Some techniques to improve english speaking skills for young learners at h123 english center

Binh Duong, DECEMBER/2020


THU DAU MOT UNIVERSITY
FACULTY OF FOREIGN LANGUAGES
&&&&&&&&&&&&&

||ĐẠI HOC
kVJĩHỦ DÀUMỘT
2009 THU DAU MOT UNIVERSITY

GRADUATE PAPER
TITLE:
SOME TECHNIQUES TO IMPROVE ENGLISH SPEAKING SKILLS FOR
YOUNG LEARNERS AT H123 LANGUAGE CENTER.

Student name: Pham Nhat Ha
Student code: 1722202010073
Class: D17AVGD02
Course: 2017 - 2021
Major: English Teaching
Lecturer: Hoang Ho Trang


TABLE OF CONTENT
TABLE OF CONTENT .................................................................................. i
LIST OF TABLES ..........................................................................................iii
LIST OF FIGURES..........................................................................................iv
ACKNOWLEDGEMENTS ............................................................................ 2
ABSTRACT ................................................................................................... 3
CHAPTER 1: INTRODUCTION ................................................................... 4

1.1BACKGROUND TO THE STUDY................................................................. 4
1.2STATEMENT OF THE PROBLEM:............................................................... 7
1.3SIGNIFICANCE OF THE STUDY: ............................................................... 9
1.4OBJECTIVES OF THE STUDY: ................................................................... 9
1.5RESEARCH QUESTIONS ............................................................................ 10
1.6SCOPE AND LIMITATION: ......................................................................... 10
CHAPTER 2: LITERATURE REVIEW ........................................................ 11
2.1.
DEFINITIONS OF KEY TERMS ..................................................... 11
2.2.
DATABASE ...................................................................................... 12
2.3.
LITERATURE REVIEW .................................................................. 13
CHAPTER 3: METHODOLOGY .................................................................. 16
3.1 METHODOLOGY................................................................................... 16
3.2 DATA ANALYSIS PROCEDURE........................................................... 16
CHAPTER 4: RESULTS AND DISCUSSION.............................................. 17
4.1.
RESULTS OF THE RESEARCH ..................................................... 17
4.1.1. Findings .................................................................................... 17
4.1.2. Results....................................................................................... 20
4.2.
DISCUSSIONS ................................................................................. 25
CHAPTER 5: CONCLUSION AND RECOMMENDATION ....................... 27
5.1. CONCLUSION ....................................................................................... 27
5.2.
RECOMMENDATION .................................................................... 28
REFERENCES............................................................................................... 29
APPENDICES................................................................................................ 31

LIST OF TABLES
Table 1: Why do we use YouTube to enhance English listening skills? ........ 17
Table 2: Some channels that the teacher show on YouTube to enhance young
learners English listening skills...................................................................... 19


LIST OF FIGURES
Figure 1. Frame grab of “Super Simple Song” website's main page.
( 6
Figure 2. Frame grab of “The Singing Walrus” website's main page.
( ) ....................................................................... 6


STATEMENT OF AUTHORSHIP

Student full name:

Pham Nhat Ha

Student ID:

1722202010073

Title of paper:

Some techniques to improve English speaking
skills for young learners at H123 English center.

I hereby confirm that I am the sole author of the paper

presented.
Where the work of others has been consulted, this is duly
acknowledged in the paper's bibliography. I have also not
consulted any other unnamed online sources. All verbatim or
referential use of the sources named in the bibliography has
been specifically indicated in the text.

Binh Duong, December/2020

ACKNOWLEDGEMENTS
First of all, I would like to thank you for all lecturers that instructed me to do
mine at Thu Dau Mot University. Besides, I would like to express my deeply
kind respects to Ms. Hoang Ho Trang, who has been dedicated to guiding me
through the process of writing the graduate paper. Thank you very much for
great cooperation during doing my report time.
Moreover, I sincerely thank the lecturers in the Department of Foreign

1


Languages at Thu Dau Mot University who conveyed their knowledge to me
during the years that I studied. With the knowledge acquired in the learning
process, it is not only a foundation for the research and reporting process but
also a valuable property for me to step into the future in a stabilized and
confident way.
Finally, I wish all the lecturers at Thu Dau Mot University profound health and
success in a noble career.
Sincerely,
Pham Nhat Ha

