Improving Speaking Skills in Fith Grade Students at Liceo Emmaus

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IMPROVING SPEAKING SKILLS THROUGH ROLE PLAY
Improving Speaking Skills Through Role-play in Fifth Grade Students at Liceo Emmaus
School
María Beatriz Camacho Burgos
Corporación Universitaria del Caribe– CECAR

Facultad de Humanidades y Educación
Programa de Licenciatura en inglés
Modalidad Virtual
Anapoima, Cundinamarca
2019
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Improving Speaking Skills Through Role-play in Fifth Grade Students at Liceo Emmaus
School
María Beatriz Camacho Burgos
Trabajo de grado presentado como requisito para optar al título de Licenciada en inglés
Asesora
Luz Eugenia Gonzales Meza
Magíster en Educación Bilingüe
Corporación Universitaria del Caribe– CECAR

Facultad de Humanidades y Educación
Programa de Licenciatura en inglés
Modalidad Virtual
Anapoima, Cundinamarca
2019
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Nota de Aceptación
Anapoima, Cundinamarca, 5 de diciembre de 2019

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Acknowledgment
Thanks to God for each blessing that He has given me in my life allowing me to achieve
this goal.
To each of my students.
Thanks to my family, for their support, words of encouragement, and infinite affection,
which help me throughout these years
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Content
Resumen.......................................................................................................................................... 9
Abstract ......................................................................................................................................... 10
Introduction ................................................................................................................................... 11
1. Problem statement ................................................................................................................. 12
1.1 Context ................................................................................................................................ 12
1.2 Research question ................................................................................................................ 12
2. Justification ............................................................................................................................ 13
3. Objectives of the research...................................................................................................... 14
3.1 General ................................................................................................................................ 14
3.2 Specific ................................................................................................................................ 14
4. Expected outcomes ................................................................................................................ 15
5. Theoretical framework .......................................................................................................... 16
5.1 Communicative competence: .............................................................................................. 16
5.2 Bachman and palmer model ................................................................................................ 17
5.3 Speaking skills................................................................................................................ 17
5.4. Role-play and drama .......................................................................................................... 20
6. Methodology.......................................................................................................................... 22
6.1 Methodological approach ............................................................................................... 22
6.2 Type of investigation ........................................................................................................... 22
6.3 Population and sample ........................................................................................................ 23
6.3.1 population. .................................................................................................................... 23
6.3.2 sample. .......................................................................................................................... 24
6.4 Data collection..................................................................................................................... 25
6.4.1 observation.................................................................................................................... 25
6.4.2 survey............................................................................................................................ 25
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6.5 Research tools ..................................................................................................................... 26

7. Variable ................................................................................................................................. 27
7.1 Independent Variable: Role-play ........................................................................................ 27
7.2 Dependent variable: Speaking skills ................................................................................... 28
8. Analysis and interpretation of data ........................................................................................ 29
8.1 Survey to students ............................................................................................................... 29
8.1.1 the causes that affect the development of speaking skills. ........................................... 29
8.1.2 the need of develop proposals to improve speaking skills. ..................................... 34
Question 5 .............................................................................................................................. 34
8.2 Interview with the Principal ................................................................................................ 40
9. Timetable ............................................................................................................................... 41
10. Results ................................................................................................................................ 42
11. Conclusions ........................................................................................................................ 45
Reference ...................................................................................................................................... 46
Anexxes......................................................................................................................................... 49
Annexes 1: Student’s survey......................................................................................................... 50
Annexes 2: Survey to the principal ............................................................................................... 52
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Tables list
Table 1 Indenpendent variable ...................................................................................................... 27

Table 2 Dependent variable ......................................................................................................... 28
Table 3 English languaje .............................................................................................................. 29
Table 4 Speaking skills ................................................................................................................. 30
Table 5 English skills .................................................................................................................... 32
Table 6 Practice speaking skills .................................................................................................... 33
Table 7 Use of role-play ............................................................................................................... 34
Table 8 Role-play.......................................................................................................................... 35
Table 9 Improve speaking skills ................................................................................................... 37
Table 10 Working speaking skills ................................................................................................ 38
Table 11 Timetable ....................................................................................................................... 41
Table 12 Results ............................................................................................................................ 43
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Chart list
Chart 1: Data question 1………………………………………………………………………..31

Chart 2 Data question 2.............................................................................................................. 31
Chart 8 Data question 8………………………………………………………………………...42
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Resumen
Fortalecer las habilidades del habla inglesa entre los estudiantes es de gran importancia, estas
actividades permiten el desarrollo de las habilidades comunicativas, lingüísticas y emotivas de los
estudiantes, creando espacios apropiados de aprendizaje; por ello, se hace necesario realizar
actividades que permitan que los estudiantes mejoren las habilidades del idioma inglés y
reconozcan la importancia del mismo en su diario vivir. Partiendo de la anterior premisa, estructuró
el proyecto de investigación: “Mejoramiento de las habilidades del habla del idioma ingles a través
del teatro en los estudiantes de grado quinto” el propósito de esta investigación es encontrar nuevas
estrategias para mejorar las habilidades del habla dándole una real importancia a las habilidades
comunicativas del idioma inglés.
Palabras clave: habilidad del habla, estrategia de aprendizaje, habilidad comunicativa,

teatro.
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Abstract
Strengthen English speaking skills among students is very important, with the use of different
kinds of activities allow to the development of communicative, linguistic and emotional skills of
the students, working with better learning spaces; Therefore, it is necessary to carry out activities
that allow students to develop skills and recognize the importance of this language in their daily
lives. According with the previous premise, it has been structured the investigation project:
"Improving speaking skills through role-play in fifth grade students " the purpose of this
investigation is to find out new strategies to improve the speaking skills giving a really important
to the communicative competence of the English Language.
Keywords: speaking skill, learning, strategy, communicative competence, role play.

