NGUYỄN VÂN ANH

VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Nguyễn Vân Anh
COVER PAGE 2

ENGLISH LANGUAGE

USING DEBATE TECHNIQUE TO IMPROVE
THE SPEAKING SKILL OF THE 3RD YEAR
STUDENTS MAJORING IN ENGLISH FOR
TOURISM AT HA LONG UNIVERSITY

MA THESIS IN ENGLISH LANGUAGE

COURSE: 2016 – 2018

HANOI, 2018


VIETNAM ACADEMY OF SOCIAL SCIENCES
GRADUATE ACADEMY OF SOCIAL SCIENCES

Nguyễn Vân Anh

USING DEBATE TECHNIQUE TO IMPROVE
THE SPEAKING SKILL OF THE 3RD YEAR
STUDENTS MAJORING IN ENGLISH FOR
TOURISM AT HA LONG UNIVERSITY

ACKNOWLEDGEMENTS
This thesis is completed after many working hours, as well as the
contribution from numerous people with their effort, enthusiasm and assistance;
and this thesis is whole heartedly dedicated to them.
First and foremost, I would like to express my deepest gratitude to my
supervisor, Assoc. Prof. Dr. Hồ Ngọc Trung for all of his encouragement and
timely guidance. Had it not been for his support, in addition to his comments
and advice, I would not finish this thesis.
Next, I would like to convey my sincere appreciation and thanks to Mr.
Đặng Nguyên Giang and the staff of the Department of Foreign Languages,
Graduate Academy of Social Sciences for granting me the honor of writing this
thesis as well as their assistance and most valuable comments.
Additionally, I would be most grateful for all of the help from teachers at
Ha Long University. Their help encouraged me a lot in the progress of
completing the thesis.
Furthermore, I would like to send my special thanks to all of the students at
Ha Long University for their enthusiasm; their answers and responses helped
me a lot with the analysis of the thesis.
Last but not least, I would like to express my gratitude to my beloved
family, who always support me during the progress of conducting and finishing
this thesis.

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TABLE OF CONTENTS
DECLARATION BY AUTHOR ....................................................................... i
ACKNOWLEDGEMENTS .............................................................................. ii
ABSTRACT .................................................................................................... vii
LIST OF TABLES ......................................................................................... viii

3.1. Setting of the Study ............................................................................... 25
3.2. General Situation of the Experimental Class ........................................ 25
3.3. Research Method................................................................................... 27
3.3.1. Action Research: An Introduction and the Reason for the choice .. 27
3.3.2. Research Design.............................................................................. 28
3.3.3. Target of Classroom Action Research ............................................ 29
3.4. Research Procedure ............................................................................... 30
3.4.1. Step 1: Planning .............................................................................. 30
3.4.2. Step 2: Action ................................................................................. 30
3.4.3. Step 3: Observation ......................................................................... 31
3.4.4. Step 4: Reflection ............................................................................ 32
3.5. Data Analysis ........................................................................................ 32
3.5.1. Method of Collecting Data ............................................................. 32
3.5.1.1. Observation ........................................................................... 32
3.5.1.2. Tests ...................................................................................... 33
3.5.1.3. Documentation ...................................................................... 34
3.5.2. Technique of Data Analysis ............................................................ 34
3.5.2.1. Mean ..................................................................................... 34
3.5.2.2. Standard Deviation ............................................................... 35
3.5.2.3. T-Test Analysis ...................................................................... 35
3.5.2.4. Reflection .............................................................................. 38
3.6. Summary ............................................................................................... 40
CHAPTER 4: FINDINGS AND DISCUSSIONS ....................................... 41
4.1. Findings and Discussions for Cycle 1................................................... 41
4.1.1. Planning .......................................................................................... 41
4.1.2. Action’s Implementation ................................................................ 41
4.1.3. Observation ..................................................................................... 43
4.1.4. Reflection ........................................................................................ 44
4.1.5. Test’s Result Calculation: Cycle 1.................................................. 44
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4.4.5.4. Interprpetation ...................................................................... 62
4.5. Summary ............................................................................................... 62
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CHAPTER 5: CONCLUSION ..................................................................... 64
5.1. Recapitulation ....................................................................................... 64
5.2. Concluding Remarks ............................................................................. 64
5.3. Implications ........................................................................................... 65
5.4. Limitations and Suggestions for Further Studies .................................. 65
REFERENCES ................................................................................................ 69
APPENDIX 1: LESSON PLANS ...................................................................... I
Lesson Plan for Debate Activity – Cycle 1..................................................... I
Lesson Plan for Debate Activity – Cycle 2.................................................. III
Lesson Plan for Debate Activity – Cycle 3................................................... V
Lesson Plan for Debate Activity – Cycle 4................................................ VII
APPENDIX 2: TESTS .................................................................................... IX
Pretest 1 ........................................................................................................ IX
Post-test 1 .................................................................................................. XIII
Post-test 2 ................................................................................................... XX
Post-test 3 ................................................................................................ XXX
Post-test 4 .............................................................................................. XXXII

