INTRODUCTION
Rationale for the study
Mastering speaking is essential for English language learners, as it plays a crucial role in effective communication Proficiency in spoken English is particularly valuable, given its status as the most widely accepted global language, enhancing both knowledge and job opportunities Furthermore, being able to converse in English facilitates easier interactions and connections with people worldwide during travel (Gard & Gautam, 2015).
From the observation and teaching process done by the researcher with the
At Yen Phong No.2 High School, 11th-grade students are facing challenges with speaking proficiency, characterized by limited vocabulary, poor grammar, and inadequate pronunciation These deficiencies hinder their ability to participate effectively in speaking classes, highlighting the need for improvement in their speaking skills Various indicators reveal that students struggle to communicate accurately, underscoring the urgency for targeted interventions to enhance their verbal communication abilities.
In language teaching classes, students often struggle to respond orally to questions posed by the teacher and frequently speak with many pauses They face challenges in finding the right words to construct sentences and expressions, particularly when it comes to vocabulary mastery; for example, when asked about the meanings of words like "seldom" and "never," many students are unable to provide answers Additionally, when discussing grammatical items such as the past forms of "bring" and "think" in recount texts, students demonstrate a lack of understanding Another significant difficulty arises during speaking activities, where the teacher must translate sentences before explaining the expressions being taught.
The classroom atmosphere reveals a lack of enthusiasm and interest among students during the teaching and learning process, with only a few willing to participate actively Many students appear disengaged, often chatting in their own language instead of focusing on the lesson After break times, they show signs of fatigue and low motivation, further hindering their learning experience Traditional dialogue exercises, such as reading aloud in front of the class, fail to enhance their speaking proficiency To address these challenges, the classroom teacher and the author propose using games as a dynamic approach to improve English speaking skills.
Games significantly enhance students' speaking skills by providing a meaningful context for language use (Wright, 1997) They appeal to learners of all ages, encouraging both young learners and adults to engage actively Additionally, as noted by Chen (2000), games foster a willingness to ask questions and promote creative thinking in English, ultimately helping students achieve their learning goals.
The reasons mentioned above lead me to my choice of the research title:
“Improving English speaking skills through games for 11 th grade students at Yen Phong No.2 high school”
Aims of the study
This study focuses on enhancing the speaking skills of 11th-grade students through targeted language activities, while also providing foundational knowledge essential for their future academic requirements To achieve this objective, the research delves into various strategies and methodologies.
- Identifying whether games can improve students’ speaking skills
- Exploring 11 th grade students’ attitude towards the teacher’s use of games in speaking lesson.
Research question
The research is conducted to address the following questions:
1 To what extents do games improve students’ speaking skill?
2 What are learners’ attitude when using games in speaking lesson?
Scope of the study
This study focuses on the use of games to enhance English speaking skills among 11th-grade students at Yen Phong No.2 High School, acknowledging the limited personal experience of the researcher Through teaching and learning experiences, various engaging games such as question and answer, matching, word games, and guessing games have been integrated into English lessons from the English 11 textbook The implementation of these games has created a lively classroom atmosphere, encouraging students to engage more actively in the English learning environment This research aims to serve as a valuable resource for students seeking to improve their speaking skills.
The number of students involved 11 th grade students, especially the students of class 11A2 It involves one class, consisting of thirty- four students; sixteen girls and eighteen boys.
Design of the thesis
This thesis is divided into five chapter The following is short description about what each chapter contains
Chapter 1 – presents the rationales for the study, the aims and objectives, the research questions, the scope of the study and the design of the study
Chapter 2 – provides the theoretical background of the study, including the nature of speaking, games Besides, review of previous studies are also stated
Chapter 3 – demonstrates the research methods applied in the study with details on how and why these methods were implemented in the research Besides, this chapter presents the data collected and analyzed from teacher’s dairy, questionnaire as well as from the pre – tests and post – tests
Chapter 4 – demonstrates the results and discussion of the study, which answer the two research questions
Chapter 5 – summarizes the main issues covered in the paper It presents the summary of major findings, the implications, limitations as well as suggestions for further studies
References and Appendices are presented in the last part of the thesis.
LITERATURE REVIEW
The Nature of Speaking
Speaking serves as a vital connection for learners, bridging the gap between classroom education and the outside world (Hadfield, 1999:7) It is an essential tool for fostering social solidarity, enhancing social status, and facilitating professional growth and business interactions Additionally, speaking is a key medium through which language acquisition occurs (Bygate, 1997: vii) To truly understand a language, learners must actively engage in speaking, applying their knowledge of grammar and vocabulary through practical speaking exercises.
