Khóa luận tốt nghiệp: A study on the effects of learning English speaking skills for non English major students by joining English club at Hung Yen University of Technology and Education

1

DECLARATION

I certify my authorship of the study report entitled “A study on the effects of
learning English speaking skills for non-English major students by joining
English club at Hung Yen University of Technology and Education”.
This graduation paper is the result of my own research and the substance of this
dissertation has not been submitted for a degree to any other university or institution
and that if this declaration is found to be false, disciplinary measures and penalties
can be taken and imposed in accordance with university policies ad rules.
Hung Yen, May 2019

Nguyen Thi Thuy Duong


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ACKNOWLEDGEMENTS

During the process of doing this graduation paper, I have received lots of
necessary assistance, precious ideas and timely encouragement from my teachers,
family and friends. This paper could not have been completed without the help,
encouragement and support from a number of people who all deserve my sincerest
gratitude and appreciation.
First of all, I would like to express my deepest attitude to my supervisor, Dr. Do
Phuc Huong, who is the English lecturer of Foreign Languages Faculty, for her valuable
guidance, critical feedback, and enormous encouragement. Without her incessant
support, this research cannot come to this successful closing stage.
In addition, I would like to thank all the members of English club at UTEHY for
helping me to complete this research and especially for their cooperation during data

collection process.
My sincere thanks go to all the authors of the books, magazines, and other
materials listed in the reference part for their ideas that have been reflected and
developed in the study.
Last but not least, I am extremely grateful to my family and friends for their love,
great encouragement and unconditional support in the process of writing this thesis.


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ABSTRACT

The research aims at investigating the learning English speaking skills for nonEnglish major students by joining English club at Hung Yen University of Technology
and Education, the situation of learning speaking skills, as well as techniques for
improving speaking skills for the non-English majors, at UTEHY.
The study gives a systematic presentation the key theories related to speaking
skills and English clubs. The aspects of speaking skills and some difficulties in
learning English speaking skills are also thoroughly discussed.
In order to achieve the above objectives, the researcher carried out survey
questionnaires among 37 non-English major students, and randomly interview 5 nonEnglish major students who are the members of English club (UTEC 3) at UTEHY for
their perspectives. Based on the analysis from above sources of data, the researcher
drew some significant conclusions. The results of such research showed that students
realized the importance of English and they want to improve their English skills
especially speaking skills when they join English club.
Finally, the findings were discussed, and some suggestions and implications for
learning speaking skills for the non-English majors at Hung Yen University of
Technology and Education were proposed for both teachers and students.


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TABLE OF CONTENT


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ABBREVIATIONS

ESL: English as a Second Language
UTEHY: Hung Yen University of Technology and Education
UTEC 3: Hung Yen University of Technology and Education English Club


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LIST OF CHARTS AND TABLES

1. List of charts
Chart 1: Students’ frequency of practice English speaking skills in class
Chart 2: The speaking patterns
Chart 3: Students’ response to English speaking lesson
Chart 4: The frequency of self-study English speaking skills at home
Chart 5: The most influential element in the interest of students in class
Chart 6: The reasons that make students want to join English club
Chart 7: The frequency of using English
Chart 8: The levels of speaking topics difficulties in English club
Chart 9: The most interesting activities in the club

2. List of tables
Table 1: The frequency of students in practice English speaking skills

Table 2: The problems that students often face
Table 3: The frequency of students’ joining English club
Table 4: The improvement of the members in club
Table 5: Students’ opinions on the best way to improve English skills


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CHAPTER I: INTRODUCTION
This chapter introduces the rationale, the aims, research questions, the scope, the
methodology and the design of the study.
1.1.

Rationale of the study

Nowadays, it is easy to witness that English is recognized as an international
language and its role has become more and more important in every aspect of life
because it is considered as an effective means of international communication in
various fields such as education and training, business and commerce, etc. For this
reason, learning English has become more and more urgent towards individuals with
the aim of meeting the requirement of both study and work. It is important tool in the
modern life.
English has been learning widely for a long time in Vietnam. However, most of the
learners cannot use English naturally and frequently and they have not achieved the
high effect in using English to communicate. In the high school, English has been
teaching as the compulsory subject, but learners can be aware of the importance of
learning English, they do not put the suitable environment to communicate in English.
Most teachers followed all the activities in the course book without adapting and
designing to be suitable for students’ abilities, levels and needs. Although the learners
spend a lot of time learning English, their linguistic competence, especially the

speaking skills, have not been effective. As a result, the appropriate choice of
materials as well as the language activities is very important for learners to improve
language skill.
The major purpose of learning English is focusing on the development of
communicative approach. All the speaking activities are designed with the aim of
helping students find out the easy way to practice speaking English effectively. It is the
fact that students felt bored with the current materials and have no learned how to
speak at time of high school, so their speaking ability is mostly poor. Therefore, it
should be having a new environment where student can communicate by English or
practice in order to help students develop the English speaking skills better in daily
life.


