Khóa luận English Speaking skills teaching methods for elementary learner at Nam Sao Language center

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DECLARATION
“I am TRIEU THI HUYEN TRANG hereby declare that the work presented in this
Graduation Thesis is uniquely prepared by me.”
“I also confirm that, the thesis paper is only prepared for my university requirements
not for any other purpose. It“might not be used with the interest of the opposite party of the
corporation.”
_______________________________
TRIEU THI HUYEN TRANG
ID: 97011501064
Course: 8
Class: 15DTA
Major in English Language
The Saigon International University

Date submitted: …………………………………………..
Signed

: ……………………………………….


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ACKNOWLEDGEMENTS
“During the implementation of this thesis, I have received much help from the people
who have helped me.”Without them I could not have completed this thesis, so I wanted to
express my deep gratitude to those who helped me.”
“First, I would like to express our gratitude to the teachers of the Saigon International
University who taught me and helped me throughout the course Special thanks to Ms.
Nguyen Thi Bich Thuy of the University who provided constant guidance and very useful

advice for me to complete this thesis.”
“Next, I would like to thank to my classmates who share and help me during the study
at the Saigon International University. I also thank the teachers and students of Nam Sao
Foreign Language center who have helped me in the process of surveying and data collection
in this thesis.”
“Finally, I really thank my family and friends who have shared, encouraged me during
the learning process and the implementation of this thesis.”
Thank you very much!


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LIST OF CHARTS
Chart 4.1: Students’ awareness of the learning English
Chart 4.2: Students’ interest in learning English speaking
Chart 4.3: Students’ looking at difficulties of English speaking skill
Chart 4.4: The most favorite skill of students in learning English
Chart 4.5: Suitable level of English speaking skills teaching method for students
Chart 4.6: How students feel about the English current method
Chart 4.7: Students’ desire for teaching English
Chart 4.8: Student’s think about activities applied during the hours of teaching English
speaking skills
Chart 4.9: Student’s favorite activities applied during the hours of teaching English speaking
skills
Chart 4.10. Students’ frequency of participation in speaking learning hours


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TABLE OF CONTENTS

ACKNOWLEDGEMENTS..........................................................................................................2
LIST OF CHARTS........................................................................................................................3
CHAPTER I...................................................................................................................................7
INTRODUCTION.........................................................................................................................7
1.1.

Rationale................................................................................................................................7

1.2.

Significance of the study........................................................................................................8

1.3.

Scope and limitation of the study...........................................................................................8

1.4 Research questions......................................................................................................................9
1.5 Design of the study....................................................................................................................9
CHAPTER II................................................................................................................................11
LITERATURE REVIEW...........................................................................................................11
2.1. Definitions of terminologies....................................................................................................11
2.1.1. Speaking skill........................................................................................................................11
2.1.1.1. Concepts of speaking.........................................................................................................11
2.1.1.2.

Characteristics of speaking...........................................................................................13

2.1.2. English teaching methods for elementary learners...............................................................14
2.3. Review of previous works.......................................................................................................17

2.3.1. Research works abroad.........................................................................................................17
2.3.2. Domestic research projects...................................................................................................18


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CHAPTER III..............................................................................................................................20
METHODOLOGY......................................................................................................................20
3.1. Research method......................................................................................................................20
3.2. Sampling..................................................................................................................................21
3.2.1. Description of the teachers at Nam Sao language center......................................................21
3.2.2 Description of the pupils at Nam Sao language center..........................................................21
3.3 Research tools...........................................................................................................................22
3.4 Data collection..........................................................................................................................23
3.4.1 Observations..........................................................................................................................23
3.4.2 Surveys...................................................................................................................................23
3.4.3 Face-to- face interview for teachers.......................................................................................24
CHAPTER IV..............................................................................................................................25
FINDINGS, RESULTS AND DISCUSSION.............................................................................25
4.1. Results from students’ questionnaire.......................................................................................25
4.1.1. Student’ personal information..............................................................................................25
4.1.1.1. Students’awareness of learning English............................................................................25
4.1.1.2. Students attitudes towards English speaking skills............................................................26
4.1.1.3. Students’ opinion about current English speaking skills teaching method........................29
4.1.1.4: Student’ feeling activities applied during the hours of teaching English speaking
skills 30
4.2. The results from interview for teachers...................................................................................32
4.2.1. English speaking skills teaching methods applied at the Nam Sao English center:.............32

