USING TASK BASED APPROACH TO IMPROVE THE 9th GRADERS’ SPEAKING SKILLS AT a SECONDARY SCHOOL IN HO CHI MINH CITY

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Phạm Nguyễn Bảo Ngọc

USING TASK-BASED APPROACH TO
th

IMPROVE THE 9 GRADERS’ SPEAKING
SKILLS AT A SECONDARY SCHOOL IN HO
CHI MINH CITY

MA THESIS IN ENGLISH LANGUAGE

HO CHI MINH CITY, 2021


VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Phạm Nguyễn Bảo Ngọc

USING TASK-BASED APPROACH TO
th

IMPROVE THE 9 GRADERS’ SPEAKING
SKILLS AT A SECONDARY SCHOOL IN HO
CHI MINH CITY

Field: English Language
Code: 8.22.02.01

Supervisor: Assoc. Prof. Dr. Hồ Ngọc Trung

HO CHI MINH CITY, 2021


DECLARATION BY AUTHOR
I hereby declare that this thesis entitled “Using Task- Based Approach to
Improve the 9th Graders’ Speaking Skills at a Secondary School in Ho Chi
Minh City” 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 Graduate Academy of Social Sciences.
Author’s Signature

Phạm Nguyễn Bảo Ngọc
Approved by
SUPERVISOR

Assoc. Prof. Dr. Hồ Ngọc Trung
Date: …………………………..

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ACKNOWLEDGEMENTS

Although only one name appears as the author of this work, writing a
thesis is indeed a collaborative effort. I would like to express my sincere thanks

to the many people who made it possible.
First of all, I would like to express my sincere gratitude to my supervisor,
Assoc. Prof. Dr. Hồ Ngọc Trung, for his tremendous knowledge, guidance,
advice and patience, which constantly inspired me throughout the research.
Assoc. Prof. Dr. Hồ Ngọc Trung, for his helpful and warm encouragement as
well as his insightful comments on my work from the beginning to the end of the
study.
Next, the completion of this thesis would not have been possible without
the cooperation from the respondents (one hundred and ten 9th graders at Viet
Anh Secondary School) who have been willing to take part in the study. I am
very grateful to all of them for providing detailed information for the analysis of
the study.
In addition, I would like to thank all of the lecturers who gave me
interesting lessons, dedication and advice during my study at Graduate Academy
of Social Sciences.
I also offer my special thanks to my colleagues and friends whose support
and encouragement help me to have this thesis accomplished.
Last but not least, I must express my gratitude to my family. It is their
endless love and expectations that have motivated me to complete this thesis. I
am immensely thankful for all the assistance they have given me.

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TABLE OF CONTENTS
DECLARATION BY AUTHOR............................................................................i
ACKNOWLEDGEMENTS.................................................................................. ii
ABSTRACT........................................................................................................vii
LIST OF TABLES..............................................................................................viii
LIST OF FIGURES..............................................................................................ix

LIST OF ABBREVIATION.................................................................................. x
CHAPTER 1: INTRODUCTION......................................................................1
1.1. Rationale.................................................................................................... 1
1.2. Aims of the study....................................................................................... 2
1.3. Research questions.....................................................................................3
1.4. Scope of the study......................................................................................3
1.5. Significance of the study............................................................................4
1.6. Research methods.......................................................................................4
1.7. Structure of the study.................................................................................4
CHAPTER 2: LITERATURE REVIEW.......................................................... 6
2.1. An overview of Task-Based Learning........................................................6
2.2. Task-Based Learning point of view........................................................... 9
2.3. Learners....................................................................................................11
2.3.1. Characteristics.....................................................................................11
2.3.2. Cognitive Development...................................................................... 14
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2.4. Teaching speaking skill for secondary students........................................ 16
2.4.1. The role of speaking skills in language teaching and learning...........16
2.4.2. Teaching speaking skills effectively................................................... 17
2.5. Summary of literature review....................................................................26
CHAPTER 3: RESEARCH METHODOLODY............................................27
3.1. The context of study..................................................................................27
3.2. Participants................................................................................................28
3.3. Data collection instruments.......................................................................28
3.3.1. Questionnaires.....................................................................................30
3.3.2. Semi-structured interview...................................................................31
3.3.3. English speaking test...........................................................................32
3.3.4. Class observation................................................................................ 33

