This study is the use of outdoor activities to develop speaking skill

PART A: INTRODUCTION
1. Rationale of the study
In this era, the era of science and technology boom, the trend of
globalization and integration among countries also poses a very important
task for our country's education sector. Above all times, language
disagreement is a heavy barrier to the cooperation and acquisition of
scientific, technical and cultural advances between nations and peoples. Many
countries around the world are using English as the national language, English
has been chosen as the international language. Therefore, the Ministry of
Education and Training has brought English into Vietnam's education
program since the primary level. However, the ability to continue teaching in
English of Vietnamese students and students is not yet proficient, not
commensurate with the level compared to other subjects. Thinking to create a
communication environment for students to practice conditions is the
necessary method to improve their ability to learn foreign languages.
However, the class time is limited with large knowledge content and large
number of students, so the implementation of extracurricular activities both
enhances the spirit of interest in the subject and consolidates the amount of
knowledge in the classroom.
creating a comfortable atmosphere for communication is extremely helpful to
overcome these difficulties. In order to improve the efficiency of teaching
English in high school and to practice communication skills for students, I
choose the subject of "A study on the use of outdoor activities to develop
speaking skills"
2. Aims of the study
The objectives of the study are as follows:
1) to clarify whether or not outdoor activities can increase the students’
speaking ability,
2) to describe the implementation of outdoor activities in increasing students’
speaking ability,
3) to identify the strength and weakness of outdoor activity in increasing

students’ speaking ability
3. Scope of the study
This study is the use of outdoor activities to develop Speaking skill for
6 graders at Hung Loc Secondary school
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4. Methodology
The study mainly uses document research methods to understand the
history of research issues, to grasp the contents of previous authors' study, as
well as based on reality. This essay uses methods such as description,
collation, comparison, statistics, and classification.
5. Design of the study
The study consists of three parts.
Part A is an introduction that presents the arguments, literature review,
purpose, and scope of the study as well as the methodology for the research.
Part B is the main part consisting of three chapters.
Chapter one is about the theoretical background for research. This
chapter aims to establish an investigative framework.
Chapter two focuses on studying outdoor activities, investigating and
analyzing results
Chapter three deals with the ability to apply learning outcomes to
teaching and applying outdoor activities. It discusses some challenges in
teaching and learning English. It also gives some suggestions for teaching
English.
The final section concludes with a summary of the research and
provides possible conclusions and recommendations for further research.

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PART B: DEVELOPMENT
Chapter 1: Theoretical background
1.1. English speaking skill
1.1.1. Definition of speaking skill

Among four skills of learning English, speaking merges as one of the most
important ones that are really essential to master for the purpose of language
communication. However, what is exactly speaking skill? “Speaking is the
delivery of language through the mouth”. Oxford dictionaries define “Speaking
is the action of conveying information or expressing one’s feelings in speech”.
In addition, Speaking is "the process of building and sharing meaning through
the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney,
1998). Speaking is a crucial part of second language learning and teaching.
In learning English, speaking skill is defined in different ways. “Speaking is a
productive skill in the oral mode. It is like the other skills, is more complicated
than it seems at the first and involves more than just pronouncing words.”
(Azem, M. & Dogar, M. H., 2011). Hornby (1995) defines that speaking is the
skill that the students will be judged upon most in real-life situations. It is an
important part of everyday interaction and most often the first impression of a
person is based on his/her ability to speak fluently and comprehensively.
Additionally, “Speaking is one of the skills that have to be mastered by
students in learning English. Speaking is an essential tool for communicating”.
(Grognet A.G, 1997)
Speaking skill has many different aspects including two major categories –
accuracy, involving the correct use of vocabulary, grammar and pronunciation
practiced through controlled and guided activities; and, fluency considered to
be “the ability to keep going when speaking spontaneously” (Harmer, 2001).
Bryne, D. (1986) additionally declares that accuracy refers to the use of correct
forms where utterances do not contain errors affecting the phonological,

