SKKN some ways to improve speaking skills of grade 10 students at nguyen huu canh high school

SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI

Trường THPT Nguyễn Hữu Cảnh

Mã số: ................................

SOME WAYS TO IMPROVE SPEAKING SKILLS
OF GRADE 10 STUDENTS
AT NGUYEN HUU CANH HIGH SCHOOL

Người thực hiện: Nguyễn Thị Xuân Mai
Lĩnh vực nghiên cứu:
- Quản lý giáo dục



- Phương pháp giáo dục



- Phương pháp dạy học Tiếng Anh ☒
- Lĩnh vực khác 
Có đính kèm:
 Mơ hình  Đĩa CD (DVD)

 Phim ảnh

 Hiện vật khác

2019
- 2020

SỞ GIÁONăm
DỤChọc:
ĐÀO
TẠO
ĐỒNG NAI


2

SỞ GIÁO DỤC ĐÀO TẠO ĐỒNG NAI
Trường THPT Nguyễn Hữu Cảnh

SOME WAYS TO IMPROVE SPEAKING SKILLS
OF GRADE 10 STUDENTS
AT NGUYEN HUU CANH HIGH SCHOOL

Người thực hiện: Nguyễn Thị Xuân Mai
Lĩnh vực nghiên cứu:
- Quản lý giáo dục



- Phương pháp giáo dục



- Phương pháp dạy học Tiếng Anh ☒
- Lĩnh vực khác 

Năm học: 2019 - 2020

3
TABLE OF CONTENT
Number
1.
Introduction
2.

Content

Literature review

Page
5
5

Definition of speaking
The importance of speaking skill
3.

Methodology

7

Research context
Participants
Research instruments
4.

Some problems grade 10 students have before making the

8

research
5.

Some ways to improve speaking skills of grade 10 students at 9
Nguyen Huu Canh high school

6.

Implementation

13

7

Some illustrations of the ways to help students improve their 15
speaking skills

8.

Findings and discussion

17

9.

Evaluation of the the research

19

10.

Conclusion

20

References

21

Appendices

23


4

THÔNG TIN CHUNG VỀ SÁNG KIẾN
1. Tên sáng kiến: Some ways to improve speaking skills of grade 10 students at
Nguyen Huu Canh high school
2. Lĩnh vực áp dụng sáng kiến: phương pháp giảng dạy bộ môn
3. Tác giả:
- Họ và tên: Nguyễn Thị Xuân Mai

Nam (nữ): Nữ

- Trình độ chuyên môn: thạc sĩ giảng dạy

- Chức vụ, đơn vị công tác: giáo viên trường THPT Nguyễn Hữu Cảnh
- Điện thoại: 0918806338

Email:

Tỷ lệ đóng góp tạo ra sáng kiến (%): 100%


5
SOME WAYS TO IMPROVE SPEAKING SKILLS OF GRADE 10
STUDENTS AT NGUYEN HUU CANH HIGH SCHOOL
1. Introduction
In the world of integration, English fluency plays an integral part of
communication as well as any other aspects of life. Speaking English well
may help one feel more confident. Confidence is the key to every success.
Therefore, teaching and learning English should be combined effectively so
that students can get active roles in learning process. The more confident they
get, the better they can communicate.
The goal of teaching speaking is to improve students’ communication
skills in order that they can express themselves and learn how to use the
language. Nowadays, many teachers agree that students should learn to speak
English by interacting with others. Therefore, English teachers should be
creative in developing their teaching process to create good atmosphere where
students have real-life communication. By using this method, teachers help
students have the opportunity of communicating with each other in the target
language. Moreover, teachers should apply appropriate methods and
techniques of teaching speaking to make the English lessons more exciting for
students to develop their speaking skills.
2. Literature review
Definition of Speaking

Speaking is considered to be one of the four skills that give speakers
the ability to communicate effectively. Speaking skills allow the speaker to
express his ideas in a passionate and convincing manner. In addition,
speaking skills help to make sure that one will not be misunderstood by those
that are listening.
In the opinion of Everson (2009), speaking is the crucial skill of
language in the sense that it enables individuals to communicate through the
use of verbal codes or words that are understood by both sender and the