Speaking, defined by the New Webster Dictionary (1994: 932) as the oral expression of ideas, feelings, and thoughts, is also known as oral communication Syakur (1987: 5) emphasizes that speaking is a complex skill involving pronunciation, grammar, vocabulary, and fluency It is a natural act that individuals engage in throughout their lives, often sharing their problems with trusted individuals, thereby exercising their freedom to express their thoughts and emotions.
Language serves as a vital tool for communication, with speaking being a key method for individuals to express their ideas The Oxford Advanced Learner’s Dictionary defines speaking as the ability to use words effectively, encompassing the expression of thoughts and feelings through speech Thus, speaking proficiency can be understood as the capability to apply linguistic knowledge in real-life interactions, allowing individuals to articulate their ideas, emotions, and needs verbally.
Speaking is a fundamental aspect of communication and is often the primary goal for those learning a new language Language learners typically prioritize speaking skills, as mastering this ability allows them to engage in conversations and practice with others Therefore, developing speaking proficiency is essential for anyone aiming to achieve fluency in a language.
2.1.2 The place of speaking among the four language skills
Language teaching courses typically focus on four key skills: listening, reading, speaking, and writing Widdowson (1978) categorizes these skills into receptive (listening and reading) and productive (speaking and writing) skills, with the latter involving active language production According to Penny Ur in "A Course in Language Teaching," speaking is often viewed as the most crucial skill, as individuals proficient in a language are commonly referred to as its "speakers." Furthermore, many foreign language learners prioritize speaking as their primary goal (Ur, 1996).
The author highlights the significance of speaking as a complex skill that requires extensive knowledge of various language elements and substantial practice and exposure Many view fluency in speaking as the most coveted ability in a target language, as it often reflects one's true linguistic proficiency when conversing with native speakers In contrast, teaching writing is approached through the process method, which emphasizes the stages of writing rather than the final product According to Harmer (2001), educators who support this method focus on the different phases that writing undergoes Unlike speaking, writing is not an innate skill; it necessitates practice and adherence to specific rules for composing letters, essays, and other written forms.
Listening and reading are essential receptive skills that allow individuals to extract meaning from auditory and visual inputs without producing language themselves Widdowson (1978) categorizes these as passive skills, in contrast to the active skills of writing and speaking In everyday life, people engage with various media, such as radio and television, enhancing their listening comprehension in diverse communicative contexts Dakowska (2005) emphasizes that listening is integral to both public and personal interactions, highlighting that effective conversation requires not only speaking in the target language but also attentive listening Similarly, reading fosters understanding through an interactive process between the reader and the text.
The four communication skills can be categorized based on their function in information exchange and the medium used Speaking and listening pertain to the aural medium, while reading and writing are associated with the visual medium (Widdowson 1978).
Speaking and listening involve the production of sounds, while reading and writing focus on visual perception This distinction highlights the importance of how information is communicated.
Games
Many different definitions of games have been made so far
Jill Hadfield (1996) defines a game as an activity characterized by rules, a goal, and an element of fun He categorizes games into two types: competitive games, where players or teams strive to be the first to achieve the goal, and co-operative games, where players or teams collaborate towards a shared objective.
According to Chen (2005), incorporating games into language learning offers numerous advantages, including enhancing communicative competence, fostering meaningful contexts for language use, boosting motivation, alleviating anxiety, promoting creative and spontaneous language application, and establishing a collaborative learning environment.
In educational settings, various activities enhance speaking skills, with games being particularly effective These games not only focus on producing correct speech but also serve as engaging communicative activities The primary goal of language games is to encourage students to actively use the target language, allowing them to persuade and negotiate to achieve their desired outcomes during gameplay.
Games offer students a fun and relaxing learning atmosphere When students join in games, anxiety is reduced and speech fluency is generated, so communicative competence is achieved
Game activities effectively motivate learners to engage in speaking by introducing a competitive element into language-building exercises This competition fosters a meaningful context for language use, encouraging learners to concentrate and think critically throughout the learning process.
Language learning can be a fun and engaging experience, especially when incorporating games Through play, students unconsciously absorb a significant amount of language by focusing and listening intently Just as we develop proficiency in our native language through playful interactions, games can enhance language acquisition in a dynamic and enjoyable way.
2.2.2 Role of games to improve the student’s speaking skills
Many people view games merely as a way to fill time at the end of a lesson, but they actually hold significant educational value Games are increasingly recognized as essential components of language curricula, as they play a crucial role in enhancing speaking skills in both teaching and learning contexts.
Games in foreign language teaching are not only fun but also hold significant pedagogical value, as highlighted by Richard-Amato (1996) They effectively enhance motivation, reduce stress, and facilitate real communication among language learners Hansen (1994) supports this view, noting that games are both motivating and entertaining, providing shy students with a greater opportunity to express their thoughts and feelings.
