher’s knowledge, teacher’s role in class, learners’ background,
learners’ need, motivation, aims, learning environment, materials, facilities, etc. In this

chapter, the researcher presents an overview on learners and their English background
knowledge at K.T.H.S. Materials and facilities for teaching and learning English language
are paid attention there.
2.1. Learners and their English background knowledge:
K.T.H.S is located in Kien Thuy district which is in the rural areas of Hai Phong. It
is a poor district because agriculture plays the main role in its economy. This heavily
affects people’s thinking here. According to them, being able to speak their mother tongue
(that is Vietnamese) correctly is enough, so it is not necessary for them and their children
to learn to speak English. Although learning a foreign language (for example, English) at
lower secondary schools and high schools has been considered an official subject among
Maths, Literature, Chemistry, Physics, and others, it is not appreciated at lower secondary
schools in Kien Thuy. English is not included in any entrance or final exams. Therefore,
teachers and students’ attitudes towards teaching and learning English are negative. They
consider English a minor subject at schools. As a result, students do not pay attention to
learning English. They learn it very badly.
When these students enter K.T.H.S, they have to take part in exams in three
subjects: Maths, Literature, and English at the beginning of the school year. They often
gain high scores in Maths and Literature but most of them get low scores in English. This
is also the common situation in Kien Thuy district. All students at lower secondary schools
in Kien Thuy district have learned English for four years but most of them have not paid
any attention to learning it. Thus, it is very difficult for teachers at K.T.H.S to teach them
English because the new English textbooks at high schools now are written based on the
English textbooks at lower secondary schools. Teachers have no time to reteach all the
English knowledge students have learned at lower secondary schools. They have to follow
the syllabus. Day by day, both teachers and students feel tired and bored when having to
teach and learn English. So, it is essential to find out the way to improve students’ English
ability.

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2.2. Materials and facilities:

It can not be denied that syllabus plays an important part in teaching and learning
process. In order to achieve the aim of a syllabus, materials and facilities are two of the
necessary factors in teaching and learning process.
K.T.H.S is a poor school. Therefore, facilities for teaching and learning foreign
languages are still limited. Firstly, only one cassette player is equipped with some tapes, so
most of the teachers have to read the listening passages when teaching the listening skill.
Secondly, one overhead projector and four PowerPoints are equipped for forty classes. As
a result, they are not frequently used especially for teaching English except for the special
occasions. Thirdly, there are only five computers which are connected to Internet for all
teachers. Finally, other types of teaching aids such as pictures, English newspapers, sub-
boards to teach and learn English are not equipped.
In the recent years, the English textbooks have gradually been changed. They are
very difficult for both teachers and students. Therefore, they need some books of reference
before teaching and learning. However, the library cannot provide any other books for
reference except the textbooks.
In conclusion, to teach English successfully at K.T.H.S is very difficult. Teachers
have to find out the ways to overcome students’ poor background knowledge about
English and the lack of materials and facilities.

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CHAPTER 3
THE STUDY
This chapter will present the four main points of the study: situation analysis, data
collection instruments, data collection procedure, and data analysis.
3.1. Situation analysis
3.1.1. The setting of the study
The study was conducted at K.T.H.S, Hai Phong, in which the 10
th
form students
are learning basis English with the new text book TIENG ANH 10 by Hoàng Vn Vân –
Hoàng Th Xuân Hoa -  Tun Minh- Nguyn Thu Phng - Nguyn Quc Tun. This
text book is theme- based, which includes 16 units and 6 Test Yourself sections. Each unit
has its own topics and is divided into 5 sections: Reading, Speaking, Listening, Writing
and Language Focus.
3.1.2. Subjects
The subjects of the study consist of 185 students and 10 teachers of English at
K.T.H.S.
Of the ten teachers, six are from 30 to 35 years of age with more than seven years
of teaching experience. The others are quite young (aged from 24 to 27) with only about
two years of teaching experience. All of them graduated from universities and they have
been teaching English based on Communicative Approach.
185 students from classes 10C2, 10C12, 10C13, and 10C14 were randomly selected
from 700 the tenth form students at K.T.H.S. Obviously, it was difficult to select a random
sample of individuals because the tenth form students have already been assigned to
different classes from 10C1 to 10C14 and classified into three groups according to their
choice of favourite subjects (students from 10C1 to 10C8 are interested in natural science
subjects whereas students from 10C9 to 10C12 enjoy learning social science subjects and

