BUI Thi Kieu Clang cd Dig Tap chl KHO.A HOC & C 6 \ G NGHE
Jif f-f.S'^^'''^^^ ' " ' LANGUAGE G.AMES ,^PRO,ACH
I T THAI v r ^ ^ . ^ f . . " ' ' ' * ' ^ ^ ' ^ '•^L'-S O" raE "RST VTAR STIDE.VTS AT THAI NGL-YEN l-sn-ERSITV OF AGRICUTLTU; A-\D FORESTRY
Bui Thi Kieu Giang'', Dang Thi Thu Huong"
College o-'.Sgr.cal:are ard Faresu, - TS L -College a,'Educa„an -TSC
IS \er\ nece5iar\
SUMMARY
No»ada>s. as the need to communicate oralh wiih the »orld outside increases
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s fiindamental to human communication It is a maior tool to commumcation^ '
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teaching speaking in her school imponant .fTect of u.ing games in siuaents at thai Nguien uniiersit; of .Agriculture and Foresir>
lTe7sT\JZn':fi ''"''-'dT"'" ' - « " « • • ? • • " • « " • . V . f c r . . c „ „ ™ v „ „ r/,., ^ g , „ „ cnoersrn .ji -,gr,cli,ue and Forestry * - INTRODUCTION , ,
'<">SOT, mas be the students can not catch the Nouadass, as the need to commutlicate oralh lesson if teachers alua>s speak m English or vMth the world outside increases, it is \ e n i"3> be that teachers are not sood at speakin"
necessar> for both teachers and students to English, too although the> knou abouT concentrate on teaching and leaming speaking English grammar \er> clearh Therefore.
English. An oral English communication is students do not haie man> chances to practice being recognized as a ice> means of gi\ ing speaking although the> quietl> knou about and getting information uith other speakers in English grammar That is uh> thes are not Ihe^orld good at English speaking skills In English classes, teachers a l u a s s focus on Speaking effectneness using games uill ha\e a grammar and socabulan The> do not teach significant meaning to the mam goal of TN speaking much because speaking seems the Eni\ersit> of .Agriculture and ForcsttA (TUAF).
most difficult of all the four skills (listening. Moreover, srudents are not interested m the speaking, reading and uritingl that most of Wpic that thei have to speak It means that the teachers aioid teaching it. Funheimore. ' " P ' ^ stiouM not be too eass or loo difficull It teachers use their mother tongue to teach or •""!• be suitable to students- levels If ihe explain much more than using English The '"PK is too eas> students ma\ get bored On
; the other hand, if the I o p l c ' l s ^ o o difficyll Tc, m.s.r.cv, E^ac ba„h,„,ag,ar.fii„a,,aa:„ Students uiM not knou hou l o d e a l u i i h i t
Bill Thi Kieu Gia i Dig Tap chi KHOA HOC &. CONG NGHE 152(07/1): 97.|ffi In addition, students aluays use their mother
tongue because it feels unnatural to speak to one another in foreign language, and because they feel less "exposed" if they are speaking Iheir mother tongue
These are just some of the problems that teachers and students encountered when teaching and leaming speaking activities in Ihe classroom. These also show us the important role of teachers if they know and choose the suitable ways to improve students' speaking skills.
These particular observations give the researcher an idea and an inspiration to study
"Effectiveness of Language games approach in improving the speaking skills of the first year students al Thai Nguyen University of Agriculture and Forestry".
SUBJECT AND METHODOLOGY The sludents were chosen using purposive, quota and random sampling techniques Listing the names of the students in each class and then using students' record to check for similar gender and age Together with the resiill of English score from the entrance exam to colleges gi\ en b\' Vietnamese Lxammalion Board, sixty sample students who have the same mental abilities will then be selected as the subjects, of the study They were divided into two groups in which there were thirty sample students in each group.
The experimental meihod of research was used m the sludy According to Clamoring (2000), this meihod shows a problem solving
approach that the study is described in the future on what will be when certain variables are carefully controlled or manipulated. It is also the most prestigious method fw advancing science and technology as well as research and development
Furthermore, they say that expenmental method is the only design that can lest hypothesis regarding cause and effect relationships. "Hie purpose is to find new facts and to verity the results of previous experiments.
This study used the experimental two - group design as a major mean of research. The compared groups are employed ai experimental and control groups. The traditional approach was used to (each the control group while language games approach as the experimental one.
In order to find out the effectiveness of language games approach in improving the speaking abilities of the students, a loi of data collection instrument was used such as pre- test, post test. The difference between Ihe mean scores ol' the two groups was then computed and tested for significance FrNDINGS:
The Prc-test Mean Scores of The Students Taught Using Language Games Approach and Traditional Approach Table 1 presents the pre-test mean scores of the students taught using language games approach and traditional approach.