According to Wright, Betteridge, and Bucky (1983), games play a crucial role in maintaining learners' interest and motivation They offer valuable opportunities for meaningful language practice across all skills—reading, listening, writing, and speaking—while being applicable at various stages of teaching and learning Additionally, games facilitate diverse types of communication, enhancing the overall educational experience.
Language games can enhance language learning by adding fun and variety to conversation sessions, especially for participants who enjoy games They serve as a refreshing break from traditional grammar activities and classroom drills, providing relaxation while still focusing on language acquisition According to Byrne (1984), the maximum benefits of language games are realized when they are integrated into a learning program during both practice and production stages This approach offers new and engaging contexts for practicing previously learned language and can facilitate the acquisition of new language skills.
Introducing competition in the English class aims to enhance students' speaking skills while avoiding frustration As Byrne (1984) notes, the goal is not to foster excessive competitiveness but to harness the positive influence of competition for meaningful language use.
In summary, games are useful and effective tools that should be applied in speaking lesson
There are many benefits of using games in the classroom According to Kim
• Games are a welcome break from the usual routine of the language class
• They are motivating and challenging
• Learning a language requires a great deal of effort Games help students to make and sustain the effort of learning
• Games provide language practice in the various skills- speaking, writing, listening and reading
• They encourage students to interact and communicate
• They create a meaningful context for the language user
• They increase the student’s proficiency (Deesri, 2002, p 3)
Games play a crucial role in maintaining students' interest in language learning by providing engaging practice across various skills and communication types throughout the teaching process (Wright et al, 1984, p 1-2).
• Games can help teachers to create contexts in which language is useful and meaningful (Wright et al, 1984, p 1-2)
Games play a great importance in learning a foreign language They can make students to be good communicator, games as motivator; also they can increase student’s proficiency in learning foreign language
Incorporating games in the classroom serves a dual purpose: to engage students and enhance their communication skills As Hadfield (1984) notes, "games provide an opportunity for real communication" (p 4) Additionally, Hedge (2000) emphasizes that students require ample opportunities to practice English in contexts that promote the expression of their needs, ideas, and opinions (p 44-45) Therefore, when teachers implement games, the focus should be on fostering communication rather than prioritizing language accuracy, aligning with Hadfield's assertion that "the emphasis in the games is on successful communication rather than on the correctness of the language" (p 4).
Simply, using games in the classroom can help students improve their communication and speak freely in the classroom
Motivation plays a crucial role in learning a foreign language, as it enhances students' communication skills Harmer (2001, p 51) defines motivation as an internal drive that compels individuals to take action to achieve their goals This intrinsic motivation not only encourages students to engage actively in the classroom but also fosters a more effective learning environment.
Incorporating games into the classroom enhances students' language acquisition and communication skills Additionally, these interactive activities improve vocabulary and help minimize grammatical errors, as noted by Deesri.
Incorporating games into the classroom enhances students' language skills by providing real-life communication scenarios and opportunities for practice, as highlighted by research from 2003 These interactive activities not only allow students to engage with the language but also help them reinforce grammatical rules and other essential functions Therefore, teachers should utilize games to boost their students' competency in language learning.
2.2.5 Kinds of games in language teaching and learning
Review of previous studies
There are certain studies conducted in various classrooms that can help us better explain our interest in games
In her research on enhancing English interaction through games, Ariza (2001) implemented a project aimed at boosting oral participation among second-grade students, particularly benefiting shy and slower learners The findings indicated that role plays and dramatizations effectively foster speaking skills in an engaging manner, allowing students to practice language in relatable communicative contexts Similarly, Ochoa (2002) highlighted a significant lack of self-confidence among her students regarding public speaking, as evidenced by data collected through various instruments, revealing their fears when addressing the class.
Ochoa's project highlighted that self-confidence significantly impacts students' learning and classroom performance Meaningful experiences within schools are crucial for students' lives Additionally, fostering a positive classroom environment is essential for enhancing communicative competence among participants.
Mora & Lopera (2001) highlight in their project "Games in the Classroom: More Than Just Having Fun" that games and fun activities are essential for both teachers and students, as they significantly contribute to skill and competency development They argue that incorporating games in the classroom is not only beneficial but necessary, as these activities foster socialization, teamwork, and the cultivation of values such as mutual respect and cooperation.
After reviewing the previous studies, it can be seen that most of the researchers spend time researching the role of games in teaching speaking skills
In my thesis, I aimed to leverage games as an effective tool to enhance students' speaking skills, implementing a systematic approach to monitor their oral progress throughout the application of the title.