6
recipient. Cohen (1996) stated that speech contains its own skills, structures,
and conventions different from written language. Learning to speak English
through interaction with each other is not an easy task because it is Shumin’s
(2002) contention that students require much more than knowing grammatical
and semantic rules. Through interaction, especially in speaking activities,
students get chances to develop their own communication and express what
they gain rather than learning the structures of a language. Furthermore, in
Nunan’s (2011) view, speaking consists of producing systematic verbal
utterances to convey meaning. Also, according to Kaikala (2012) speaking is
both a factor of language learning and teaching achievement and an important
skill in human interaction. In short, there are many of different concepts of
speaking, i.e. speaking as an action, a process and a skill. As English is
universally used as a means of communication, English speaking skills should
be developed along with the other skills in order that these integrated skills
will enhance communication competence.
The importance of speaking skill
It is universally accepted that language is a tool for communication.
When we communicate with others, we want to express our ideas, and to
know others’ ideas as well. Although the four language skills of listening,

speaking, reading and writing are all well connected, Zaremba (2006) claims
that speaking seems to be the most important skill required for
communication of all the four macro English skills. Speaking is “the process
of building and sharing meaning through the use of verbal and non-verbal
symbols, in a variety of contexts” (Chaney & Burk, 1998, p. 13). According
to Brown (1994); Burns & Joyce (1997), speaking is an interactive process of
constructing meaning that involves producing and receiving and processing
information. Its form and meaning are relying on the context where it
happens, including the participants themselves, their combined experiences,
the physical environment, and the purposes for speaking. In the opinion of


7
Cohen (1996) speaking contains its own skills, structures, and conventions
different from written language. Also, Kaikala (2012) noted that speaking is
both a factor of language learning and teaching achievement and an important
skill in human interaction. On the whole, proficiency in speaking skills
provides learners with many benefits such as becoming a successful, effective
communicator. We are living in a global community in which languages and
cultures mix together. Therefore, it is very useful for those that are good at
speaking skills to express themselves.
3. Methodology:
Research context
Nguyen Huu Canh high school is the place where I conducted and
collected all the data of the research. This school is located in Bien Hoa city.
Most of the students come from working - class families; therefore, they
rarely have chances to study English at Foreign Language Centres or extra
classes. They only study English at school.
Participants
The subjects involved in the research include 40 grade 10 students aged

from 15 to 16 from Nguyen Huu Canh high school. The class chosen for my
investigation is 10A1. They are my students, so it was convenient for me to
ask them to complete the questionnaires in class.
Research instruments
At the beginning of the school year, in every speaking lesson the
classroom atmosphere tended to be deadly dull. Most of my students were so
afraid of taking turns speaking English that they did not look at me. I tried my
best; however they seemed not to cooperate with me. I wondered how I made
my students get involved in my English speaking lessons.
In this school year students were asked to do three speaking tests. The
first test was after Unit 1 to test students on speaking skills. The second test
was in the final first term test (there were 4 parts and speaking skills


8
accounted for 20% of the total) to check whether my students made progress.
The third speaking test was in the middle of the second term in order to come
to the conclusion on how much my students made progress.
After students did the first speaking test I realized their speaking skills
were not good enough. Therefore, my students were asked to complete the
first questionnaire. The aims of this questionnaire were to understand the
problems students had in learning speaking skills. After that, I conducted this
research to find some ways to help my students improve their speaking skills.
Another questionnaire was given to students after I finished my research to
find out more about the results of my application for improving students’
speaking skills and how successful I was. The time between two
questionnaires was six months.
Furthermore, when I was teaching, I often made observations about
students’ attitudes in class. From that I could adjust my ways of teaching to
help them develop their necessary skills more.

