ACKNOWLEDGEMENTS

I would like to express my deepest gratitude to my supervisor, Mrs. Do
Thanh Tra, M.A for her valuable guidance, encouragement, correction, helpful
suggestions, careful and detailed comments from the preparation to the
completion of this study.
I am also grateful to all teachers of English and students at Lao Cai
boarding upper- secondary school, who supplied useful data for the study.
In addition, I wish to acknowledge the assistance and encouragement of
my teachers in the Foreign Language Department at Tay Bac University.
Last but not least, my thanks are given to my family members, my friends
who have always supported me to carry out this thesis.

Son La, May, 2013 Tran Phuong An
Figure 7: Perspectives of four language skills 31
Figure 8: Students’ attitudes towards speaking skill 31
Figure 9: Perspectives of the speaking topics and speaking activities introduced
in the textbook 32
Figure 10: Students’ paticipation in speaking lessons 32
Figure 11: Students' preferences of teacher's techniques exploited in speaking classes
33
Table 5: Data collected from post- task survey questionnaire 35
Figure 12: The students’ attitudes towards role play 36
Figure 13: Students’ participation in role play 36
Figure 14: Students’ participation in speaking lessons 37
Figure 15: Benefits of using role play in speaking classes 38
Figure 16: Students’ preference for teachers’ activities 39
Figure 17: The frequency of exploiting role play 40
TABLE OF CONTENT

ACKNOWLEDGEMENTS
ABSTRACT
LIST OF TABLES AND FIGURES
TABLE OF CONTENT
CHAPTER 1: INTRODUCTION 1
1.1 Rationale 1
1.2 Hypothesis 2
1.3 Research question 2
1.4 Objectives of the study 2
1.5 Research method 2
1.6 Scope of the study 3

3.5.3. Interview 23
3.6. Data collection procedure 23
CHAPTER 4: RESULTS AND DISCUSSION 25
4.1. Results from observation sheet 1 25
4.1.1 Results from control group 25
4.1.2. Result from experimental group 26
4.1.3. Comparison of student’ on-task behavior between two groups 26
4.2. Results from observation sheet 2 27
4.2.1. Results from control group 27
4.2.2. Results from experimental group 28
4.2.3. Comparison of overall class motivation between two groups 28
4.3. Results from questionnaires 29
4.3.1. Pre – task questionnaire 29
4.3.2. Post – task questionnaire 35
4.4. Results from interview 41
4.5. Major finding 41
4.6. Suggestion 42
CHAPTER 5: CONCLUSION 43
REFERENCES
APPENDIXES
1
CHAPTER 1: INTRODUCTION

1.1 Rationale
It cannot be denied that nowadays English has become an international
language that takes an important role in the social life of the world. It is considered
as a tool of communication has been playing an important part in acquiring cultural,

Role play is very important in teaching speaking because it gives students an
opportunity to practice communicating in different social contexts and in
different social roles. In addition, it also allows students to be creative and to put
themselves in another person’s place for a while.
The idea of applying role play techniques in order to motivate students to
speak English is not a recent practice; however, in Vietnam this technique has
not been fully exploited by teachers in English classes due to some limitations in
English Teaching. All the above-mentioned reasons and factors have inspired
the writer to conduct a research titled “A study on using Role Play to motivate
the 10
th
form students in speaking lessons at Lao Cai boarding upper
secondary school, Lao Cai province –An experiment.”
1.2 Hypothesis
Using role play can increase students’ motivation in learning speaking.
1.3 Research question
The study is carried out to answer the question: Can using role play
increase students’ motivation in speaking lessons?
1.4 Objectives of the study
The main objectives of this study are:
- To study theoretical background knowledge related to speaking skill, role
play in teaching English, students’ motivation when learning speaking with and
without using role play.
- To compare how students are interested in learning speaking with and
without using role play to find out whether using role play can increase students’
motivation in learning speaking.
1.5 Research method
In order to answer the research question, the author has used experimental
method in this study. The experiment was carried out with some data collection