ABSTRACT
It is obvious that English is one of the most popular languages in the world
nowadays. In many countries, students are taught and encouraged to learn
English as a second language. Besides, because it is the main language in the
sciences, many programs of studies and research that we find in any given
scientific field will be written in English as well. So, that is the reason why
everyone needs to learn more languages for communication, business and
having good jobs in modern society, enhancing English skills is extremely
important for all the students nowadays, especially speaking skills is one of
our most common skills in communication activities. The result of this
investigation may also be valuable for individuals who are interested in this
field. The proficiency of speaking becomes one of the five skills that should be
acquired by every child in this 21century era. Mutually beneficial relationships
are a central undercurrent to accomplishment in Business this research is
aimed to investigate the teacher's strategies, problems and solutions for
teaching speaking to young learners. A case study design was used in this
study, and the data were collected through observation, interview, and written
document. The data from these three instruments were analyzed qualitatively.
This research has found several strategies promoted by the lecturer when
teaching speaking to young learners. In the classroom activities, the lecturer
used several strategies such as, role play, watching videos, jazz chant, digital
storytelling, games, and repetition. The teachers might face several barriers in

2


the classroom such as reluctant students, missing pronunciation and lack of
vocabularies; however, the teacher can overcome those barriers by using
various techniques of teaching speaking to young learners, such as
implementing media and designing the lesson using topical-based syllabus.

Keywords: Teaching strategies, Speaking skill, EYL.

3


CHAPTER 1: INTRODUCTION
1.1BACKGROUND TO THE STUDY
It is interesting news from the survey of PISA (Program for International
Students Assessment) conducted by OECD Organization for Economic Cooperation and Development). Of the 510.000 students of 15 to 16 years old
who represent 28 million kids of 65 countries of PISA members, it is
surprising that Indonesia gets the highest of the members in the field of
‘students feel happy at school' and ‘students make friends easily at school'.
PISA assesses what student ‘knows' and ‘able' in mathematics, reading, and
science. PISA assess the quality of education of a certain country based on
students of 15 to 16-year-old's skill in the three fields. Angel Gurria, OECD
Secretary-General, says that ‘more and more countries are looking beyond
their own borders for evidence of the most successful and efficient policies and
practices. Indeed, in a global economy, success is no longer measured against
national standards alone, but against the best-performing and most rapidly
improving education systems. He shows that the education system is the first
page of national development that should be recognized.
However, Indonesia student's achievement reported by PISA is not definitely
followed by their competency in mathematics, language, and science.
According to PISA, of the 65 countries, Indonesia is the lowest score before
Peru. Surprisingly, PISA reported that Shanghai-China is the highest, followed
by Singapore, Hongkong-China and China Taipei. Based on the PISA 2012 it
can be concluded that today's Indonesia education system is still far from the
targeted goals. In addition, the survey shows, first; school-based curriculum
(KTSP) by which CTL/PAKEM used an approach of teaching is successfully
conducted, proven by the fact that Indonesia's student feels happier at school

than that of many other countries. Countries with the high score in
mathematics, language and science surprisingly get a lower score in the field
of student feel happy at school, e.g. Shanghai-China places in rank order of 28,
Singapore 12, Hongkong-China 21, and China Taipei 19. Second; the position
of Indonesia vis-à-vis other countries of PISA members i.e. the lowest rank
before Peru shows that on mathematics, language and science our students do
not learn very well. CTL/PAKEM approach practically only resulted in
4


students' happiness and their easiness of making friends at school. Third;
students who get the high score in mathematics, language and science really
learn hard, strive for studying and ignore happiness and relaxed atmosphere at
the school.
Today' s curriculum of 2013 implies that English considered as local content, it
is not meant that English is as second opinion or even erased. English for the
elementary school is optional, some schools, if it is possible, can make it a
local content or they may choose others such as ICT, cultures or life skills.
When English is chosen as local content of school curriculum, teachers,
learning media and other supporting facilities should be provided.
Before children or young learners learn to speak foreign language as the first
of their output, young children listen to words, phrase or sentences as their first
input. This is the first home of foreign words they come in and play in after
their first language. Speaking i.e. pronouncing new words is the first skill of all
young learners' activities teachers should recognize.
There are some reasons why H123 (English Afterschool Center) at school is
conducted. Children who have an early start develop and maintain some
advantages in some areas of language e.g. listening comprehension mostly
benefits from this early start, pronunciation also benefits in longer term.
However, younger children learn the grammar of more slowly than older

