DIAGNOSIS

This research is focus in children who assist regularly to class to “VIRGEN DE

MONSERRATE” SCHOOL, in Manta city. The institution has 50 students during 2016, from it
30 students were involve in the sample selection.

During the first interview to the principal Lcda. Julia F. Kuffo, she agreed and was
enthusiast with the implementation of the proposal to improve speaking skill in children. After
that, the student’s interview, it was composed by six question related to the topic of the proposal.
(See annexe A)

In order to get more information about how role-plays help to improve speaking skill an
interview was apply to Lcdo. Gonzalo Farfan, He is an instructor in the Facultad de Ciencias de
la educacion at ULEAM. His contribution was that role-plays help to develop speaking skill
because speaking is the base of the communication, also role-play’s objective is to apply the
vocabulary learnt, after that the students use the grammatical structure that students have as
previous knowledge, and it helps to develop speaking skill because the students use the
vocabulary in a real situation. Moreover, role-plays are productive and help to realize the
student’s strengths and improve their weakness. About the role-play’s parameters is important to
have in mind the purpose of the strategy through rubrics according to the subject. One of the
most important thing of role-plays the speaking production, students use their creativity,
congratulate student and make suggestions to students. (See annex B)

The initial probing shows that students are interest to improve their speaking skill in a
foreign language. In addition, the interview exposed important information, which help to
develop specific objectives of this research. In addition, it helps to design the strategy to teach to
develop speaking skill in the group selected.

To develop this research, at first it is based to the descriptive, explanatory and exploratory
model. From there, they were included those that, discretionarily by the researcher, were useful
in the development of the subject
 The use of this method give the possibility to enlarge the content of the research, it is
related to the Theorical framework. In which are included bibliographical resources to support
the content of the research.

The surveys were applied to 50 students aged 7 to 11 years old, in “VIRGEN DE

MONSERRATE” School, in Manta city. The principal gave the permission to apply the survey.
This survey was simple; it contains close, direct and specific questions according to the
population’s conditions.

The survey shows that 30 students are interested to improve their speaking skill in
English as a foreign language. All they are interested in the use of role-plays because they are
going to be involved in real situations that they deal day by day but in an interactive way and
others 20 students are going to keep working in the regular way. It could help to compare how
effective the proposal is.

The results have been analysed through descriptive statistic, which is used to represent
information and its principal objective is obtain, resume and present information contained in a
date set. (Pita Fernández S, 2001).

For this reason, this is a part of the section:

 Describe the population of “VIRGEN DE MONSERRATE” School.
 Who can be considered to be involve in the proposal to develop speaking skill at
elementary school students applying role-play.
 Determine the appropriate time and what methods and techniques will be the
appropriate within the strategy.

It is necessary to stand out that according to the data collected from the survey applied, as
a product of the data collection instrument, the following results were obtained:

Question 1. What skill would you like to develop in English class?

 SKILL FREQUENCY
Speaking 30
Listening 9
Writing 7
Reading 4
Total 50
Question 1. What kind of skill would you like to develop in English class?

Analysis and Interpretation:

In question number one, the 60% selected they would like to develop their speaking skill, 18%
listening skill, 14% writing skill, and 8% reading skill, it demonstrates that students would like to
develop their speaking skill over the others skills.

Question 2. What kind of activities use your teacher to teach English in class?

ACTIVITIES FREQUENCY
Presentation or Plays 25
Written Works 10
 Dynamics 9
Group Works 6
Total 50

Question 2. What kind of activities use your teacher to teach English in class?

Analysis and Interpretation

In question two the 50% choose presentation or plays, the 20% select written works, the 18%
choose dynamics and 12% selected group works. It show that the students uses presentation to
develop their speaking skill.

Question 3. What type of resources your teacher use to develop your speaking skill?

RESOURCES FREQUENCY
Songs 6
Story Telling 12
Presentation 32
 Total 50

Question 3. What type of resources your teacher use to develop your speaking skill?

Analysis and Interpretation

In this question, the 64% selected presentations, the 24% Story Telling, and the 12% selected
song. It shows that the teacher uses presentation to develop student’s speaking skill.

Question 4. How often your teacher use speaking activities in the classroom?

HOW OFTEN FREQUENCY

ALWAYS 17
USUALLY 20
SOMETIMES 13
NEVER 0
Total 50

Question 4. How often your teacher use speaking activities in the classroom?
Analysis and Interpretation

In this question, the 40% says that the teacher usually uses activities related to speaking skills,
34% select always, 26% select sometimes, and 0% says never.

Question 5. Would you like to improve your speaking skill in English language?

ANSWER FREQUENCY
YES 31
No 19
Total 50

Question 5. Would you like to improve your speaking skill in English language?
Analysis and Interpretation:

In question five the 70% of the sample would like to improve their speaking skill and the 30%
says no.

Question 6. Which of the following activities would you like to use to develop your speaking skill?

ACTIVITIES FREQUENCY
Role-Plays 30
Stories 10
Songs 7
others 3
Total 50

Question 6. Which of the following activities would you like to use to develop your speaking
skill?
Analysis and Interpretation:

In the final question, role-plays had a great reception, having a 60% of acceptance, then 20%
says stories, 14% says songs and, 0% others. In which is appreciable that students are interested
in the application of role-plays to develop their speaking skill.

Assumptions assessment.

According to the information collected though the different methods and techniques applied in
this research, first is the analysis by which sense and meaning are made of the data
collected, this method was used to gather information according to the necessities of the
participants in this study. Another method used is synthesis in which a group of elements
are combined to create a new whole; it refers to the literature which is used to conclude
how this proposal will work according to previous works to the subject. Additional the
researcher use the historical logical method, it refers to the trajectory of the participants
and study, what they need and how the strategy will help to supply an specific necessity,
also it helped to collect relevant information before it is used.
Referring to techniques, interviews were applied the first one to the director of the elementary
school, it showed that is necessary to change the way how students learn a foreign
language, it means that is necessary to change the traditional teaching for an significant
learning in which a new teaching strategy will be applied. Also surveys were applied to
the potential participants, which showed students are widely interested in the use of role-
plays to improve speaking skill because this techniques will get them confident and also
it will help to build knowledge combining their previous knowledge and what they will
learn during the application of the proposal.