RESEARCH DISSERTATION THEME: “INCIDENCE OF APPLYING TASK- BASED LEARNING GROUP WORK ON SPEAKING PRODUCTION FOR STUDENTS OF SEVENTH YEAR OF BASIC OF SAGRADOS CORAZONES DE RUMIPAMBA SCHOOL IN QUITO.”

-HAVING A STRONG KNOWLEDGE OF ENGLISH SPEAKING HELPS THE STUDENTS TO IMPROVE THEIR LANGUGE SKILLS. -SPOKEN LANGUAGE IN REAL SITUATIONS. -TASK- BASED LEARNING DEVELOPS COGNITIVE PROCESS, CREATIVE THINKING AND PROBLEM SOLVING. - BY SENDING TASKS THEY HAVE AN OPPORTUNITY TO USE LANGUAGE COMMUNICATIVELY. INTRODUCTION

PROBLEM IDENTIFICATION THERE WERE MANY CONVERSATIONS ABOUT THE LOW PERFORMANCE IN SPEAKING PRODUCTION THEY DID NOT USE ENGLISH IN REAL SITUATIONS. TEACHERS DON`T HAVE A CLEAR FRAMEWORK ABOUT MODELS AND TECHNIQUES OF SPEAKING PRODUCTION. TASK- BASED LEARNING IS A RESULT OF COMMUNICATIVE LANGUAGE TEACHING BASED ON ASSUMTIONS OF CONSTRUCTIVISM.

PROBLEM IDENTIFICATION Effect 1.1 Low motivation to generate the language Effect 2.1 Not enough active techniques applied Effect 3.1 Traditional method applied Effect 1 Lack of real life language situations Effect 2 Lack of direct contact with the language Effect 3 Inadequate output production Cause 3 Low teacher’s profile Cause 2 Non-existence of laboratories with Internet. Cause 1 Non-native environment Cause 2.1 Lack of authentic resources Cause 2.1 Lack of authentic resources Cause 1.1 Spanish speaking environment E. Cause 2.1 Lack of authentic resources LOW SPEAKING SKILL DEVELOPMENT

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

Secondary problems How does the lack of active techniques affect the speaking skill affect the speaking skill to the students attending the seventh year of Basic of Sagrados Corazones de Rumipamba school? How does the low teacher`s profile affect the speaking skill to the attending the seventh year of Basic of Sagrados Corazones de Rumipamba school? How does the lack of autentic material influence the speaking skill on stuents attending the seventh year of Basic of Sagrados Corazones de Rumipamba school?

VARIABLES WORKING OUT Independent variable Task - based learning and group work Dependent variable English speaking production

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

OBJECTIVES SPECIFIC OBJECTIVES To diagnose 3 problems in speaking ability on the students attending the seventh year of SSCC de Rumipamba school. To examine the use of Task-Based learning to develop learner`s English speaking ability on the students attending the seventh year of SSCC de Rumipamba school.

JUSTIFICATION Use an adequate educational model to develop English speaking skill. Task based learning method focuses on learners to used language naturally, share ideas. Reinforce teacher`s profile with adequate methodology task- based learning,group work and speaking techniques.

TASK- BASED LEARNING SPEAKING PRODUCTION Approaches of Task-based learning uses the 4 skills of the languages Task cycle are methodological opinions or task performance. Post tasked. Provides an opportunity to repeat the task, to encourage reflexion, and attention and engage learner`s attention Componets of Task- based learning: Pre-task are strategies for inspiring learners, rules. Interactive classroom activities. Teaching techniques. Oral interviews. Interaction tasks. Role-plays. Discussion. Re-telling. Picture description. Comparisons. Information gap. Jigsaw. Speaking zone. Conversation games. -Criteria levels for evaluating English communication. INDEPENDENT VARIABLEDEPENDANT VARIABLE Group Work. Are activities carried out by learners working in small groups.

Interactive Classroom Activities The conversation game. Exa.markers English conversa Speaking zone.Exa.make a line Information Gap.Exa: Maps to find the way Jigsaws. Exa. The text is cut and students put it in order

DEPENDENT VARIABLE

Speaking Production Independent User The Ideational Function Express content and communicate information Uses of Spoken English The Interpersonal Function Social Relations Common Reference Levels: global scale Basic User Proficient User C1 C2 B1 B2 A1 A2

Oral Production Activities Examples of speaking activities include: public address (information, instructions, etc.) addressing audiences (speeches at public meetings, university lectures, sermons, entertainment, sports commentaries, sales presentations, etc.). They may involve, for example: reading a written text aloud; speaking from notes, or from a written text or visual aids (diagrams, pictures, charts, etc.); acting out a rehearsed role; speaking spontaneously; singing. Spoken Interaction Examples of interactive activities include: transactions casual conversation informal discussion formal discussion debate interview negotiation co-planning practical goal-oriented co-operation

