The effects of active learning in speaking classes on grade 10 students at dinh tien hoang high school (masters thesis)

MINISTRY OF EDUCATION AND TRAINING
BA RIA - VUNG TAU UNIVERSITY

---------------------------

NGUYEN PHAM KIEU PHUONG

THE EFFECTS OF ACTIVE LEARNING IN
SPEAKING CLASSES ON GRADE 10 STUDENTS
AT DINH TIEN HOANG HIGH SCHOOL
MASTER’S THESIS

Ba Ria – Vung Tau, March 2023


MINISTRY OF EDUCATION AND TRAINING
BA RIA – VUNG TAU UNIVERSITY

---------------------------

NGUYEN PHAM KIEU PHUONG

THE EFFECTS OF ACTIVE LEARNING IN
SPEAKING CLASSES ON GRADE 10 STUDENTS
AT DINH TIEN HOANG HIGH SCHOOL
MASTER’S THESIS
Submitted to the Postgraduate Institute in partial fulfillment of the
Master’s degree in TESOL
Course code: 81401111
Supervisor’s name: Assoc.Prof. Pham Huu Duc, Ph.D.

Ba Ria – Vung Tau, March 2023


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DECLARATION BY AUTHOR

I hereby declare that this thesis entitled “The effects of Active Learning in speaking
classes on Grade 10 Students at Dinh Tien Hoang High School” has not been
submitted to any other universities or institutions in application for admission to degrees
or other qualifications. This thesis, which is the product of my own original research,
and to the best of my knowledge and understanding, does not contain any material
previously published or written by another author, except where reference has been cited
in the text. The study reported in this thesis was approved by Ba Ria Vung Tau
University.
Author’s Signature

Nguyen Pham Kieu Phuong

Approved by
SUPERVISOR
Assoc. Prof. Dr. PHAM HUU DUC
Date: March 30,2023


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ACKNOWLEDGEMENTS
This thesis is the hardest challenge and the most meaningful desire in my career
path. It has been made possible thanks to the assistance, support and encouragement

from many people in my life.
First of all, I sincerely and gratefully give greatest thank and gratitude to my
supervisor, Assoc. Prof. Dr. Pham Huu Duc for all his valuable and priceless guidance,
correction, helpful suggestions, detailed comments and carefulness in every stage from
beginning to the end of the study.
In addition, my gratitude is saved for all the teachers of English (my colleagues)
and students (eighty participants) at Dinh Tien Hoang High School. They provided
useful data for the study. They gave me encouragement, their kindness, cooperation and
patience during this period of time.
Last but not least, I save my biggest thanks to my beloved family members and
friends who have always supported me in every step of my doing thesis.


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ABSTRACT
On the way to help students improve their speaking skill as well as increase their
confidence in speaking English, the research was conducted in an upper secondary
school in Vung Tau City through active learning strategies. The writer used Nunan’s
experimental research as a main way in CAR – Classroom Action Research. It was based
on Kurt Lewin’s design (1946).
The participants of the study were from classes 10T1 and 10D3 at Dinh Tien
Hoang High School in Vung Tau City. There were 80 students from both classes. They
were divided into 2 groups: 10D3 (experimental group) in which they were taught using
active learning strategies, and 10T1 (control group) who were instructed with textbook
instructions and guidelines.
Both qualitative and quantitative data were used during the conduct of the
study. Through analyzing observation results, the writer gained the qualitative data
while the quantitative data was obtained through students’ test (fifteen and mid-term
tests). Moreover, their speaking scores made during pre- and post-task surveys were

also recorded to serve the analysis of the quantitative.
Findings from these instruments reveal that, by implementing active learning
techniques in teaching speaking, the students have chances to be cooperative and active
in learning speaking. Furthermore, they even motivate themselves to speak English more
often with or without the presence of their teacher. Their achievement in speaking was
recognizable. It is recommended that teachers should use the active learning strategies
to motivate and encourage students to engage more in their learning.


