0 evaluation - final

USING COMMUNICATIVE LANNGUAGE TEACHING (CLT) TO
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IMPROVE STUDENTS’ SPEAKING SKILL.
INTRODUCTION:
As stated by Khamkhien (2010) people are using English in all aspects of
life. These sections and fields include from science, technology to society,
politics. Analogously, Richard (2002) asserted that English is used as official
language in international communication. There is no uncertainty, therefore, that
English is becoming more and more prominent as a language of worldwide
communication.
It is obvious that, for that reason, mastering English, especially both
speaking and writing skills, are essential requirement for people to pursue
because English can bring back for users valuable benefits. Specifically, it is easy
for proficient and fluent English users to get a scholarship when they prove their
abilities to apply English in different disciplines at university as well as areas of
life. Similarly, most foreign and multinational companies all take into account
English speaking skill as foremost demand in Vietnam. There is a true that,
therefore, English is the gold key for anyone who can utilize and take advantage
of it in their normal life.
This paper, hence, discuss the topic how to help English learners to
overcome the speaking English obstacle as well as improve the confidence. This,
what is more, this study will present practical teaching speaking implications for
English teachers as well. Besides, this one also critically evaluate the innovation
project.
Vietnamese Context
There are three protruding issues in teaching English in Vietnam at this
age. Firstly, there is a clear and sad issue that in Vietnam most students are not
satisfied with taking part in speaking English classes. They just enjoy practicing
grammar, correcting exercises and learning by heart new words. Everything has

its cause, and the explanation for this phenomenon is that in Vietnam as we know
that the Ministry of Education and Training (MOET) has just focused on the areas
( grammar, vocabulary and pronunciation) in teaching and learning English (Canh
& Roger, 2009). It signifies that students have been taught grammar and
vocabulary to meet the final test at school and the entrance test at universities. As
a result, learner acts as passive attendant function and character in sessions, and
they are not able to speak English well.
Secondly, in addition, teachers still bring into play old teaching principles
and techniques which bases on the Grammar Traditional Method (GTM) (Hird
cited in Lewis & McCook, 2002) to conduct their teaching practice. These ones,
correspondently, bring back no opportunities for learners to practice speaking.
Consequently, students have neither chance to brainstorm new ideas, nor work in
group to share their thought. Relatedly, facilities are also striking obstacle. The
classrooms are not big enough and are set closely. If one teacher wants to apply
group work in their class, it will make noise and the effect is that it annoys other
ones (Canh & Roger, 2009).
Thirdly, teachers’ power , additionally, are severely strong. In contrast,
students’ voice are diminutive (Tomlinson, B & Dat, B. 2004). Hird cited in
Lewis & McCook ( 2002) claimed that the deficiency of Asian’s teachers are
clearly that they just concentrate on the language form. By contrast, they forget
and ignore to let student have more chance to restructure what they have been
taught. It is undeniable that this teaching practice is not good for students.
When joining lecture hall, this outstanding matter is not changed, and the
result of this one is that students graduate from school, vocational, college and
university have no ability to use English fluently and naturally.
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RESEARCHER’S CONTEXT
North-Europe Language Center is a private section which is established in
2004 and located at 172 Le Trong Tan street, Tan Phu District and HCM city.

This one gains its well-known fame thanks to the terrific students’ result. It has
ten years experiences in teaching English for adults, students, teenagers, and
kids.
Additionally, syllabi, which are used to be chosen carefully by principal
and staffs. Also, every year, center has three meetings for whole teachers to
discuss the difficulties as well as to exchange teaching experience. Another
distinctive merit is that at the end of each unit students must participate in a quiz,
which lasts 20 minutes to let both principal and teacher know if they understand
the lesson or whether they can continue learning in upper level.
What the researcher’s center constantly has done above ensures the
teaching and learning quality. At the same time with the warranting of the quality
policy, this private center usually holds plentiful activities to welcome most
events all year. For kids we have children international day, summer camp.
Similarly, we also organize singing English song contest for whole students to
help them have a playgroup to show their abilities as well as stimulate the
motivation in learning. Another positive feature I would like to mention is that it
has an noticeable encouraging policy. When students gain highest mark in their
test, school will have a ten (10) percent diminution their fee.
Although center has remarkable strategies, the repercussion, which we
gain, is not as we expect. Firstly, the cause is apart from the teachers’ quality. It
is evident that more than eighty (80) percent of them are high school teachers. It
indicates that the percentage of high quality teachers are near to the ground. The
reason why the result is not good as expected is that they still show their power
in class and use inappropriate teaching approaches. They, accordingly, always
advocate that students are neither energetic nor vigorous. In order words, they
reckon that students are so apathetic, slothful and take part in no activities.
Secondly, these lecturers neither realize the difficulties which learners in
Vietnamese context are undertaking nor have any remedy and treatment to
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encourage and engage students to involve in both their teaching process and also
their activities.
Thirdly, teachers’ shortcoming technique and principle results that learners
cannot feel comfortable when learning English. Students always do more
exercise, but they neither write a complete paper nor dare to speak with foreigner
speakers. Also, they do not have any engagement in their learning or they do not
have their voice, either. As a result, learners are undergone this teaching
approach, they lose their confidence and motivation to speak English both in-side
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and out-side classroom.
THE RATIONALE OF RESEARCHER
When being a student at school, the researcher always desire to master the
speaking and writing skills but this desirability has not been done because of the
lack of confidence and environment. Hence, when choosing topic for this
research, enhancing speaking and writing skills for learners has come out and has
gained the researcher’s choice.
The researcher believes that this issue is to deserve to pursue as a research
subject matter because people learn English to meet numerous purposes. These
can range into the following reasons: to enhance their knowledge and to use it in
their authentic life. Other targets that learners always think about is that they aim
to get promotion and find high pay job. Moreover, they want to have enough
ability and confidence to communicate with foreign speakers. So, teaching
English should meet these ultimata . This job should not focus on passing the tests
as Vietnamese context. By contrast, this should supply learners not only more
chances to learn and interact with authentic situation, but also more opportunities
to practice speaking in untreated and encouraged environment from their teacher
and peers .
Another way in which students will develop their ability in speaking skill
is that they should be put into original context as well as they should be taught

