KINGDOM OF CAMBODIA

NORTON UNIVERSITY NATION RELIGION KING

GRADUATE SCHOOL

Teaching Productive Skills to Students at Sok An Tonle Bati High School

A Research Report in Partial Fulfilment of

the Requirements for the Degree

Master in English and Education

Un VirakSoeurn
June 2022
Teaching Productive Skills to Students at Sok An Tonle Bati High School

A Research Report

Presented to

The Faculty of the Graduate School

Norton University
Phnom Penh, Cambodia

In Partial Fulfillments of
the Requirements for the Degree
Master of English and Education

By
Un Virak Soeurn
JUNE 2022
 APROVAL SHEET

This Research Report entitledTeaching Productive Skills to Students at Sok An Tonle

Bati High School was prepared and submitted by Un VirakSoeurn in partial fulfilment of the
requirements of the degree
Master of English and Education

Approved by the committee with a grade of passed

RESEARCH REPORT COMMITTEE
Chairperson of Committee : Ung Vanntheoun, Ph.D.

Committee Member :Balakkrishnan V M, MBA.

Editorial Member :ChreaSokheang, MBA

Editorial Member : Ly Sophima, MA

Course Facilitator : Ung Vanntheoun, Ph.D.

Date of Research Report submission

Accepted in partial fulfilment of the requirements for the degree Master of English and
Education (MEE)

David Clarke, Ph.D.

Dean of the Graduate School
 ABSTRACT
As a worldwide way of correspondence, the significance of English has expanded a part in the current

social, political and business settings. With the headways of Data innovation in different circles of

society, English has turned into the only language for people in the world. In Cambodia, English has

been educated as a core subject from class 1 - 12, yet it is extremely excruciating to watch that students

are as yet lacking behind to accomplish comprehensive productive abilities, that is writing and

speaking skills. For quite a while communicative method is followed at schools and universities that

focus on improving four skills reading writing, listening and speaking. Legitimate preparation,

execution and observing can make it conceivable to accomplish students' language capability in four

skills all the while. This paper centers around the difficulties and potential solutions on the method of

compelling utilization of useful skills.

I
 ACKNOWLEGEMENTS

To complete the requirements of Master in English and Education program, I have a great chance to

conduct a research report. However, having completed my study research successfully, I would like to

express profound thanks to my great and respectful facilitator of this study research proposal, Dr. Ung

Vanntheoun, who usually provides his valuable advices, guidance, comments, and encouragement till

the completion of this report. He is a respectful and open-minded advisor, who always kindly spends

time with us. I can say that if without him, this research paper is not able to be successfully completed.

Moreover, I would like to thank all staff members in MEE program of the Graduate School who at

times eagerly contribute to developing the program to match with the current situation applicable after

taking the course to apply in the real situation. Besides developing the program, they really work hard

to guide, deliver knowledge, and support us at any circumstances and make sure we actively participate

in their courses effectively and properly, and they are also the main part to make this research study

complete.

Finally, the last persons whom I am so proud of and always provide me with both physical and mental

support are my family members, especially mom and dad, who always encourage, support, and provide

me everything.

II
 TABLE OF CONTENTS
Title …………………………………………………………………………………………… I

Approval Sheet ………………………………………………………………………………. II

Abstract ……………………………………………………………………………………… III

Acknowledgement …………………………………………………………………………… IV

Table of Contents..................................................................................................................... VI

List of Table …………………………………………………………………………………. VII

List of Figures……………………………………………………………………………….. VII

CHAPTER I
INTRODUCTION
1.1. Background of the study ………………………………………………………………… 1

1.2. Objectives of the Study …………………………………………………………………. 3

1.3. Scope and Limitation of the Study ……………………………………………………… 3

1.4. Benefits of the Study ……………………………………………………………………. 4

CHAPTER II
LITERATURE
2.1. Communicative Language Teaching ……………………………………………………. 5

2. 2. Four Skills of Language ………………………………………………………………... 6

2.3. The Importance of Language Skills …………………………………………………….. 6

2.4. Receptive and Productive Skills ………………………………………………………... 6

2.5. Interrelation Between Receptive Skills and Productive Skills …………………………. 7

III
 CHAPTER III
DESIGN AND METHODOLOGY
3.1. Research Framework ……………………………………………………………………… 9

3.2. Research Methodology …………………………………………………………………….. 11

3.2.1. Design and Data Characteristics ………………………………………………….. 11

3.2.2. Data Collection …………………………………………………………………… 11

3.2.3. Data Analysis …………………………………………………………………….. 12

3.3. Organization of the Study ………………………………………………………………… 12

CHAPTER IV
DATA PRESENTATION AND ANALYSIS

4.1. The Questionnare................................................................................................................................ 13

