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PART A. INTRODUCTION
This part presents the rationale, the aims, the method, the scope and the design of
the study.
1. Rationale of the study
Nowadays, English has played an important role in our life. It is broadly used in
many different fields of life such as sports, politics, economy, science, technology…
Therefore, teaching and learning English have become a necessity in every country.
In Vietnam, in the recent years, English have been gaining significance because
firstly it is an international language, secondly it is an effective means to intensify mutual
understandings and cooperation between Vietnam and other countries. As a result, there
has been an explosion in teaching and learning English. It is taught not only at schools but
also at many foreign language centers. In an industrialized and modernized society,
communicative competence in English is very important. For high school leavers, this
competence can help them find a good job in a foreign company or do an oversea job.
Besides, when they graduate from universities with good results and have a good
communicative competence in English, they will have a great deal of chances to be offered
a good job with a high salary and position in a both state and private company. Moreover,
high school leavers who can speak English well can be able to get a scholarship in a
university in Britain, the USA, Australia, Canada, etc. Therefore, it is obvious that being
able to speak English well will bring about a better career.
At K.T.H.S, like at many other high schools in Vietnam, English has been a
compulsory subject in its curriculum for many years and the speaking skill is one of five
official parts in a unit. However, due to the demand of the high school graduation and
university entrance examinations, the students’ focus is on grammar and vocabulary which
means little attention has been paid to the speaking skill.
For these above reasons, the researcher has decided to choose this thesis to increase
the English speaking ability of students. There are many ways of gaining this aim and
using the teaching aids is one of the effective ways to intensify students’ participation in

(objects, pictures, sub-boards, handouts, gestures, cassette players, PowerPoint) to
intensify the 10 grade students’ participation in speaking activities at K.T.H.S.
5. The design of the study
The study is divided into three parts:
Part A presents a general introduction of the study including the rationale, the aims,
the method, the scope and the design of the study.
Part B presents the development of the study including four chapters. Chapter 1
mentions the theoretical background of the research with the focus on the following points:

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definition of speaking, the importance of speaking, definition of teaching aids, types of
teaching aids, the purposes of teaching aids, the advantages and disadvantages of using
teaching aids, the principles of using teaching aids, and some items used as teaching aids in
speaking class. Chapter 2 involves the information of learners and their background,
materials and facilities at K.T.H.S. Chapter 3 presents the methodology and data analysis.
Chapter 4 mentions the findings and the suggested techniques for using teaching aids in
process of teaching speaking.
Part C is the conclusion of the study. It gives the limitations of the study and some
suggestions for further researches.


non- verbal symbols to create the valuable utterances. And it is not easy for hearers to
understand speakers’ implication if speakers do not put their utterances into the concrete
contexts.
According to Fowler & Thompson (2000), speaking is “the action of conveying
information or expressing one’s thoughts and feelings in spoken language”. This definition
shows that speaking is also a process because it contains speakers’ thoughts and feelings.
However, speakers only use the verbal symbols to create utterances.
Orwig (1999) also defines that speaking is the productive skill in the oral mode. It
is complicated and involves more than just pronouncing words.
In conclusion, speaking is the oral action which is prepared carefully before being
uttered in a variety of contexts. It is difficult to understand an utterance if both speakers
and hearers are not in the same context.
1.1.2. The importance of speaking.
In recent years, communicative approach has become the main one in teaching and
learning foreign languages. The ability to communicate in a second language “contributes
to the success of the learner in school and later in every phase of life”(Kayi, 2006).
Therefore, it can not be denied that speaking is very important. Bailey and Savage (1994:
vii) define that “Speaking in a second or foreign language has often been viewed as the