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Thus, it gives the author great motivation to choose the study “A study on the
effects of learning English speaking skills for non-English major students by joining
English club at Hung Yen University of Technology and Education”
1.2.

Aims of the study

The aims of the study are as the following:

- To investigate the situation of the non-English major students in learning speaking
skills.

- To find out the difficulties in learning English speaking skills from the students before
-

joining the English club.
To suggest and recommend some techniques through joining English club for nonEnglish major students.
1.3.

Research questions

- How do the non-English major students learn English speaking skills?
- What difficulties that non-English major students have faced with before
-

joining the English club?
What should be done to improve the speaking skill for non-English major students
when they join the English club?
1.4.

Scope of the study

The study is about improving speaking skills for non – English major students at
Hung Yen University of Technology and Education. Because of the limitations of time
and knowledge, the shortage of reference materials, this study cannot cover the whole
issue of speaking skills. It only focuses on exploring common difficulties students get
in speaking skills. Moreover, the study could not cover all the non – English major
students at Hung Yen University of Technology and Education. It is confined to the non
– English major students in UTEC 3 at Hung Yen University of Technology and
Education.
1.5.

Methods of the study

The study will be conducted using quantitative, qualitative methods. The study

includes survey questionnaires and interview questions for non-English major
students in UTEC 3 at Hung Yen University of Technology and Education. After getting


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the data, the researcher will produce the tables and charts for presenting and
analyzing the collected data.

1.6.

Design of the study
The study includes four main chapters, organize as follows:

Chapter 1: Introduction

-

Rationale of the study
Aims of the study
Research questions
Scope of the study
Research methodology
Design of the study
Chapter 2: Literature review
Theories related to study

-

Theoretical background related to English speaking

Difficulties in English speaking
Strategies of English speaking skills
The background of English club
Chapter 3: The study

- Result of the study
- Discussion about the result of study
- Suggestion for teaching and learning
Chapter 4: Conclusion

- Summary of the study
- The limitations of the study
- Suggestions for further studies


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CHAPTER 2: LITERATURE REVIEW
This chapter presents the summarization what conclusions have been reached in
literature and findings closely related to the issue of the paper and provide
background knowledge for better understanding of the rest of the paper such as
aspects of speaking skills. Then, the author also mention about the background of
English club.
2.1. Definition of speaking skills
Speaking is one of the skills that have to be master by students in learning English.
There are some definitions of speaking skills below, such as according to Jones
(1996;12) states that: “In speaking we tend to be getting something done, exploring
ideas, working out some aspects of the world, or simply being together”. If the
students speak English fluently that can help them easily to communicate and also
explore their idea. Speaking English well also helps students to access up-to-date

information in fields including science, technology and health and so on.
According to Cameron (2001:40) “Speaking is the active use of language to
express meaning so that other people can make sense of them, therefore, the label of
productive use of language can be applied to speaking”. Brown (2004: 140), defines
“Speaking (skill) as a productive skill that can be directly and empirically observed,
those observations are invariably colored by the accuracy and effectiveness of a test
taker’s listening skill, which necessarily compromises the reliability and validity of an
oral production test.” It means that speaking is a productive skill, speaking is not just
saying something through speech organs, speaking is thinking how to articulate our
ideas through words.

There are three important points within this definition of

speaking skills.
Firstly, by productive skill means the ability of a person to actively produce the
language by coordinating the organs of speech such as the lips, tongue, teeth, vocal
cords, larynx, pharynx, etc.