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4.1.2.2. The current English speaking skills teaching method with elementary learners...............33
4.1.2.3. Advantages and disadvantage of teaching English speaking skills to elementary
learners............................................................................................................................................33
4.1.2.4. Activities your students like best in the process of learning English speaking skills
34
4.1.2.5. The time for studying English skills with elementary learners..........................................35
4.1.6. The current facilities of the center........................................................................................35
4.2. Discussion................................................................................................................................36
4.2.1 The method of teaching speaking skills for elementary learners at the “Nam Sao
English language center”................................................................................................................36
4.1.2 The advantages and disadvantages when applying speaking activities to teach English
38
4.1.2.1. Advantages:.......................................................................................................................40
4.1.2.2. Disadvantage:.....................................................................................................................40
CHAPTER 5.................................................................................................................................42
CONCLUSION AND RECOMMENDATION.........................................................................42
5.1 Conclusion................................................................................................................................42
5.2 Recommendation......................................................................................................................42
5.2.1. Recommendation for manager staffs....................................................................................42
5.2.2. Recommendation for teachers...............................................................................................44
5.2.3. Recommendation for students...............................................................................................45
“ 50


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REFERENCES.............................................................................................................................51
APPENDICES..............................................................................................................................53

A: SURVEY QUESTION FOR STUDENTS...............................................................................53
B: INTERVIEW QUESTION FOR TEACHERS.........................................................................56
APPENDIX C................................................................................................................................58


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ABSTRACT
“The current study focuses on English speaking skills teaching methods for Elementary
learners and the solution for teaching speaking skills at Nam Sao Language center.”Speaking
“is one of the English skills which we should use the most suitable teaching
methodologies.”In“Ho Chi Minh city, there are lots of English center with various methods to
teach speaking skill for different kinds of students.”This research aims to describe the way in
teaching speaking at the elementary learners of Nam Sao Language center.”The“subjects of
this research are the English teacher and the Elementary learners of Nam Sao Language
center.”This“research used observation, interview for teachers, questionnaires as the
techniques of collecting the data.”This “paper aims to find ways to teach speaking skills to
students at the elementary level and to offer methods and activities that are applied in
teaching this speaking skill.”Teachers“should create more activities in the classroom to help
students talk to each other in English and provide students with a variety of lessons or a
plentiful of essential topics to be more interested in learning.”Students“must encourage and
become familiar with everyday English speaking, encouraging students to speak English a
hundred percent in class to create an effective English speaking environment.”
Keywords: Teaching methods, speaking skill, teaching speaking, problems in speaking


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CHAPTER I
INTRODUCTION

1.1.

Rationale
“In the 21st century, the countries all over the world are tending to develop basing on

international cooperation.”The“English language has become crucial to the way we interact
with the different people in the world; not being able to communicate in English imposes
what seem to be formidable limitations on us.”With“English we are able to bridge cultural,
economic, and even social gaps, in turn we are able to better understand and tolerate each
other.”
“Therefore, it is not just important but in fact crucial that the English language be learnt
by all individuals.”However,“this also raised an issue that foreign language education should
be taken seriously in which English is the most popular language in use.”Teaching“and
learning English, thus, are very important and necessary because mastering English seem to
be one of the best and the shortest ways for us to have a great deal of opportunities to reach
the success of life.”English learners,“from elementary pupils to students, from workers to
government employers study English with the interest and enthusiasm.”As“for Vietnamese
students, especially the elementary learners have many difficulties in learning and practicing
English speaking skill.”They“also fall into confusion when speaking English because of their
lack of professional knowledge, confidence, and surely good learning methods.”
“The goal of teaching speaking, surely, is to improve the oral production of the
students.”Vietnam's“economy is growing, requiring human resources to know foreign
languages, especially English, students should improve and promote their communication
skill so that they can express themselves and learn to follow the social and cultural rules


2

appropriating in each communicative circumstances.”Speaking“for schools has not
apparently been paid much attention.”Teachers’ role“is not only to create a warm and

friendly classroom but also to provide students with effective and plentiful activities.”
“These factors mentioned have aroused my ambition to carry out the study of: “English
Speaking skills teaching methods for elementary learner at Nam Sao Language center” to
study.”

