Essay: RESEARCH ON IMPROVING SPEAKING SKILL THROUGH GAMES

CHAPTER I: INTROUCTION
Abstract
My research implemented with English Major Freshman of Industrial University of Ho Chi Minh City located at 12 Nguyen Van Bao Street, Go Vap Diastrict, Ho Chi Minh City. I decided to carry out this research because of two reasons. First, nowadays, English has become more popular in the Viet Nam. Most people not only use English for communication but also for trading, and international cooperation. Therefore having extensive knowledge special speaking skill will help students more self-confidence and dynamic in their learning process and their future. Secondly, speaking is one of the most difficult and complicated skill. For English Major Freshman, they must learn speaking skill at the first year. It is not easy to pass it. I reality, most students feel bored and unmotivated with speaking skill. In order to develop my research ‘Improving speaking skill through games for English Major Freshman at Faculty of Foreign Language in Industrial University of Ho Chi Minh City’, I conducted an analysis and investigation five researches. Each author carried out his or her study by variety ways but the same content that related to using games. Through his or her study, they showed highly effective of using games. Games bring to students some benefits. Besides that, having background knowledge about speaking skill, students also have chances to improve another skill such as listening, pronunciation, translation and interpretation skills. During the research process, I also learned some new things, new ideals, strange ideals but all of them supported me in learning process and in the future.
1.1. Problem Statement/ Rational
Nowadays, English has become the popular language in the international market. Many countries use English as intermediate language for communication, information exchange and trading. Therefore, English has become a major subject in Viet Nam Education Program. As we know, from grade 6 to grade 12, education program just focus on grammar and vocabulary. Students not pay attention to introduce and practice speaking skill at an early stage. In reality, in high school, most students did not practice speaking in front of class. For all the above reasons, in Industrial University of Ho Chi Minh City, at Faculty of Foreign Language, English Major Freshman is often lack of confidence and shame when they contact to speaking skill.
Moreover, speaking is one of the most important skills among listening, reading and writing. Speaking skill is also relating to listening and pronunciation skills. Students have a good knowledge of speaking skill that helps them to improve listening and pronunciation skills. Besides that, speaking skill is also necessary for students to communicate and find a good job. Furthermore, students’ knowledge or students’ ability valuated through communication. In fact, most students seem to lack the knowledge and experiences.
Last, it proved that almost students got into a habit of leaning ‘mute English’ which caused harmful to a language learner. Much activity such as role-plays, simulations, discussions (pairs or groups) applied for teaching but they were not effective. In language teaching, games had proved that it was very important and it could create more chances and interest to motivate students to speak.
All the reasons mentioned above, I conduct a research: Improving speaking skill through games for English Majored Freshman at Faculty of Foreign Language in Industrial University of Ho Chi Minh City.
1.2. Research Goals
Having a good conversation and maintaining the dialogue are process and communication arts. Through the communication, the listener or someone around will have overview of the speaker’s ability and knowledge. Therefore, I carried out the research with two purposes.
Firstly, I want to express the importance and role of games on process of learning speaking skill. In Industrial University of Ho Chi Minh City, English Majored contact to speaking skill at the first year. They study speaking skill through role-plays, simulations, discussions but it is not effective. They contacted to using games on leaning speaking but they not pay attention to it. They underestimated the significance of games.
Secondly, I want to show some benefits that learners can receive through this research. In the first, using games are the best and effective methods to improve their skill. Therefore, they will pay attention to using game at an early step. In the second, through games, they will orientate their way to approach speaking skills. Maybe, they change their speaking style and become more professional.
1.3. Indication of the Importance/ Significance of the Research
Failure or success depends on the first stage. Having a basic knowledge about the importance of games bring some benefits to students, teachers or curriculum designers.
Firstly, using games on learning process, students improve their speaking skill. They will become more confident, comfortable and contribute to their lesson. Moreover, if they have deeply background knowledge about speaking skill at the first, it is an importance to overcome the next speaking subjects in the next semesters. Besides that, using games on learning will reduce the psychological pressure. Students are also central. They will acquire the lesson through playing.
Secondly, teachers have a new ideas, methods on their language teaching. They use games on teaching process as a useful tool. Moreover, the interaction between teacher and students will consolidate. The classroom atmosphere will become exciting. This is the art of teaching.
Thirdly, the curriculum designers have an overview idea about culture and religion of each country. They will create the suitable materials for international students in general and Vietnamese students in particular.