4.1.1. Video clip, audio visual material can significantly improve learners speaking. ................ 15

4.1.2. Drilling can help learners acquire spoken fluency easily........................................ 15

4.1.3. Besides classroom teaching autonomous learning like watching movies, dining at a

restaurant can also help learners to develop speaking skill……………………………… 16

4.1.4. Teaching to communicate in real life situation is an effective approach to speaking. 17

4.1.5. Game related activity can foster learning of speaking. ……………………………. 17

4.1.6. Can the young learners be benefitted from speaking by working in pairs or groups to do

interaction activities? ……………………………………………………………………….18

4.2. The Interview

4.2.1. What types of speaking tasks do teachers expect or require of students? …………. 19

4.2.2. Is the time allotted for speaking activities within classroom sufficient? ………….. 19

4.2.3. How do you make sure that your Speaking is comprehensible? …………………... 19

IV
 4.2.4. Do you think Learners can develop their speaking through story telling activity? … 20

4.2.5.What kind of problems do you face while teaching speaking skills? ……………… 20

4.2.6. Do you have any suggestion for improving the process of teaching speaking skills? 20

4.2.7. Do you think it’s important to adapt innovative teaching techniques in the classroom

activities for improving their writing skills? If yes, why? ……………………………… 21

4.2.8. What methods do you use while teaching writing and why? …………………….. 21

4.2.9. What do you do to make students get involved in the writing practices in the

classroom? ………………………………………………………………………………. 21

4.2.10. What are some obstacles that you find to implement the new and creative teaching? 22

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

5.1. Conclusions ............................................................................................................................ 23

5.2. Recommendations .................................................................................................................. 24

5.2.1. Improving Speaking Skills .......................................................................................... 24

5.2.2. Improving Writing Skills............................................................................................. 25

REFERENCES .......................................................................................................... 27

APPENDICES......................................................................................................................... 28

V
 LIST OF TABLES

Table 1 : Likert’s Scale of Point Values …………………………………………………….. 13

Table 2 : Survey Results With the Mean ….............................................................................. 14

LIST OF FIGURES

Figure 1 : Research Framework ………………………………………………………………

Figure 2 : Statement 1 …………………………………………………………………………. 15

Figure 3 : Statement 2 ………………………………………………………………………… 15

Figure 4 : Statement 3 ………………………………………………………………………… 16

Figure 5 : Statement 4 ………………………………………………………………………… 17

Figure 6 : Statement 5 …………………………………………………………………………. 17

Figure 7 : Statement 6 …………………………………………………………………………. 18

VI
 CHAPTER I

INTRODUCTION

1.1.Background of the study

1.1.1. The Practice of Teaching Productive Skills

In the world of globalization, English has increasingly become the medium in every domain of

communication, both in local and global contexts. As a result, the demand for using English

effectively is necessary in every country. Teaching and learning English, except for the native

language, is thus crucial for communicative purposes to cope with the growing local, national

and international demands for English skills. Currently, English is considered as a foreign

language, and is used for the purposes of academic advancement, career advancement, and

traveling abroad. To cope with the growing local and international demand, a number of efforts

from all parties involved have been made to the educational system to help boost the learners’

English performance. The process of learning English is slow and progressive and it could be

interpreted as a series of challenges to face. This process consists of the development of certain

skills. According to the common framework, these are divided into productive and receptive.

Receptive skills comprise reading and listening. They are important because they allow learners

to understand contents, textbooks, works or documents. Productive skills consist of speaking

and writing, and they are significant because they permit learners to perform in communicative

aspects such as oral presentations, written studies and reports among others. Therefore, these

skills need to be developed and learnt properly. According to the experiences of many teachers

as well as learners of foreign languages, most difficulties are found in the process of learning

and teaching productive skills. On the other hand, different methods, approaches, and

techniques are invented to make the teaching and learning process of productive skills easier

1
both for teachers and learners. Thus the main purpose of this study is to identify the techniques

of teaching productive skills as practiced in the modern world as well as in our country. This

study sought to answer a few questions related to the implementation of those techniques in our

country and particularly in Sok An Tonle Bati High School. Hopefully, answering those

questions will help us to find a way to utilize modern and contemporary techniques in our

country in an effective manner. Subsequently, the purpose of this study is to identify and

suggest probable solutions to effective teaching of productive skills. In communicative

approach there are four basic skills of learning foreign language like English i.e. listening,

speaking, reading and writing. When it comes to talking about using English at any level of

education whether it is primary, secondary, intermediate or at the tertiary level, it requires

teaching the four skills of the language giving equal importance on each of these skills. Each

of these is important. In communication and especially in communicative English each skill

demands equal importance. Ever-growing needs for using English around the world is the

consequence of the role of English as the world’s international language have given priority to

finding more effective ways to teach these crucial language skills. The education is one of the

most important sectors in education. English is taught at all levels but appropriate emphasis is

not given on learner’s speaking and writing skills. Though speaking and writing are the two

common means of communication, education planners of primary, secondary and higher

secondary levels give less emphasis on these skills. As a result, students could not apply English

in their practical life successfully. This present study explores approaches to the teaching of

speaking and writing skills at Sok An Tonle Bati High School, a public school in Takeo

province. This study should be qualified enough to represent other public high schools in

Cambodia.

