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USING TASK - BASED LEARNING TO DEVELOP
GRADE 10 STUDENTS’ ENGLISH SPEAKING SKILL
PRATPREEDA KHIENWONG
AN INDEPENDENT STUDY SUBMITTED IN PARTIAL FULFILLMENT
OF THE REQUIREMENTS
FOR THE DEGREE OF MASTER OF ARTS
MAJOR IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
FACULTY OF LIBERAL ARTS
UBON RATCHATHANI UNIVERSITY
ACADEMIC YEAR 2017
COPYRIGHT OF UBON RATCHATHANI UNIVERSITY
I
ACKNOWLEDGEMENTS
This research paper would have never been accomplished without support,
recommendations, and encouragement from several people.
Firstly, I would like to show my grateful feeling to my advisor,
Dr.WachirapornKijpoonphol,for her feedback and valuable advice. Secondly, it is a
pleasure to express my thanks to my co-advisors, Dr. LugsameeNuamthanom Kimura
and Dr. Nguyen DuyLinh for their useful guidance and suggestions in this study. I
would like to further thanks to all participants for sparing their time to participate in
this study. I deeply appreciate their helpfulness and willingness in providing the useful
information for this study.
Lastly, I wish to express my sincere gratitude to my family for their support and
encouragement.
PratpreedaKhienwong
Researcher
II
บทคัดยอ
เรื่อง : การใชภาระงานเปนฐานเพ่ือพัฒนาทักษะการพูดภาษาอังกฤษของนักเรียน ชั้นมัธยมศึกษาปท่ี 4 ผูวิจัย : ปราชญปรีดา เขียนวงศ ชื่อปริญญา : ศิลปศาสตรมหาบัณฑิต สาขาวิชา : การสอนภาษาอังกฤษเปนภาษาตางประเทศ อาจารยท่ีปรึกษา : ดร.วชิราภรณ กิจพูนผล คําสําคัญ : การจัดการเรียนรูแบบเนนภาระงานงาน แบบทดสอบความสามารถในการพูด
งานวิจัยนี้มีวัตถุประสงคเพ่ือ 1) ศึกษาการใชภาระงานเปนฐานสงผลตอทักษะการพูดภาษาอังกฤษอยางไร และ 2) สํารวจความคิดเห็นของนักเรียนท่ีมีตอการเรียนโดยใชภาระงานเปนฐาน กลุมตัวอยางไดแกนักเรียนชั้นมัธยมศึกษาปท่ี 4 โรงเรียนโขงเจียมวิทยาคม จํานวน 12 คน เครื่องมือท่ีใชในการเก็บขอมูลไดแกการทดสอบความสามารถในการพูดกอนและหลังเรียน แบบประเมินกิจกรรม แบบสอบถามความคิดเห็น กอนท่ีจะเริ่มบทเรียนนักเรียนไดทําการทดสอบกอนเรียนดวยการพูดตอบคําถาม 6 ขอ จากนั้นนักเรียนไดเขารวมกิจกรรมการเรียน 3 หัวขอ ไดแก1) ตารางเวลาในอุดมคติ 2) อาหารจานโปรด 3) เมืองในอุดมคติ เม่ือเรียนจบแตละบทเรียนนักเรียนไดประเมินวากิจกรรมใดท่ีนักเรียนชอบ และเม่ือจบท้ังสามบทเรียนนักเรียนทําแบบทดสอบหลังเรียนดวยการพูดตอบคําถามซ่ึงเปนคําถามเหมือนกอนเริ่มบทเรียน หลังจากนั้นนักเรียนไดทําแบบสอบถามเพ่ือสํารวจความคิดเห็นท่ีมีตอการเรียนโดยเนนภาระงานเปนฐาน มีการใชการทดสอบ t-test เพ่ือเปรียบเทียบคะแนนเฉลี่ยระหวางการทดสอบกอนและหลังเรียนผลการวิจัยพบวาความสามารถในการพูดภาษาอังกฤษของนักเรียนสูงข้ึนหลังจากเรียนรูโดยเนนภาระงานเปนฐานและนักเรียนมีความคิดเห็นเชิงบวกตอการเรียนภาษาอังกฤษโดยเนนภาระงานเปนฐาน
III
ABSTRACT
TITLE : USING TASK BASED - LEARNING TO DEVELOP
GRADE 10 STUDENTS’ ENGLISH SPEAKING SKILL
AUTHOR : PRATPREEDA KHIENWONG
DEGREE : MASTER OF ARTS
MAJOR : TEACHING ENGLISH AS A FOREIGN LANGUAGE
ADVISOR : WACHIRAPORNKIJPOONPHOL, Ph.D.
KEYWORDS : TASK-BASED LEARNING, TASKS,SPEAKING TEST
The purposes of this study were : 1) to study how task-based learning have an
effect on students’ English speaking skill, and 2) to investigate students’ opinions
toward task-based learning. The participants were 12 grade 10 students at
KhongchiamWittayakom School. The research instruments were pre, post speaking
tests, an opinion questionnaire, TBL activities checklists. The pre-speaking test and
post-speaking tests were the same. Before the lesson started, each participant had to do
pre speaking-test which was face to face interview.After that students were
participated in three TBL lessons.The topics of the three speaking lesson plans were
about 1) Our Ideal Timetable, 2) Our Own Dishes, 3) Our Ideal Hometown. At the end
of each lesson, students were asked to rate TBL activities checklists in order to find
their most favorite task. After students learned with task-based learning, they were
asked to answer the post-speaking test. After they completed the post speaking-test,
the questionnaire was distributed to them. A t-test was used to compare the mean score
between pre-speaking test and post speaking test. The results of the research showed
that students’ English speaking skillwere improved after learning with task-based
learning approach and students had positive opinion toward learning English through
TBL approach.
IV
CONTENTS
PAGE
ACKNOWLEDGEMENTS I
THAI ABSTRACT II
ENGLISG ABSTRACT IV
CONTENTS V
LIST OF TABLES VII
CHAPTER 1 INTRODUCTION
1.1 Rationale 1
1.2 Purposes of the study 4
1.3 Research questions 5
1.4 Scope of study 5
1.5 Significance of study
1.6 Definitions of key terms
5
5
CHAPTER 2 LITERATURE REVIEW
2.1 Definition of Task 7
2.2 Task-Based Learning Approach 7
2.3 Teachers’ role in Task-Based Learning 12
2.4 Learners’ role in Task-Based Learning
2.5 English Speaking Skill
2.6 Previous Studies
13
13
14
CHAPTER 3 METHODOLOGY
3.1 Participants 18
3.2 Research instruments 18
3.3 Lesson Plans 19
3.4 Data collection 21
3.5 Data analysis 21
CHAPTER 4 RESULTS 24
V
CONTENTS(CONTINUED)
PAGE
CHAPTER 5 DISCUSSION AND CONCLUSION
5.1 Discussion
29
5.2 Conclusion 31
5.3 Recommendation for Further Study
5.4 Pedagogical Implications
32
32
REFERENCES 34
APPENDICES
A Lesson Plans (Our Ideal Timetable) 39
B Lesson Plans (Our Own Dishes) 50
C Lesson Plans (Our Ideal Hometown) 61
D Questionnaire (English Version) 74
E Questionnaire (Thai Version) 77
F Questionnaire (TBL Activities Rating) 81
G Pre-Post speaking test 88
VITAE 90
VI
LIST OF TABLES
TABLE PAGE
3.1 Tasks in each lesson plan based on each stage 3.2
Scoring rubric for speaking assessment
4.1 Students’ pre-post speaking test’s score
4.2Students’ opinions toward on their roles in the classroom
4.3 Students’ opinions toward teacher’s roles in the classroom
4.4 Students’ opinions toward TBL activities
4.5 Comparison of the tasks in each topic
20
22
24
25
26
27
28
VII
LIST OF FIGURES
FIGURE PAGE
2.1 Task-based learning framework 9
CHAPTER 1
INTRODUCTION
1.1 Rationale
English is classified as an international language (Aring, 2015) in the sense that it
is used in communication among people who do not share the same linguistic as well
as cultural backgrounds across many regions of the world. In such case, English
becomes a tool to reflect identity and convey local culture to other countries.
Additionally, in 2016, Thailand was developed under the concept of The Fourth
Industrial Revolution (Thailand 4.0) which was the vision to transform Thai economy
into an innovation-driven one. According to the 20-year national strategy, Thailand 4.0
is the new model to develop the country along with economic reform. Students will be
exposed to information in English version. It develops the country into a valued-based
economy. The visions of this model are “Stability, Prosperity, and Sustainability”.
This model needs people to be skilled labour (The government public relations
department, 2016). As for this reason, English plays a dominant part to obtain as
started in Thailand 4.0.
In Thailand, English has long been considered as an essential foreign language,
mainly taught in schools at all educational levels. It becomes more and more
prestigious as English language has been promoted at a national level by the Office of
Basic Education Commission (OBEC), Ministry of Education through the Basic
Education Core Curriculum B.E. 2551 (A.D. 2008). The Thai government hopes that
students would be able to communicate well in English by taking a minimum of 5
hours of English a week in Grade 1-3, starting from the 2nd semester of the academic
year 2016 (Daily news, 2016). Based onthe Basic Education Core Curriculum B.E.
2551 (A.D.2008), the expectation for students in learning a foreign language is to
acquire a favorable attitude towards foreign languages, the ability to use foreign
languages for communicating in various situations, seeking knowledge, engaging in a
livelihood and pursuing further education at higher levels.
2
The main areas of learning English as a foreign language include Language for
Communication, Language and Culture, Language and Relationship with Other
Learning Areas, and Language and Relationship with Community and the World (The
Ministry of Education, 2008). It can be said that the ultimate goal of learning English
in Thailand is to enable learners to use English communicatively and appropriately.
Powers (2010) mentioned that among reading, writing, listening and speaking skills,
listening and speaking are more likely to be closely linked to effective communication.
However, to use English communicatively and appropriately, students have to acquire
the four language skills: reading, writing, listening and speaking (Sadiku, 2015).
Moreover, using real world situation to practice listening and speaking can help to
promote speaking confidence (Songsiri, 2007). Schmitt, (2012) mentionedthat
speaking plays an important role in communication. In the similar meaning,
Khamkhien (2010) believed that, speaking is most important in second language
learning. Speaking is the ability to require the process of communicative competence,
pronunciation, grammar, and vocabulary improving. Similarly to Oradee (2012), the
ability to speak is essential since it is the basic for communication; however, it is the
most difficult skill.
In Thai education, although students have learned English since they were a child,
most of them still have had low proficiency in same language skill such as listening,
speaking, reading and writing. In other words, Thai students start learning English
when they are in grade 1 and keep learning it until grade 12, but their English
proficiency is very low (Noom-ura, 2013). According to English First's latest English
proficiency index (2017), in 2017, English language proficiency in Thailand ranked 53
out of 80 countries; in 2016, English language proficiency in Thailand ranks 56 out of
72 countries and is the 5th worst in Asia. This confirms that Thai students confront
with the difficulty in acquiring English language.
The finding of Noom-Ura (2013)revealed that Thai studentslearning English had
was mainly related to speaking. Students did not have enough chances to practice
English in their daily life and might be shy to speak because they did not use English
in their actual communication.Moreover, Teng andSinwongsuwat(2015) revealed that
Thai teachers always use the grammar translation approach in teaching English.