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most demanding of the four skills”. Teachers should pay great attention to teaching
speaking. However, teaching speaking is not easy. Thus, a lot of studies relating speaking
have been carried out to help learners speak with confidence.
1.2. Teaching aids
1.2.1. Definition of teaching aids
With the growth of English teaching, more and more teaching resources and aids
are developed. The use of teaching aids, therefore, becomes an important issue. Many
studies have been carried out to find out the suitable ways to use teaching aids in the
teaching and learning process. A plenty of teaching aids with high technology have been

combined between audio aids with visual aids. They are “devices that can be used in
teaching for their appeal to the ear and the eye” (Gaunge, 2008). Botham (1969) shows that
various types of audio- visual aids are considered: non-projected aids, projected aids, tape
recorders and recording, and mass media and rural campaigns. Each aid is carefully
described, with illustrations, and details are offered for effective presentation. Videotapes,
films, and computer multimedia are typical types of audio- visual aids.
1.2.3. The purposes of using teaching aids
Teaching and learning is a complex process. Maniruzzaman (2008) shows that to
carry out their job successfully and ensure the learners’ maximal benefit, the teachers have
to use teaching methods, techniques as well as materials in a manner that are consistent
with the learners’ needs and interest. And the appropriate use of teaching aids can be
substantially helpful in this aspect to make the teaching methods, techniques, and materials
considerably effective and interesting, and to help the learners have maximum benefit
((Akanbi, 1988) as cited in Maniruzzaman, 2008). Teaching aids enable the teacher to
modify the teaching method and techniques, change the classroom situation quickly. They
also attract the learners’ attention, reduce their exhaustion, motivate them and increase
their interaction and active participation in the learning process.
To conclude, teaching aids are equipped to make the teaching and learning process
more effectively.
1.2.4. Advantages and disadvantages of using teaching aids
1.2.4.1. Advantages of using teaching aids in teaching speaking
Teaching aids are plentiful and each kind of teaching aids has its own advantages.
In this study, the researcher gives some common advantages of using teaching aids. Firstly,
using teaching aids is a means to motivate the students in speaking lessons. There are many
ways to motivate the students and using teaching aids is an effective way. Depending on
the speaking topics, the teachers can use different types of teaching aids in games such as:
Cross-word, Bingo, Noughts and Crosses, etc to warm up the atmosphere of the class.
Objects, pictures, cassette players are the most frequently used. Secondly, teaching aids are

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1.2.6. Some items used as teaching aids in speaking class.
There is a variety of teaching aids to use in the teaching and learning process. Each
teaching aid has its own advantages and using it reasonably will help the teachers gain

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their teaching aims. In this study, the researcher suggests using some kinds of teaching aids
to intensify the students’ participation in speaking activities.
1.2.6.1. Sub-boards
The simplest teaching aid of all is the board, black or white. It is used in all lessons
by all the teachers. However, the teachers have to spend a lot of the class time writing on
the board. There is not enough time for the students to practise speaking. Therefore, the
researcher suggests that the teachers should use the sub-boards which are prepared at home
to save time. The teachers can use the white large papers as the sub-boards, or the old
posters which have a white side in stead so they can save money. The sub-boards can be
used in all stages of the speaking lessons to play games such as: Noughts and Crosses,
Cross-word to motivate the students, or to provide the students with the language input
such as: new words, grammar structures, or examples.
Sample: In Task 2 of Unit 12, due to the students’ limited words about music, the teachers
should provide them with some new phrases before asking them to speak. It makes the
students feel less difficult to do this task.
Suggested words about music
- rousing/ lyrical/ peaceful/ pleasant
- help someone forget troubles
- make someone excited/ feel relaxed
Using the sub-boards is not only cheap, easy but also effective. It makes the difficult
tasks become easier and the students will be confident to take part in them.
1.2.6.2. Pictures
Pictures can be divided into wallpictures and wallposters, picture flash cards, word
flash cards, workcards and worksheets, maps, plans, and charts.