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LIST OF ABBREVIATIONS USED IN THE THESIS

BA

: Bachelor of Arts

C group

: Control group

CAR

: Classroom Action Research

E

: English

E group

: Experimental group

EFL

: English as a Foreign Language

ELTs

: English Language Teachers

ER

: Experimental Research

ESL

: English as a Second Language

MA

: Master of Arts

T

: Teacher

Ss/ Sts

: Students

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TABLE OF CONTENTS

DECLARATION BY AUTHOR ..................................................................................... i
ACKNOWLEDGEMENTS ............................................................................................ii
ABSTRACT .................................................................................................................. iii
LIST OF ABBREVIATIONS USED IN THE THESIS ................................................ iv
CHAPTER 1: INTRODUCTION.................................................................................... 1
1.1. Background to the study ........................................................................................... 1
1.2.Statements of the problem.........................................................................................3
1.3. Previous researches related to the study ................................................................... 3
1.4. Aims of the Study ..................................................................................................... 8
1.5. Research questions ................................................................................................... 9
1.6. Scope of the study .................................................................................................... 9
1.7. Significance of the study .......................................................................................... 9
1.8. Structure of the study................................................................................................ 9
CHAPTER 2 :

LITERATURE REVIEW ................................................................ 11

2.1. Definitions of active learning ................................................................................. 11
2.2. The importance of active learning .......................................................................... 12
2.3. Activities are considered active learning ................................................................ 14
2.3.1. Acting from script................................................................................................ 14
2.3.2. Communication games ........................................................................................ 14
2.3.3. Discussion ............................................................................................................ 14
2.3.4. Presentation ......................................................................................................... 14

2.3.5. Role-play ............................................................................................................. 15
2.3.6. Debate .................................................................................................................. 15
2.3.7. Direct responses ................................................................................................... 16
2.3.8. Recognizing scripts ............................................................................................. 16
2.3.9. Using language to talk about language ................................................................ 16


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2.3.10. Developing speaking activities .......................................................................... 17
2.3.11. Structured output activities ................................................................................ 17
2.4. The roles of learners and teachers in active learning ............................................. 17
2.4.1. The roles of learners in active learning ............................................................... 17
2.4.2. Active learning encourages learners’ cognitive development ............................. 20
2.5. The roles of teachers in active learning .................................................................. 22
CHAPTER 3: METHODOLOGY ................................................................................. 25
3.1. The setting of the study .......................................................................................... 26
3.2. The aims of the study ............................................................................................. 27
3.3. Research questions ................................................................................................. 27
3.4. Participants ............................................................................................................. 28
3.5. Variables ................................................................................................................. 30
3.6. The materials and learning program ....................................................................... 31
3.7. Data collection instrument ...................................................................................... 33
CHAPTER 4 FINDINGS AND DISCUSSIONS ......................................................... 38
4.1. Results from observation sheet 1 ............................................................................ 38
4.1.1. Results from control group .................................................................................. 38
4.1.2. Result from experimental group .......................................................................... 39
4.1.3. Comparison of student’ on-task behavior between two groups .......................... 40
4.2. Results from observation sheet 2 ............................................................................ 40
4.2.1. Results from control group .................................................................................. 41

4.2.2. Results from experimental group ........................................................................ 41
4.2.3. Comparison of overall class motivation between two groups ............................. 42
4.3. Results from questionnaires ................................................................................... 42
4.3.1. Pre – task questionnaire ....................................................................................... 42
4.3.2. Post – task questionnaire ..................................................................................... 49
4.4. Major findings ........................................................................................................ 55
4.5. Chapter summary .................................................................................................... 56
CHAPTER 5 CONCLUSION AND IMPLICATIONS ............................................... 57


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5.1. Conclusion .............................................................................................................. 57
5.2. Implications ............................................................................................................ 58
5.3. Limitations and Suggestions for further studies ..................................................... 59
5.3.1. Limitations ........................................................................................................... 59
5.3.2. Suggestions for further Studies ........................................................................... 60
REFERENCES .............................................................................................................. 62