However, they believed that the mentioned approach did not help students
3
communicate well enough in the target language.Similarly, Lochana and Deb (2006)
also claimed that EFL teachers always give students lecture, and their teaching always
focuses on grammar and sentence structure. Learners do not have opportunity to
practice their English speaking skill in the classroom.
To achieve English language speaking competency, Edwards and Willis (2005)
suggested thattask based learning provides more effective tasks to promote language
learning of second language (L2)learners than the language teaching method that
focuses on form or structure. Providing tasks more than the language system will help
learners more develop their communicative competence. Tasks were designed to
attend on meaning and also focus on form (Ellis, 2003). Swain (1995, as cited in
Richards &Renandya, 2002) stated that task provides students input and chance to use
language which promotes students to acquire the language. TBL is language teaching
that uses the task as the main instrument to improve language. TBL provides more
learning process to learners, so language acquisition can take place in case of learning
by using task. Language learning does not only depend on comprehensible input, but it
also depends on students and task that requires learners to understand the meaning and
communicate naturally with meaningful language (Richards & Rodgers, 2001).Willis
and Willis (2007) mentioned that engaging learners in real language use in the
classroom is the most effective way to teach language.
In the context government schools inrural areas, most teachers found that some
students fail to understand the message in the conversation and are unable to speak
English effectively. They are shy, worried about pronunciation, afraid of making
mistakes and lack of confidence to speak English. The most important reason is that
they have limited time to practice their English speaking. More importantly, they
donot have an opportunity to use it outside the class. In class, they also practice more
on the worksheet and have less chance to speak. All of these reasons could lead to the
reality that Thai students especially in the research’s school don’t have self-confidence
when it comes to speak. When they come to speak, they’ve had little practice so they
cannot. One important cause of this unsatisfactory might be the teaching style that
concentrates on passive learning where students practice English through the model of
speaking as performancelike a short conversation (Richards, 2001).
4
In the researcher’s teaching context, the students have limited vocabulary
knowledge. Some students learn for the test and hope to get high score.They practice
on the worksheet and have less chance to speak English because one period contains
only 50 minutes and the class has to cover the content in the book. Students also do
not like to study English because they do not understand the meaning. That is the
reason why the students in the researcher’s context are not good at speaking. Some
students understand the teacher’s questions but it is difficult for them to respond, so
they answer the question in Thai. When they are asked to practice speaking skill, they
do not want to speak because they feel shy to speak English. Many students do not
know how to pronounce the words correctly. When they are asked to practice short
conversation or practice reading sentences, they can not pronounce and read the words
correctly.
As a teacher of English as a Foreign Language(EFL) at the government school, it
was found that students fail to understand the message in the conversation and are
unable to speak English effectively.Thai and foreign tourists come tovisitKhongchiam
every year, so if the students can communicate in English, they can give some
information to foreign tourists. They can also present interesting things to tourists.
Some of the students work part time at hotels and restaurants in Khongchiam, it would
be good if they can use English to communicate. They can use English in their job in
case they have foreign guests.
1.2 Purposes of the study
The main purpose of this study is to investigate the effectiveness of using task-
based learning to facilitate students’ speaking skill. This study would solve the
students’ speaking problems by using task-based learning in the teaching process.
Moreover, it would help teachers in considering the suitable teaching method to apply
in the classroom.The specific objectives were as follows:
1.2.1 To study how task-based learning have an effect on students’ English
speaking skill.
1.2.2 To investigate students’ opinions toward task-based learning.
5
1.3Research Questions
The following research questions were addressed in this study:
1.3.1How does task-based learning have an effect on Grade 10 students’ English
speaking skill?
1.3.2 What are students’ opinions toward using task-based learning?
1.4 Scope of study
This research explored the influence of task based learning on Grade 10 students’
English speaking skill.
1.5 Significance of study
The results of the study revealed the influence of using task-based learning to
facilitate students’ speaking skill. It provided information for English teachers to select
appropriate English teaching approaches or activities which may help their students to
be more successful in acquiring English speaking. The significance of this study for
students is that because at learning with TBL students had opportunity to use English
and learn English language from real-life tasks. Topic, important words or phrases
were be introduced to students in pre-task stage in order to have students know what
the topic they are going to study and use the given words or phrase as the guideline to
produce language. In task cycle stage, students used their knowledge and information
that they already had to complete the task. In the language focus, students had to
revise their language that they use to complete the task.Moreover, it would help
teachers in considering the suitable pedagogy to apply in the classroom.
1.6Definition of terms
1.6.1 Students refers to grade 10 students at KhongchiamWittayakom School in
Kongchaim District, UbonRatchathani Province.
1.6.2 Task-based learning refers to the use of authentic language to do
meaningful tasks such as “idea timetable topic” “our own dishes topic” “our ideal
hometown topic”. These tasks werein an English speaking course at
KhongchiamWittayakom.These tasks wereused to encourage students to use English
language and help them to improve their English speaking skill.
6
1.6.3 English speaking skillrefers to the ability of students to use basic language
for responding to questions in English
1.6.4 Tasks refer to comparing and contrasting, listing, ordering and sorting,
sharing personal experience and creative task which were used to practice students’
English speaking skill.
1.6.5 Speaking test refers to six questions in Englishin pre-post speaking test.
7
CHAPTER 2
LITERATURE REVIEW
This chapter reviews the literature in the main areas of task-based learning:
definition of task, task-based learning approach, teachers’ role in task-based learning,
learners’ role in task-based learning, English speaking skill, and previous studies.
2.1 Definition of Task
Prabhu (1987) pointed out that task is an activity that contains the process to give
the information to students in order to help them to reach outcome. Teacher also plays
the role of facilitator. Similar to Ellis (2003), tasks are a work schedule which asks
students to use language correctly and appropriately in different situations. It provides
students with an opportunity to negotiate meaning by using their own linguistic
knowledge. Although the task is designed to persuade students to choose a specific
form of language, it is designed to promote language use in real life. Nunan (2004)
mentioned that task is classroom activity related to comprehending, manipulating,
producing and interacting in the target language which help students use grammar to
convey and express the meaning.
In conclusion, the purpose of a task in the classroom is to assist students in
learning the target language and applying the language learned to everyday situation.
2.2 Task-Based Learning Approach
Task-based learning (TBL) is an approach in language learning which is
developed from Communicative Language Teaching (CLT) approach by Prabhu
(1987). Phabhu (1987) believed that when students focus on task, they will learn more
effectively rather than focus on language they are using. Harmer (2007) mentioned
that task based learning provides opportunity for students to learn language from real-
life situation. Instead of learning language structure or function of language, students
have to perform the task. This approach uses the series of task to help learners
perform target language to interact with other people. Kohonen (1992, as cited in
8
Nunan, 2004) mentioned that TBL is self-directed learning, the learners are active
learners. They do not wait for the knowledge from the teacher. Moreover, TBL give
an opportunity to learners to complete the task in group. Supported by Willis (1996),
the task helps students have confidence to use their own language knowledge in front
of the class without the feeling of fear to be corrected. This approach is also called
student-center which teacher just acts as facilitator to observe students in language
learning process. Swain (1985) mentioned that tasks provide both input and output
requirement which are the important process in language learning.
According to Nunan (2004), TBL gives learners an opportunity to use their target
language via the communication. More importantly, it offers students a chance to
practice a conversation, respond to the questions and give a respond to other’s
contribution. With the interaction, students can observe how to deliver the similar
meaning from their friends (Kohonen 1992, as cited in Nunan, 2004).
2.2.1 Task -based learning
Willis (1996) suggested three stages of tasks which are pre-task,
task-cycle, and language focus. The topic is introduced in pre-task stage. In the task
cycle stage, students perform the task in pair or small group work. The last stage in
TBL is language focus, students have to examine the language form and practice their
acquired language.
Willis’ framework was applied in this study because it is a very popular
model. In TBL research studies, many researchers applied Willis’ framework in their
research study. Willis’ framework has clear steps of language teaching. Students
exposure to target language, and use language to express the meaning.
9
Figure 2.1 Task -based learning framework
Source: adopted from Willis (1996: 155)
As can be seen in Figure 2.1, pre-task stage introduces topic and task to
students. In doing the pre-task stage, it should not take more than 20 minutes;
however, this depends on the familiarity of students with the topic. According to
Willis (1996) and Harmer (2007), in the pre-task stage, topic, important words or
phrases will be introduced to students in order to have students know what the topic
they are going to study and use the given words or phrase as the guideline to produce
language. In doing this, teacher takes part in helping students to define the topic.
Besides, teacher also helps students to recall useful words and phrases that will be
useful for them when they complete the tasks. The important topic-related words or
phrases which are unknown for students will be introduced. In pre-task stage, teacher
needs to give students a task instruction and has to ensure that students understand the
10
tasks, the goals and the outcome of task requirement. Students have to know how they
should begin, what they should do, how much time they have to spend and what will
happen after they finish the task (Willis, 1996).
The second stage is task cycle stage. Task cycle is divided into three
phrases: task, planning and report.
2.2.1.1 Task
Task gives an opportunity for students to use their own prior
language knowledge to perform the task. It lets students work in pair or group to reach
the goals of task. Teacher plays a guidance role to provide the opportunity for students
to be exposed to the target language. Teacher lets students complete the task on their
own. Teacher observes and encourages students to use their target language. Harmer
(2007) stated that at this stage, students will use their language knowledge and
information that they already have to complete the task. Task should not take more
than ten minutes depend on the difficult of task. If it takes too much time, students
may feel bored. Teacher should have some comment from observation while students
are doing the tasks.
2.2.1.2 Planning
At planning phase, students work on their task in pair or group.
Before students present their English speaking skills to the public, it is crucial that
they practice. Task based learning activities provide students with adequate
preparation. During such activities, students are able to practice their speaking skills
with their peers. As well, they have the support of their teacher. Teacher helps students
check grammar so it helps their language development. The students try to plan their
report by using language they already know, and improve the language by following
teacher guidance. While students are doing their tasks, teachers have to walk around
the class in order to notice the students’ language use. Teacher needs to note down
some interesting information that they hear while they are observing. Teacher is the
person who gives advice to students to express the target language.
11
2.2.1.3 Report
The report phase helps students enhance their language through a
natural learning situation in a classroom. It requires students to focus on forms,
meanings, and both accuracy and fluency. Teacher chooses the pair or group of
students to present the task to the class so they have opportunity to present their task
that they have done to the class. All students in the class attend the task that other
groups present, so they can learn language from other groups. Teacher also gives
students some feedback on content or form.
Language Focus Stage is the last stage in TBL. Language Focus is
divided into two phases: analysis and practice.
2.2.1.4 Analysis
Students have to examine the feature of language form and
language use during the task cycle. It helps students ready to recognize the language
feature when they meet it again. It also helps students understand both language
meaning and language use.
2.2.1.5 Practice
Teacher allows students to practice activities after analysis process
in order to increase learners’ confidence.
2.2.2 Variety of task
Willis (1996) offers six types of task and labels the task examples as
follows:
2.2.2.1 Listing
This task encourages students to talk a lot as it asks them to express
their idea. Students have time to think and share their idea. These tasks involve
brainstorming and fact-finding processes. The type of work will be in a listing or
mind mapping form. It classifies only the important idea.
2.2.2.2 Ordering and sorting
There are four main activities including sequencing items, action
and events; ranking; categorizing; and classifying. It allows students to organize the
information.
12
2.2.2.3 Comparing
These tasks involve comparing information of a related character
from various resources in order to specify common points or differences. The
activities include matching and finding similarities, and differences.