In conclusion, the write investigate this research and hope that this research will bring some benefits for English Majored Freshman at Faculty of Foreign Language in Industrial University of Ho Chi Minh City.
CHAPTER II: LITERATURE REVIEW/ THEORICAL FRAMEWORK
2.1. Definitions of key terms/ concepts
In the research process, I mentioned to some theories relevant to the research. In this chapter, I will introduce two key terms: speaking, games.
2.1.1. Definition of Speaking
Speaking is one of the skill that have to be mastered by students I learning English. It is important to known definition of speaking first. Many experts define speaking in different ways. According to Brown and Yule (1989), they define that ‘speaking is to express the needs-request, information, service, etc’ it means that the speakers say words to the listeners not only to express what the speakers think but also to show what they need. Meanwhile, Jane (p.27) says, ‘speaking is a form of communication’. He permits ‘how to say something can be important as what you say n getting your meaning across’. In fact, speaking is not a process of producing sounds. It is also a process of communication exchange between the speakers and the listeners. They can share information and make a good conversation. In addition, according to Albert Valdman (1996), he express that ‘the ability to speak a foreign language is without doubt the most highly prized language skills, and rightly. So, because he can speak the language well can also understand it and can learn to read it with relative case an also the ability to speak a language will greatly expedite and facilitate learning to write it’. Therefore, in the process of learning speaking, they can perceive that among speaking, reading, and writing they have close-relationship. Speaking can influence on another skill.
2.1.1.1. The aspects of speaking
There are some aspects which should students consider as follow: pronunciation, accuracy, fluency, and comprehension.
2.1.2. Definition of Games
In the process of language teaching, games can play a range of roles. Generally, games have been used in the class as warm-up at the beginning of the lesson or at the end of the lesson or may be in the middle of the class. In view of communication, games are not a teaching method. It is a process of language teaching. There are many ways that are related to the definition of games.
According to Hadfield (1987) defines ‘a game is a activity with rules, a good and an element of fun’. Meanwhile Rixon (1981) recognizes ‘a game consists of play governed by rules’. In addition, Gibb (1978) confirms, ‘a game as an activity carried out by cooperating or competing decision markers, seeking to achieve, within a set of rules, their objective’. As we can organize, games are forms of entertainment. Each expert shows different definitions but they share the same view. Besides that, according to Hadfield (1987) viewpoint, there are many kinds of games, such as: Sorting, ordering, arranging games, information gap games, guessing games, search games, matching games labeling games, exchanging games, board games, and role-play games.
2.2. Theoretical Framework
2.2.1. Speaking problems
When studying English as second language, most the English Major Freshman faced with many challenges in process of learning speaking. In Uremia & Vega (2006) research study, the data collected suggest that speaking was the most difficult skill to develop. Students were often lack of vocabulary, confidence and shyness; besides, the authors considered that students showed evidence about the importance of implementing games in classroom for improving the speaking skills. In Rama, Ying, lee & Lei (2007) study, through games students had chances to improve communication. In the first one 21% of the students considered that they were not able to speak better, but in the second group only 11% although in experimental group learners enjoyed more games activities. Finally, Hamah & Ting (2009) presented findings on teaching speaking skill through group work activity saying that the results of the project were the preferred in as much as students showed participation in speaking group activities highlighting motivation, interest, and they demonstrated contributions in teamwork as well as improvement in individual speaking activities. Understanding the importance role of games in teaching and learning processes of the Foreign Language, many researchers implemented some research projects. After learning and carefully studying their study for a long time, I got chances to compare and contrast the similarities and differences between English Majored Freshman at IUH and another objects in World or Viet Nam.
2.2.2. The benefit of games
According to Saricoban & Metin (2000), ‘Games, which are task-based and have a purpose beyond the production of correct speech, serve as excellent communicative activity’. Addition Uberman (1998) assumed that ‘Games offer students a fun-filled and relaxing learning atmosphere. After learning and practicing new vocabulary, students have the opportunity to use language in a non-stressful way’. Besides that, Horwitz and Cope (1986) considered that ‘While playing games, the learners’ attention is on the message, not on the language. Rather than pay attention to the correctness of linguistic forms, most participants will do all they can to win. This eases the fear of negative evaluation, the concern of being negatively judge in public, and which was one of the main factors inhibiting language learners from using the target language in front of other people. In conclusion, the benefits of using games in language-learning could be summed up in nine points: were learner centered, promoted communicative competence, created a meaningful context for language use, increased learning motivation, reduced learning anxiety, integrated various linguistic skills, encouraged creative and spontaneous use of language, constructed a cooperative learning environment, foster participatory attitudes of the students.
