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 International Journal of Social Science and Humanity, Vol. 2, No. 6, November 2012

Developing Speaking Skills Using Three Communicative

Activities (Discussion, Problem-Solving, and Role-
Playing)
Thanyalak Oradee

stammer when speaking English. This results from learners’

Abstract—The purposes of this research were: 1) to study lack of exposure to authentic English language
and compare speaking skills of Grade 11 students using three environments that allow them to use English for
communicative activities, and 2) to study the students’ attitude communication and expression. Furthermore, learners are
towards teaching English speaking skills using the three not exposed to the cultures of the native English speakers.
communicative activities. The sample group consisted of 49
Speaking is the most important and essential skill.
students at a secondary school in Udon Thani, Thailand,
classified by high, medium, and low according to their Reference [4] stated that mastery of this skill illustrates that
abilities of English speaking proficiency level. The design of the speaker possesses precise knowledge of language.
the research were mixed method design. The quantitative data According to many teaching theorists, speaking skill can
came from the speaking test and the students’ attitude towards be developed through communicative activities which
teaching English speaking. The qualitative data were drawn include an information gap, a jigsaw puzzle, games,
from a Learning Log, a semi-structured interview and a
problem-solving, and Role-playing. In addition, [5]
Teacher Journal. A one group pretest-posttest design was also
employed. The research instruments were 8 lesson plans, an supported this idea that the activities that can assist better
English speaking ability test, and an attitude questionnaire. speaking skills are free discussion and role-playing. Also,
Percentage, mean, standard deviation and t-test for dependent [6] stated that the language activities are important factors
samples were employed to analyze data quantitatively. The in teaching language for communication. Activities help
research findings were as follows: 1. The students’ English create interaction in the language classroom. Additionally,
speaking abilities after using the three communicative
communicative activities can motivate the learners and
activities were significantly higher than before their use.
(Pretest = 60.80; Posttest = 85.63). 2. The students’ attitude establish good relationships between the teacher and the
towards teaching English speaking skills using the three students as well as among the students thereby encouraging
a supportive environment for language learning.
communicative activities were rated as good ( Χ =4.50)
The state and conditions of language learning and
Index Terms—English speaking skills, three teaching at Satri Rachinuthit School, Udon Thani, were
communicative activities, attitude. unsatisfactory. According to the report of [7] it was found
that their foreign language learning strand was 50.83%,
which was at the average level and at the lowest among the
I. INTRODUCTION other strands of the school. From the study of teaching
theories in developing speaking skills using communicative
English teaching and learning have the goal of focusing activities and many related research studies, it was
students so that they are able to use English for hypothesized that three communicative activities ,
communication and as a tool for furthering their studies [1] . discussion, problem-solving and role-playing, might help
In the process of teaching and learning, the four language solve the problem.
skills (listening, speaking, reading, and writing) are On the basis of this literature, as the researcher would
simultaneously performed. Normally, learners in an EFL study the impacts of these three communicative activities,
context do not use the language in authentic situations. They discussion, problem-solving and role-playing up students’
possess inability in communicating appropriately and development of speaking skills and students’ attitude
correctly. This leads to learners’ lack of self-confidence towards teaching English speaking using the three
and avoidance when communicating with native English communicative activities .
speakers.
In foreign language teaching and learning, ability to
speak is the most essential skill since it is the basic for II. OBJECTIVES OF THE STUDY
communication [2] and it is the most difficult skill.
This study had three objectives.
„
Reference [3] stated that speaking English is the most
To study and compare English speaking skills using
difficult for learners. In particular, EFL learners often
three communicative activities: Discussion, Problem-
solving, and Role-playing of Grade 11 students before
Manuscript received Septembert 28, 2012; revised October 20, 2012.

„
This work was supported in part by the Research and Development
and after learning.
Institute, Udon Thani Rajabhat University. To study the students’ attitude towards teaching
Thanyalak Oradee is with Udon Thani Rajabhat University, 64 Taharn English speaking skills using the three communicative
Road, Amphoe Muang, Udon Thani 41000 Thailand (e-mail: activities.
tanyalakb@hotmail.com)

DOI: 10.7763/IJSSH.2012.V2.164 533

 International Journal of Social Science and Humanity, Vol. 2, No. 6, November 2012

III. METHODOLOGY discussion, problem-solving, and role-playing.

Characteristics of the activities may have encouraged
A. Scope of the Study
interaction among the students in the language classroom.
1) The samples This could afford opportunity for language practice. The
The sample were 49 Grade 11 students of Satri teacher arranged for language functions such as asking for
Rachinuthit School, Udon Thani, Thailand, and the target directions, ordering food and beverages, talking on the
group were 12 students, divided into 3 English proficiency telephone, and making an appointment with doctors. These
levels (high, medium and low), using purposive selection. types of activities can afford students experience using the
2) Variables language for real communication. This idea was consistent
Dependent Variable was teaching English speaking skills with [8] where they proposed that the learner should know
using three communicative activities. the purpose of speaking, what to speak, with whom, and
Independent Variables were students’ English speaking where to speak, and how to use appropriate language. In this
abilities and attitude towards teaching English speaking study, the contents of the language through the three
using three communicative activities activities were carefully selected to suit the syllabus, the
learners’ age and language level, and to create challenges
B. Instruments for the learners to gain experience.
The instruments employed in this study were: Teaching English speaking skills using the three
„ communicative activities is a learning method focusing on
„
Lesson plans
A test of English speaking ability was used as pretest the learner-centeredness. Students work in small groups

„
and posttest divided by their language proficiency, i.e., high, medium,

„
An attitude questionnaire and low levels. Using this technique, students can have an