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Secondly, to express meaning means that the purpose of producing language in ver
bal communication is to deliver ideas and experiences so that the speaker can convey
meaning to the listener and others.
Thirdly, being able to be directly and empirically observe means that the
implementation of speaking can directly heard or see and empirically measured in the
speaking process by looking at the correctness and effectiveness of the speaker.
2.2. Aspects of speaking skills
There are various aspects of speaking skills. Based on the Brown (2001:268)
proposed four aspects of speaking skills namely fluency, accuracy, pronunciation, and

vocabulary.
2.2.1. Fluency
Fluency is defined as the ability to speak communicatively, fluently and accurately.
Fluency usually refers to express oral language freely without interruption. In
teaching and learning process, if the teacher wants to check students’ fluency, the
teacher allows students to express themselves freely without interruption. Then, the
aim of it is to help all students speak fluently and with easily. The teacher does not
correct immediately whereas the idea being that too much correction interferes with
the flow of conversation (Pollard, 2008:16).
2.2.2. Accuracy
The second aspect is accuracy. “Accuracy is the ability to produce correct
sentences using correct grammar and vocabulary in natural interaction” (Brown,
2001:268). It means that accuracy is gained by allowing the speaker to focus on the
elements of grammar, phonology. The aspect of accuracy in the speaking class is set by
providing opportunities for the learners to be engaged in the context of daily life. The
teacher should give the students communicative tasks and activities such as
conversation, role play, games, debates, etc. Those kinds of activities can be engage
with the learners in the natural interaction process whenever possible.
According to Richards (1992:31), accuracy concerns “the ability to produce
grammatically correct sentence.” In other words, accuracy speaking in language
means grammatical accuracy only. Nevertheless, in Thornbury (2000), the terms


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“accuracy” seems to cover more than that. Specifically, speaking English accurately
means doing without or with few errors on not only grammar but vocabulary and
pronunciation, as well. He also sets the clear scale for assessment of accuracy:

a) Grammar: Students use correct words order, tenses, tense agreement, etc. Students do

not leave out articles, prepositions or difficult tenses.
b) Vocabulary: Students have a range of vocabulary that corresponds to the syllabus year
list and uses words you have taught.
c) Pronunciation: Students speak and most people understand
2.2.3. Pronunciation
Moreover, the third aspect is related to pronunciation. Derwing and Munro (2005)
stated that “Having a good pronunciation the language can be helpful in a normal
communication, particularly for intelligibility”. Pronunciation is the way for students
to produce clearer language when they are speaking. It means that the student can
communicate effectively when they have good pronunciation and intonation even
though they have limited vocabulary and grammar. Pronunciation refers to the
traditional or customary utterance of words. From that statement can be concluded
that pronunciation is the way for students to produce the utterance words clearly
when they are speaking (Kline, 2001:69). English pronunciation does not amount to
mastery of a list of sounds or isolated words. Instead, it amounts to learning and
practicing the specifically English way of making a speaker‘s thoughts easy to follow
(Gilbert, 2008:1).
Moreover, pronunciation includes all those aspects of speech which make for an
easily intelligible flow of speech, including segmental articulation, rhythm, intonation
and phrasing, and more peripherally even gesture, body language and eye contact
(Fraser, 2001:6). Based on the statement above can be concluded that: Pronunciation
includes many aspects that include articulation, rhythm, intonation and phrasing, and
more peripherally even gesture, body language and eye contact.
2.2.4. Vocabulary
The fourth aspect is vocabulary. It is one of the important aspects in learning a
foreign language. With limited vocabulary, people will also have a limited
understanding in terms of speaking, reading, listening, and writing. According to the


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Willis (1990: 42) stated that without grammar very little can be conveyed, without
vocabulary nothing can be conveyed. Vocabulary has to do with the appropriate
diction which is used in conversation. Without having a sufficient vocabulary,
someone cannot communicate effectively to express ideas in both oral and written
forms. Vocabulary is essential for successful second language use because without an
extensive vocabulary, we will be unable to use the structure and function we may have
learnt for comprehensible communicative. It can be said that one key the success in
communicative, which is the power of words. Vocabulary means the appropriate
diction or the most important thing in a language especially in speaking; furthermore,
knowing many vocabularies we will be easier to express our ideas, feeling and
thoughts both in oral or written form. In spoken language, the vocabulary tends to be
familiar and everyday (Turk, 2003:87). The other words, it means that in spoken
language or speaking, the vocabulary used must be very familiar and it is used in
everyday conversation in order to understand the spoken discourse and the
writer believe that vocabulary is foundation of language.
2.3. Difficulties in learning English speaking skills
There are many reasons why learning English is difficult, many researchers think
that the reason for the psychological problem, cultural barriers, communication
environment…makes it difficult for students to improve your speaking skills.
Difficulties in language teaching in general and difficulties learning English speaking
skills in particular may stem from teachers and students, together with objective
factors affecting the teaching process.
2.3.1. Psychological factors
a. Fear of mistakes
As argued by many theorists, fear of mistake becomes one of the main factors of
students’ reluctance to speak in English in the classroom (Tsui in Nunan, 1999; Yi Htwe,
2007; Robby, 2010). With respect to the fear of making mistake issue, Aftat, (2008) adds
that this fear is linked to the issue of correction and negative evaluation. In addition, this is
also much influenced by the students’ fear of being laughed at by other students or being

