Summary teaching

Arafah, Burhanudin. 2016. The use of role play to improve teaching speaking. International journal of scientific and research publications, March, Vol 6/3 (p: 239-241).

The research was about the use of role play to improve teaching speaking. The aims of this research are describing about the nursing students’ interest in learning English through role play for developing speaking skill and to describe the significance of students’ achievement in speaking performance learning English through role play. This research took place at STIKES amanah Makasar. This research applied a quasi experimental study, that involves two groups, experimental group and control group. The total population of nursing students in this academic year is 286 students. The number of sample was 60 students who entered STIKES Amanah in 2010 and they were in the fourth semester. The students’ speaking performance were scored based on four aspects which are fluency, accuracy, pronunciation and vocabulary. The result from the pre-test and post-test demonstrated a significant improvement in the quality of the students’ speaking performance in the experimental class while the quality of students’ speaking performance in control condition was slightly improved. Role play strategy is approved effective to improve students’ interest to speak English in the nursing classroom. The students who studied through role play show significant improvement in their speaking performance on the post test. Role play is appropriate strategy to be implemented vocational class.  

Oradee, Thanyalak. 2012. Developing speaking skills using three communicative activities (discussion, problem-solving, and role-playing). International journal of social and humanity, November , vol 2/6, (p : 533-535)

The research was about the developing speaking skills using three communicative skills those are discussion, problem-solving, and role-play. The purposes of the research were to study and compare speaking skills of grade 11 students using three communicative activities and to study the students’ attitude toward teaching English speaking skills using the three communicative activities. This research was using the quantitative and qualitative method. The quantitative analyses were from a test of English speaking ability and an attitude questionnaire. The qualitative analyses were drawn from student learning log, a semi-structured interviews, and the teacher journal using a triangulation method. the subject of the research were 49 grade 11 students of Satri Rachinuthit school, Udon Thani, Thailand, and the target group were 12 students, divided into 3 English proficiency levels (high, medium and low), using purposive selection. The finding of the research were the students’ English speaking abilities after using three communicative activities were significantly higher than prior of their use, the pretest mean score was 60.80 percent and the posttest mean score was 85.63 percent and The students’ attitude towards teaching English speaking using three communicative activities was rate good also.

Ngoe Mai, Tran. 2015. Factors affecting students’ speaking performance at Le Thanh Hien high school. Asian journal of educational research, vol 3/2, (p : 8-23)

The research was about the factors affecting students’ speaking performance at Le Thanh Hien high school. The purpose of this research was to investigate the speaking problems of the student at Le Thanh Hien high school and the factors affecting their speaking performance.  The research methods of the research were using questionnaires and class observation. The questionnaires were delivered to both the ten teachers of English and the grade 11 students. The teachers’ questionnaires of 10 closed-questions designed in English. The students’ questions consisted of 10 closed-questions designed in English.  The researcher used class observation to see how the teachers carried out speaking lessons, how the students performed and what problems the students really encountered in speaking lessons. The researcher observed two classes, 2 periods for each class. the subjects of this research were two hundred and three grade 11 students and ten teachers of English at Le Thanh Hien high school. The result of the research indicate that the students faced many problems such as they spoke very little or not at all, they could not think of anything  to say,  they used Vietnamese instead of English when they discuss in groups or in pairs, their  participation  was  low  or  uneven, they  did  not  have  motivation  to  express  themselves, they were fearful of criticism or losing face, they had a habit of translate the  information  in  the  textbook  into  Vietnamese  before  they  speak,  they  looked  at  their  textbook  when  they  speak.  The  results  also  show  that  there  were  many  factors  affecting students  speaking  performance  as  follow:  (1)  topical  knowledge;  (2)  listening  ability;  (3) motivation to speak; (4) teachers’ feedback during speaking activities; (5) confidence; (6) pressure to perform well and (7) time for preparation.