Graduation thesis major English Language How to make pupils at SIU interested in learning English speaking.doc

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……………………………………..
GRADUATION THESIS
Major
English Language
Topic
How to make pupils at SIU interested in
learning English speaking
Instructor
Nguyen Thanh Tuan, MA
Student
Dinh Thai Son
ID: 97011501057

DECLARATION
I hereby declare that the work entitled "THE THESIS PROPOSAL" submitted for the
school governor of The Saigon International University (SIU) is my original work and
I also confirm that, the report is only prepared for my academic requirement not for any
other purpose.
Student's name : Đinh Thái Sơn
Course : SIUBFT0815
Student ID : 97011501057
Date : September 6th
, 2017
Place : Hochiminh city
Signature of the Student:

ABSTRACT
The experience of English teaching, especially speaking class, comes from the actual
classroom and that is not a good news for a new teacher, who does not have it but
urgently needs to acquire the basic knowledge. This writing provides the reasons why
the level of interesting acts as a crucial point in the succeeding of a class. Furthermore,
some methods of teaching speaking are going to be viewed and discussed to strengthen
the point of view that intrinsic motivation should be applied in the class. Readers will
find graphs and figures demonstrating the subject and result in finding them useful for
further studies at the Saigon International University.

ACKNOWLEDGEMENT
I would like to show deep gratitude to all those who gave me a chance to complete this
research and this Thesis.
A special thanks I would like to give to my instructor, Mr. Nguyen Thanh Tuan, for
helping me with the information needed for my Thesis. Over the period of 10 weeks, he
helped us to schedule the writing from step to step so that the writing could be handed in
time. Professor also guided us the correct form of writing and corrected our paper works.
Furthermore, I would like to thank the class 15DTA, who act as a helpful source of data
on reflecting the state of our speaking class in the pass. The data was rapidly filled and
the reply was so frank. Without their participation, this writing was so much in trouble.
Last but not least, I would like to thank the Saigon International University. The
academic facility provides me a chance to be able to present the knowledge that I had
learned here for the last four years and applied them to real life situation.

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Assignment, Essay
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TABLE OF CONTENT
Content
Chapter 1: Introduction.................................................................................................... 1
1. Rationale..................................................................................................................... 1
2. Purposes of the Study................................................................................................ 1
3. Significant of the Study.............................................................................................. 2
4. Research Questions.................................................................................................... 2
5. Limitation................................................................................................................... 3
6. Scope of the Study...................................................................................................... 3
Chapter 2: LITERATURE REVIEW.............................................................................. 5
1. Intrinsic motivation.................................................................................................... 6
2. Distinguish Types of Motivations............................................................................. 6
3. Advantages of Intrinsic Motivation.......................................................................... 7
4. Some Elements of English Speaking......................................................................... 8
5. Communicative Language Teaching........................................................................ 8
6. Task-based activities and Topic-based activities..................................................... 9
7. Some Classroom Speaking Activities....................................................................... 9
7.1. Script Acting.......................................................................................................... 9
7.2. Discussion........................................................................................................... 10
7.3. Prepared Talks..................................................................................................... 11
7.4. Questionnaires..................................................................................................... 11
7.5. Simulation and role-play................................................................................................ 12
Chapter 3: METHODOLOGY.................................................................................................. 13
1. Research design................................................................................................................... 13
2. Research Procedures.......................................................................................................... 13
3. Participants......................................................................................................................... 15
4. Sample Selection................................................................................................................. 15
5. Material Technique............................................................................................................ 15
6. Data Collection.................................................................................................................... 16
7. Reliability and Validity...................................................................................................... 16
Chapter 4: ANALYSIS AND DICUSSION.............................................................................. 18

1. Speaking class should be improve to be more enthusiastic for students.........................18
2. Methods of teaching English speaking fit into the class to make it more enthusiastic...22
2.1. Dramatic methods ...........................................................................................22
2.2. Topic-based methods ......................................................................................25
3. Which methods are considered to be the most suitable for the students at Saigon
International University?........................................................................................................27
Chapter 5: CONCLUSION.........................................................................................................33
REFERENCE...............................................................................................................................35
APPENDIX...................................................................................................................................37

Assignment, Essay
LIST OF CHARTS
Chart 1: The chart describing the level of interest the speaking class could get based on
students’ grading............................................................................................................................................20
Chart 2: The chart describing the amount of activities were use ...................................................21
Chart 3: The chart describing the most common method used during class ........................
22
Chart 4: Chart describing which methods students prefer ...............................................................29
Chart 5: Chart describing which task-based activities students prefer.........................................30
Chart 6: Chart describing which topic-based activities students prefer.................................32

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1
Student: Dinh Thai Son Student ID:97011501057
CONTENT
Chapter 1: Introduction
The research began when the class of speaking conducted at SIU had finished since
the majority felt the same that the class either quite reluctant or not being able to
distribute the enthusiastic activities. In the search for methods to better the class learning
environment, the hope is that speaking class will be more communicative for students to
enjoy.
1. Rationale
English has always been unofficially considered to be the most used language of the
modern time for it has proved it significant in global business and communication in the
last decade. Yet, learning a second language is not as easy as it seems especially when it
comes to speaking English. During speaking session, we found that some of the students
lack the motivation to stand up in front the class and deliver a speech in English. This
typical situation is often assigned to being shy, reserved and insecure of making mistake,
some cases event engage with the negative attitude toward speaking in front of public.
Such matter has raised the attention of us as future teachers to find an appropriate
solution.
2. Purposes of the Study
As stated before, we are aiming at creating an efficient English speaking period for
students of Saigon International University. By attending the classes, we noticed that
getting students to speak English in class is quite tricky especially to those who were
reluctant to speak or express themselves in front of other people. Since then, we have

Assignment, Essay
Instructor: Nguyen Thanh Tuan, MA.