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ABSTRACT
There are numerous ways of improving speaking ability for students, and
this thesis is conducted not beyond this purpose. In particular, this thesis mainly
focuses on the way of applying Debate Technique in teaching speaking,

Table 4.11: Team division: Cycle 4 ................................................................ 58
Table 4.12: Observation checklist – Cycle 4 .................................................. 58
Table 4.13: Test score – Cycle 4 ..................................................................... 60
Table 4.14: Mean calculation – Cycle 4.......................................................... 61

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LIST OF FIGURES
Figure 3.1: Action research cycle proposed by Wilf Carr and Stephen Kemmis
(1986) .............................................................................................................. 27
Figure 3.2: T-Test distribution figure………………………………………..37
Figure 3.3: Process of a debate action............................................................. 39
Figure 4.1: Mean of the Post-test from Cycle 1 to 4 ....................................... 61

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CHAPTER 1: INTRODUCTION
1.1. Rationale
English increasingly affirms its indispensable role in all exchange activities
and international cooperation in all fields of economics, politics, culture,
education, science, health care and social life, etc. of most countries and regions
in the world. To Vietnam, we also clearly identify the position of the language
for the overall development of society as a tool for facilitating integration into
the international and regional communities, a tool to access to global
information, science and technology and a tool to approach other cultures as
well as important worldwide events. Therefore, English has become a
compulsory subject in all colleges and universities throughout the country for
many years. Also, Vietnamese educators increasingly become aware that one of

appropriate techniques for teaching speaking skills is debate technique. It is
recognized as an active learning strategy through which students will learn more
through a process of constructing and creating, working in a group and also
sharing knowledge. Debate is a teaching strategy to improve verbal
communication and critical-thinking skills. Debating is an effective pedagogical
strategy because of the level of responsibility for learning and active
involvement required by all student debaters. Maryadi (2008, p.16) states that
“debate can motivate students’ thinking, moreover if they must defend their
stand or opinion which is in contradiction with conviction themselves”. This
strategy can involve all students to be active, not only debate performer. For the
above-mentioned reasons, I have decided to carry out a study entitled “Using
Debate Technique to Improve the Speaking Skill of the 3 rd Year Students
Majoring in English for Tourism at Ha Long University” for my MA thesis.
1.2. Aim(s) of the Study
The aim of the study is to improve the speaking skills of third year students
who major in English for Tourism at Ha Long University by using debate
technique. In order to achieve the aim, the study is expected to fulfill the
following objectives:
(i) Describing the use of debate technique in teaching the speaking skill to
third year students majoring in English for Tourism at Ha Long University;

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(ii) Identifying how much students’ speaking skill improve after being
taught by using debate technique.
1.3. Research Questions
For the objectives of the study, the following research questions are addressed:
1. How is the debate technique used to improve the speaking skill of third
year students majoring in English for Tourism at Ha Long University?