learners, so that although starting earlier with language learning they make
slower progress. Furthermore, young learners find it easier to learn languages
than older students. Though compared to adult learners, these young learners
face obstacles that adult learners do not. They are still developing physically
and intellectually; their emotional needs may be higher; and they are less able
of take responsibility for their own learning. I agree with the fact that teaching
English to young learner is more effective than that of

5


older learner. Learning English several years earlier will increase the
total number of years to spent learning the language. In other words,
young learners seem to have greater facility for understanding and
imitating what they hear than secondary school pupils.
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Figure 2. Frame grab of “The Singing
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Figure 1. Frame grab of “Super Simple Song” website's main page.
( />1.2STATEMENT OF THE PROBLEM:
No one can deny that using English to communicate in modern life is
extremely essential for us. Living in a developing country, learning English is
becoming ever more necessary for students who are the future generations of
the country. Besides, it also offers many opportunities for students to find
stable jobs in the future. However, English speaking skill is still one of the
most difficult problems for students when they talk to foreigners. Therefore,
that is the reason why I would like to study about the techniques to improve
English speaking skills for young learners at H123 English center.
What we have to keep in mind constantly when teaching young learners is the
fact that they are a mixed class with varied abilities, motivations level,
expectations, knowledge and different learning styles. Thus, we have to vary
our approaches and offer as much opportunity as possible to make the whole
class find a little something to hold on to, expand and grow. To develop
speaking skills basically need a closer look and further discussion among the
teachers of young learner so that they will find guidelines to led students to get
6


involved and interested in learning foreign language.
Learning to communicate in a foreign language, English for instance, is a
process of very complex activities of language acquisition. For young learners,

to start learning a foreign language is like to start learning one's mother
tongue. They need some more time to listen to a foreign language in the
classroom and they should have also more chances to repeat some of the
utterances they hear. According to Slattery and Willis in their book of English
for Primary Teachers, although repetition of set phrases does not mean that
children are acquiring language, it is still very important. They argue that
repetition prepares children for meaningful communication in several ways i.e.
by helping them get used to saying English, by allowing them to practice the
intonation pattern, and by enabling them to gain confidence, especially if the
teacher gives a lot of praise. Accordingly, for teacher of H123 it is suggested to
open chances and more time for the learners to listen words, utterances, set of
phrases as a process of developing learners' speaking skill.
Teaching young learners is actually not as difficult as we imagine, they are like
sponges, they absorb everything we say and how we say it. The ability of
teachers in pronouncing every words, phrase and sentences is of vital
important, since young learners will repeat exactly what they hear. It is
believed that what young learners has been learned at an early stage is difficult
to change later on. For this reason, the teacher can apply the rules i.e. slowly
and steadily, through continual and constant revision and recycling. In
addition, it should be cared by the teachers of young learners i.e. the relaxed
and positive atmosphere of young learners' classroom, as it is a decisive factor
in achieving maximum results. There are many varied activities e.g. dialogues,
songs, poems, rhymes, choral revision, and chants that can be adopted to grow
students' speaking abilities as well as to build their pronunciation. There
should be paid more attention, when teachers of young learners applied the
above-mentioned tools into their teaching practice i.e. that learners' interaction
as a way of learning. It means, teacher should emphasize and open as much
chances as possible for the learners to practice pronouncing and speaking
English either in the classroom or out of.
To be able to use English in communication, children need to acquire

necessary vocabulary and structures. In the beginning stages of language
learning, new vocabulary should be presented orally with extensive support of
7