2.2.2.4 Problem solving
These tasks require intellectual activity which students need to
solve the problem such as a real life problem, and a short puzzle.
2.2.2.5 Sharing personal experiences
These tasks help students to use language freely to talk about
themselves and tell other people about their experiences.
2.2.2.6 Creative task
These tasks are commonly called projects and involved pair or
group work. They also have more activities than other tasks and involve a combination
of task types such as listing, ordering and sorting, comparing, and problem solving
(Willis 1996).
2.3 Teachers’ role in Task-Based Learning
In task-based language teaching process, as suggested by Richards and Rodgers
(2001), teacher plays the three main important roles including selector and sequencer
of task, preparing learner for task and consciousness rising. For being a selector and
sequencer of task, teacher needs to select, design and prepare the task based on
students’ need or interest and focus on students’ language proficiency. Teacher also
has to give the task which follows the principle instructional scaffolding. For
preparing learners for task, teacher has to help students to get ready for tasks. In task
stage, teacher must introduce learners the topic in order to let them know what they are
going to study. Moreover, teacher needs to explain about the task instructions and
useful words or phrases in order to help them to complete tasks. If teacher provides
students linguistic knowledge, it helps students understand the tasks. For
consciousness rising, teacher needs to guide learners to complete the task by using
similar task to help them perform the tasks. Teacher helps students discover the way
to complete the task by themselves.
13
2.4 Learners’ role in Task-Based Learning
Van den Branden (2006) suggested that task based learning is a student-centered
approach in which students play an important role in their learning process. The
students are free to form the language in order to complete the task. Students who
learn English through task-based learning should perform the three important roles
including: (1) a group participant; (2) a monitor; and (3) a risk-taker and an innovator.
For the first role, students complete the task in either pair or group works. Students
who are used to either working alone or participating in whole class activities need to
adjust themselves to working in pair or small groups. For the second role, the tasks are
used as an instrument to help students promote their language in language learning
process. The task should be designed to allow students to notice how the language is
used in communication. Students have to pay attention in both meaning and form in
task work. As for the last role, various tasks will encourage students to produce and
clarify the meaning of message which they do not have full linguistic resources and
prior experience. The students’ skills of guessing from the clues, asking information,
and discussing with others should be increased (Richards & Rogers, 2001).
2.5 English Speaking Skill
Speaking is important for language learners. It is an ability to express and to
understand the language by using oral communication. In foreign language teaching
and learning, speaking seems to be the most important skill since it is considered as
the basic for communication (Oradee, 2012). In particular, speaking skill is very
important for the learners who learn foreign language because learners always
evaluate their success in language learning by using the effectiveness of the speaking
(Richards, 2008).
Speaking is productive or active skill because learners need to apply the skill to
correctly produce language through sound. This skill could be improved by
understanding volume and tone, voice modulation, pronunciation. Speaking skill help
to assure that listener will not misunderstand. Carter and Nunan (2001) mentioned that
there are three kinds of speaking situation which are interactive, partially interactive
and non-interactive. Interactive contain face-to-face conversation which is two way
communications. Partially interactive such as speech to audience and non-interaction
14
is when recording a speech for a radio broadcast. Students need to be able to use the
words correctly and pronounce the distinctive sounds of a language clearly in order to
be understood. Students have to use the language appropriate for situation and the
relationship with partner. They also have to use correct from of the word and put
word in the correct order and produce stress, unstressed words, and intonation.
Students have to keep the conversation going and take turn to ask and respond with the
partner (Lackman, 2010). Wilson (1997) stated that speaking skill should not be taught
separately, it should be integrated with other skills.
For Thai EFL students, without grammatical knowledge, the ability to combine
words or the way to use language appropriately will be more difficult in the way to
make the conversation. When students struggle to make conversation, they do not try
to keep the conversation going. If students have the understanding of grammar use and
the knowledge about social behavior, they can keep the conversation flowing.
2.6 Previous Studies
Task-based learning is very popular among language teachers to use to improve
their learners’ speaking ability. There are various studies about TBL investigated by
many scholars. The first two studies were done outside Thailand.
Heskey (2016) studied factors influencing ESL learners’ perceptions toward a
task-based approach to speaking: a secondary school in Hong Kong. The participants
were six male students studying in grade 11 at secondary school in Hong Kong. The
participants were chosen from their English proficiency: two high English proficiency,
two average English proficiency and two low English proficiency. The researcher used
semi-structured focus-group in order to obtain the students’ opinion toward the
task-based speaking course by using Cantonese. The research study contained four
speaking tasks: 1) spotting the differences between two sets of photos (the old HK &
new HK), 2) presenting a text about urban development, 3) discussing whether a
landmark in Hong Kong should be demolished and, 4) proposing a development plan
for a rural area. In speaking task process, the participants were interviewed. Interview
was recorded while students were interviewing and then the transcripts were analyzed.
The result showed that six factors had the effect on learners’ perception are usefulness,
15
language proficiency, support from teacher, individual characteristics, cultural
influence, and previous experience.
Lou, Chen & Chen (2016) investigated effects of a task-based approach to
non-English-majored graduates’ oral English performance through two tasks in a
comparative way. The participants were 33 females and 32 males first-year
non-English-majored graduates in 2 classes from Yangtze University. The participants
were divided into two groups. Thirty-three females were in experimental group; 32
males were control group. Both groups used the same textbooks and were taught by
the same teacher but different teaching methods. The experimental group was taught
with task-based learning method; the control group was taught with 3Ps method. The
experimental group was required to do the role play in task 1. They had to act as the
local guide and the tourist. Another task is a narrative task which the participants need
to describe their apartment to their partners. The participants in experimental group
were interviewed about learning with task-based learning methodology. The result
shows that TBLT has a positive effect on non-English-majored graduates’
performance. TBL methodology promoted both accuracy and fluency performance
more than 3Ps methodology.
Many research studies such as Sae-ong (2010), Pongsawang (2012), Promruang
(2012), and Thanghun (2012) were in Thai context. These studied were done with
grade 5-7 students.
Sae-ong (2010) investigated the use of task-based learning and group work
incorporating to develop English speaking ability of Grade 7 students at the
Demonstration School of Silpakorn University, Nakornpathom. The participants in
this study were 20 female students and 20 male students. The participants had different
Grade Point Average (GPA) between 3.00-4.00. The instruments used were a pre-post
speaking test, a teacher’s observation form, a learners’ self-assessment form, group
work assessment and questionnaire. Learners’ self-assessments in group work and the
speaking observation forms were used before, during and after the process. The
students were taught by using 16 sessions within eight weeks. Before the lesson start,
the participants were made conversation and interviewed. After finishing all the lesson
plans, the participants were asked to complete questionnaire. The result shows that
learners’ English speaking skills were increased. The class members had good
16
relationship with each other. The class became more learner-centered. Learners had
positive thinking about group work. They also learned from their mistakes.
Pongsawang (2012) investigated the effectiveness of using task-based learning
activities to enhance speaking ability of Grade 5 students at Klongbanprao School,
Phathum Thani. Forty participants were selected by using a convenience sampling
method. The instruments were pre-test and post-test, observation, and questionnaire.
The research study contained three lesson plans 1) ordering food and drink,
2) describing people, 3) asking and giving direction. The lessons took 18 periods in
total. The class had three periods per week. The participants were interviewed before
and after teaching by using task-based. The 10 interview questions were related to the
topic that learners learned. The pre-test and post-test questions were the same. Rating
scale was used to assess speaking ability of learners while they were doing task which
focus on fluency, pronunciation, vocabulary, grammar and communication. The
open-ended-questions were also used to explore learners’ perception towards the use
of task-based learning and observe their behavior towards the task-based learning in
the classroom. The result revealed that task-based learning improved learners’ English
speaking ability. They can use the language that they have learned in class in their
daily life.
Promruang (2012) investigated the use of task-based learning to improve English
listening and speaking ability of Grade 7 students at Piboonprachasan School. The
participants were 30 students studying in Grade 7 which were selected by using a
convenient sampling method. The lessons took 22 hours within seven weeks. English
listening and speaking test was used to test learners in week one and use to test
learners again in week seven. The test consisted of two parts which were listening and
speaking parts. Listening test provided 15 multiple choices. Part 2 was speaking test
which were ten interview questions. The speaking assessment focused on fluency,
vocabulary, content, grammar, and pronunciation. There were two English teachers
who asked learners questions. One is a native speaker; one is an English teacher at
Piboonprachasan School. Teaching log was also used to record the information that
get from observation after lesson class. According to this study, task based learning
promoted learners’ speaking and listening ability. They had opportunity to practice the
real world language more than in the class. They felt relax when they communicated
17
with their friends. They were confident to speak English and enjoy to work in pair or
group.
Thanghun (2012) investigated the using of task-based learning to develop English
speaking ability of Grade 6 students at Phiboonprachasan School. The participants
were 30 students which were 17 males and 13 females. The instruments were a
English speaking test, an English speaking assessment, and a teacher log. The research
study contains five lesson plans about 1) going places, 2) the school trip, 3) out and
about, 4) I want to be the star, and 5) story time. The researcher took 20 periods in
total. Pre-test and post-test consisted of 10 interview questions which were the same
questions. The participants were interviewed before and after task-based learning. The
speaking assessment focuses on fluency, grammar, vocabulary, pronunciation and
manner. Teacher log also used to record the information that get from observation
during the class. The research finding showed that the mean score from post-test is
higher than pre-test. The result revealed that task-based learning improved learners’
English speaking ability. Task-based learning lesson plans encouraged and supported
students to speak in classroom. Students tried to use the target language to complete
the task which teacher provided. Students felt relax when they worked in group that
make them enjoy learning.
In conclusion, from the previous research studies, using task-based learning had
positive effects on improving speaking skill when compared to other method. The
participants in each research were from different grades. However, research studies
about task-based learning in Thailand seldom focus on senior high school students.
Concerning to this issue, Grade 10 students were chosen to be participants in this
study. In the study, speaking skill was focused as it is one of the two production skills
that are generally considered to be difficult to master. It requires regular practice.
CHAPTER 3
RESEARCH METHODOLOGY
This chapter is divided into five main parts: the first part is about participants of
the study, the second part explains the research instruments that were used to obtain
information, the third part is about lesson plans that were used to teach students, the
fourth part involves how to collect the data and the last part focuses on data analysis.
3.1 Participants
Twelve students who were studying in grade 10 at Khongchiam Wittayakom,
Ubon Ratchathani Province, Thailand were participated in this study. Purposive
sampling was used to include students who live in district in order to be convenient to
collect the data. The class contained many English both high and low proficiency
levels of participants.
3.2 Research Instruments
This section describes three research instruments used to gather the data.
3.2.1 Pre speaking test and post speaking test which were the same were used to
investigate students’ learning proficiency when learning with task-based. The tests
contained 6 questions. The students had to answer the questions before and after the
task-based learning.
3.2.2 An opinion questionnaire was used to collect the students’ opinion toward
using task-based learning to facilitate the English speaking skill. There were three
parts provided in the questionnaire.
Part 1: biographical information of participants
The information in this part includes gender, the language skill that
students can learn best and grade point average (GPA) of English in the lastest
semester.
19
Part 2: Participants’ opinion
This part contains the questions about participants’ opinion toward
TBL. The participants had to rate each item based on five-point likert scale. Kumar
(2008) stated that it is more reliable than other scales and also make participants easy
to indicate their opinion. Five levels of agreement for the statements have different
degree of opinion: "1" for "strongly disagree," "2" for "disagree," "3" for "neither
agree nor disagree, "4" for "agree and "5" for "strongly agree".