1.2.

Significance of the study
“Our world is becoming internationally.”The“majority of people find opportunity to

interact with each other easily.”Thus,“communication is much needed and English paramount
importance is chosen as a global language.”In“this claim, English speaking teaching method
is very important.”So“we need have a suitable English speaking skill teaching methods to
improving English communication for learners.”For“this purpose, we deal with the English
speaking skill teaching method in Nam Sao English center.”The“result of this study may
offer a new insight to teachers in evaluating many aspects of teaching and learning in
different ways and bring new air to English classes.”

1.3.

Scope and limitation of the study
“The scopes of the study in this research are limited as follows:”
1. “This study aimed to document the teaching methods in speaking class of 5 teachers

who are teaching at Nam Sao Language center with Elementary level. Investigating " The
solution for teaching speaking skills at Nam Sao center’’, This study is expected to make
certain contributions to the related populations including teacher teaching speaking skills, and
researcher of the same subjects.”

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2. “The subject of the research will be limited to 30 elementary learners of two classes
at Nam Sao Language center on February 28th, 2019 to May 21st, 2019”

1.4 Research questions
“The current study tries to find answers to the following questions:”
1.

“What methods are used in speaking class?”

2.

“What are the advantages and disadvantages when teaching English speaking skill?”

3.

“What are the solutions for teaching speaking skills at Nam Sao language center?”

1.5 Design of the study
This study consists of three parts: Introduction, Development and Conclusion.


Chapter I: Introduction

This chapter indicated the rationale for choose this topic, pointing out the aim, the scope and
limitation as well as the methods of the study, and the research questions. This study focused
on English speaking teaching methods for the elementary learners at Nam Sao Language
Center


Chapter II:

Literature Review

In this chapter, it provides some theoretical foundations on issues related to the definition of
teaching communication language (CLT), characteristics of the teaching English speaking
skills as well as the role of teacher and students in communicative language teaching, the role
of speaking in language teaching and learning, indicate methods of teaching speaking and
some problems in teaching speaking.


Chapter III: Methodology

This chapter carried out the research setting, the methodology, the instrument and the subject
of the study. There also showed the results of the survey questionnaires and interview face to


4

face designed to find out the teaching methods that teachers and students at Nam Sao
Language center have implied in teaching and learning


Chapter IV: Findings and Discussion

The specification of results showed information about the method of teaching speaking skills.
From issues, suggestions for methods to teach speaking skills to help elementary learners
improve their speaking skills so teachers and students can choose the best way to learn and
teach



Chapter V: Conclusion and Recommendation

This final chapter summarizes of research, and provides a way to teach speaking skills and
activities that should be applied in the classroom and recommendations for teachers and
students.


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CHAPTER II
LITERATURE REVIEW
2.1. Definitions of terminologies
2.1.1. Speaking skill
“Speaking skill plays an important role in learners’ learning process.”It“is considered
an important criterion to judge learners’ achievement in learning a language.”They“often
evaluate their success in language learning by how well they can speak that
language.”Therefore,“if they cannot learn how to speak or do not get any opportunities to
speak in the language class, they may soon get demotivated and bored with learning.”On“the
contrary, if the teachers can apply interesting activities in the class, English lessons can
become very funny and interesting.”