Table I. The Pre-test Mean Scores of the Students Taught U.,ing Language Games Approach and Traditional Approach
Conlrol group
Experimental i^oup 5 67
5 87 Fair
Fair l e u l t n d 4 r b " d " " " / " ' TV""'"' °'""""'' ^'""O ' " *•= P " ' - ' « ' -""' 5 67 and 1,6 stand«tl
t!^'s,°a;e1'e"aris"!oi''l"'Tl " d T " " " " "'""'•>•»'"'> group and experimental group ,n the pre- om oge u 'a Th b ' ' " " ' T f ' " " """''"'"' " " ' - ' ' - 8 g = s . s tha, t h ! two groups.!.
P m ta l l s , " " 7 T " " * ' " " " • " = ' ° = - ' ' o ' l ' " - b « b tbe conlrol and He 1 b c" s 11 n e'ns ihl h , 7 " ' '""" " " " " ' " " l - s l a n d i n g of the lessons in the Englisli ullccls means ihat the students ,n two groups have same level.
B u i T h i ^ G i a n g v a P f g Tap ehi KHOA HOC & CONG NGHE 152(07/1) 9 7 - 102
I p t o a c h ' L T ' " f i ! " " ^ l ' *' ^ ' ' P ™ ™ ' " ^""P- « h " b was taught through language games approach, perfonned better than the control group u h o were taught through the tradilional approach
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Table 2. r f e / . „ « - , „ , Ueon Scores of The Sludents Taught Us,ng Ungudge Gdmes .Approach ondTraditional Approach
P°sl test Mean 6 10
6.87
SD
1.24 VI
Fair Good Table 3, The '-"'^'^^^^^^^^^^//^^/^^///^T^^
and Trodidonal Approach
The table 2 proved that the mean scores of ., control group in the posl-lest, thev got a mean . of 6 1 with I 24 standard deviation described a s / a i r while in the post test of Experimental group, they got a mean of 6 87 with 1 31 standard deviation described as good.
The findings imply that in the post test, there IS clearly differem. The mean mark of - expenmenial group was 6 87 - much higher
than control group (6 1)
, The result suggests that the experimental group, which was taught through language games approach perfomied bener than the
• control group who were taught through the tradilionai approach.
The Pre test and Post test Scores of the Students Taught Using Language Games Approach and Traditional Approach . Table 3 presents the pretest and posttest . scores of Ihe sludents taught using language
games approach and traditional approach
• The table .i proved Ihal the mean scores of conlrol group in the pre-test was 5 67 and 1 6 standard deviation described as fa,r in the post-tesl. thev got a mean of 6 I u ith 1 2 4 standard deviation described as fau The Expertmenlal group taught with language games approach in Ihe pre-test got a mean of 5 87 and 1 48 standard deviation described as la,r while in the post test lhe>
got a mean of 6.87 with
deviation described as good standard The findings impK that the mean mark of traditional group and experimental group in the pre-test are nearly equal. The difference of 0.05 is marginal, which suggests that the Iwo groups are homogenous at the beginning of the study Relative to each other, both the control and the experimental groups have almost the same initial understanding of the lessons m the English subjects It means that the students in two groups have same level Howeven in the post test, there is clearlv different. The mean mark of experimental group was 6 87 - much higher than control group (6.1).
The result may suggest that the experimental group, which was taught through language games approach, perfonned better than the control group who were taught through the traditional approach
Test of Difference belween the Pretests Mean Scores of The Sludents Taught using Language Games Approach and Traditional .Approach,
Table 4 presents Test of Difference Between the Pretests mean scores of the students taught using Language Games approach and traditional approach
BUI Th) Kieu Giang A a Dig Tap chi KHOA HOC & CONG NGHE 152(07/1): 97 -102 Table 4. Tesl of Difference Bei\f een the Pretests mean scores of the sludenls taught using Language
Games approach and iraditional approach
Pre-test T-\ alue P-value VI ~ Expenmental Group -0 45 0,659 No Significant
Control Group _ ^ The table shous the test of difference between the pre test mean scores of the students taugbi
using the Language Games approach and Traditional approach , The finding reveal that no significant difference between pretest mean scores of experimental group and control group The obtained P-value of 0.659, being greater than the threshold P-value of 0,05. So tiiere is no significant difference between pretest of the students taught with language games approach and the traditional approach This justify the fact that they have the same level of knowledge of the students in the English subject
Test of Difference Between the post tests Mean Scores of the Students taught using Language Games and Tradilional approach
Table 5 presents Test of Difference Between the post tests Mean Scores of the Students taught usmg Language Games and Traditional approach
Table 5, Tat oj Difference Between the Post tests Mean Scores of the Sludenls Taught Using Language Games and Traditional Approach
Pos I-tesl T-value P-value VI Expenmenial Group -2.42 0 022 Significant Conlrol Group
The table shows Ihat language games approach The finding reveal that there is significant difference between the post tesl mean scores of experimental group and conlrol group. The obtained P-value of 0 022, bemg less Ihan the threshold P-value of 0.05 So there is a significant difference between post lest of Ihe students taught usmg language games approach and Ihe tradilional approach This means the expenmenial group performs better than the conlrol group.
Test of Difference between the Pre test and Post test of T h e Students Taught Using Language Games Approach.