4
CHAPTER 2: LITERATURE REVIEW

This chapter presents the literature review of the study. It will be devoted
to focus on the basic issues of speaking and role play. Besides, the concepts of
motivation will be discussed in the light of different approaches.
2.1 Theoretical background of speaking
2.1.1 Definition of speaking
Speaking is crucially important for the whole learning process. Lerris
(2003) stated that speaking makes you a more fluent language user, speaking is a
chance to notice the gaps between what you want to say and what you can say, it
is a chance to test hypotheses about language. The terms “speaking” catches
much attention of linguistics. Therefore, many definitions have been offered to
this term so far.
In Oxford Advanced Dictionary (1995), the definition of speaking is to
express or communicate opinions, feelings, ideas, etc., by or as talking and it
involves the activities in the part of the speaker as psychological,
physiological (articulator) and physical (acoustic) stages.
According to Brown (1994), Burns and Joyce (1997), speaking is an
interactive process of constructing meaning that involves producing and
receiving and processing information. Chaney (1998:119) defined speaking “is
the process of building and sharing meaning through the use of verbal and non-
verbal symbols, in a variety of contexts”.
Based on Byrne (2001), speaking can be understood as the ability to
express oneself opinions. Hedge (2000) said that speaking is oral expression, the
use of the sounds in the patterns of rhythm and intonation. While another expert,
Huebner (1960:5) believed “Language is essentially speech, and speech is basically
communication by sounds”. And according to him, speaking is a skill used by
someone in daily life communication whether at school or outside. The skill is

and English language teachers have continued to teach speaking just as a
repetition of drills or memorization of dialogues. However, today's world
requires that the goal of teaching speaking should improve students'
communicative skills, because, only in that way, students can express

6
themselves and learn how to follow the social and cultural rules appropriate in
each communicative circumstance.
According to Hornby (1995: 37) teaching means giving the instruction to
(a person); give a person (knowledge skill, etc.). While speaking means to make
use of words in an ordinary voice. So, teaching speaking is giving instruction to
a person in order to communicate.
Nunan (2003) believed that teaching speaking is to teach English
language learners to:
“- Produce the English speech sounds and sounds patterns.
- Use words and sentence stress, intonation patterns and the rhythm of the second
language.
- Select appropriate words and sentences according to the proper social setting,
audience, situation and subject matter.
- Organize their thoughts in a meaningful and logical sequence.
- Use language as a means of expressing values and judgments.
- Use the language quickly and confidently with few unnatural pauses, which is called
fluency.”
2.1.4 Classroom Speaking Activities
There are many types of classroom speaking activities. Harmer
(2001:348-352) states six classroom speaking activities. They are acting from
script, communication games, discussion, prepared talks, questionnaires,
simulation, and role play. In this study, the researcher focused on discussing
about role play.
2.1.4.1 Definition of role play

In view of the persons taking an actor, Ladousse (1995) explained that
there are several types of role. The first is the roles which correspond to a real
need in the students’ lives. In this category, it involves such roles as doctors
dealing with patients, or salesman traveling abroad. The second type of role is
the students play themselves in a variety of situations which may or may not
have direct experience. The example which include in this category is a
customer complaining or a passenger asking for information. The third type is
the type that few students will ever experience directly themselves, but it is easy
to play because the teachers have such vast indirect experience of them. The
television journalist is a good example of this type and it is very useful kind of

8
role taken from real life. The last type is fantasy roles, which are fictitious,
imaginary, and possible even absurd.
In case of role play activities, according to Byrne (2001), role play can be
grouped into two forms, scripted and unscripted role play. In details, those types
of role play activities described as follows:
2.1.4.2.1 Scripted Role Play
This type involves interpreting either the textbook dialogue or reading text
in the form of speech. The main function of the text after all is to convey the
meaning of language items in a memorably way.
For more details, Doff (1988) gave an example of scripted role play
dialogue and reading text and how the process is:
Angela : Good morning. I want to send a letter to Singapore.
Clerk : Yes, do you want to send it by air mail or ordinary mail?
Angela : I think I’ll send it air mail. I want it to get there quickly. How
much does it cost?
Clerk : To Singapore? That will be 30 pence, pleas.
Angela : (give the clerk 50 pence) Here you are.
Clerk : Here’s your stamp, and here’s 20 pence change.

teacher and students is really necessary. The example and procedures of
unscripted role play which is adapted from Doff’ s book are as follows:
One student has lost a bag. He/she is at the police station. The other student is
the police officer, and asks for details.
To brings out this ideas:
1) The teacher could prepare the whole class, by:
a) Discussing what the speakers might say (e.g. the police officer would asks
the students how he or she lost the bag).
b) Writing prompt on the board to guide the role play, and any key vocabulary.
2) The teacher could divide the class into pairs, and:
a) Let them discuss together what they may say.
b) Let them all try out the role play privately, before calling on one or two pairs
to act out in front of the class.