1.1.2.Statement of the Problem

2
 The study of English should help to extend students control of the basic language skills, i.e.

listening, speaking, reading and writing, the elements of which have already been taught at the

primary stage. It should aim at equipping the students to use these skills in real life situations

outside the classroom. Surprisingly, it is found that learners are not able to show their

performance in respect of productive skill as they are expected to be. It indicates that obviously

there are some flaws regarding the techniques of teaching those productive skills to learners.

This study aims to examine the most effective strategies for teaching productive skills

implemented by teachers of English at Son An Tonle Bati High School, which focus on:

1. What are teachers’ attitudes towards teaching productive skills?

2. What are successful methods of teaching productive skills?

3. How can students independently produce the language communicatively?

1.2. Objectives of the Study

This research study aims to achieve the following objectives:

1. To identify teachers’ attitudes towards teaching productive skills.

2. To identify the successful methods of teaching productive skills?

3. To find out how students can independently produce the language communicatively.

1.3. Scope and Limitation of the Study

This research study is not only focused on three main objectives which reflect factors of

successful teaching of productive skills. Moreover, it is a task to complete the requirement of

the graduate school for Master in English and Education at Norton University. For time

constraint, the survey is confined to only one school, Sok An Tonle Bati High School. The

claims and solutions of this research could have been stronger and more representative if few

more schools have been covered. The expansion of sample size might depict more statistically

unbiased result; financial and time constraint also had an impact on current study. This study

3
utilizes only one focus group, that is, twelve teachers of English at my high school, three of

whom are former teaching staffs at this school. A few of the 12 teachers are novice in their

teaching positions but the questionnaire and interview were delivered to them with detailed

explanation so that they could understand the concepts in depth. The students are not the

respondents. The documents, information processes, tools, and provided guidelines from

secondary data are drawn to make this research study complete.

1.4. Benefits of the Study

This study is intended to find out the challenges and possible solutions to implementing

techniques of speaking and writing skills in English at high school. As it is mentioned earlier,

At high school students’ reluctance is shown as the obstacles of speaking and writing skills in

English courses; present study attempts to find out effective implementation of appropriate

techniques for teaching speaking and writing. These research findings will contribute to the

areas of research concerning teaching and learning English in respect of speaking and writing

skills. At the same time this research will help the English language teachers and the ELT

practitioners educating learners to rethink about their methods and techniques of teaching these

two essential skills of English language.

4
 CHAPTER II

LITERATURE REVIEW

2.1. Communicative Language Teaching

Communicative Language Teaching (CLT) is a method which is based on the target of language

teaching and learning for effective and real life communication. Rather than to acquire and

exhibit knowledge, the emphasis of CLT is on enhancing the ability to communicate (Seraj and

Mamun, 2011; p.7). According to Diane (2004: in Seraj and Mamun, 2011: p.8) the aim of CLT

is to facilitate to communicate in target language. Communicative Competence is measured on

the four basic skills of language : reading, writing, speaking and listening. As developing the

ability of the learners to really communicate in English is the main goal of public school

syllabus, it is essential to integrate all four skills ensuring equal amount of concentration in each

of them. Thus, the learners will have the level of linguistic competence in English that will

enable them to communicate effectively in “real English” (Davis & Pearse, 2000; p.4). Here

the expression “real English” is used to refer to English which can be used both inside and

outside the classroom. Each skill of language should be given equal importance and extensive

opportunities to use English for a variety of purposes are to be given to the students for

improvement of their communicative skills, as Peregoy and Boyle state (2001: in Matin, 2011:

p.236), listening, speaking, reading and writing occur naturally together in learning events in at

all great levels in schools, though traditionally they were taught separately. According to

English curriculum requirements, the objective of English is to develop students‟ ability to use

English in an all-purpose way. Harmer (1991: p.52) suggests, any of the skills cannot be

performed without another. It is impossible to speak in a conversation if someone does not

listen as well, and people hardly can write without reading.