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2
been scanning through methods of teaching Speaking English and obtaining more new
modern practices to help students deal with speaking problems.
3. Significance of the Study
As the first to benefit from this research, we would say that through the process of
making this writing possible, we have learned a quite amount of ways to conduct an
effective speaking class. With a certain belief that the students at Saigon International
University would be the next target to gain advantage since this research was aimed to
better the class of speaking based on the interest of each individuals. Lastly, teachers’
role is quite important in the learning and progressing of pupils so we hope that this small
research could act as a support to those seeking of such helps and shall gain benefit from
it.
4. Research Questions
When the target has been set, three main questions are going to be discussed in the
later section of this research.
1. Should we consider to improve the Speaking class so that it could be more
enthusiastic?
2. What activities of English speaking teaching are going to fit into the class to make
it more enthusiastic?
3. Which methods are considered to be the most suitable for the students at Saigon
International University?

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5. Limitation
Since the research was only carrying on for ten weeks, there were a quite shortage of
time. As a result, the amount of material we were able to collect still constrained. Further
to that, the preparation for this thesis was interfered by the time using for completing
internship report. Two weeks were cut out to complete the tasks. The questionnaire
period was yet too short, the answers collecting stopped after a week so that amount of
responses was not enough as a whole class.
6. Scope of the Study
This topic focused on the student at Saigon International University:
The Saigon International University (SIU) is an international university,
founded in Vietnam to help Vietnamese and foreign students advance their
education to the tertiary level. All our programs are taught either in English or
in Vietnamese based on the standard of the American university curriculum.
The SIU degrees are valuable nationally and internationally. (siu.edu.vn)
The class of 15DTA of English Language faculty started in 2015 and will end in
2019. The curriculum consisted of Vietnamese program including subjects such as
Introduction to Linguistics, Semantics, etc. and English program which were the skills of
Reading, Writing, Speaking and Listening.
The research targeted the students attended the class of 15DTA of the faculty of
English Language at Saigon International University only. The list of students we used is
the LIST OF STUDENTS GRADUATION INTERNSHIP - 2019 sent to us by the school
office on February 27th
, 2019 which contained 25 members in total.

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In conclusion, the main target for this research are students at SIU in general, for
the students of class 15DTA in specific. Although, there some difficulties in reaching for
the sample, we were managed to acquire the result needed for this thesis.

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Chapter 2: LITERATURE REVIEW
According to Harmer (2007) in his fourth edition of “The Practice of English
Language Teaching”, speaking can be quite easy to practice especially in a class where
students are acquainted to each other and archive an appropriate level of English learning.
On the other hand, Harmer also stated that it is a challenge job for teachers to handle a
class with a variety of mixed level or students who are little exposed to English in their
previous learning. These reluctant students are described as often being shy and refusing
to express themselves in front of the crowd because of the fear of not speaking normal
English. In addition, a more common problem comes to Speaking class is “I cannot think
of anything to say”. This issue is usually assigned to not being able to relate students
themselves to the topics or activities happening during the class. Last but not least,
speaking class should have a high number of individual participants because unlike other
skills, speaking need great amount of time in order for learners to expose themselves to
the language.
To have a better view of some of the matter we were working on, the below terms and
definitions are going to be discussed.
As we would all agree on, “To be motivated means to be moved to do something. A
person who feels no impetus or inspiration to act is thus characterized as unmotivated,
whereas someone who is energized or activated toward an end is considered motivated”
as Richard, M, R. & Edward, L, Deci. (2000) described. Therefore, we would like to
classify two types of motivation that keep learner at their stage of studying.

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1. Intrinsic motivation
The writing of Intrinsic and Extrinsic Motivations: Classic Definitions and New
Directions stated:
Intrinsic motivation is defined as the doing of an activity for its inherent
satisfaction rather than for some separable consequence. When
intrinsically motivated, a person is moved to act for the fun or challenge
entailed rather than because of external products, pressures or reward.
(Ryan & Deci, 2000, pp. 56)
Furthermore Vanderbilt University in its article had suggested these intrinsic
motivators could be describe as those who show interest at a specific subject with the
thought of it somehow connect to the reality and when come to solving problems they
can easily apply. More specific, when asked the question of how efficient you are when
learning a subject or what archive do you earn when learning. The responses might sound
like these, ““Literature interests me.”, “Learning math enables me to think clearly.”, “I feel good
when I succeed in class.” ” (Article about Motivating Student, Vanderbilt University).
2. Distinguish Types of Motivations
A much tougher task is how to tell the differences between intrinsic, extrinsic and
internal, external motivation. Being as briefly as possible, external motivation regards the
outer forces that drive learners to their success while internal motivation is more likely to
fulfill personal satisfaction. Let us have an example. A student completed his homework
with the fear of being punished by his parents if the work had not been done. In this case,
he is motivated by his parents’ sanctions so it is obvious external. The same student