10
The above procedures do not mean an exact to be used. It is flexible;
teacher can create or develop procedures which is appropriate and suitable with
his/her own class.
2.1.4.3 Significance of Role Play in Teaching Speaking
It has been mentioned before in the above discussion that role play is one
of the activities to promote speaking. Through role play activities the students
learn how to express ideas, opinions, or feeling to others by using words or
sounds of articulation.
Freeman (1986) explained that role plays are important in the communicative
approach because they give learners an opportunity to practice communicating in
different social contexts and different social roles. A role play is a highly
flexible learning activity which has a wide scope for variation and imagination.
According to Ladousse (1995), role play uses different communicative techniques
and develops fluency in the language, promotes interaction in the classroom and
increases motivation. Here peer learning is encouraged and sharing of

“a term which is often used with respect to second language learning as a simple
explanation of achievement”. Additionally, it comprised four aspects: “a goal,
effortful behavior, a desire to attain the goal and favorable attitudes toward the
activity in question”.
Convington (1998:1) states, “Motivation, like the concept of gravity, is
easier to describe – in terms of its outward, observable effects – than it is to
define. Of course, this has not stopped people from trying it.”
Motivation is also defined as “a desire or want that energizes and directs
goal – oriented behavior” (Kleiginna, 1981). Sharing the same point of view,
Brown (2000) affirmed that motivation is some kinds of internal drive, which
pushes someone to do things in order to achieve something. In addition,
Woolfolk (2001) indicated that motivation is an internal state that arouses,
directs and maintain behavior.
For this study, “motivation” is defined in the terms put forward by
Crookes and Schmidt (1991:489-502): “interest in and enthusiasm for the
activities with the teacher’s management given to the class; persistence with the
learning task as indicated by the levels of attention or action for an extended
duration; and levels of concentration and enjoyment”. The researcher chose this
definition because she strongly agreed with them on that learners’ enthusiasm,

12
attention, action and enjoyment are referents for motivation, as the long hours
learners spend in classroom perhaps make this motivation an important factor in
language learning success.
2.2.2 Types of motivation
There are two main types of motivation namely: intrinsic and extrinsic
motivation.
2.2.2.1. Extrinsic motivation
Extrinsic motivation comes into play when a student is compelled to do
something or act certain because of factors external to him or her. Harmer

2.2.3. The importance of motivation in foreign languages learning
As mention above, motivation is essential to success in most fields of
learning. The importance of motivation in second language learning has been
drawing attention of many researchers and educators. According to Downs
(1985), a student’s level of motivation is one of the most important factors in
determining whether or not that student will be successful in acquiring a second
language. Lack of motivation does not bring results or brings little results,
whereas motivation brings faster, better and bigger results. Compare a student
who lacks motivation and who hardly studies, with a student who is highly
motivated and devotes many hours for studying, they will get different grades.
Moreover, many studies have proved that motivation is very strongly
related achievement in language learning. Van Lier (1996:98) indicated that
motivation is “a very important, if not the most important factor in language
learning”. Lightbown (1999) also affirmed that the most important factor in
second language acquisition success is motivation.
To sum up, motivation affects the extent of active, personal involvement
in second language learning. It is one of the main determining factors in success
in foreign language.
2.2.4 Factors affecting learner’s motivation in language learning
There are many factors that affect students’ motivation such as the teacher
– related factors, student – related factors, materials, test and so on. Oxford and
Shearin (1994:78) identify six factors that impact learning motivation: attitudes,
beliefs about self, goals, involvement, personal attributes, and environmental

14
support (teacher and peer support). For the scope of the study, teacher – related
factors affecting learner motivation are taken into the consideration in this section.
Looking at the role of the teacher as motivator, Byrne (2001:139)
confirmed “Whatever you are doing in the classroom, your ability to motivate
students, to arouse their interest and involve them in what they are doing, will be