syntactic and semantic or discourse features of a language; fluency may be
defined as the ability to get across communicative intent without too much
hesitation and too many pauses to cause barriers or a breakdown in
communication. In this case, instant correction may be inappropriate and could
interfere with the aims of the speaking activity.
2.1.2. The importance of English speaking skill
Speaking skill is really essential as it gives students the opportunity to practice
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real-life conversations in the classroom. The teacher can use it as a tool to
check how much students have learned. Speaking skill is very important in
stages of language learning. (Azem, M. & Dogar, M.H., 2011)
Stage 1: Pre-production. This is called the silent stage because speaking is still
limited; beginners listen and imitate rather than speak due to their difficulties in
vocabulary and grammatical structures. Listening comprehension activities
should be focused on instead of communicative ones because learners at this
period will need much repetition of English.
Stage 2: Early production. Learners are able to speak well in tasks thanks to
what they have been memorized although errors may occur. Speaking is begun.
Stage 3: Speech emergence. Learners can speak a lot with their enhanced
vocabulary. At this stage, short conversations between classmates are
absolutely possible. They can understand the information from others and
respond as well as make more questions to their partners in the manner of no
attention to grammatical structures.
Stage 4: Intermediate fluency. At the stage, discussions are improved. More
complex sentences are used in speaking to express their opinions and share
their thoughts. Learners are able to ask questions to clarify what they are not
clear. Also, there is an expanding of the talking topic.
Stage 5: Advanced fluency. Learners will be near-native speakers at this stage.

With their amount of vocabulary, they can react directly without any proper
preparation when speaking. Their facility in discussions has increased.
In learning speaking skill, a lot of learners regard speaking ability as the
measure of knowing a language and as the most important skill that they can
acquire. Speaking involves three areas of knowledge:
- Mechanics (pronunciation, grammar and vocabulary): Using the right words
in the right order with the correct pronunciation.
- Functions (transaction and interaction): Knowing when clarity of message is
essential and when precise understanding is not required.
- Social and cultural rules and norms (turn-taking, rate of speech, length of
pauses between speakers, relative roles of participants): Understanding how to
take into account who is speaking to whom, in what circumstances, about what,
and for what reasons.
The communicative language teaching (CLT) requires teachers to help students
develop speaking by providing authentic practice that prepares them for reallife communication situations
2.2 Outdoor activies

2.1.1. Definition of outdoor activities
Outdoor activities in the concept of teaching method innovation are a form
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of active, useful and effective self-study, connecting the podium to real life,
expanding and expanding the school of thought - auctions of birth tablets for
students; promote the positive, proactive creativity of learners, re-check the
quality of teaching in the main time. Therefore, extracurricular activities are
both educational and aesthetic, "Contributing to creating a cultural lifestyle and
the ability to enjoy art and culture for students. Through extracurricular
activities, students have balanced intellectual, ethical, physical and aesthetic
development "(Comment by Phan Trong, Teaching Method. National

