Tài liệu Applying extraccurricular activities to enhance language competence of students grade 10b at hung vuong high quality school

HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT -----[\ [\----- LE NGOC MAI APPLYING EXTRACURRICULAR ACTIVITIES TO ENHANCE LANGUAGE COMPETENCE OF STUDENTS GRADE 10B AT HUNG VUONG HIGH - QUALITY SCHOOL B.A. GRADUATION PAPER FIELD: ENGLISH METHODOLOGY Phu Tho, 2020 HUNG VUONG UNIVERSITY FOREIGN LANGUAGE DEPARTMENT -----[\ [\----- LE NGOC MAI APPLYING EXTRACURRICULAR ACTIVITIES TO ENHANCE LANGUAGE COMPETENCE OF STUDENTS GRADE 10B AT HUNG VUONG HIGH - QUALITY SCHOOL (È3'ӨNG MӜT SӔ HOҤ7ĈӜNG NGOҤ,.+Ï$Ĉӆ 1Æ1*&$2 1Ă1*/Ӵ&1*Ð11*Ӳ CӪA HӐC SINH LӞP 10B TҤ,75ѬӠNG TRUNG HӐC PHӘ 7+Ð1*&+Ҩ7/ѬӦ1*&$2+Ô1*9ѬѪ1* Tӌ1+3+Ò7+Ӑ) B.A. GRADUATION PAPER FIELD: ENGLISH METHODOLOGY SUPERVISOR: DAO THI THUY HUONG, M.A Phu Tho, 2020 i ACKNOWLEDGEMENT I would like to express my sincere gratitude and appreciation to a number of people, without whose support, this graduation paper would not have been completed. First and foremost, I would like to express my deepest thanks to my supervisor Dao Thi Thuy Huong, M.A. for the wholehearted guidance she gave me while I was doing this research. I am truly grateful to her for her ideas. comments and instructions, as well as her constant support throughout my research. Secondly, I would like to thank all the lecturers, teachers and staff at Hung Vuong University, especially those in Department of Foreign languages who have created favorable conditions for me to study and write graduation paper. Thirdly, my sincere thanks go to all teachers and students in Hung Vuong High ± Quality School whose endless enthusiasm has helped me to carry surveys which are very useful for my thesis. Last but not least, I would like to show my gratitude to my family, my friends for their spiritual, emotional and financial support and for giving me the optimism to continue my learning. Phu Tho, May 2020 Le Ngoc Mai ii ABSTRACT In the upper-secondary schools in Vietnam, with the innovation of textbook for 10th form students in light of Communicative Approach, the teaching of the four skills has been much more focused on. So far, the English teaching methods have been on the way to perfect. However, speaking is a crucial skill that the teachers of English experience a lot of difficulties... In order to improve the quality of speaking, the thesis limits itself to the study on using role-play activities to improve speaking skills for grade 10th. This study is to bring some effectiveness to the process of speaking in the classroom. The study has been conducted for the purpose of testing the effectiveness of using extracurricular activities to improve speaking skill of grade 10th students at Hung Vuong High ± Quality School, PhuTho Province. Thus, two sets of survey TXHVWLRQQDLUHV DUH XVHG WR LQYHVWLJDWH VWXGHQW¶V DWWLWXGHV SHUVSHFWLYHV WRZDUG speaking skills and extracurricular activities adapted during speaking lessons, to ILQGRXWWKHWHDFKHUV¶GLIILFXOWLHVIRUFDUU\LQJRXWWKLVWHFKQLTXH It is hoped that the thesis will make a small contribution to the improvement of learning and teaching speaking skill. iii TABLE OF CONTENT PART A: INTRODUCTION ................................................................................ 1 1. Rationale............................................................................................................ 1 2. Previous research............................................................................................... 2 2.1 In the world ..................................................................................................... 2 2.2 In Viet Nam ..................................................................................................... 7 3. Research purposes ........................................................................................... 10 4. Research questions .......................................................................................... 10 5. Methodology: .................................................................................................. 10 6. Data collection instruments: ............................................................................ 11 7. Participants ...................................................................................................... 11 8. Significance of the research ............................................................................ 11 9. Research scope ................................................................................................ 11 10. Outline of the study ....................................................................................... 11 PART B: CONTENT .......................................................................................... 13 CHAPTER 1: THEORETICAL BACKGROUND........................................ 13 1.1 Literature review ........................................................................................... 13 1.1.1 Speaking skills............................................................................................ 13 1.1.2: Extracurricular activities ........................................................................... 20 1.1.3: Advantages and Disadvantages of using extra ± activities ....................... 26 1.1.4 Some extracurricular activities to enhance English speaking skills for student ................................................................................................................. 