criticized by the teacher. As a result, students commonly stop participating in the speaking
activity (Hieu, 2011). Therefore, it is important for teachers to convince their students that


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making mistakes is not a wrong or bad thing because students can learn from their
mistakes.
b. Unconfidence
One of the difficulties in learning speaking English is students’ lack of confidence.
He and Chen (2010) state the main cause of students’ confidence is their low ability in
speaking English. In this case, as they add, many students think that their English is bad
and feel that they cannot speak English well. The other cause of students’ lack of
confidence also deals with the lack of encouragement from the teacher (Brown, 2001). As a
result, as Brown adds, students find the learning demotivating rather than motivating.
This suggests that encouragement and showing that they will be able to communicate
well in English plays a role in students’ success of learning.
c. Shyness
With regard to the cause of shyness, Bowen (2005) and Robby (2010) argue that
some shy learners are caused by their nature that they are very quiet. In this case, the
students are not very confident and tend to be shy because most of them find it very
intimidating when speaking English in front of their friends and teachers. In addition,
Saurik (2011) identifies that most of English students feel shy when they speak the
language because they think they will make mistakes when they talk. They are also
afraid of being laughed at by their peers. They are afraid of being laughed at by their
friends due to their low ability in speaking English.
d. Anxiety
Regarding the cause of anxiety, Horwitz and Cope (1986, in Zhao Na, 2007) based on
the findings of their study, found out three main causes of students’ anxiety that is to
say communication apprehension, test anxiety and fear of negative evaluation. The

communication apprehension refers to the students’ ability to communicate in the
target language. Their low ability in this aspect, in many cases, causes anxious felling
among many students. The second cause which is test anxiety deals which students’
fear of being tested. The last cause has to do which other students’ evaluation. In
addition, fear of being evaluated by their teachers is also another factor affecting
students’ anxiety. As suggested by Harmer (2007), to reduce this anxiety of feeling,


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teachers need to pay attention to each student’s strengths and weaknesses so that
they can create a learning method which accommodates all students in the classroom.
2.3.2. Linguistic factors
The linguistic factors such as inadequate vocabulary, lack of understanding of
grammatical pattern, and incorrect pronunciation become students’ obstacle to speak
in English class have been proved by several studies concerning this issue. A study
carried out by Juhana (2012) about students’ obstacles in practicing speaking English,
shows that the main obstacle faced by students in practicing English is their limitation
in vocabulary and grammar. Students, as he reports, were not able to express their
ideas easily due to the limitation in the two aspects (vocabulary and grammar). While
Juhana (2012) believes that due to their limited knowledge of vocabularies, for
example, many students are reluctant to speak English suggesting the importance of
enriching their vocabularies in their speaking class.

a. Lack of vocabulary
Vocabulary has been increasingly recognized as necessary to language use. Lack of
vocabulary knowledge could lead to students’ difficulties in language reception and
production and becomes an obstacle for them to express their ideas in English.
Vocabulary, as Smith further argues, is the basic for speaking or conversational skill.
In this case, the more words students know, the more they can say and understand

things presented, both oral and written, in English.
The importance of vocabularies for students has also been argued by some
theorists like Huyen and Nga, (2003). They say that in order to communicate well in a
foreign language like English, students should acquire an adequate number of words
and should also know how to use them accurately. This means that teaching
vocabulary to the students should also be accompanied by an explanation of each use
of the vocabularies given. This kind of opinion is also proposed by Chen (2003, in He
and Chen, 2010) arguing that the knowledge of vocabulary is founded to be a causal
aspect in oral communication. All these show that mastering more and more
vocabularies is important for students in order to speak more frequently in the
English class.