pictures, drawings, puppets, realia, video, and/or mime, gesture, facial
expressions or acting out. Miming driving a car and presenting a picture of a
car helps children grasp the meaning of 'drive' and 'a car' extremely quickly. So
that, it is suggested that the teacher of young learner prepares materials for
teaching young learners in the course of their pre-service teaching practice i.e.
posters with town plans, masks with animal faces, puppets, puzzles, paper
birthday cakes, birthday presents, balloons, videos that help all children learn
the names of dangerous sports for instance 'skydiving', 'rock climbing', 'rodeo
riding', 'scuba diving' with big enjoyment.
Information gap activities provide appropriate opportunities for guided
communication activities, while role plays lead children from fully to less
controlled language use and prepare them for free speaking activities. 'Talking
on the phone' or 'having tea' will intrinsically motivate children to take part in
the activities because of the element of game and fun associated with them; if
the classroom atmosphere is informal and non-competitive, the activities will
help children get ready for similar real-life contexts. Moreover, in such some
activities children don't just use words, but also all other parts of speaking a
language - tone of voice, stress, intonation, facial expressions, which
contributes to achieving fluency.
1.3 SIGNIFICANCE OF THE STUDY:
As human beings, we seek to interact with each other daily. Therefore,
speaking is an important skill that allows us to receive, understand and
evaluate information. Besides, speaking also plays a significant part in
allowing an individual to perform tasks in the business environment especially
in international circumstances. Furthermore, we cannot develop our listening

ability unless we develop our speaking skills.
1.4 OBJECTIVES OF THE STUDY:
The study is to investigate how to help young learners improving language
speaking skill, special English. In this way, I choose a survey questionnaire
and an interview as good methods to collect more data quickly. And as a future
generation of the country, I cannot believe that this issue doesn't have a good
way to solve it. Therefore, I will evaluate approximately the rate of percent
8


through the following research questions and record exactly the answer
through a short interview of another language teacher.
1.5 RESEARCH QUESTIONS
a) Why do young learners need to improve speaking skills?
b) Some methods that teacher can use to teach speaking skills for young
learners in class.
1.6 SCOPE AND LIMITATION:
I started to get the data of teaching speaking skill methods from 20 English
teachers at H123 (Afterschool English Center) during 2 months. Overview of
the report arrangement includes 5 chapters and each of them all have their
responsibility.

9


CHAPTER 2: LITERATURE REVIEW
2.1. DEFINITIONS OF KEY TERMS
Speaking is an essential tool for communicating, thinking and learning.
Oral language is a powerful learning tool. It shapes, modifies, extends
and organizes thought. Oral language is a foundation of all language

development and therefore, the foundation of all learning. It is the base
for the other language strands. Speaking is the process of transferring
knowledge of converse and how to express one idea, thought, desire
and willingness into good pattern and ordinary speech to talk or
recognize another. In addition, according to Hybel, “speaking is any
process in which people share information, ideas and feeling, it
involves all of body language mannerism and style-anything that adds
meaning to a massage”. In Oxford Advanced Dictionary the definition
of speaking is “to express or communicate opinions, feelings, ideas,
etc., by or as talking and it involves the activities in the part of the
speaker as psychological, physiological (articulator) and physical
(acoustic) stages.”
While according to another expert, Chaney, speaking is the process of
building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts. Clark and Clark (1977) state that
speaking is fundamentally an instrumental act. Speakers talk in order to
have some effects on their listeners. They assert things to change their
state of knowledge. They ask them questions to get them to provide
information. They request things to get them to do things for them.
They promise, bet, warn, and exclaim to affect them in still other ways.
The nature of the speech act should therefore play a central role in the
process of speech production. Speakers begin with the intention of
affecting their listeners in a particular way, and then select and utter a
sentence they believe will bring about just this effect. Speaking,
therefore, appears to be divided into two types of activity-planning and
execution, utterers. Speaker firstly plan what they want to say based on
how they want to change the mental state of their listeners. They then
put their plan into execution, uttering the segments, words, phrases, and
sentences that make up the plan.
In planning what to say, speakers implicitly have a problem to solve