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complete his work because he thinks that it will lead to his succeed at school, then he is
internally motivated. As comparing to the other two, intrinsic and extrinsic motivation are
much more of an instrumentally value. The boy could have finished his homework since
his discovery that his homework contain knowledge that he needed to perform in other
subject, then he is intrinsically motivated. On the other hand, the child completing his
task thinking that he it would help him to earn a job or in short term get a reward in the
future could be considered as extrinsically motivated.
Since we are only mentioning the intrinsic motivation, the distinguish part above just
to clarify these definition. It is, however, important for teachers to recognize these types
of motivation and be able to classify reluctant students to fit in each type and make sure
to plan ahead a solution to deal with each type.
3. Advantages of Intrinsic Motivation
The process of acquiring information on students’ liking as well as further developing
them can easily accompany class time meaning that steps can happen at the same time
without interfering or suppressing one another. For instant, during speaking class,
teachers can ask students to provide their hobby or ask question about their future jobs,
etc. As far as we acknowledged, extrinsically motivating methods do their jobs as soon as
you apply them during your teaching section. Rewards and good marks draw the
attentions of students, hands are up for answering questions and speaking of ideas. It
provides strong stimulation and makes students eagerly to aim for rewards.

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4. Some Elements of English Speaking
As Harmer defined, speaking English fluently means there is a full potential
deployment on pronouncing phonemes, using stress and intonation patterns and creating a
connected speech. Furthermore, these above criteria must also accompany with various
speaking events. Speaking in another language is difficult and it has been argued that an
important reason for this is that a student’s attentional resources during a speaking
activity are limited (Skehan, 1998: 73). Many students cannot stay balance between
getting the meaning right in a proper time (fluency) and using it correctly (accuracy) as
an article of Cambridge Press had suggested.
5. Communicative Language Teaching
In the work of Littlewood (2013), the communicative ability is described by
analyzing two different points of view of language, the structural and the functional.
Structural point of view considers the aspect of grammar, in other words, two sentences
can be distinguished from each other by their grammatical structure. For instant, “John is
drinking coffee” and “The coffee is being drunk by John”. The structural view alone,
however, cannot be used as a way of conveying communication. Learners will need the
view of functional as well. Here is an example: “Are they still working?” .In the aspect of
grammar, the sentence should be understand as a question or interrogative. However,
there are more than one meaning in the view of functional base on the circumstances that
the speakers in. As a result, the communicative language teaching was there to solve the
problem in three aspects: getting students to understand the linguistic structure first since

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this is ESL class, helping students to use the language communicatively and also
introducing students to a non-linguistic knowledge of communication.
6. Task-based activities and Topic-based activities
As Ur defined in her work, a topic-based activity helps students to relate the ideas of
students to their own experience and knowledge. This kind of activities could also
represent a group discussion where teachers can stimulate speeches but not too many
arguments so that students can keep their origin ideas. On the other hand, task-based
activities require groups or pairs to complete observable tasks such as records, lists,
charts, etc. The main difference between these types of activities is the outcome. While
topic-based activities aim to produce discussion or such type of outcome, task-based
activities provides a more specific result, a source of material that could also be used for
other subjects. Therefore, task-based activities seem to produce more speech than its
company since the procedures of conducting a task-based activities already creates
opportunities for students to talk, especially to communicate with one another.
In this research, topic-based activities would be widened as a method of conducting
speaking class using a topic as a center to construct an activity.
7. Some Classroom Speaking Activities
7.1. Script Acting
This activity involve in having student to act a cut-out part of a story from their books
or other sources that they have most interest, the progress can be recorded and act as an

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evaluation for grading. These scripts should be selected carefully so that it could fit the
age of the class and students should be asked to look through the script as if they were
“real” actors and actresses. Students will have time to practice their performance which
teacher head them toward the stress and intonation as they are speaking the lines. Not
only student will be able to practice speaking with their friend during prepare section but
they also gain confident during acting section in front of the class. During acting out part,
teachers should give students with less confident chances to look at their classmate and
create a helpful friendly environment where they help each other with the pronunciations
and acting.
7.2. Discussion
The most common of this type of interactions between teachers and students is what
Jeremy described as Buzz group. This activity involves in predicting a topic name after
you have exposed it to the students or discussing after naming some key words of that
same topic. For example, teachers show pictures of snake, elephant, tiger, etc. and
suggest that we might discuss the topic of animals in the rain forest and ask them to name
the animals. Then teachers ask them to guess where they could live or capable of, “the
elephant can swim”; “The snake cannot fly”, etc. The buzz group method, however,
should be discriminated from Instant comment, which have more connection to producing
fast corresponding in-class activities. Let take the same lesson of the rain forest for
example. Teachers again show the topic but now instead of involving the class into
speaking, we can invite individuals to stand up and list as quickly as possible four animal
and their living habitats. Another type of discussion is the Formal debates. Students