2.2. Four Skills of Language

5
When we learn a language, there are four skills that we need to complete communication. When

we learn our native language, we usually learn to listen first, then to speak, then to read, and

finally to write. These are called the four "language skills".

2.3. The Importance of Language Skills

Language is absolutely central to learning. Without it one cannot make sense or communicate

his understanding of a subject. Learners need to develop their language skills, and specifically

academic English, in order to:

a. Understand and make the most effective use of study materials.

b. Develop the specialized language and vocabulary relevant to subject.

c. Interpret assignment questions and select relevant and appropriate material for response.

d. Write well-structured and coherently presented assignments, without plagiarism.

e. Communicate own needs to their tutors. f. Work productively with other students.

2.4. Receptive and Productive Skills

Reading and Listening are called receptive skills because when we listen and read something

we receive the language, understand it and decode the meaning. Speaking and writing are called

productive skills because we use the language to produce a message through speech or written

text. Receptive skills comprise silent reading and following the media. Productive skills consist

of oral presentations, written studies and reports. In addition, they also consist of social values

(i.e. making judgments of what has been submitted in writing or of fluency in speaking and

delivering oral presentations). Productive skills, speaking and writing, are defined by Jaramillo

and Medina (2011) as an important form of expression used to persuade or convince other

people as well as to share ideas and feelings.

2.5. Interrelation between Receptive and Productive Skills

6
Teachers tend to talk about the way we use language in terms of four skills : reading, writing,

speaking and listening. They are often divided into two types. “Receptive skills” is a term used

for reading and listening, skills where meaning is extracted from the discourse. Productive skills

is the term for speaking and writing, skills where students actually have to produce language

themselves (Harmer, 2007, p.265). "Listening" is receiving language through the ears. Listening

involves identifying the sounds of speech and processing them into words and sentences. When

we listen, we use our ears to receive individual sounds (letters, stress, rhythm and pauses) and

we use our brain to convert these into messages that mean something to us. Listening in any

language requires focus and attention. It is a skill that some people need to work at harder than

others. People who have difficulty concentrating are typically poor listeners. Listening in a

second language requires even greater focus. 9 Like babies, we learn this skill by listening to

people who already know how to speak the language. This may or may not include native

speakers. For practice, one can listen to live or recorded voices. The most important thing is to

listen to a variety of voices as often as one can. To become a fluent speaker in English, learners

need to develop strong listening skills. Listening not only helps to understand what people are

saying, it also helps to speak clearly to other people. It helps in learning how to pronounce

words properly, how to use intonation, and where to place stress in words and sentences. This

makes speech easier for other people to understand. "Reading" is the process of looking at a

series of written symbols and getting meaning from them. When we read, we use our eyes to

receive written symbols (letters, punctuation marks and spaces) and we use our brain to convert

them into words, sentences and paragraphs that communicate something to us. Reading can be

silent (in our head) or aloud (so that other people can hear).Reading is a receptive skill - through

which we receive information. But the complex process of reading also requires the skill of

speaking, so that we can pronounce the words that we read. In this sense, reading is also a

7
productive skill in that we are both receiving information and transmitting it (even if only to

ourselves). Do we need to read in order to speak English? The short answer is no. Some native

speakers cannot read or write but they speak English fluently. On the other hand, reading is

something that one can do on his own and that greatly broadens his vocabulary, thus helping

him in speaking (and in listening and writing). Reading is therefore a highly valuable skill and

activity, and it is recommended that English learners try to read as much as possible in English.

8
 CHAPTER III

DESIGN AND METHODOLOGY

3.1. Research Framework

The researcher identified the topic to a specific area of study and explored the concepts

relevant thoroughly so that the three main objectives can be identified as the following:

1. To identify teachers’ attitudes towards teaching productive skills.

2. To identify the successful methods of teaching productive skills?

3. To find out how students can independently produce the language communicatively?

In order to examine the current status of teaching productive skills to students at Sok An Tonle

Bati High School in depth, both primary data and secondary data needs to be learned. Primary

data refers to the first hand data gathered by the researcher. Secondary data means data collected

by someone else earlier The questionnaire is used as a convenient yet effective enough tool to

gather the information for quantitative analysis.. We also follow qualitative research method,

so the three objectives are broken down into ten specific questions for interviewing the twelve

participants in this research. After the data were collected by the questionnaire and the

interview, the researcher grouped all the information by calculating the mean and content of the

responses from participants for data presentation and analysis. Finally, it comes to concluding

all major opinions and new finding from the data presented and the solutions to challenges are

recommended for future practices.

9
 Initiative

Background of primary
Secondary Data Exploratory
data
Researcher

Selecting Topic
“Teaching Productive Skills to Students at Sok An Tonle Bati High School”

Research Objective
1. To identify teachers’ attitudes towards teaching productive skills.