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Introduction
Strengthening of speaking skills through activities that involve role-play it's the central idea
of this document. This project it has worked with fifth-grade students´ of Liceo Emmaus at
Anapoima, Cundinamarca. It is important that students feel motivated to learn, by the way, that
they are having fun, children will be improving their skills. This project begins with an
investigative phase by carrying out a process of analysis and observation, so we can find out the
problem and establish a strategy that can give a solution.
According to the above, the purpose of this research is to search through role-play, the
increase of the motivation and the improvement of the speaking skills among the students. It's
necessary to give a real importance to the communicative, linguistic and emotional skills, when a
child feels comfortable and happy in his/her learning process, she/he is able to imagine and create
his own learning spaces; Therefore, it is necessary to carry out activities that allow students to
acquire the habit of practice speaking and recognize the importance of it, in their daily lives.
To initiate the research phase of this project, it was necessary a characterization of the
students, carried out in order to identify the difficulties that they had in the subject of English
Language; Second started the process of information collection and selection of research, authors
and conceptual and theoretical references that allow connection and interest with the research
proposal that was constructed, thus identifying the state of art of the proposed proposal.
This is how this research project arises that seeks to work with role play to solve the
problems that it has been detected in the school, with the help of motivating strategies that allow
achieving the objectives set.
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1. Problem statement
This chapter describes the problem found in the institution, and the difficult situation that
needed improvement.
1.1 Context
Learn English has become a necessity on our days, but most of the time teachers and
students have a special emphasis on reading and writing skills leaving away listening and speaking
skills to reach an appropriate level of communication of the English language. According to the
observation during the practicum at Liceo Emmaus School, there was insecurity of the students to
express themselves in English with a low level of participation. Sometimes the institution
privileges the domain of written production and reading comprehension, leaving aside other
communication skills such as speaking and listening. This document proposes to integrate the role
play as a strategy of action that allows students to be an active part of their learning process with
activities that improve speaking.
1.2 Research question
How does the use of role-play improve the English-speaking skills of fifth-grade students
at Liceo Emmaus school?
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2. Justification
Speaking it's one of the most relevant skills, but students seem afraid to practice in class,
they need to feel confident with their process; the use of strategies that incorporates laugh, corporal
expression and also teaching it's a great way. Ur (1981, p. 9) states that "role-play is giving students
a suitable topic provides interest and subject- matter of discussion, dividing them into groups
improves the amount and quality of the verbal interaction". According to the author, the student
feels free to express with this kind of activity. Roleplay is a creative technique that allows the
student to be confident with his/her process.
It's important to develop strategies, that allow the students to be comfortable in the learning
process of a new language according to their tastes and interests.
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3. Objectives of the research
3.1 General
 To analyze the improving of English-speaking skills among fifth-grade students of the

“Liceo Emmaus School” through the use of role-play as a pedagogical strategy
3.2 Specific
 To determine the causes that affect the development of speaking skills among fifth-grade
students of "Liceo Emmaus".
 To develop the proposal with the use of role-play to improve speaking skills.
 To evaluate the impact of the strategy used and the improvement of the speaking skills
among the students.
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4. Expected outcomes
Roleplay provides to the student tools and elements to improve his/her skills. According to
the established, incorporate this strategy at English class within a performance demonstration
might include:
 The learner will have demonstrated the improvement of their speaking skills.
 The learner will have demonstrated the ability to express thoughts and feelings
according to his/her character.
 The learner will have demonstrated the ability to analyze and identify the correct
pronunciation of new vocabulary.
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5. Theoretical framework
The theoretical framework provides relevant points that are the basis in the development
of research. These concepts and studies have a close relationship with the present project. The
theoretical basis for the construction of this research paper has been developed around some
concepts and theories that are fundamental to this investigation: first communicative competence,
second speaking skills, third teaching speaking skills, and finally role-play and drama.
5.1 Communicative competence:
Communicative competence includes grammatical, semantic and phonetic rulers that allow
to the speaker has an efficient communication with other persons in the same language.
Communicative competence its base in these theories: Canale and Swain (1980) as cited Salazar
(2015 p. 90) include four components of communicative competence:
• Grammatical (words and rulers)