4. Some problems grade 10 students have before making the research
By observing students while teaching and analyzing the first
questionnaire, I realize that my students have some of the following problems:
- The factors make them reluctant to speak English in class:
+ Fear of mistakes and derision
+ Low proficiency in English
+ Not being accustomed to speaking in class
+ Teacher’s uneven allocation of turns
+ Teacher’s intolerance of silence
- The factors that prevent their speaking English process:
+ Being unable to find words and structures
+ Being unable to find ideas


9
5. Some ways to improve speaking skills of grade 10 students at Nguyen
Huu Canh high school
From these problems above and the results of question 5 in the first
questionnaire I always did my best to find some ways so that I can help my
students improve their speaking skills.
No one can deny the fact that most of the foreign language learners try
to learn English because it serves the purpose of international communication.
Obviously, perfect communication is not possible for anyone without using a
language. As speaking skills play a dominant role in communication, there are
some key principles that are important for developing speaking skills.
Providing good input
Input is something that students receive from teachers. Input is what
students hear, see and perceive when teachers teach. Teachers should provide
good input to prepare students with their storage of language information.
Teachers can create an environment where there are many sources of input.

These sources may include materials from tapes, videos, English TV
programs, other English speakers and teachers can also be the rich sources of
input. In addition, good input requires elements of quality. Among good
input, comprehensible input is very necessary. It is teachers’ input that
students can understand with great ease owing to its high quality as well as
relevance. Comprehensible input helps students acquire language naturally
rather than learn it consciously (Krashen, 1985), so teachers should be
sensitive and skillful in selecting input materials for students and input
materials should be suitable for students’ developmental process.
Creating interactive process
After providing good input, teachers should provide interactive process
for students to communicate and control their production. In interactive
process students are motivated as teachers create an atmosphere of attention
and participation; therefore, lessons that help students enrich their vocabulary


10
and use their knowledge in situations resembling real life become more
interesting. The teachers’ role is not limited as a controller, instead we should
communicate with them. In teacher-student communication, the two-way
interaction such as teacher-student and student-student is set up in which
students regulate their speech to achieve the end, e.g communication itself.
Apart from being communicator, teachers should also select supportive and
motivating styles in order that learners can develop different language and
communication skills as well as the ability to search for information.
Tolerance of silence
There are different kinds of levels of students in class; therefore, in
speaking class, there is, usually silence. For silence, there are two
interpretations. One is the long silence; the other is the short silence. The long
silence often refers to the beginners or slow, weak students. It takes long time

for them to output their speech. According to Baurain (2011) silence means a
multifaceted, often determined border between thoughts and speech or
between thoughts and words. Silence might reflect that thoughts cannot be
spoken, or truths seem to be inexpressible. Sometimes, students are eager to
speak but they do not know how to speak it. However, some teachers cannot
tolerate this silence. The speedy expectation of teachers may kill students’
enthusiasm and confidence. The short silence usually occurs between or
within activities in the classroom. Some teachers do not like this silence and
try to fill in the time by talking too much. This talking may affect negatively
both input and interaction. Teachers should be tolerant of silence. Reda
(2012) suggested that teachers should encourage students to engage more in
speaking class by considering what they like and what they need in order to
prepare interesting material. In most situations, teachers are expected to create
comfortable atmosphere.


11
Learning by doing
Learning by doing encourages students to experience the language,
which is a process of acquisition leading to high level of proficiency. High
level of proficiency requires much practice. Much practice can boost students’
confidence in their own English language abilities. Teachers should
encourage students to speak, to practise, and to use English to communicate in
class and also out of class as much as possible. The more they practise, the
more progress they make. Obviously, learning by doing can also increase
motivation of students as well as desire to learn. More importantly, students
can develop their practical language skills which can be applied in their daily
lives.
From controlled to automatic
There are two ways to improve students’ oral production. One is to

practise speaking based on structure. This way focuses on mastery of
grammatical structures rather than on mastery of vocabulary. It can make
students have a sense of control over the language and they can communicate;
however, it is more suitable for low- level students. The other kind of activity
that promotes speaking is topic or function based. This way helps students
have more opportunities to express their thoughts, ideas, or even arguments.
Whether teachers adopt structure focused or function or topic focused
activities depends on students’ level.
There are two kinds of speaking activities. One is factual information
exchange; the other is personal idea exchange. By factual information
exchange, students can exchange information based on facts, do not have to
express their own opinion. They just need to share information or complete
the missing information. Such activity is called information-gap exchange.
This activity can keep students talking as they have information to say. The
other activity expressing their own ideas can be productive or non-productive.
If students are interested in the topic or have a lot of things to say, they can