2. To identify the successful methods of teaching productive skills?

3. To find out how students can independently produce the language communicatively?

What are teachers’ attitudes What are successful How can students
towards teaching methods of teaching independently produce the
productive skills? productive skills? language communicatively?

Data Collection

Questionnaire Design
And Interview

Data Analysis Conclusion and Recommendation

- Quantitative ( Descriptive - Summary of the study
Statistics)
- Recommendation
- Qualitative (Content Analysis)

10
Figure 1: Research Framework

1.2.Research Methodology

1.2.1. Design and Data Characteristics

It is fortunate of the researcher because the questionnaire and interview are conducted when

school is fully-open after the Covid-19 crisis. Made it easier, the researcher is currently teaching

at the sampling site. This is a suitable condition to collect primary data for quantitative and

qualitative analysis. Primary data refers to the first hand data gathered by the researcher.

Secondary data means data collected by someone else earlier.

3.2.2. Data Collection

Data collection is very important for researchers to know clearly the way of getting data

whatever they need. In this point, there are two ways to collect data from the topic above,

primary data and secondary data.

Primary data is very crucial for me as well as for someone who writes the thesis because I can

get the real information from teachers today. Questionnaires are very vital for collecting

primary data, for it is related to my topic and it all about what I want to know.

There are twelve teachers of English, three of which has just transferred to another workplace,

but otherwise, it might not affect data collection quality because they are all experienced

teachers. For time saving and convenience, Google Form is best suitable for primary data

collection processes by the questionnaire, but the interview has to be conducted face to face.

Secondary data was collected from different sources. Moreover, this study will be done by

collecting more information about teaching productive skills through published and

unpublished books, reports, research papers, journals, and Internet sources.

The research methods employed for this study are:

11
a. Library research to have a clear idea about the topic and its components, to collect relevant

data and existing literature on productive skills.

b. Students’ questionnaire survey. c. Teachers’ interview.

3.2.3. Data Analysis

After data collection completed, the next step is to prepare the data into group and categorize

the information based on the objectives of the study.

When the data has been categorized into group, we need to formulate the information of the

respondent’s answers in detail. By observing on the respondent’s answer, we can analyze the

meaning or the implied information questions by questions from the interview by method of

content analysis Responses from the questionnaire is analyzed quantitatively by descriptive

statistics.

3.3. Organization of the Study

In this research study, we divided it into five chapters as the following:

Chapter I: Introduction: it contains four main points, background of study, objectives of the

study, scope and limitation of the study, and benefits of the study.

Chapter II: Review of Literature and Discussion: It contains only two points, review of

related theories and past finding.

Chapter III: Design and Methodology: It has research framework, research methodology and

organization of research.

Chapter IV: Data presentation and Analysis: it has to analyze those three main objectives of

chapter I and specifically are further broken down into ten questions.

Chapter V: Conclusion and Recommendation: It has two points Conclusion and

Recommendation.

12
 CHAPTER IV

DATA PRESENTATION AND ANALYSIS

4.1. The Questionnaire

To examine the theories and concepts discussed in the literature review, practical data have

been collected through questionnaires. To get a clear view, the questionnaire for teachers has

been prepared in two aspects, qualitative and quantitative. To get qualitative data the questions

were open ended and for quantitative they were close ended. The table given below is showing

the teachers’ different opinions on teaching and English skills i.e. speaking and writing. The

analysis follows the Likert scale. Each of the questions has the following points against each of

the statements on the scale:

Table 1 : Likert’s Scale of Point Values

No Opinion Points

1 Strongly Agree 5

2 Agree 4

3 Neutral 3

4 Disagree 2

5 Strongly Disagree 1

If the highest percentage of participants mark 5 or 4 then it is considered that majority of them

have supported the statement. If the percentage is low, it means that only few have supported

the statement. On the other hand, if the highest percentage of the participants mark 2 or 1, it is

13
considered that most of them have disagreed with the statement. If percentage is low, it means

that only few have disagreed with the statement.

The mean of each of the items, therefore, is the average score for each item and it is the

summation of all the scores divided by the number of subjects. The mean provides information

on the average performances or behavior of a group on given tasks, and helps the researcher

obtain insight by condensing large amounts of data. The mean tells the researcher how the group

as a whole performed and that does provide more significant information.

Table 2 : Survey Results With the Mean

No Statements Mean
Scores
1 Video clip, audio visual material can significantly improve learners 4.66
speaking.
2 Drilling can help learners acquire spoken fluency easily. 4.15
3 Besides classroom teaching autonomous learning like watching 4.32
movies, dining at a restaurant can also help learners to develop
speaking skill.
4 Teaching to communicate in real life situation is an effective approach 4.75
to speaking.
5 Game related activity can foster learning of speaking. 3.54
6 Can the young learners be benefitted from speaking by working in 4.33
pairs or groups to do interaction activities?