what linguistic devices they should select to affect the listener the way
they intend. The solution to this problem is not easy.
A technique for teaching speaking is a replicable learning activity
organized by the teacher with the intended purpose of the lesson and
according to the principles of communicative-oriented teaching
method. This definition shows that a technique always corresponds to
one of the objectives of the lesson, allowing the teacher and the
learners to resolve a certain task of language instruction. An
organizational and pedagogical technology differs from the “technique”
in that it is a description of the “step by step” process to smoothly
implement the technique overcoming cognitive difficulties in learners
towards the most effective achievement of learning objectives. A
technique can be compared to the name of the Yorkshire pudding recipe
while the organizational and pedagogical technology is the description
of the “best Yorkshire pud secrets”. In the description of the
organizational and pedagogical technologies, the “secrets of Yorkshire
pudding” are just a metaphor. This comparison shows that the value of
organizational and pedagogical technologies in bringing about the full
potential of a teaching technique is really crucial. Without the
technological organization of teaching, the use of even the most wellknown and reliable teaching techniques with very spectacular
“ingredients” may be doomed to failure.
In other words, a “technique” is the name of a procedure while a
“technology” is the means to run it smoothly.
2.2. DATABASE
Concerning the method, the questionnaire was employed for this study.
According to Wikipedia ( />questionnaire is a research instrument consisting of a series of
questions (or other types of prompts) to gather information from
respondents.

Besides, questionnaires have advantages over some other types of
surveys in that they are cheap, do not require as much effort from the
questioner as verbal or telephone surveys, and often have standardized


answers that make it simple to compile data. To help me get richer
information about the research, I make a decision to choose a survey
questionnaire and an interview as an instrument for collecting data
which are the most effective ways to collect results quickly and easily.
2.3. LITERATURE REVIEW
The aim of this chapter is to review the literature relevant to the issues
under study. The literature review consists of five sections: section one
deals with introduce, section two focuses on the literature review,
section three mentions about the approaches to the teaching of
speaking, section four results and discussion, the last section is about
conclusion and recommendation.
The problems in teaching and learning English speaking
It is a commonly recognized the fact that achieving proficiency in
foreign language speaking in classroom conditions is not an easy task.
Even advanced learners often finish a language course with the
conviction that they are not sufficiently prepared for speaking beyond
the classroom.
This difficulty results basically from the character and inadequate
frequency of speaking opportunities in the classroom in comparison to
the abundance of natural varieties and genres of oral communication. In
fact, selecting the most appropriate types of spoken discourse for
classroom practice in a particular language course is a very hard
decision which, unfortunately, hardly ever reflects the natural
occurrence and distribution of communicative situations.
Other problems that are commonly observed in the language classroom

are related to individual learner personalities and attitudes to the
learning process and learning speaking in particular. They can be
shown as the inhibition which is the fear of making mistakes, losing
face, criticism or shyness. The second thing is that learners have
problems with finding ideas to speak, formulating opinions or relevant
comments. The third one is the low or uneven participation and this is
often caused by the tendency of some learners to dominate in the
group. The last one is about the mother-tongue use which is particularly


common in less disciplined or less motivated classes, learners find it
easier or more natural to express themselves in their native language.
In addition, as many teachers" observations indicate, the above
situations occur in language classrooms regardless of the level of
proficiency or the number of students in the group. Moreover, every
learner enters any learning and communicative environment with his or
her entire personality additionally shaped by their prior learning and
communicative experiences, both positive and negative. This individual
dimension is particularly noticeable among older and more advanced
learners who often have a good insight into the nature of their
individual difficulties, an accurate assessment of the skills they have
already developed and, consequently, clearly defined needs.
The fact is that English is used for communication among people in the
world. As an international language, it is necessary for us to learn it.
But we know that studying English as a foreign language is not easy.
Therefore, the students should be taught English from elementary level.
English skills are
divided into four skills. They cannot be separated each other. So, in
teaching and learning process the four skills must be taught in
integration. In the process, it is possible that many problems rise in

every skill and need the attention to give the solution for it.
Finally, the non- linguistic problems are limited reference, limited time
in practicing English, less frequency in studying English, never have
partner in practicing English, never have chance to speak English with
native speaker, simply shame and there is no habit in practicing
English. In coping with the problems there are no significant different
ways, these are asking to friend or teacher, opening the dictionary,
practicing with partners, reviewing the lesson at home, and trying to
always be active in speaking activities


CHAPTER 3: METHODOLOGY
3.1 METHODOLOGY
This study is designed as qualitative research which is to show the
measure method to teach English speaking skill for young learners..
Firstly, I will make a survey questionnaire with twenty teachers who
teach at H123- Afterschool English Center including ten students in the
Teaching English major at Thu Dau Mot University, I will organize
four questions for taking opinions from other teachers who are
randomly selected around the center. Especially, the interview consists
of the four following questions:
• Is English important for us nowadays? Why?
• What do you usually use YouTube for?
• What kinds of games do you organize for students to improve

their speaking skills?
• For you, what are the benefits of using activities in enhancing
English speaking skills?