b. Lack of understanding of grammatical pattern


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It is argued so far that learning grammar cannot be separated from learning a
foreign language. In fact, learning foreign language becomes difficult since the target
language has different system from the native language. Nunan (2003) says that it has
been assumed that the learners’ first language would have a strong influence on the
order in which grammatical items were required.
Due to the different grammar between the mother tongue and foreign language, it
is very often the students find this as an obstacle in their learning to speak English. As
it is known, efficient communication cannot take place without correct grammar. This
idea is similar to Opole’s statement (2009). He says that grammar provides students
with the structure they need in order to organize and put their messages and ideas
across. In this sense, they will not be able to convey their ideas to their full extension
without a good command of the underlying grammar patterns and structures of the
language.

c. Incorrect pronunciation
It is state that correction and clear pronunciation are important in language
learning because good pronunciation makes the communication easier to understand.
Being unable to pronounce well can cause the students to be poorly perceived and
understood by others. This indicates that paying attention to this linguistic aspect is
also important because students’ low ability in pronunciation can also become
obstacle for the students to speak.
The incorrect pronunciation is often caused by the lack of sound similarity
between English and the students’ native language. In this situation, students wish
that they could speak English fluently but most of them think that English is too
challenging for them to master.
Further, Gilbert (2008) states that it is common for students to feel uneasy when they
hear themselves speak with the rhythm of a second language. They find that they
“sound foreign” to themselves, and this is troubling for them. Although the uneasiness
is usually unconscious, it can be a major barrier to improved clearness in the second
language. All these show that allowing students to practice pronouncing words more
in the class is also worth considering.


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2.3.3. Other factors

a. Cultural factors
Cultural factors are those that emerge from students’ prior learning experiences
as well as from expectation that are formed on their basis. The American linguist
Sapir (192, p.60) Maintain that language and culture are dual entities: Culture
representing what a society thinks and dose, while its language expresses and
embodies the ideas of that society. In other words, if a learner expects to speak a

language well, he must appreciate the way it is used in social contexts. Cultural factors
can create students’ learning style. They can have effect on students’ learning style.
They can have effect on students’ learning results.

b. Teaching methods
Teachers have many teaching methods. However, they sometimes find it hard to
apply communicative language teaching into their teaching. Although students
(learners) are supposed to be centered in learning, teachers still talk a lot in their
lessons. Sometimes, teachers speak the long sentences with some new words and do
not explain again. Which make students be interrupted by teachers’ words.
Many teachers think that they should provide students with all the language they
need to complete a task. In fact, teachers cannot know exactly what language the
students need to use. The other factors, if students make mistakes, many teachers
criticize their errors and teachers rarely or never give any solution. It is difficult for
students to organize their ideas clearly.

c. Class size
Large classes are considered as a factor that hinder students’ participation in
English speaking lessons. As Harmer’s opinion (1991) “classrooms that are
overcrowded can be excessively demotivating”.
Large classes are likely hard challenges for teachers. In classes, teachers are
difficult to organize and control activities. Moreover, students may get fewer
opportunities to practice speaking English. Many students feel so shy or bored
because of noisy atmosphere. In addition, students’ level also may clarify clearly. In
general, in large classes, there are many factors that hinder student to speak English.


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2.4. English Club

2.4.1. The definition of English club.
An English club is a place for ESL language learners to use English beyond the ESL
classroom and in real life situations. In the English club, the students have the chance
to use different skills and discuss a variety of topics. English Club not only offered to
the students to learn and discuss a variety of topics in their learning process, but the
most important is learning base on the their environment, they are learning English
by doing travel anywhere.
Basically, it can say English club is a ―traveling learning, it is in accord with Musty
argument (2013;2) say that mastering a foreign language often involves overseas
travel, which can be lengthy and expensive, disrupt schedules, and lead to unfamiliar
and sometimes uncomfortable surroundings. Furthermore, Musty argue that the
English Village (known as EC, ―E cube‖) at Kinki University in Japan gives its users
opportunities to immerse themselves in an environment that is more authentic than
that of most language classrooms.
2.4.2. The purpose of English club
There are many reasons for creating an English club. Students who lack
interaction, motivation in the classroom, because either they are introvert, shy or they
have a low language level, the English club might be a good solution to involve them
with their friends in doing various activities and to make weak student active. The
good thing about creating an English club giving chance to students to study English
with fun and it is also a place for students to improve their English. For instance,
students can be given stories and books to enhance their writing skills. They also
watch films, listen to songs, documentaries, and engage in discussions with their
teacher; they can play games and sports to change the atmosphere and practice the
language in funny ways. The English club paves the way to students to build up their
personality, discover, understand and become themselves and develop their cultural
competences. It makes them aware of the national and international issues and
events; so that they can be useful for themselves and for their community as well as to
develop their sense of citizenship and belonging.