Summary
Games play a crucial role in enhancing student engagement in the classroom by making learning enjoyable and promoting natural language acquisition They help students appreciate the beauty of a foreign language, transforming perceived challenges into opportunities for growth The competitive nature of games fosters collaboration and encourages students to communicate in English, while also providing a meaningful context for practicing their linguistic skills Given these benefits, the author advocates for the use of games as an effective method for teaching speaking skills.
In conclusion, games are an effective tool for enhancing students' fluency in the target language, encouraging interaction and communication among peers in the classroom, boosting motivation, and making the teaching and learning experience more enjoyable.
RESEARCH METHODOLOGY
The setting of the study
The research was carried out at Yen Phong No.2 High School in Yen Trung commune, Bac Ninh province This expansive institution features four floors and thirty classrooms, each accommodating a minimum of twenty-five students All classrooms are equipped with modern projectors and smart boards, enhancing the learning environment.
The English department consists of eight qualified teachers, most of whom hold master's degrees from university Each teacher conducts 18 lessons per week, with each lesson lasting 40 minutes They have the flexibility to select their own teaching methods, provided that their approaches satisfy students and facilitate their progress.
Concerning about students, they are at A1 or A2 level.
Participants
This study investigates the attitudes of 11th grade students at Yen Phong No.2 High School towards English speaking skills The sample consisted of 34 students, with 47% female and 53% male, all of whom have completed eight years of mandatory English education from grades 3 to 10, attending three English classes per week Despite this background, many students express a lack of interest in developing their speaking skills, perceiving the activity as boring and challenging This research aims to address and improve the current situation regarding student engagement in English speaking activities.
The Method of the Research
The method used in this research is classroom action research There are various definitions of action research stated by some experts
According to Nunan (1992), action research is a self-reflective inquiry conducted by practitioners to address problems, enhance practices, and deepen understanding He outlines a seven-step procedure for action research, which includes Initiation, Preliminary Investigation, Hypotheses, Intervention, Evaluation, Dissemination, and Follow-up.
According to Mills (2000), action research is a systematic inquiry carried out by educators and stakeholders within a teaching or learning environment to collect information about school operations, teaching methods, and student learning outcomes He introduces a four-step process known as the "dialectic action research spiral," which outlines the essential stages of this research approach.
Figure 3.1: Dialectic Action Research Spiral
Mills described a dynamic and responsive model where teachers conduct research aimed at benefiting both themselves and their students, emphasizing its adaptability to various contexts and purposes.
According to Carr and Kemmis (as cited in Burns, 1999, p.30), action research is defined as a method of self-reflection conducted by individuals within social contexts to enhance their own practices.
Similarly, according to the model of Kemmis and Mc Taggart in Burns
(1999, p.32), the implementation of the classroom action research includes four steps: identifying problems and planning the action; implementing the action; observing the action; and reflecting the result of the observation
MacIsaac (1995) introduced a straightforward model illustrating the cyclical nature of the typical action research process, which consists of two cycles Each cycle encompasses four essential steps: planning, taking action, observing outcomes, and reflecting on the results.
Figure 3.2: Simple Action Research Model 55 (from MacIsaac, 1995: p53)
In this study, the researcher will utilize the action research model proposed by Kemmis and McTaggart, as highlighted in Burns (1999, p.32), due to its practicality and effectiveness for the research objectives.
The Procedure of Action Research
This study utilized the action research framework proposed by Kemmis and McTaggart, as outlined in Burns (1999, p 32), which consists of four key steps: identifying problems and planning actions, implementing those actions, observing the outcomes, and reflecting on the results of the observations.
Based on the observation and experience from teaching English at Yen Phong
No.2 high school as well as discussions with the learners and the colleagues, the researcher found out that one of learners’ biggest problems is English speaking skills
This term emphasized enhancing English speaking skills among 11th grade students through the use of games Games were strategically integrated into lessons to initiate discussions, assess speaking abilities, and provide practice opportunities The plan was meticulously designed to align with the course objectives, showcasing how each game serves a specific purpose The researcher carefully selected appropriate games for each lesson to maximize student engagement and learning outcomes.
The researcher organized the students into groups by having them count sequentially, with those who called out the same number forming a group Following this, each group was encouraged to select a name to be displayed on the whiteboard for tracking their scores.
When dealing with an uneven number of students, such as five, one group may consist of three members while others have two This grouping strategy fosters both cooperation and healthy competition among group members, enhancing the overall learning experience.
To achieve the desired outcomes in English speaking skills, it was crucial to provide students with clear explanations and instructions about the games being implemented This step ensured that students understood how to play, making the game an effective learning tool Without proper guidance on the rules, the use of games could lead to wasted class time and disengagement, as students would quickly become bored if they were unsure of what to do.
The researcher closely observed the students during their participation in the game, noting their engagement levels and the overall number of participants This included recording how actively the students participated, as well as tracking those who chose not to join in the games.