3.4. Research Design........................................................................................34
3.4.1. Pre-task phase options.........................................................................35
3.4.2. Main task phase options......................................................................37
3.4.3. Post-task phase options.......................................................................40
3.5. Research procedure................................................................................... 40
3.5.1. Phase 1: Diagnosing............................................................................40
3.5.2. Phase 2: Action planning.....................................................................41
3.5.3. Phase 3: Evaluating.............................................................................43
3.5.4. Phase 4: Reflecting..............................................................................45

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3.6. Methods of data analysis...........................................................................47
3.6.1. Data analysis procedure......................................................................47
3.6.2. Data analysis methods.........................................................................47
3.7. Summary of research methodology.......................................................... 49
CHAPTER 4 - FINDINGS AND DISCUSSIONS.......................................... 50
4.1. Data analysis from the speaking pre-test and post-test............................ 50
4.2. Analysis of speaking tests......................................................................... 53
4.3. Analysis of questionnaire.......................................................................... 55
4.4. Analysis of interviews...............................................................................63
4.5. Analysis of classroom observation............................................................73
4.6. Summary of findings and discussions.......................................................75
CHAPTER 5: CONCLUSION.........................................................................76
5.1. Recapitulation.......................................................................................... 76
5.2. Concluding remarks.................................................................................76
5.3. Implications..............................................................................................78
5.4. Limitations of the study........................................................................... 79
5.5. Suggestions for Further Studies...............................................................79

REFERENCES..................................................................................................81
APPENDIX 1 - PRE-TEST OF SPEAKING.........................................................I
APPENDIX 2 - QUESTIONNAIRE...................................................................III
APPENDIX 3 - POST-TEST OF SPEAKING.................................................. VII

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APPENDIX 4A - INTERVIEW QUESTIONS ..................................................
APPENDIX 4B – ANSWER FOR THE INTERVIEW........................................
APPENDIX 5 - SPEAKING BAND DESCRIPTORS....................................
APPENDIX 6
APPENDIX 7
APPENDIX 8
APPENDIX 9
APPENDIX 10 - T-TEST ANALYSIS.......................................................

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ABSTRACT
This research seeks to identify the effectiveness of Task-Based Approach on
speaking ability as well as the attitudes of the students towards the implementation.
During the study, the researcher carried out action research design at class 9A1, 9A2
and 9A3 with the participation of one hundred and ten students and the assistance of
two teachers as examiners and observers at Viet Anh Secondary School. This
research used an integrated mixed-method design in which quantitative data were
collected from a speaking test and qualitative data were collected from interview,
observation checklist and questionnaire. The results of the study showed a
significant impact of Task-Based Approach on students' speaking skills;

additionally, in speaking lessons, students were found to have a higher level of
motivation, interest, confidence, creativity and collaborative learning skills. Based
on the findings, this study recommends that Task-Based Approach be applied to the
teaching of English as a foreign language.