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during the class should be given a topic then plan their arguments in group while teachers
direct them toward some point of view or answer their questions. It is important for the
student to practice their speech in advance in their group first.
7.3. Prepared Talks
This activity is often seen in the secondary grade classes where they acquired a quite
amount of vocabulary and the ability to use formal conversation. Students then choose a
topic that they most acquainted and prepared the talk in advance. Teachers should
encourage students to present their ideas using notes instead of scripts and should speak
in a small group first. Then teacher could grade them on a criteria that the whole class
had agreed on before.
As the most used activity in teaching English speaking, prepared talks are suitable for
both intrinsic students. It can assure that the topics chosen by students are those familiar
or interesting so they can have as much information as possible along with vocabulary
needed to make their presentation. The criteria that teachers introduce will act as grading
tools to see if students could get better in speaking English.
7.4. Questionnaires
As Harmer (2007) mentioned, “Questionnaires are useful because, by being pre-planned,
they ensure that both questioner and respondent have something to say to each other”. This
activity is what we called “flexible” to conduct and here are the reasons. Questionnaires
can be delivered to students by teachers or can be done by students themselves. Provided
that questions are came up by teachers, students then discuss answers with friends or
practice one-on-one conversation with teachers. On the other hand, students design the
materials themselves so that they could collect data from their friends and present their

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finding in front of the class. In this case, teachers’ role is crucial in helping them in the
design process.
7.5. Simulation and role-play
It is described as the act of students “simulate a real-life encounter (such as a
business meeting, an interview or a conversation in an aeroplane cabin, a hotel foyer, a
shop or a cafeteria) as if they were doing do in the real world” (The Practice of English
Language Teaching, 2015, pp. 352). Also described by Ur in her “A Course in English
Teaching Language” (p. 123), this activity can also begin with role cards distributed to
students about a situation. This simulation can also be students themselves take on the
role-play of a character. It is important that the role of students should be given with full
instruction of background, characteristic, etc. Sometimes, teachers can have students to
improvise a circumstance of real life encounter.
In other words, to understand the matter thoroughly, teacher should be aimed with the
basis for professional look through books, articles and most importantly through
experience. The above provides information for such need.

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Chapter 3: METHODOLOGY
In this chapter, we are going to cover some information and methods that we used to
collect the information. These include the written discourse regarding the methods of
acting, planning activities, etc. for conducting an English speaking class and the tool to
find out the numbers which brought up the questions for this research.
1. Research design
As trying to better the quality of our English speaking class, we have conducted this
research to find out whether more interesting methods should be considered to make the
class more enthusiastic and seek for best methods suitable for students by using both the
Qualitative Research and Quantitative Research. The Qualitative method helps us to
know better the topic that we had chosen through written materials like books and articles
related to the topic. The procedure of Quantitative research was applied to find out the
figure of efficiency that speaking class had brought to students in the past. This section
was carried out by the form of Questionnaires, which is going to be discussed in the later
part.
2. Research Procedures
The research literally starts on February 27th
, 2019, right after students received the
list of instructors, who help them to finish their paper work. Since the time, the schedule
was designed by our instructor, Mr. Nguyen Thanh Tuan, as:

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Week 1, 2 and 3: Finished writing Chapter 1, 2 and Correction.
Week 4 and 5: Finished writing Chapter 3, 4 and Correction.
Week 6: Finished Chapter 5 and Correction.
Week 7 and 8: Meetings.
This research aims to gather methods in relating to teaching speaking effectively for
advanced English learning students following these steps:
1. In the first step of this research, we are going to focus on the questions of
research. Firstly, for the target of this research, we would like to determine who
should be on the list of our questioning, what kind of methods that came up in the
past for teaching Speaking and select which should be able to apply to make it
more successful.
Then we put up the questionnaires about the quality of the class they had attended
in the past, mostly about activities and how enthusiastic these activities brought to
the students.
2. After having all information collected, we presented the idea and proposed the
topic and made it a research.
3. We came up with strategies to collect the data and which approach we would
use to analyze the data.
4. Then we put up the questionnaires about the quality of the class they had
attended in the past, mostly about activities and how enthusiastic these activities

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brought to the students. Besides, we were walking through books and articles to
scheme out information that needed for the writing.
5. The data then would be analyzed to a final result.
6. The result then is going to be informed as in the Chapter IV.
3. Participants
The main participants of this research is the student of the faculty of Major English, to be
more specific, the students were assigned to the class 15DTA and were classify
differently based on their English standard test that the university provided.
A vast majority of students in the 15DTA class have been exposed to English for at least
a year as the recent research has shown. Over a number of 25 members of the class,
38.9% of students have been learning English for over a year while 61.1% of pupils got
acquainted to the language for over two years.
4. Sample Selection
As mentioned before, the focus of this research lay on the students of Saigon
International University, typically speaking the student of class 15TDA. Through the
questionnaires distributed earlier, results would be choose manually. More specific: the
sample of those who attended all four courses of English skills should be selected; the
sample of those who subjected to English for at least a year should be selected
5. Material Technique
The main technique in gathering material for this research is Google form and its
calculator site. This application helps user to create questionnaires on their own.
Moreover, these forms can be sent quickly through connection to other social media

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applications. Last but not least, the questions can also be calculated, made into graphics
and had their digital numbers place on the table for individual results. Beside the data
from students, the written materials also played an important role in the making of this
research. The selections were books related to the education aspects, mainly about
teaching English as a second language. The research also considered specialized topics
related to education as a source of information
6. Data Collection
The main technique in gathering materials is questionnaires, which included three
sections. The first section included three questions act as a filter for eliminating results
that were not suitable for collecting data in next two sections. The second set of questions
was aim for collecting data on the level of interesting the lessons of speaking class
brought to students in the past. Kind of activities, time used to process the activity and
whether these activities can leave an impression to student are criteria this part aimed at.
The third part includes six questions mainly about activities that students would like to
present during their class.
As a result, over the total of twenty-five students in 15DTA, twenty-four samples were
submitted back to the site. Twenty-one samples, however, made it through the final
calculation process since there were two did not valid due to the fact that the answered
stated that he or she did not go through the class in the period of 2015 to 2019.

