RESEARCH DISSERTATION

THEME: “INCIDENCE OF APPLYING TASK-

BASED LEARNING GROUP WORK ON SPEAKING PRODUCTION FOR STUDENTS OF SEVENTH YEAR OF BASIC OF SAGRADOS CORAZONES DE RUMIPAMBA SCHOOL IN QUITO.”

-HAVING A STRONG KNOWLEDGE OF ENGLISH SPEAKING HELPS THE STUDENTS TO IMPROVE THEIR LANGUGE SKILLS.

-SPOKEN LANGUAGE IN REAL SITUATIONS.-TASK- BASED LEARNING DEVELOPS

COGNITIVE PROCESS, CREATIVE THINKING AND PROBLEM SOLVING.

- BY SENDING TASKS THEY HAVE AN OPPORTUNITY TO USE LANGUAGE COMMUNICATIVELY.

INTRODUCTION

PROBLEM IDENTIFICATIONTHERE WERE MANY CONVERSATIONS

ABOUT THE LOW PERFORMANCE IN SPEAKING PRODUCTION THEY DID NOT USE ENGLISH IN REAL SITUATIONS.

TEACHERS DON`T HAVE A CLEAR FRAMEWORK ABOUT MODELS AND TECHNIQUES OF SPEAKING PRODUCTION.

TASK- BASED LEARNING IS A RESULT OF COMMUNICATIVE LANGUAGE TEACHING BASED ON ASSUMTIONS OF CONSTRUCTIVISM.

PROBLEM IDENTIFICATIONEffect 1.1

Effect 1.1Low motivation to generate

the language

Effect 2.1Not enough active techniques

applied

Effect 3.1Traditional method applied

Effect 1 Lack of real life

language situations

Effect 2Lack of direct contact with

the language

Effect 3Inadequate output production

Cause 3Low teacher’s profile

Cause 2Non-existence of laboratories

with Internet.

Cause 1Non-native environment

Cause 2.1Lack of authentic resources

Cause 2.1Lack of authentic resources

Cause 1.1Spanish speaking

environment

E. Cause 2.1Lack of authentic

resources

LOW SPEAKING SKILL DEVELOPMENT

PROBLEM SETTING

Main problem

How does the traditional method affect the speaking production in the classroom on the students attending the seventh year of Sagrados Corazones de Rumipamba school?

Secondary problemsHow does the lack of active techniques affect the

speaking skill affect the speaking skill to the students attending the seventh year of Basic of Sagrados Corazones de Rumipamba school?

How does the low teacher`s profile affect the speaking skill to the attending the seventh year of Basic of Sagrados Corazones de Rumipamba school?

How does the lack of autentic material influence the speaking skill on stuents attending the seventh year of Basic of Sagrados Corazones de Rumipamba school?

VARIABLES WORKING OUTIndependent variable

Task - based learning and group work

Dependent variable

English speaking production

OBJECTIVES

GENERAL OBJECTIVE

To determine the incidence of applying Task- based method in speaking production on the students attending the seventh grade at Sagrados Corazones de Rumipamba School during the scholar year 2011-2012

OBJECTIVES

SPECIFIC OBJECTIVES

To diagnose 3 problems in speaking ability on the students attending the seventh year of SSCC de Rumipamba school.

To examine the use of Task-Based learning to develop learner`s English speaking ability on the students attending the seventh year of SSCC de Rumipamba school.

JUSTIFICATIONUse an adequate educational

model to develop English speaking skill.

Task based learning method focuses on learners to used language naturally, share ideas.

Reinforce teacher`s profile with adequate methodology task- based learning,group work and speaking techniques.

TASK- BASED LEARNING SPEAKING PRODUCTION

Approaches of Task-based learning uses the 4 skills of the languages

Task cycle are methodological opinions or task performance.

Post tasked. Provides an opportunity to repeat the task, to encourage reflexion, and attention and engage learner`s attention

Componets of Task- based learning:Pre-task are strategies for inspiring learners, rules.

Interactive classroom activities.Teaching techniques.Oral interviews.Interaction tasks.Role-plays.Discussion.Re-telling.Picture description.Comparisons.Information gap.Jigsaw.Speaking zone.Conversation games.-Criteria levels for evaluating English communication.

INDEPENDENT VARIABLE DEPENDANT VARIABLE

Group Work. Are activities carried out by learners working in small groups.

Interactive Classroom Activities

The conversation game.Exa.markers English conversa

Speaking zone.Exa.make a line

Information Gap.Exa: Maps to find the way

Jigsaws. Exa. The text is cut and students put it in order

DEPENDENT VARIABLE

Speaking Production

Independent User

The Ideational FunctionExpress content and

communicate information

Uses of Spoken English

The Interpersonal FunctionSocial Relations

Common Reference Levels: global scale

Basic User

Proficient User C1

C2

B1

B2

A1

A2

Oral Production Activities

Examples of speaking activities include:• public address (information, instructions, etc.)• addressing audiences (speeches at public meetings, university lectures, sermons, entertainment, sports commentaries, sales presentations, etc.). They may involve, for example:• reading a written text aloud;• speaking from notes, or from a written text or visual aids (diagrams, pictures, charts, etc.);• acting out a rehearsed role;• speaking spontaneously;• singing.