3.2 DATA ANALYSIS PROCEDURE

The results of the study are presented in tables, and explanations are
provided appropriately. Together with the data from the questionnaires,
the students' opinions through the interview are presented.


CHAPTER 4: RESULTS AND DISCUSSION
4.1. RESULTS OF THE RESEARCH
4.1.1. Findings
Table 1: Why do we use YouTube to enhance English listening skills?
Question 1: I would like to know the reason why do you choose YouTube
to enhance English listening skills for young learners.
Read the sentences and tick () a sentence when you:
[Notes: SD: Strongly Disagree; D: Disagree; N: Neutral; A: Agree; SA:
Strongly Agree]
Items

1. Providing a lot of
information in easy-tounderstand ways.
2. Having a variety of
materials can promote
learning.
3. Pausing and rewinding
YouTube English videos
whenever we need to.
4. There are many different
levels to practice.
5. There are a Jot of
foreign channels that can
help
the

students
pronounce

SD

D

N

A

SA

%

%

%

%

%

0
0%

0
0%

10%

0

0

0

0%

0%

0
0%

5

25

20
40%

50%

10

40

0%

20%

80%

0
0%

0
0%

0
0%

0
0%

0
0%

0

0%

20
40%

60%

0
0%

0
0%

0
0%

0
0%

50
100%

50
100%

30

vocabulary correctly.

❖ Result:
Generally, the majority of teachers at H123 center express positive attitudes
towards using YouTube to enhance English listening skills with higher
percentages of agreement (A) and strong agreement (SA).
According to Table 1, the responses show that most teachers rank the
reasons for using YouTube in enhancing English listening skills.
Specifically, 100% of the participants strongly agree that YouTube is the
best place that has a lot of foreign channels that can help the young students
pronounce vocabulary correctly and the teachers can pause and rewind
YouTube English videos whenever they need to. 80% is the highest
proportion of participants expressing their agreement or strong agreement

on the variety of materials on YouTube that can promote learning. 60%


consider YouTube as the best tool that there are many different levels for
the students to practice while 50% providing a lot of information in easy-tounderstand ways. Between 40% and 20% are the percentages of the rest of
the reasons why we use YouTube to enhance English listening skills.
Noticeably, 10% of the teachers answer that they did not know exactly
YouTube can provide a lot of information in easy-to-understand ways.


Table 2: Some channels that the teacher show on YouTube to enhance
young learners English listening skills.
Question 2: I would like to know the measure of using some popular
channels that you can search on YouTube to enhance English listening
skills. Read the sentences and tick ( ) a sentence when you:
1) N: Never
2) R: Rarely
3) S: Sometimes
4) O: Often
5) U: Usually
Items
1. Pink Fong

2. Super Simple Song

4. Dream English Kids
Songs
5. The Singing Walrus

1

2

3

4

5

0

0

T
i-'

35

13

0%

0%

4%

70%

26%

0

0

0

Ổ

44

0%

0%

0%

12%

88%

0

0

20

12

18

0%

0%

40%

24%

36%

0

4

36

8

■1
JL-

0%

8%

72%

16%

4%

0

0

0

10

40

0%

0%

0%

20%

80%

❖ Result:
Generally, the table shows that there is a big difference in the measure of
using YouTube for several channels, namely Pink Fong, Super Simple
Song, Cocomelon, Dream English Kids Songs, The Singing Walrus.
According to Table 2, 88% is the highest proportion of participants
watching “Super Simple Song” channels on YouTube. A massive 80% of
the participants express that they usually watch “The Singing
Walrus” channel on YouTube. Similarly, the rate of participants who
sometimes watch “Dream English Kids Songs” is 72% and the rate of