The researcher applied Kulpasit and Chiramanee’s criteria (Kulpasit &
Chiramanee, 2012) which is basically adapted from Likert Scale to conclude
participants’ satisfactions. With five point scale, each point equally containing a value
of 0.8. The criteria used to determine a mean range were as follow.
Means Description
1 - 1.80 strongly disagree
1.81 - 2.60 disagree
2.61 - 3.40 neutral
3.41- 4.20 agree
4.21 - 5.00 strongly agree
Part 3: Open-ended questions
Open-ended questions were used to ask the participants’ opinions
whether they like using TBL in English class or not. It allows students freedom to give
any answer in this part and comment on whatever issues come to their mind which
related to the question.
3.2.3 TBL activities checklists were used to collect the students’ interesting
activities in each topic. The information from activities rating sheet is about the
participants’ interesting activities. The information from activities rating sheet were
used to analyze the tasks that students like.
3.3 Lesson Plans The three lesson plans were written based on Willis’ task-based learning theory
(Willis, 1996). Each lesson plan was divided into three main parts including pre-task
stage, task cycle and language focus. In the pre-task stage, teacher had to introduce the
topic to students. In the task cycle stage, it provided pair and group activities for
20
students to use target language. In the language focus stage, students had to practice
the language they have learned and present it to the class. The topics of the three
speaking lesson plans were about 1) Our ideal timetable, 2) Our own dishes, 3) Our
ideal hometown. The reason that these topics were used to teach students was because
they got the three highest votes from students. Students took three hours to finish each
topic. Each lesson plan contained the following tasks.
Table 3.1 Tasks in each lesson plan based on each stage
Stages Tasks
Pre-Task Task 1 : Comparing & Contrasting
Task 2 : Listing
Task Cycle Task 3 : Listing
Task 4 : Ordering & Sorting
Task 5 : Comparing & Contrasting
Language Focus Task 6 : Sharing personal experiences
Task 7 : Creative task
Even though Willis (1996) offered six types of task, five of six tasks which were
comparing and contrasting, listing, ordering and sorting, sharing personal experience
and creative task were used. Problem solving task was not prepared for students in this
research study because this type of task was not matched with students’ English
proficiency level. Problem solving task is challenging because it requires intellectual
and reason power to complete the task.
All activities were used according to the following reasons. Comparing and
contrasting task was used to provide students to identify the same and different points
of idea and view. Listing task was used to encourage students to talk and explain their
idea to their friends. Ordering and sorting task was used to encourage students to
sequence, rank, or classify information given. Sharing personal experiences task led
students to use language freely to talk and share experiences. The last one is creative
task. It provides student to complete tasks in group and used various skills to do tasks.
Anderson and Krathwohl (2001) stated that according to the bloom taxonomy method,
tasks need to be performed in a specific order. To maximize the efficiency of the
21
students’ learning, they need to first remember and understand, then apply, analyze,
and evaluate and finally the tasks should lead students to create respectively. This is
possible by ordering the tasks as such: comparing and contrasting activity, listing
activity, ordering and sorting activity, sharing personal experiences activity and the
last task is a creative activity.
3.4 Data collection
Before the experiment, each participant had to do the pre speaking-test which is
face to face interview. The six questions were used to ask participants. The
speaking-test questions were 1.) What are examples of free time activities? 2.) What is
the best place to go jogging? 3.) What is your favorite food? 4.) What are the main
ingredients of Somtam? 5.) Where is the Khong River? and 6.) Could you tell me the
way to the market? While responding to the questions, the participants’ answers were
recorded.
Second, students were participated in three task-based language learning lessons.
Teacher spent 9 hours to complete all lesson plans in teaching students. After students
finished learning each topic, the researcher asked them to rate the task that they like
the most on TBL activities checklists.
Third, after learning with task-based learning approach, participants were asked to
do the post-speaking test. The six Wh-questions which were the same questions as the
pre-speaking test were used.
Finally, after they completed the post speaking-test, the questionnaire was
distributed to them. They had 10 minutes to complete it.
3.5 Data Analysis
3.5.1 The researcher and two English teachers listened to the record and assess
the pre speaking-test and post speaking-test by using test rubric. One of the two
English teachers got bachelor degree from Ubon Ratchathani University majoring in
English and Communication and got master degree (M.A. English) in Faculty of
Humanities and Social Sciences from Ubon Ratchathani Rajabhat University. She has
six years English teaching experiences. Another teacher who got bachelor degree from
Ubon Ratchathani University majoring in English and Communication and got master
22
degree majoring in Master of Management in Organization Development from
Assumption University. She has seven years English teaching experiences. Speaking
scoring rubric was used to analyze the data from pre and post speaking-test. The score
of each person was analyzed to find mean and to compare pre and post speaking tests’
score. The criteria was shown in Table 3.2.
Scoring rubric provides the criteria for assessing students' speaking test. In this
research study, the evaluation methods of speaking include fluency, pronunciation,
vocabulary and grammar. The highest score of each criteria is 4; The lowest score is 0.
The total score is 16 for each question.
Table 3.2 Scoring rubric for speaking assessment
Scores Fluency Pronunciation Vocabulary Grammar
4
Smooth and fluid
speech; a slight
search for words;
inaudible word or
two.
Pronunciation is
good effort at accent
Good language
control; good
range of relatively
well-chosen
vocabulary
Some errors in
grammatical
structure possible
caused by attempt
to include a
variety.
3
Speech is relatively
Smooth; some
hesitation and
unevenness caused
by rephrasing and
searching for words;
volume wavers.
Pronunciation is
good; Some effort at
accent, but is
definitely non-native
Adequate language
control; vocabulary
range is lacking
Frequent
grammatical errors
that do not
obscure meaning
little variety in
structures.
2
Speech is frequently
hesitant with some
sentences left
uncompleted;
volume very soft.
Pronunciation is
okay; No effort
towards a native
accent.
Weak language
control; basic
vocabulary choice
with some words
clearly lacking.
Frequent
grammatical errors
even in simple
structures that at
times obscure
meaning.
23
Table 3.2 Scoring rubric for speaking assessment (Continued)
Scores Fluency Pronunciation Vocabulary Grammar
1
Speech is slow,
hesitant &
strained except for
short memorized
phrases; difficult
to perceive
continuity in
speech ; inaudible
Pronunciation is
lacking and hard to
understand; No
effort towards a
native accent
Weak language
control;
vocabulary that
is used does not
match the task.
Frequent
grammatical
errors even in
simple structure;
meaning is
obscured.
0
Speaker makes no attempt to respond of response is unrelated to the topic.
Source: Adapted from Soars and Soars (2000)
T-test was used to compare the mean score and standard Deviation between
Pre speaking test and Post speaking test in order to find out the English learning
proficiency of using task-based learning to facilitate speaking skill. The mean score
and standard Deviation between pre speaking-test and post speaking-test were also
used to explain more about the highest and lowest score in Pre-Post speaking test.
3.5.2 Statistical analysis was used to analyze the data from the questionnaire and
TBL activities checklist in order to find the students’ opinion toward using task
based-learning. The researcher used the information from this part to explain more
how students think about activities, teacher’ role and students’ role in TBL classroom
activities
3.5.3 For the open-ended question, the same answers were grouped together and
reported in the next chapter. This part was used to support the opinion questionnaire.
CHAPTER4
RESULTS
This chapter shows the results of the research study. Pre-postspeaking tests, a
TBL activities checklist, and an opinion questionnairewere used to collect the data in
order to examine how task-based learning have an effect on Grade 10 students’
English speaking skillsas well asto investigate students’ opinions toward task -based
learning.
To answer research question 1, “How does task-based learning have an effecton
students’ English speaking skills?” The pre-speaking test and post-speaking test were
comparedin order to show the effect of task-based learning on students’ speaking
skills.
Table 4.1Students’ pre - post speaking test score
No. Pre-test scores Post-test scores Differences
1 0 18 18
2 15 17 2
3 0 20 20
4 0 21.66 21.66
5 15 19 4
6 17.33 46.33 29
8 0 16 16
9 0 16.33 16.33
10 0 17 17
11 20 31.33 10.33
12 9 15 6
Mean 7.11 23.02 15.83
25
Table 4.1 shows each students’ pre-post speaking test scoresand the difference
between them. The dataindicates that students’ English speaking skill was improved
after learning with TBL.In the pre-test score, the highest score was 20 and half of the
participants received 0 because they could not be able to respond any questions.This
indicates that this group of participants had low proficiency in speaking. When
students were asked in English, they hardlygive the right answer. Based on the post-
test scores, all students received higher post-test scores than pre-test ones. There were
three students getting much higher post-test scores. The mean score is 23.02.
To answer the research question related to students’ opinions toward using task-
based learning,mean score,and SD were used to analyze the data from the
questionnaire.
Table 4.2Students’ opinions toward their roles in the classroom
Students’Roles x̄ SD I have more participation in the class. 4.50 0.67 I have opportunity to share my idea to class. 4.33 0.65 I prefer to work in group. 4.25 0.62 I like grammar rather than speaking. 4.00 1.12 I make myself understand the content. 3.66 0.98
Table4.2 showsthat the participants rated3 items atthe “strongly agree” level. The
highest ranking item was that students had more participation in the class (x̄ = 4.50).
The second highest item was that students had opportunity to share their idea to class
(x̄= 4.33). The third highest average scores were that students liked to work in a group
(x̄= 4.25). The mean scores of participants who agreed that they liked studying
grammar rather than speaking and they think that they can understand the content by
themselves were 4.00 and 3.66 respectively. Students considered that TBL shift
students’ role from passive learning to active learning.That is, activities focus on
students rather than teacher. In the teaching learning environment, students prefer to
work in groups because they could learn from each other and help each other. They
were not worried about losing face when they spokeEnglish incorrectly because they
did it in their groups. However, students agreed that theypreferred to learn grammar
rather than practice speaking.
26
Table 4.3Students’ opinions towardteacher’s roles in the classroom
Table 4.3shows that the participants rated most items in the teachers’ category at a
“strongly agree” level. The highest ranking item is that the teacher encouraged
students to have participation in the class. The second highest item which had average
score at 4.58 was teacher provided the model for students before they completed the
task. The participants also strongly agreed that teacher provided suitable activities for
students and helpedthem to relax which had the average score at 4.50, and 4.25
respectively. The lowest raking item was that, teacher gave students feedback
immediately (x̄ = 3.91, SD = 0.66).
Teachers had various roles in class but they were not the main focus in TBL class. The
first role of teacher was to encourage students to participate class. Teacherneeded to
help students get ready for the lessons and provideuseful language to students to
complete the tasks. When teacher preparedor designed tasks for students, it was
important to think about their students’ language proficiency and interest.Teachermade
the class more interesting and made students feel comfortable in language learning
which helped students enjoy in class. Teacher’s feedbacks were also important in class
because they helped students increase learning outcomes.
Teacher’s roles x̄ SD Teacher encourages students to have participation in the class. 4.66 0.49 Teacher provides the model to students before they complete the task. 4.58 0.51
Teacher provides suitable activities for students. 4.50 0.67 Teacher helps me feel relaxed from stress. 4.25 0.62 Teacher gives me some feedback immediately. 3.91 0.66
27
Table 4.4Students’ opinions toward TBL activities
Interesting Activities x̄ SD Activities were designed to allow student notice language used.
