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Figure 1. Cyclical AR model based on Kemmis and McTaggart (1988)

Figure 1. Cyclical AR model based on Kemmis and McTaggart (1988)

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Tài liu lun vn s phm 30 of 63.



teaching in Vietnam is still a new area which inspires the researcher to carry out

this study.



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Tài liu lun vn s phm 31 of 63.



CHAPTER II

METHODOLOGY

In the previous chapter, a review on literature was briefly presented. In

this chapter, the researcher will detail the methodological approach in the study.

Specifically, the participants, the instruments as well as the procedures of data

collection and analysis will be discussed in details as follows:

1. Objectives of the study

The study was conducted to seek the answer to the following question:

What are the students’ perspectives on the use of Socratic Seminar in

speaking class?

2. Participants

The research study was carried out in the second semester of the 2019

academic year. The subjects of the research were twenty-five second-year

students, comprising of two boys and twenty-three girls, aged between eighteen

and nineteen years old. The majority of the students’ speaking skills do not meet

the expectation.

3. Data collection

In this study, the research outcome based on the students’ self-assessment

on their speaking skills and development of the students, so several instruments

were used to increase the reliability and validity of the data. The instruments

were listed as follows:

1. Questionnaire: Using the questionnaire is a popular practice nowadays

to obtain opinions from a large number of respondents about a certain topic

(Fowler, 2009; McDonough & McDonough, 1997). Questionnaire could be

delivered to a large number of respondents over large areas. It is more

economical to use questionnaires, compared with doing interviews, when the

number of subjects is large for instance (Bryman, 2008; Walliman, 2011).

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Responses from questionnaire can be easily measured and processed with the

assistance of certain software, making it possible for the researcher to present

the results.

Two questionnaires were delivered to the students. The former was given

to the students on 19th March 2019 while the latter was distributed to them on

16th April 2019. The first questionnaire was used to find out the cause of the

students’ low level of speaking performance. The second questionnaire was used

to explore their perspectives towards the technique after trying-out strategies.

2. Interview: The interview is a good way to obtain subjects’ opinions

and/or feelings about a certain topic, event or action in a highly personal and

detailed level (Kvale and Brinkmann, 2009; McDonough & McDonough, 1997;

Punch, 2009). A group interview was conducted after the completion of each

cycle. The interview questions aimed to find what students thought about the

technique, what changes they would like to be made in the next cycle. The data

from the interview would be treated through a process called “inductive

coding”. The researcher would scan the data to see what categories suggest

themselves.

3. Observation: Observation provides direct information rather than selfreport accounts (Dörnyei, 2007, p. 178). According to Borg (2006), observation

is a valuable strategy in the study of language teacher cognition because it

provides evidence of what happens in the classrooms. In this research, the

researcher video-taped all the lessons to describe what had happened in the

classroom. However, it was, sometimes, really difficult to record all the

classroom interaction in the class because some students spoke English too

softly and the class size was large.

4. Action Research Design

There are four main stages (Planning, Action, Observation, and

Reflection) in this action research, which are detailed below:

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4.1 The first cycle:

4.1.1 Planning stage

In this stage, the researcher decided to identify why the majority of

students possess a low level of speaking English. The assessment of students’

speaking performance was obtained by the results of their end-term test in the

previous term to evaluate their abilities to speak. A questionnaire was given to

the students to find out the cause of the problem. After having identified the

problem and causes, the researcher made a plan to implement the new

technique:

1. Choosing suitable and interesting texts to use in the speaking class.

2. Apply the use of Socratic Seminars in the speaking class.

3. Changing the classroom’s atmosphere in a positive way.

4. Paying more attention to students who hesitate to speak or do not want

to engage in the conversation and encouraging them to speak.

4.1.2 Action stage

At the implementation stage, the researcher had issued guidelines on the

procedure of Socratic Seminar. Students were carefully instructed how to ask

the right questions and how to proactively participate in the discussion. After the

preparation phase, the researcher chose the topics which were considered to be

familiar with the students at the upper-intermediate level. The texts used in the

class were about 800- 1000 words, which were adapted from reliable articles.

Students were required to read the text and raised at least 3 questions about the

text before going to the class. The class would be divided into two cycles (inner

and outer cycles). After a 30-minute discussion, participants in the inner cycle

and outer cycle exchange their roles and keep the discussion going on.

The articles were used in the first cycle:



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Tài liu lun vn s phm 34 of 63.



Week 1: Half of teens think that they are addicted to their smartphones.

(Kelly Wallace, CNN, 2016)

The aim of the article is to provide students with opportunities to expand

their technology-related vocabulary. Moreover, students can share with their

peers about their opinions towards the advantages and disadvantages of teens

using smartphones.

Week 2: Yes, sitting too long can kill you, even if you exercise (Susan

Scutti, CNN, 2017)

This health-related article in week 2 aims to encourage students to raise

questions about sedentary jobs, which are popular in the world. Students will

discuss the drawbacks of sitting too long, and then they have to argue to give the

final solutions to the problem.

Week 3: How much exercise do I really need? (Jordan Metzi, CNN, 2017)

Another article related to health is discussed in the week 3. Students will

continue to engage in the conversation to give their points of view about the

amount of exercise they really need. Students could be able to use the new

words they have learnt in the previous lesson in week 2 to apply in this lesson.