Mean Value Teacher’s approach

1.00-1.75 Strongly Disagree

1.76-2.25 Disagree
2.26-3.00 Neutral
3.01-4.00 Agree
4.01-5.00 Strongly Agree

14
Figure 2: Statement 1. Video clip, audio visual material can significantly improve
learners speaking.
This data is supporting the concepts of using multimedia to enhance the language learning

especially for speaking. So “strongly agree” and “agree” encompasses 100 % of total opinion

from the teachers. The mean score is 4.66 which means the teachers strongly agreed with the

statement.

Figure 3: Statement 2. Drilling can help learners acquire spoken fluency easily.

The chart shows that the respondents equally reacted “Strongly Agree” and “Agree” up to 83.4

%. One participant stays “Neutral” while another one “Disagree” and there is no one to strongly

15
disagree. So we can say that drilling is helpful to acquire fluency in Spoken English for young

learners. The mean score is 4.15 which means the teachers strongly agreed with this statement.

Figure 4: Statement 3. Besides classroom teaching autonomous learning like watching

movies, dining at a restaurant can also help learners to develop speaking skill.

Young learners are inquisitive, so they observe and learn, due to these characteristics

autonomous learning helps them a lot to acquire language especially speaking. This observation

of the chart shows only 33.3 % teachers strongly agreed that autonomous learning helps

learners’ speaking and listening but all the remaining 66.7 % agreed. From this large view it is

found that teachers do support that from autonomous learning like watching movies, dining at

a restaurant etc. let learners to increase their speaking competence. The mean score for this is

4.32 which means the teachers strongly agreed with this statement.

16
Figure 5: Statement 4. Teaching to communicate in real life situation is an effective
approach to speaking.

From this chart we can see that teaching to communicate in real life situation is a very effective

approach to language teaching. 75 % teachers strongly agreed on this point of view while 25 %

teachers agreed. This means the majority of teachers go for the communicative language

approach. The mean score is 4.75 which means that the teachers strongly agreed.

Figure 6: Statement 5. Games-related activity can foster learning of speaking.

17
Game related activities are likely to work well for learners as only 16.7 % teachers strongly

agreed on this activity, however 50 % teachers agreed and 25 % of them remained neutral. 8.3%

of them disagreed and no one strongly disagreed. The neutral and disagree responses may

indicate some teachershave been teaching large classes, so they find it uncomfortable to utilize

games for communicative activities. Thus, teachers cannot take games to improve students’

communicative skills widely though games are really fascinating for most learners. The mean

score is 3.54 which means that the majority of the teachers agreed with the statement.

Figure 7: Statement 6. Can the young learners be benefitted from speaking by working
in pairs or groups to do interaction activities?
The chart shows 50 % of teachers strongly agreed and 33.3 % agreed and 16.7 % were neutral

with the view that from speaking by working in pairs or groups to do interaction activities

learners can be benefited to better speaking. No respondents disagreed or strongly disagreed.

Pair work and group work are similar to games. They find it hard to engage students

interactively in large classes; however, the mean score is 4.33 which means the teachers still

strongly agreed with the statement.

4.2.2 . The Interview

18
There are ten open ended questions designed for the teachers. The researcher tried to know

different aspects of teaching productive skills to the learners. The teachers’ responses will be

analyzed question by question.

1. What types of speaking tasks do teachers expect or require of students?

In response to the first question, seven teachers answered that they expect students to

understand their lectures in English. They also expect that students will be able to respond in

English and students will ask questions, share ideas, discuss questions etc. Two teachers

emphasized on task-based activities where students will be engaged in real context. These

teachers highlighted on students‟ ability to converse in real life situation and their ability to fit

to complete study at home and abroad.

2. Is the time allotted for speaking activities within classroom sufficient?

For this question, respondents chose “no” as answer. All of them (twelve respondents) think

that the time allotted for speaking activities for students within classroom is not sufficient.

Three of the teachers specify that in comparison to student numbers and class timing, the time

allocation is not sufficient at all. Two teachers suggest there should be practical sessions in

addition to class teaching in the class time so that students can practice and develop speaking

and writing.

3. How do you make sure that your speaking is comprehensible?

Question 3 was about, how teachers make sure that their speaking are comprehensible. Almost

everyone responded that they ask questions or they administer oral test to the learners in order

to find their level.

4. Do you think learners can develop their speaking through story telling activity?

19
This question is about what they think about story telling activities for improving learners

speaking skills. In response to this question teachers said learners love to listen to stories.