University Press, 1996, page 38)
Speaking in high school is a big challenge for teachers, because teachers
should increase student interest so they are motivated to speak. In addition,
teachers should create some interesting ways for their students such as roles,
research clubs, jigsaw, word guessing, discussion, group discussions and visual
explanations. These can reduce students' boredom in language learning, especially
speaking.
Speaking is a very important skill for junior high school students because it
prepares them to face the global world. However, there are three issues in
determining speaking instruction for middle school students:
1) limited vocabulary will make it impossible for them to say any words during
teaching and learning.
2) Limited grammar, they are also afraid to arrange words into a sentence. The
mistake of using grammar is a big problem for students to speak well.
3) lack of confidence, it will be an obstacle to create speaking ability for students.
Outdoor activities are activities that can be done by people to lose boredom. It is
more interesting than indoor activities, because these activities are conducted
outdoors. When we are outdoors, we may be more motivated to learn something
(Patmonodewo, 2003: 12).
Outdoors, children can perform many activities, such as running, jumping,
climbing and other activities. Therefore, when children learn in the real world, they
can easily understand information or documents because they can do in both
research and play outdoors.
Junior high school, so they still need time to learn with the game so that students
understand the material easily, especially the ability to speak. Outdoor activities
involve fun and boring methods. Therefore, researchers try to solve the problem
through some interesting methods in speech teaching
2.1.2. The importance of English outdoor activites
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Through outdoor games and group discussions, students will practice
leadership skills, including vision and goal-setting skills, team encouragement,
project planning, and intent. perseverance overcome challenges. More importantly,
your sharing sessions on how to pursue and create extra-curricular activities will
help students from where the fixation program will begin their own activities.
Therefore, although parents or students can find extracurricular activities, if
they do not meet the above factors, it will be difficult for students to become
"special" to their abilities.
Monitoring the process of innovating teaching methods in high schools in
recent years, the innovation content has focused on the formal time, while the
extracurricular form is less focused on implementation. Is the extra-curricular
activity of students not important, does not play a role in improving the quality of
teaching and learning subjects? It is time to redefine the position, the role of
extracurricular activities, promote the high level of creativity, creativity and
interest of students.
2.1.3 Types of outdoor activities
If you know how to control your time and have the right way to study, you will
have time for extra-curricular activities. Participating in these activities will help
you discover yourself, discovering qualities other than intelligence in learning. So,
if you have never participated, now is the time to throw yourself out there and
discover yourself. Even if it is not for the purpose of studying abroad, these
activities will help you a lot in your life.
Sounds interesting, right? Here are some suggestions for outdoor activities and
activities you can join.
Type 1:
Game activity: You can participate in a traffic safety game, one team will follow
the instructions of the other team (in English) ... It is not necessary to have an
achievement or a certificate of merit. . So you can arrange not too stressful training
time to suit your study schedule.

Type 2:
Artistic activities: You have the talent to sing, play instruments or break dance,
dance classical and have participated in performances in front of the school or at
gala ... The cultural activities are often very rich and do not require you. must have
extraordinary talent. For example, participating in singing in music shows does not
require you to have a golden voice of the singer, just you have the confidence to go
on stage. Or the break dance performances don't have to be professional, just
practice with your friends to perform or just practice.
Type 3:
Organizational Activities - Leadership: You are the class monitor, vice president,
school secretary, class secretary ... These are the personal titles that are persuasive
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for your leadership ability. However, it is not necessary to have a "title" so you can
be an active person, a leader. You can participate in school union work, organize
gala dinners, exchange programs between the class, the block in front of the
school, etc. These organizational tasks teach you how to work in a planned,
responsible manner and ability to work in teams. So, don't just be the ones
participating in the fun, be the ones who make the fun
Type 4:
Talent: You are good at design, you are learning to draw from a young age, you are
learning vocal, you are very good at playing instruments (guitar, piano, violin ...),
etc. These special talents distinguish you from other "applicants". . With these
talents, you will easily "contribute to the campus" of the school in the future.

Chapter 2: Investigation
2.1 Background of the study
Implementing innovation of English teaching methods at secondary schools
is developing communication skills for students, especially the method of teaching

listening and speaking skills (Listening, Speaking), I myself constantly search for
optimal measures to help students practice these skills. . However, with objective
and subjective conditions, my students still have many limitations in English
speaking practice.
They are timid, not brave, afraid of being wrong, passive in speaking practice.
Perhaps because the time is not enough to give them the opportunity to practice,
the results of these lessons are often not as expected. Even the pretty, good children
are very reluctant, lacking in confidence. Although they have a real gift, the passive
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environment is hard to trigger interest in them. So their passion is not satisfied,
their forte has little opportunity to show.
When polling, survey the psychology of 35 students in class 6/2 years ago
After studying speaking practice, I got the following result:
Desire, confident
5 children - 14,2 %