2.2.3. Suggestions
2.2.3.1. Using Games to Promote Communicative Skills in Language Learning
Therefore, Chen, I-Jung carried out the research title: Using Games to Promote Communicative Skills in Language Learning. Through Chen, I- Jung’s research, she wanted to share some experiences when using language games and application in her class.
First, the place of the study: Chen I-Jung carried out the research at the Takming College, Taipei, Taiwan.
Second, the participants were college freshmen at lower-intermediate language level (about 18 years old) at Takming College.
Third, procedures and methods of the research: based on the advantages of using games in teaching process, English teachers in our school designed a school-wide English competition to help students experience the fun and usefulness of English. There were five major tasks and the participants must complete. Student worked in groups. Each group had five members. In order to complicate the game, each task station hidden in different locations all over campus. Participants only obtained directions to the next station after completing the present task. This not only offered students a chance to use their map-reading and problem-solving skills, but it also added a dynamic atmosphere to the competition. There were five major tasks including Mysterious Landmarks, What’s the Number, Story Time, Art Master and What’s Cooking?. In the first task, ‘Mysterious Landmarks, competitors assemble a 20-piece jigsaw puzzle of a world famous landmark (such as the Eiffel Tower, Mt. Fuji the Great Wall, and so on). Then they described puzzle image in five sentences to complete the task. In the second duty, ‘What’s the Number? The participants used the four basic operations (addition, subtraction, division and multiplication) to compute a simple mathematical equation provided orally by the instructor after that they call out the correct answer as soon as possible. When finished the second task, they moved on to the third procedure ‘story time’. In this procedure, participants picked and listened to a tape randomly selected from a provided stack of tapes for example ‘the recording contains a spoken excerpt of a well-known children’s story’ such as the Snow White, the Ginger Bread Man, and so on. After that, they listened to the entire excerpt; competitors correctly identify the title of the story from a provided list. In the fourth function ‘art master’, the instructor described a picture orally firstly then competitors simultaneously recreated the picture on a sheet of paper, correctly including named objects in accurate positions. In the last mission ‘what’s cooking’, participants read a recipe and made the dish (the amount of ingredients and assembly process must follow exactly the instructions laid out in the recipe). Then participants ate the dish they had prepared, all together and as fast as possible, because whoever finished the five tasks first wins the entire competition.
Next, the result of the research: in the first task, this task focused on vocabulary, therefore, through this task, students had chances to improve vocabulary. This game also reinforced the use of prepositions such as to the right of, to the left of, in the middle of or under or so on. In conclusion, throughout the competition, the researcher assumed that ‘students were more engaged in and committed to using English than they would be in the classroom. They were attentive to instructions, which they usually were not in regular class. In each of the games, students found their own ways to express themselves. Participants went all out with their English to win the game. The games also aroused cultural awareness. After the competition, students told me they would now pay more attention to geographical names that they often ignored before simply because they had never been there. Thus, students expressed a motivation and desire to know more than just linguistic knowledge’. In addition, the researcher showed that students felt less afraid of using their English during game play. Besides that, students were also more willing to speak and show their feeling. Through the competition, it gave students more chances to work and communicate with each other. According to Uberman (1998, 87), he wrote, ‘Games encourage, entertain, teach, and promote fluency and communicative skills. If not for any of these reasons, they should be used just because they helped students see beauty in a foreign language and not just problems that at times seem overwhelming’.
2.2.3.2. Using language games to motivate the 10th form non- English majored in speaking lesson
The second research: the researcher carried out the research title ‘using language games to motivate the 10th form non- English majored in speaking lesson at Phan Boi Chau specializing high school’.
First, object of the study: the researcher carried out their research at Pham Boi Chau specializing high school including 70 students who majors were Mathematics and Chemistry. For all of them, English was not their majors but English was a compulsory subject in their education program. Most of them had learned English at least 4 years at the secondary school, or even at least 9 years. They had well knowledge about grammar, but they had difficulties in four skills. Most of them showed that speaking was a difficult subject. That the reason why almost students felt bored and unmotivated.