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CHAPTER 1
INTRODUCTION
1.1. Background to the study
Globalization has witnessed many countries becoming more developed and as the
result, the needs of doing business or communicating has increased. In that setting,
English plays an important tool in bridging the gaps among people from different
backgrounds and cultures. English is an international language or a global language
which is not only used in several countries that use this language as their mother tongues

or official language (Kirkpatrick, A. 2012; Rao, P.S. 2019). It is widely used all over
the world. English has become an integral factor which promotes trade, tourism and
studying in many nations. Many works or masterpieces were written in English, so we
cannot be left behind due to lacking in such language.
Thanks to many advantages that English brings to life, it is always necessary for
Vietnamese people to use it effectively. The Ministry of Education and Training in
Vietnam has made English one of the core, compulsory subjects since 2010 in order that
students can prepare themselves for the national examination and further purposes.
However, up to now, there are still some challenges which prevents learners from using
English fluently and effectively. The textbook has been officially used in schools in
Vietnam since 2006. Four skills of learning a new foreign language which comprise of
Listening, Speaking, Reading and Writing have been changed and updated in the needs
of learning in an new era (Aleksander, 2015). Among them, speaking skill plays an
important part in helping learners communicate better (Derakhshan,A. 2015). This skill
is also one of most difficult skills students have to master (Lai & Seyedeh, 2016).
Rethinking about the objectives of teaching and learning English in Vietnam, we
saw that Vietnamese students are good at doing grammar exercises, taking paper tests
and learning new words in single, but they cannot communicate confidently and fluently
in speaking contexts because out of class they frequently have no real environment to
practice English, so they cannot speak or pronounce the words correctly and fluently.


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From time to time, they are loss of confidence and they even are afraid of saying English
words, sentences or replying in communicating situations. From these causes, teaching
and learning speaking skills process occur many problems. This is an issue that the
author hopes to improve speaking skills for grade 10 students at Dinh Tien Hoang High
School - Vung Tau City through active learning strategies.
The active learning strategy suggests that students must do more than just listen:

they must read, write, discuss, present, or be engaged in solving problems. Most
important, to be actively involved, students must engage in such higher-order thinking
tasks as analysis, synthesis, and evaluation. Within this context, it is proposed that
strategies promoting active learning be defined as instructional activities involving
students in doing things and thinking about what they are doing. (Chartes, C. at al, 1991).
Use of these techniques in the classroom is vital because of their powerful impact
upon students' learning. For example, several studies have shown that students prefer
strategies promoting active learning to traditional lectures. Other research studies
evaluating students' achievement have demonstrated that many strategies promoting
active learning are comparable to lectures in promoting the mastery of content but
superior to lectures in promoting the development of students' skills in thinking and
speaking (Chartes, C. at al, 1991).
The importance of active learning has been known for a long time; however, the
lecture still rules in several areas and schools, including my working zone. Students
were still reluctant to engage themselves in many lessons in general and in speaking
practice in particular. Embedding active learning into my teaching enhanced my
students’ learning. Short activities within a lecture and longer duration for speaking and
presentation which could take up one or more teaching sessions were conducted in my
group of participants. I can see this integral and essential active learning part would
serve almost the best for the engagement of my students and my colleagues in
partnership. (Healy et al, 2014; Healey & Healey, 2019).


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1.2. Statements of the problem
Through my observation and teaching experiences, although almost all of
students have been studying English since primary schools, they have problems with
pronunciation, expression of ideas or ability of English speaking. The students do not
have adequate motivations to speak English, so their confidence in speaking English is

decreasing day by day. Therefore, teaching English at high schools in general should be
well combined between improving speaking skills and grammar skills in order that
learners can enjoy learning English and their English can be better and better. Teachers
should create better learning contexts in which students feel free to express their thinking
as well as practice English naturally. To find a better way for students to learn how to
speak English to the best of their effort, the researcher decided to choose Active
Learning as an effective teaching strategy.
1.3. Previous researches related to the study
Prior to this theme, there were many previous studies which carried out in
Foreign Countries and Vietnam and related on speaking skills. However, these topics
only pointed out the difficulties that specialized language students encounter in the
process of learning speaking skills in general. They have not yet given specific causes
and measures to overcome difficulties, as well as specific research on the application of
speaking skills for learners.
1.3.1. Previous studies carried out in foreign countries
Bashiruddin, (2003) conducted a study with the tittle “To improve student's Oral
Communication Skills (OCSs) in lower secondary public school in Karachi, Pakistan”.
He states that the sample of the study consisted of two school systems working side by
side. One is the private English medium school and second is government Urdu-medium
school. English is learnt as a second language in both cases. Both students and teachers
use Urdu language or the regional language to communicate inside the class, and practice
traditional methods which focus on reading and writing skills, but productive skills such
as: speaking is given on important. The results of the study discussed the reasons of
weakness of students in communication were the English language teachers (ELTs) are


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not proficient in speaking English and this is the main obstacle in the way to teaching
English in Pakistan.