„
Students’ Learning Log opportunity to work together providing help to others while

„
A semi-structured interview performing the activity. The atmosphere in working in
Teacher Journal groups can lessen their fear in making mistakes when
C. Data Collectio speaking English. Students in the group can support others
in the team needing help. They can express themselves
Data was collected and the study done in the authentic
successfully while working in groups. This can lead to self
classroom. A test of English speaking ability test was
monitoring, more confidence in speaking, and enjoyment
employed as a pretest. Eight lesson plans with the three
can encourage them to participate more in learning. The
different communicative activities were used in a language
results of this study supported the effectiveness of these
classroom with 49 students. In the meantime, the students
three communicative activities in developing English
are asked to write their Learning Log, and the researcher
speaking skills. Reference [9] conducted a study of
wrote the Teacher Journal. After completion of the teaching,
development of English speaking skills using two
the students were interviewed using a semi-structured form.
communicative activities, Information-gap and Role-
Finally, the attitude questionnaire was employed.
playing. The samples were 38 second-year Business English
D. Data Analysis students of Udon Thani Rajabhat Institute in Thailand. The
Quantitative and qualitative analyses were done. The results of the study revealed that the students’ English
quantitative analyses were from a test of English speaking speaking skills were significantly higher after using these
ability and an attitude questionnaire. The qualitative two communicative activities. Students’ intensive
analyses was drawn from student Learning Log, a semi- interaction was effective in developing speaking English
structured interviews, and the Teacher Journal using a proficiency.
triangulation method. Moreover, it can be seen from the current study that
division into small groups (groups of four) promoted that
students’ confidence in producing the language as a result
IV. RESEARCHER FINDINGS of their language proficiency. Students have been trained in
The pretest mean score was 60.80 percent and the using the language functions appropriately. Therefore they
posttest mean score was 85.63 percent. The students’ could successfully develop themselves using these three
English speaking abilities after using the three activities. This is supported by [10]. In conducting a
communicative activities were significantly higher than the communicative activity, the context should be focused on
prior to their use. meaning not the form. While the students are involved in an
The students’ attitude towards teaching English speaking activity, there should be no teacher intervention. Students
using the three communicative activities was rated as good. can practice using the language among their group members.
Group of four are the most effective[11].
The students’ attitude towards teaching English speaking
V. DISCUSSION skills using the three communicative activities was rated as
good. This may result from having been provided adequate
This study produced several important results. These are language functions in situations that occur in real
discussed below. communication leading to their confidence in speaking the
The posttest mean score of the students’ English speaking language. They felt satisfied with their speaking English
abilities was significantly higher than the pretest one after when using these three communicative activities. The
the employing the three communicative activities, process of teaching and learning helped creating enjoyment

534
 International Journal of Social Science and Humanity, Vol. 2, No. 6, November 2012

in speaking English in small groups. The feelings of success [3] K. Shumin, “Factors to Consider: Developing Adult EFL Students’
Speaking Abilities,” in Methodology in Language Teaching,
in learning to speak English through the three activities Cambridge: Cambridge University Press, 2002.
establish their motivation to learn the language. [4] P. Ur, A Course in Language Teaching, Cambridge: Cambridge
University Press, 1998.
[5] T. Hedge, Teaching and Learning in the Language Classroom,
Oxford: Oxford University Press, 2008.
RECOMMENDATIONS [6] J. Harmer, The Practice of English Language Teaching. (6th), New
Teacher should construct a variation of English speaking York: Longman Group, 1983.
[7] A Report of an External Quality Assurance of Basic Education,
activities which motivate the students to learn. Bangkok: Teachers Trade Organization, 2006.
Communicative activities such as discussion, problem- [8] K. Johnson and K. Morrow, Communication in the Classroom,
solving, and role-playing can be effected used in the Harlow: Longman Group, 1981.
[9] P. Klanrit, Communicative Activities for Developing English
language classroom in Thai context. Speaking Proficiency in Thailand, Dissertation of Doctor of
Other important factors in using these activities are the Education, Melbourne: University of Melbourne, 2005.
order or sequence of these activities should be recognized. [10] J. Harmer, The practice of English language teaching, New York:
Longman, 2007.
In breaking the students into small groups, optimal group [11] D. W. Johnson and R. T. Johnson, Cooperative Learning and
size is four individuals. This leads to better success and Motivation, Interpesonal Dynamics in Second Language Education,
achievement in learning foreign languages. TheVisible and Invisible Classroom. Thaousand Oaks, CL:SAGE
Publications, 1995.
Teacher roles should be changed as a provider, an
assistant, a consultant to increase effectiveness in the
learning environment. Thanyalak Oradee was born in Udon
Interaction in the language classroom can decrease Thani, Thailand on July 4, 1955.She
students’ anxiety in learning English speaking skills. graduated from Udon Thani Rajabhat
University, Udon Thani, Thailand in 2010
Students should change the role from passive to active with a Master of Arts Degree in Teaching
learners. English to Speakers of Other Languages
(TESOL) completed in 2012. he has worked
as a high school English teacher at Satri
REFFERENCES Rachinuthit School, Udon Thani, Thailand
[1] Ministry of Education, The 2006 English Curriculum, Bangkok: for 32 years. She has been a trainer of ERIC
Ministry of Education, 2008, pp. 20. (English Resourses Instruction Center) at
[2] S. Aungwatanakun, English Teaching Methodology, (2nd)., Bangkok: Udon Thani, Thailand. She continues to
Chulalongkorn University Press, 1994. progress her passion for teaching; various

535