Second, the textbook: ‘Tieng Anh 10′ textbook included 16 units. Each unit focused on not only skills such as listening, speaking, reading, and writing but on grammar, pronunciation, and vocabulary. In speaking lesson, there were many kinds of topic such as describes your daily activity (unit 1), talking about your trips (unit 11), giving some new kinds of animals in the zoo (unit 10). However, these topics were not similar and far from students background knowledge. That was the reasons why most students lost their interested during the lesson.
Third, procedures and methods of the research: the researcher divided the research into 2 stages: pre-task questionnaire and post-task questionnaire.
In pre-task questionnaire, the researcher considered the student’s attitudes towards speaking skills. The researcher taught 70 students who majors on Mathematics and Chemistry during 1 month. Pre-task questionnaire included 10 questions. Pre-task questionnaire aimed to interview students’ attitude towards speaking skills and students’ awareness towards the importance of English.
In post-task questionnaire, the researcher adjusted some activity on the textbook by adding some language games during 3 months. Post-task questionnaire also included 10 questions, which investigated the student’s attitudes towards to language games, students’ participation in language games, and benefits of using games in speaking classes.
Last, the result of the research: through pre-task questionnaire, the researcher showed that 88.6% students raise their awareness of importance of speaking skill, only two students indicated that speaking skill was not important.
Through post-task questionnaire, the researcher described that most of the students pay attention to games, 90% students showed their keenness on language games, 2.9% not concerned about the games and 71% disliked games. In students participation in language games, 45.7% students took park in games on learning speaking process, 24.3% students joined in according to teacher’s request and 27.1% participated when they felt it enjoyable. Benefits of using language games in speaking classes: according to the researcher 100% students agreed that language game make their lesson more fun and enjoyable, 47.2% students admitted games make speaking lesson less challenging, besides that, 61.8% students permitted games they felt much more confident and games reduced psychological pressure. They no longer felt shy and anxious when they spoke at the front of class. In addition, 87.3% students recognized games created more chances to speak. This positive result confirmed that language game helped to raise student’s motivation and create friendly environment for leaning.
2.2.3.3 Understanding and actions taken to improve speaking skills through games
The third research: Urruta & Vega (2006) conducted a research title: ‘Understanding and actions taken to improve speaking skills through games’.
First, the place of the research: a public school called ‘Federico Garc??a Lorca’ in Colombia.
Second, the object of the research: the participants in this study were twenty girls and twenty boys from 14 to 18 years old.
Third, the procedures and methods of the research: the researchers implement activity focused on oral games for promoting students speaking ability. There were three kinds of activity including questionnaire, teacher’s journal and video recording. The researcher analyzed the data by using chart which included the percentages of student’s answers about the most difficult skill for them, how to speak English during the class, and which are the factors that effect to student’ speaking ability.
Next, the result of the study: according to Urrutia & Vega, they showed that most students considered speaking was the most complicated ability to work out. Researcher recognized that students sometimes spoke English but they did not speak during the class. Therefore, 58% of students expressed that they preferred games implemented in English class for improving their oral skill. In addition, from student’s perspectives, Urrutia &Vega stated that games allowed ‘cooperation, involvement, self-confidence, knowledge of vocabulary, better English understanding, improvement of pronunciation and speaking’ (p. 9), and from teacher’s perspectives, the authors illustrated that games developed ‘motivation, improvement in speaking participation, and free & confident student’s performance’ (p. 10).
2.2.3.4. Research study on the hypothesis of using language games to speaking skill
The forth research: besides that Urrutia Vega, Rama, Ying, Lee Luei Luei (2007) also conducted a research study on the hypothesis of using language games to speaking skill.
In the first, the place of the research: they carried out the study at the primary school called ‘Jurong’ in Singapore.
In the second, the object of the study: the participants of this research were 78 students who studied at the primary Jurong school in Singapore.
In the third, the procedures and methods of the research: the researchers divided participants into 2 groups and used two different methods. They divided participants into two external groups in which were implemented a communicative method where were implemented language games to improve speaking skills and a control groups which were focused in a teacher-centered method in which teachers used real- life activities including the essential vocabulary to perform a conversation. The researchers conducted two tests (pre-tests and post-tests). Pre-tests and post-tests used as data collection instruments. Researchers analyzed the data collection by comparing pretests and post-tests of speaking elements between experimental and control groups in order to observe if the implementation of games had helped learners to improve speaking performance.