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7. Reliability and Validity
The result of the data found in this research is assured to be reliable due to three
reasons. Firstly, the numbers were obtained through a serious survey with a scale of
enough participants to make the outcome possible. Secondly, this survey was completed
by students of English Major so the barrier of language could be minimized. Last but not
least, the numbers were processed with accuracy so that the same survey of exact type
should be able to produce the result with the least speculation as it could have. This
research guaranteed that a same survey conducted based on the steps and questions upon
this writing would get a very same outcome.
The result of the data found in this research is assured to be valid due to two reasons.
The result of this research was carried out in an appropriate amount of time needed for
the Questionnaires to happen for the most sample could be collected. Total amount of
seven days used for collecting the sample of 25 students is legit enough. The research
starts with general question, whether the speaking class actually provided a lot of
speeches. To look into that, we narrowed down the target to a more familiar target which
is our classmate, the class of Major English. As we had noticed in the past, the majority
of the class seemed quite reluctant in the period due to the fact of lacking interest so we
designed to come up with a survey to evaluate the enthusiastic of speaking class. Then we
analyzed the pros and cons of the class that we had in the past based on our own
experience and compare the details provided by our friends answer samples. This writing
as described above, followed strictly the steps of conducting a scientific method research.
Therefore, this research is validity.

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Chapter 4: ANALYSIS AND DISCUSSION
After working through details about how the research had its samples collected and
figures calculated, the analysis of the topic would be performed by first answering three
main questions in the part of research questions. To demonstrate better on how this
research got the result as well as reached a conclusion, graphics and charts would also be
shown, described and analyzed.
1. Speaking class should be improve to be more enthusiastic
for students.
The question of whether some methods of conducting activities in the speaking class
should be applied to make the class more enthusiastic made students of 15DTA look back
to their speaking class in the last 4 semesters from 2015 to 2018. The research questions
of this part lay on the section two of the questionnaires, including seven questions. To be
able to descript the class enthusiasm, the research focused on the amount of activities
carried out during the class and the amount of time used to conduct them.

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20
15
11 (52.4%)
10
5
1 (4.8%)
4 (19%)
3 (14.3%)
2 (9.5%)
0
1 2 3 4 5
The level of interest graded by students
Chart 1: The chart describing the level of interest the speaking
class could get based on students’ grading
For a closer look as well as a more direct approach to the first question, leveling the
student interest in their speaking class question was put into the questionnaires. Based on
chart number 3, the majority of the students agreed that the class only acquired a level of
average when it comes to how interesting it could get. 52.4% of students chose the option
that describe their class was interesting enough for it to carry on. Furthermore, 19%
agreed that the class was just effective enough for them to study in. The numbers were

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pretty low when it came to the level 4 and 5 which is the level of good and excellent with
only 14.3% and 9.5% for each category.
To understand better why the level of interest was at about average, the following
charts was withdrawn from the results of the questionnaire.
20
15
10
15 (61.9 %)
5
5 (23.8 %)
2 (9.5%)
1 (4.8%)
0
0
1 2 3 4 5
The level of the amount of activities used during the class
Chart 2: The chart describing the amount of activities were used.
As the chart described, over the total amount of 21 valid samples, 23.8% of the class
claimed that the class happened with not enough activities while 61.9% stated that the
activities were enough for the class to continue. Only a small fraction, however, says that
the amount of activities should range from several to a lot of activities used. Therefore,
the majority of participants agreed that the level of using activities or methods only at
about enough to keep the class on routine.

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When it came to which is the most common method to create an activity for the class,
the research got the answer with the second chart below.
6 (28.6%)
15
(71.4%)
I often had a topic and the whole class gave in their ideas.
I was often asked to form a group and do tasks
Chart 3: The chart describing the most common method used
during class
The numbers of three charts seem to tell a lack of intrinsic motivation. Firstly, the
amount of activities were insufficient since the “How much time should we give to
speaking practice?” from Cambridge University Press suggested that at least 50 % of the
class time should be devoted to the communicative speaking activity for developing
fluency of using English. As explained before, ESL classes should be taught with this
kind of activity because it provided a great amount of real-life situations that demands
them to communicate and progress their speech. Secondly, more than half of the
activities belong to the group of topic-based activity. This is concerned, though this kind
of activity provides clear objective: discussion, because answers of student upon the topic
stay as original when the class is over. With or without feedback does not actually effect