In conclusion, from about discussion it can be learnt that among the
factors affecting student’s motivation, teacher’ teaching method, especially the
activities used in their teaching, should be put into consideration.
2.3 Summary
The chapter has presented the relevant literature, which was helped to
form the theoretical framework for the study. Different aspects related to
speaking and teaching speaking has been mentioned. Role play technique as
well as concepts and ideas about motivation have been discussed.
Through what have been pointed out in this chapter, it is important to
reconfirm that in teaching process, teacher should use role play technique to
raise their students’ motivation toward speaking skill. In the next chapter, an
attempt will be made to bring about an overall picture of the setting as well as
the methodology of the study.
16
CHAPTER 3: METHODOLOGY This chapter outlines the research method of the study. It starts with the
setting, the subject of the study and the learning program. The second part of the
chapter focuses on the methodology used for doing this research. It describes the
speaking lesson in which the data are collected and the data collection

16
Mark 4 Mark 5 Mark 6 Mark 7 Mark 8 Mark 9
Number os students
control group (10A )
experimental group
(10B)

Figure A: Result from fifteen minutes test
0
2
4
6
8
10
12
14
Mark 3 Mark 4 Mark 5 Mark 6 Mark 7 Mark 8 Mark 9
Number os students
control group (1 0A )
experimental group
(10B)

Figure B: Result from forty five minutes test
As can be seen from the charts, both classes had nearly equal number of
students got each type of mark ranked from 3 to 9. From this result, the two
classes were found to be at almost the same level of English.
Moreover, Mrs Nguyen Lan Huong who has been teaching English the
two classes affirmed that all of them are not different much in level, learning
style and interest in learning English.
All in all, two groups selected for the research share the following
E Tuesday E
E
Wednesday
E E Basing on the above information, the researcher has chosen class 10A to
be control group (C group – the group under normal condition), class 10B to be
experimental group (E group – the group under experimental condition).
Another participant in this study was one English teacher at Lao Cai
boarding upper secondary school. Mrs. Nguyen Lan Huong taught in both groups
and the researcher was observer. In order to increase the correlation of the
observation Mrs. Huong was also a co-observer in six speaking lessons she taught.
3.3. Variable
In this study, experimental lesson plans including role play and lesson
plans following textbook are independent variable and motivation is dependent
variable. Dependent variable is shown in items such as levels of interest,
enthusiasm, effort, persistence with the learning task, concentration and
enjoyment during the lessons. 19
3.4. The materials and learning program
Tenth grade students at Lao Cai boarding upper secondary school have
been using the new English textbook of Ministry of Education and training
published in 2006. This book follows theme-based approach including 16 units
and 6 tests for consolidation. Each unit is designed follows:
A. Reading
There are some paragraphs in each reading lesson consisting 180 to 220
words. The passage aims at getting student familiar with the topic of the unit
providing information, new words, new structure and developing students’
comprehension reading skills.

practice at Lao Cai boarding upper secondary school. It was done in six
speaking lesson of three unit in two classes (see appendix 1). The three units are
Unit 12: Music, Unit 13: Films and cinema, Unit 14: The World cup.
Data was collect by the means of observation, questionnaires, and
interviews. After that the data was computed, analyzed and the conclusion then
could be drawn. Each instrument would be described as follow:
3.5.1. Observation
The reason for using observation is the advantage of its directness that
enables the researcher to study behaviors as it occurs in such a natural setting in
class, and to collect data firsthand. Besides, it is easy for the investigator to
observe enthusiasm or boredom and linguistic behavior like verbal
communication or interaction among subjects (Nachmias, 1996).
Observations were made in six speaking lessons. In this study the teacher
collaborated with one teacher of English at Lao Cai boarding upper secondary
school. Data was collected and recorded in observation sheet 1 and observation
sheet 2 while the students were working with and without role play activities.
Observation sheet 1
Observation sheet 1 (see Appendix 2A) was taken from Hopkins (1985)
focuses on the students’ on –task behavior generated by the activities used in
each speaking lesson. The sheet consists of eight columns (eight observation
times per student) and 35 rows (35 students). In each of the six lessons, each
student was observed 8 times, each of which lasted 5 seconds. The students,