Last, the result of the study: the result of the study showed on two tables. The first table showed the result of pre-tests and post-tests. In the second table, there were four questions (if they enjoyed the activities (Q1), if they were able to do them (Q2), if they were able to follow the instructions (Q3), and if they improved communication after the activities (Q4)). In the first table, four students did not present in class during the pre-test and post-test and 35 of total presented in class during two tests. After testing, Rama, Ying, lee & Luei Luei (2007) find out that ‘69.23 % of pupils from the experimental group improved their post-test scores. Only 20% of the pupils in the control group had a better score in the post-test. 45.71 % of the pupils in the control group showed no improvement in the post-test, while only 20.51% of the pupils from the experimental group showed no improvement in the post-test. 34.29 % of pupils in the control group scored worse in the post-test. Only 10.26% of the pupils in the experimental group scored worse in the post-test.’ (p.7). In the second table, the researchers told that all of participants in experience group (G1) liked to play games and enjoyed it. Meanwhile 11% of participants in control group (G2) disapproved with Q4; larger percentage of the participants in the G2 disagreed with Q2 and Q3 as compared to the participants of G1. On the other hand, a higher percentage of students in the G4 dissented with Q4, as compared to the percentage of pupils in G2 (p.8).
2.2.3.5. Research on encouraging teenagers to improve speaking skill through games
The fifth research: William Urrutia Leo (2009) overvalued the importance of games in learning English in general and process of learning speaking in particular; therefore, he implemented a research on encouraging teenagers to improve speaking skill through games in Colombian Public School. This article received on July 17, 2009 and accepted on January 15, 2010.
In the first, the place of study: the researcher carried out the study in Colombian Public school, which located at Usme Zone in Bogota.
In the second, the object of the research: this project carried out at Federico Lorca School in the afternoon shift. There were twenty girls and twenty boys from 14 to 18 years old. They belonged to the first and the second socioeconomic level in Colombia. In this project, the researcher faced many barriers including the number of students in class, the arrangement of the classroom, the number of hours or so on.
In the third, the research questions: in this project, the researcher focused on two questions: ‘what kinds of games can we use to improve students’ speaking skills and what happens to students’ oral production when they are engaged in games’.
Next, the procedures and methods of the study: the researcher used different techniques in order to develop students speaking skill. They used video recordings, teachers’ journal, and questionnaires. They used video recordings because they wanted to analyze students’ oral production. Through video recordings, researcher could analyze students’ impressions, feelings, and attitudes towards the games. In addition, researcher could analyze students’ pronunciation. There were five appendixes, which applied in this process. Researcher diagnosed our students’ attitudes and impressions in terms of speaking through a questionnaire (in appendix 1). After that researcher used a questionnaire, in which asked students about activity they preferred to carry out (in appendix 2). In appendix 3, researcher selected and organized some games according to students’ interest. Then they applied these games into teaching journal. Using video recording in appendix 4, and applied questionnaire at the end on class (in appendix 5).
Last, the result of the study: Taking into account students’ opinions about difficulties with regard to the English language skills in the questionnaires to diagnose students’ attitude and impression about speaking, the majority of the students considered that speaking is the most difficult skill to develop (in question 1). From the result showed in question three, researcher stated that the majority of our students just sometimes spoke English, and an important number of students never participated or spoke English during the class. According to data collection, researcher said that there were three important causes, which interfered or disturbed the students’ oral participation. These were the lack of vocabulary (48%), shyness (27%), put it in practice (3%), fear of being humiliated (15%), and did not answer (3%). Through appendix 2, when researcher asked students about favorite strategies to employ for developing the English class, 58% of the students expressed that they preferred games and highlighted advantages of playing them. Besides that, through games, students increased cooperation and involvement. They also felt self-confident. Through this project researcher affirmed that games created a good atmosphere and motivation, which made students free to speak and perform their ability. Moreover, games also raised students’ improvement in speaking participation. In reality, most students did not like to speak and participate in speaking class. Through game, they will be more enthusiastic and dynamic during speaking period.
Through five researches above, I considered that speaking is one of difficult and complicated skill. In process of learning speaking, learners faced many obstacles such as lack of vocabulary, practice, motivation, and confidence. Therefore, applying game in teaching process, this was a best way to improve students’ speaking ability. It was one of the best and modern methods in the era of globalization.
2.3. Research Questions
After analyzing process, I had chances to compare my research with five researches, which I mentioned. During the processing of research, I received some new ideas and new techniques to make my research more reliable and valid. I admitted that, their researches were very attractive and reliable. Through their researches, I stated that their research supported me to develop the methods of improving speaking skill. I think if I apply the techniques of using games to speaking lessons, students will gain some advantages. In the last, through their researches, I can apply their researches to my research without worry or incredulous.