students to develop library research skills, self-managed study and time
management. It also introduces students to more in-depth analysis of a particular
topic that is often difficult to introduce within the curriculum.
In the context of the study, firstly, in this study the students are expected to
be able to improve their speaking skills by using debates. Secondly, the study is
hoped to help teachers to get alternative ways in their teaching process,
especially by using debates. Additionally, the readers are expected to obtain any
information in order to improve their knowledge by reading this thesis. And
finally, to the writer, this thesis helps her develop knowledge and experience in
composing academic writing.
1.6. Research Methods
This study is a classroom action research. Undoubtedly, action research is
an attractive selection for teacher researchers, school administrative staff in the
teaching and learning environment to consider. Distinctively, action research in
education can be defined as the process of studying a school situation to
recognize and pick up the quality of the educative procedure. It is responsible
for practitioners about new knowledge and perception about how to enhance
educational practices or resolve important problems in classrooms and schools.
Within the context of this study, the main goal of action research is to determine
ways to enhance the speaking skills of the students at Ha Long University.
Simultaneously, action research can enhance the lives of those professionals
who work within educational systems. Using action research to be the research
method of this study helps teachers develop new knowledge directly related to
their classrooms, promotes reflective teaching and thinking, expands teachers’
pedagogical repertoire, puts teachers in charge of their craft, reinforces the link
between practice and student achievement, fosters an openness toward new
ideas and learning new things, and gives teachers ownership of effective
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Chapter 4 will present findings from the present study and discuss these
results.
Chapter 5, which is also the concluding chapter of the study includes
conclusion, implications, limitations of the study and suggestions for further
studies.

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CHAPTER 2: LITERATURE REVIEW
2.1. Concepts of Speaking
2.1.1. Definitions of Speaking
Right from the establishment of the human society, speaking has been
being used as one of the most common ways of communicating. According to
the viewpoint of Fulcher (2003), speaking is the verbal use of language to
communicate with others. People use speaking to form social relationship,
express their ideas or give commands to the others. Whenever a person produces
a short piece of spoken sentences, it is called a speech. Speech has a close
relation with making choices. Particularly, speakers have to make a proper
choice of the way of interaction to express themselves and describe what they
need to other persons.
Speaking is also defined by Eckard & Kearny (1981), Florez (1999) and
Howarth (2001) that it is “a two-way process involving a true communication of
ideas, information or feelings”. This view reflects the spoken texts or the
creation of collaboration between two or more participants simultaneously, and
a shared physical situation.
Additionally, according to Burns & Joyce (1997) and Luoma (2004, p.2)

in general and speaking in particular can be categorized into four main aspects,
including Connected speech, Expressive devices, Lexis and Grammar and
Language of negotiation.
 It is claimed that in connected speech, sounds are undergone some different
processes; in particular, they are modified (assimilation), omitted (elision),
weakened (by using contractions and patterning) or added (linking). Because
of this processes, it is necessary for teachers to involve students in classroom
activities which are designed in special purposes in order to enhance their
connected speech.
 Expressive devices: In English-speaking countries, this aspect of language
feature is showed by people who use it as their first language to alter not
only their pitch and word stress in certain parts of utterances, but also the
way of using their volume and speaking speed, and is showed by other
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paralinguistic (non-verbal) and physical means like emotion (especially in
face-to-face conversation).
 Lexis and Grammar:
A wide range of vocabulary and phrases could be used by teachers for
numerous teaching functions, including expressing feelings or emotions,
showing his or her agreement or disagreement, giving orders or showing
approval.
 Language of negotiation:
Effective speaking gets benefits from the language of negotiation that
speakers use to get hold of the ideas’ clarification and present the content’s
structures of what we speak. We usually require this kind of clarification during
the conversation, when we are focusing on the content of the speech. This
feature is, obviously, very necessary to students.
2.1.2.2. Social Processing