To enhance the validity and reliability of the study, the researcher administered a post-test and a questionnaire to the students The post-test aimed to assess improvements in English speaking skills following the use of games in speaking lessons Additionally, the questionnaires were designed to gauge students' attitudes towards the incorporation of games in their lessons.
To assess the impact of games on improving English speaking skills, the researcher employed tests and questionnaires The results indicated that students achieved higher scores when games were utilized, highlighting their effectiveness Additionally, the questionnaire revealed learners' positive attitudes toward enhancing their English speaking abilities through gameplay.
Using games to teach English speaking skills has both advantages and disadvantages On the positive side, games serve as an effective motivational tool, especially when students are fatigued, leading to enthusiastic and active participation However, a significant drawback is the potential for time management issues; if not properly controlled, games can consume valuable lesson time To enhance the effectiveness of games in the classroom, teachers must carefully select appropriate games, organize them effectively, and manage time efficiently.
Data collection instruments
In order to increase the validity and reliability of the study, the researcher triangulated the research instruments by observation ; a pre-test, post-test 1, post- test 2 and questionnaires
Observation is a crucial method for gathering comprehensive data in qualitative research, particularly when both oral and visual information are essential Utilizing an audio-visual recorder allows researchers to capture detailed records effectively This observational strategy enables researchers to gather firsthand insights about events, such as durbars and festivals, while minimizing the risk of distorting facts and records.
Observer instruments can be classified into two categories: participant observers and non-participant observers Participant observers immerse themselves in the study group, living among the subjects to directly experience and document the phenomena being researched In contrast, non-participant observers maintain a distance, observing the subjects with their awareness of the researcher's role, but without engaging actively in the situation.
3.5.2 Pre-test and post-test
The study employed a two-part testing technique, consisting of a pre-test and a post-test, to evaluate students' speaking skills on the taught topics The pre-test was administered prior to the implementation of instructional actions, while the post-test followed their completion Both tests were performance-based assessments (refer to Appendix 1) designed to measure students' speaking abilities The researcher and raters evaluated the students' performances using a speaking rubric, and the data collected from both tests were represented as students' scores Ultimately, the post-test results were analyzed and compared with those of the pre-test to assess improvement.
Here it is speaking rubric:
Table 3.1: The Speaking Test Scores
4 Speaks fluidly, few or no breaks
Varied old and new vocabulary
Strong grammar and very limited mistakes acceptable
3 Speaks mostly fluidly, a Speaks clearly, Varied old Moderately
Fluency Pronunciation Vocabulary Grammar few long breaks attempts accurate pronunciation vocabulary, but limited new vocabulary strong grammar and several mistakes
2 Speaks less fluidly, a few long breaks
Speech is comprehensible, but have some mispronunciations
Basic grammar and several mistakes
1 Does not speak fluidly, many long breaks
Poor grammar and many significant mistakes
A questionnaire is a structured data collection tool commonly utilized in normative surveys It consists of a carefully crafted document featuring a series of questions designed to gather responses from participants or research informants This inquiry instrument aims to collect valuable information that offers insights into the specific problem being investigated, ensuring a systematic approach to data collection.
Data collection can involve two types of questionnaires: structured and unstructured Structured questionnaires, often referred to as closed-form, consist of short questions that require respondents to answer with a simple 'yes' or 'no' or to select from a list of predefined options, including dichotomous questions and multiple-choice formats In contrast, unstructured questionnaires allow for open-ended responses, enabling respondents to express their thoughts in their own words and frame their answers freely.
This study utilized a structured questionnaire to gather data, as this method closely aligns with quantitative analysis Pioneered by Francis Galton, structured questionnaires have become a prevalent tool in social research, particularly in the field of quality of life studies today.
Questionnaires were designed to facilitate easy responses from students, consisting of seven questions that aimed to explore their attitudes toward the use of games in enhancing speaking skills.
Data collection procedures
During the lessons, the researcher meticulously observed student engagement and interactions By documenting insights immediately after each activity, the researcher ensured the accuracy of the information collected This approach allowed for a thoughtful reflection on the effectiveness of the games employed that day Key questions addressed included whether the games were engaging for the students and the underlying reasons for their interest or lack thereof.
3.6.2 Pre-test and Post-test
On September 1, 2019, a researcher conducted a pre-test followed by post-tests after each cycle in room 11A2 at Yen Phong No.2 High School Thirty-four participants were given fifteen minutes to complete the test, with another teacher verifying the objectivity of the students' results The tests were designed by the researcher and moderated by a professional leader The analysis of the test results allowed the researcher to compare the pre-test scores with the post-test scores.