how to work in group to generate and brainstorm the ideas for a specific topic.
On the word of Richard and Rodgers cited in Hu (2002), they admitted that
activities which come from authentic communication and have more meaningful
surely intensify learning outcome.
To complete these objectives, therefore, the administrators, lecturers,
instructors should, firstly, recognize the salient complication as well as, secondly,
change their teaching practice, in addition to, thirdly, upgrade their knowledge.
As can be asserted that students in Vietnam cannot speak English after
receiving an English certificate. This burning issue must be severely considered
by those who are accountability because it is visible that this clearly matter cause
badly result on students’ upshot. If it is looked up, students have more occasion
to access to a better learning environment, syllabi as well as teacher..
From these blazing affairs above and Richard and Rodgers’s research (Hu,
2002), the go-getter decides to conduct this study, which bases on the topic
collaborative activities in teaching speaking (1) to innovate the teaching speaking
practice, (2) to visualize some implications for teaching speaking skill in small
scale, (3) to meet the demand of student in learning English these days and (4) to
engagement student into speaking activities as well.
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STRENGTHS and WEAKNESSES
The initial point the researcher would like to discuss is that the strengths of
this study. It is obvious that researcher has a favorable circumstance to work.
That, firstly, is real context. In other words, private language center is the place
where this research is managed as well as the researcher is teaching. Likewise,
secondly, the self-starter’s students are eagerly to participate in this project.
Besides, thirdly, the doer knows deeply the teaching as well as learning theories
and, fourthly, the researcher actually yearns for to make the students’ expectation
become truth.

On the other hand, this paper has its weaknesses as well. It is undeniable
that the time for this research is really short. Although the time-scale for this is
10 weeks, students have 4 weeks to work with speaking lesson. The rest is to
save for conductor to implement the interview process, collect data, categorize,
decode, make a judgment and figure the final result. Also, investigator does not
gain more data beyond research’s setting because there is a fact that there are not
more students are guided by communicative background.
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WHY THIS IS INNOVATIVE
From the language learning and teaching theories, the researcher knows
that, firstly, language –centered method just focuses on the linguistic form
(Kumaravadivelu, B. 2006).
Besides, secondly, learner-centered method has more merits. It provides
for learners what they want and need. Also, this contributes for students a
speaking environment, but it also has a clearly demerit that it has students just
practice in pre-handpicked linguistic patterns ( Kumaravadivelu, B. 2006).
Therefore, the students cannot develop their own ability incidentally. In other
words, all student’s outcome are similarity.
Thirdly, learning-centered method has the most favorable. It puts learners
into a flexible profound interaction by applying problem-solving assignments in
sessions so that they can brainstorm and advance their ability ( Kumaravadivelu,
B. 2006). The accountability is that the both English form and meaning are used
in a mixed way, how the function of communication is carried out by students
through the reconstruction language and the using it appropriately to solve the
task.
Moreover, Vygotsky’s Social development theory asserted that
interactions which happen in real setting, like society, will build up and pave the
way for development, consciousness and awareness. Vygotsky’s research has
made a change the teacher’s as well as student’s role. The former will act as a