Tabic 6 presents Test of Difference Between the Pretest and posttest of the students taught using Language Games approach
Tabic 6. 7-..^ of Difference Between the P,-eiesl and Posliesi of the .Students Taught
— Using fansuage Games Approach
Experimental Group T-value p.value VI Pretest
Postleil 0 000 Significant
The lablcshous Ihai Ihe pre test mean scores approach This implies that significant of the Sludents taught using Language Games mcrease in the performance m the speaking approach I h e tindmg reveal thai significanl skills can be attnbuted to the language games dillercnce between the pre lest and posi tesl approach used by the leacher
of the studc-nts taught usmg Language Games Conclusions approach The obtained P-\alue of 0 000
bemg less than the threshold P-^allle of 0 Os' ^ ^ ' ^ ^ ™ ""^ foregoing finding of ihis study.
V> there is a s.gmfieani difference between ^ ' ' " ' ' * ' " ^ conclusions were drawn, pretest and posi lesi mean scores of the ''There is no significant difference belween
•^ludenh [iiiighi using laneuaiic izames ^^^ '^^^^ °^ ^^^ students taught using language games approach and the traditional approach
Bui Thi Kieu Gianev Tap chi KHOA HOC & CONG NGHE 152(07/1): 9 7 - 102 - There is a significant difference bet%ieen post
tests of the students taught using lanoua.e games approach and the traditional approach. "
3 There is a significant difference between pre test and post test of the students taught using language games approach.
Recommendations
Teachers of English language must be well- trained to adapt to the demands of the iearaers, hence it is recommended that education officials should give them more seminar and svorlcshops that will keep them well informed in innovations in language leaching An English language classroom should be made a venue to develop students- speaking skill Ihrough communicative activities such as, role plav, discussion, inforn,ation gap, pair svork and group uork Teachers of English should be fleMble, innovative and creative, they should know the ways to organize the class, to help and guide learners durmg the lessons Learners should be more active and confident to gam success in leaming.
It IS recommended that future researchers probe on related topics considering more variables not tested in this study, and other modern approaches such as Content Based to continue helping Vietnamese EFL learners acquire better the English language.
Fiinher it is recommended thai language games approach is considered as one of the most effective u a j o f l e a m m g and teaching speaking English Teachers should apply this approach in order to enhance students' speaking abilities Language games approach
IS adaptable to meet the needs of evety member of the classroom- that the students' needs are being considered Not only student's motivation to increase, but also actual learning and performance do as uell When students use the language, they retain it more than if the\ would simply hear it Furthermore. „ is also recommended that creation of language games approach should be done to make teaching and learning speaking English more comfortable and enjoyable endeasor. Both learners and teachers feel happv and fulfilled mastering that they have worked together to achieve worthwhile outcomes
Thus. leachers should think and applv various kinds of activities which must be based closelv on students' needs, interest, and students' level
REFERENCES
1 Andrev, Wright Dav id Batleridee and Michael Buckb) (20001. Games for the LanEuage learning 2 Agniezka Ubeman (2001), The use of Games for Vocabulary Presentation and Revision 3 Aydan Ersoz (2000) Six Games for the EFL ESL classroom
J Donna Byrne (2000). Longman Handbooks for language Teachers
5 Geoffrev Bamad 12001). Bener Spoken English 6 Jane Ehs (2000). Teaching Enclish through English
7 Kessler and Numan (2003) Games for children 8 Lee (20021. Beneni of games in learning English
9 Lewis (2003). The use of Games in classroom 10 Lee Su Kim (2002), Creative Games for the language Class-
1 1 Mei. Kim and Yu-jing i2000l. Lsine Games in An EFL Class for Children
BUI Thi Kieu Giang t J f l ? Tap chi KHOA HOC & CONG NGHE 152(07/1) 97- tOj
TOM TAT
HIEU QUA CUA \ T E C SU" DUNG TRO CHOT NHAM NANG CAO KHA NANG NOI T I S N G ANH CUA SINH VIEN NAM THlT NHAT TAI TRUdfNG DAI HOC NONG LAM THAI NGUYEN
Bill Thi K i k Giang'', Dang Thi Thu Hmmg^
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(Sng dung tro choi uong qua trmh da} \a hot Ngoai ngu duoc xem nhir la mot trong nhiing phucmg phap hieu qua. nhai la irong U nang noi iieng Anh Phuong phap nay da duoc iing dune pho bien tren [he gioi. qua cac CUOL khao sat nghien ciru deu cho Ihay ket qua thanh cong rlt cao DOI MJi Viel Nam. viec hoc \a da\ theo phuoiis phap truyen thong van con ton Iai Ihi viec dua phucmg phap men nay vao se gop phan nang cao nnh doc lap, tu chu va tinh sang lao ciia nguoi hoc Nghien cim duac Ihuc hien lai truong Dai hoc Nong Lam Thai Nguyen nSm hoc 2014-2015 Tir khoa. kT ndng nai hoai dong tro thai \inh tien ndm thu nhdt. trtrdng DH Nong Ldm Thai \gu\en
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