4.33 0.77
Group work activities make me enjoy in learning. 4.16 0.57 Activities focus on meaning rather than grammar. 4.16 0.71 Activities help me to improve English speaking skill. 4.16 0.93
Task-based learning activities are interesting. 3.91 0.51
Table 4.4 shows the students’ opinion toward TBL activities. The participants
rated most items at “agree”level. The highest ranking item was that activities in this
study were designed in order to allow students to notice language used (x̄ = 4.33).
Moreover, the second highest itemsgot thesame averagescore at 4.16. The participants
agreed that group work activities made them enjoy learning; the activities did not
focus on grammar. Moreover,the activities helped them improve their English because
activities encouraged them to use the target language in the class. The lowest ranking
item was the activities were interesting (x̄ = 3.91). However, students had positive
opinion toward the tasks. They likedthe creative tasks provided in this research
study.Tasks used in this research study were in various forms. All of the tasks helped
students improve their speaking skills because they were designed to increase students’
speaking skills. Grammar was not the main focus in practicing speaking skill, but
students were also acquired to use the language form through the activities. Students
also were not worried about practicing when they did the task in group.
The results of the open-ended questionnaire revealed that students liked to study
Englishwith TBL. Many students’ responses in open-ended questionnaire indicated
that all 12 students liked to study with TBL because it required students to work in
group. Students liked to improve their language in group. They mentioned that they
could discuss and share their idea with friends. Some students said that there were a
lot of tasks to practicetheir language. These couldhelp them developed their
confidence and practiced their speaking skills. Some students mentioned that they
liked studying English with TBL because there were various kinds of activities
provided for them. They were asked to do many activities.
Table 4.5Comparison of the tasks in each topic
28
Topic Task
1
Task
2
Task
3
Task
4
Task
5
Task
6
Task
7
Mean
Our Ideal Timetable 4.41 3.83 3.83 3.58 3.91 4.16 3.91 3.95
Our Ideal Hometown 4.08 4.08 3.50 3.58 3.83 4.08 4.08 3.89
Our Own Dishes 4.25 4.25 3.91 3.50 3.83 4.16 4.08 4.00
Mean 4.24 4.05 3.74 3.55 3.85 4.13 4.02 3.94
Table 4.5 shows that the highest mean score which is 4.00 fell under the “Our
Own Dishes” topic. The second highest average score was in “Our ideal timetable” (x̄
= 3.95) and “Our ideal Hometown” (x̄ = 3.89).
The task that students liked the most was matching vocabulary with pictures in
groups (x̄ = 4.24). The second task that students liked was sharing experiences (x̄ =
4.13). The third most favorite task was listing (x̄ = 4.05).
The three lowest score were comparing useful vocabulary from VDO with
vocabulary from brainstorming (x̄ = 3.85), brainstorming in order to list useful
phrases, sentences and watching VDO clip (x̄ = 3.74), and listing vocabulary (x̄ =
3.55). These tasks were difficult for studentsespecially students who English had low
proficiency because they needed to think about the language used by themselves.
CHAPTER 5
DISCUSSION AND CONCLUSION
This chapter provides details of discussion, conclusion of the study,
recommendation for further studiesand pedagogical implications.
5.1 Discussion
According to the speaking test, some students seemed understand the questions
in the test, but they did not know how to answer them in English. Some of them could
give short answers but they couldn’t give more details or use full sentences because
they did not practice speaking enough. Speaking skills are rarely taught and practiced
in class so when they were asked to speak, they couldn’t do it correctly. The average
mean score in pre-speaking test is 7.11 (SD = 8.00). The highest score is 20. The
lowest score is 0 which means 6 students got 0 in pre-speaking test. In Post-speaking
test, the highest score is 46.33. The lowest score is 15. The average mean score in
difference between pre-post speaking test is 15.83.
The finding of the open-ended questionnaire revealed that all of the 12 students
like to study English with task-based learning. They like to work in groups. They need
partner to share knowledge and help each other to complete tasks. They also like to
practice speaking with their friends in class. In the training, the participants have
chances to practice their speaking ability in groups.As, Horwitz (2008) mentioned
students feel comfortable to practice speaking with a small group than speaking in
front of class. Students should be divided in a small group in order to make them feel
free to talk and practice speaking skill. This can encourage students to talk.
In this research study, comparing and contrasting, listing, ordering and sorting,
sharing personal experience and creative task were used. According to the finding of
TBL activities checklist, the task that students liked the most was matching
vocabulary with pictures in groups (x̄ = 4.24). The second task thatstudents likedwas
sharing experiences (x̄ = 4.13). The third most favorite taskwas listing (x̄ = 4.05)and
creative tasks(x̄=4.02).
30
The result of the study also shows that students’ English speaking skill improved
after learning with the task-based learning approach. The result is similar to
Promruang(2012)’s study which investigated the use of task-based learning to
improve English listening and speaking ability of Grade 7 students. In this study, the
topic lessons were about the situation that students can face in their daily life.Students
can practice talking about how to ask and give direction, talk about their free time
activities and talk about their favorite food. These were related to students’ lifestyles
and activities that happen in their daily.Hussein (2017) mentioned that one of the most
effective tools to use in a classroom is using authentic materials in the communicative
aspect. The following hometown, timetable and dishes tasks allow students to interact
with the language both inside and outside the classroom.
According to the open-ended question results, students thought that TBL had
positive effect on their English learning because it made classroom much more fun,
and they prefered to work in groups. They also practiced more in English speaking
and they liked to learn with TBL. Costa (2016) also mentioned that TBL is suitable
for a foreign language classroom because it encouraged students to be active,
interactive, learn by doing and preparesthem to have the skill for living in the
society.Hadi (2012) emphasized that students are active to learn with TBL because
they believe that TBL benefits to students’ communication. Task-based learning
increases students’ motivation for learning language. The tasks provide students to
interact with others in class.
TBL approach makes the class become more student-centered. Students help
each other to understand and complete the task. Students have opportunities to
practice real world language and they also acquire how to use the language by
noticing the language used in each stage of the teaching process. They were asked to
notice the language form both correct and incorrect form and then they acquired the
language from. That means students also learn from their mistakes, or try to find the
mistakes and then they have to improve language by themselves. If students know the
mistakes and know how to improve it, they will be able to remember the language.
Sharing and discussion are the main important things that help students learn language
and complete tasks. Students also prefer to do familiar tasks because they have their
previous knowledge in their mind.
31
5.2 Conclusion
According to students’ pre-test and post-test scores, everystudents got higher
post-test score. It may be because they did not understand some wordsused in the
questions. In some case, students understood the questions but they did not know
related vocabulary, so they did not answer. After they learned some new vocabulary,
they gained more vocabulary knowledge. Therefore, they can use those words to
answer the questions and can get the score. In some tasks such as brainstorming or
group work activities, students were relaxed when they did the task. When students
were asked to practice speaking English, some of them can adapt the script. However
it was still difficult for some students.
This research investigated how task-based learning have an effect on students’
English speaking skill.The participants were 12 grade 10 students at
KhongchiamWittayakom School.Eleven periods were used to collect the data; one
period for pre-speaking test, one period for post speaking test and 9 periods for task-
based learning. The three topics in TBL were “Our Ideal Timetable”, “Our Own
Dishes” and“Our Ideal Hometown”. The topic that the students got highest mean
score was the same topic with their idea in the opinion about the tasks that they like
the most. The reason that students like “Our Own Dishes” topic because they may be
familiar with some words and the worksheets were about the same as their English
proficiency.
In questionnaire, the rating opinion part was divided into three categories:
activities, students and teachers. In the activities part, the participants were strongly
agree that activities were designed in order to allow them to notice language used. In
the students’ category, it asked the students about their opinions toward their role in
the classroom. The highest ranking item was that students have more participation in
the class. Learning by using task based has the positive effect on students who learn to
speak English. In the students’ opinions toward teacher’s role in the classroom, the
participants rated most items in teachers’ category in a “strongly agree” level. The
highest ranking item was that teacher encouraged them to have participation in the
class. It could be implied that the students have positive opinion toward learning
English through TBL approach.
32
5.3 Recommendation for Further Studies
The study was conducted with 12 grade 10 students at KhongchiamWittayakom
School. Thus, it would be better to collect the data from larger groups of students in
order to make the study more reliable. The present study aimed at using TBL to
develop students’ English speaking skill solely. For further studies, it would a good
idea to include other language skills such as reading, listening and writing skills. The
present study did not compare students who have different English proficiency or
have the same English proficiency. For further study, it would be good to compare
students’ low and high proficiency levels.
5.4 Pedagogical Implications
There are various types of tasks in task-based learning. Teachers should be aware
of selecting and designing the tasks for improving students’ speaking ability. The
tasks should encourage students’ motivation and interest and make students fun in
class. The familiarity with the topic is also very important, if students have prior
knowledge and background information to do the tasks, they can share their idea or
talk about the topic.
In classroom activities, students may feel bored when the class takes long time.
Various types of task should be provided in class in order to help them pay attention
to class. It is very important to be aware of difficulty of the task. If the tasks are too
difficult, low motivation student may not pay attention. They will have more
participation in the class, when the task is not more difficult than their English
proficiency level. That is, the task should be suitable to English proficiency level of
students.
Students mentioned that it is difficult for them to speak even though it is a short
sentence. They need some guidance, so teacher calls students who can speak to speak
first in order to make them as a model for their friends. When teacher asks students to
work in pair or work in group, students always use Thai in pairs or in groups with
their friends. Teacher should walk around the classroom in order to notice students’
language used and encourages them to speak English. When students work in group,
some students do not help their group.To fix this problem, teacher might askthese
students to present or call their name to participate in the whole class activities. All
33
students in each group should have the role in their group and each group should have
students who have different English proficiency.Next, nowadays, there are many
sources of media that help students learn English. Teacher should introduce some
sources to students and carefully select video clips from those sources to promote
student’s language skill. Sufficient sources and various tasks can help students
enhance their language.
REFERENCES
34
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APPENDICES
39
APPENDIX A
IDEAL TIMETABLE LESSON PLAN
40
Topic: Ideal Timetable
Communicative Goal : Talking and asking about free time activities
Objectives: At the end of the lesson, students should be able to
- talk about their free time activities.
- express like and dislike about their free time activities.
- create questions and answer related to free time activities.
Resources : Computer, pictures, worksheets, Youtube
Pre-Task Stage (40 minutes)
Task 1 : Comparing and Contrasting
• Grammar : Useful questions
- What do you do with your free time? - What do you do in your free time? - What do you like to do in your free time? - Where do you spend most of your free time? - Who do you like to spend your free time with the most?
• Vocabulary list related to free time activities
do knitting go camping
play computer games hang out with friends
go for walks surf the Internet
do gardening take photos
do jigsaw puzzle go bird watching
Teacher’s role Students’ role - Teacher helps students to get ready for tasks and introduces students the topic in order to let them know what they are going to study. - Teacher asks students about their free time activities. e.g. What do you like to do in your free time? Where do you spend most of your free time?
- Students answer the question.
41
Teacher’s role Students’ role Who do you like to spend your free time with the most? - Teacher shows students pictures and asks them what the activities are. -Teacher asks students to repeat all words on the board. After that, teacher asks students to match pictures with the words. - Teacher divides students in a group of four in order to play game and ask them match pictures and vocabulary. Vocabulary is about the name of free time activities. The cards are displayed face down. Students have to open two cards to match the word and picture. If the cards do not match, they have to turn face down again. If they match, the cards remain open.
- Students look at the pictures and tell teacher what the activities. - Students repeat all words on the board. - Students match the picture with the words. - Students play game.
Task 2 : Listing
• Grammar : Useful questions
Do you like………….? Yes, I do, No, I don’t
Teacher’s role Students’ role -Teacher writes the word “free time activities ” on the board and asks them about the meaning. -Teacher tells students about her free time activities in English and asks students some questions about teacher’s free time activities. - Teacher distributes students worksheet 1. - Teacher asks students list 5 things they like doing on their free time and 5 things they do not like doing on their free time. - Teacher encourages students to answer Yes, I do/No I don’t. - Teacher walks around class to observe students.
- Students give the meaning of “free time activities” - Students answer the questions. - Students work on exercise 1 - Students list 5 things they like doing on their free time and 5 things they do not like doing on their free time. - After that, students work with their classmates, ask each other by using the question “Do you like……in your free time?”
42
Task (40 minutes)
Task 3 : Listing
Teacher’s role Students’ role - Teacher asks students to work in group in order to ask them to share their idea with their friend. - Teacher distributes students worksheet 2. Students has to list the free time activities that begin with the letter of the alphabet given. Then, teacher asks students the free time activities that begin with the letter A - Z - Teacher asks student do presentation.
- Students work in groups of four, and list free time activities as much as possible in five minutes. - Students work in individual in order to complete worksheet 2.
- Each group presents their free time activities from the brainstorming process to class and write them on the board.
Task 4 : Ordering and Sorting
Teacher’s role Student’s role - Teacher asks students to watch the VDO clip and note down the useful words. https://www.youtube.com/watch?v=oHcsl2p2Njo - Teacher asks students to present the useful words, phrases and sentences found in the clip and asks class to give the meaning of each word, phrase and sentence. - Teacher plays the VDO clip again and asks students to practice speaking question and answer follow the clip.
- Students watch the VDO clip about free time activities and note down the useful words, phrases and sentences for talking about free time activities. - Students present the useful words, phrases and sentences found in the clip and give the meaning of each word, phrase and sentence. - Students practice speaking question and answer follow the clip.
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Task 5 : Comparing and Contrasting
Teacher’s role Student’s role - Teacher asks students to notice the language from the VDO clip and compare free time activities and language used with free time activities and their language used from brainstorming.
- Students notice the language used from the VDO clip and compare free time activities and language used with their free time activities and language used from brainstorming.
Task Cycle Stage
Task (15 minutes)
Task 6 : Sharing personal experience
Teacher’s role Student’s role - Teacher asks students to complete worksheet 3. - Teacher asks students to practice asking and answering in pairs. - Teacher asks students to complete worksheet 4.
- Students complete worksheet 3. - Students practice asking questions and answers. After finish asking the questions, students have to compare their free time activities with their friends. - Students complete worksheet 4 and present to class.
Planning ( 10 minutes)
Teacher’s role Student’s role - Teacher gives students five minutes to compare their free time activities with their friends in the class who like to do the same free time activities and what other students like to do in their free time activities. - Teacher gives students five minute to practice speaking about their free time activities by using worksheet 4 as a model. - Teacher notes down some interesting information that teacher hears while teacher is observing.
- Students compare their free time activities with their friends in the class who like to do the same free time activities and what other students like to do in their free time activities. - Students practice speaking about their free time activities by using worksheet 4 as a model.
44
Report (20 minutes)
Teacher’s role Student’s role - Teacher asks students to present their free time activities and their friend free time activities to class. - Teacher also asks other students to notice the language that their friends used while they are presenting. - Teacher asks students to present their worksheet 4 in order to talk about their free time activities.
- Students present their free time activities and their friend free time activities to class. - Students notice the language that their friends used. - Students present worksheet 4.
Language Focus Stage
Analysis (15 minutes)
Teacher’s role Student’s role
- Teacher writes some correct phrase (Verb + Noun) on the board. Then, teacher writes some incorrect sentences that students have used in the previous stage. - Teacher asks students to elicit the incorrect form of sentences from their friends’ presentation.
- Teacher asks students to repeat the words on the board.
- Students have to examine the feature of language form and language use during the task cycle.
- Students tell the well form and incorrect form of sentences that they got from their friends’ presentation. Students help to revise the ungrammatical sentences together.
- Students repeat the words on the board.
45
Practice (40 minutes)
Task 7 : Creative Task
Teacher’s role Student’s role - Teacher asks students to draw picture and write about their ideal weekend timetable and ideal school timetable. - Teacher asks students to practice asking and answering about free time activities. - Teacher asks students do presentation.
- Students draw the picture and write about their ideal weekend timetable and ideal school timetable. - Students practice asking and answering about free time activities. - Students present their ideal weekend timetable and ideal school timetable to class.
46
Worksheet 1
Instructions : Write free time activities words related to each picture.
1. ____________ 2. ____________
3. ____________ 4. ____________
5. ____________ 6. ____________
7. ____________ 8. ____________
9. ____________ 10. ____________
47
Worksheet 2
Instructions : Write free time activities that begin with the letter of the alphabet. Some letter may not have an answer. (write them as many as possible)
A_______________________________
B_______________________________
C._______________________________
D_______________________________
E_______________________________
F________________________________
G_______________________________
H_______________________________
I________________________________
J________________________________
K_______________________________
L_______________________________
M________________________________
N________________________________
O________________________________
P.________________________________
Q________________________________
R________________________________
S________________________________
T________________________________
U________________________________
V________________________________
W_______________________________
X________________________________
Y________________________________
Z________________________________
48
Worksheet 3
Instructions : Put a √ next to the activities you like to do. Put × next to the activities you do not like to do. Ask 2 friends which activities they like to do and check √ on column 2 and 3. Say “Do you like to ________?”
Name of person Activities
I
Watch T.V.
Play volleyball
Ride a bike
Go fishing
Read books
Go shopping
Talk on the phone
Go for a walk
Go to the cinema
Go to a coffee shop
Go to the park
Hang out with friends
49
Worksheet 4
Instruction: Fill in the blanks with proper words.
My name is ____________________. I live in ____________________.
town ). After school, I like to ____________________. (do activity / place) My
hobby is ____________________ . I never ____________________. (do an activity)
or _________________________. I like ___________________________and
________________________.
My friends are ____________________ and ____________________.
(name) likes to ____________________ and to ____________________. Their
hobbies are ____________________ and ____________________. They never
____________________ or ____________________. They
like________________________and________________________
50
APPENDIX B
OUR OWN DISHES LESSON PLAN
51
Topic: Our Own Dishes
Communicative Goal : Ordering some food and make requests
Objectives: At the end of the lesson, students should be able to
- order food at restaurants. - use modal verbs to make requests. - ask and respond the questions.
Sources : Computer, pictures, worksheets, Youtube
Pre-Task Stage (40 minutes)
Task 1 : Comparing and Contrasting
Vocabulary : list related to foods and drinks Foods Drinks Sushi iced tea ramen orange juice tempura green tea bibimbap soda tukbokki mineral water pizza wine hamburger beer mashed potato fruit punch corndog spaghetti
Teacher’s role Students’ role - Teacher asks students for their favorite foods and drinks. Then, teacher shows some pictures of food and drinks. Teacher asks them to recall the name. Teacher asks students about the country the food on that menu is from and the name of each menu. Then, teacher asks students to repeat after. - Teacher shows three pictures of some foods from different countries and asks all students to tell the ingredient of each menu. Teacher writes the name of ingredients on the board and asks students to pronounce the words on the board.
- Students tell their favorite foods and drinks and answer teacher’s questions. - Students tell the ingredient of each menu. - Students play game in group of four.
52
Teacher’s role Students’ role - Teacher divides students in a group of four in order to play game and asks them match pictures and vocabulary. Vocabularies are about the name of menu and ingredients. The cards are displayed face down. Students have to open two cards to match the word and picture. If the cards do not match, they have to turn face down again. If they are match, the cards remain open.
Task 2 : Listing
Focal Language Features: - Grammar: How often do you eat out?
Where do you usually go?
What do you usually order?
When was the last time you went there?
Who do you usually go with?
How did the food taste?
Teacher’s role Students’ role - Teacher asks students to complete worksheet 1. - Teacher shows students the questions and asks them to read the questions together. - Teacher asks students questions and call students to answer each question. - Teacher asks students to work in pairs and ask them to take turn to ask and answer about their experiences going to the restaurant. - Teacher asks students to note their partner’s answers. - After students finish their asking, teacher asks students to tell the information that they get from their partners.
- Students complete worksheet 1 - Students practice reading the questions. - Students answer the questions. - Students work in pairs and take turn to ask and answer about their experiences going to the restaurant. - Students note their partner’s answers and tell class.
53
Teacher’s role Students’ role - Teacher handout students the dialogue and asks students to read it carefully. Teacher asks them to notice the language used in dialogue.
- Students read the dialogue carefully and notice the language used in the dialogue. Waiter: Are you ready to order? Customer 1: I'd like the seafood spaghetti. Waiter: And you? Customer 2: I'll have a hamburger and fries. Waiter: Would you like anything to drink? Customer 1: I'll have a coke, please. Waiter: And for you? Customer 2: Just water, please. Waiter: OK. So that's one seafood spaghetti, one hamburger and fries, one coke, and one water. I'll take your menus. . . ……………………. Waiter: Here is your food. Enjoy your meal. . . …………………… Waiter: How was everything? Customers 2: Delicious, thanks. Waiter: Would you like anything for dessert? Customer 1: No, just the bill please.
54
Task Stage (40 minutes)
Task 3: Listing
Focal Language Features: Grammar: Can I get you_______? / I’ll have______
Would you like_____? / Yes, I’d like_______ May I have_________? Can I have_________? Do you have________?
Teacher’s role Students’ role - Teacher divides students in groups of 4 students. Each group picks one card from teacher. Students get the different menu in each group. Students in each group have to think about the ingredient of their menu. They have to help their group list the ingredients of their menu. After that, teacher asks students to complete worksheet 2 in individual. - Teacher asks students to work in a same group, asks them to brainstorm for language used to order some food, and how to start the conversation. (May I have…….? Can I have….? Do you have…….? I will have……, I would like………) showing appreciation (thanks, thank you…) - Teacher asks each group presents their expression from the brainstorming process to class and writes some useful language that they get from brainstorm.
- Students work in group and each group have to think about the ingredient of their menu. - Students complete worksheet 2 in individual. - Students share their idea and get some idea from their friend about language used to order some food, and how to start the conversation - Students present their expression from the brainstorming process to class and write some useful language that they get from brainstorming.
55
Task 4: Ordering and Sorting
Teacher’s role Students’ role - Teacher asks students to listen to the VDO clip and pauses the VDO clip in order to ask students to fill the missing words and practice to say the phrases. https://www.youtube.com/watch?v=9CcYEoAyArE - Teacher asks students work in pair to notice language used in VDO clip.
- Students listen to the VDO clip and fill the missing words and practice to say the phrases. - Students work in pair to write down the expressions of sentences they consider useful to order some food from the dialogue.
Task 5 : Comparing and Contrasting
Teacher’s role Students’ role - Teacher asks students to notice the language used from the VDO clip with their language from brainstorming. After that, teacher asks them to present to class. - Teacher lists some pattern of questions and answers from the VDO clip and asks students to repeat after. - Teacher asks students to practice asking and answering by using the pattern of sentences that are provided.
