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Figure 5. The students’ difficulties of using games in writing lessons

Figure 5. The students’ difficulties of using games in writing lessons

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Firstly, the result of these questionnaires has shown that writing skill is

not considered to be important by students. Only a small number of students

think that it is important. This is the reason why students of grade 10 th at Yen

Khe high school did not pay much attention to writing skill. Because of these

factors, learning writing skill made students so bored. So that, in writing lesson,

the teacher dominated most of time of the students. The students got knowledge

passively without opportunity to practice writing. Their interest in writing skill

is very low. Some students did not like writing skill at all.

Secondly, the researcher tends to investigate students’ attitude towards

games using in writing lessons. All of the students who are involved in the

survey admit that they do like games but their teacher rarely organizing games in

writing lessons. The reason caused this situation is that their teachers rarely

organize games in writing lessons. They also feel bored with games their

teachers organized for several reasons: These games are not suitable to students’

level, the instruction is not clear; games are not various, etc.

To sum up, writing is difficult for most of the grade 10 th students at Yen

Khe high school. So their interest in learning writing is very low. When being

asked about the frequency of using games in teaching writing, they stated that

they had no chance to take part in games in writing lessons. Therefore, the

researcher would like to apply some games in teaching writing to study on the

change of students’ attitude in the next chapter.



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CHAPTER 4

EXPERIMENT AND THE RESULT

In this chapter, the researcher will focus on the experiment and analyze

the result from experiment

4.1. Experiment

In this part, the researcher provided some games to improve writing skill

of the grade 10th students at Yen Khe high school. The researcher would like to

conduct an experiment to check the feasibility of some suggested solutions and

discussion to show the effectiveness. Then the researcher gives implication of

the research.

4.1.1. Suggested writing games and the reason to choose

The researcher has discussed and depended on two other English trainee

teachers for teaching and applying games in writing lessons. Each English

trainee teacher will teach 2 writing lessons in 4 weeks. They will apply games to

teach 1 lesson and another without applying games. Before each writing lesson,

the researcher and other two trainee teachers will decide which game should be

used and how to apply games in teaching writing.

In writing lessons, the researcher focuses on three games: Jumbled

paragraph,



The researcher chooses these games to apply because of the



following reasons:

- These games are familiar with students

- These games are easy to prepare and carry out

- These games are suitable to the task which the researcher tends to teach.

The purposes of these games are to attract students in learning, to motivate

students to take part in classroom activities and to improve their writing skill.

All of the games were designed appropriately with the tasks in textbook.

The procedure of experiment lasted 4 weeks as following:



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Table 4.1. The procedure of carrying out games in the experiment



Week

1

2



Games

Teacher

Without using Nguyen Thi Van Anh



Topic

Unit 11 National Parks



game

Pass story



Tran Thi Bich Ngoc



(Lesson 4-Writing)

Unit 12 Music



Nguyen Thi Van Anh



(Lesson 4-Writing)

Unit 13 Films and Cinema



Jumbled



3

4



Paragraph

Without using Tran Thi Bich Ngoc



(Lesson 4- Writing-Task 2)

Unit 14 The World Cup



game



(Lesson 4-Writing-Task 2)



4.1.2. Participants of the experiment

The researcher had three weeks to carry out experiment after one week of

collecting data in class 10A4. The researcher applied some games to teach

writing for grade 10th students at Yen Khe high school. Two other English trainee

teachers directly teaches and applies games with the observing of the teacher.

The researcher asked 40 students of class 10A4 to take part in this experiment.

4.1.3. Data collection instruments

In order to know whether using some games for writing lessons are

effective or not, after carrying out the experiment, the post-survey

questionnaires were distributed to 40 students in experimental class to find out

students’ changes in their attitude towards the effectiveness of using game to

improve writing skill. The post-survey questionnaires includes with 5 questions

(Appendix 2) has shown in chapter 2.

4.1.4. Procedure

Due to the limited time, the researcher carried out the experiment for four

weeks with the help of the teacher. The researcher directly teaches and applies

games in writing lessons. After asking permission from the teacher and their

help, the researcher tried to get to know the class by teachers and tried to

become familiar to the writing periods could take place in natural way and in a

comfortable atmosphere. Therefore, the data collected was reliable and helpful

enough.

4.2. Discussion of the data of the post-survey questionnaire

40



4.2.1. Result from post-survey questionnaire

The post-survey questionnaire for students contained 10 questions. The

researcher uses the same 10 questions in pre-survey questionnaire to study the

improvement of students after experiment. The responses of the 40 students to

the questionnaire are discussed in detailed as follows:

4.2.1.1. The students’ feelings and attitudes towards writing skill after

experiment (question 1 and question 2).

Question 1. What do you think about writing skill?

After experiment, the students’ attitude towards writing skill changes lightly.

When being asked “What do you think about writing skill?” there are 3 students

(7,5%) think that writing skill is important. Before experiment, there is no

student having this attitude. Through experiment they feel writing skill easier to

learn. However most of them still think that writing skill is difficult.

Figure

6. The



students’ attitude towards writing skill before and after experiment

Question 2. How do you like learning writing?

Question 2 asked about the students’ interest towards learning writing skill,

there are 47,5% of the students in experimental group like learning writing skill.

However, over haft of them are not interested in learning writing skill.

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Especially, there is still 8% of the students do not like writing skill at all.

Obviously, based on the result of question 1, students feel writing skill difficult

so their interest in writing skill is still low.



Figure 7. The students’ interest towards learning writing skill before and

after experiment

4.2.1.2. The current situation of using games in writing lessons after experiment

(Question 3, 4, 5, 6).

Question 3. Do your teachers often organize games in writing lessons?

Question 3 is designed to study the frequency of using games in writing

lessons after experiment.

All of students in experimental group say “Yes” to answer this question.

This shows that students have many chances to take part in games when they

learning the writing lessons and they pay attention to the games using in writing

lessons.

Question 4. How often do you participate in the games when teachers use

games?



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Figure 5. The students’ difficulties of using games in writing lessons

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