Urrutia, & Vega (2006) carried out an action research project on the
understanding and actions taken “To improve speaking skills through a role play in a
public school called “Federico García Lorca” in Colombia”. They said that the sample
in this study was twenty girls and twenty boys from 14 to 18 years old. Questionnaires,
teacher’s journals, and video recordings were used as data collection instruments. The
results of the study were the majority of students considered that speaking is the most
complicated ability to work out; also, the researchers noticed that students sometimes
spoke English, but the majority of them did not speak during the English class.
Rama, Ying Lee & Luei (2007) with an action research study on the hypothesis
of “Using language games to improve speech skills during English classes in a primary
school called “Jurong” in Singapore”. They believed that the participants in this study
were 78 students. The researchers used two different methods for two different groups;
they divided students into experimental group in which was implemented a
communicative method where were implemented language games to improve speaking
skills, and a control group which was focused in a teacher centered method in which
teachers used real- life activities including the essential vocabulary to perform a
conversation. The results of the study are organized in two tables. The first table shows
the study of pre-tests and post-tests where 4 students did not were present in class during
the pre-test and a total of 35 students were present in pre-test and post-test.
Hamzah & Ting (2009) conducted a qualitative and action research study on
“Success of using group work in teaching speaking in English classroom in a school
called “SMK Damai Jaya” in Malaysia”. In this research, the sample of the study was
33 students and 3 English teachers. The researchers conducted three oral activities where
students were observed, then they received questionnaires and three experienced
teachers where observed as well. Questionnaires, observations, and interviews were
used as data collection instruments. The researchers carried out a series of questionnaires
in Malaysian language were students could provide their opinions about the group work
activities to improve speech skills and their consciousness of participation in those

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activities. The results of the study expressed enthusiasm in group work activities and
proficiency in spoken language, because they were secure of expressing themselves in
small groups which avoided anxiety to speak in another language.
In addition, many other authors also present their research on improving speaking ability
to millions of English learners around the world, delegates such as O'coner &
Ladeforged (2000) have not specified the use of stages while speaking.
Jung Hyun, Ruth Ediger and Donghun Lee (2017) conducted research about
“Students’ Satisfaction on Their Learning Process in Active Learning and Traditional
Classrooms”. They wanted to find out how much satisfied students saved for Active
Learning approaches they used throughout their studying process. The learning
outcomes were very great and substantial for other teachers and lecturers to use active
learning in their teaching practices. Although the resources were limited in classrooms,
the effect the study received was satisfying. The result showed that the satisfaction of
students was high with their individual as well as group learning processes. Active
learning pedagogy activities are significant factors, and the effects are positive.
Last but not least, “Exploring Active Learning Theories, Practices, and
Contexts” by these authors Shannon V. et al (2019) said that active learning provides
learners a deeper understanding of information. Education has evolved. From Sophists
lecturing to their students centuries ago to instructors lecturing to their students a few
short decades ago, school learning has largely consisted of passive activity of listening
and processing. While that form of pedagogy—transmitting knowledge from the
instructor to the student—may have inspired others in the past, modern pedagogy shows
that students learn differently and better retain knowledge which they gain actively,
rather than passively. This is especially true of today’s traditional students. Research has
demonstrated that higher student achievement and engagement stems from active
learning (Bunce, Flens, & Neiles, 2010; Carlson & Winquist, 2011; Freeman et al.,
2004; McDermott et al., 2014
1.3.2. Previous studies carried out in Vietnam

Nguyen (2009) with the topic "Studying teaching speaking skills for 10th grade
students at Phu Ly A high school in Ha Nam province". She has also given some basic