Spoken Interaction

Examples of interactive activities include:• transactions• casual conversation• informal discussion• formal discussion• debate• interview• negotiation• co-planning• practical goal-oriented co-operation

RELATION BETWEEN INDEPENDANT AND DEPENDANT VARIABLES

Task-based learning (TBL) refers to a method of English teaching that requires learners to use authentic language through a communicative approach to achieve a desired outcome (Willis, 1998; Ellis, 2003). English speaking ability refers to the skill of communicating by sharing information fluently and accurately, including the choice and use of appropriate vocabulary and structure in all contexts. This performance can be measured using the rating scale adapted from Ribe and Vidal (1993), Council of Europe, (2001) and Nunan.

Regarding to competences, speaking production is a crucial one. Teachers need to provide their students the more appropriate techniques, so that their students can develop speaking competence. As a cooker selects different ingredients to make his dishes delicious and nutritive, teachers have to select teaching techniques from different approaches, such as Task Based, Cooperative Learning, Communicative Language Teaching, Natural Approach.

HYPOTHESIS SYSTEM WORKING HYPOTHESIS The Task-Based Learning Method and group work will improve

the speaking skill in the learning process on students attending the 7th year of Basic Education at Sagrados Corazones School during the scholar year 2011-2012.”

ALTERNATIVE HYPOTHESISTask-based learning as an active method will improve the speaking ability in the learning process on students attending the 7th year of Basic Education at Sagrados Corazones School during the scholar year 2011-2012.

NULL HYPOTHESISThe Task-Based Learning method and group work won’t improve the speaking skill in the learning process on students attending the 7th year of basic education at Sagrados Corazones School during the scholar year 2011-2012.

RESEARCH TYPE AND DESIGN It is a descriptive research because it includes many particular

research methodologies and procedures, such as observations, survey, self reports and test.

It is quasi-experimental design because it refers to determine whether two groups are different after the experiment.

POPULATION AND SAMPLE. SSCC has four sections the 2 grades selected were A and C with the

population of 36 students. Seventeen students of 7th N that is the experimental group and

nineteen students of 7th M that is the control group.FIELD WORK.The reseach was carried out in two seventh grades A and C of SS.CC.INSTRUMENTS FOR DATA COLLECTION.Qualitative and Quantitative. Six unit plans and an English Speaking

test.PROCESSING AND ANALYSIS.The task based method was applied in the experimental group for 3

months the participants were tested by coversations the test was scored over 20 with 4 paramethers. Fluency, accuracy gesture and pronunciation.

Results of the Pretests

Fluency

Accuracy

Gesture

Pronunciation

Results of the Posttests

Fluency

Accuracy

Gesture

Pronunciation

Pearson Correlation Coefficient will be applied to test the consistency of the results of the experimental group

As the correlation coefficient is 0,81, we can be confident that the measurement of the tests are reliable.

SEVENTH N -Experimental group

Pretest scores Posttest scores

x x2 y y2 xy

15 225 18 324 270

14 196 18 324 252

16 256 19 361 304

13 169 14 196 182

12 144 14 196 168

12 144 13 169 156

12 144 14 196 168

14 196 17 289 238

10 100 11 121 110

10 100 14 196 140

7 49 9 81 63

13 169 18 324 234

8 64 14 196 112

15 225 16 256 240

14 196 18 324 252

15 225 15 225 225

14 196 15 225 210

15 225 18 324 270

229 3023 275 4327 3594

t-test FORMULA

X = mean

= Standard DeviationN = number of students

t-testTo compare the difference between two means

STATISTICAL DECISIONThe necessary t for 34 degrees of freedom

at the significance level of 0,05 is 1,69, according to the table of Percentage points for upper probability of Student's t-distribution.

The t obtained from comparing the means of the control and experimental group for 34 degrees of freedom is higher than the t of the table of Percentage points for upper probability of Student's t-distribution. at significance level of 0,05.

Statistical Decision for Specific Hypothesis

Statistical Decision for Specific HypothesisAccording to the statistical results obtained the Null

Hypothesis is rejected, and the Hypothesis of this research is sustained: INCIDENCE OF APPLYING TASK-BASED LEARNING AND GROUP WORK ON SPEAKING PRODUCTION FOR STUDENTS ATTENDING THE SEVENTH YEAR OF BASIC SCHOOL AT SAGRADOS CORAZONES DE RUMIPAMBA SCHOOL IN QUITO WILL RESULT IN AN ENHACEMENT OF THEIR ORAL PRODUCTION

CHAPTER V

CONCLUSIONS AND

RECOMMENDATIONS

CONCLUSIONS RECOMMMENDATIONSThe Pretest

The mean of both groups is similar and very low

The instrument used to measure allowed to measure different parameters and was not stressing for the students

Teachers should recognize that spoken production is a weakness in English program

Teachers should look for effective ways of evaluating and teaching oral production

The PosttestThe performance of the experimental

group was higher

Teachers should try different methodologies and test their progress statically

The techniquesThey really invited students to

talkCooperative working and

jigsawsSpeaking ZoneConversational Game

Teaches should use the means that are available, such as internet, in order to find ideas, techniques, methodologies that help in the teaching process.

The statistical resultA level of significance of 0,05The time

Institutions should encourage its teachers to make educational research

TEACHING TECHNIQUES FOR SPEAKING PRODUCTION

1.Task- based learning Approach 2.1 Theory 2.2 Principles 2.3 Techniques and Activities

2. Cooperative learning 3.1 Theory 3.2 Principles 3.3. Techniques and Activities

3. Interactive Classroom activities Information gap Jigsaws Techniques and Activities

4. Interactive Classroom activities Speaking zone Conversation game Techniques and Activities