30 CHAPTER 2: METHODOLOGY ................................................................... 44 2.1. Research setting: .......................................................................................... 44 2.2. Subject of the research ................................................................................. 44 2.3. Participants of the research .......................................................................... 44 2.4. Data collection instruments .......................................................................... 45 2.4.1 Survey questionnaires ................................................................................ 45 2.4.2 Interview..................................................................................................... 46 iv 2.4.3 Observation ................................................................................................ 46 2.5. Research procedure ...................................................................................... 47 2.6. Data analysis ................................................................................................ 48 CHAPTER 3: THE CURRENT SITUATIONS IN TEACHING AND LEARNING ENGLISH SPEAKING AT HUNG VUONG HIGH QUALITY HIGH SCHOOL ................................................................................................ 49 3.1 Result from questionnaires ............................................................................ 49 3.2 Result from interview .................................................................................... 52 3.3 Result from observation ................................................................................ 53 CHAPTER 4: EXPERIMENT ............................................................................ 55 4.1 Experiment .................................................................................................... 55 4.1.1 Description of the experimental teaching .................................................. 55 5HVXOWIURPVWXGHQWV¶TXHVWLRQQDLUHDIWHUWKHH[SHULPHQW ......................... 57 4.2. Findings and discussion ............................................................................... 61 4.3. Implications .................................................................................................. 63 4.3.1. For teacher ................................................................................................. 63 4.3.2. For students ............................................................................................... 64 PART C: CONCLUSION ................................................................................... 66 1. Summary ......................................................................................................... 66 2. Limitations of the study .................................................................................. 67 3.Suggestions for the future study ....................................................................... 68 REFERENCES .................................................................................................... 69 APPENDIX 1: v LIST OF TABLES Table 3.1. Data collected from survey questionnaire before experiment ........... 49 LIST OF FIGURES Figure 4.1.1. The level of the usefulness of extracurricular activities ..................... 57 )LJXUH6WXGHQWV¶HYDOXDWLRQRIWKHHIIHFWLYHQHVVRIextracurricular activities . 58 Figure 4.1.3. The improvement of students after using extracurricular activities... 59 )LJXUH6WXGHQWV¶GLIILFXOWLHVLQXVLQJH[WUDFXUULFXODUDFWLYLWLHV ..................... 60 vi LIST OF ABBREVIATIONS CLT Communicative language teaching EFL English as a foreign language ELT English Language Teaching ESL English as a second language 1 PART A: INTRODUCTION 1. Rationale Nowadays, English has become very popular language around the world. There are more than 700 million English users in the world which is a terrible number to prove the importance of English. According to the recent research conducted in America last January of this year: 103% of the travelers is good at speaking English. This means that people use English to communicate everyone is very popular, so this language widespread everywhere, especially in rural areas. Students in the countryside have learned English since they were in primary school. Besides, many language centers are opened to serve our learning. English is a useful language for us. Firstly, Learning English helps people communicate and travel easily. Especially, it helps people from different countries work together. Secondly, it is a good opportunity for our career. We can communicate with international customers and partners without language barriers to get more opportunities. Thirdly, English is the main language of newspapers and books. In our work, it helps us understand documents relating to our job. Furthermore, we have a good job and high salary in the future which have a change of studying aboard. Today, Learning English become easy with everything around our life. We can study with Internet which we chat with foreign friends and find information. We can also walk the park and exchange with foreign travelers. Learning English is very important with us which helps us to attend good results in the working. We must try to learn good English because it is one