12
fill the classroom with their talking voices, but the topic is not what they feel
interested in or what they do not have a lot to say, silence will occur.
Therefore, teachers should design activities having a sense of control
for students and also prepare them for further speaking development in order
that they can move from controlled activities to automatic production in
speaking.
Dealing with students’ errors
In speaking class, most of the students surely make mistakes in their
speaking practice. How teachers deal with students’ mistakes and errors is
very important to individual learner. If teachers correct theirs too much or too
frequently, we may kill students’ enthusiasm or willingness to continue

speaking or even destroy the flow of the class. If we do not correct at all,
some of the mistakes can become unchanging. Therefore, we should know the
nature of what kinds of mistakes of students so that we can deal with their
mistakes or errors scientifically. Deep understanding or error analysis can
help teachers operate and manage speaking periods better.
From the start of every activity, teachers should be clear of the aims
and make sure that students can be aware of what teachers expect from them.
The first port of call when correcting should be students themselves. Students
can usually correct themselves as they realize they have made a mistake.
Teachers should give students a chance and time so that they can correct
themselves. Just by raising eyebrows or repeating the mistake, teachers can
help students know what we mean and go back to correct error themselves.
Students can also correct one another. Peer correction creates a positive class
atmosphere because students realize teachers are not the only source of error
correction and they can also learn a lot from one another. In addition, teachers
can get students to work in groups and have them correct each others.
Although it is possible, there are some problems with this way and teachers


13
need to make sure of class as well as monitor them closely while it is
happening.
These principles can be applied in teaching speaking flexibly. The most
important thing is that teachers can help students practise speaking as much as
possible.
6. Implementation
I have been teaching English for 21 years. My school is in Bien Hoa
city. Most of students come from working - class families, so they rarely have
conditions to study English at Foreign Language Centres or extra classes.
They only study English at school. Among four skills, my students are often

afraid of speaking skills. To make my speaking periods successful I have tried
many ways. As I want to help my students follow my lesson easily, I give
them input which refers to what information they must have in the lesson so
that they may reach the objective and how they get this information. My
instructions should be brief, easy to understand and clear so that all students
know what they have to do. These help attract students’ commitment to the
lesson and avoid confusion.
After all my students understand what to do, I reduce my speaking time
in class while increasing student speaking time. I observe my students while
they are practising. At that time I circulate around classroom to ensure that
my students are on right track and see whether they need my help while they
are working in pairs or groups. By this way I want my students have more
time to practise speaking and I can find ways to help slow or weak students.
One of the problems that often prevent speaking English process of
students is shortage of vocabulary. Most of the students do not spend time
learning vocabulary, so their vocabulary is very limited. When speaking they
often get stuck or cannot finish the sentences they want to speak. One simple
way is that before teaching speaking I often give students vocabulary that are
relating to the topic. Another way is that in pre-speaking stage I use “mind


14
map” to give students the topic so that they can work in groups to find out as
many words relating to topic as possible. By this way I want to help my
students enrich their vocabulary and they can memorize new words more
easily.
Some of my students feel very shy to speak because they do not acquire
the target language. They do not even interact with other students or keep
silent when they are asked to speak English all the time. Therefore I try to
create a comfortable atmosphere in the classroom where students are not

afraid of speaking and enjoy communicating with me. I try to let them feel
relaxed and comfortable in English periods. There is a close relationship
between my students and me as we are enthusiastic about learning and
respectful of one another. Both strong and weak students are most motivated
to learn when they feel comfortable and relaxed.

According

to

Nunan

(2011) teachers should pay attention to many problems in classroom. I
provide maximum opportunities for students to speak English by providing a
rich environment containing collaborative work, materials and tasks that are
suitable for my students’ levels. I try to involve each student in every
speaking activity by varying speaking activities. Some activities that can be
done to promote speaking are: discussions, role play, simulations, interviews,
story completion, brainstorming, pair work, group work, etc.
Most of students are often worried about making mistakes. This makes
them feel unconfident when speaking English, especially some weak students.
The teachers should not correct very often the students’ mistakes while they
are speaking (Kayi, 2006). When my students are speaking I don’t interrupt
them to correct their mistakes, I take notes in my paper. After my students
finish speaking I correct mistakes for all class without mentioning whose
mistakes. By this way every student doesn’t worry about their mistakes, they
can improve themselves from other mistakes.