helper, consultant, instructor, facilitator, marker, tutor, prompter, observer,
resource, participant, teaching aid (mime, gesture ) while, in contrast the later
gain an dynamic and energetic role and gradually become an autonomy learner
in their learning. Basing on what has presented beforehand and Vietnamese
context, the researcher would maintain that this study is an innovative paper
although this project is small-scale.
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LITERATURE REVIEW
Teaching second language - English - was conceded as a profession in the
past. So as to enlarge the teaching theories, methodologies, plentiful researchers
have done researches to exploit, react new some. In these invention,
communicative language teaching is considered as an effective way to guide
leaners to learn English, because this way puts learners into the authentic
situation. Oradee (2012) argues that this one can encourage , stimulate students
to communicate with their partners to solve the task. Likewise, Gorgon & Matera
( 2008) supported that learning in this environment learners will improve the
linguistic competence. Especially, Raja (2012) claims that this approach will
decrease the leaners’ apprehension. Moreover, this environment will provide
learners a chance to have a close relationship with teacher and partners. From
these various merits learners have an occasion to reconstruct what they have
learnt in the previous stages.
Besides, in this teaching technique teacher and learners have changed the
role together. Significantly, teacher is not an instructor. In contrast he/she will be
a consultant, facilitator, assistant. Learners are the active doer. They can ask a
help from their classmate or teacher at any time.
Conversely, this teaching approach has its drawback. Gorgon & Matera
(2008) pointed out that students can use first language to solve the task because
they do not have enough linguistic competence. Also, Burke (2011) agreed that
students will be quiet when they do not want to argue with their partners about
that topic. This downside should be taken into consideration by teacher to avoid

this aspect. Other obstacle is that one student can overshadow the other (Freeman
& Greenacre, 2011).
On the whole look, the merit governs the demerit. Therefore, the researcher
will base on this teaching approach to conduct this study. Because the fact that
there is no any research which discuss this teaching approach in Vietnamese
context where students learn actively and teachers will be less power but they will
be friendly.
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RESEARCH SITUATION, MARTERIAL and PARTICIPANTS
SITUATION
As mentioning in previous parts, this investigation and innovation is
implemented at doer’s context, at North-Europe Language Center, which
localized at 172 Le Trong Tan street in HCM city. The classes are at the
Elementary and pre-intermediate background. The explanation for this choice is
that previous papers, which are conducted by renowned researchers have just
paid more attention to upper levels ( Water &Vilches, 2001). The implementer,
therefore, make a decision that this level will be the study target. Participants are
both in perfect sensible fitness and university students.
PARTICIPANT
That from 18 to 21 years old is their age. The quantity of partakers are 25
while female outdoes 1 person. The elementary class is conducted every Monday,
Wednesday and Friday evening from 17.45.pm. to 19.15.p.m, and from 19.30.p.m
to 21.p.m for Pre-Inter level. A large screen, cable, loudspeakers and a laptop
are always installed so that teacher can use it at any time. The place where the
research occurs is large enough for students to group and move. The students
have undertaken 7 years at high school but their speaking ability is not acceptable.
The aim of their enrollment in this class is that they want to improve their
speaking skill and have a good preparatory for TOIEC in future.

Additionally, two other teachers who work together with the researcher
are persuaded to take part in this study. They are not only experience instructors
but also have finished postgraduate program, a Master course in teaching English
for speakers of another language. They will participate in the researcher’s
speaking class as well as will be asked to give their ideas and how they fell about
this kind of teaching procedure.
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MATERIAL
Three lessons in International Express Elementary Level are used. These
are selected. They are unit 6 , 7 and 8. Every week, the session has 2 periods
which last 90 minutes. At every session students have 30 minutes to work with
partners to practice speaking.
Besides, American Adventures Pre-intermediate level is used. Three unit
are chosen as material to conduct the research. These are from unit 8 to 10. Every
session has 90 minutes, too, and the time for speaking practice is to range from
30 to 35 minutes.
The argument for this choice is that at this level learners need more time to
practice English so that they can restructure what they have learnt from previous
settings to change it into their knowledge and they can use it whenever they need.
TIME LINE
June 1st – August 10th
Task W
1
W
2
W
3
W
4
W
5
W
6
W
7
W
8
W
9
W
10
Introduce
research, design
field notes
Design
questionnaire,
interview
questions

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Conduct
innovation,
observe
Send
Questionnaire
Interview
Receive
questionnaire,
transcribe,
analyze data
Draft and revise
Final report
From the time line it is transperant that the critical path is the linkage from
week number 1 to week number 5 to week number 6 to week number 9 and
finallly is week number 10. If any task in these weeks has problem, all project
will be lengthen.
Research Questions
This research strives to illustrate a potential procedure for English teaching
doers to apply into teaching productive skill at private language context.
Moreover, this one will figure out clear classroom activities to follow to help
students engage as well as promote their ability. Furthermore, its aims is to help
students overcome their language speaking apprehension and enhance their
confidence to use English as well.
Correspondingly, the research endeavors to lighten and invent the answers
for following questions: 1. How does procedure in TBLT benefit learners’
outcome ( speaking skill) ? 2. What are teachers’ and students’ opinions, attitudes
and beliefs this teaching approach?