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LIST OF TABLES
Table 3.1. The phases in a Task-Based lesson.....................................................34
Table 3.2. The functional roles for the teacher....................................................39
Table 3.3. Scope and Sequence for speaking lesson........................................... 43
Table 3.4. Procedure of the research................................................................... 46
Table 4.1. Descriptive Statistics of pre-test and post-test....................................52
Table 4.2. The paired-samples t-test of pre-test and post-test............................. 55
Table 4.3. The score criteria of the questionnaire result......................................57
Table 4.4. Descriptive Statistics of senior high school students’ feelings about
Task-Based Language Teaching Approach..........................................................58
Table 4.5. Students' evaluation of their achievement on speaking skills............60
Table 4.6. Students' self- evaluation on their achievement on their other English
skills.................................................................................................................... 61
Table 4.7. Students’ self-evaluation on their unexpected development in learning
English.................................................................................................................62
Table 4.8: The students’ opinions about the TBLT..............................................66
Table 4.9. Positive attitudes of the students toward TBLT..................................67
Table 4.10. Overall class motivation scores for all students...............................74

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LIST OF FIGURES
Figure 4.1. Classification of test results in pre-test and post-test........................51
Figure 4.2. A comparison of mean scores on pre-test and post-test....................54
Figure 4.3. Mean score of senior high school students’ feelings about Task-Based
Language Teaching Approach............................................................................. 59
Figure 4.4. Students are interested to learn speaking lesson with Task-Based
Language Teaching Approach.............................................................................68
Figure 4.5. Students’ opinions on pleasure when learning with Task-Based
Language Teaching Approach............................................................................. 69
Figure 4.6. The activities in Task-Based Language Teaching Approach applied to
learn speaking lesson are creative.......................................................................69
Figure 4.7: Task-Based Language Teaching Approach helped students to
remember new words easier in learning English.................................................70
Figure 4.8. Task-Based Language Teaching Approach helped the students develop
complex skills......................................................................................................71

(problem solving skill, collaborating skill…)..................................................... 71
Figure 4.9. The summary of student’s situation after learning by Task-Based
Language Teaching Approach............................................................................. 72

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LIST OF ABBREVIATION

Abbreviation

Definition

TBLT

Task Based Language Teaching Approach

PPP

Presentation – Practice – Production

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CHAPTER 1: INTRODUCTION
1.1.

Rationale

Nowadays, English is a global language which is not only used in English
speaking countries. As the English language has become an essential factor
strengthening trade, travel and study in many countries, the necessity of knowing
and using English in communication and studying is increasing. It can be seen
that most documents are written in English; we cannot access that treasure of
information due to lack of English.
As the consequence of its importance as an international language
mentioned above, it is always necessary for Vietnamese people to use it
effectively. As we can see that, the education department has realized this issue
about the importance of English in Vietnam in the future. Therefore, English is a
subject that has been applied in all national schools for more than 20. However,
there are still many limitations that prevent students from using English fluently.
Currently, English is not officially used in Vietnam, except in working or
international environment. Therefore, Vietnamese people do not have favorable
environments to practice or use English as other South East Asia countries like

Singapore, Malaysia, the Philippine… For the English education in Vietnam,
although students are supposed to learn English in primary school, their ability of
using English as a Vietnamese is not highly appreciated. Clearly, Vietnamese
students always attach importance to grammatical structures, but most of them
have not spoken or communicated in English since primary school. Many
researches show that Vietnamese students are taught grammar more than
speaking and just focus on exam, scoring more than using English in common.
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Obviously, Vietnamese students are good at grammar and vocabulary to help
them communicate well. However, less of speaking practice causes them to be
unable to communicate in English. Most students always know the meaning of
English words but they cannot speak or remember how to pronounce the words.
And the fact that they are afraid to communicate is one of the big obstacles to
improve students’ speaking skills. Looking back at English education in Vietnam,
speaking has more hours in primary school than secondary school and high school.
For secondary students, they have given time on learning and practicing grammar.
Therefore, doing exercise helps them to have a good knowledge about reading and
vocabulary but cannot help them to improve speaking skills.

Therefore, English teaching in secondary school is better combined
between grammars and speaking to help students improve all skills fully. In order
to create a good environment to help students to improve speaking skills,
teachers should give students a chance to practice and build the lessons by
themselves with the help of the teacher. It could help them to grow and expand
their ability and also motivate them in studying English.
From the above reasons, we have decided to do an M.A research on
“Using Task-Based Learning Approach to improve the 9th grade students’
speaking skills a Secondary School in Ho Chi Minh City”. We hope that this

research can give a small suggestion for English teachers at secondary school.
1.2.