• Sociolinguistic (appropriateness)
• Strategic (appropriate use of commutative strategies)
Years later Canale (1983 p. 9) redefine some concepts and include discourse competence:
(cohesion and coherence). According to the authors to learn a new language it's important to learn
the grammatical rulers and right pronunciation of the notions, but this is only one part of the
process; sociolinguistic competence includes the uses of the grammatical competence in different
situations.
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5.2 Bachman and palmer model
Communicative competence it's a model according to the studies of Bachman and Palmer
(1996) as cited Bagarić (2007 p 99) the communicative language ability includes more component
to the grammatical knowledge as:
• Morphology
• Vocabulary
• Syntax
• Phonetic
They divided language knowledge into two main groups:
 Organizational knowledge: include components that involve the structure of the language
in a grammatical context.
 Pragmatic knowledge: the use of the language in different contexts.
Although this model is similar to Canale and Swain, it offers the learner new elements that
allow understanding the nature of the communication. Teaching a new language involves many
aspects that are necessary to work at classroom by teachers and students. It is necessary to find out
a method that includes the students in the process, the motivation of the students is extremely
important.
5.3 Speaking skills
Speaking skills give to the student the necessary tools to communicate his/her ideas in
different contexts, many authors define the importance about it, Burns (2012: 165) stated "The
teaching and learning of speaking are a vital part of any language education not only does the
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spoken language offer affordance for learning as the main communicative medium at the
classroom".
Although speaking skills it has considered one of the most important skills that students
need to improve each day in the classroom, most of the teachers think that grammar and writing
skills are more important, leaving the speaking skill in a second stage. Gutierrez (2005: 84) stated
"the lack of learning resources and the exaggerated use of grammar approaches which cause some
students to lack motivation in the learning of English". Cameron (2011:60) argues that "speaking
short activities to be practiced with children; either as individuals or all together in chorus" this
research, propose role play that involves these kinds of activities. Šolcová states: "one of the
problems with teaching speaking skills in the traditional classroom setting is that it is not the
spoken but the written form of language and its characteristics that are taught. As a result, teachers
do not meet their students‟ needs when it comes to speaking skills training because, in the end, it
is not speaking skills that are taught" (Šolcová 1997:17)
Learn a new language is very important in our daily life; students can express ideas,
feelings, and thoughts; that´s why children have to understand the importance of learning English
gives them more opportunities in the future. When teachers use strategies in the classroom that
include speaking activities, the student is improving other areas in his/her learning process. Brown
(2006:56) stated: teaching method or procedure based on first language acquisition:
 In language teaching, we must practice and practice, again and again.

 Language learning is mainly a matter of imitation.
 First, we practice the separate sounds, then words, then sentences. That is the natural
order and is therefore right for learning a foreign language.
 Watch a small child's speech development.
 A small child listens and speaks and no one would dream of making him read or
write.
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There are many authors that include in their texts about the importance of user activities
that involve the student in his/her learning and also allow the progress, Mendoza states:
Language learning always implies communication and interaction with others as a

need of all human being, Be sociable is almost an inherent feature to people, no
matter the age, academic, economic aspects or any other factor; therefore language
teaching must be focused on communicating, interacting, sharing ideas, thoughts
and beliefs according with their contexts" (Mendoza 2007 p13).
The use of pedagogical strategies involves find out new forms to teach English, it's
important to recognize that include the students in their learning process is the best way to improve
communicative competence, after all, learn it’s a process that can be fun, Burns notes that:
In many traditional classrooms, there is a heavy focus on teaching knowledge about

pronunciation, grammar, vocabulary, and discourse. However, as many learners
who have experienced these types of classrooms have come to realize, such
knowledge is not sufficient in itself to enable them to become effective speakers"
according with the author its necessary work deferent kind of strategies that allow
the student to be confident with his/her process, not only in grammar aspects
(Burns, 2017 p247).
For many years, schools and institutes gave more importance to grammar and reading
skills, leaving as consequences: people who are not able to communicate in English in a correct
form, that’s why the importance to emphasize in socio-linguistic areas, which allows the student
to feel comfortable expressing their feelings and thoughts in English. It's important to include
activities in the classroom that involves speaking skills, it's a good strategy that makes a change in
the diary routines of the student. Harni (2007: 8) states "students feel shy and afraid to take part of
a conversation, many factors can cause the problem of the students" it's important that teachers
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and students look for new ways to improve all the skills necessary to learn the new language as a
native person. Some activities that can be included at the school are:
 Games
 Roleplay
 Dramatizes
 Forums
Teachers should use creativity and innovation in their class. It is important to understand
that elements as books, notebooks, pencils, and pens, have to be replaced with activities that
include the active participation of the students in the class.
5.4. Role-play and drama
At first, it's necessary to find out the definition of role play. According to (Scrivener 2005:
155) "role-play, learners are usually given some information about a „role‟ (e.g. a person or a job
title). These are often printed on role cards‟. Learners take a little preparation time and then meet
up with other students to act out small scenes using their ideas, as well as any ideas and information
from the role cards"
Roleplay is defined by Ments (1999: 13) "expresses hidden feelings, the student can discuss
private issues and problems, enables students to empathize with others and understand their
motivation" this kind of activity allows the student to improve vocabulary, pronunciation, and
grammar. Moreover, role play motivates the student and also contributed with his/her learning
process, Richards (1985:86) states that role-play typically involves a situation in which a setting
participants and a goal or problem is described and description of the role of each of the
participants and the task the students have to accomplish.".
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Roleplay can be established as an effective activity to improve the speaking skills of the
student, according to the theoretical basis and reference of many authors, the use of this kind of
activities allow the students to be comfortable to practice English, by the way students can feel
that they are playing and having fun, and learning at the same time Roleplay has many elements
to work in class, students must understand the importance, the message that they are expressing
through their character are specials, they need to learn the correct pronunciation, the significance
of each word and select the correct role according to the story, although roleplay it's a fun activity
implies responsibilities and respect with their partners.
According with Chesler y Fox (1966, P. 22) It is importance take care of the steps or
sequence of the role play:
 Preparation and instruction