2.1.1.1. Concepts of speaking
“There are many different concepts of speaking by many different linguistics, however,
most of them agree that speaking is very important to human communication.”Bygate“(1997)
states that speaking is a skill which is very important and requires as much attention as other
skills, in both first and second languages.”In“order to carry out most of their basic
interactions and transactions, learners need to be able to speak, and express their ideas to
other people.”He“also emphasizes that “interaction is the use of language for maintaining

communication between participants” and “interaction skills are skills of deciding what to
say, when to say it and how to say it clearly” (Bygate, 1997, p.115).”Therefore,“in learning
speaking skill, learners are required to know not only how to produce specific points of
language such as grammar, pronunciation, or vocabulary (linguistic competence or


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grammatical competence), but also when, why and in what ways language is produced
(sociolinguistic competence).”
“According to Brown, Burns & Joyce, speaking is an interactive process of
constructing meaning concerning three periods: producing and receiving and processing
information (Brown, 1994; Burns & Joyce, 1997).”
“Chaney and Burk (1998, p.13) states that speaking is the process of building and
sharing meaning through the use of verbal and non-verbal symbols, in many different
contexts.”
“Brown (1994) affirms that interaction is the heart of communication; it is what
communication is all about, for example in the cases of sending messages; receiving them;
interpreting them in a specific context; negotiating meanings; and collaborating to
accomplish certain purposes.”And“interaction is the collaborative exchange of thoughts,
feelings, or ideas between two or more people resulting in a reciprocal effect on each other.”
“In Byrne’s view (1986), speaking skill is one of two ways of oral communication
process, and is the productive skill.”The“speaker has to encode the message he wishes to
convey in appropriate language, while the listener has to decode (or interpret) the message.”
“According to Florez (1999), speaking is an interactive process of constructing
meaning that involves producing, receiving and processing information.”It“is often
spontaneous, open-ended and evolving.”
“In short, there are quite many different definitions of speaking, each of them has their
own good points and strong points.”However,“in this study the researcher decided to follow
the concept of speaking by Bygate (1997) which means that speaking not only involves

grammatical competence but also sociolinguistic competence.”


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2.1.1.2. Characteristics of speaking
“According to Bygate (1997), speaking involves two kinds of routines in the process of
communicating.”They “are information routines and interactional ones.”Information“routines
may be described to involve two sub-routines: expository and evaluation.”The“former
includes description, narration, comparison and instruction.”The“latter consists of
explanation, prediction, justification, preference and decision.”
“Interaction routines are routines based not so much on sequences of kinds of term
occurring in typical kinds of interactions such as telephone conversation, interview
conversations casual encounters, conversations at parties, lessons, radio or television
interviews, all tend to be organized in characteristic ways.”
“In Brown’s opinion (1983), speaking has three characteristics: the first one is that its
form and meaning are dependent on the context in which it occurs, including the participants
themselves, their collective experiences, the physical environment, and the purposes for
speaking.”It“is often spontaneous, open-ended, and evolving.”However,“speech is not always
unpredictable.”The “second one is that speaking requires that learners not only know how to
produce specific points of language such as grammar, pronunciation, or vocabulary
(“linguistic competence”), but also that they understand when, why, and in what ways to
produce language (“sociolinguistic competence”).”Last“but not least, speech has its own
skills, structures, and conventions different from written language.”
“Bygate (1987) considers speaking as an undervalued skill in many ways.”The“reason
is that almost all people can speak; therefore, they just take speaking skill too much for
granted.”He“also asserts that speaking skill deserves attention every bit as much as literacy
skills.”Learners “often need to be able to speak with confidence in order to carry out many of

8

their most basic interactions and transactions.”Bygate “also highly appreciates speaking by
stating that speaking is the medium through which much of language is learnt.”
“To sum up, it is undeniable that speaking is the key to successful
communication.”By“considering what good speakers do, what speaking tasks can be used in
class, and what specific needs learners require, teachers can help learners to improve their
speaking skill.”