Sub-questions: 1. What techniques should instructors use to improve
students’ speaking confidence? 2, do students feel comfortable when learning in
this way?
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Donation to knowledge
This research will invigorate the process of teaching speaking skill and
further the collaboration benefits in learning English for Vietnamese students
at private language context. It also re-examines the advantages of sequences of
activities, which sustain for to be willing in speaking sessions. The combination
of qualitative and action research surely both enhance students’ competence and
confidence and at any rate will help and force me to re-consider, up to-date and
improve my teaching practice.
DIFFERENCE BETWEEN TEACHER and RESREACHER ROLE
As a teacher role, I strongly desire to help my learners make rapidly
progress in their learning. So, I spare no efforts to compare the teaching theories
and teaching environment so that I can visualize the most suitable way to teach.
To help learners to improve their speaking skill, I apply both Piaget’ and
Vygotsky’s theories. It denotes that I try my best to put my students into a social
interaction environment to enhance their confidence as well as decrease their
apprehension in speaking English, to develop their ability and have good result,
in addition to, I encourage them to learn by themselves. Besides, I definitely
change my position to help the classroom atmosphere unceremoniously. Also, I
encourage learners to be more participant and willing , voluntary, enthusiastic
ways in their learning.
As a researcher role, I strictly criticize my innovation to discovery the
defeated sides to make more progress in the future as well as to do more
responsibilities for my job. Other thing I am pursuing is that I stimulate my
learners to respond in a frankly way about the questions in questionnaire so that
I know what I need to improve and what I need to put forward in my teaching

practice. Above and beyond, I persuade my colleagues to let me know their
feelings and opinions about my doing and to let me know their suggestions, too.
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THE PURPOSE OF THIS EVALUATION
As stated by Rea-Dickens and Germaine (2001), purpose is divided into
general and specific purposes. The purpose of accountability in general belongs
to summative evaluation and its aim is to evaluate the final result. The curriculum
development of general purpose is to improve curriculum and belongs to
formative evaluation. Teacher self-development purpose of general does not need
measurement. It aims to improve teaching and learning process. It also belongs
to formative.
It is self-explanatory that every work has its own purpose, therefore, this
paper also has its goal as well. In this one the researcher will critically go through
and have a closely look what have been done to visualize the suitable way to teach
speaking skill at private language center to help students improve their speaking
skill, and to re-examine what teacher has done for learners through this project.
ANALYZE THE RESEARCH QUESTIONS (R Q)
In this paper the researcher spares no efforts to discover the answers for 2
research questions and 2 sub-questions, too. The aim of these ones ( research
questions) are to guide the purpose of this study. In other words, R Qs are lodestar
for this research. These R Qs: (1). In what extent does procedure in TBLT benefit
learners’ outcome (speaking skill) ? (2). What are teachers’ and students’
opinions, attitudes, beliefs ? And Sub-questions: (1). What techniques should
instructors use to improve students’ speaking confidence? (2). do students feel
comfortable when learning in this way? It is understandable that the concerning
of R Qs is the purpose of this research. If the doer can have positive answers for
theses ones, the study is successful. In contrast, if the doer gains the negative
responses, the study is unsuccessful.

It is indisputable that, therefore, R Qs are so important. Although the
implementer has read several books which discuss how to make R Q, in deeply
researcher’s though these RQs can meet the requirement. These R Qs can let the
researcher know that at extent students’ speaking outcome have improved as well
as student’s speaking apprehension have decreased. Moreover, R Qs will guide
researcher to made questionnaire and interview questions to exploit teachers’ and
student’s opinion about the way that teacher conducts the class.
Besides, from these questions the finder want to find out a true responses
about teachers’ and students’ beliefs. Also, their attitudes about this teaching
practice will be utilized. The sub-question is designed for both teachers and
students. Teachers and students will help the doer have more ideas about teaching
techniques, and their feeling, respectively.
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QUALITATIVE RESEARCH
It is universally accepted that qualitative research can be employed to
researches in the field of social sciences. Law, Medicine researchers can use
Case Study Research (Ary, Jacobs, Sorensen, Razavieh, 2010. p.452). History,
Anthropology researchers always utilize this method to conduct their researches.
This way can supply the responses for the “why” and “how” questions. (Ary,
Jacobs, Sorensen, Razavieh, 2010). These ones (why and how questions) have
the aim to clarify people’s behaviors, interactions with their socio-economic
environment and their community. Moreover, other researchers pursue the
responses for how people feel in that setting. These benefits can come from the
way how data are collected. The qualitative research usually employs
observation, interview methods to collect data.
There is the fact that description about the context can be drawn clearly
thanked to these methods ( data collection). Another benefit is that it lets the
researcher have a flexible and informal communication with participants to get
more non-verbal communication as gesture, facial expression. Besides, the