Little confident
15 children 42,9%

Not confident
15 children - 42,9%

From the
above results, it shows that when speaking practice, most students are withdrawn
The lack of confidence leads to unsuccessful learning.
Therefore, their ability to communicate is difficult to develop well.
2.2 Research questions
The study made great efforts to seek the answers to the two following questions:

1) What is the actual teaching and learning of English in spoken classes of 6 the
grade students at Nghi Duc Secondary School?
(2) What are the benefits and challenges of applying outdoor activities in speaking
lessons?
2.3 Research subjects
There were 164 6 the grade students at Nghi Duc Secondary School
participating in the study. Among them, 154 students did the questions and 10 other
students participated in the interviews.
2.4 Data collection tool
During the study, three research methods were used: observations,
questionnaires, and interviews.
Observe
Methods of observation include systematically tracking people and recording their
actions by sound, images or text providing researchers with rich and authentic data.
Observation is the most basic research technique we can use in the classroom
(Miller, 2004). It can be used to cross-mark data from future questionnaires. For
these reasons, classroom observations are the first method to be implemented in
this study. The researcher attended a phase of an English class to get an overview
of teaching and learning English at Hung Binh Secondary School. The English
speaking phase is the previous stage with the purpose of finding out some
information related to communication activities. That is: whether or not the
communication activities are applied in English speaking lessons, if they are
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applied correctly and effectively, and how students participate in the lessons. The
main communication activities used were also explored by observation. To prevent
students from preparing themselves, the exact goals of classroom observations are
not disclosed to them.
Table of questions

A questionnaire is a research tool that includes a series of questions and other
suggestions for the purpose of collecting information from findings. The
questionnaire has advantages over some types of surveys because they are cheap
and do not require much effort from the respondents. They are thought to save
researchers a lot of time because "They self-regulate and can be given to large
groups at the same time" (Seliger & Elana, 1989). Information can be easily
obtained without the presence of a researcher. Moreover, these thoughts students
can feel free and comfortable to answer the questions. For these reasons,
questionnaires were used in the study
Interview
Interviewing is considered a method for qualitative graduate studies that is a
technique used to understand other people's experiences. In this study, interviews
are used to get ideas and information from students about the speaking lesson they
have learned. In the interview, most questions were yes / no questions with
explanations.
Interview questions have the same content as the questionnaire. They are used to
collect additional information from students who have not taken questions. To help
students understand questions and express their ideas easily, Vietnamese is used in
all both interviews.
2.5 Data collection process
The study was conducted as follows:
- Researcher finds information about 6 the grade English students for the first time
at the school.
- The esearcher attended a speaking class to get an overview of teaching and
learning to speak English at school.
- The researcher contacted the students of the four 6 grade classes and told them
the purpose of the questionnaire. Then, 314 first and second questionnaires were
sent to students of the four classes. The researchers took back the questions the
next day.
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- The researcher contacted and interviewed 10 students per class.
- Researchers summarize the results from class observations, questionnaires, and
interviews
Chapter III: Data analysis, discussion of conclusions and recommendations
3.1 Data analysis
The questions were sent to 164 students in grade 6 (equivalent to 314
questions) but the number of questions collected was only 257. Some students did
not cooperate with the researcher and were not willing to return the questionnaire.
ask the researcher.
The figures below show more clearly the stude

Figure 3.1 showed the students’ participation in audoor activities.
It is clear that most students (110 students - more than 80 percent) at Nghi
Duc Secondary School prefer to study outdoor activities in English. Just over 10
percent of students don't like it. This means they have a certain interest in learning
activities.
It proves how well the students responded to some outdoor activities. Some
activities require them to move away from their seats; and only nearly 40 percent 46 students like it. They like to move around to talk to other friends. Mostly not.
More than 60 percent - 84 students don't like to move. That means they just like to
sit in their seats and talk to their old partners.
1. Do you like the speaking lesson? Why? Why not?
Of the ten students interviewed, nine answered Yes Yes. They all say they like to
10


speak lessons because they can practice speaking English with their friends. Only
one student spoke No, and his reason was that his English was not very good, so he
did not feel confident speaking English.