 Dramatic action and discussion
 Evaluation
Besides, according to Patel and Jain (2008) as cited in Criollo (2018:36) about the
importance of oral activities "; it is the first technique to practice speaking skill. In this activity
students are required to answer some questions based on common objects, stories, or pictures"
Taking account to the authors and theories that have been studying in this theoretical framework,
role- play it's an important tool to promote and improve speaking skills among the students, using
activities that involve knowledge and creativity.
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6. Methodology
6.1 Methodological approach
The methodological design applied to carry out on this research is focused on a qualitative
method, using this method provide to study collect information and establish the needs of the
population according to the data produced by the measurement tools used, it helps to identify if
the processes performed are consistent with the hypothesis.
Hyman argue “findings of the descriptive surveys are a guide to theorize in the Explanatory
the ability to conceptualize a phenomenon, which is of enormous importance in the descriptive
surveys, it is fundamental in explanatory surveys, since the same power of conceptualization
should be extended to the problem of independent variables "(Hyman, 1955: 116- 117). The
research approach collects the necessary information to establish pedagogical process according
to the needed of the chosen population; it is important to identify the thematic axes to work
searching the best criteria for it. It is essential to define methodological strategies according to the
requirements of the population. The specific case of this research tries to promote open spaces of
participation with role-play as tool that allows to improve the speaking skills process.
6.2 Type of investigation
Action Research, AR is consistent with this investigation because it is effective and

compatible with the research approaches, whose intention is to study how the implementation of
role-play is a good way to improve the speaking skills of the English language. For this kind of
research, it is important to review the theoretical references that provide details and give certainty
to the concepts, according with Burns (2015: 189 ) “In AR, the action in and on the social situation
is deliberately interventionist; researchers are simultaneously critical participants in the action and
researchers of the action”.
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According to the author it is necessary the mutual and collaborative interaction between
the researcher and the chosen sample, with a proposal that is based on the interests and need
expressing by the students, it was important to integrate activities that allow the strengthening of
communicative skills and the reach of the objectives.
This Research action was developed in three steps, the first step is the Diagnosis, where
has been collected from the tools of data collection, which are the direct observation process and
the design and application of surveys to the principal and students of the Liceo Emmaus School to
characterize the chosen population. The second step was developing the proposal with the use of
role-play to improve speaking skills. Finally, the third step consists in to evaluate the viability of
the proposal.
6.3 Population and sample
6.3.1 population.
The Liceo Emmaus school locate in Anapoima, a touristic city near to the capital city of
Cundinamarca. It is a private institution in the San Jose neighborhood, integrated students with a
socioeconomic level 1, 2, and a few cases 3, the economic level is medium-low. It has a population
of 110 students that belongs to preschool and primary level, and 12 teachers that form part of the
teamwork of the institution.
As the central axis of the academic process, the mission institution is “To form integral
students in academic and ethical aspects that contributes to the consolidation of a just and inclusive
society.” This school is a single house with 8 rooms that are used as classrooms to:
 Nursery grade
 Pre- kindergarten
 Kindergarten
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 first grade
 Second Grade
 Third grade
 Fourth Grade
 Fifth grade
There aren’t technological tools that allow the students to be comfortable with their
learning process. All the time students stay in the classroom coping in their notebooks. The English
teacher works with primary level, most of the time uses a lesson planner for each class, according
to the item that he is going to work in the classroom.
6.3.2 sample.
The chosen sample are fifth-grade students, they don’t present problems of convivence that
affect other process. Despite the students work six hours of English Language per week, the level
is low, especially in the communicative areas, they can’t understand an easy English conversation
or answer a question about: name, age or favorite color, sometimes the child feels afraid to express
in a different language. The learning style used by teachers is traditionalist; most of the time they
transmit information and the student has to memorize a series of knowledge. Fifth grade has 12
children with ages ranging from 10 to 11 years, the gender of the students is distributed in 8 girls
and 4 boys, that belong to the same socio-economic level, according to the information provided
by the parents at the time of admission of the students to the institution and recorded in the
registration certificate.
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6.4 Data collection
The use of data collection is necessary in the research exercise, this tool provided relevant
information concerning the problems found with the students and therefore generating strategies
that allowed to improve the speaking process among the students of the fifth-grade students at
Liceo Emmaus School. For the collection of information, the following instruments were worked
on: direct observation and the interview, that provided important data about the difficulties found
among the students, and thus planning strategies that allow to improve the communicative process.
6.4.1 observation.
The direct observation allows an analysis of the situation, helping with a clear idea of the
condition, which is fundamental in the methodological processes. This observation process was
fundamental to establish if fifth-grade presents need or difficulty in the English language; on the
other hand, to identify the teaching methods, aids, materials and techniques used by the teacher
with this group in English class and by this way determine the causes that affect the development
of speaking skills among fifth-grade students.
Observation technique, provide information to this investigation and allows the analysis of
the English class and the behavior of students and teachers who were subject to study in this
proposal. According with Kulich, (2012: 2) states “Observation is used in the social sciences as a
method for collecting data about people, processes, and cultures”.
6.4.2 survey.
The survey was applied to fifth-grade students to know their tastes, opinions, and interest in
learning a foreign language. The survey is a great contribution to developed the investigative
process, identified the habits of the students based on the requirements were found in the
observation process; Furthermore, this tool allows to stablish the pedagogical strategy, that will
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contribute to improve the speaking skills among fifth-grade students. According with
Easwaramoorthy & Zarinpoush (2006 p 1) argue: “Interviews and surveys are an appropriate
method when there is a need to collect in-depth information on people’s opinions, thoughts,
experiences, and feelings”.
6.5 Research tools
The research tools that has been choosing for this investigation are:
 Video camera recording: This instrument was important; it was used to make recorders and
later can reproduce as evidence of the improvement of speaking skills using role-play.
 Notebook: This instrument was used to take note of the activities to elaborate on during
this research.
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7. Variable
7.1 Independent variable: role-play
The next chart provides information about the Independ variable, in this specific case is the
role play, in the first column there is the definition of the variable, the second and third column
provide information about the tool, the fourth column are the items or contextualizing questions
and finally the techniques or instruments that has been chosen to recollect information to the
diagnosis phase of the present research.
Table 1
Independ variable
Conceptualizatio Dimensions Indicators Items Techniques and