participants who often watch “Pink Fong” is 70%. Besides, 40% is the rate


of participants that they sometimes watch “Cocomelon” while 36% is the
rate of participants that they usually watch “Cocomelon” on YouTube. In
the same way, 26% of the participants consider that they usually watch
“Pink Fong” channels and 24% is the rate of the participants that they often
use “Cocomelon”. Also, the measure of the participants who often watch
“The Singing Walrus” channel is 20% while the rate of the participants who
use “Dream English Kids Songs” is just under 20% (approximately 16%).
The minority of the participants who often watch “Super Simple Song” is
12%. Significantly, 8% is the rate of the participants who watch “Dream
English Kids Songs” rarely. Moreover, a modest 4% of the participants who
sometimes watch Pink Fong and usually watch “Dream English Kids
Songs” channels.
4.1.2. Results
Is English important for us nowadays? Why?
• I would say that English is really important for us nowadays because
people who can speak English well will practically have more job
opportunities. In the foreign companies, businesses need employees who
can communicate fluently with English-speaking partners and clients.
Especially, in the United States or other English-speaking countries, people
who cannot speak English are at a real economic disadvantage.
• In my opinion, English is very essential for us in modern life because
English is the main language of science and technology. English speakers
will have more opportunities to work with others in these fields and to share
ideas or innovations effectively.
• Yes, it is. For me, being able to speak English makes it easier to travel
because English is spoken as a first or second language in so many different
countries around the world. Besides, it is always easy to communicate with

English speakers as well as solve some difficult problems when traveling.
What do you usually use YouTube for?
• Actually, I use YouTube for entertainment and educational purposes. If
I feel stress, I will watch some interesting videos on YouTube such as game
shows, short films, etc.
• I usually use YouTube for entertainment and educational purposes


because it has a lot of different channels that can provide me more
interesting information or meaningful lesson.
• I often search for some useful videos on YouTube to learn English
because it is very important for me to have a good job with a high salary in
the future.
What kinds of games do you organize for students to improve their
speaking skills?
Technique is a procedure used to accomplish a specific activity or task.
There are some techniques to teach speaking according to Nunan.
Information gap
Information gap is a useful activity in which one person has information
that the other lacks. They must use the target language to share that
information. For instance, one student has the direction to a party and must
give the information to a classmate.
Jigsaw activities
Jigsaw activities are bidirectional or multidirectional information gap. Each
person in a pair or group has some information the other person needs. For
example, one student could have a timetable for train travel in Canada.
Another could have a map of Canada. Without showing each other the
visual information, they must speak English to plan a week trip.
Role plays
Role plays are also excellent activities for speaking in the relatively safe

environment of the classroom. In a role play, students are given particular
roles in the target language. For example, one student plays the role of a
police officer trying to help the tourist file a report. Role plays give learners
practice speaking the target language before they must do so in a real
environment.
Simulations
Simulations are more elaborate than role plays. In a simulation, properties
and documents provide a somewhat realistic environment for language
practice. For instance, in a language lesson about the grocery store, a
teacher might bring in “product" for the students to buy (a box of crackers,


coffee, a jar of jam) and even play money for making their purchases. A
checkout counter would be set up for the students to practice transactional
speaking with the cashier.
Contact assignments
Contact assignments involve sending students out of the classroom with a
stated purpose to talk to people in the target language. For example, at a
grocery store, they would have to ask how soon a shipment of fresh fruit
would be delivered.
Teachers can also use contact assignments in foreign language contexts if
there are tourists, exchange students, or international business persons for
your students to talk to in the target language. In a train station or at ferry
terminal, for example, students can interview tourists. Afterwards the
students compile the results of the class survey and report what they
learned. In designing a contact assignment, be sure the required information
cannot be gotten by reading available written information. The point is to
get the students to speak with people using the target language.
There are some principles proposed by Brown (2000) for designing
speaking techniques. Those are as follow:

- Use techniques that cover the spectrum of learners" needs, from
language-based focus on accuracy to message-based focus on interaction,
meaning, and fluency: Make sure that our tasks include techniques designed
to help students to perceive and use the building blocks of language. Do not
bore your students to death with lifeless, repetitious drills.
- Provide intrinsically motivating techniques: Help the students to see
how the activity will benefit them. Often students do not know why we ask
them to do certain things; it usually pays to tell them.
- Encourage the use of authentic language in meaningful contexts: It
takes energy and creativity to devise authentic contexts and meaningful
interaction, but with the help of a storehouse of teacher resource material, it
can be done.
- Provide appropriate feedback and correction: It is important to take