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STATEMENT OF AUTHORSHIP I declare that my thesis entitles: “Applying role-play in increasing student’ interest in learning speaking to grade 11 students at Lai Vung 2 high school” is the result of my own work, submitted in the fulfillment for the requirements of the B.A degree. Except where the reference is indicated, no others person's work has been used without due acknowledgement in the text of the thesis. The author Le Dinh Mai Thao i ACKNOWLEDGEMENTS During the process of carrying out the study, I have received a large amount of contribution and support from many people. First, I would like to express my deepest gratitude to my supervisor, M.A. Ngo Ai Tuong, for her enthusiastic and useful guidance, insightful comments, and encouragement without which my thesis would not have been completed. Second, my special thanks go to all of the teachers in Foreign Language Department who provided me with necessary help as well as good suggestion whenever I got into trouble. Next, I am grateful to the teachers of English, who answered my questionnaire and interviewing questions, especially, Ms. Trinh Thi Hong Cam and Mr. Vo Minh Trung, who allowed me to carry out my observation and the students at Lai Vung 2 High school for what they have done to help me finish the thesis. Last but not least, I would like to express my special thanks to my family, my friend and so many others who have given me constant support and love during the completion of the study. Le Dinh Mai Thao ii ABSTRACT Using role-play activity is an effective way that helps to increase students' interest in learning speaking. When applying role-play, students are set into an interesting talking environment, therefore, they can be activated to talk as more as possible .The study about applying role-play in increasing students' interest in learning speaking is carried out to identify how students interest in learning speaking as well as role-play activity. Data used for analysis in this study is mainly collected through survey questionnaires, through observation of two classes whose teachers have applied this activity and through direct interviewing. One of the prominent results from data analysis is that students at Lai Vung 2 High school really interest in learning speaking whenever applying role-play. The usefulness and difficulties of applying this activity are mentioned in this thesis. Some solutions for overcoming these difficulties are also suggested. iii TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ............................................................................... i ACKNOWLEDGEMENTS ........................................................................................... ii ABSTRACT ................................................................................................................... iii TABLE OF CONTENTS .............................................................................................. iv LIST OF TABLES ....................................................................................................... vii CHAPTER ONE: INTRODUCTION ...........................................................................1 1.1. Motivation for the study ......................................................................................1 1.2. Aims of the study ..................................................................................................2 1.3. Research methods .................................................................................................2 1.4. Scope of the study .................................................................................................2 1.5. Significance of the study ......................................................................................2 1.6. Previous related studies .......................................................................................2 1.7. Organization of the study ....................................................................................3 CHAPTER TWO: LITERATURE REVIEW ..............................................................4 2.1 Teaching and learning English speaking skill ....................................................4 2.1.1 Communicative language teaching approach – an effective language teaching method........................................................................................................................4 2.1.1.1 Definition of communicative language teaching approach .......................4 2.1.1.2 The goal of communicative language teaching approach ..........................4 2.1.2 The way of learning English speaking effectively ...........................................5 2.2 Role-play in teaching speaking .............................................................................6 2.2.1 Definition of role-play ......................................................................................6 2.2.2 The steps for role-play activity .........................................................................7 2.2.3 The significance of role-play in teaching speaking ........................................10 2.2.4. The teacher‟role in this activity. ....................................................................10 CHAPTER THREE: METHODOLOGY ...................................................................12 3.1 Research questions: .............................................................................................12 3.2. Research participants .........................................................................................12 3.2.1. The researcher ................................................................................................12 iv 3.2.2. The subjects ...................................................................................................12 3.3. Research procedure ............................................................................................12 3.4. Data collection instruments ...............................................................................12 3.4.1. Survey questionnaires ....................................................................................13 3.4.2. Observations ..................................................................................................13 3.4.3. Interview ........................................................................................................14 CHAPTER FOUR: RESULTS AND DISCUSSION .................................................16 4.1. Results analysis ...................................................................................................16 4.1.1. Questionnaires ...............................................................................................16 