question has open-ended structures, therefore, respondents freely express their
opinions.
Although it has its merits, it can never avoid drawbacks. It is
unquestionable that it has also its negative points. Firstly, time-consuming is a
salient issue. Because the fact that there are several steps in its procedure.
Secondly, moreover, the data only can be gianed (by the researcher ) from
research context, therefore data are not more objectiveness. Thirdly, data analysis
cannot be done by statistical method. Lastly, it is obvious that more subjectivity
appears than objectivity.
To overcome these issues, the researcher decides to combine action
research and qualitative research – “basic qualitative research” or called “ basic
interpretive study” (Ary, Jacobos, Sorensen, Razavieh, 2010). The main
argument for this choice is that this combination surely lets the researcher find
out the “why”, “how” and “what” question (Ary, Jacobos, Sorensen, Razavieh,
2010). It can be used to explore the attitudes, beliefs, opinion, and behavior. The
researcher also choose the open-ended question as a data collection method
because it can bring back advantages in avoiding bias and subjectivity.
Moreover, it also can be applied in a small context and in a ‘short duration’ (Ary,
Jacobos, Sorensen, Razavieh, 2010).
According to Hinchey (2008) action research is applied to find out
knowledge in specific context where the researcher is both the doer and the
insider. The researcher can do the research by his/herself to visualize the best way
to improve the teaching practice. The combining these 2 methods guarantee that
data will be collected sufficiently for research’s purpose as well as shorten any
unexpected issues.
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PEDAGOGICAL TENSIONS and SOLUTIONS

It is absolute that there are unexpected issues which can occur during the
research process. Researcher’s prediction, firstly, is that learners are unwilling to
participating in the research because the fact that they have a fear that they will
be ashamed if they cannot perform well in the research’s process. Secondly, other
matter need to be concerned is how to encourage learner respond truly.
Everything has its solution, the researcher, therefore, believes that these
issues will be overcome. To solve the first concerning, the researcher persuades
students that the personal information will be kept secretly. To have more true
responses, the researcher will encourage learner to show their true though so
that the researcher can know the truth and changes the teaching style and
improves learner’s outcome. With the prediction and watchful preparation the
researcher hopefully can avoid and solve matters.
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ETHICAL ISSUES and SOLUTIONS
To have this study done, firstly the researcher must have a formal
conversation with principal and get the permission. Furthermore, the participants
and observer also act an important role, so, to have their willingness, the
researcher will present benefits and persuade them to join.
The researcher thinks that the most important matter is beneficence.
Benefits must be shared equally to all participants. It indicates that the researcher
must try his best to maximize the opportunities for learners to practicing speaking
English. Besides, the researcher usually have informal communication with
colleagues to share their teaching experiences as well as teaching aid. Moreover,
that my following concerning is respect. This one must be saved for participants
strictly.
Furthermore, other concerning must be taken under severely consideration.
They include confidentiality and honesty policy. Additionally, limited
harmfulness needs to be considered constantly. The last issue must be taken into
account is that the honesty.

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RESEARCH METHOD TO EVALUATE INNOVATION
According to Murphy (2000) evaluation is the process to collect data ,
analysis and interpret to make a final decision or visualize what must be done in
the future. Especially, it must be linked with the context and it can be done by
researcher or out-sider. Likewise, Nunan and Lamb (1996) defined that
evaluation is an activity in which data are collected to be scrutinized what has
been worked and what has not. A terrific evaluation must present which aspects
need to be changed. This kind of doing - evaluation - is divided into different
approaches ( summative and formative evaluation) and techniques ( formal and
informal evaluation) .
On the one hand, summative is suitable for appraising the efficient.
Besides, it ( summative) can be conducted after innovation project. However, it
demands the statistical analysis. It necessitaes that it encompasses testing.
Moreover, the final result cannot help to improve the curriculum development.
On the other hand, formative is appropriate for classroom practice and
questionnaires, interviews are taken fully advantage of collecting information.
Exceptionally, the researcher can interpret data without the help of statistical
equipment.
On the technique side, as said by Nunan & Lamb (1996) Informal
evaluation is commenced by teachers to manage their teaching practice. In
contrast, formal evaluation is originated by outsiders.
As a result, the researcher will base on the mixture of summative and
formative approach to carry out this evaluation to verify the effectiveness of the
innovation ( summative approach) as well as to analyze and interpret data (
formative approach).
DATA COLLECTION
Data are collected from week number two from observation process and it
lasts with four weeks, from week number 2 to 5. This participant observation