2.1.2. English teaching methods for elementary learners
“There are three main phases in the teaching of a speaking lesson.”The “way the lesson
progresses differs according to how much English students know or how much English they
see, hear and use outside the classroom.”However,”the final objective of a speaking lesson is
always to help students speak English more confidently in a wide variety of
situations.”Byrne“(1991) points out that there are three phases to develop learners' oral
ability, which are as follows:”

 Phase 1: “The presentation phase”
“In this phase, teachers play a center role in learning and teaching process.”They“work
as an information provider as they know English, select teaching materials and the ways to
present the materials.”And“in this first phase, students usually observe and listen to the
teacher, i.e. they passively receive information.”As“we know, oral materials are written
mainly in two forms, which are dialogues and prose.”Thus,“it is obviously that these two
different forms need presenting in different ways.”
“Byrne, D. (1991) summaries ten different steps to present a dialogue as follows:”
1. “Establish setting by using pictures.”At“this step, English is used as much as
possible.”


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2. “Draw out learners’ experience related to situation.”
3. “Explain some key words.”
4. “Set the listening task by asking key information of the dialogue”
5. “Ask learners to listen without looking at the dialogue.”
6. “Allow learners to have a look at their book when necessary.”
7. “Ask learners to listen and repeat.”
8. “Ask learners to pick up difficulties and explain them.”
9. “Ask them to practice (role- play)”
10. “Ask them to dramatize the dialogue.”
“From the steps above, we can see that they are perfectly and logically
arranged.”However,“not all of them need to use for presenting a dialogue, it depends on the
learners’ English competence.”
“To present a prose, Byrne (1991:26) suggests that teachers should use the following
nine steps:”
1. “Introduce the topic by asking learners to look at the pictures or asking them about
related things.”
2. “Introduce the text. New words and structures are given.”
3. “Provide relevant practice.”
4. “Set the reading task: make questions.”
5. “Ask the learners to read the passage in silence and find the answers.”
6. “Ask learners to read again aloud and ask for the answer.”
7. “Explain difficulties they still have.”


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8. “Do silent reading again because learners need to go on with step nine.”
9. “Get the learners to talk about what they have to learn based on the previous
answers.”

“To increase the learners’ motivation, these steps should also be used suitably.”

 “Phase 2: The practice phase”
“This phase is the time for learners to do most of talking as they are provided maximum
amount of practice in the form of controlled and guided activities to improve vocabulary and
grammar knowledge as well as fluency of speaking.”The“learners, at this phase, answer the
teacher’s guided questions, discuss with their partners to find new ideas related to the topic.”

 “Phase 3: The production phase”
“This is the phase in which learners are given chances to speak English
freely.”Being“in a real situation, learners use English by themselves, not depend on the
teacher.”They“can develop their own ideas and their friends’ ideas.”A“real chance to speak
English takes place when the learners can use English naturally for themselves, not for their
teacher.”Pair“work and group work are of great importance and effectiveness at this phase as
all learners have chance to participate in talks: Moreover, this can save a great deal of time
and learners seem to be more confident.”
“In short, to improve speaking ability for learners in the process of teaching speaking,
teachers should follow these phases orderly.”However,“the practical application much
depends on such factors as the time available, the target learners’ level and the material used,
etc…”
“The influence of age related to teaching methods”
“Elementary learner, students' bodies are in a period of changing or speaking,
specifically, incomplete systems.”Therefore,”the strength of the body is still low, so the


11

children cannot do long, simple and boring movements, making the students unable to
concentrate and not want to study.”
- “Primary students are very excited and like to interact with something, a certain

phenomenon, especially strong emotional images.”
- “Primary students are often active and curious about new things, and then they
become bored.”Therefore,“in teaching teachers must use many teaching aids, enhance
practice, organize alternate games. . . to reinforce insights.”

2.3. Review of previous works
2.3.1. Research works abroad
“Overseas projects in this area can include: P.V.Zimin, M.I. Kondakop, N.I. Saxerđôlốp
in "School management issues", V.A Xukhomlinxki in "Some leadership experiences of high
school".”
“Talk about the importance of teachers in the context of education in the twenty-first
century, Dr. Raya Roy Singh, a renowned educator in India, a multi-year education expert
with UNESCO Asia-Pacific region. A pretty impressive comment: "Teachers play a decisive
role in education and especially in reorienting education".”
“Discussing the teaching of English in schools, Jeremy Harmer - the leading English
teaching expert in the world has studied the method of teaching English as well as the
training of English teachers.”He“has hosted many conferences around the world on English
teaching methods.”According“to him, teachers of English even though they are well trained
must always learn and arrange for teachers to train in accordance with their abilities and
strengths to better meet the teaching. [41, p.425].”