4.1.1.1. Questionnaire for students ......................................................................16 4.1.1.2. Teacher questionnaire .............................................................................31 4.1.2. Interviewing ...................................................................................................41 4.1.2.1. Teachers' interviewing ............................................................................41 4.1.2.2. Students' interviewing .............................................................................42 4.1.3. Observation ....................................................................................................43 4.1.3.1. The first observed class ...........................................................................43 4.1.3.2. The second observed class ......................................................................44 4.2. Discussion ............................................................................................................46 4.2.1. Research question 1: What attitude do teachers and students have toward learning speaking English and role-play activities? ................................................46 4.2.1.1. Students' attitude toward learning speaking English. .............................46 4.2.1.2. Teachers and students' attitude toward role-play activities. ...................46 4.2.2. Research question 2: What are the effectiveness and difficulties of applying role-play? .................................................................................................................47 4.2.2.1. The effectiveness of applying role-play. .................................................47 4.2.2.2. The difficulties of applying role-play. ....................................................47 4.2.3. Research question 3: What should be done to overcome the difficulties of applying role-play? ..................................................................................................48 4.2.3.1. The advices for teachers. .........................................................................48 4.2.3.2. The advices for students ..........................................................................48 v CHAPTER FIVE: CONCLUSION .............................................................................50 5.1. Overview of the thesis ........................................................................................50 5.2. Limitations of the thesis .....................................................................................50 5.3. Suggestions for further research .......................................................................51 REFERENCES ................................................................................................................ I APPENDIX 1 .................................................................................................................III QUESTIONNAIRE ...................................................................................................III APPENDIX 2 .................................................................................................................. V BẢNG CÂU HỎI ........................................................................................................ V APPENDIX 3 ................................................................................................................ IX OBSERVATION SHEET ........................................................................................ IX vi LIST OF TABLES Tables of students'questionnaire analysis Table 1: Students' attitude about speaking English .........................................................16 Table 2: Students' thought about learning speaking .......................................................17 Table 3: Students' speaking ability..................................................................................18 Table 4: The frequencies of teachers' applying role-play ...............................................19 Table 5: Students' thought about the way that teachers apply role-play .........................20 Table 6: Students' thought about role-play activities ......................................................21 Table 7: Students' opinion about the profit of participating in role-play .....................22 Table 8: Students' benefits when participating in role-play activities ............................23 Table 9: Students' interest in their role...........................................................................24 Table 10: Students' advantages when participating in role-play activities .....................25 Table 11: Student's difficulties when participating in role-play activities .....................26 Table 12: The students' preferences about the topics of role-play activities .................27 Table 13: Students' opinions about their teacher's instruction ........................................28 Table 14: The increasing of students' interest in learning speaking ..............................29 Table 15: The improvement of students' speaking ability ..............................................30 Tables of teachers'questionnaire analysis Table 1:Teachers' opinion about their students' attitude about learning speaking ..........31 Table 2: Teachers‟ opinion about their students' speaking ability ..................................32 Table 3: Teachers have applied role-play activities ........................................................33 Table 4: Teachers‟ opinion about applying role-play in increasing students' interest in learning speaking ............................................................................................................34 Table 5: The usefulness of role-play activities ...............................................................35 Table 6: Teachers' frequency of applying role-play activities ........................................36 Table 7: Teachers' opinion about whether applying role-play is difficult or not ............37 Table 8: Teachers' difficulties when applying role-play activities ................................38 Table 9: Teachers' thought about the increasing of their students' interest in learning speaking ...........................................................................................................................39 Table 10: Teachers' opinion about their students' speaking ability improvement .........40 vii LIST OF FIGURES Figures of students' questionnaire analysis Figure 1:Students' attitude about speaking English .......................................................16 Figure 2:Students' thought about learning speaking ......................................................17 