n
instruments
Role-play Do students practice
Activities Pronunciation
allows the pronunciation with
Motivation Survey
student to Student role-play?
Speaking observation
improve the
Interaction Does role-play Interview
speaking motivate students
skills. to learn English?
(Source: Personal collection 2019)
Integrate Role play in the learning process as a pedagogical strategy allows the student to
improve his/her speaking skills. It’s important take care of the indicator that are going to be use to
determinate the effectiveness of the. strategy: Pronunciation and motivation and the improve of
the speaking skills. It’s necessary work the dimensions of the students that have been stablish to
this research: interaction and the activities that have close relation with the role-play.
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7.2 Dependent variable: speaking skills
This chart gives information about the speaking skills as Dependent variable there are 5
columns that provide important information to the research, at first the importance of this skills
among the students , the second column are the dimension that were worked with the students, the
third are the indicators chosen according with the structured objectives, and finally the fourth and
fifth columns are the items and techniques or instruments.
Table 2
Dependent variable
Techniques
Conceptualization Dimensions Indicators Items and
instruments
Speaking
skills gives Could role play help
the student Learning Cognitive student to improve Survey
the necessary process his/her Observati
tools to pronunciation of on
Social strategies. the English Interview
communicate affective- Social
his/her ideas language?
Interactio Strategies
in different n
contexts. Does the use of news
strategies allow the
student to learn and
improve his/her
speaking skills?
The dependent variable is speaking skill, that is the student´s abilities to communicate in
the English language. According the proposal the student will improve his communicative
competence, especially the speaking skills with the use of activities as role- play. Learning process
and affective interaction will be the indicator of this depend variable. Give to the students’ new
tools to practice speaking, students should understand the importance of this kind of the activities.
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8. Analysis and interpretation of data
8.1 Survey to students
The interview with the students contributes with relevant information to this research, the
answers of the students present the next data:
8.1.1 the causes that affect the development of speaking skills.
Question 1
Table 3 is divided in three section, the first column shows the options of answers to the
question analyzed, the second column correspond to the frequency and finally the last column is
the percentage.
Table 3
English language
Option Frequency Percentage

Yes 10 85%
No 2 15%
Analysis: The analysis shows that students are conscient about the necessity of learn
English. To the question Do you think English is important? 10 students, that means 85%,
expressed that they like English Language, 15% of the students that are represented in 2 students
answer in negative form to the first question of the survey.
According with the answers and analysis of the chart one, the next graph shows the
frequency of answers to the question one: 10 students answer yes and 2 students chose the option
No.
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Importance of the English language