Questionnaires were distributed to students in group 11A2 at Yen Phong No.2 High School, with each participant receiving a copy to complete To enhance response quality and quantity, the researcher took several steps: they announced the questionnaire in advance, provided a printed leaflet detailing the study's purpose and sample questions, and invited participation Additionally, the researcher reiterated the study's significance, explained the rationale behind the sample selection, assured respondents of confidentiality, and monitored the questionnaire completion process.
Data analysis procedures
The researcher utilized the constant comparative method, as proposed by Glasser and Stratus, to analyze qualitative data gathered from observations during the teaching-learning process This data analysis method involves four key steps, as outlined in their 1967 work.
1 Comparing incidents applicable to each category
The analysis begins by coding each incident in the dataset into multiple categories These categories are derived both from the inherent language of the research context and from the data itself.
2 Integrating categories and their properties
The process of constant comparative analysis shifts from comparing individual incidents to evaluating those incidents against the properties of the established category derived from initial comparisons As this analysis progresses, various properties begin to integrate, enhancing the overall understanding of the category.
The theory is refined and generalized through ongoing comparisons, leading to a reduction in the number of categories The researcher focuses on coding sufficiently to meet the properties of these categories Additionally, the evaluation of categories contributes to the emergence of the theory as new comparison groups are explored.
The researcher possesses coded data, a series of memos, and a theory The discussion in this memo provides the content behind the categories which become the major themes of the theory
Descriptive statistics are employed to analyze quantitative data from the teaching and learning process, focusing on comparing students' speaking skills before and after the intervention through pre-test and post-test results The means of both the pre-test and post-test scores can be calculated using specific formulas to evaluate the effectiveness of the instructional strategies implemented.
N in which: x = means of pre-test scores y = means of post-test scores
N = the number of sample (Sumanto, 1995: 210)
Summary
This chapter presents a comprehensive methodology for the study, integrating both qualitative and quantitative approaches It begins with a detailed description of the research context, participants, and materials, followed by an explanation of the rationale behind selecting action research Additionally, the chapter provides an in-depth overview of the data collection instruments used Finally, it concludes with a complete account of the methods and procedures employed for data analysis.
RESUTLS AND DISCUSSION
Research question 1: To what extents do games improve students’
4.1.1 The Result of Post Observational Note
Observational notes revealed various strengths and weaknesses in game implementation, which were thoroughly discussed by the teacher and researcher for future evaluation This collaborative approach allowed for the identification and resolution of shortcomings For instance, the teacher initially struggled with time management and class control but quickly adapted and corrected these issues in subsequent phases, leading to improved outcomes.
Initially, students exhibited confusion, shame, and fear when asked to speak, struggling to articulate their ideas and pronounce new vocabulary, which diminished their motivation to engage in games After analyzing these challenges, the introduction of games emerged as a solution to enhance their learning experience Consequently, the researcher concludes that games have positively impacted the teaching and learning process.
4.1.2 The Result of pre-test and post-test
The pre-test and post-test conducted before and after the intervention demonstrated that games significantly enhance students' English speaking skills The results clearly indicate that the use of games in the learning process effectively contributes to improving students' proficiency in spoken English.
The mean score of the pre-test and the post-test with four aspects were computed according to the following formula:
N in which: x = mean of pre-test scores y = mean of post-test scores
∑x = the sum of pre-test score ∑y1 = the sum of post-test 1 score
∑y2 = the sum of post-test 2 score
Mean Pre-test Mean Post-test 1 Mean Post- test 2
Figure 4.1 The Improvement of Speaking Skill’s score
The analysis of pre-test and post-test results reveals a significant improvement in students' speaking skills Fluency scores increased from 2.9 in the pre-test to 3.06 in post-test 1, and further to 3.4 in post-test 2 Pronunciation also saw enhancement, rising from 2.62 in the pre-test to 3.2 in post-test 1 and slightly decreasing to 3.15 in post-test 2 Vocabulary scores improved from 2.53 in the pre-test to 2.94 in post-test 1, and reached 3.2 in post-test 2 Similarly, grammar scores increased from 2.53 in the pre-test to 2.94 in post-test 1, and again to 3.2 in post-test 2 The research indicates that incorporating games as a teaching technique effectively engages and motivates students, leading to enhanced speaking skills.
The mean score of the pre-test and the post-test were computed according to the following formula:
N in which: x = mean of pre-test scores y = mean of post-test scores
∑x = the sum of pre-test score ∑y1 = the sum of post-test 1 score
The analysis of the test scores revealed that the mean score for the pre-test was 10.65, while the mean scores for post-test 1 and post-test 2 were 12.15 and 12.94, respectively This indicates a significant improvement in student performance following the implementation of games in the speaking lessons Notably, most students experienced an increase of 3 points, and there were no students who scored below 2 While these results demonstrate an enhancement in the students' English speaking skills, there remains room for further improvement.