Unconscious learners pick some words and chunks which enrich learners’ vocabulary and help

to pronounce words accurately. Thus story telling is a helpful method for improving speaking

skills of learners. While telling stories, learners acquire words which appear fascinating to them,

and also this listening increases imagination power. Thus, they improve their skills and become

confident.

5. What kind of problems do you face while teaching speaking skills?

In response to the fifth question, all the teachers said that they mainly face problem with large

class and less class duration. They said that students are meritorious and their motivation is

satisfactory, everybody wants to learn but they do not get enough time to take activity-based

classes. There are more than 30 to 50 students in the classrooms but class duration is only 40 to

50 minutes. Seven of them mentioned that they need training on language teaching because

they do not have proper knowledge of teaching language. The teachers said that they do not

have appropriate materials to teach spoken English to Cambodian learners.

6. Do you have any suggestion for improving the process of teaching speaking

skills?

For suggestions from teachers to recommend for improving the process of teaching speaking

skill, ten out of twelve respondents think existing teaching materials should be improved. Seven

respondents suggested improvements in the teaching process as a recommendation for teaching

speaking skills. Use of technology (audio, video, web materials) seems a burning need as all of

the respondents (twelve in whole). Reconstruction of mark distribution on exam was found to

be necessary by all the participants (all twelve of them). This seems a mandatory need for

20
improving the teaching of speaking. However, two teacher feels reform of marks distribution

on exam has both merits and demerits.

7. Do you think it is important to adapt innovative teaching techniques in the

classroom activities for improving their writing skills? If yes, why?

Most of the teachers find that the innovative teaching techniques are important because it can

create students‟ interests towards writing in English. It can develop students‟ confidence in

writing and improve students’ vocabulary, thoughts, and ideas. Again it can improve students’

communicative skills and can also make writing more purposeful.

8. What methods do you use while teaching writing and why?

Most of the teachers use Communicative Language Teaching (CLT) method while teaching

said by the teachers. The world now chooses English to communicate for its global value. This

is regarded as the most important language for communication. So, the authority is more

concerned about improving the students‟ communicative skills in English. Moreover, English

language is being taught to improve their communicative skills. Thus the teachers are bound to

follow CLT in their classroom in Cambodia. Direct method is also followed sometimes as direct

method does not allow the teachers and the students to use their mother tongue. Again

sometimes teachers allow students to use their mother tongue so that it becomes another

medium of comprehension but mother tongue should be within limit.

9. What do you do to make students get involved in the writing practices in the

classroom?

According to the teachers’ response, they perform different roles to make the students get

involved in the reading and writing practices in the classroom. Mainly they act as a guide to the

students and help the students while doing the writing tasks. They try to involve the students

21
into tasks as per the content of the syllabus and also try to make the students know the purpose

of learning and the target language. However, most of the teachers give emphasis on learning

the target language.

10. What are some obstacles that you find to implement the new and creative

teaching techniques in Cambodia?

Some main obstacles that the teachers find to implement the new and creative teaching

techniques in Cambodia is that the parents of the students still believe in the traditional teaching

techniques. Then they mention the pressure to complete the syllabus in a limited period of time.

Another important point is that the class hour is not enough to include some extra activities.

Students’ fear towards the foreign language and their tendency towards memorization have

come up as another vital obstacle. Finally they also mention that sometimes the number of

students is a big factor to adapt some new techniques and get it implemented on them.

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 CHAPTER V

CONCLUSION AND RECOMMENDATION

5.1 Conclusion

We can notice that speaking competences are complex skills that need to be developed

consciously. They can best be developed with practice in classroom through activities, which

promote interaction between students. We can see that it is easier to obtain students’

participation and motivation when the suggested materials are entertaining, original and

interesting. The key is to motivate and change their negative attitude towards English, giving

students a chance to speak about interesting topics. It is desirable to say that teachers must

support students in their education and encourage them to use English, and at the same time,

teachers need to be in constant contact with new techniques and materials in this changeable

teaching world. Through the findings of the study, it can be said that all the institutes should

pay special attention to make the students competent in spoken English. If the teachers, students

and the authorities cooperate and adopt the recommendations, the teaching and learning of

spoken English will be more effective.

On the other hand the present study refers to the needs of writing skills for the students of

Cambodia and students are found weak in writing and fully lack their interest in these major

tool of learning. The problems of the students regarding writing are multi-faceted. The study

has tried to identify these problems and examine the nature of the present teaching process in

our country in some details.