4.1.3 Observation

A video camera was used to record every lesson in the cycle. The

researcher used videos to film what happened in the class as the evidence for the

research. Students’ observable response can be seen from the videos. The

researcher also assigned students to write their thinking about every lesson and

describe the class atmosphere in the student’s diary form. After finishing the

first cycle, a group of three students were invited to express their opinions

towards the techniques, whether they felt that the technique could help them to

improve their speaking skills and then they were asked to suggest

recommendations to the technique for the next cycle.



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Tài liu lun vn s phm 35 of 63.



4.1.4 Reflection

At this stage, the researcher would watch the video recordings again and

again to reflect on the teaching and learning process after finishing the first

cycle. Moreover, the researcher will use the students’ comments from the

interview to figure out how the technique is perceived by students.

4.2 The second cycle

4.2.1 Planning stage

After reviewing the first cycle carefully to reformulate the plan for the

second cycle, the researcher continued to implement the Socratic Seminar into

the classroom with two learning topics. These learning topics aimed at providing

students with more opportunities to speak and help them feel less anxious when

speaking.

4.2.2 Action stage

The articles were used in the second cycles:

Week 4: Attention students! Put your laptop away! (CNN news)

The aim of the article is to help students to understand the issue of having

a laptop. Students can discuss the topic with each other to find out the use of

laptop, how important it is, and what problems it may cause to them.

Week 5: Are celebrities bad for you? (British Council)

The article aims to provide students more chances to practice speaking.

The topic can be seen as popular to students. Students could use textual ideas to

express their own opinions to the topic.

4.2.3 Observation stage

The researcher continued to record the two lessons to observe students’

response. The researcher also assigned students to write their thinking about

every lesson and describe the class atmosphere in the student’s diary form. A

group of three students joined the interview with the same questions as the

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group in the first interview to express their opinions about changes made in the

research.

4.2.4 Reflection stage

At this point, the researcher would re-evaluate the effects of changes

thanks to the students’ criticism and suggestion and data from observation stage.

5. Summary

There was a total of two cycles in this action research. Each cycle was

prepared and implemented carefully to encourage students to promote their

autonomy in language learning process in the hope that they can improve their

speaking skills. Specifically, students are required to read the selected text

carefully before class and then they are encouraged to share their ideas, opinions

and experiences on the text with their classmates, which could help them to

speak English confidently and competently. In conclusion, the study provided

opportunities for the researcher and students to experience a totally new

technique.



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CHAPTER III

ACTION AND OUTCOMES OF RESEARCH CYCLE ONE

In this chapter, the researcher details the stages and what happened in the

first cycle. Also, students’ opinions obtained from the first interview were also

presented.

1. Planning stage

1.1 Identify the problem

The research was conducted to solve the problem: The second-year

students have a relatively low level of speaking skills.

In order to prove that the students possess a relatively low level of

speaking skills, the results of the final exam that they took in the preceding term

have been presented as evidence in the following table:

Table 1.1 Students’ scores in the preceding term

Standard

Students’ scores



Mean



Median Mode



Deviation

(SD)



7, 7.5, 8.5, 7, 6.5, 6, 7, 7.5, 6.3, 7, 6.7, 7, 8, 6, 7.5,

8.5, 8, 7, 7.5, 6.5, 6, 5, 7, 5.5, 6



6.7



7



7



0.82



N= 25



As can be seen from the table, the mean score of the students’ scores from

the final exam was 6.7, which can be seen as relatively low. Only seven students

got scores higher than 7, accounting for 28% while there were 18 students got

scores lower than 7, representing 72% of the scores.

The researcher decided to find out why the majority of students do not

meet the expectation by conducting a survey to gain information from students.

These were the results of the survey:

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Tài liu lun vn s phm 38 of 63.



Table 1.2 The content in the textbook “Speak Out, Upper- Intermediate” is

difficult for me

No



Totally



response



disagree



Partly disagree



Neither agree

nor disagree



Partly agree



Totally



Total



agree



N



N



%



N



%



N



%



N



%



N



%



N



%



0



0



0



0



0



0



0



7



28%



18



72



25



100%



The table 1.2 shows that the majority of the students agreed that the

difficulty of the textbook “Speak Out- Upper Intermediate” makes them

disinterested in learning speaking in the class. In other words, the results

revealed that the use of the textbook might demotivate students to improve their

speaking skills.



Table 1.3 The speaking activities in the textbook “Speak Out, UpperIntermediate” are boring

No



Totally



Partly



Neither agree



response



disagree



Disagree



nor disagree



N



N



%



N



%



N



%



N



%



N



%



N



%



0



0



0



0



0



5



20%



5



20%



15



60%



25



100



Partly Agree



Totally

Agree



Total



When asked about their opinions of the statement “The speaking

activities in the textbook “Speak Out, Upper- Intermediate” are boring”, only

20% (5 students) were neutral while 80% (20 students) agreed that the activities

in the textbook “Speak Out – Upper Intermediate” did not interest them. It is

implied that the speaking activities are not interesting to the majority of

students.



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Figure 1. Cyclical AR model based on Kemmis and McTaggart (1988)

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