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factors affecting learners, such as the speed of speakers, teaching conditions but has not
yet given the status and some suggested solutions for learners about learning strategies.
There was another research, Tran (2014) in the graduation paper with the tittle
“Designing communicative tasks to teach speaking skills for first-year students of
associate program in English at University of Social sciences and Humanities (National
University of Ho Chi Minh City)”. She argues that as students learn to use English in the
classroom setting, they should also be involved in learning about how language works.
They should be asked to reflect on various aspects of language, to develop a common
language for talking about language, and to use this knowledge to evaluate texts
critically in terms of effectiveness, meaning and accuracy. Someone who speaks well
would similarly understand when to use different grammar points.
As conveyed from the titles of those studies, the M.A thesis of Nguyen (2017)
named “English speaking ability among high school students in Vietnam: Challenges,
obstacles and recommendations”. Through this study, the data collected suggest that
speaking is the most difficult skill to develop, students usually present lack of
vocabulary, shyness and fear of being humiliated; besides, the authors explain that
students show evidence about the importance of implementing role play in classroom
for improving the speaking skills
Nguyen (2018) in "Studying speaking strategies of English major students,
Faculty of Languages and Culture, University of Foreign Languages, Vietnam National
University, Hanoi". He has not highlighted the difficulties in applying use strategies and
remedies but only stated the reality of speaking strategies that students use.
Cao (2018) compared in case study and stated in her research “Language
learning experience of two Vietnamese language adult learners” that their learning

experiences were based on social and cognitive SLA perspectives. This finding reveals
that these two learners greatly relied on three important elements which consist of
identity, inter – linguistic influences and motivation so that the learners could acquire
the target language. Motivation, which is presented mainly in chapter 2 of this research
is one of the most outstanding factors that make a learner try his or her best to master a


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foreign language. From the results, an implication about pedagogical suggestions have
been made in order to increase the effectiveness in practice in classrooms of English.
Looking at another aspect of active learning, we know there are many various
forms, in which we see a technique called cooperative learning. It is still considered an
active learning technique. The author Nguyen (2021) found out in her research
“Cooperative Learning in EFL reading classes at Lam Dong Minority Boarding School”
that learning relies on teaching. Therefore, a teacher has to seek out ways and methods
to motivate and encourage students’ learning. This can be emphasized to be an
instructional tool in language learning and teaching. From that success in utilizing in
reading teaching, it can be used later in speaking skill or writing skill. Small groups of
students should be divided and work together in order to achieve a common goal.
Besides that, Cao (2019) in her research “Teaching English to young learners in
Vietnam: From policy to implementation” reveals that the policy has brought
considerable benefits to Vietnamese educational stakeholders and learners. Students are
encouraged to study more for their own sake of job opportunities or university entrance
exams. Vietnam has witnessed a lot of responses to this national language policy such
as restructuring the English programs, writing a new series of textbooks; and training
and retraining English primary school teachers. From the stage of primary education,
students are paid much attention by society and government; therefore, they have
motivation to work harder in order to achieve success in the future.
On Can Tho University Journal of Science, two authors Tran and Nguyen (2018)

posted an article “Flipped model for improving students’ English-speaking
performance”. Flipping is a creative way for teachers to maximize class time for
students’ instructional method in teaching content subjects. Keywords of a flipped
classroom model are EFL students’ speaking performance and students’ attitudes
towards the model. Blended learning flipped were further explored. The results showed
that the students improved their classroom, perception, speak- speaking skills thanks to
the flipped model, and they had a positive performance perception about the model. The
study provides useful implications of integrating flipped instruction in foreign language


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teaching. Active learning in this case is proved successful in making students engage
more in study and improve their English speaking ability.
Last but not least, Ho (2020) in this research “Instructional Methods are
implemented to Facilitate Active Learning” showed that Active learning is a method of
designing instruction so that students can actively engage in class activities not only to
explore concepts and knowledge but also to practice skills. This author implements a
detailed analysis on the role of a teacher in the modern educational environment and the
proposal of 11 instructional methods to shift from a traditional role. These survey results
indicate that students not only actively engaged in class activities but also strongly give
constructive feedback on these instructional methods utilized on that course.
From what has been discussed above, there is the need to study the effects of
active learning in English speaking classes on grade 10 students at Dinh Tien Hoang
high school.
1.4. Aims of the Study
The main aim of the study is to enhance English speaking skills of the 10th graders
by using active learning. In order to reach the aim, the study is set to fulfill the following
objectives:
- To identify the current English speaking learning strategies of grade 10 students face

in learning English-speaking skill.
- Examine active learning strategies that enhance students' learning from presentation,
role-playing, discussion, debates.
- Maintain students’ interests in speaking English in classroom.
- To evaluate the effectiveness of active learning applied to the learning of Englishspeaking skills.
- Encourage the implementation of active learning strategies for the students at Dinh
Tien Hoang High School.