10C13 and 10C14 are basic classes). Therefore, I have chosen four classes from three
groups to study. The result will be more reliable.
3.2. Data collection instruments
To address and explore the research questions, a quantitative method which includes
two questionnaires, one for the teachers and the other for the students, was exploited.
The first questionnaire was to find out the situation of teaching speaking English and
teachers’ attitudes towards using teaching aids in speaking class at K.T.H.S.

17
The second questionnaire was divided into two parts (pre- questionnaire and post-
questionnaire). The pre- questionnaire was to find out the situation of learning speaking
English at K.T.H.S (before the students attend three sample lessons). The post- one was to
find out students’ attitudes towards using teaching aids in speaking class at K.T.H.S (after
the students attend three sample lessons).
3.3. Data collection procedure
The data for the study was selected from 185 students as well as 10 teachers. The
first questionnaire was delivered to 10 teachers of English at K.T.H.S. The second
questionnaire to the students was distributed to 185 students. They were asked to complete
the questionnaire before and after using teaching aids in speaking class. Data would be
analysed for conclusions and suggestions.
3.4. Data analysis
3.4.1. The situation of teaching and learning speaking English at K.T.H.S.

In order to find out the solutions to any problem, the researcher has to base on the
fact. In this study, before suggesting using some teaching aids to intensify students’
participation in speaking activities the researcher pointed out the situation of teaching and
learning speaking English at K.T.H.S

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3.4.1.1. The situation of learning speaking English at K.T.H.S.
Questions Options
Result
s (%)
How do you feel in learning speaking English?
A. Very interested 9
B. Interested 21
C. Rather interested 48
Question 1
D. Not interested at all 22
Why do you learn speaking English?
A. it is one of the compulsory skills in the textbook 62
B. it helps you listen and sing English songs and know the
information about your idols
24
C. it helps you make foreign friends 3

D. it helps you go abroad to study or find a good job in a
foreign company.
7
Question 2
E. you have no aim because speaking is not examined in
the exams
4
How much time do you often spend on speaking English
a day?

A. one hour 4
B. fifteen minutes 25
Question 3
C. not practise 71
How often do you take part in speaking activities in class?
A. always 5
B. often 5
C. sometimes 56
D. rarely 28
Question 4
E. never 6
What factors make you unwilling to speak English in class?
A. the speaking topics are too difficult 42
B. the speaking topics are boring 12
C. the teaching way is boring 10
D. your speaking ability is poor 59
Question 5
E. speaking skill is not examined in the exams 18
Table 3.1: The situation of learning speaking English at K.T.H.S

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Question 1. The statistics show that 48% of the subjects pay a little attention to
learning speaking English, even 22% of the respondents are not interested in learning it at
all. The number of students who think that learning speaking English is interesting
accounts for only 30%. These findings reveal that the teachers should find out the effective
ways to make students interested in learning speaking English.
Question 2. The statistics in Table 1 point out that 62% of the informants learn
speaking English as it is one of the compulsory skills in the text book. The number of the
students who learn speaking English to gain their own aims is only about 34% whereas 4%
of them have no aim to learn speaking skill because it is not examined in the exams.
Obviously, the aims to learn speaking English of the tenth form students at K.T.H.S are not
positive. They have not recognized that English plays an important role in the recent life
and the good communicative competence in English will help them succeed in their future
jobs.
Question 3. Because of having no positive aims to learn speaking English, most of
the respondents (71%) in the research do not spend time on practising English whereas
only a small number of them (29%) pay attention to speaking English after class.
Question 4. The statistics show that only 10% of the learners frequently take part in
speaking activities in class. Question 4 also gives an amazing result, that is, 84% of the
participants pay a little attention to speaking discussion in class. Surprisingly, 6% of the
subjects have never participated in speaking English. Therefore, the teachers should find
out the reasons why their learners keep silent in speaking class.
In question 5, the researcher gives the reasons to explain question 4. The researcher
found out that the speaking topics in the text book are difficult and boring for 42% and
12% of the learners to discuss. 10% of them do not take part in speaking activities as the
teaching way is boring and according to 18% of the respondents, it is not necessary to
speak English because it is not included in the exams. The statistics also point out that
more than half of the students (59%) are afraid of losing face in front of the teacher and
their classmates due to their poor speaking ability, thus they are not ready for participating

in speaking activities in class.
From the statistics, the researcher realized that the tenth form students at K.T.H.S are
not interested in speaking English. They do not pay much attention to practising it as they