15

Besides, while teaching I often ask eliciting questions such as “What do
you mean?” “How did you reach that conclusion?” to prompt students to
speak more. Also, I often provide helpful feedback like “your presentation
was really great. It was a good job”. By this way, I can encourage my students
to speak more.
7. Some illustrations of the ways to help students improve their speaking
skills
In this part, two illustrations are given to make everything more clearly.
In Unit 3: People’s background - Lesson B: Speaking
1. Activity 1: “Word square”
Find 9 words about Marie Curie
H

B

R

I

L

L

I

A

N

T

U

A

H

N

B

W

L

M

H

V

M

M

A

T

U

R

E

B

S

R

A

C

R

E

C

D

K

I

E

C

N

H

D

L

Y

W

A

T

D

U

E

E

D

L

R

A

D

I

U

M

E

M

S

I

G

B

T

O

W

P

O

I

Z

G

V

W

C

U

O

F

R

S

M

E

U

S

R

S

T

R

S

T

T

N

O

B

E

L

V

A

W

B

A

T

O

M

I

C

B

C

Expected answers: humane, brilliant, chemist, mature, intelligent, nobel,
atomic, ambitious, radium,
In this activity, I would like to give students some words relating to
Marie Curie that they have already learnt in lesson A: Reading. By this way I
want to prepare some information about Marie Curie for students. The better


16
input I provide for students, the better they can talk about Marie Curie’s

background in activity 2.
In Unit 10: Conservation - Lesson B: Speaking
1. Activity 1: Look at the pictures and tell the differences between a
traditional zoo and a new kind of zoo.

A traditional zoo

A new kind of zoo

In this activity, I would like my students to understand little by little
how a traditional zoo and new kind of zoo are different by describing two
pictures. If my students get stuck I can help them by asking some questions
such as:
+ In traditional zoo where is the tiger kept?
+ In new kind of zoo is the tiger kept in a cage?
.........
Expected answers:
- In traditional zoo, animals are kept in cages. They can have better food,
their health is looked after but they have no freedom, ..........
- In the zoo of the new kind, animals can live in their natural environment.
They aren’t kept in cages but they can die of hunger or disease, .......


17
By providing my students with good input, I can help my students
prepare more carefully so that in Activity 2 they can discuss the questions
about the features of the zoo of the new kind. At the end of the lesson in
Activity 3 students can share their ideas about which kind of zoo they choose
for animals and explain why they choose it.
In every lesson, I always encourage my students to make progress. I

often give them my compliments such as: “you’re really working hard today”,
“you are very good at that”, “not bad”, “I knew you could do it”, “keep
working on it. You’re improving”, “that’s not half bad”, “you outdid yourself
today”, etc. By doing so I can help my students feel relaxed in speaking
periods and they are not afraid of making mistakes.
8. Findings and discussions
The analysis was analyzed to get information about the problems
students have in learning speaking skills and then I can find the ways to help
them improve speaking skills.
As can be seen in Appendix C - Questionnaire results (page 26) the
number of students that speak English in English class time is rather small.
The reason for that is most of the students feel reluctant to speak English in
class. Moreover, in this questionnaire results it can be found that there are
many factors making students reluctant to speaking English such as not being
accustomed to speaking English in class (90 %), fearing of mistakes and
derision (80 %), their low proficiency in English (72,5 %), and teacher’s
uneven allocation of turns (67,5 %). In addition, being unable to find words
and structures (92,5 %) and being unable to find ideas (87,5 %) often prevent
students’ speaking English process. Even more importantly, thanks to this
questionnaire I could find what my students want me to do in speaking period
to help them speaking English more. Most surprisingly, all of them want me
to give simple and clear instructions (100 %). Furthermore, they’d like me to
give them various materials (95 %), create interactive process (92,5 %), pick