2. Do you enjoy speaking topics in textbooks? Why? Why not?
For this question, they shared the same thought. They all said they only liked topics
that were familiar to them like Hobbies, A Party and Entertainment. They were not
like topics like conquering space and Nature in danger. The more familiar the
topics, the more they like them. The reason is that they may have enough
vocabulary and interest in topics.
3. Does your teacher often use Vietnamese in speaking lessons?
Their answer to this question is no line. They say their teachers use English more
often than Vietnamese (more than 70 percent). In cases where teachers know the
students are not sure what they explain in Vietnamese.
4. Do you often use Vietnamese in speaking lessons?
For this question, all answers are Yes Yes. Due to a lack of vocabulary, they often
discuss topics in Vietnamese then ask teachers how to speak ideas in English. They
even talk about topics or something outside the topics in Vietnamese when they
complete the practice at the teacher's request.
5. What kind of class arrangement do your teachers use, work in groups or work in
groups? Which one do you like?
The answers are job pairs. They said teachers let them work in pairs more often in
groups and they also liked working in pairs. In fact, they say, teachers only ask
them to work with a friend next to them and not others. When researchers asked
whether they would like to talk to other people, they all said Yes Yes, and the
reason was that they could exchange more ideas and not get bored.
6. Does your teacher often use activities such as games, discussions, role plays and
classroom surveys? Do you like your teacher to use those activities more often in
11


speaking lessons? Why? Why not?
The answers are seldom used, except for games. Compared to the other two,
discussions were used more often. Students also expressed that they prefer their

teachers to use those activities in speaking lessons, which makes the lessons more
interesting and they feel more excited in the lessons. Among the ten students, one
said that he did not like those activities. He thinks they take a lot of his time and
his friends and he speaks in Vietnamese rather than English in activities.
7. Do you enjoy moving in some of the above activities? Why? Why not?
Ten students all speak Yes. They expressed that they enjoy moving and talking
with other friends, not just the person next to them. Talking to others can help them
exchange more ideas, and also make them feel more engaging about the lessons.
8. Do you make noise in speaking?
All the answers are yes. They further explain that whenever they complete the
practice to speak topics, they will talk about something inside and even outside the
lessons, and often they speak in Vietnamese. The people who make the classroom
very noisy.
9. Does your teacher correct your mistakes immediately when you are practicing
speaking? Or will he / she fix it later, for the whole class?
All answers are the second option. They say teachers let them speak naturally. If
they make a mistake, their teacher will correct it later, making the whole class a
common mistake.
10. Do you spend time preparing speaking lessons at home? How much time did
you spend?
All answers to this question are no. Ten students all said they did not spend time
preparing for the speaking lesson. They explained that they did not need to prepare
anything. In lessons, teachers will help them with vocabulary and structure so they
can say something about the topic. They used the time for other objects instead.
12


Results from classroom observations, questionnaires, and interviews all show that
communication activities are not applicable in English-speaking classes. Some
role-playing activities are used, but they are not applied as real communication