Aims of the study
In this study, we would like to examine the effectiveness of using Task th

Based Learning (TBL) approach to improve the 9 grade students’ speaking skills.

2


To achieve the above aim, the research is set to fulfill the following
objectives:
i) Exploring the effects of Task-Based Learning activities on the students’
speaking skills;
ii) Investigating the students' attitudes towards learning speaking skills through
Task - Based Learning activities.
1.3.

Research questions

The research is intended to answer the following questions:
(i) What effects do Task-Based Learning activities have on the students’
speaking

skills?
(ii) What are the students’ attitudes towards learning speaking skills through
Task-Based Learning activities?
1.4.

Scope of the study

The research will focus on using Task-Based Learning to teach speaking in
secondary school, especially to the 9th Graders at Viet Anh Secondary School,
where the students will experience Task Based Language Teaching Approach in
their English learning lesson.
The students at Viet Anh Secondary School are learning the intensive
program. They use the textbook with three periods and the intensive book
(ACCESS – Express Publishing) with five periods for each week. The intensive
book helps students to develop their English skills. Most of the students have
achieved level 3 or 4 language ability.

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When the students learn the intensive book, they can practice the
international tests with level B2 (Common European Framework for Reference)
such as IELTS, TOEFL, PTE.
1.5.

Significance of the study

In this study, the teacher expects that students can improve their speaking
skills after experiencing the TBLT. Besides that, this study hopes English
teachers can use this method to help their students develop their skills through
this way. Additionally, the readers are expected to obtain more information to
expand their knowledge by reading this thesis.
1.6.

Research methods

This study will apply an action research to help treat the learners’ speaking
problems by means of Task-Based Learning activities.
A survey will be given to the learners after the lessons to examine their
attitudes towards the Task-Based Learning method.
In this action research, both qualitative and quantitative methods are used
to address the two research questions. The data is collected through survey
questionnaires, interviews and tests. Besides, the researcher used the speaking
band descriptors ( Published Version and the frame of Harris’oral English rating
scale) to check the students’ speaking skill.
1.7.

Structure of the study

The study is intended to consist of five chapters:

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Chapter 1 – Introduction: give 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
about Task-Based Learning in teaching English language, analyzed Task-Based
Learning method that applied by the theory, characteristics and cognitive
development of young learners and teaching English at secondary school.
Chapter 3 - Methodology: This chapter reports the context, research
hypothesis, participants, instruments and the procedure of conducting TaskBased Learning for the study. The detailed results of the surveys and a critical
comprehensive analysis on the data collected are presented.
Chapter 4- Findings and Discussion: The part gives the data analysis from

the Action Research results to make the foundation for giving the suggestion in
Chapter 5.
Chapter 5 – Conclusion: summarizes the study, suggestions some typical
activities and practical tips for secondary teacher to improve 9th-grade students’
English speaking and examples for illustration, limitations of the study and
suggestions for the study in further.

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CHAPTER 2: LITERATURE REVIEW
2.1.

An overview of Task-Based Learning

Task-Based Learning offers an alternative for language teachers and
students is an approach to second langue situation. In a Task-Based lesson the
teacher does not pre-determine what language will be studied, the lesson is based
around the completion of a central Task and the language studied is determined
by what happened as the students complete it. Willis (1996) suggested three basic
stages:
●Pre-task
●Task cycles
●Language Focus
These stages are considered to be effective as they combine the meaning
and form in conversation tasks. In the other way, Nunan (2004) based on three
macro functions, including the ideational or referential function, the interpersonal
function and the textual function. With Nunan’s model, learners can practice their
grammar structure and mostly focus on grammar and form. According to Nunan
(2004), Task-Based Learning can be divided into six stages:

●Schema building
●Controlled practice embedded in a context
●Authentic receptive skills work
●A focus on form
●A free practice
●The communicative task

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In Long (2005)’s teaching method that Task-Based Learning presented the
importance of form which involves meaning, structure and the context of
communication. To focus on the form, Long (2005)’s model has the following
stages:
●Needs analysis to identify target tasks
●Classification into target task types
●Derivation of pedagogic tasks
●Sequencing to form a task-based syllabus
●Implementation with appropriate methodology and pedagogy
●Assessment with task-based, criterion-referenced, performance
tests
●Evaluation of the program.
With this method, learners can improve their grammar and speaking when they
can generate the useful forms while having a conversation. However, Willis’s
teaching method is applied in many countries in teaching English because it can
help learners practice in speaking more than the other ways. In Willis (1994)’s
words about Task-Based Learning he describes it as “like a sort of PPP 1 upside
down”.
The lesson follows certain stages. Task-Based Learning includes Pre-tasks,
Task-Cycle (Task, Planning and Report) and the last one is Language Focus.

As the researcher, the teacher will provide a teaching learning activity to
solve the problems found in the previous teaching learning process. The students’
problems were usually afraid of making mistakes, reluctance to participate and
1 The

PPP acronym stands for Presentation, Practice and Production.

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incorrect pronunciation which made it difficult for them to speak fluently and
they also had problems in correcting their grammar while speaking. In order to
investigate those problems, teachers will prepare things before coming to the
classroom, including the completed lesson plan, audio recorder, observation
sheet, field notes, student’s scoring sheet and interview sheet.
Pre-task
The teacher introduces the topic and gives the students clear instructions on
what they will have to do at the task stage and might help the students to recall
some language that may be useful for the task. The pre-task stage can also often
include playing a recording of people doing the task. This gives the students a clear
model of what will be expected of them. The students can take notes and spend time
preparing for the task by using images, posters and description.

Teachers explore the topic with the class and highlight useful words and
phrases.
Task
The students complete a task in pairs or groups using the language
resources that they have as the teacher monitors and offers encouragement.
Planning
Students prepare a short oral or written report to speak in front of the class

about what happened during their task. They then practice what they are going to
say in their groups. Meanwhile the teacher is available for the students to ask for
advice to clear up any language questions they may have.

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Report
Students then report in front of the class orally or read the written report.
The teacher chooses the order of when students will present their reports and
may give the students some quick feedback on the content. At this stage the
teacher may also play a recording of others doing the same task for the students
to compare.
Besides that, the teacher can provide the discussion and guide the students
in analyzing their works in groups. After the lesson, students can do an exercise
about the topic and that they have to report their work by reading it aloud in front
of the class.
Language Focus
The teacher then highlights the vocabulary from the text of the recording
for the students to analyze. They may ask students to use the new words to make
a communication in front of the class. The teacher can also highlight the
language that the students used during the report phase for analysis.
Finally, the teacher selects vocabulary to practice based upon the needs of
the students and what emerged from the task and report phases. The students then
do practice activities to increase their confidence and make a note of useful
language.
2.2.

Task-Based Learning point of view

Task-Based Learning is an application in teaching second language
informed using the most recent research findings on second language acquisition.

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TBL usually provides the learner with an active role in participating and creating the
activities and consequently increases their motivation for learning. A Task-Based
lesson offers more opportunities for the students to display their thinking through
their actions. Teachers can also be more open to the needs of students. TBL allows
students to use the knowledge they have learned and apply it productively in the
task context. This practical experience helps learners to realize the importance of
grammar and new words to complete their idea in speaking.