To use pictures more effectively, the teachers should make pictures in colour to attract
the students. It is very easy to have beautiful pictures. They can be exploited from internet,
text books, magazines, newspapers, business brochures, etc, or painted by the teachers.
1.2.6.3. Gestures
According to Alton (2002), “A gesture is a form of non-verbal communication made
with a part of the body, used instead of or in combination with verbal communication.” At
K.T.H.S, the teachers always feel shy of using their gestures in class. In the researcher’s
opinion, they are very useful and the students are excited with them. Gestures should be
used to illustrate new words and phrases relating to the speaking topic in order to help the
students have enough the language input for speaking. For instance, to help the students
understand the meaning of the phrases “food poisoning”, “carsick” in Task 1 of Unit 11

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and “keep someone happy”, “cheer someone up” in Task 1 of Unit 12, the best way is
using gestures.
1.2.6.4. Objects
There are two types of objects: Real objects and representational objects. Real objects
are anything available in teaching such as tables, chairs, pens, books, hats, umbrellas, etc.
Representational objects are models that can replace real objects which the teachers can
not prepare for use in class.
Using objects to motivate the students and introduce new vocabulary items at the
warm-up and pre- speaking stages is interesting and effective. The teachers should prepare
the objects at home. For example, to suggest the answer of the question “What do you have
to prepare for an excursion?” at the warm- up stage of Unit 11, the teachers should give the
real objects: bread, an orange, a bottle of water, a cucumber, an umbrella, a raincoat and
the students feel easier to give the answer: food, fruits, drinks, vegetable, an umbrella, and
a raincoat. Using objects not only makes the students interested in the topic but it also
gives the students the new vocabulary items relating the excursion before speaking.
partners. They make the task easier and the students feel confident to speak.

Questions Partner 1 Partner 2
1. What kind of music do you like best? Classical music
2. Why do you listen to music?
3. What is your favourite band/ musician?
4. What is your favourite song?
5. When do you listen to music?

1.2.6.6. Cassette players
The cassette player is the effective audio aid in teaching listening skill, but it is rarely
used in teaching speaking skill at K.T.H.S. The teachers only use it to play some English
songs to motivate students in the warm-up stage. In this study, the researcher suggests
using cassette players at all stages of the speaking lesson. Cassette players not only help
the students relax by listening the songs but they also improve the students’ speaking
ability (both accuracy and fluency). To use cassette players successfully, the teachers

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should know the software of reading, and recording CDs such as “Text Aloud MP3”,
“Nero Burn” to make their own CDs in order to practise speaking based on the text book.
For example, the teachers can use the cassette player to play the song “Get down” sung by
Backstreetboys to warm up the students and introduce the speaking topic of Unit 12.
Besides, the teachers make their own CDs to help the students feel confident to take part in
speaking activities. At the pre- speaking stage of Unit 11, instead of the teachers’ voice,
students listen to the cassette player twice to pronounce words in Task 1 correctly. The
students are very interested in English voice. At the while- speaking stage of Unit 11 and
12, due to the students’ poor speaking ability, the teachers ask them to listen to the
examples with the cassette players to catch the pronunciation and intonation of the
sentences, even a part of the speaking model to help them know how to do the tasks. In
order to help students check their speaking at the post-speaking stage, a speaking model

at four classes 10C2, 10C12, 10C13, and 10C14. 14
CHAPTER 2
ENGLISH TEACHING AND LEARNING CONTEXT AT K.T.H.S
Success or failure in learning a foreign language (for example, English) depends on
many factors, such as: teacher’s knowledge, teacher’s role in class, learners’ background,
learners’ need, motivation, aims, learning environment, materials, facilities, etc. In this