the most difficult languages. In almost school, the English club program is a language program that is to enhance the students achievement in mastering English skill, there are four skills that should be mastered in learning English. They are listening, speaking, reading and writing. By mastering listening and reading, students can get some information from what they listening and read. Meanwhile, speaking and writing are kinds of output skills which mean that the students will produce ideas, but in 2 this research will more focused baseGRQVWXGHQWVெVSHDNLQJVNLOOEHFDXVHLQWKH (QJOLVKFOXEH[WUDFXUULFXODUPRUHGRPLQDWWRHQULFKLQJVWXGHQWVெVSHDNLQJVNLOO Enriching students language program is needed to enhance students language profiency in school. Another aim English club program is to support the students academic achievement and improve students ability in English. The benefits joining English club are students will be able to participate the various activities based on the club objectives, students will have an opportunity to take part in the national and international English competition, students will be able to develop their listening and speaking skill through formal and informal situations and the last is students will have a chance to go aboard and learn different cultures. Hung Vuong High Quality School is a new school in Phu Tho province with a completely new environment and learning method. I think the application of extracurricular activities to the curriculum is a new and good method that can help students gain more experiences and improve their knowledge, especially when it comes to learning speaking skills in English. New learning methods and ways of acquiring new knowledge will help both students and teachers increase interest in learning, effort and good results. 2. Previous research 2.1 In the world Studies Related to Teaching and Developing Speaking Skills $FFRUGLQJWR³,PSURYLQJ(QJOLVK/DQJXDJH6SHDNLQJ6NLOOVRI$MORXQ1DWLRQDO 8QLYHUVLW\ 6WXGHQWV´ LQ  This study aimed to enhance the oral communication skills (conversations) of ANU students. The sample of the study consisted of 20 students (12 female students and 8 male students) all of them are studying English language, the majority of the sample were the seniors and juniors students, while freshman were minority students. The researchers used random sample method. To achieve the objectives of the present study, the researchers used semi- structured interview as an instrument for data collection. The results of this study revealed that the students of ANU face many problems 3 related to speaking skill, such as confusion and embarrassment; students did not learn speaking lessons correctly at school, and face difficulty in pronouncing some words. The results also showed that the most frequent problems were the limited amount of vocabulary among students, while the least frequent problems were the difficulty in understanding questions. This study also presented some of appropriate solutions to overcome the weakness in speaking skill, such as practicing speaking English inside and outside the classroom effectively, using the modern social media to communicate in English and to express the students feelings and needs. Cotter (2007) argues that as students learn to use English in the classroom setting, they should also be involved in learning about how language works. They should be asked to reflect on various aspects of language, to develop a common language for talking about language, and to use this knowledge to evaluate texts critically in terms of effectiveness, meaning and accuracy. µ6RPHRQH ZKR VSHDNV ZHOO ZRXOG VLPLODUO\ XQGHUVWDQG ZKHQ WR XVH GLIIHUHQW grammar points. Bashiruddin, (2003) conducted a study to improve student's Oral Communication Skills (OCSs) in lower secondary public school in Karachi, Pakistan. The sample of the study consisted of two schools systems work side by side. One is the private English medium school and second is government Urdumedium school. English is learnt as a second language in both cases. Both students' and teachers use Urdu language or the regional language to communicate inside theclass, and practice traditional methods which focus on reading and writing skills, but productive skills such as: speaking is given on important. The results of the study discussed the reasons of weakness of students in communication were the English language teachers (ELTs) are not proficient in speaking English and this is the main obstacle in the way to teaching English in Pakistan. 4 Urrutia, & Vega (2006) conducted an action research project on the understanding and actions taken to improve speaking skills through games in DSXEOLFVFKRROFDOOHG³)HGHULFR*DUFLDn/RUFD´LQ&RORPELD7KHVDPSOHLQ this study was twenty girls and twenty boys from 14 to 18 years old. 4XHVWLRQQDLUHV WHDFKHU¶V MRXUQDOV DQG YLGHR UHFRUGLQJV ZHUH XVHG DV GDWD collection instruments. The results of the study were the majority of students considered that speaking is the most complicated ability to work out; also, the researchers noticed that students sometimes spoke English, but the majority of them did not speak during the English class. Rama, Ying, lee & Luei (2007) conducted an action research study on the hypothesis of using language games to improve speech skills during English FODVVHVLQDSULPDU\VFKRROFDOOHG³-XURQJ´LQ6LQJDSRUH7KHSDUWLFLSDQWVLQ this study were 78 students. The researchers used two