SL10. This now leads us to my next chapter III.Methodology.
By virtue of a
descriptive method, a survey was conducted to find facts and descriptions of
the state of the problem. The quantitative method, the data were collected for
the study including difficulties and solutions of this problem and The
qualitative method was applied to analyze the data of the study.
Because of limited time, I conducted a survey randomly of 40 K29 students at
the FOE, HOU and the data collection instrument is a survey questionnaire.
SL11. Let’s move on to the next chapter. Difficulties and solutions on english
communicative skills. Now I would like you to take a look at this table which
shows the difficulty of communicating English fluently. Let's begin with the
2 biggest figure. We can see that with a total of 87% participants feel very
much and much difficult to communicate in English fluently. The reason is
that English is not their native language so students have little need to use it in
everyday life, so they do not take time to practice it everyday.
SL11. The next table shows the percentage of students’ hesitant to
communicate in English. We can see that The percentage of students who
always and often feel hesitant is 62% and 38%, respectively. By contrast, No
students said that they did not feel hesitant when communicating in English.
This is because they are afraid of making mistakes and being embarrassed.
SL12. If you look at the TABLE on the slide, you will see that All students
showed they had difficulty communicating in English. The biggest segment
indicates the percentage of students who said they lack vocabularies and
sentence structure, 27% and 17 % said they have trouble with pronunciation
and grammar and 18% afraid of making mistakes
=> They are fully aware of everything, but because of their communication
issues, they are unable to explain or communicate to others
SL13. Difficulties in preparing for extra-activities
Of these, 82.5% of survey participants who experienced difficulty with
English fluency, and 40% have difficulty with confidence. In reality, if
students lack confidence and fluency in English, they will never want to join
in extra-activities. Enthusiasm is also a difficult thing (accounting for 35% of
the total number of students participating in the survey).
SL14. The table shows that all the participants have trouble when taking part
in extra-activities.
=> grammatical accuracy is the biggest obstacle for them. although they have
learned grammar throughout the high school curriculum, applying it when
communicating is still difficult due to little practice of structures in
communication classes. They have to think and consider whether using the
tense is correct for the context or not,. Understanding pronunciation and
interacting with others is also a big difficulty for students, they all account for
40% of each answer and the figure for giving cmt account for about 38%.
SL15. Turning to the benefits of extra-activities to students’ communicative
skills, all of the students said that extra-activities have benefits after applying
them to learn and practice English communication skills. A survey of students
found that 55% found extra-activities helpful in learning communication
skills, reducing anxiety and embarrassment, and improving confidence. This
makes communication less difficult and more enjoyable, with 40% and 23%
expressing similar sentiments.
SL16. The study reveals that most students prefer regular extra-activities,
with nearly 100% often and sometimes wanting to participate.
SL18. From that, I give some suggestions to students to enhance english
communicative skill
Peer interaction: Engage in conversations with classmates. Practice
speaking and listening together. Discuss topics of interest, share
experiences, and learn from each other.
Predicting and previewing: Before watching a movie or reading a text,
predict what might happen. Afterward, compare predictions with the
actual content.
Active listening: Listen to podcasts, interviews, or TED Talks in
English. Take notes and discuss what they learned with classmates.
Presentations and debates: Prepare and deliver short presentations on
topics of interest. Engage in debates with classmates, defending
different viewpoints.
Story telling and retelling: Share personal anecdotes or folktales. Retell
stories they’ve read or heard.
Cultural exploration: Attend cultural events, watch films, or explore
literature from English-speaking countries. Learn about customs,
traditions, and history.
Creative projects: Collaborate on projects such as creating a podcast,
writing a blog, or designing posters. Use English as the medium.
SL21. Summary
This research aims to identify an effective learning method for enhancing
English students’ communicative skills. Given the numerous learning
techniques employed by learners to develop their communicative skills, the
study specifically focuses on implementing extra-activities to encourage
English communication among major students.
Consequently, in order to enhance the practicality of learning, the researcher
has provided recommendations for enhancing extra-activities into English
communicative skills. The researcher anticipates that this research will prove
beneficial to individuals who are seeking to enhance their English
communicative skills and those with an interest in this topic.
SL22. Suggestions for further study
A study on determining the reasons for certain students’ avoidance of extra-
activities
Analyzing the views of educators on how extra-activities influence students’
communicative abilities
A study on expanding vocabulary through extra-activities
A study on increasing confidence through extra-activities
Tại sao lại chọn đối tượng đó
By their second year, students have typically covered basic English
language skills and are ready to apply them in more complex and
practical contexts. Extra-curricular activities can provide a platform for
such application. They may be more motivated to participate in
activities that enhance their skills. Overall, targeting second-year
students aligns with the developmental stage where they can maximize
the benefits of such activities, leading to a more profound and lasting
impact on their English communicative skills.