- Students notice and present language used from the VDO clip and their language from brainstorming. - Students list questions and answers from the VDO clip and repeat after the clip. - Students practice asking and answering.
Task Cycle Stage
Task (15 minutes)
Task 6 : Sharing Personal Experience
Teacher’s role Students’ role - Teacher provides some phrases and sentences and asks students to classify which phrases and sentences should say by waiter/waitress or customer.
- Students classify which phrases and sentences should say by waiter/waitress or customer.
56
Teacher’s role Students’ role - Teacher asks students to complete worksheet 3 and asks them to practice speaking sentences from worksheet 3. - Teacher asks students to talk about their experiences at the restaurant.
- Students complete worksheet 3 and practice speaking sentences. - Students talk about their experiences at the restaurant.
Planning (10 minutes)
Teacher’s role Students’ role - Teacher asks students to practice speaking about ordering food at the restaurant. - Teacher notes down some interesting information that teacher hears while teacher is observing.
- Students practice speaking by talking about their food that they have to order at the restaurant and also tell class what are the ingredient in this menu.
Report (20 minutes)
Teacher’s role Students’ role
- Teacher asks each pair to present their eating out experiences and talk about the similarity and difference about their experience.
- After students finish their presentation, teacher gives them some feedback. - Teacher asks students to give their friends feedback and language used in their presentation.
- Students present their eating out experiences and talk about the similarity and difference about their experience. While each pair is presenting, other students note the language that their friends use in order to give their friend comment. - Students give their friends feedback and language used in their presentation.
57
Language Focus Stage
Analysis (15 minutes)
Teacher’s role Students’ role - Teacher has students to examine the feature of language form and language use during the task cycle. - Teacher writes some sentences both in correct form and incorrect form that students have used in task cycle process on the board and ask students in class to revise those sentences. - Teacher asks students to repeat the words on the board.
- Students have to examine the feature of language form and language use during the task cycle. - Students tell the well form and incorrect form of sentences that they got from their friends’ presentation and then revise the ungrammatical sentences together. - Students repeat the words on the board.
Practice (40 minutes)
Task 7 : Creative Task
Teacher’s role Students’ role - Teacher asks students practice activities after analysis process. - Teacher asks students to create 5 menus for their own restaurant and explain each menu to class. Teacher also asks them to draw up dishes and then ask them to describe their ideal restaurant, ideal menu and ingredients to class. - Teacher asks students to work in pairs in orders to make role play. Teacher asks students to practice ordering food and drink. One student of each pair will be acted as a waiter/waitress to take an order. Another student acts as a customer who will order some food.
- Students draw up dishes and describe their ideal restaurant, ideal menu and ingredients to class. - Students make a role play in order to practice ordering food and drink.
58
Worksheet 1 Instructions : Match the pictures with the words below.
A. B.
C. D.
E. F.
G. H.
I. J.
1. corndog ____________ 5. fruit punch __________
2. mineral water________ 6. soda________________
3. spaghetti ___________ 7. tempura_____________
4. tukbokki __________ 8. orange juice__________
9. tea________________ 10. sushi_______________
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Worksheet 2
Instructions: List vocabulary under the topic in each column
Meat Seafood Vegetables Fruit Ingredients
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Worksheet 3
Instructions : Check √ next to the line showing which sentence is waiter’s/waitress’s or customer’s.
Sentences
Waiter/Waitress Customer
1. May I take your order?
2. Would you like anything to drink?
3. I'd like ham and eggs, please.
4. One orange juice. Make it small, please.
5. I'll have a pineapple fried rice.
6. Would you like me to explain some of
the dishes for you?
7. I'll have a bottle of water, please.
8. Can I have just a glass of water?
9. How do you like the food?
10. How much is it altogether?
11. That sounds delicious.
12. I do not like spicy food.
13. What would you recommend?
14. It’s usually good here.
15. Are you ready to order now?
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APPENDIX C
OUR IDEAL HOMETOWN LESSON PLAN
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Topic: Our Ideal Hometown
Communicative Goal : Asking and giving directions to other people
Objectives: At the end of the lesson, students should be able to
- use the questions related to directions and use English to ask and
answer about directions.
- talk about routes nearby their house.
- use prepositions for locating something’s place.
Sources : Computer, pictures, worksheets, Youtube
Pre-Task Stage (40 minutes)
Task 1 : Comparing and Contrasting
-Vocabulary : list related to name of places and directions name of places directions bus station cross supermarket go straight bank go past park between post office in front of restaurant junction hospital next to museum on your right/left medical clinic opposite gas station take the first left/right grocery store at the corner of…….
Teacher’s role Students’ role - Teacher helps students to get ready for tasks and introduce students the topic in order to let them know what they are going to study. - Teacher asks students about the place in their town what are there. Teacher
- Students tell the name of each place in the town and tell the directions related to
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writes students’ answers on the board and asks students to repeat after.
each picture that teacher shows. After that students repeat after.
Teacher’s role Students’ role - Teacher shows students the picture of each place and asks them to give the name of each place. (bus station, museum, grocery store etc.) - Teacher shows students pictures about the directions and asks them to tell the directions related to each picture. (turn left, turn right, go past etc.) - Teacher sticks the pictures about the places and directions on the board and then ask students play game “Tag it” . - Teacher divides students into two groups. Students stand in a row and the first person in each row has to tag vocabulary that related to the pictures under the pictures on the board. - Teacher shows the pictures of places, the picture of directions and shows the words that related to the pictures. Then teacher asks students to repeat after.
- Students play game “Tag it”.
Task 2 : Listing
Teacher’s role Student’s role - Teacher asks students to complete worksheet 1. - Teacher writes the word “ Directions ” on the board and asks students some questions to express the experiences on the topic by using following questions Have you ever lost the way? Have you ever asked and given someone directions?
- Teacher distributes students worksheet 2 and asks them to listen to the clip and complete worksheet in individual and asks
- Students complete worksheet 1. - Students answer the questions. - Students listen to the clip and complete worksheet 2 in individual.
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the whole class answer the right answer. https://learnenglishteens.britishcouncil.org/ar/skills/listening-skills-practice/giving-directions. Task (40 minutes)
Task 3 : Listing
Focal Language Features - Grammar:
- Excuse me, could you tell me how to get to____________________? - Excuse me, do you know where____________________? - Where is the______________? - Can you give me directions to the nearest _____________? - How do I get ________________?
Teacher’s role Student’s role
- Teacher asks students to complete worksheet 3 in a group of four to list the name of the place in different category. - Teacher asks students to work in a group of four, asks them to brainstorm for language used to ask for directions and give directions, and how to start the conversation.(excuse me! Can you tell me the way to….?, how can I get to…? ), giving direction (turn left, turn right, go straight), locating places (it’s on the corner, it’s near the city hall, it’s opposite the theater.), showing appreciation (thanks, thank you…) - Teacher asks students to present their expression from brainstorming
- Students complete worksheet 3. - Students share their idea to list the name of the place and brainstorm for language used to ask for directions and give directions, and how to start the conversation. - Each group presents their expression from the brainstorming process to class and write some useful language that they get from brainstorming.
Task 4 : Ordering and Sorting
Teacher’s role Student’s role - Teacher shows students the VDO clip about asking and giving direction and asks
- Students watch the VDO clip and notice language used.
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students to note down the useful words, phrases and sentences for giving and asking directions. https://www.youtube.com/watch?v=20TTTzFu8JY .
Teacher’s role Student’s role - Teacher asks students to complete the missing words in the VDO clip. - Teacher asks students brainstorm for language use in the VOD clip and asks them to present. - Teacher plays the VDO clip again and asks students to repeat after the clip. - Teacher pauses each word and asks students to repeat after the clip.
- Students complete the missing words in the VDO clip. - Students brainstorm for language used in the VOD clip and present to class. - Students repeat after the clip.
Task 5 : Comparing and Contrasting
Teacher’s role Student’s role - Teacher asks students to notice the language used from the VDO clip and compare with their language from brainstorming.
- Students notice the language used from the VDO clip and compare with their language from brainstorming.
Task Cycle Stage
Task (15 minutes)
Task 6 : Sharing Personal Experience
Teacher’s role Student’s role - Teacher asks students to use their own prior language knowledge to perform the task. - Teacher asks students to talk about their travel eaperiences. - Teacher distributes worksheet 4 and a map of Khongchiam District to students. Students have to complete the worksheet 4.
- Students use their own prior language knowledge to perform the task. - Students talk about their travel eaperiences. - Students complete worksheet 4.
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- Teacher asks students to arrange the conversations and practice the conversation with a partner.
- Students are given an unscrambled conversation and they have to arrange the conversations, once they have finished arranging the conversation, they have to practice the conversation with a partner.
Planning ( 10 minutes)
Teacher’s role Student’s role - Teacher asks students to practice speaking by talking about the way to each place in Khongchiam District. - Teacher notes down some interesting information that teacher hears while teacher is observing.
- Students practice speaking by talking about the way to each place in Khongchiam District.
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Report (20 minutes)
Teacher’s role Student’s role - Teacher asks each pair to present the
way to a place in worksheet 4.
- Students in each pair present the way to a place in worksheet 4.
Teacher’s role Student’s role - Teacher asks students note down the language that their friends used in order to give their friend comment. - After students finish their presentation, teacher gives them some feedback on content or form and asks students give their friends feedback.
- While each pair presents the conversation, other students write down the language that their friends used in order to give their friend comment. - After teacher gives feedback to students, students give their friends feedback.
Language Focus Stage
Analysis (15 minutes)
Teacher’s role Student’s role - Teacher asks students to examine the feature of language form and language use during the task cycle. - Teacher writes some correct phrases about asking and giving directions on the board. Then write some incorrect sentences that students have used in the previous stage. Teacher also asks students to tell the incorrect sentences that they got from their friend presentation. - Teacher asks students in the class revise the sentences. After that, teacher asks students to repeat after.
- Students have to examine the feature of language form and language use during the task cycle. - Students tell the well form and incorrect form of sentences that they got from their friends’ presentation.
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Practice (40 minutes)
Task 7 : Creative Task
Teacher’s role Student’s role - Teacher asks students practice activities
after analysis process.
Teacher’s role Student’s role - Teacher asks students to create their
own Utopia. Students have to draw a map
of their ideal hometown. After they finish
drawing a map, teacher asks students to
present their Utopia.
- Teacher asks students to work in pairs
and ask them to make the conversation
about the direction with the partner. They
have to tell their partner about the way to
each place in their Utopia.
- Students present their Utopia.
- Students practice conversation about the
direction with the partner.
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Worksheet 1
Instructions: Match each picture with the name of the appropriate service.
a. Library
b. Daycare centre
c. Grocery store
d. Dental clinic
e. Bank
f. Hospital
g. High school
h. Car rental agency
i. Parking lot
j. Book store
k. Garage
l. Hairdresser /
Hair salon
m. Hardwere store
n. Clothing store
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o. Medical clinic
p. Fire station
q. Shoes store
r. Computer store
Worksheet 2
Instructions: Listen to the clip and use the map below to write the place that the speaker gives directions to.
A: The speaker gives directions to the ______________________________________ B: The speaker gives directions to the ______________________________________
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C: The speaker gives directions to the ______________________________________ D: The speaker gives directions to the ______________________________________
Worksheet 3
Instructions: List vocabulary under each topic.
Places for relax Official places Shops Directions
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Worksheet 4
Instructions: Look at the map and complete the sentences.