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have not recognized the importance of communicative competence in English in the real
life.
3.4.1.2. The situation of teaching speaking English at K.T.H.S
Questions Options
Results
(%)
According to you, is teaching speaking difficult or easy?
A. difficult 100
Question 1
B. easy 0
Do you like teaching speaking?
A. very much 10
B. a little 50
Question 2
C. not at all 40
Why do you teach speaking?
A. it is a compulsory skill in the text book 70
B. it helps students be able to communicate with
foreigners
10
C. it helps you improve your speaking ability 0
Question 3
D. have no aim because speaking is not examined in
the exams
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Table 3.2: The situation of teaching speaking English at K.T.H.S
It can be seen from question 1 that 100% of the teachers feel difficult when teaching
speaking English. Therefore, when being asked whether they like teaching speaking
(question 2), half of the participants (50%) choose the answer “a little” and 40% of them
do not like at all. In question 3, the statistics show that most of the subjects (70%) teach
speaking English as it is a compulsory skill in the text book. Amazingly, 20% of them have
no aim when teaching speaking English.
In conclusion, most of the teachers of English at K.T.H.S do not have interest in
teaching speaking English. They regard it as a difficult and impractical skill.




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3.4.2. The situation of using teaching aids of teachers in speaking class at K.T.H.S
Questions Options
Results
(%)
Do you often use teaching aids in speaking class?
A. always 0
B. often 10
C. sometimes 90
Question 4
D. never 0
Which stage do you often use teaching aids ?
A. the warm-up stage 90
B. the pre- speaking stage 10
C. the while- speaking stage 10
Question 5
D. the post- speaking stage 0

Why don’t you often use teaching aids in speaking class?
A. it wastes time to prepare teaching aids 100
B. it costs money to prepare teaching aids 100
Question 6
C. using teaching aids is not effective 0
Table 3.3: The situation of using teaching aids at K.T.H.S
According to question 4, the statistics show that most of the respondents (90%)
sometimes use teaching aids to teach speaking. They only use them in special occasions.
These results reveal that the teachers at K.T.H.S do not pay much attention to preparing
teaching aids for speaking activities.
Besides, question 5 also gives that using teaching aids at the stages of speaking lessons
is not reasonable. 90% of the teachers use teaching aids in the warm- up stage to motivate
the students or to introduce the speaking topic so that the students feel interested in the
lesson. The percentage of them use teaching aids in the pre- speaking and while- speaking
stages only occupies 20%. There are no any types of teaching aids used in the post-
speaking stage. Obviously, the teachers tend to use teaching aids in the warm-up stage
while the text book is used frequently in other stages.

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When being asked why the teachers do not often use teaching aids in speaking class
(question 6), all of the teachers choose the answers “it wastes time and costs money to
prepare teaching aids”. It is not easy for them to prepare teaching aids for all speaking
lessons.
Through the analysis of the statistics in Table 3, although 100% of the teachers at
K.T.H.S are aware that using teaching aids in speaking class is very effective, they do not
frequently use teaching aids to teach speaking except for the special occasions. In their
opinions, preparing any types of teaching aids to teach the speaking skill takes them a lot
of time and energy. Besides, both the teachers and the students are not appreciated the
speaking skill. Thus, in stead of using teaching aids to make speaking lessons easy and
interesting, the teachers only use the text book to present the lessons.

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3.4.3. The students’ attitudes towards using teaching aids in speaking class at K.T.H.S.
Questions Options
Results
(%)
Do you think that teaching aids are useful for speaking
class?