different methods for two different groups; they divided students into experimental group in which was implemented a communicative method where were implemented language games to improve speaking skills, and a control group which was focused in a teacher centered method in which teachers used real- life activities including the essential vocabulary to perform a conversation. The results of the study organized in two tables. The first table shows the study of pre-tests and post-tests where 4 students did not were present in class during the pre-test and a total of 35 students were present in pre-test and post-test. Hamzah & Ting, (2009) conducted a qualitative and action research study on success of using group work in teaching speaking in English classroom in a VFKRROFDOOHG³60.'DPDL-D\D´LQ0DOD\Via. The sample of the study was 33 students and 3 English teachers. The researchers conducted three oral activities where students were observed then they received questionnaires and three experienced teachers where observed as well. Questionnaires, observations and interviews were used as data collection instruments. The researchers carried out a series of questionnaires in Malay language were students could provide their 5 opinions about the group work activities to improve speech skills and their onsciousness of participation in those activities. The results of the study expressed enthusiasm in group work activities and proficiency in spoken language, because they were secure of expressing themselves in small groups which avoided anxiety to speak in another language. Studies Related to extracurricular activities $FFRUGLQJ WR ³6WXGHQWV  3HUFHSWLRQ RI ([WUDFXUULFXODU $FWLYLWLHV D &DVH 6WXG\´ RI $QQD +DQ DQG .\XQJELQ .ZRQ LQ   /HDUQLQJ DQG SHUVRQDO development during college years have been achieved through engagement in both academic and non-academic activities which occur inside and outside the classroom. In this sense, colleges should consider the ineffectiveness of having solely classroom learning and encourage students to devote meaningful time outside the classroom for educationally purposeful activities. Most scholars who study the impact of college life on students agree that what happens outside the classroom can contribute to the valuable outcomes of college .These studies reveal that participation in extracurricular activities such as living in a campus residence, collaboration on research projects, involvement in clubs and organizations, interacting with faculty and peers, and voluntarism have all been positively related to persistence and satisfaction and gains in such areas as social competence, confidence, self-esteem, selfawareness, and appreciation for human diversity. A variety of activities outside the formal curriculum are referred to as extracurricular activities. ECA are found at all levels in school systems in many different forms. In particular, ECA designed and operated by universities commonly facilitates the advancement of academic achievements as well as social and emotional enrichment. In general, extracurricular activities are not included as part of the formal curriculum and so colleges do not count them toward academic performance. Therefore students who participate in ECA do not receive grades or credit for it. However, these activities are eventually shown to play an important role in 6 DVWXGHQW¶VFROOHJHOLIHDQGFDUHHUGHYHORSPHQW,QDGGLWLRQVWXGHQWVDOVROHDUQ how to apply the knowledge learned in the classroom to real world scenarios by participating in ECA (Shamsudin, Ismail, Al-Mamun, & Nordin, 2014). In general, the assessment of student learning in college has focused only on academic achievement occurring in the classroom, laboratory, studio, and library and has overlooked ECA. However, transcripts and test scores reflect only a part RIDVWXGHQW¶VGHYHORSment rather than their overall improvement. According to Moffatt, about 40% of college students have significant educational experience gained through out-of-classroom activities. Besides, participation in ECA can be a more accurate predictor of workplace competence than grades. Many studies have shown that participating in ECA helps students to acquire diverse knowledge and competencies through various out of class activities. As the necessity for extracurricular learning has been emphasized in recent years, Korean universities have recognized the importance of ECA. To continuously cultivate the human resources required by society, universities need to provide college students with meaningful ECA so they can strengthen the competencies relevant to their future careers. To do this universities have expanded the administrative and financial support required to operate and activate various ECA in Korea. However there are VWLOOVRPHEDUULHUVWRRYHUFRPHVXFKDVVWXGHQW¶VODFNRIDZDUHQHVVDERXW(&$D lack of exWUDFXUULFXODU SURJUDPV WKDW VDWLVI\ VWXGHQWV¶ QHHGV DQG LQVWLWXWLRQDO supports to manage comprehensive extracurricular programs (Kim & Lee, 2016). The reason for this is that students tend to focus on the academic grades needed for their employment and select only activities that impact their credit and career preparation. ECA which students voluntarily participate in are not included in their academic grades, so these lead students away from their interests despite the benefits .The ECA designed by the universities should be aligned with the VWXGHQW¶V DELOLW\ DQG QHHGV LQ RUGHU WR JHW WKH GHVLUHG RXWFRPHV )RU SRVLWLYH outcomes from ECA, it is necessary that students not only voluntarily participate in various ECA activities but also that there are college-level efforts to provide 7 students with programs that are beneficial and assist them in managing their performance. Therefore, for quality participation in ECA, a university needs to offer valuable ECA programs at the university level and provide an ECA performance management system. Although many universities have introduced and implemented a variety of information management systems to maintain effective educational services, they are not tailored toward ECA (Yang, 2015). In order for ECA to operate and be PDQDJHG HIIHFWLYHO\ D V\VWHP LV QHHGHG WR VXSSRUW DQG HYDOXDWH VWXGHQWV¶ participation in their extracurricular activities. In this context, this study introduces a case study of a system that can systematically manage the ECA of students at the university level. This ECA management system designed by the university provides students with information on ECA programs they can participate in, administers program applications and results, evaluates performance, and provides a statistical distribution of ECA records. The actions at the university level for the establishment of the ECA management system have been recently carried out, and research on students' perceptions of the system can provide clearer directions for a systematic approach to extracurricular activities. The case study explores student's perceptions of the ECA system and examined KRZLWSUHGLFWVDVWXGHQW¶VSDUWLFLSDWLRQLQFXUULFXOXPDVZHOODVH[WUDFXUULFXODU activities, career development, and college life. In the following section, we review the research trend regarding ECA and the ECA system introduced in this study 2.2 In Viet Nam In Viet Nam, there are many studies about this aspect, such as: $FFRUGLQJWR³NJKLrQFӭu hiӋu quҧ cӫDSKѭѫQJSKiSWKX\ӃWWUuQKQKyPWӟi khҧ QăQJQyLWLӃng anh cӫDVLQKYLrQQăPWKӭ nhҩt tҥi hӑc viӋQTXkQ\´RI1JX\Ӊn Thӏ Thu HiӅn in 2018. Speaking skills play an important role in learning foreign languages in general and English in particular. Achieving a fluent, coherent level of spoken English as a native requires the constant effort of both the instructor 8 and the learner. Therefore, as a teacher, English teachers of the Foreign Language Department, Military Medical Academy always apply positive teaching methods to improve students' ability to speak English, including French group presentation. In order to evaluate the effectiveness of the group presentation method to students' ability to speak English, we conducted 88 first-year students at the Military Medical Academy by sociological intervention, Control comparison with and without using group presentation method. The research results show that the group presentation method has improved students' speaking skills through research indicators: frequency of incorrect pronunciation of accents, frequency of inaccurate word use, frequency of speech show complex sentences while speaking, number of pauses paused, frequency of matching words and overall number of test points. Truong The DuonJKDGVWXGLHGRQ³6RPH%HQHILWV DERXWXVLQJ([WUDFXUULFXODUDFWLYLWLHVIRUVWXGHQWDW+D7LQK8QLYHUVLW\´)LUVWRI all, participating in extracurricular activities to help students relieve stress in learning with a large amount of knowledge in University amphitheatre. Outside of school time, students can participate in sports activities such as football, transfer, badminton ... Extracurricular activities bring more health benefits, helping students more active in terms of physically and mentally. This is one of the important factors to help you improve your study quality as well as be positive in other activities. Besides, extracurricular activities also have great benefits in helping students, students develop skills. Participating in sports and cultural movements, participating in activities of school clubs such as Host Club, English Club ... is one of the ways to discover. Improve yourself, develop new skills, and reinforce what you have. Students also become familiar with the planning and implementation of programs that help realise goals and intentions as well as gain more experience in management, training and teamwork. These are skills that you can learn and develop when participating in extracurricular activities. Not only that, participate in extracurricular activities help students balance their lives, relax and energy from which to discover new hobbies and interesting experiences. 9 Actively participate in activities to increase professionalism, explore opportunities and expand horizons beyond the accumulated knowledge when students are still sitting in the school chair. Moreover, students' communication, behavior and problems solving skills are significantly improved through extracurricular activities. According to ³Ĉi tham quan thӵc tӃ, trҧi nghiӋm ± mӝWSKѭѫQJSKiSKӑc ngoҥi NKyD KLӋu quҧ thiӃt thӵc vӟL VLQK YLrQ FKX\rQ QJjQK WLӃng anh du lӏch´ ThS: NguyӉQ3KѭѫQJ/DQ Field trips - an effective method of learning English for Tourism students because on each trip, students will apply the theories learned in practice, accumulating a lot of knowledge and skills for yourself. The task of teachers is to support and supplement the necessary or missing information to complete their knowledge. A two-way way of teaching and learning has been applied and its effectiveness