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“The

author

Penny

studied

the

method

and

experience

in

language

teaching.”According“to him, teachers who graduated from pedagogical school are just a
starting point, only meeting the initial conditions to teach. Seniority of teaching does not
determine efficiency and career advancement.”To“gain experience and professionalism,
successful teachers must constantly learn and equip themselves with additional knowledge
throughout the life of teaching. [43, tr.317).”
“In particular, author Susan Haliwell introduced effective methods to teach English for
students in the Teaching English in the Primary Classroom.”

2.3.2. Domestic research projects
“Management process of teaching to ensure and improve the quality of training is the
goal to be achieved in the teaching process, teaching management.”This“is a difficult job and
takes a lot of time for HT people.”There“are many authors, educational managers have been
interested in studying teaching activities, management of teaching activities, especially
foreign language subjects, including English subjects to find out better management
measures.”
“In Vietnam, many authors study school management, teaching activities such as: Ha Si

Ho (1987) Lectures on school management, Tran Kiem (1997) Basic problems of
management science education, Nguyen Van Le (1985).”School“management science ...
there are many works going into the study of each field of school management work such as:
Cao Duy Binh (1999).”Planning“school activities, Ho Van Lien. Management of pedagogical
process, Vu Trong Vy (2004) Management of facilities and equipment for teaching at high
schools.”About“English teaching activities: Chau Thi Hoang, Nguyen Van Vinh, Phan
Nguyen Hong Diem, Vuong Thi Kim Hoang ... the authors go deep and solve different
aspects but are related to the content of operational management. HT's teaching.”


13

“Author Nguyen Ngoc Quang has identified: "Teaching and education in unity is the
central activity of the school", "The school management is actually the management of the
teacher's labor process ...". [8].”
“Bui Minh Hien, Vu Ngoc Hai, affirmed: "School management and management of
agencies in the education system are very important for the success or failure of education".
[23].Mai Quoc Lien said: "It is imperative to have a foreign language strategy to cover
English in national schools" [27, p.6].”
“In summary, there are many authors in Vietnam as well as abroad who have studied
and introduced many measures to manage teaching activities in schools including English
subjects.”However,“in the field of management, the teaching of English at the TH level has
not been mentioned by many authors.”The“problem we posed in this thesis is to understand
the reality of teaching English in some high schools.”Thereby,“propose a number of
appropriate management solutions that are feasible and necessary to contribute to improving
the quality of teaching English subjects right from the TH level.”


14

CHAPTER III
METHODOLOGY
3.1. Research method
 “Methods of theoretical research”
“Collect materials, read scientific books, magazines, refer to research projects related to
the topic. From there, sum up it to become a theoretical and practical basis for the study of
the topic.”
 “Observations”
“During the research, observation plays a helpful part the classrooms' environment,
atmosphere, pupils' attitudes as well as teachers methods.”From“that, the study can be
conducted with high validity and reliability, Classroom observations were carried out in five
45-minute sessions in which the observer looked at the general view of the classroom,
listened to both teachers questions and pupils' responds, and took note on everything
considered crucial during the process of teaching and learning speaking skills.”In“this case,
the author acted as both a teacher and a researcher”
 “The study consisted of class participation and observations, questionnaires and
interviews.”In“order to achieve the aims mentioned above, the research collected information
both from the teachers of English and the Elementary learners who have been teaching and
studying at Nam Sao Language Center.”
- “Questionnaire for students at Nam Sao Language Center.”
- “Interview the teachers at Nam Sao Language center”


15

-“This method is conducted through the collection of information by "survey
questionnaires" for some managers and some teachers and students at Nam Sao Foreign
Language Center.”