18
topics and activities that they find interesting and useful (90 %). Another
things that students want me to do are varying speaking activities, organizing
friendly competitions, taking advantages of power point presentation, creating
opportunities for discussions and debates, arranging the classroom so that

students can sit in rows facing each and showing tolerance for silence
(85 %, 77,5 %, 72,5%, 70 %, 67,5%, and 60 % respectively)
After getting the above results I can find out some factors that limit my
students’ speaking skills. I try to find ways to help my students improve their
speaking skills. These efforts of both teachers and students can be evaluated
after six months. As can be seen in Appendix D - Questionnaire results (page
28) most of the students realize how important speaking skills are. Moreover,
all of them (100 %) feel confident when they are good at speaking skills.
Being good at speaking skills can help them many things such as being
friendly to others (97,5 %), listening with attention (85 %), speaking less and
effective (80 %), respecting opinions of others (75 %), and improving the
presence of mind and memory enhancement (72,5 %).
That my students become aware of the need for improving their
speaking skills outside classroom is significantly better. All of them (100 %)
try free online learning activities. 90 percent of them enjoy songs and films.
Besides, they carry out many things in order of show an improvement in
speaking skills such as meeting English speakers (85 %), reading English
books aloud (80 %), and playing games (67,5 %). All these results show that
students are motivated to learn speaking skills than ever before.
And now have a look at Appendix E - Test results (page 29) it can be
clearly seen that a number of students getting below average marks dropped
dramatically from 22,5 % in the first test to 7,5 % in the second test and this
number continued going down to 2,5 % in the third test. This showed all
students made good progress. Moreover, the percentage of above average
marks increased significantly. The first test reached the number of 77,5 % (60


19
% + 17,5 %) meanwhile this number of second one was 92,5 % (55 % + 37,5
%) and the third test got the highest percentage (97,5 %).

From the two Questionnaire results and the test results I eventually
came to the conclusion that my efforts were appreciated as all of my students
make progress more and more.
9. Evaluation of the research
The novelty of the research
The aims of my research are to help my grade 10 students improve their
speaking skills. I try to create more interactive process in my speaking periods
so that my students have more chances to speaking English. This means that I
decrease teacher-talking time and increase student-talking time. Every student
becomes more active and more confident in every speaking lesson. They are
not under any pressure; therefore, they like learning speaking skills more and
more.
The effectiveness of applications
My research has many effective applications. The analyses of two
questionnaires and test results show that I am successful in helping my
students improve their speaking skills. More importantly, my students are
motivated to improve their speaking skills outside classroom.
The applicability of the research
My research is easy to apply in every high school. Teachers should take time
to prepare lessons carefully. Teachers should design materials based on
textbook that are suitable for a variety of levels in their class. Good materials
are one of good inputs that encourage students get involved in lessons. I am
very willing to share my ideas with any teacher that teaches grade 10 students
and have the same consideration. Moreover, good sources such as tapes,
videos, internet have become an indispensable part of every my teaching
period. Good preparations and good sources make students learn speaking
skills more easily.


20

10. Conclusion
Speaking skills are very important and necessary for students. The
ability to communicate in English clearly and fluently contributes to the
success of students in school and success later in their future life. Therefore, it
is essential that teachers pay more attention to teaching speaking.
After I have finished conducting this research I realize that making an
English speaking lesson effective is not easy. Teachers should take time to
find the ways that are suitable for their students. This motivates students to
learn more enthusiastically. The more teachers try, the more effectively
students learn.
I commit not to copy or infringe copyright.

Bien Hoa city, June 15th 2020
HỘI ĐỒNG CÔNG NHẬN SÁNG
KIẾN TẠI CƠ QUAN, ĐƠN VỊ
NƠI TÁC GIẢ CƠNG TÁC

(Xác nhận: cơng nhận hoặc khơng
cơng nhận sáng kiến)
(Ký tên, đóng dấu)

Composer

Nguyễn Thị Xuân Mai


21
REFERENCES
Brown, H. D. (1994). Teaching by Principles: An Interactive Approach to
Language Pedagogy. Englewood Cliffs, NJ: Prentice Hall Regents.