is easy to recognize. In practice, students also learn lessons and skills from books, these are soft skills necessary - an item that will follow them throughout their life, helping them stay active and bright. Created to be able to integrate, adapt to future jobs. Khuat Thi Thu Hien (2013) has a study ³&ODVVURRPDFWLYLWLHVWRLPSURYH WKHILUVW\HDUVWXGHQW¶V(QJOLVK6SHDNLQJVNLOODW)RUHLJQ/DQJXDJH'HSDUWPHQW± +XQJ 9XRQJ 8QLYHUVLW\´. According to this study, teacher would get more knowledge and experience about classroom activities in order to achieve good teaching results. It was also help students feel interested in learning speaking skill. In conclusion, the previous studies have provided valuable information indicating that studentV¶ VSHDNLQJ VNLOOV FRXOG EH IRVWHUHG DQG GHPRQVWUDWHG through new approaches and techniques. Surely, the focus was on developing speaking skills in English as a foreign language. This refers to the importance of teaching and acquiring speaking skills. Rather than, those studies investigated the effectiveness of different approaches of teaching and developing speaking skills such as using of extracurricular activities and simulation, contextual teaching and 10 learning, communicative approach, memorization and improvisation, the question and answer technique, suggestion a video program, and dialogue technique. To truly ascertain the effectiveness of these approaches and techniques in developing VWXGHQWV¶ VSHDNLQJ VNLOOV WKHUH LV D QHHG WR FRQGXFW PRUH WUXH DQG quasiexperiments. Thus, the first goal of this study was to conduct empirical research to ascertain the effectiveness of using extracurricular activities on raising the PRWLYDWLRQ¶V VWXGHQWV LQ VSHDNLQJ OHVVRQ IRU  JUDGH  DW +XQJ 9XRQJ  +LJK Quality school. 3. Research purposes Ɣ$LPVRIWKLVVWXG\ - Study the reality of learning English speaking skills of students in Hung Vuong High Quality School - Find out the advantages and limitations of teaching English speaking skills and then draw solutions by applying extracurricular activities in teaching English speaking skills. 4. Research questions The research will find the answers for the following questions: 4.1: What is the current situation of English speaking skills of students grade 10B at Hung Vuong high ± quality school in Phu Tho province ? 4.2: How is speaking skills of students grade 10B at Hung Vuong high ± quality school in Phu Tho province improved after using extracurricular activities to enhance ? 5. Methodology: In order to accomplish this thesis systematically and adequately, the following methods will be used: - Theoretical research method: This method helped review the literature of applying extracurricular programs to provide background for the thesis. - Investigating method: This method is used to investigate the current situation of speaking skill of students skill. 11 - Experimental method: This method is used to apply extracurricular extracurricular activities be used to enhance language competence of students grade 10B. 6. Data collection instruments: - Survey questionnaires: They are used to collect information about the situation of learning speaking skills. - Interview: It is applied to get information from teachers before course. - Classroom observation: It is applied to record information from teachers after course. 7. Participants Students grade 10 and teachers at Hung Vuong high ± quality school in Phu Tho province. 8. Significance of the research The results of this study are expected to contribute partly to English teaching and learning for high schools in general and Hung Vuong high quality school in particular. For the English teachers, the use of extra - activities can be one of the HIIHFWLYHWHDFKLQJWHFKQLTXHVWRLPSURYHWKHVWXGHQWV¶(QJOLVKVSHDNLQJVNLOO)RU students, the research also helps to make them more interested and improve their language competence in their speaking lesson. 9. Research scope Language competence is a broad topic, due to the limitation of time and settings of the research, the researcher chose the speaking skill as a specific field to study. This study focuses on using some extracurricular activities to teach speaking skill for grade 10 students at Hung Vuong High - quality school with the SXUSRVHRIHQKDQFLQJVWXGHQWVµVVSHDNLQJVNLOOV 10. Outline of the study Part A. Introduction 12 Part one is Introduction. This covers the explanation about background of the study and problem statement, aim and objectives of the study, research questions, scope of the study, methodology of the study, significance of the study and thesis organization. Part B: The study Part B will be sub-divided into four chapters. Chapter 1: Literature review This chapter presents theoretical background of speaking skill and extracurricular activities. Those are important factors which help the researcher soluted problem in this research. Chapter 2: Methodology In this chapter, the researcher mentions the participants, research method, instruments used, and description about the step to carry out the research. Chapter 3: Current situation of teaching and learning speaking skill at Hung Vuong High ± quality school. Chapter 4: Using experiment and pedagogical implications This chapter presents the pedagogical implications in English speaking skills with using English in extracurricular programs and enhance English speaking skill for students and their evaluation about the experiment. Part C: Conclusion