3.2. Sampling

“Participants in the survey included thirty elementary learners aged six – eight years old
and five teachers at the Nam Sao English center located on Thu Duc ward, Ho Chi Minh city,
from the same school.”It“is assumed that they all of the elementary learners are those the
author got to know during the three-month internship at Nam Sao English Center.”Thus,“it is
no doubt that they are considered the most important factors throughout this study.”

3.2.1. Description of the teachers at Nam Sao language center
“The majority of the teachers at Nam Sao Language center is so young.”At “Nam Sao
Language center, there are about 20 teachers of English language (about 20% are native
speakers from the United States and Australia).”The“teachers are those who already had
bachelor degrees; therefore, they are fluent and skillful in teaching English in general and in
teaching speaking skill in particular.”Although“many teachers are quite young and even some
of them have just graduated from universities, they are very active and always bring lively
lesson periods to their pupils.”On “the contrary, these teachers may not have enough
experience to cope with pupils’ obstacles in learning English to communicate.”A“the same
time, there are several limitations such as time for each period that also contribute to the
hardships that teachers from develop speaking skill to their pupils.”

3.2.2 Description of the pupils at Nam Sao language center
“The majority of primary school students in Nam Sao language center are aged 6 to 11
years old.”Students“at this level, they use Family and Friends Book, Cambridge, University


16

Press, workbook Edition. With this program, they learned 4 skills of listening and speaking.
Once a week, learn with native teachers. In general, Nam Sao students aim to take the
curriculum to gain enough knowledge and to take tests on campus.”However,“there are some
learners who can communicate and pronounce correctly.”It“seems that the teaching and the
environment improve their English speaking.”Or“perhaps, their individual difficulties in

attitudes, motivation and studying methods are the cause of potential problem arising during
the class.”

3.3 Research tools
“The information was collected through a questionnaire for elementary learners and
interview the teachers at Nam Sao Language centre.”The“surveys were created on Google
Form and face to face interviews with 5 teachers so as to obtain more clarifications and
insights into the data provided by the questionnaires.”It“conducted on July 10th,2019”
“It was observed that many pupils at this centers were very active and eager to learn
English, especially when it involved speaking.”Nevertheless,“there were pupils who were not
confident enough to speak freely and naturally.”Those“ones were still afraid and unwilling to
participate in speaking activities and consequently, they were too shy and embarrassed to
raise their voices.”It“was unfortunate for the author to witness that circumstance because she
knew speaking skill is extremely essential to any foreign language.”Therefore,“noting from
that situation, the writer is motivated to carry out this project in order to research, experience,
and explore both the issues that pupils have to face with and the solutions that teachers could
implement.”After“all the author's wish is to create the most desirable environment for all
students to improve and enhance English speaking skill, the one that both teachers and
learners struggle a lot to achieve and satisfy.”


17

3.4 Data collection
“To reach the primary purposes of the study, a survey questionnaire has been chosen as
main method for data collection for this particular research.”
“The questionnaires consist of two main parts with the first one intended to explore the
teachers' and students’ attitudes towards speaking skill, and the second one dedicated to
identify

speaking

problems

and

techniques

used

by

these

teachers

and

pupils.”Survey“questionnaire with 10 questions is for the elementary learners to identify their
opinions on their speaking lessons, the factors affecting their speaking competence, and to
find out their expectations to achieve better speaking skills.”The“data was collected in eight
weeks, from February 28 to May 21, 2019.”

3.4.1 Observations
“During the research, observation plays a helpful part to support the author in observing
the classroom’ environment, atmosphere, student’s attitudes as well as teacher’S
methods.”From“that,

the

study

can

be

conducted

with

high

validity

and

reliability.”Classroom“observations were carried out in forty-five minutes in which the
observer looked at the general view of the classroom, listen to both teacher’s questions and
students’ responds and took note on everything considered crucial during the process of
teaching and learning speaking skills.”In“this case, the author acted as both a teacher and a
researcher.”

3.4.2 Surveys
“The questionnaire for elementary learners.”The“survey questionnaire includes 10
questions (in English) and they are numbered from 1 to 10. in the question, there are 3 ,4 or
more than options.”The“informants can choose more than one choice.”The“questionnaire is