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2.4.3. The English club at UTEHY (UTEC 3)
This club has built to help students, especially non- English major students, can
improve their English knowledge. The club concentrates on developing the English
speaking skills to help them be more confident whenever they communicate with
theirs friends or foreigners. The clubs also use many different activities while they
learn English, which make students can be more comfortable when they learn a new
language. They meet once a week.
English clubs is an excellent contribution to student life at university when they
give students a chance to practice English in a relaxed, informal environment, and to
meet new people setting.
Many English clubs are moderated by English teachers, but this does not
necessarily always have to be the case. Students support workers or even students
themselves can often make great moderators. English club UTEC 3 at UTEHY is an
example.
The principles of a successful English club:
UTEC 3 also has strategies to achieve the purpose of all the members:
1.

Encourage participants to bring in their own content.

2.

Ask participants questions about their lives.

3.

Divide participants into small groups to discuss questions or to do activities.

4.

Use some games or activities to help the members improve their English
speaking skills.

5.

Give participants opportunities to express themselves creatively in English, for
example, through drama, poetry or storytelling or a discussion in English.
2.5. Summary
The chapter has presented the relevant literature, which has helped to form
the theoretical can conceptual framework for graduation paper. It has talked about
different aspects relating to the speaking. The following chapter will display the
methodology and finding of the research under the light of all above.


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CHAPTER 3: THE STUDY

In this chapter, the researcher will give the full analysis of data collected through
the survey, questionnaires for teachers, interviews students on the factors affecting
learning English speaking skills for non-English major students by joining English
club at UTEHY. It shows attempt to answer the three research questions posed at the
beginning of the study.
3.1. The research context

3.1.1. The English learning situation at the UTEHY
The required material for general English is the English Club. The aim of this club
is to provide students with basic knowledge of grammar, to help them make simple
and daily communication in English. However, the students face a great deal of
difficulties. When they are in the class, they do not practice English speaking skills
regularly, and often keep silent in speaking lessons. Besides, most of the students have
not been accustomed to self- study.
The students do not have enough language input such as vocabulary,
pronunciation, grammatical structures which are very necessary for speaking. The
lack of background knowledge also is one of the main causes make them feel
unconfident whenever they speak English. Moreover, the abundance of games and
activities is the other reason that influences the interest of students in class.
Therefore, the students want to join English club to have English environment to
practice and they can share and use more activities to improve English speaking skills.
3.1.2. The non- English major students at UTEHY
Generally, non- English major students in English club at UTEHY do not have the
same level of English proficiency. Most of them have learned English for 10 years at
grade schools; they have started learning English speaking skills 2 years ago. Students
just concentrate on learning grammar of English to pass the paper test of grammar.
Thus, motivation to learning English in class is generally low.


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3.2. The participants
The English club members at UTEHY are chosen to carry out the research. The
group includes from 37 non - English major students. The students’ ages from 18-22
years old, 78 % are male and 22% are female. They are from all faculties in Campus 1
at UTEHY.
3.3. Research methods

This thesis carried out using quantitative methods and qualitative methods which
help the author focus on the collection and analysis of numerical data and statistics
from survey questionnaires and interviews for students.
3.4. Data collection instruments
Types of data collection instruments are questionnaires and interviews. The
instruments are used to collect data in this study were survey questionnaires and
interviews.
Both survey questionnaire and interview questions were designed for students.
3.4.1. The questionnaires
The questionnaires are in both English and Vietnamese; and were distributed
directly to 37 non - English major students in the English club at UTEHY.
Questionnaires are designed in order to help the author find out students’
background of learning English speaking skills, about the frequency of using English
in the classroom and some difficulties and mistakes in learning speaking section
which students encounter, finding student’s evaluation of speaking skills. In
conclusion, the author finds out the improvement when they join the English club.
They allowed ask questions for classification if necessary and given help with
formulating their ideas in open-ended questions.
Part 1: The student’s general information (from question 1 to 3).
Part 2: The behavior of the students to English speaking skills (from question 4 to 7).
Part 3: The causes affecting the English speaking skills (from question 8, 9).
Part 4: The students’ behavior and improvement to English speaking skills after
joining English club (from question 10 to 15).
Part 5: The suggestions for improving English speaking skills (question 16, 17).