12
10
0
Yes No
Chart 1: Data question 1 (Source: Personal collection 2019)
Interpretation: This question provides information of diagnoses to the research, it’s

important to know the feeling of the students about English class, when a student feels comfortable
with his/ her learning process, he/ she will be motivated to participate in all kind of activities. Is
important to this research, that students recognize the importance of learn English.
Question 2
The speaking skills table is divided in three section, the first column shows the option of
answer that in the specific case are: Speaking in class, cd, video and books, the next column shows
the frequency of answer according with the sample, and the third column the percentage.
Table 4
Speaking Skills
Speaking in 0 0%
class
Cd 12 100%
Videos 0 0%
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Analysis: The study helps us to determine that it´s fundamental find out new strategies to
practice communicative competence, to the question: What kind of resource does the teacher use
to practice speaking? 100% of the students answer that the CD is the tool that the English Teacher
uses to practice speaking in the classroom. The chart 2 shows the frequency of answers about the
recourse that uses the English teacher at the classroom.
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Teaching of English
7
3 Speaking CD Videos Book
Interpretation: According with the information it is important to identify strategies that

allows the students to be comfortable in the English class and practice pronunciation. The facts
show that most of the time teachers don´t use new strategies to teach English, so the students feel
that English it’s a boring subject, that´s why include activities that shows to the students that they
can learn by a fun way is consistent with the implementation of this research.
Question 3
The table 5 corresponds to the thought of the students about the different skills that are
necessary to work in English class, the first column corresponds to the four skills, then the second
column shows the frequency of answer and the third column the percentage.
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Table 5
English Skills
Speaking 4 33%
Listening 4 33%
Writing 3 26%
Reading 1 9%
Analysis: This analysis revealed that students want to practice communicative skills to the
question: Which skill do you think it’s important to practice? 4 students that corresponds to 33%
think that speaking is one of the most important skills, by the same way 4 students answer that
listening is an important skill, on the other hand 3 students consider that writing is the most
important skill, finally 1 student thinks that is necessary practice reading. The chart 3 corresponds
to the question 3 about the importance of the skills among the students.
English skills
3|
0
Speaking Listening Writing Reading

33
Interpretation: According with the information it is important to identify strategies that

allows the students to be comfortable in the English class and practice pronunciation. The facts
show that most of the time teachers don´t use new strategies to teach English, so the students feel
that English it’s a boring subject, that´s why include activities that shows to the students that they
can learn by a fun way is consistent with the implementation of this research.
Question 4
Table 6 shows the answers about the importance of practice speaking skills, the first column
corresponds to the options of answer, the next column stablishes the frequency of answer and
finally the last column is the percentage.
Table 6
Practice Speaking Skills
Yes 11 92%
No 1 8%
12
Practice speaking skills
10
0 Yes No

34
8.1.1 the need of develop proposals to improve speaking skills.
Question 5
The next table describes the options of answer chosen by the students according to the
question, the first column shows the possible option of answer that in this case are: Yes or No. The
second column correspond to the frequency and the last column corresponds to the percentage.
Table 7
Use of role play at classroom
Yes 0 0%
No 12 100%
Analysis:
The information helps to determine if role-play is a new instrument to the students,

according with objectives we are looking for new tools. To the question: Does your teacher practice
speaking in class? The data show that they haven’t practiced this kind of activities in the classroom.
The next graph shows the answer of the question number 5, according with the answer 12 students
answer No.
35
Role-play at classroom
14
12
10
8
6
4
2
0
Yes No
Interpretation: This information add data to the study about the importance of include
activity with the children and find the way that students feel that they are learning. Although
children practice listening in class sometimes, this skill is conceived as a boring activity. On the
other hand, it´s necessary stablish the strategies used by the teacher.
Question 6
This table corresponds to the question 6 and identify if students like role-play. This table
is divided in three sections, the first column shows the options of answer, then the second column
that correspond the frequency of answer and the last column we can find the percentage.
Table 8
Role-play
Yes 11 92%
No 1 8%
36
Analysis: The analysis exposes the approbating of role play. To the question Do you like
Role play? 92 % students answered they would like to practice role play at the school. On the other
hand, 8% students said that would not like it. It shows that most of the students want to do
something different in class. This graph shows the answer of the question 6 to know if students
like role-play, according to the graph 11 students answer Yes and 1 student answer No.
Do you like role-play?

12
10
8
6
4
2
0
Yes No
Chart 6 : Data question 6 (Source: Personal collection 2019)
Interpretation: This information is relevant for this research project about the
implementation of new tools to improve the speaking skills, according to the objectives is
necessary create new learning space with student where imagination and creativity form part of
this intervention that will be carried out.
37
Question 7
This table provides information about the question 7, there are three columns, the first
column shows the option of answers, the second section is the frequency of answer of the chosen
sample and the last column is the percentage.
Table 9
Activities in English class

Songs 3 30%
Role play 8 62%
Repeat words 1 8%
Analysis: This study shows that role play it’s the activity with more accepting among the
student to practice speaking skill. According to the question what kind of activities would you like
to practice speaking skills? the results were: 8 students that are the 62% of the group, answered
that they like role play as strategy to learn English, 30% of the students prefer songs and 8% answer
that they prefer repeat words. The next chart corresponds to the question 7, the options of answer
were: songs, role play and repeat words.
38
9
8 Activities in English class
7
6
5
4
3
2
1
0
Songs Role play Repeat
Words
Interpretation: According with the preview, the implementation of Role-play as

pedagogical strategy conduce to achieve the objectives proposed in this research, although there
are some students that prefer other kind of activities, most of the group agree that role play is a
good way to improve the speaking skill, This question provides relevant information that allows
to stablish the viability of implement new pedagogical strategies.
The next information shows the answers of the last question that were worked with fifth
grade students. This chart has three sections, the first column corresponds to the options of answer,
the next column there are the frequency of answer ant the third one is the percentage.
Table 10
Improve speaking skills