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23
the student much, for students only participate the class for the period that they came up
with ideas and produced their speeches. Last but definitely not least, the direct number
from the survey tells that more approaches should be used to make the speaking class
more interesting.
In conclusion, the speaking class in the pass was proven to be likely lacking
excitement. Based on this finding, this research came up with some activities that might
get the class more enthusiastic and it is going to be covered in the next section. Teacher
should consider the usage of intrinsic motivation as a target to apply into their planning
ahead the activities.
2. Methods of teaching English speaking fit into the class to make it
more enthusiastic.
To find out what kind of activities will work best, the search was carried and here are
the findings which some books specialized in education and some paper works,
especially journals and articles, provided this research with an overview of methods for
teaching speaking. In this part, the writing considers two main methods that will most
likely to be used in teaching speaking.
2.1. Dramatic methods
The big question is “How does drama fit into the approach of teaching second
language?”. Students expected that learning English means that the language could be
easily applied to their real life situation and Drama methods provide just that. Brauer

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24
(2002) also stated that drama helps class room to utilize multiple types of learner,
especially bodily kinesthetic one. Activities of this type helps students to convey real
meaning and solve problems as Dodson (2000) suggested. These include Script Acting,
Simulation, Role-play, Improvisation and Mine.
2.1.1. Script Acting
As mentioned before in the previous section, this type of activity holds a lot of
advantages since it is, except for script choosing part, easy to conduct and large amount
of knowledge will be gained. One of the obstacle in practicing this method is vocabulary.
It is agreeable that scripts should be as easy as possible but that is still not going to make
sure that some learners would one hundred percent understand it. Another disadvantage
of this acting is it is quite time-consuming. An actual period of a speaking class varies
from 30 to 45 minutes and a class with minimum number of above 15 students make it
almost impossible to accomplish both the practice part and acting part in one class.
Provided that the class is happened, it is going to take at least 3 class of 30 minutes (2
class of 45 minutes) to exercise the lesson.
2.1.2. Simulation and Role- play
Its definition also mentioned before in the previous part. Similar to Script Acting,
role-play needed to be planned carefully and the role should be appropriate base on the
level of learners. One thing to notice is that although acting and role-playing share many
similarity but they are different in some aspects. Acting provides scripts for students to
practice. As a result, learners have a variety of ready vocabulary for them to practice.

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25
Role-playing, on the other hand, forces students to use their own style of using language
in that circumstance.
2.1.3. Improvisation
Improvisation in Dramatic Methods defined as an act of responding to a situation
without any scripts or rehearses. In order words, these situations are either spontaneous or
unexpected. This type usually accompanies with Role-play activity but be insured that
these two are slightly different due to the element of surprise Improvisation provides
within the materials of teaching which Role-play does not have. Improvisation does not
need any scripts but preparation in advance still a must in case there some new
vocabularies or structures. However, a difficult arises is that situations that teachers bring
to the class must be clearly stated and somehow provides the class with a dramatic plot
twist as Dundar (2012) suggested. The main purpose of applying this method in teaching
speaking is to promote students confident by showing off facial expression and gestures,
however, some students might feel shy and reluctant at first. In some case, improvisation
could be misunderstood as a fun game by students. Therefore, he also proposed that
teachers should call the activity as an “exercise” and ensure them that this kind of activity
will not make them lose face by making any mistakes.
2.1.4. Mime
Defined as “a non-verbal representation of an idea or story through gesture, bodily
movement and expression.” by Dougill (1987). The most suitable target for this type of
activity is those students belong to the learning style of bodily- kinesthetic. This type of

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26
activity, however, seems limit to students who often positive react at a mime are usually
not willing to do mime. Another disadvantage is that, of course, mime does not produce
mush speech since it is clearly non-verbal based activity. This situation which we called
personal aspect makes it difficult for the activities to be conducted. Therefore, Mime
might not be considered as a sole teaching technique but as a short period activities.
In conclusion, most of the drama methods seems to focus on developing students
confident by strengthening their abilities of using grammatical structure, pronunciation
and vocabulary. Beside its efficiency, these activities also provide the speaking class with
enthusiastic lesson learning time accompany with the textbook exercise.
2.2. Topic-based methods
Topic- based tasks, without any doubt, are tasks selected by teachers in English as
Second Language teaching. Although the name might already suggest that this methods
involving in a specific topic, there are still many forms of this kind that were not utilized.
Those include Discussion, Prepared talks, Questionnaires and Presentation.
2.2.1. Discussion
Mentioned before in the terms explanation, Discussion associates with teaching
speaking for a long time. This can happen with almost any levels of English study. The
flexibility is what this activity brings to a speaking class, provided that the topic of
discussion is appropriate any interesting enough. As far as I concerned, this method is
applicable for students who are intrinsic motivated due to its nature of pushing students to
do brainstorm on their own. Furthermore, discussion creates an active atmosphere where