longer exists; however, the teacher in class still plays an important role. They
should be able to give appropriate encouragement to stimulate students’ interest
in speaking and ask them to talk, repeat and imitate themselves more regularly.
According to Nunan (1991, pp.54 – 56), there are five main principles of
teaching speaking. These principles will be listed and explained thoroughly in
the next sections.
2.1.3.2. Five main Principles of Teaching Speaking
 Awareness of Difference:
It is unavoidable that there are obvious discrepancies between the context
of teaching and learning a second language and foreign language. In particular, a
foreign language context is the one which has the target of learning speaking in
a special environment, not a communicative language popular in the
community; On the contrary, a second language context’s target language is,
absolutely, the language of communication purpose in the society. Because of
this reason, when teaching speaking, teachers should pay attention to this feature
to conduct suitable speaking activities.
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 The Importance of Fluency and Accuracy:
Generally, it can be understood that accuracy in speaking is the extent of
speech in which what students spoke matches what people, especially native
people, use in communicative activities; and fluency – in another extent – is the
ability of using language quickly and confidently with little hesitations of pauses
in an unnatural way or time-consuming word search from speakers.
Because fluency and accuracy are of great importance to the effectiveness
of communication, teachers should pay serious attention to teaching and guiding
students to be better at these features.
 Providing Opportunities:
Giving students chances to talk is also a good way to increase the speaking

 Including a clarification of the intention of what students say by extending
your opportunities to another student and trying not to cut off an exchange
too early.
 Taking serious notice of the usage of natural feedback rather than
assessing or evaluating the utterance of the students and ask them to
follow the judgment deliberately.
 Giving an explicit credit to the students by quoting them and trying not to
take credit for the contribution that students have made by giving the
intention for the content of the conversation that the teacher had prepared
previously.
From the above-mentioned features, it can be seen that in speaking
activities, like any other types of classroom procedure, the role of teachers is of
great importance. However, basing on the viewpoint of Brown (2009), there are
three most outstanding roles that require more concentration from the teacher:
 Prompter: During speaking activities, owing to various reasons, students
can get lost or cannot think of what should be spoken from time to time,
or even have trouble with fluency and pronunciation. In order to help
students, teachers can leave them to deal with the struggle on their own
and ask them when they come up with a possible solution.
 Participant: Students are the main participants of every speaking activity,
so the teacher should be a good guide and also a model participant when
requiring them to speak.
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 A person who gives proper feedback: After each student presents their
ideas or produces a short piece of speaking, teachers should immediately
give comments to encourage the students. However, if there are some
points that students need to improve, teachers should also let them know.
2.1.5. Components of Teaching Speaking

can be under a modification in their forms and jointed into sentences in that
language. Because of its function, grammar is used to avoid misapprehension
among members of a conversation.


Vocabulary
Vocabulary is considered the most significant thing in a language,

especially in speaking because the more words the students know, the easier
they get to express their thoughts, emotional states and ideas in both oral or
written form. According to Turk (2003, p.87), in spoken language, the
vocabulary tends to be familiar and aims at daily-life use. It means that in
spoken language, the vocabulary used have to be very acquainted and used in
everyday conversation on the purpose of understanding the spoken discourse. In
order to use words in speaking proficiently, students need to remember their
meanings, spelling and pronunciation. Consequently, when teaching vocabulary,
the teachers need to make certain that the explanation of the meaning, as well as
the spelling and pronunciation are conveyed correctly.
 Fluency
According to Pollard (2008, p.16), fluency is defined as the capability to
speak fluently, confidently and accurately. Generally, it refers to the expression
of oral language freely without pause or stoppage. In the process of teaching and
learning speaking skills, if the teacher wants to check how fluent his or her
student is, he or she can let them express themselves freely and see the level of
interruption from the speech. However, the teacher should not fix the mistake
immediately; he or she should encourage the students and praise them if
necessary.

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