Yes 10 77%
No 1 15%
I don’t Know 1 8%

39
Analysis: According with the analysis the use of role-play would improve the speaking
skills of the students. According to the question Do you believe that a Role-play would improve
your speaking skills? 77 % of the students think that role-play would improve the pronunciation
and help in their learning process, role play it’s an activity that include communicative competence
and allow students practice their pronunciation. The next graph allows identify the frequency of
answers of the question number 8.
12
Role-play among students
10
2
Yes, No I don’t Know
0
Interpretation: The information that have been structured, throughout this interview, show
us that students want to practice speaking and listening activities, it´s important to create learning
spaces that conduce to reach the objectives proposed in this investigation, therefore the use of role-
play would can contribute with the improve of speaking skills.
40
8.2 Interview with the Principal
1. Why do you consider important the teaching of English language? The principal answer
that it’s very important for the life of the students, that’s why the directives decided to work
6 hours per week with English class, according with the answer of the Principal “ learn a
new language specially English gives to the student opportunities in the future: they can
travel to another country, study languages or find a good job, is fundamental that students
understand the importance of study English, it’s a big opportunity”
2. Do you think that it’s necessary find out new strategies to teach English language? The
principal agrees that is necessary to use all kind of strategies to teach English, look for new
ways to practice all the English skills. Sometimes the teacher works with the same
strategies, it’s important to change the activities in class, he would try that students feels
happy to be in English class.
3. Do you think that teachers give more importance to writing skills? The principal thinks that
most of the time teachers work with grammar. Its important motivate the students.
Although the use of the book is very important to learn English, there are many tools that
can be used, for example: songs, videos and role play are activities that students can work
at the classroom.
41
9. Timetable
This chart presents the timetable worked since January to September of the year 2019 with
the investigation: improving speaking skills through role-play, it is structure in phases according
with the objectives of the proposal. a proximally during 10 months:
Table 11
Timetable
Year 2019
Ja Fe M A Ma Jun Jul Au Se Oct

n b ar pr y. e. y g p.
Phase 1 Diagnosis
Data collection
Bibliographic research
Phase 2 Implement pedagogical
Organization of activities
Selection of role-plays
Rehearsal activities
Development role-play
presentation of the role- plays
Phase 3 Evaluation and impact
Information analysis
Data tabulation
Conclusions and recommendations

42
10. Results
The main objective of this study was to analysis the improving of speaking skills in English,
through role-play in children of 5th grade at Liceo Emmaus the city of Anapoima; with
implementation of the strategy during three months. The observation contributed in this research
with information about the learning process of the English language and the teaching method used
by the English teacher, during this process it was necessary observe the class sessions and identify
the didactic material, this process was carried out with English class of fifth-grade students to
analyze the role of the students, and activities that teacher and students worked at the classroom.
On the other hand, the survey showed the feelings of the students about the implementation of
activities to improve speaking skills, according with the answers most of the students agree about
the importance of practice speaking skills and the motivation of the students to practice role-play.
The second phase was the developed of the proposal, there was positive attitudes and
acquired new vocabulary and improve the pronunciation of some words that they worked during
the process of the investigation. During the implementation of the strategy students decided the
role- play that they were going to practice, then the children had to learn the dialogues of their
character, practice the correct pronunciation of each words and learning the meaning of each
words. Although it was hard at the beginning, they show motivate to continue. They did the
presentation of the role-play to the other students and teachers of the school, at first, they felt shy
but the students continue and feel proud of their progress. Students apprehend to work in group
and also, learned to attend and understand instructions. The objectives in a high percentage is
completed because they acquire new vocabulary with the activities that were planned with students
have a positive learning approach with the English language having fun and learning at the same
time.
43
Finally, the third stage was to evaluate the effectiveness the proposal and the reach of the
objective, the indicators, to estimate the effectiveness of the strategy, were:
 Attitude of children
 Participation in role-play
 Motivation in class
It was necessary to know the opinions of the students about the activities they did during
the last months, all the students agree that it has been a fun process and they learn many things.
The effectiveness of role-play in the classroom allows students to listen and speak effectively, is
easier to express in another language, with real context and these activities contributed to the
participation and the use of English language in the classroom.
Table 12 is divided in two sections, the first column shows the objectives that were
structure to reach the main objective of the present research, the second column shows an analysis
of the results that were found during the research process with a description about the findings.
According with the preview the results can be resume in the next chart:
Table 12
Results
Objective Results
 To determine the causes that According with the recollected data, the use
affect the development of of the same strategies among English
speaking skills among teachers it is one of the most important
students. reason that contributes with the
demotivation to learn English.
44
 To develop the proposal This study showed that implement new