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27
students could be easy to be drawn attention to the topic. It is, however, the active
atmosphere can act as cons due to the fact that sometimes debates could get a little
intense and teachers should be able to sense it while conducting a debate. Furthermore,
this kind of activity depends a lot on how interesting the topic is to make the class
enthusiastic. Teachers’ instruction and suggestion upon the topic also play a crucial role.
2.2.2. Prepared talks
This is also a common activity for speaking class. By preparing talks in advance,
students should be able to deliver their speech in the most natural stage. However, we
would like to suggest that this activity can accompany with other minor activities to work
its best feature. For instance, pictures can be used as topic, the class first discussing them
then withdraw their own topic and make a speech about it. Another example would be the
use of the activity “Things in common” suggested by Ur (2012). Provided that a topic
“What is your favorite hobbies?” is provided, students will be put in groups and make a
group prepared speech about their favorite hobbies. The benefit of this activity is the
simplicity but efficient it brings to teachers. This topic-based activity does not require
much materials except for the topic itself. However, in order for students to progress,
teachers’ feedback is needed. The disadvantage of this is that, once again, this activity
based upon a specific topic, therefore, the topic must be prepared as careful as possible
by teachers.
2.2.3. Questionnaires

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28
These questions can be a helpful way to help the class become more interesting. For a
better performance, the topic used to conduct this type of activities should be free to
choose by students, as long as the topic is appropriate enough for the class. In this case,
teacher can act as a resource to help their students in designing their questions. The
questions or queries do not need to be long or complicated, sometimes simple questions
easier for answers to be collected. An example can be seen from Harmer’s examples of
questionnaire about films. The advantage of this activity is it also provides data to others
subject such as writing, discussion and prepared talks. Another benefit is the amount of
speaking time generated will be huge. The limit, however, lies in the amount of time
needed to complete such task. A total of 45 minutes might not be enough for conducting
all parts from collecting data, process the information and plan a speech.
2.2.4. Presentation
This approach is familiar with most students nowadays. For the more advanced
English class to progress, the need for formal presentation is expected. Presentations can
be divided into three types for the length of time of each types. This could be shown by
Ur (2012) in the “A Course in English Language Teaching”. This type can also
accompany well with question-and- answer sections or discussion.
3. Which methods are considered to be the most suitable for the
students at Saigon International University?
To answer this question, this research will have to look back at the questionnaire
handed to the students of 15DTA. The set of questions lie in the section 3. The research

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29
5
(23.8%)
16
(76.2%)
A pair or group based activity so that Ican interact with friends
An activity which provide clearobjective so that I can have adiscussion process by myself.
began by trying to figure out which methods the students think they might enjoy
participating best.
This section started with the question of choices between Topic-based method and
Dramatic method. The section of the chart “An activity which provide clear objective so
that I can have a discussion process by myself” represents the Topic-based while the
other represents the Dramatic method. As the chart shown, majority of students agreed
that group activities should have taken more time than the activities with topic provided.
Due to this event, a next question was given out to make the matter more specific:
Provided that a task- based activity is given, how would you like the activity to be Chart
4: Chart describing which methods students prefer
conducted? Samples of participant is going to be viewed as this next chart.

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30
4(19%) 3
(14.3%)
14
(66.7%)
I would like to have a Simulation orRole-play activity. I would like it to be a game.
I would like it to be an outdoor activity.
Upon the selection of using a task-based activities, to be more specific in this research
are the Drama method activities, a large number of students choose to have a game
conducted during their class time. In this situation, the activities of Simulation/ role-play
and Improvisation can use
Chart 5: Chart describing which task-based activities students prefer
Simulation/ role-play as a warm-up game to start a lesson. For instance, a business
meeting would be perfect for a speaking class of how to manage a good meeting where
students take role of businessman and practice using phrases to express their ideas and
Chart 5: Chart describing which task-based activities students
present their plans in front of the class. Furthermore, Improvisation can definitely help

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31
out to create a game. The element of surprise is important since the purpose of using
games here mostly for more enthusiastic moment while learning to speak. For example,
in the same speaking class as the above, teacher has students to form groups which
contain one leader and other employees, then teacher addressed that he takes the role of a
manager and demands an urgent plan for a problem arises suddenly during the business
meeting. Students then will have to act out and use every idea they could come up with to
solve the problems. Mime can also be planned ahead to be a game. Mime easily remind
people of the game words guessing which students stand with back facing the board and
guess whatever words written on the board by looking at the class acting. The opposite
activity can also be the whole class guess words by looking at the acting of one student.
Be noticed that Mime is going to bring a relax atmosphere to the class but sometimes it
can get a little too soft since students would think that it is just a simple game as Dundar
(2012) suggested. The solution for this issue is to make this kind of game as brief as
possible. Ten to fifteen minutes will be appropriate. Script acting, however, is hard to be
turn into games due to the fact that learners will need time to prepare in advance. By
prepare, the word means that a lot of learn-by-heart task so the activity might not suitable
for turning into games. A 14% of students agreed that the class should contained
activities such as Simulation/ Role-play. This is easier than conducting game because the
time limitation is lifted up. Teacher could make use of the period to make an activity but
in a larger scale. Due to the fact that in role play and simulation activities, they will have
a different role and do not have to speak for themselves, which means they do not have to
take the same responsibility as mentioned by Kayi (2006). The groups of businessman
may have an argument about what to do to increase sale or how to fix the sale number