RELATION BETWEEN INDEPENDANT AND DEPENDANT VARIABLES Task-based learning (TBL) refers to a method of English teaching that requires learners to use authentic language through a communicative approach to achieve a desired outcome (Willis, 1998; Ellis, 2003). English speaking ability refers to the skill of communicating by sharing information fluently and accurately, including the choice and use of appropriate vocabulary and structure in all contexts. This performance can be measured using the rating scale adapted from Ribe and Vidal (1993), Council of Europe, (2001) and Nunan. Regarding to competences, speaking production is a crucial one. Teachers need to provide their students the more appropriate techniques, so that their students can develop speaking competence. As a cooker selects different ingredients to make his dishes delicious and nutritive, teachers have to select teaching techniques from different approaches, such as Task Based, Cooperative Learning, Communicative Language Teaching, Natural Approach.

HYPOTHESIS SYSTEM WORKING HYPOTHESIS The Task-Based Learning Method and group work will improve the speaking skill in the learning process on students attending the 7 th year of Basic Education at Sagrados Corazones School during the scholar year ” ALTERNATIVE HYPOTHESIS Task-based learning as an active method will improve the speaking ability in the learning process on students attending the 7 th year of Basic Education at Sagrados Corazones School during the scholar year NULL HYPOTHESIS The Task-Based Learning method and group work won’t improve the speaking skill in the learning process on students attending the 7 th year of basic education at Sagrados Corazones School during the scholar year

RESEARCH TYPE AND DESIGN It is a descriptive research because it includes many particular research methodologies and procedures, such as observations, survey, self reports and test. It is quasi-experimental design because it refers to determine whether two groups are different after the experiment. POPULATION AND SAMPLE. SSCC has four sections the 2 grades selected were A and C with the population of 36 students. Seventeen students of 7th N that is the experimental group and nineteen students of 7th M that is the control group. FIELD WORK. The reseach was carried out in two seventh grades A and C of SS.CC. INSTRUMENTS FOR DATA COLLECTION. Qualitative and Quantitative. Six unit plans and an English Speaking test. PROCESSING AND ANALYSIS. The task based method was applied in the experimental group for 3 months the participants were tested by coversations the test was scored over 20 with 4 paramethers. Fluency, accuracy gesture and pronunciation.

Results of the Pretests  Fluency  Accuracy  Gesture  Pronunciation

Results of the Posttests  Fluency  Accuracy  Gesture  Pronunciation

Reliability of Measurement Pearson Correlation Coefficient will be applied to test the consistency of the results of the experimental group As the correlation coefficient is 0,81, we can be confident that the measurement of the tests are reliable.

SEVENTH N -Experimental group Pretest scoresPosttest scores x x2x2 yy2y2 xy 

t-test FORMULA X = mean  = Standard Deviation N = number of students t-test To compare the difference between two means

STATISTICAL DECISION The necessary t for 34 degrees of freedom at the significance level of 0,05 is 1,69, according to the table of Percentage points for upper probability of Student's t-distribution. The t obtained from comparing the means of the control and experimental group for 34 degrees of freedom is higher than the t of the table of Percentage points for upper probability of Student's t-distribution. at significance level of 0,05.

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

CHAPTER V CONCLUSIONS AND RECOMMENDATIONS

CONCLUSIONSRECOMMMENDATIONS The Pretest The mean of both groups is similar and very low The instrument used to measure allowed to measure different parameters and was not stressing for the students Teachers should recognize that spoken production is a weakness in English program Teachers should look for effective ways of evaluating and teaching oral production The Posttest The performance of the experimental group was higher Teachers should try different methodologies and test their progress statically The techniques They really invited students to talk Cooperative working and jigsaws Speaking Zone Conversational Game Teaches should use the means that are available, such as internet, in order to find ideas, techniques, methodologies that help in the teaching process. The statistical result A level of significance of 0,05 The time Institutions should encourage its teachers to make educational research

TEACHING TECHNIQUES FOR SPEAKING PRODUCTION 1.Task- based learning Approach 2.1 Theory 2.2 Principles 2.3 Techniques and Activities 2. Cooperative learning 3.1 Theory 3.2 Principles 3.3. Techniques and Activities 3. Interactive Classroom activities Information gap Jigsaws Techniques and Activities 4. Interactive Classroom activities Speaking zone Conversation game Techniques and Activities