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1.5. Research questions
In order to achieve the aforementioned objectives, the following research
questions must be addressed:
(1) What currents do grade 10 students face in learning English speaking skill?
(2) Are there any differences between the current learning strategies and active learning
strategies?
(3) How does active learning affect students’ improvement in the teaching and learning
of English-speaking skills?
1.6. Scope of the study
The study was conducted at Dinh Tien Hoang High School in Vung Tau City.
This study focused on two aspects, the effectiveness of Active Learning on students’
speaking performance and their interests in the active learning techniques during
speaking periods.
The study focuses on an experimental research to compare two group: control
and experimental group. Each group has 40 grade 10 students chosen conveniently. The
implementation of the plan was held during 2 months from February to April 2022,
during the academic school year (2021 – 2022) at Dinh Tien Hoang High School.
1.7. Significance of the study
In this study, the researcher hopes that students can improve their English

speaking skills after experiencing Active Learning strategies. Through active activities,
the researcher will be able to help students improve their English teaching skills as well
as maintain their interests in speaking English in classroom. Besides that, it is expected
that the results of the study will be a source of reference for teachers to decide what
techniques they can use in class or contribute more solution to the same problem.
1.8. Structure of the study
In addition to the references and appendixes, the thesis comprises five chapters:


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Chapter 1 – Introduction: This chapter gives a brief and reasons for choosing the
thesis, scope and aims of the study with the research method and the structure of the
study.
Chapter 2 - Literature review: This chapter focuses on the knowledge active
learning strategies in teaching English language, analyzes active learning strategies that
applied by the theory, characteristics and the development of interests of learners and
teaching English at a high school.
Chapter 3 – Methodology: This chapter reports the context, research hypothesis,
participants, instruments, and the procedure of conducting active learning for the study.
The detailed results of the surveys and a critical comprehensive analysis of the data
collected are presented.
Chapter 4 - Findings and discussions: This chapter gives the data analysis from
an experimental research results to make the foundation for giving the suggestions.
Chapter 5 – Conclusion and Suggestions: This chapter summarizes the study,
suggestions some typical activities and practical tips for secondary teachers to improve
their lectures for 10th grade students’ English speaking and limitations of the study and
suggestions for the study in further.

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CHAPTER 2
LITERATURE REVIEW
In this chapter, the researcher finds out what active learning is, what activities are
considered active learning, what roles of students and teachers are in motivating active
learning, and the model of active learning in English speaking in classroom.
2.1. Definition of active learning
Bernadette V.H. et al. (2002) stated that Active Learning is defined as a form of
learning in which the learner uses opportunities to decide about aspects of the learning
process. Another definition of active learning is that there is a connection between active
learning and mental activity: it refers to the extent to which the learner is challenged to
use his or her mental abilities while learning. Thus, active learning on the one hand has
to do with decisions about learning and on the other hand taking an active advantage of
thinking.
Active learning is defined as an instructional approach rather than lectures that
make students work more and engage more in learning (Prince, 2004). Active learning
which is an alternative for conventional teaching engages students in educational
strategies. This process permits them to acquire knowledge, skills, attitudes, and values
(Anastasiou & Alves, 2004, as cited in Konopka, Adaime & Mosele, 2015). Students
are asked to have critical thinking or to work more creatively, discuss the problem with
a partner, in a small group, or with the entire class, express ideas through writing,
provide and receive feedback, and reflect upon the learning process (Eison, 2010;
Freeman et al., 2014). Therefore, active learning encompasses a various set of methods
that commonly require students to perform significant proactive activities and take more
responsibilities for various decisions associated with the learning endeavor (Hiemstra,
1999; Prince, 2004).
When a lecturer stops lecturing and then moves the tasks of searching for
information and learning towards students, active learning appears. By actively doing
something, students make progress toward a learning objective through working on a

problem in a small group or using “clickers” to answer a conceptual question. (Dolana