focuses on the 6 following aspects. The first side (1) is the clothing, gender, social
status. The second feature (2) is physical behavior and gestures: what people do,
who do what, who interact with whom, who is not interacting. How people use
their body language and voice to communicate, different emotion, what are their
feeling toward other. The third character (3) is what students do in speaking
activities. They take part in activities or sit alone or chat with their partners. The
fourth trait (4) is who student usually interact with, their partners or their teacher
or other. The last one (5) is the classroom atmosphere. It has eager or frustrated
environment. Besides, the setting and the syllabus (6) are considered. If that place
is big enough for students to move and the student-book is suitable for that level.
The observation is done by the researcher within the session. Time, days and dates
are referred in time line part.
Four weeks for observation are done and 10 questionnaires are written for
that purpose. Only 8 questions are composed and one interview session is held
for teachers. Interview are recorded and faithfully transcription are done to serve
for data analysis. This study mainly helps student improve speaking ability, so
data collection mostly is focused on this aspect.
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HOW THE DATA WAS TRIANGULATED ?
The shortcoming of qualitative is that it is rather subjectivity and hard to
avoid biases. To overcome these dilemma, the researcher decides that apply
triangulation data are used. It is good for the investigator to shorten the
subjectivity. The observation has numerous bias , therefore , to reduce this aspect,
questionnaire is used to increase the objectivity and decrease the bias. Besides,
interview is also a objectivity source. The ideas are from interviewees and are
recoded.
QUALITY OF DATA:
Quality is an abstract concept , therefore it is hard to define. According to
Shenton (2004. P. 64) to improve ‘ internal validity - credibility ’ as well as ‘

external validity – transferability’ the investigator should choose ‘random
sample’, ask for ‘member check’ the information again, read more ‘research
finding’. Especially, the researcher must describe the context clearly. To improve
the ‘dependability –reliability ( Shenton, 2004. P.71), the researcher must express
clearly the procedure. Other aspect must be considered is ‘confirmability -
objectivity’ (Shenton, 2004. P. 72). The author (Shenton) said that the researcher
should apply the ‘triangulation to reduce the bias”
The data are collected by the researcher constantly in 4 weeks under the
observation process and from week number 6, interviews are conducted and
recorded. The transcriptions are transcribed and are reread by interviewees.
Outstandingly, the open-ended questions are written and sent for students. It is
obvious that the responses are not bias and more objective. Therefore, the quality
is ensured. That the reason why reliability has highly quality. From these data
the researcher will analyze and believe that the final result will be validity.
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HOW DATA ARE DECODED
Firstly, the researcher uses the open coding to highlight salient issues.
Next, Non-hierarchical coding is used to categorize them into same categories.
In this coding process, the researcher desirably looks for themes which can
exploit the research questions such as students’ feeling, attitude and
relationship. Besides, this coding action will also try to find out other themes to
further analysis such testing issue.
Categories Taxonomic themes
Teaching issue Obstacle
Time issue Obstacle
Testing way Obstacle
Interpersonal relation Relationship
Outcome Benefits
Student behavior, action Relationship and attitude
Teacher & students thinking Belief
Learning atmosphere: Feeling
DATA ANLYSIS

The purpose of data analysis is to describe the whole picture and to explain
it clearly for the readers (LeCompte, 2000). Additionally, LeCompte (2000) said
that qualitative data analysis comprises ‘5 steps’. These are ‘ tidying up’ , ‘finding
items’ , ‘creating stable of items’ , ‘creating patterns’ , and ‘ assembling
structures’. Therefore, this guiding is applied to help the investigator diminishes
the analysis of procedure. The most prominent feature of this method is that it lets
the investigator to collect data by himself/herself.
It is certain that the whole picture is divided into 2 parts: the obstacle and
the benefit. While the obstacle includes teaching and testing issues. The benefit
includes good feeling, belief and attitude.
TEACHING ISSUE: The first issue is teaching issue. All students
respond that the way teacher conducts the class so fast that they cannot follow
the lesson. Ngan in her answering question number 4 provides the information
that the time for discuss in group is so quick that group members can generate
enough ideas. ‘The time for working in group is so short’ (Ngan). Other issue is
that students do not have enough vocabularies to support their discussion. ‘I
cannot find work to talk with my partner – Van’. Additionally, Mr Nam
(interviewee ) showed his idea that ‘ I can see that many students have problem
with how to make a sentence and how to listen their partners’ ( question number
5 in interview). In this situation the researcher – teacher - always encourages
students by saying that please raise your hand if you get any difficulties or you
can ask your classmate in Vietnamese. It is obvious that students are not
accustomed with this teaching and learning approach. So, teacher should group 4
to 5 students in a group, provide more vocabularies and last the speaking time.
TESTING and TIME ISSUE: Although teacher applies reconstruction
teaching approach, tester requests learners to do discrete test. As said by Minh
that ‘ time for doing test is short and questions are much’.
19