activities. 1. Do you like the speaking lesson? Why? Why not?
Of the ten students interviewed, nine answered Yes Yes. They all say they like to
speak lessons because they can practice speaking English with their friends. Only
one student spoke No, and his reason was that his English was not very good, so he
did not feel confident speaking English.
2. Do you enjoy speaking topics in textbooks? Why? Why not?
For this question, they shared the same thought. They all said they only liked topics
that were familiar to them like Hobbies, A Party and Entertainment. They were not
like topics like conquering space and Nature in danger. The more familiar the
topics, the more they like them. The reason is that they may have enough
vocabulary and interest in topics.
3. Does your teacher often use Vietnamese in speaking lessons?
Their answer to this question is no line. They say their teachers use English more
often than Vietnamese (more than 70 percent). In cases where teachers know the
students are not sure what they explain in Vietnamese.
4. Do you often use Vietnamese in speaking lessons?
For this question, all answers are Yes Yes. Due to a lack of vocabulary, they often
discuss topics in Vietnamese then ask teachers how to speak ideas in English. They
even talk about topics or something outside the topics in Vietnamese when they
complete the practice at the teacher's request.
5. What kind of class arrangement do your teachers use, work in groups or work in
groups? Which one do you like?
The answers are job pairs. They said teachers let them work in pairs more often in
groups and they also liked working in pairs. In fact, they say, teachers only ask
13


them to work with a friend next to them and not others. When researchers asked
whether they would like to talk to other people, they all said Yes Yes, and the
reason was that they could exchange more ideas and not get bored.

6. Does your teacher often use activities such as games, discussions, role plays and
classroom surveys? Do you like your teacher to use those activities more often in
speaking lessons? Why? Why not?
The answers are seldom used, except for games. Compared to the other two,
discussions were used more often. Students also expressed that they prefer their
teachers to use those activities in speaking lessons, which makes the lessons more
interesting and they feel more excited in the lessons. Among the ten students, one
said that he did not like those activities. He thinks they take a lot of his time and
his friends and he speaks in Vietnamese rather than English in activities.
7. Do you enjoy moving in some of the above activities? Why? Why not?
Ten students all speak Yes. They expressed that they enjoy moving and talking
with other friends, not just the person next to them. Talking to others can help them
exchange more ideas, and also make them feel more engaging about the lessons.
8. Do you make noise in speaking?
All the answers are yes. They further explain that whenever they complete the
practice to speak topics, they will talk about something inside and even outside the
lessons, and often they speak in Vietnamese. The people who make the classroom
very noisy.
9. Does your teacher correct your mistakes immediately when you are practicing
speaking? Or will he / she fix it later, for the whole class?
All answers are the second option. They say teachers let them speak naturally. If
they make a mistake, their teacher will correct it later, making the whole class a
common mistake.
10. Do you spend time preparing speaking lessons at home? How much time did
14


you spend?
All answers to this question are no. Ten students all said they did not spend time
preparing for the speaking lesson. They explained that they did not need to prepare

anything. In lessons, teachers will help them with vocabulary and structure so they
can say something about the topic. They used the time for other objects instead.
Results from classroom observations, questionnaires, and interviews all show that
communication activities are not applicable in English-speaking classes. Some
role-playing activities are used, but they are not applied as real communication
activities.

3.2 Discussion of conclusions
After comparing and calculating the result of the pre-test and post-test, it can
be seen that teaching speaking ability by using outdoor activity is effective.
Therefore, the implementation of outdoor activities in increasing students’
speaking ability was successful.
There are four strengths and four weaknesses in increasing speaking using
outdoor activity. The descriptions are as follows:
a. The strength of teaching ability by using outdoor activity.
The advantages of teaching speaking using outdoor activity are that the
students easy in mastering speaking easier and the teacher explained the pattern
easier.
1) The material taught is suitable for the students need in their life because
the students can be more active in speaking. The writer prepared materials based
on daily activities which made the students easy in mastering the vocabulary used.
2) The teaching-learning process became more interesting and boring. The
teaching-learning process was interesting because the topic was based in a
daily context. Sometimes, it makes the students boring because the students did not
master a lot of vocabulary.
3) The students are more creative because they can study in outdoor. The
setting of outdoor made the students did not get bored because there was scenery to
refresh their mind.
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4) The relationships among the students are good. Students cooperation and
interaction are good because they could share their idea together.
b. The weaknesses of increasing students’ speaking ability using outdoor
activity
1) The outdoor activity cannot be implemented effectively to the students
who have limited vocabulary and lack of grammar to express their ideas speaking
are spontaneous. So the students should master vocabulary and grammar to express
their idea. If the students did not able in mastering vocabulary and grammar, they
would find difficulty in speaking.
2) The students who have lower capability in speaking are difficult in joining
teaching-learning process well. Speaking skills needed good intonation,
pronunciation, etc in order to be good speakers. These aspects should be mastered
by students.
3) The activities are dominated by the students who have good capability
because the students have a low capability to feel unconfident in speaking. So, that
they are left their friends.
4) It is time consuming. The teacher should manage the time carefully
because doing outdoor activities needs a lot of time.