Through Task-Based Learning students will learn certain skills like how to
ask the questions, how to negotiate the meaning and the most importantly
working in groups. Because they can learn how to observe different ideas and
problem solving as well as to learn how others classmates think and make
decisions. Because this is not only a skill to improve language, it is also a skill to
help students to develop themselves in the real life. It helps students not only
learn their language but also enhance their confidence and solving problem
skills. The outcome of TBL is learners can present their own idea, evaluate
others, and train them to reflex to others.
Through the Task-Based Learning activities, students can improve their
skills through obtaining information in “information activities” - when they
receive the tasks and work in a group. Next is “reasoning activities” – when
students can deliver their ideas to their teammates. Finally is “Opinion activities”
– Students have to convey their ideas and discuss in a group to choose the most
suitable idea.

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2.3.

Learners

2.3.1. Characteristics
According to Gardener Murphy (1968) “the term of learning covers every
modification in behavior to meet environmental requirements”, every student can
improve their learning by the current environment. Whether the learning
environment positively changes, the students can improve and develop their
knowledge with the hard-working effort. The older a child grows, the more
important of learning activities plays in his life and the greater of that role in the
child's development since turned from primary school to secondary school.
Learning is a key activity for students, but at the age from eleven to fifteen, their
learning has fundamentally changed. Studying in junior high school is an
important turning point in a child's life. In the lower grades, children learn
systems of events and phenomena, and understand the specific and simple
relationships between those events and phenomena. In middle school, their
learning is significantly more complex. They move into systematic studies with
the strengths of the sciences, the subject-based learning. Each subject consists of
concepts and rules are arranged into a deep system that requires they need to be
self-conscious and highly independent in learning. With learning English,
students can develop themselves in learning and practice concrete skills by doing
research and completing a small presentation.
During a new learning phase, a learner faces different issues such as
difficulties in memory, fear of tests and the syllabus. These problems can be tackled
through hard work, consistent efforts and more practice. With middle school’
students, teachers can create an English environment which excite them to

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discover because they usually have the common characteristics of learners given
as below:
●Learners are curious
Students are very hungry for information and love to learn new things.
They are excited to find out a solution and solve the problems. Teacher should
create the conditions for students to approach the new information.
●Careful understanding
A good learner possesses the attribute of careful understanding. Most of
the knowledge can be gained with the hard work and efforts. A learner should try
to understand the subject matter carefully. An effective learner always tries to
interpret the stimulus, combine and differentiate them and give them some
meaning.
A learner who has personal quality understands subject matter easily and
solves the problems very fast. Different learners have different personal and
social cognitive power. A learner who belongs to the different social structure
may face the problem during the study at other place but a good learner easily
adapts and adjusts the environment of the class.
Learner’s characteristics are subject to his mental and intellectual growth and
development. Education and training are helpful to positive growth and
development. A good educationist takes the responsibility to himself of identifying
the characteristics of the learner and developing skills into him or her.

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A learner is always willing to learn and open for information. He has a

broad mental space and accepts the changes consistently. Their inquisitive nature
develops an urge in them for acquiring more and more knowledge from their
parents, siblings, neighbors, relatives, teachers, society and many more.
There is a difference between the interest and the attitude of learners. A
teacher always plays an important role to assess the learners for their interest and
aptitude so that they can guide according to their aptitude.
However, it is not possible for every learner to adjust in every situation as
a different learner has different characteristics of adjustment. Some learners
easily adapt to a classroom environment and some feel uncomfortable in the
class environment. So, a good learner should adjust according to the situation.
Motivation is an important factor for a learner to achieve their goals.
Learners differ in their capacity of motivation. Some learners are easily
motivated while some feel hesitation for a long time before they get motivated by
their instructors.
Some learners very quickly understand the questions and solve the
problems. If the learners solve the problems easily, it means the understanding
level of a learner is high as compared to another person who takes the more time
to understand and solve the problems.
Nervousness is the natural attribute of learners. If the learner feels
nervousness, it means that they have lack of knowledge about the things. It can
be removed with the help of the teaching learning process.

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