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32
dropping down on the board. In conclusion, more activities of the task-based should be
applied to make the class more interesting and above demonstrations are examples of
how to make use of such activities upon students liking. This improvement can help
students to participate more during the class and motivate speech that more likely to be
communicative. As Dodson (2000) suggested, by using dramatic activities will encourage
fluency, reading and discussing while also contribute to the developing pronunciation,
grammar structures, problem solving skill in English.
Although the amount of the majority chose to have task-based activities, the method
of topic-based is still consider to be effective due to its simplicity. In the list of queries in
the questionnaire, a hypothetical situation was given as a topic-based activity given by
teacher, how students like the activity to be. The following pie chart describes the
answer.
6 (28.6%) 6 (28.6%)
9 (33.3%)
I want it to be a direct conversationbetween a student and teacher sothat I can present my ideas
I want it to be a discussion of groupsso that I will be able to hear
othersideas I want it to be an activity (debate,questionnaires,etc)

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33
As the chart shown, the quarter of discussion in groups takes the most of the chart up
to 33.3% of the class. The number stays equal for both lesson that comes direct from the
textbook which needs practices and activities other than discussions as 28.6%. This
indicates that there must be a mixed type of topic-based activities around. A
questionnaire activities could be a good start. Students can choose freely a topic, come up
with questions and collect data. Then student can present their ideas in a presentation or a
prepared talk. The same pattern with different steps order can also be applied. Students
can start with a presentation to propose the topic of their choice then create a
Chart 6: Chart describing which topic-based activities students prefer
questionnaire, will be appropriate for a change. Instead of having only answer-feedback
class, teacher can organize a discussion over an interesting topic. Some forms of
discussion stated by Harmer (2010) can help to create a fascinating speaking activity.
To sum it up, the above analyzed graphs demonstrate which type of activities the
research had chosen. Mixed activities are what be most considered since this is the
advance English class and able to use the target language with little difficulty. However,
the efficiency remains doubt due to the lacking of opportunity to apply and make record
upon the study.

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Chapter 5: CONCLUSION
This research is an opportunity for us to apply what we had learned in the past into
the reality classroom. Going through the approaches makes the whole research expose the
situation better for we can consider thoroughly what could be useful, which is applicable.
Through ten weeks of making this writing possible, the result comes out firstly
through the process of survey our 15DTA classmate about their speaking course,
secondly through materials we had collected earlier, lastly through the analysis we made.
The survey makes three important findings. Discovery number one is that the
speaking class attended by class of 15DTA was considered to be not interesting but only
efficient enough to participate. The amount of activities was valued as average, as a result
the level of interesting also rated as average. The second finding is that students of the
class tented to prefer having task-based activities instead of having topic-based activities.
Third findings states that activities in groups should be focused.
Upon the material, two methods for making the speaking class more enthusiastic
consider new activities for teaching. Drama method promises the class with activities that
helps students to progress in many aspects such as pronunciations, confident, etc. Topic-
based method, on the other hand, provides more traditional approaches to solve the
missing interest problems. This method, however, needs to be preplanned carefully since
the class already been through a lot of topic-based section in the past.

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36
Last but not least, the analysis provides reasons why an activity should be chose
instead of sticking with the textbook exercise or using only topics. This part also provides
the mixed activities which could be used to make the class diverse.

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37
REFERENCE
Brauer, G. (2000). Body and language: Intercultural learning through drama.
Greenwood Publishing Group.
Dougill, J. (1987). Drama activities for language activities for language learning.
London: Macmillan. Retrieved from https://www.worldcat.org
Dodson, S, L. (2000). Learning Languages through Drama. Texas Papers in
Foreign Language Education, 129-141. Retrieved from Google scholar.
Dundar, S. (2013). Nine drama activities for foreign language classrooms: Benefits and
challenges. Akdeniz Language Studies Conference 2012. Retrieved from https:// www.
sciencedirect.com/
Harmer, J. (1984). The Practice of English Language Teaching. London. Longman.
Harmer, J. (2007). The Practice of English Language Teaching (Fourth edition). Pearson
Longman ELT.
Kayi, H. (2006). Teaching Speaking: Activities to Promote Speaking in a Second
Language. Retrieved from http://iteslj.org/Techniques/Kayi-TeachingSpeaking.html.
Saigon International University. (2019). Introduction. Retrieved from
http://www .siu.edu.vn /en-us/overview.
Littlewood, W. (2013). Communicative Language Teaching, 2-5, 19-21. Retrieved from
University of Rochester.

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Pamila J. Florea. (2011, May). Using Improvisational Exercises for Increasing
Speaking and Listening Skills. The Asian EFL Journal Professional Teaching Articles –
CEBU Conference Issue (2), Volume 52, 46-56.
Richard M. R, and Edward L. D, (2000). Self-Determination Theory and the Facilitation
of Intrinsic Motivation, Social Development, and Well-Being, 56-57. Retrieved from
University of Rochester.
Saigon International University. (2019). Introduction. Retrieved from
http://www .siu.edu.vn /en-us/overview.
Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford:
Oxford University Press.
Ur, P. (2010). A Course in English Language Teaching. Cambridge, Cambridge
University Press.
Vanderbilt University. Article of Motivating Students. Retrieved from
https://cft.vanderbilt .edu/guides-sub-pages/motivating-students/v
Pamila J. Florea. (2011, May). Using Improvisational Exercises for Increasing
Speaking and Listening Skills. The Asian EFL Journal Professional Teaching Articles –
CEBU Conference Issue (2), Volume 52, 46-56.

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APPENDIX
The questionnaires will be enclosed.

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