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& Collins, 2015). Teaching is not pouring knowledge into a student’s head anymore.
“To teach is to engage students in learning.” (Christensen, Garvin, & Sweet, 1991,
foreword, xiii). Since the “pedagogies of engagement” concept in Education White
Paper were introduced by Russ Edgerton in 2001, a great deal of effort has been made
to increase students’ engagement in college and university or in classrooms. As a result,
different kinds of learning methods, such as collaborative learning, cooperative learning,
and problem-based learning have emerged to promote student engagement in higher
education (Prince, 2004; Prince & Felder, 2007). All these methods fit into an emerging
category of pedagogy called “active learning.” In the 4.0 era, we have presentations,
debating or role playing to be one part of active learning.
2.2. The importance of active learning
Bernadette V. H et al. (2002) said that passive learning is less attractive for
learners than active forms of learning. Students are said to be more encouraged and
excited when they can decide about their studying and when activities for the mind
appear to interest themselves. Through being involved in some decision making which
is relative to learners’ studying, they can connect their prior knowledge and their needs
optimally. Moreover, by discovering things independently, students can pursue their
interests and motivation. Until the present, there has been a switch of thinking about
active forms of learning. It is suitable for every learner who always desires new
knowledge and a new horizon in academic studying.
Most studies show that the impact of active learning on students’ ability to retain
as well as understanding new material is positive. Many researchers (Braxton, Sullivan,
& Johnson, 1997; Hurtado & Cater,1997; Pascarella & Terenzini, 1991; Stage &
Hossler, 2000) recorded that student interactions, both with other students and with
faculty, were the predictors of student and quality learning. In a study that checked

faculty practices, student engagement, and student perceptions, it was found that the
more the faculty interacted with the students, the more students were challenged and
engaged in meaningful activities. (Umbach & Wawrzynski,2005). Also, students
reported increasingly achieved well in personal or/ and social development and general
knowledge. These results are equivalent to the research done by Astin (1993), which


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found student interaction to be defined as the most important factor affecting student
learning. In comparison to a standard lecture format, active learning instructional
approaches help improve students’ attitudes (see Armbruster, Patel, Johnson, & Weiss,
2009; Marbach-Ad, Seal, & Sokolove, 2001; Mills & Cottell, 1998; Prince, 2004;
Preszler, Dawe, & Shuster, 2007) and increase students’ ability to think and write
(Bonwell, & Eison, 1991; de Caprariis, Barman, & Magee, 2001; Johnson, Johnson, &
Stanne, 2000; Jungst, Licklider, & Wiersema, 2003). In addition, active learning
instructional approaches positively impact learning outcomes (Armbruster et al., 2009;
Ebert- May, Brewer, Sylvester, 1997; Freeman, & Herron, 2007; Hake, 1998; Knight &
Wood, 2005; Udovic Morris, Dickman, Postlethwait, & Wetherwax, 2002;)
It is a clearly supported conclusion that teachers using “active learning”
techniques improve students’ performance in science, technology, engineering, and
mathematics (STEM) subjects, exams and conceptual assessment (National Research
Council [NRC], 2000; Singer Smith, 2013) whilst students, especially from groups
traditionally underrepresented in STEM subjects, are less likely to fail or withdraw
(Prince,2004; Haak et al., 2011; Ruiz-Primo et al., 2011; Freeman et al.,2014). In
addition, the study of Jung Hyun, Ruth Ediger, and Donghun Lee (2017) pointed out
that many studies have shown Active Learning Classrooms [ALCs] help increase
student engagement and improve student performance. However, remodeling all
traditional classrooms to ALCs entails substantial financial burdens. Thus, an imperative
question for institutions of higher education is whether active learning pedagogy can

improve learning outcomes when classroom resources are limited. The study examined
the effect of active learning pedagogy on students’ satisfaction of learning processes in
ALC and Traditional Classrooms [TCs]. The results show that active learning pedagogy
activities are significant factors that increase students’ satisfaction with their individual
and group learning processes. In addition, active learning pedagogical activities in both
TCs and ALCs influence students’ satisfaction with their learning processes positively.