Moreover, all students claimed that ‘ the midterm test just focuses on the
vocabulary and rewrite sentences, therefore I cannot apply my speaking skill into
this test. It does not go together with this teaching’. This master is the thing that
the researcher never thinks about before doing this paper. To solve this burn issue,
the researcher thinks that there is a close between the doing tester and the
researcher to visualize a suitable test for this kind of class. Luckily, these negative
points does not outclass the merit. All respondents give positive reply to these
teaching approach.
BENEFIT: GOOD FEELING: The front side of drawback includes good
feeling, belief, and attitude. On this benefit aspect, it is acceptable that feeling has
a key role in this aspect. All respondents respond that they feel comfortable when
learning in that atmosphere. ‘I feel comfortable –Bao’. Especially Uyen adds that
‘I feel so happy when I can talk with many other students’. Nhan also supported
that ‘ I like this teaching because teacher does not focus on the final result at
school. In this class I is encouraged to learn and I can apply English into real
situation’.
There is a coincident between in interview transcription and observation
note that at the initial state the classroom atmosphere is so heavy, but later this
one is improved when students are acquainted with this teaching and learning
approach.
GOOD RELATIONSHIP: Additionally, the relationship between teacher
and learners are at a closely way. Especially, this rapport is different from lecture
hall. Nhan writes in her questionnaire paper that ‘ teacher is so friendly’. Tai also
supports this idea ‘ teacher is so kindly and always smile’. In this teaching
approach, teacher has changed the position between learners and teacher.
Learners become active students and teacher becomes a helper and adviser.
20

Other favorable point in good relationship is that there is a good
helpfulness between learners. All answerers claim that they receive more help
from their partners, therefore, they strongly trust in their ability, and at the same
time, they push back their apprehension. Remarkably, Minh and Tai shared that
they always have a smile on their lips in speaking practice time.
Also, Ms Nguyet (interviewee) enthusiastically devoted that ‘ this teaching
approach is so innovatively because it lets student reconstruct what they have
learnt in the previous stage to solve their task to help teacher find out where their
level is and know how to guide they to move forward quickly.’ ( question 7 in
interview).
ATTITUDE & BELIEF: It is cloudless that these satisfactoriness above
have affected to students’ learning attitude and belief. They work harder and
harder and they have more responsibility for their learning. They raise their hands
to get a help from teacher when finding any new word or wanting to be corrected
pronunciation. Chi always sits in front of the board and near her teacher so that
when having a difficult in learning she can give her question in order to gets help
and feedback quickly. They tell the researcher that they have learned numerous
valuable from this study. Chi communicated that ‘ I learn a lot from your
teaching’. Linh said that ‘ I know how to use English to ask my classmate to share
ideas’. Especially, student feel their ability and confidence have improved day by
day. Dat said that ‘ now I can be confident to use English to talk with partners in
discussing time’. Notably, in a short time they change their learning way and have
improved their speaking ability with their partners and in front of whole class.
Tien admitted that ‘ I always think I must learn much vocabularies and grammar
to speak English well, but now I can learn it by using it’.
Besides, from the observation note it is clear that there is a change in
students belief and attitude. When a student shares his/ her idea about one specific
21

topic, all class members keep quiet and take note to state their idea about his/her
classmate paper.
Additionally, all interviewees agreed that this teaching approach will
motivate students’ autonomy. Ms Nguyet (interviewee) asserted that ‘ surely, this
teaching will help student improve their role and learning attitude so much’. She
also added that ‘because students have more change to practice speaking English
in class, they can use it again outside classroom’ (question number 1 and 3 in
interview).
22
DISCUSSION
The major issue arising from the innovation.
The most unexpected factor that has occurred is that the speed of teaching.
All students and interviewees said that teacher says rather quickly. So, students
find difficult to master the topic. After receiving the questionnaire and doing
interview session, the researcher knows this aspect must be improved and
adjuisted. However, at the advantages aspects, this teaching practice has let
student discover themselves that they can be an autonomous learners through the
teacher’s help and guide. This side is very important because they do not sit
passively as they have done in the past. Moreover, in this environment, they can
communicate with other during the learning time. In contrast, this cannot be done
at school and university. Besides, through working in group , students can learn
their partners learning experience and share their knowledge beyond the lesson.
In this innovation, the researcher has found out the answers for the attitude,
feeling and belief questions. Moreover, when these matters are solved, the final
result is positive. In question number 9 and 10 in questionnaire, the researcher
uses yes-no question to gauge the final upshot. Luckily, all responses are yes. It
means that all students feel that their speaking ability has been improved.
Especially, students said that they learn more with this teaching approach. It