During process implementation, I mainly focused on two questions. Firstly, ‘what are the importance of games in the process of learning speaking skill’?, and, ‘what are the benefits of games bring to students in the process of learning speaking’?
CHAPTER III: RESEARCH DESIGN
3.1. The place where you investigate
In the first, my research implemented with English Major Freshman of Industrial University of Ho Chi Minh City (IUH) located at 12 Nguyen Van Bao Street, 4 Ward, Go Vap Diastrict, Ho Chi Minh City. The other campuses are in the energetic cities of Quang Ngai and Thanh Hoa provinces. The total number of students is about 10.000. The university has 1800 staff including 1300 lectures (5 professors, 10 associate professors, 94 doctors, and 746 masters) (2006). Industrial University of Ho Chi Minh City is formerly Go Vap Vocational School y Don Bosco religious founder on November 11, 1956 at Hanh Thong commune, Go Vap District, Gia Dinh Province. IUH is a modern and trustworthy with modern library, big dormitory and canteen, comfortable sport center, and large campus. IUH also trains variety majors (such as Mechanical Engineering, Electronic and Mechanical engineering, Electronic and Electricity engineering, Telecommunications- Electronics engineering, Automotive Engineering, Thermal Engineering, and so on.
In the second, Faculty of Foreign Language, occupying the ground floor of the building in IUH, has played a significance role in IUH. Established in 2005, the faculty is responsible for training Bachelor of English. Graduates of FFL have wide chances of recruitment. The faculty is also in charge of General English classes for non-English majors of the other faculties in IUH. Furthermore, FFL trains and grants international degrees A, B, C. Currently, the Dean of FFL is Bui Van Hat, who manages about 55 professional lectures. Besides, Ms. Do Thi Kim Hieu and Mr. Nguyen Xuan Hong are Deputy Deans. There are three subject groups. The first is Basic Skills group (listening, speaking, reading, and writing), led by Ms. Hoang Le Thi Tuyet. The second is group of British and American Culture and Literature, Linguistics, Interpretation and Translation, which Mr. Nguyen Khanh Du is responsible. Finally, Mr. Nguyen Xuan Hong is the leader of Teaching Methodology. FFL has trains 10 universities courses from DHAV1 to DHAV10, 10 college courses from CDAV7 to CDAV16 and 5 vocational courses from NCAV2 to NCAV6.
3.2. Research object
My research object was the English Major Freshman at Faculty of Foreign Language (FFL) IUH. They were study English Major in the first year. At that time, they must study speaking, listening, reading, and writing skills at the same time. However, training program just focused on the basis knowledge. Therefore, it was an importance step for students to develop their skills in this year and in the next semesters. For English Major Student, besides learning speaking, listening, writing, and reading skills they must study another subject including pronunciation, morphology, syntactic, British and America culture, British and America literature, and translation and interpretation skills and so on. In order to finish their curriculum, they must complete these subjects and they have to get Chinese Language certification and computer degree. They could use their ability and knowledge for reading academic literature, English newspaper, or newsletters. For non-English major just learned English language in some periods. Besides that, they must study English at lower level including International Express (Elementary level or Intermediate level) or Headway books. Furthermore, for non-English Major, they have to learn general skills on the same day, at the same time. Traditionally, they just learned from four to six periods per week.
3.3. Research methodology
In the research process, I conducted a table of questionnaires including thirteen questions. My questionnaire will divide into five parts. In the first part, it is a personal question (one question). In the second, I wanted to find out students’ attitude towards speaking skill and students’ awareness towards the importance of English speaking skill and students’ awareness towards the importance of English (three questions). Next, I wanted to find out student’ attitude towards games in learning process (five questions). Then, I wanted to know which the obstacles were when they study speaking skill (one question). The last part included three questions, which investigated the factors making game ineffective, and which were the benefits of the using games in speaking classes.
In this research, I will investigate two class of DHAV10 including DHAV10 group one and DHAV10 group two. They are the English Major Freshman at FFL in IUH. The total number of class is 80 students. They study speaking skill at the same teacher, and in the same curriculum program. In their process of learning speaking skill, it remains 45 periods. My investigation will carry out about one day for each class. I will make 80 copies of questionnaires and delivery to students in these classes and require them to do it. After research, I will collect and analyze the data. The result of my study will show in the chart. There are five charts equivalent to five parts of research methodology. This is all step of my research methodology.
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