Research question 2: What are learners’ attitude when using games in
- Results from learners’ survey questionnaire
To address the first and the second question a quantitative analysis was carried out on students’ responses to questionnaires
To make the data analysis process more efficient and easy to follow, the data were summarized into the tables to facilitate the synthesis, comparison and generalization of the data
Question 1: Which language skills do you consider difficult to put into practice?
Table 4.1: The students’ responses to the question
As can be seen from table 4.1, the number of students who consider speaking skill difficult to put into practice was 79.4% (27 out of 34 students)
Question 2: How often do you speak English during the class?
Table 4.2: Students’ responses to the question
Table 4.2 reveals that most students occasionally spoke English, while a significant number did not participate or speak English at all during class.
Question 3: What factors interfered in your speaking skill or made it difficult to speak during the English class?
Table 4.3: Factors interfere in the students’ speaking skill when the class was taking place
The analysis reveals three key factors that hinder students' oral participation: lack of vocabulary, shyness, and fear of humiliation Notably, a diagnostic questionnaire indicated that 58% of students favored using games as a strategy to enhance their English learning experience, emphasizing the benefits of interactive play One student remarked, "We would like to learn English but not in a boring way," highlighting the desire for a more engaging approach to language acquisition.
Students reported a significant increase in their confidence when expressing themselves in English, noting that making mistakes is a natural part of the learning process They emphasized that overcoming shyness plays a crucial role in enhancing their speaking abilities and overall language development This newfound confidence enables them to engage more freely in conversations and improve their proficiency in English.
Question 4: What is your attitude when the teacher uses games in teaching speaking lesson?
Table 4.4: Learners’ attitude when the teacher uses games in teaching speaking lesson?
Like very much Like So so Dislike
According to Table 4.4, two-thirds of the students (22 out of 34) agreed that incorporating games into speaking lessons made the classes more engaging, leading to increased interest in learning English Only three students expressed uncertainty regarding the use of games, while none reported disliking the games employed in teaching speaking skills.
Question 5: Do you think games are necessary and important in teaching English speaking skills?
Table 4.5: Students’ attitude towards necessity and importance of using games in teaching English speaking skills?
Question 5 showed that almost all of the students highly appreciated the role and necessity of using games when teaching speaking skills They understood that using games was very necessary and important None of them denied the role of games because the students said that games help them overcome their shyness considerably, increase vocabulary and did not feel stressful in learning English speaking
Question 6: How do you usually take part in the games?
Table 4.6: Students ‘ activeness while playing games Number of students
Take part in the games actively
Join the games only when being asked by the teacher
Join the games only when being interested
Do not join the game
A study on student participation in games revealed that 50% of the participants (17 out of 34) only engaged when prompted by the researcher Actively participating students comprised 23.53% of the group, with eight students showing enthusiasm Additionally, six students participated only when they were in a good mood, while three students (8.82%) declined to join the games, even when invited.
Question 7: What are the roles of games when the teacher used the game in speaking lessons?
Table 4.7: Roles of games when the teacher used the game in speaking lessons
Not to speak much in English 1 2.9%
To help to understand English better 5 14.7%
To get the students interest 2 5.9%
Self-confidence to express him or herself 6 17.6%
To be evaluated during the class 1 2.9%
To improve the speaking of English 6 17.6%
To have fun in class 1 2.9%
Students' feedback highlights the significant role of games in enhancing speaking skills during English classes Key aspects identified include increased cooperation, active involvement, boosted self-confidence, expanded vocabulary, improved English comprehension, better pronunciation, and a more enjoyable classroom atmosphere These elements are crucial for the successful implementation of innovative teaching methods in action research.
Summary
Research indicates that the selection of games for language learning should align with both test results and student interests The study's findings highlight that incorporating a variety of games can significantly enhance English speaking skills and create a more dynamic classroom environment, ultimately benefiting learners.
CONCLUSION AND RECOMMENDATION
Conclusion
To enhance the speaking proficiency of eleventh-grade students at Yen Phong No.2 High School, I conducted classroom action research utilizing games Prior to the main research, I performed a pre-research phase to assess the students' learning activities and the teacher's techniques in teaching speaking This pre-research involved interviewing the English teacher, observing the teaching-learning process, and administering a pre-test to the students.
During the implementation phase, I collaborated closely with an English teacher, assuming the role of the practitioner while the teacher observed The purpose of this observation was to collect data on the activities involved in the teaching and learning process through the use of games I conducted post-tests after each cycle to assess improvements in the students' speaking proficiency The research findings aligned with the initial questions, confirming that the use of games effectively enhances students' English speaking skills.