Burns, A., & Joyce, H. (1997). Focus on Speaking. Sydney: National Centre
for English Language Teaching and Research.
Chaney, A. L., & Burk, T.L. (1998). Teaching Oral Communication in
Grades K-8. Boston: Allyn&Bacon.
Cohen, A. (1996). Developing the ability to perform speech acts. Studies in
Second Language Acquisition, 18(2), 253-267.
Everson, H. T. (2009). The importance of knowing what you know: A
knowledge monitoring framework for studying metacognition in
education.
Kaikala. (2012). Why Speaking English has been undervalued. Retrieved May
13th, 2013, from Let’s Learn English. Just Do It:
learn-english
Kayi, H. (2006, Nov). Teaching Speaking: Activities to Promote Speaking in
a Second Language. Retrieved Aprl 22nd, 2013, from The Internet
TESL Journal: />TeachingSpeaking.html
Krashen, S.D. (1985). The Input Hypothesis: Issues and Implications. New
York: Longman.
Nunan, D. (2011). Practical English Language Teaching. NY: McGraw-Hill.
Principles for teaching speaking. Retrieved December 20, 2014, from
/>part3/unit-08-3.asp
Shumin, Kang (2002). Factors to consider: Developing adult EFL students’
speaking abilities. In J.C. Richards and W.A. Renandya (Eds),
Methodology in Language Teaching: An Anthology of Current
Practices (pp 204-211). Cambridge: Cambridge University Press.


22
Zaremba, A. J. (2006). Speaking professionally. Canada: Thompson South –
Western

23
APPENDICES
APPENDIX A – QUESTIONNAIRE
(given before the research was conducted)
Dear students,
This questionnaire is to collect information about some problems grade 10
students often encounter when studying speaking skills. This is NOT a test.
Please kindly answer the following questions. For each question, please cross
the answer corresponding to your response. Your information will be kept
confidential.
1. How often do you speak English in English class time?
 a. always

 b. usually

 c. sometimes

 d. rarely

 e. never except when asked by teacher

2. Do you feel reluctant to speak English in class?
 a. Yes, always

 b. Yes, often

 d. No, I like speaking very much

 c. Yes, sometimes

 e. No, I speak willingly

3. Which of the following factors make you reluctant to speak English in
class? (you can choose more than one answer)
 a. Fear of mistakes and derision
 b. Your low proficiency in English
 c. Not being accustomed to speaking English in class
 d. Teacher’s uneven allocation of turns
 e. Teacher’s boring teaching
 f. Teacher’s intolerance of silence
4. Which do you think often prevents your speaking English process?
(you can choose more than one answer)
 a. Being unable to find words and structures
 b. Being unable to find ideas
 c. Teacher’s interruption or anger
 d. Too much teacher’s talking time


24
5. What do you want your teacher to do in speaking period?
(you can choose more than one answer)
 a. Giving simple and clear instructions
 b. Giving diversity of materials
 c. Creating interactive process
 d. Showing tolerance for silence
 e. Arranging the classroom so that students can sit in rows facing each
other
 f. Picking topics and activities that students find interesting and useful
 g. Organizing friendly competitions
 h. Varying speaking activities

 i. Creating opportunities for discussions and debates.
 j. Taking advantages of power point presentation
 k. others (please specify) _______

Thank you very much for your cooperation


25
APPENDICES
APPENDIX B – QUESTIONNAIRE
(given after the research was conducted)
Dear students,
This questionnaire is to collect information about the usefulness of speaking
skills to students and the things students do to improve speaking skills outside
classroom. This is NOT a test. Please kindly answer the following questions.
For each question, please cross the answer corresponding to your response.
Your information will be kept confidential.
1. How are speaking skills important to you?
 a. very

 b. normal

 c. not at all

2. Being good at speaking skills can help you __________.
(you can choose more than one answer)
 a. be confident
 b. respect opinions of others
 c. listen with attention
 d. speak less and effective

 e. be friendly to others
 f. improve the presence of mind and memory enhancement
3. What should you do to improve your speaking skills outside classroom?
(you can choose more than one answer)
 a. meeting English speakers
 b. reading English books aloud
 c. trying free online learning activities
 d. enjoying songs and films
 e. playing games

Thank you very much for your cooperation