PART C: CONCLUSION
1.1.

Concluding remarks

Based on the research result, the researcher can draw the conclusion
concerning in increasing students’ speaking ability using outdoor activity in 6
grade. Outdoor activities can increase students’ speaking ability. Besides, outdoor
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activities increase the students' motivation in learning English and the students
become more active in the classroom and more confident to speak English. The
strength of increasing students’ speaking ability using outdoor activity is, the
material taught is suitable with the students need in their life because the students
can be more active in speaking, the teaching-learning process became more
interesting and boring, the students are more creative because they can study in
outdoor, the relationships among the students are good.
The weaknesses of increasing students’ speaking ability using outdoor
activity are, the outdoor activity cannot be implemented effectively to the students
who have limited vocabulary and lack grammar to express the ideas, the students
who have the lower capability in speaking are difficult in joining teaching-learning
process well, the activity are dominated by the students who have good capability,
the teacher should manage the time carefully because doing outdoor activity needs
much time
1.2.

Suggestions for further research

The researcher draw suggest for the teacher, the students, and
other researchers. To the teacher:
1). the teacher should make the students learn more active,
2).the the teacher should create the situation of teachinglearning process as enjoyable and interesting as possible,
3). the teacher should use interesting media in teaching
English especially in
teaching speaking,
4). the teacher has to control the class well.
To the students:
1). The Students are expected to be active, more motivated,
and creative so that they can follow the class activities,

2). the students must pay attention to the teacher’s
explanation,
3). The students should be more confident in speaking class,
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4). the students should have practice more in exploring of
speaking skill. To other researcher, the writer realizes that
this research is far from being perfect. There are still many
weaknesses dealing with the teaching - learning process that
is done. This research paper only gives a little contribution in
English teaching. However the writer hopes that this
research paper can
be used as one of references for other researchers in
conducting a better research

APPENDIX : QUESTIONNAIRE FOR STUDENTS
(Mark X for your answer)
1. How often does your teacher use the following audoor activities in speaking
lessons?
Rarely
Sometimes
Usually
Games
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Always


Discussions

Role-plays
Class surveys
2. What other audoor activities does your teacher usually use in speaking lessons?
………………………………………………………………………………….........
...……………………………………………………………………………………
Strongly
Strongly
Agree
Disagree
agree
disagree
3. You feel more interested in the
speaking lessons thanks to the
activities.
4. In speaking lessons, you usually
work
in pairs or groups rather than
individually.
5. When working in pairs or groups,
you
focus on the given topics in English.
6. Sometimes you talk about other
topics
in Vietnamese.
7. The time your teacher gives you is
enough for your practice.
8. You usually do not want to move in
some activities.
9. Your teacher does not correct your
mistakes immediately when you are

practicing

References
1.Arikunto, S. 2006. Prosedur Penelitian Tindakan Praktek.
Jakarta: Rineka Cipta.
2.Hornby, A.S., Oxford Advanced Learner¶s Dictionary of Current
English. Oxford: Oxford
19


University Press, 1995.
3.Patmonodewo, S. 2003. Pendidikan Anak Prasekolah. Jakarta:
Rineka Cipta.

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