1. The electricity Authority is _______________the shoes shop.
2. There are ___________________________________on Ratsadonbamrung Road.
3. The government saving bank is ___________________________ stationery store.
4. The Restaurant is ___________________ fishmonger.
5. The gold shop is ______________________ stationery store and market.
6. You will see _______________on your left. It is opposite Krung Thai Bank.
7. _________________________is opposite the temple.
8. Lotus express is __________________________the post office.
9. Bandan School is__________________ temple.
10. The bus station is on ____________________Road.
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Worksheet 4
Instructions : Use this map to complete the sentences
Kaewpradit Road
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Ratsadonbamrung Road
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APPENDIX D
QUESTIONNAIRE (ENGLISH VERSION)
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Questionnaire of Students’ Opinions Toward Task-based Learning
1. Sex : male female
2. I learn best from………………
listening speaking reading writing
3. I like working…………
by myself with a partner
with a small group with the whole class
4. English grade for the last semester
1. Grade 0 2. Grade 1 3. Grade 1.5 4. Grade 2
5. Grade 2.5 6. Grade 3 7. Grade 3.5 8. Grade 4
9. Others............
Part II : Please check √ and rate yourself based on the given statement
Items
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Students’ roles
1. I prefer to work in group.
2. I make myself understand the content.
3. I like grammar rather than speaking.
4. I have more participation in the class.
5. I have opportunity to share my idea to class.
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Part II : Please check √ and rate yourself based on the given statement
Part III : Read the question below and write your answer
1. Do you like using TBL in English class. Why or Why not?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Items
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Teacher’s roles
6. Teacher helps me feel relaxed from stress.
7. Teacher gives me some feedback immediately.
8. Teacher provides the model to students before they complete the task.
9. Teacher provides suitable activities for students.
10. Teacher encourages students to have participation in the class.
Interesting Activities
11. Task - based learning activities are interesting activities.
12. Group work activities make me enjoy in learning.
13. Activities were designed to allow students notice language used.
14. Activities focus on meaning rather than grammar. 15. Activities help me to improve English speaking skill.
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APPENDIX E
QUESTIONNAIRE (THAI VERSION)
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แบบสอบถามความพึงพอใจของนักเรียน ท่ีเรียนดวยรูปแบบการเรียนการสอน
โดยเนนภาระงานเปนฐาน
_________________________________________________________________________
ขอช้ีแจง กรุณาทําเครื่องหมายในขอท่ีตรงกับความเปนจริงและตรงกับความคิดเห็นของ
นักเรียนมากท่ีสุด
สวนท่ี 1 : ขอมูลท่ัวไปเก่ียวกับผูตอบแบบสอบถาม
1. เพศ : 1. ชาย 2. หญิง
2. ทักษะภาษาอังกฤษท่ีเรียนไดดี
1. การฟง 2. การพูด 3. การอาน 4. การเขียน
3. การทํากิจกรรมในหองเรียนท่ีชอบ
1 .งานเดี่ยว 2. งานคู 3. งานกลุม 4. ท้ังชั้นเรียน
4. เกรดรายวิชาภาษาอังกฤษเทอมลาสุด
1. เกรด 0 2. เกรด 1 3. เกรด 1.5 4. เกรด 2
5. เกรด 2.5 6. เกรด 3 7. เกรด 3.5 8. เกรด 4
9. อ่ืนๆ............
สวนท่ี 2 ความคิดเห็นเก่ียวกับ การเรียนภาษาอังกฤษโดยเนนภาระงาน
ประเด็น/ดาน ระดับความพึงพอใจ
เห็นดวยอยางยิ่ง
เห็นดวย
ไมแนใจ
ไมเห็นดวย
ไมเห็นดวย อยางยิ่ง
กิจกรรมการเรียนการสอน 1. การสอนโดยเนนภาระงานเปนฐานเปนกิจกรรมท่ีนาสนใจ
2. การทํากิจกรรมกลุมทําใหผูเรียนสนุกกับการเรียนและการทํากิจกรรม
3. กิจกรรมการสอนชวยใหผูเรียนไดสังเกตและเรียนรูการใชภาษา
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ประเด็น/ดาน ระดับความพึงพอใจ
เห็นดวยอยางยิ่ง
เห็นดวย
ไมแนใจ
ไมเห็นดวย
ไมเห็นดวย อยางยิ่ง
4. กิจกรรมการเรียนการสอนทําใหผูเรียนไมตองกังวลเรื่องไวยากรณ
5. กิจกรรมการสอนชวยใหผูเรียนพัฒนาทักษะการพูดภาษาอังกฤษ
บทบาทผูเรียน 6. ผูเรียนชอบทํากิจกรรมกลุม 7. ผูเรียนไดเรียนรูและทําความเขาใจเนื้อหาดวยตนเอง
8. ผูเรียนชอบเรียนไวยากรณทางภาษามากกวาเรียนทักษะการพูด
9. ผูเรียนมีสวนรวมในการทํากิจกรรมในชั้นเรียน
10. ผูเรียนเกิดความคิดท่ีหลากหลายและแลกเปลี่ยนความรูความคิดในการทํากิจกรรม
บทบาทครู 11. ครูสอนโดยวิธีนี้ทําใหผูเรียนไมเครียด 12. ครูประเมินผลการจัดกิจกรรมการสอนทันที ทําใหผูเรียนทราบขอผิดพลาดของตนเองและเพ่ือนๆ
13. ครูนําเสนอตัวอยางและไวยากรณท่ีถูกตองกอนทํากิจกรรม
14. ครูจัดกิจกรรมท่ีเหมาะสมกับผูเรียน 15. ครูกระตุนใหผูเรียนมีสวนรวมในการทํากิจกรรม
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สวนท่ี 3 : ใหผูเรียนตอบคําถามตอไปนี้
16. นักเรียนชอบการจัดกิจกรรมการเรียนการสอนแบบนี้หรือไม เพราะอะไร
................................................................................................................................................................
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APPENDIX F
QUESTIONNAIRE (TBL ACTIVITIES RATING)
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TBL Activities Rating
OUR IDEAL TIMETABLE
8. Which task do you like most in this lesson? Why?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
Activities
I like it very much
5
I like it 4
I neither like nor dislike
3
I don’t like it
2
I don’t like it very
much 1
1. Matching vocabulary with pictures in group
2. Writing the name of food 3. Listing useful words/phrases/sentences about the topic
4. Watching the VDO clip 5. Comparing words/phrases/sentences
6. Sharing and talking about experiences
7. Presenting creative tasks
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ตารางประเมินความชอบกิจกรรมในเร่ือง Our Ideal Timetable
8. นักเรียนชอบกิจกรรมอะไรท่ีสุดในเรื่อง Our Ideal Timetable พรอมใหเหตุผลประกอบ
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
................................................................................................................................................................
TBL Activities Rating
OUR OWN DISHES
กิจกรรมในเรื่อง Our Ideal Timetable ชอบมาก 5
ชอบ 4
เฉยๆ 3
ไมชอบ 2
ไมชอบมาก 1
1. งานกลุม จับคูคําศัพทกับรูปภาพ 2. งานเดี่ยว เขียนชื่อกิจกรรมยามวางจากภาพ 3. งานกลุม คิดกิจกรรมยามวาง ประโยคถาม-ตอบ 4. งานเดี่ยว ดูวีดีโอและเขียนคําศัพท วลี ประโยค 5. งานกลุม เปรียบเทียบคําศัพท วลี ประโยคท่ีจดไดจากวิดีโอ
6. งานคู สนทนากิจกรรมยามวางกับเพ่ือน 7. งานคู นําเสนอตารางเวลาและกิจกรรมตางๆ
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8. Which task do you like most in this lesson? Why?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
ตารางประเมินความชอบกิจกรรมในเร่ือง Our Own Dishes
Activities
I like it very
much 5
I like it 4
I neither like nor dislike
3
I don’t like it
2
I don’t like it very much
1 1. Matching vocabulary with pictures in group
2. Writing the name of food 3. Listing useful words/phrases/sentences about the topic
4. Watching the VDO clip 5. Comparing words/phrases/sentences
6. Sharing and talking about experiences
7. Presenting creative tasks
กิจกรรมในเรื่อง Our Own Dishes ชอบ ชอบ เฉยๆ ไม ไมชอบ
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8. นักเรียนชอบกิจกรรมอะไรท่ีสุดในเรื่อง Our Own Dishes พรอมใหเหตุผลประกอบ
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TBL ACTIVITIES RATING
OUR IDEAL HOMETOWN
มาก 5
4
3
ชอบ 2
มาก 1
1. งานกลุม จับคูคําศัพทกับรูปภาพ 2. งานเดี่ยว เขียนบอกชื่ออาหาร 3. งานกลุม บอกชื่ออาหาร/สวนประกอบ ประโยค ถาม-ตอบ
4. งานเดี่ยว ดูวีดีโอและเขียนคําศัพท วลี ประโยค 5. งานกลุม เปรียบเทียบคําศัพท วลี ประโยคท่ี จดไดจากวิดีโอ
6. งานคู สนทนาประสบการณการสั่งอาหาร 7. งานคู นําเสนอรายการอาหารและแสดงบทบาทสมมุติ
Activities I like it
very much
I like it
I neither like nor dislike
I don’t like it
I don’t like it very
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8. Which task do you like most in this lesson? Why?
……………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………
ตารางประเมินความชอบกิจกรรมในเร่ือง Our Ideal Hometown
5
4
3
2
much 1
1. Matching vocabulary with pictures in group
2. Matching vocabulary with pictures (worksheet)
3. Listing useful words/phrases/sentences
4. Watching the VDO clip 5. Comparing words/phrases/sentences
6. Sharing and talking about experiences
7. Presenting creative tasks
กิจกรรมในเรื่อง Our Ideal Hometown ชอบมาก 5
ชอบ 4
เฉยๆ 3
ไมชอบ 2
ไมชอบมาก 1
1. งานกลุม จับคูคําศัพทกับรูปภาพ
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8. นักเรียนชอบกิจกรรมอะไรท่ีสุดในเรื่อง Our Ideal Hometown พรอมใหเหตุผลประกอบ
................................................................................................................................................................
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................................................................................................................................................................
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2. งานเดี่ยว จับคูคําศัพทในใบงาน 3. งานกลุม คิดชื่อสถานท่ี ประโยคถาม-ตอบ ในการถามทาง
4. งานเดี่ยว ดูวีดีโอและเขียนคําศัพท วลี ประโยค 5. งานกลุม เปรียบเทียบคําศัพท วลี ประโยคท่ีจดไดจากวิดีโอ
6. งานคู สนทนาถามทางสถานท่ีตางๆ 7. งานคู นําเสนอเมืองในฝน
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APPENDIX G
PRE - POST SPEAKING TEST
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Pre-Post speaking test
conversation questions
1.What are examples of free time activities?
2. What is the best place to go jogging?
3. What is your favorite food?
4. What are the main ingredients of Somtam?
5. Where is the Khong River?
6. Could you tell me the way to the market?
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VITAE
Name Miss PratpreedaKhienwong
Education Background
2017 Master of Arts (M.A.English)UbonRatchathaniUniversity,
UbonRatchathani
2009 Bachelor of Arts (B.A.English)
UbonRatchathani University, UbonRatchathani
2005 Mathayomsuksa 6 from Phiboonmangsahan School,
UbonRatchathani
Occupation English Teacher
Office/Workplace KhongchiamWittayakom School
Current Address 314 Moo.2 Phromsing Road
UbonRatchathani, 34220