A. Yes 97
Question 6
B. No 3
What do you think about the speaking topics in the text
book after the teachers use teaching aids?

A. difficult 2
B. easy 28
C. interesting 81
Question 7
D. boring 1
How often do you participate in speaking activities when
the teachers use teaching aids?

A. often 53
B. sometimes 40
C. rarely 4
Question 8
D. never 3
Do you like your teachers using teaching aids in speaking
class frequently?

A. Yes 97
Question 9
B. No 3
Which teaching aids do you like your teachers using in
speaking class? (list the names) Why?

A. sub-boards 20
B. handouts 30

C. pictures 78
D. objects 80
E. cassette players 83
Question 10
F. PowerPoint 92
Table 3.4: The students’ attitudes towards using teaching aids in speaking class
The post - questionnaire for students contained five items about the students’
attitudes towards using teaching aids in speaking class at K.T.H.S. The responses of the
185 tenth form students to the questionnaire are recorded and discussed in details as
follows:

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Question 6 indicates that 180 out of 185 students ticked “Yes” while 5 students
ticked “No”. In other words, 97% students think that teaching aids are useful for teaching
speaking skill, but only 3% find that it is not useful to use teaching aids in speaking class.
The result clearly uncovers that a great majority of the students realize the importance of
teaching aids in speaking activities.
As question 7 shows, 1% and 2% of the students still thinks that the speaking topics
in the text book are boring and difficult while 28% of the participants find them easy.
Surprisingly, 81% of them are interested in these topics after the teachers use teaching aids
in speaking lessons. It is obvious that the result of the question 7 proves the importance of
teaching aids in speaking class.
Question 8 demonstrates that 53% of the students often take part in speaking
activities when the teachers use teaching aids whereas only 10% of them do when the
teachers do not use teaching aids (Question 4, Table 1). The number of the subjects who
sometimes participate in speaking activities decreases from 56% in Table 1 to 40% in
Table 4. Only 4% and 3% of the students rarely and never pay attention to speaking in
class. These amounts are much smaller than those in question 4- Table 1 (28% and 6%).
The finding clearly reveals that using teaching aids intensifies the students’ participation in
speaking activities.

As displayed in question 9, out of 185 students, 180 students ticked “Yes” and the
remaining 5 students ticked “No”. That is, 97% students support the use of teaching aids in
speaking class frequently while only 3% deny doing this.
Question 10 exhibits that 20% and 30% of the students like their teachers using sub-
boards and handouts in speaking class. Sub-boards and handouts help students know the
new words, phrases, and structures which relate to the topic. They also suggest the
speaking ideas or models that make the speaking tasks in the text book easier. Besides sub-
boards and handouts, pictures and objects are teaching aids that 78% and 80% of the
students choose. In their opinions, it is the best way to use pictures and objects to present
the new words. The students feel excited and remember the new words naturally. Question
10 also points out that 83% of the students prefer their teachers to use cassette players in
speaking activities. According to them, cassette players help them pronounce correctly.
They can improve their intonation through listening the native speakers’ voices. Moreover,
the students feel relaxed when their teachers play English songs before or after the lesson.

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Unsurprisingly, most of the students (92%) like their teachers using PowerPoint in
speaking lessons. They think that using PowerPoint is very convenient as the teachers only
bring their flash- disks or laptops in stead of many things such as sub-boards, pictures, or
objects. Furthermore, using PowerPoint can save the class time. The teachers prepare the
lessons at home, and they do not spend time writing on the board. Therefore, there will be
much more time for the students to do the speaking tasks. The last and most important
reason for choosing PowerPoint is that they can replace all above types of teaching aids,
even the students can watch films, or movies on PowerPoint.
The finding in question 10 obviously reveals that using teaching aids makes the
speaking lessons easier and more concrete. The students feel interested in the lessons and
confident of taking part in speaking activities.
According to the statistics in Table 4, the students’ attitudes towards using teaching
aids in speaking class are positive. They pay much more attention to speaking activities.
They find the speaking lessons more interesting when their teachers use teaching aids. The

researcher is sure that the speaking ability of the students at K.T.H.S will be better if the
teachers frequently use teaching aids in teaching speaking.