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2.3. Activities are considered active learning
In teaching English speaking, researchers usually focused on activities
considered active learning like acting from script, communicating games, discussion,
presentation, role-play, debate, direct responses. Each of them is summarized as
followings.
2.3.1. Acting from script
Script is a text prepared by teachers or others and it will be given to students to
learn by heart and act in front of the class. When students participate in this activity,
they will become actors or actresses and try their best to show the feelings or emotions
that the characters in the script are appearing; and this way of acting helps them to
imagine what will happen in a dialogue and helps them to find an appropriate way of
responding if they fall into similar situations in the future. Sometimes, teachers can
elevate this activity by asking students to write the script themselves and act what they
have written in front of the class. This activity can be called role play in its simplest
concept.
2.3.2. Communication games
Students in general like to learn through games a lot. For that reason, speaking
activities which are based on games are often an effective and interesting way of
practicing the skill.
2.3.3. Discussion

Discussion is the direct way of using speech to convey and express ideas, and it
is considered the effective way to improve speaking skills. Nevertheless, there is a fact
that students, especially in our country, do not take much interest in activities involving
discussions or group work. Therefore, teachers should encourage students so they can
be more confident to join the task.
2.3.4. Presentation
An activity in speaking teaching and learning that requires students to have time
to prepare is called a prepared talk. It is the form of speaking working differently from
script or discussion, namely presentation or role – play. For instance, students choose a


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specific topic on their own and then present it in front of the class in a prepared talk.
They can use a piece of paper which is called a note to help them arrange the ideas in
the sequence of importance, remind them in case they do not remember what to be
spoken first or to recall something relevant to the chosen topic. Nowadays, Ss also take
advantage of IT in presentation, especially the PowerPoint. This technique used in
speaking brings many benefits to language learners as well as for teachers to work at
home to make a lesson plan for Ss. It can be said to be one of the most effective ways
to represent a useful and successful speaking genre. If it is properly organized, prepared
talks can be very intriguing for both listener and speaker.
As for presenters, the presentation will need students to prepare the presentation
carefully, logically, and constructively so that it can meet the requirements of the
audience’s interests. Meanwhile, from the perspective of other students who are going
to listen to the presentation, they can raise questions over the presentation to evaluate
their classmates’ work. Whether the presentation can be achieved or not somehow
depends on the engagement or participation from the audience. Some pedagogical
advantages of this sort of presentation have been suggested to teach the students to listen
and learn from others (Weimer, 2013).

2.3.5. Role-play
This is one of the most popular teaching techniques, which have still been applied
at schools. In role-play activities, students imagine that they are other people like the
neighbors, doctors, famous people, etc. and they will act like they are these people and
solve their problems. This way of teaching can be used to stimulate students’ interest
and through these kinds of activities, teachers can guide students to give proper
responses in a specific situation. In role-play activities, students have chances to imitate,
apply, give their own opinions, analyze and synthesize their knowledge and skills.
2.3.6. Debate
Debate is considered one of the most effective teaching techniques to improve
students’ speaking competence. This is an activity in which students will be divided into
groups, each of which represents a point of view of a big topic. Each representative of a


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group will present and argue to prove that their opinions are correct. By carrying out
debates, students were given opportunities to engage in using more grammatical
structures and words for the purpose of defending one side of an issue convincingly.
2.3.7. Direct responses
Language learners who lack confidence in their ability to participate successfully
in oral interaction often listen in silence while others do the talking. One way to
encourage such learners to begin to participate is to help them build up a stock of
minimal responses that they can use in different types of exchanges. Such responses can
be especially useful for beginners. In class, teachers can ask small questions and
encourage students to respond by using a minimal response. That will help students to
join in a lesson and be more proactive in building a lesson.
2.3.8. Recognizing scripts
Some communication situations are associated with a predictable set of spoken
exchanges - a script. Greetings, apologies, compliments, invitations, and other functions

that are influenced by social and cultural norms often follow patterns or scripts. So do
the transaction exchanges involved in activities such as obtaining information and
making a purchase. In these scripts, the relationship between a speaker's turn and the
one that follows it can often be anticipated.
2.3.9. Using language to talk about language
Language learners are often too embarrassed or shy to say anything when they
do not understand another speaker or when they realize that a conversation partner has
not understood them. Teachers can help students overcome this reticence by assuring
them that misunderstanding and the need for clarification can occur in any type of
interaction, whatever the participants' language skill levels. Teachers can also give
students strategies and phrases to use for clarification and comprehension check.
By encouraging students to use clarification phrases in class when
misunderstanding occurs, and by responding positively when they do, teachers can
create an authentic practice environment within the classroom itself. As they develop
control of various clarification strategies, students will gain confidence in their ability