It can not be denied that syllabus plays an important part in teaching and learning
process. In order to achieve the aim of a syllabus, materials and facilities are two of the
necessary factors in teaching and learning process.
K.T.H.S is a poor school. Therefore, facilities for teaching and learning foreign
languages are still limited. Firstly, only one cassette player is equipped with some tapes, so
most of the teachers have to read the listening passages when teaching the listening skill.
Secondly, one overhead projector and four PowerPoints are equipped for forty classes. As
a result, they are not frequently used especially for teaching English except for the special
occasions. Thirdly, there are only five computers which are connected to Internet for all
teachers. Finally, other types of teaching aids such as pictures, English newspapers, sub-
boards to teach and learn English are not equipped.
In the recent years, the English textbooks have gradually been changed. They are
very difficult for both teachers and students. Therefore, they need some books of reference
before teaching and learning. However, the library cannot provide any other books for
reference except the textbooks.
In conclusion, to teach English successfully at K.T.H.S is very difficult. Teachers
have to find out the ways to overcome students’ poor background knowledge about
English and the lack of materials and facilities.

10C13 and 10C14 are basic classes). Therefore, I have chosen four classes from three
groups to study. The result will be more reliable.
3.2. Data collection instruments
To address and explore the research questions, a quantitative method which includes
two questionnaires, one for the teachers and the other for the students, was exploited.
The first questionnaire was to find out the situation of teaching speaking English and
teachers’ attitudes towards using teaching aids in speaking class at K.T.H.S.

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The second questionnaire was divided into two parts (pre- questionnaire and post-
questionnaire). The pre- questionnaire was to find out the situation of learning speaking
English at K.T.H.S (before the students attend three sample lessons). The post- one was to
find out students’ attitudes towards using teaching aids in speaking class at K.T.H.S (after
the students attend three sample lessons).
3.3. Data collection procedure
The data for the study was selected from 185 students as well as 10 teachers. The
first questionnaire was delivered to 10 teachers of English at K.T.H.S. The second
questionnaire to the students was distributed to 185 students. They were asked to complete
the questionnaire before and after using teaching aids in speaking class. Data would be
analysed for conclusions and suggestions.
3.4. Data analysis
3.4.1. The situation of teaching and learning speaking English at K.T.H.S.

In order to find out the solutions to any problem, the researcher has to base on the
fact. In this study, before suggesting using some teaching aids to intensify students’
participation in speaking activities the researcher pointed out the situation of teaching and
learning speaking English at K.T.H.S

D. it helps you go abroad to study or find a good job in a
foreign company.
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Question 2
E. you have no aim because speaking is not examined in
the exams
4
How much time do you often spend on speaking English
a day?

A. one hour 4
B. fifteen minutes 25
Question 3
C. not practise 71
How often do you take part in speaking activities in class?
A. always 5
B. often 5
C. sometimes 56
D. rarely 28
Question 4
E. never 6
What factors make you unwilling to speak English in class?
A. the speaking topics are too difficult 42
B. the speaking topics are boring 12
C. the teaching way is boring 10
D. your speaking ability is poor 59
Question 5
E. speaking skill is not examined in the exams 18
Table 3.1: The situation of learning speaking English at K.T.H.S


in speaking activities in class.
From the statistics, the researcher realized that the tenth form students at K.T.H.S are
not interested in speaking English. They do not pay much attention to practising it as they

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have not recognized the importance of communicative competence in English in the real
life.
3.4.1.2. The situation of teaching speaking English at K.T.H.S
Questions Options
Results
(%)
According to you, is teaching speaking difficult or easy?
A. difficult 100
Question 1
B. easy 0
Do you like teaching speaking?
A. very much 10
B. a little 50
Question 2
C. not at all 40
Why do you teach speaking?
A. it is a compulsory skill in the text book 70
B. it helps students be able to communicate with
foreigners
10
C. it helps you improve your speaking ability 0
Question 3
D. have no aim because speaking is not examined in
the exams
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Why don’t you often use teaching aids in speaking class?
A. it wastes time to prepare teaching aids 100
B. it costs money to prepare teaching aids 100
Question 6
C. using teaching aids is not effective 0
Table 3.3: The situation of using teaching aids at K.T.H.S
According to question 4, the statistics show that most of the respondents (90%)
sometimes use teaching aids to teach speaking. They only use them in special occasions.
These results reveal that the teachers at K.T.H.S do not pay much attention to preparing
teaching aids for speaking activities.
Besides, question 5 also gives that using teaching aids at the stages of speaking lessons
is not reasonable. 90% of the teachers use teaching aids in the warm- up stage to motivate
the students or to introduce the speaking topic so that the students feel interested in the
lesson. The percentage of them use teaching aids in the pre- speaking and while- speaking
stages only occupies 20%. There are no any types of teaching aids used in the post-
speaking stage. Obviously, the teachers tend to use teaching aids in the warm-up stage
while the text book is used frequently in other stages.