Research indicates that games play a crucial role in learning a second or foreign language, particularly in the English learning process The use of games enhances motivation and provides engaging experiences that help students develop their speaking skills in a fun and comfortable environment.
The researcher found that incorporating games into the classroom fostered self-belief among students by creating a positive learning environment Through an innovative action research project, various games such as word games, memory games, and story games were implemented to encourage oral communication and build confidence in speaking As a result, students were able to overcome their fear of making mistakes and viewed speaking as a natural process during gameplay Most students expressed themselves freely without the pressure of time constraints or constant evaluation.
The research aimed to explore the impact of games on students' oral production in English Students engaged in these activities in a relaxed and motivating environment, leading to an increased vocabulary, improved sentence structure, and better pronunciation While playing, they successfully communicated their ideas, although some occasionally mixed Spanish and English The implementation of games addressed issues related to the lack of interactive contexts and speaking skills, allowing students to actively participate and enhance their oral communication throughout the project.
The researcher found that games significantly enhance the speaking skills of 11th-grade students, particularly when they involve group work and motivation Additionally, it was discovered that games serve a purpose beyond classroom activities; they boost students' performance and foster confidence, ultimately leading to improved English speaking abilities.
Implications and suggestions for teaching and learning English
In language teaching and learning, employing effective methods and techniques is essential for success Research indicates that teachers should not merely act as the primary source of knowledge but should foster an environment where students actively engage in the learning experience.
The study concludes that implementing the research led to significant improvements in students' speaking skills, enhanced behavior during language instruction, and a more positive classroom atmosphere These findings highlight the effectiveness of the teaching methods employed.
1 The use of games helps the students to comprehend the vocabulary and grammar Finally, they can use the vocabulary, grammar and the expression in real communication
2 Games can make the students think intensively and concentrate in learning process By so doing, they will able to express their idea, think naturally
3 Games increase creativity and courage; they have more discussion with their friends
4 Games create fun learning situation, therefore it either makes the students enjoy or become more involved in their learning In other words, it reduces their anxiety in learning and increase learning motivation
This study can be as a reference for the teacher in improving the quality in applying the effective technique toward improving the students’ learning motivation and achievement in learning English
5.2.2 Suggestions for teaching and learning English
After concluding the result of the research, the researcher would like to propose some suggestion to the following:
Incorporating games into teaching can significantly enhance student motivation, communication, and engagement in lessons By fostering an enjoyable learning environment, teachers can inspire students to actively participate and improve their English skills.
Engaging students through interactive games fosters active participation in the learning process, significantly enhancing their English speaking skills This technique encourages students to take initiative in their learning, prompting them to ask questions and seek knowledge, ultimately maximizing their educational experience.
Institutions must equip themselves with modern English laboratories to enhance the quality of English language instruction and effectively manage instructional time for teaching speaking skills.
The findings of this study are anticipated to serve as a valuable reference for future research in various contexts, significantly contributing to the enhancement of English teaching and learning.
Limitations and suggestions for further study
The study's findings indicate a general success; however, certain limitations are inherent due to time constraints and the researcher's limited experience and abilities.
The research conducted over an eight-week teaching period may have been insufficient to draw definitive conclusions about effectively teaching English speaking skills to students Extending the duration of the research could potentially yield more reliable and comprehensive results.
The study involved only 34 participants from three out of five 11th-grade classes, all taught by the researcher, while the remaining classes were instructed by another teacher The researcher faced challenges in requesting access to the other two classes for the action research, suggesting that including all 11th-grade students would have enhanced the reliability of the results.
Despite certain limitations, I believe my research has achieved a degree of success The dedication of both the researcher and participants, along with rigorous data collection, enhances the reliability and validity of the study While it is a small-scale investigation, it offers valuable insights for high school English teachers seeking to improve their students' speaking skills.
Other researchers who develop interest in the same topic may find the following recommendations useful for their future works
In further researches, a variety of test forms should be designed to test many other aspects of English speaking skill
To enhance the reliability of research findings, it is essential to broaden the participant pool by including a larger number of students from the same grade Involving all students in a grade will yield more dependable results, despite the challenges this may present If researchers can successfully implement this approach, the overall quality of the findings will significantly improve.
In the study, the researcher selected six out of ten game types identified by Wright, Betteridge, & Buckby (1984) to enhance teenagers' speaking skills The findings emphasize the importance of incorporating a comprehensive classification of games in future research to effectively encourage students to speak confidently Additionally, researchers should focus on specific oral English features, including fluency, pronunciation, and intonation, while utilizing games Further exploration into the role of games in fostering a collaborative atmosphere for teamwork among students is also recommended.
In my research, I focused solely on the use of games to enhance English speaking skills However, I recognize that there are various other effective techniques available for improving these skills.
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