means that beside speaking skill, they have gained the progress in other area such
as: pronunciation, vocabulary and grammar. Teacher cannot correct all errors,
therefore while working in group all members will listen and correct each other.
Other merit of this innovation is that it has visualized a clear strategy for
teacher to teach speaking. To improve the passive situation in students, group
work is an effective solution. Moreover, to decrease the teachers’ power, this
research has pointed out that they should be an adviser, helper, facilitator ,
assessor. They should not ask their students to learn by heart. In contrast, they
should guide them to use target language to serve the communication function.
The way in which innovation work, did not work so well, how and why
23
it work.
This innovation can be done fluently because it lets learners find out the
way how to learn English by themselves. In this learning context, students try to
find out a way to express their idea by using their previous knowledge and try to
learn more from their classmate and try to improve their ability by themselves.
Then, teacher will help them again to correct any errors which they have. This
learning is so different from students’ learning outside this center. In other
situation, all learners must follow the way their teachers instruction and must
reply to these knowledge in their final paper. Therefore, students are bounden in
their teachers’ knowledge.
However, this research occurs within 8 weeks, so the time for students
working together is short. Moreover, more students have forgotten their previous
knowledge and have several difficulties to generate their idea. But, the final result
has informed that students are eager when being active learners and their final
result has been increased. They feel more confident and less fear when speaking
English in front of class (question number 7 and 8 in questionnaire).
How the general Vietnamese context and specific context of your
institution and classroom affected the success of the innovation.

The success of this innovation allows researcher’s class to have a positive
thinking about learning English. Students now have changed their mind about
learning this subject. It is not hard as their thought. Additionally, the learning
atmosphere is so optimistic. It differs from the outset one. Moreover, students
right now have thought that they learn English to use it , not to pass the test. They
do not focus on the final result. In contrast, they keep their progress.
In researcher’s context, this success has opened the door for other teachers
those who have difficulty with passive class. Now, they know how to conduct
their class actively. In Vietnamese context, the success of this innovation can be
a torch to light a hope to help the education system have a look in order change
the teaching issue. It is hard for Vietnamese education system to apply this
success because it will touch its and their teachers profit. If students can do well
at school, teachers will not have part time class at their homes. Moreover, the
infrastructure and teaching staff are not enough to meet requirement.
Factor that influence its success, lack of success and led to the
24
different level of success with different students.
The success of this innovation is still limited because outside classroom
learners do not more environment to practice speaking English. However,
students can monitor their improvement by making a notice how their ability can
be improved day by day by counting the words , sentences they say every session.
REFLECTION :
How you would improve your teaching in future.
It is sure that the researcher will improve the teaching practice in the future.
Before doing this project, the investigator does not know how to change the
teaching technique, however, after doing this study, the researcher will valiantly
revolutionize teaching practice. The researcher will change the role from a power
person in class into a facilitator, and put learners into the center of learning and

teaching process. Moreover, teacher just is boring person before this study, now
this one has changed his teaching approach to meet the classroom demand.
The researcher does not teach discrete point any more. By contrast, holistic
English picture is taught together so that learners can use English areas and skills
to resolve a specific issue inside as well as outside classroom. Moreover, students
can pronounce a word clearly, make a sentence completely to present their idea
in front of class.
Besides, the doer has composed task which bases on the topic by himself.
It means that tasks which follow the textbook are no longer obligatory.
Especially, all procedures in learning English are strictly followed to help learners
to maximize the benefit of the topic. Language and learning are put at the central.
Aspect of students moving around classroom, making rather noise are not
controlled.
The most striking improvement is that the researcher will encourage
students to share their ideas with their classmates and give more question to
teacher. Moreover, they can make any questions and send them via email or
facebook addresses. This progress will push back the passive role of learners.
25
What you learn from your experience.
Through this innovation, the researcher has gained numerous valuable
lessons. The first precious one is how to control the speed of the lecture. The
second priceless one is to know how to change the teacher’s role.
What you should do differently next time, why?
If the researcher has a chance to conduct this kind of study again, he will
invite more teachers to take part in. Besides, testing doer will be invited to change
the way which he/she writes the final test in a compatible way. Moreover, more
class will be chosen and after innovation an eloquent competition with the topic
how to learn speaking skill is hold to help learners have an authentic situation to
perform what they have learnt.

26
CONCLUSION
The purpose of this study is to help students improve their speaking ability
and this study has clearly responded the way how to help students improve the
speaking skill.
It is apparent that learners can get better their productive skill when they
become active learners. Moreover, with the help of their classmates and the
encouragement from their teacher, learners can decrease their apprehension and
increase confidence as well. Good result will come when obstacles are
discharged. When learners have strong belief, they will show their competence.
They can use target language to serve their learning.
The result in this innovation is similar with other researches in the literature
review part, but it asserts that passive learners in Vietnam can change their
learning role immediately if they are powered and their teachers can act as a
helper.
It is obvious that its scale is so small and the time is so limited, therefore,
a large scale needs to be done to enlarge the validity.

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