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When being asked why the teachers do not often use teaching aids in speaking class
(question 6), all of the teachers choose the answers “it wastes time and costs money to
prepare teaching aids”. It is not easy for them to prepare teaching aids for all speaking
lessons.
Through the analysis of the statistics in Table 3, although 100% of the teachers at
K.T.H.S are aware that using teaching aids in speaking class is very effective, they do not
frequently use teaching aids to teach speaking except for the special occasions. In their
opinions, preparing any types of teaching aids to teach the speaking skill takes them a lot
of time and energy. Besides, both the teachers and the students are not appreciated the
speaking skill. Thus, in stead of using teaching aids to make speaking lessons easy and
interesting, the teachers only use the text book to present the lessons.

A. Yes 97
Question 6
B. No 3
What do you think about the speaking topics in the text
book after the teachers use teaching aids?

A. difficult 2
B. easy 28
C. interesting 81
Question 7
D. boring 1
How often do you participate in speaking activities when
the teachers use teaching aids?

A. often 53
B. sometimes 40
C. rarely 4
Question 8
D. never 3
Do you like your teachers using teaching aids in speaking
class frequently?

A. Yes 97
Question 9
B. No 3
Which teaching aids do you like your teachers using in
speaking class? (list the names) Why?

A. sub-boards 20
B. handouts 30

As displayed in question 9, out of 185 students, 180 students ticked “Yes” and the
remaining 5 students ticked “No”. That is, 97% students support the use of teaching aids in
speaking class frequently while only 3% deny doing this.
Question 10 exhibits that 20% and 30% of the students like their teachers using sub-
boards and handouts in speaking class. Sub-boards and handouts help students know the
new words, phrases, and structures which relate to the topic. They also suggest the
speaking ideas or models that make the speaking tasks in the text book easier. Besides sub-
boards and handouts, pictures and objects are teaching aids that 78% and 80% of the
students choose. In their opinions, it is the best way to use pictures and objects to present
the new words. The students feel excited and remember the new words naturally. Question
10 also points out that 83% of the students prefer their teachers to use cassette players in
speaking activities. According to them, cassette players help them pronounce correctly.
They can improve their intonation through listening the native speakers’ voices. Moreover,
the students feel relaxed when their teachers play English songs before or after the lesson.

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Unsurprisingly, most of the students (92%) like their teachers using PowerPoint in
speaking lessons. They think that using PowerPoint is very convenient as the teachers only
bring their flash- disks or laptops in stead of many things such as sub-boards, pictures, or
objects. Furthermore, using PowerPoint can save the class time. The teachers prepare the
lessons at home, and they do not spend time writing on the board. Therefore, there will be
much more time for the students to do the speaking tasks. The last and most important
reason for choosing PowerPoint is that they can replace all above types of teaching aids,
even the students can watch films, or movies on PowerPoint.
The finding in question 10 obviously reveals that using teaching aids makes the
speaking lessons easier and more concrete. The students feel interested in the lessons and
confident of taking part in speaking activities.
According to the statistics in Table 4, the students’ attitudes towards using teaching
aids in speaking class are positive. They pay much more attention to speaking activities.
They find the speaking lessons more interesting when their teachers use teaching aids. The