Figure 3: Students' speaking ability ...............................................................................18 Figure 4: The frequencies of teachers' applying role-play .............................................19 Figure 5: Students' thought about the way that teachers apply role-play ......................20 Figure 6: Students' thought about role-play activities ...................................................21 Figure 7: Students' opinion about the profit of participating in role-play ....................22 Figure 8: Students' benefits when participating in role-play activities ..........................23 Figure 9: Students' interest in their role ........................................................................24 Figure 10: Students' advantages when participating in role-play activities ..................25 Figure 11: Student's difficulties when participating in role-play activities ..................26 Figure 12: The students' preferences about the topics of role-play activities ................27 Figure 13: Students' opinions about their teacher's instruction .....................................28 Figure 14: The increasing of students' interest in learning speaking ............................29 Figure 15: The improvement of students' speaking ability ...........................................30 Figures of teachers' questionnaire analysis Figure 1: Teachers' opinion about their students' attitude about learning speaking .....31 Figure 2: Teachers‟ opinion about their students' speaking ability ..............................32 Figure 3: Teachers have applied role-play activities .....................................................33 Figure 4: Teachers‟ opinion about applying role-play in increasing students' interest in learning speaking ............................................................................................................34 Figure 5: The usefulness of role-play activities .............................................................35 Figure 6: Teachers' frequency of applying role-play activities......................................36 Figure 7: Teachers' opinion about whether applying role-play is difficult or not ........37 Figure 8: Teachers' difficulties when applying role-play activities ..............................38 Figure 9:Teachers' thought about the increasing of their students' interest in learning speaking ...........................................................................................................................39 Figure 10: Teachers' opinion about their students' speaking ability improvement ........40 viii CHAPTER ONE: INTRODUCTION This chapter introduces some very first parts of the thesis; there are seven parts in this chapter: (1) motivation for the study; (2) aims of the study; (3) research methods; (4) scope of the study; (5) significance of the study; (6) previous related studies and (7) organization of the study. 1.1. Motivation for the study Speaking skill is one of important parts of learning English. Everyone who learns English always want to use this skill as well as they can. Speaking English fluently is the key that lets people can be easier to communicate with foreigners, accept the advance of technology and get success. However, sometimes, speaking is also the obstacle that obstructs them to reach to their aims. In fact, a lot of learners study English grammar very well, but they cannot master it just because they get difficulties in their speaking. This problem leads to disheartenment for learners so they lose their interest in learning speaking. In Vietnam, especially in many countryside schools, speaking skill usually is neglected. Teachers spend almost all class time for teaching grammar; therefore, students lack the chances to practice speaking (Nguyen Quoc Hung, M.A). In others case, speaking classes are the time for learning by heart dialogs or practicing repetition of drills. Students cannot cavalier this drills in their real conversations. The result is more and more students lose their belief in their ability of speaking English. To improve student‟s communicative skills, increasing student‟s interest in speaking is very useful. The more interesting atmosphere the teachers create the more effectiveness in oral skills the students get. Role- play activity is one of the best ways that can help teachers carry out this. Since teachers apply role- play activities in class, students are activated because they are set into an interesting speaking environment. For these reasons above, the researcher decide to carry out the thesis “Applying role-play in increasing student‟ interest in learning speaking to grade 11 students at Lai Vung 2 high school”. Through this thesis, researcher hope that it helps high school 1 teachers realize the usefulness of role-play activity as well as suggest some solutions to increase the effectiveness of this activity in speaking class. 1.2. Aims of the study The thesis aims to identify how students interest in learning speaking. The thesis, in addition, aims to find out the effect of using role-play in speaking classes. Also, it is intended to find out difficulties from using role-play activities so that the researcher can suggest some solutions to these difficulties. 1.3. Research methods During studying process, there are three research methods which are going to collect valuable data and information: questionnaires, observation and interview. Firstly, the questionnaires are employed. In order to collect the data, two types of questionnaires are designed: one in English and the other in Vietnamese. The English questionnaire is delivered to four teachers, who teach in grade 11 and the Vietnamese one is used for students. Collected data will be analyzed to realize how role-play is applied and the effect of using role-play in class. Next, personal observations are also carried out in some classes, which role-play is applied to observe teachers and students' role-play activities. Furthermore, interview is use to find out teachers and students difficulties from using role-play. 1.4. Scope of the study The scope of study is about applying role-play in increasing students' interest in learning speaking to grade 11 students at Lai Vung 2 high school. 1.5. Significance of the study Hopefully, the findings of the study may make a contribution to increase interest in learning speaking English for student toward applying role-play activities. The thesis also may help to find out what are the difficulties when teacher applying role-play. Furthermore, it may not only help to find out the difficulties when teacher applying role-play but also will give some suggestions to help teachers over come these difficulties. 1.6. Previous related studies 2