with the use of role-play to proposals in the specific case of the
improve speaking skills. research: Role-play, provides to English
teachers and students new tool to learn a
new language.
 To evaluate the impact of The strategy used demonstrate that when a
the strategy used and the student is having fun, it´s easier to improve
improvement of the their speaking and listening skills. Although
speaking skills the implement strategy was used in a short
time, the results were positive in aspects as:
improvement of pronunciation of some
words and motivation of the students to
practice communicative competence in
class.
45
11. Conclusions
After the implementation of this research there are some conclusion that are important include:
The diagnosis phase helps us to stablish the causes that affect the development of speaking skills
among students and determine that most of the time teachers don’t use new sceneries of learning.
Develop the proposal with the use of role-play contributes with the learning process and helps
the students to feel comfortable, it´s important leave away the traditional pedagogy and explore
new ways to teach. it´s necessary find out strategies and tools that give students motivation to learn
a new language. In the specific case of this investigation, students learned that it can be fun practice
speaking through role-play, on the other hand, directives understood that is necessary motivate
teachers to strengthen their teaching process. Use role-play contributed in a positive form to the
improvement of the speaking skills among the students, the interaction of the children and the
motivation were the indicator of efficiency of this project, subsequently an evaluation process it
can concluded that it has reached the objectives.
The use pedagogical strategies help to improve the communicative competence in English
through the mutual work between teacher and students. The practice of role-play contribute that
students lost the fear of speaking in public as important part of this research. The advances were
evident among the students, they recognized the importance of use role- play as an essential part
to learn and practice speaking and listening at school.
46
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49
Anexxes
50
Annexes 1: Student’s survey
1. Do you think English is

important?
Yes
No
2. What kind of resource does the teacher use to practice

speaking in class?
CD
Book
Speaking in class
3. Which skill do you think is important

to practice?
Speaking
Listening
Reading
Writing
4. Do you think that is important practice speaking

skills in class?
 Yes
 No
 Does your teacher practice
speak in class?
51
 Yes
 No
5. Do you like the role play?

 Yes
 No
6. What kind of activities would you like to practice speaking?

 Repeat words
 Role play
 Songs
7. Do you believe that role-play would improve your

speaking skill?
Yes
No
I don’t know.
52
Annexes 2: Survey to the principal
1. Why do you consider important the teaching of English language?

2. Do you think that it’s necessary find out new strategies to teach English language?
3. Do you think that students improve the speaking skills of English
Language with the use of role-play?
53
Annexes 3: pictures

Improving Speaking Skills in Fith Grade Students at Liceo Emmaus

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IMPROVING SPEAKING SKILLS THROUGH ROLE PLAY

María Beatriz Camacho Burgos

Corporación Universitaria del Caribe– CECAR

María Beatriz Camacho Burgos

Corporación Universitaria del Caribe– CECAR

Anapoima, Cundinamarca, 5 de diciembre de 2019

6.5 Research tools ..................................................................................................................... 26

Table 1 Indenpendent variable ...................................................................................................... 27

Chart 1: Data question 1………………………………………………………………………..31

Palabras clave: habilidad del habla, estrategia de aprendizaje, habilidad comunicativa,

Keywords: speaking skill, learning, strategy, communicative competence, role play.

1.2 Research question

3. Objectives of the research

 To analyze the improving of English-speaking skills among fifth-grade students of the

5.1 Communicative competence:

• Grammatical (words and rulers)

5.2 Bachman and palmer model

They divided language knowledge into two main groups:

5.3 Speaking skills

 In language teaching, we must practice and practice, again and again.

Language learning always implies communication and interaction with others as a

In many traditional classrooms, there is a heavy focus on teaching knowledge about

5.4. Role-play and drama

 Preparation and instruction

6.1 Methodological approach

6.2 Type of investigation

Action Research, AR is consistent with this investigation because it is effective and

6.3 Population and sample

6.4 Data collection

6.5 Research tools

7.1 Independent variable: role-play

Conceptualizatio Dimensions Indicators Items Techniques and

(Source: Personal collection 2019)

7.2 Dependent variable: speaking skills

8. Analysis and interpretation of data

8.1 Survey to students

8.1.1 the causes that affect the development of speaking skills.

Option Frequency Percentage

Importance of the English language

Chart 1: Data question 1 (Source: Personal collection 2019)

Interpretation: This question provides information of diagnoses to the research, it’s

3 Speaking CD Videos Book

Chart 2: Data question 2 (Source: Personal collection 2019)

Interpretation: According with the information it is important to identify strategies that

Chart 3: Data question 3 (Source: Personal collection 2019)

Interpretation: According with the information it is important to identify strategies that

(Source: Personal collection 2019)

Chart 4: Data question 4 (Source: Personal collection 2019)

8.1.1 the need of develop proposals to improve speaking skills.

The information helps to determine if role-play is a new instrument to the students,

Chart 5: Data question 5 (Source: Personal collection 2019)

Do you like role-play?

Chart 6 : Data question 6 (Source: Personal collection 2019)

Option Frequency Percentage

Chart 7: Data question 7 (Source: Personal collection 2019)

Interpretation: According with the preview, the implementation of Role-play as

Option Frequency Percentage

(Source: Personal collection 2019)

Chart 8: Data question 8 (Source: Personal collection 2019)

8.2 Interview with the Principal

Ja Fe M A Ma Jun Jul Au Se Oct

(Source: Personal collection 2019)