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3.4.2. The interviews
The questions for individual interviews participated by 5 students who are

randomly chosen among the participants. All of them agree to help the researcher
helpfully and comfortably. This aims to collect student’s ideas about the factors
affecting the English speaking skills and suggestions to improve it. There are opened
questions designed according to the aims of the study. The data collection supplies the
information about the fact learning in English speaking skills of non-English major
students who are members in English club at UTEHY.
+ The behavior of students about English speaking skills.
+ The difficulties in English speaking skills.
+ The effects of mentioned techniques.
+ The recommendation techniques from students.
After the interview, the researcher based on the interview results to analyze the data.
The interview results will be recorded carefully. The interview data analysis will be
presented with the collected data from the questionnaire in each part.
3.5. Data collection procedure
All the data collected from the survey questionnaires and interviews were
analyzed. They provided the basic elements to help the author design the most
suitable extra speaking skills to the club.
Data collected from the questionnaires will be divided which match with the
researcher questions. The qualitative data from closed questions will be presented of
charts or tables and the qualitative data from open – ended will be showed in the
form of list.
Data from interviews will be presented by analyzing and discussing relevant
responses from the participants.
3.6. Data analysis
This study, as indicated in Chapter I, was intended to find out the effects of
learning English speaking skills for non-English major students by joining English
club at UTEHY. In this section, the data collected from the questionnaires and
interviews were presented and interpreted.

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3.6.1. The behavior of the students to English speaking skills
The 37 copies of the questionnaire delivered to the learners. The data are analyzed
in this part of the study in the below tables and charts which show the responses for
the questions in the questionnaires.

- Question 4 in the questionnaires bring a result that according to students’ behavior,
their frequency of practice English speaking skills in class just stopped at sometimes
and rarely.
Chart 1: Students’ frequency of practice English speaking skills in class
Statistics collected from Chart 1 shows that the most students polled (49%) that
they sometimes practice English speaking skills, besides 30% of them rarely use
English and 5% of students never practise in English lessons. But only 5% of the
students always speak English and 10% often use English. Basing on the collected
data from chart 1, most students in English club at UTEHY practise English in
speaking lessons irregularly.
Question 1: How often do you practise English speaking skills in class?
A. Always
B. Often
C. Sometimes
D. Rarely
E. Never
0 student
1 student
0 student
4 students
0 student
0%
20%

0%
80%
0%
Below is the result when the author interviewed five students the same question
in the interview:
Table 1: The frequency of students in practice English speaking skills
5 members in English club were interviewed about the frequency of practice
English speaking skills in class. 80% of them said that they rarely practise in class, and
the last percentage admit that they often using English in speaking lesson, but
individually. In the addition, they also said that because the others members in class
do not want to practise, they do not have the partners and the motivation to practice
speaking English.
When they were interviewed about the importance of speaking skills, 100%
students agree that it is the most important skills that help them communicate in
society and find out a good career and they want to improve it seriously.


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Question 5 provides the information about the partners that they often practise
English speaking skills in the class.
Almost the students sometimes practise English in the speaking lesson, therefore
these activities are required by the teachers, but they only choose some activities that
has narrow range. 38% of the students practise speaking English individually, and
41% of them using English to practise with their partners. Meanwhile, the percentage
of small group work and whole class are smaller, which are corresponded with 16%
and 5%.

Chart 2: The speaking patterns
It can be certain that putting students to work in pair or group will increase the
students’ participation in speaking lesson.

- Question 6: the purpose of this question is finding the students’ responses to English
speaking lesson.
Chart 3: Students’ response to English speaking lesson
As illustrated in chart 3, more than half of students (57%) say that they only keep
silent when the teacher provide the knowledge about English speaking lesson, and
11% choose ignore the lesson. Only 32% respond that they are greatly interested in
practice. It means that only 32% of students who interact with the teachers when they
are teaching.

- Question 7: To show the frequency of self-study at home about English speaking skills,
the fourth question in the questionnaire is designed to find out their behavior to the
practice English.
It can be seen clearly from the chart 4, the percentage of students who always
practise English at home is lowest (3%). In contrast, the proportion of the students
admit they sometimes or rarely practise English speaking skills at home which are
corresponded with 35% and 30%, especially 5% of them never practise at home.
While only nearly one third of the participants say that they often practise at home.