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5.2 Recommendation

5.2.1. Improving Speaking Skills

The purpose of education is to make good, independent and active thinkers and learners. In case

of English language teaching in Cambodia, spoken English demands serious attention. In order

to make the teaching of spoken English effective it is mandatory to take care of several points:

a. Application of CLT Appropriately: All the teachers should apply CLT method in the

classroom and have to make the students more engaged in classroom activities (i.e. pair

work, group work, presentation and other conversational activities), which will

gradually help learners to speak fluently.

b. Ensure Participation of the Learners: Teachers have to allow all the students to take

full participation in the classroom. Teachers should not be too concentrated only with

the good students. Teachers have to correct the students in a very positive way and

should not try to blame the students. Every student has a different way of learning.

Speaking in easy English within classroom should be encouraged.

c. Learners’ Motivation: Learners’ motivation is the most important thing in language

classroom. Lesson should be based on real life communication and learners background

knowledge; it will help the teachers to motivate the learners. Materials should be taken

from our own context so that the students can learn in an interesting way.

d. Teachers’ Training should be Provided: Teachers training program should be

conducted more. It will provide a number of trained teachers who will follow

communicative language teaching properly. Language teachers should also be

acquainted with the four skills simultaneously and the ways to deal with the different

lessons in real classroom scenario.

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 e. Teachers’ Attitude towards Learners: The teacher should practice good rapport,

patience, confidence, imagination, enthusiasm, humor and creativity.

f. Enhance Opportunity of Modern Technology: Modern technology helps to teach,

learn and test oral/aural ability more easily than old equipment. Some modern teaching

aids are Multi Media, overhead projector, audio visual aids, tape recorder, video

films/movies, computer, internet etc.

g. Ensure Sufficient Teaching Aid: In the modern education system, teaching aids and

equipment play a very crucial role. The communicative approach encourages use of as

much teaching aids as possible in the class for facilitating learning.

h. Limit Class Size and Proper Class Duration: It is very difficult to teach a large class.

Class duration should be appropriate for completing the syllabus along with enough

practice of four language skills adequately. Therefore, to make an interactive class, the

size of class should be made small. Number of students in class can be limited (not more

than 30 students). Again duration of class should be increased.

5.3.Improving Writing Skill

In order to develop our present condition of writing in classroom, teachers should be given the

knowledge and training of the philosophy of education, teaching methods and approaches

properly. The teachers should adapt different teaching techniques and strategies to let learners

write independently. The teachers also should try to design some innovative writing activities

for the class so that they get more involved in learning process. The innovativeness in teaching

writing skills is hardly seen in Cambodia. These are some recommendations with a view to

improve students’ overall writing skills:

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a. Students should not be Encouraged to Memorize Everything.

b. Teachers should try to Encourage the Students’ Interests in the Classroom.

c. Teachers should help the Students Think Critically While Writing.

d. Teachers should have the Knowledge of the Teaching Methods.

e. Parents should come out of the thought of Old Teaching Methodologies.

26
 References
- Brown, H.D. (1994) Teaching by principles: An interactive approach to language.
- Chastain, K. (1998). Developing second language skills (2nd Ed.). Chicago: Harcourt Brace
Publishers.
- Cohen &Manion. (1994). Research methods in education fourth edition. United States and
Canada, Reprinted.
- Creswell, J. W. (2002). Educational research: Planning, conducting, and evaluating
quantitative and qualitative research. Upper Saddle River, NJ: Person.
- Davis, P. & Pearse, E. (2000). Success in English Teaching. Oxford: Oxford University Press.
- Foster E. and Rotoloni B. (2013) “Reciprocal Teaching”. The University of Georgia.
- Heaton, James Ben. Writing English Language Tests. UK: Longman Publishers, 1989. Print. -
Hughes, Arthur. Testing for Language Teachers. Cambridge: Cambridge University Press,
1989. Print.
- Hatch, J. A. (2002). Doing qualitative research in education settings. New York: State
University of New York.
- Jaramillo and Medina. (2011). Adolescents‟ Awareness of Environmental Care: Experiences
when Writing Short Descriptive Texts in English. PROFILE Vol. 13, No. 1, April 2011. ISSN
1657-0790. Bogotá, Colombia. Pages 11-30
- Larsen-Freeman, Diane. 2000. Techniques and Principles in Language Teaching. New York:
Oxford University Press
- Richards, J. C., & Rodgers, T. S. (2001). Approaches and Methods in Language Teaching (2nd
ed.). Cambridge: Cambridge University Press.
- Rivers, Wilga Marie. Teaching Foreign Language Skills. Chicago: University of Chicago
Press. 1968. Print.
- Vygotsky, L. (1978). Mind in society. Cambridge, Mass: Harvard University Press.
- Wilson, Julie Anne (1997). A program to develop the listening and speaking skills of Children
in a first grade classroom. Research Report

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 APPENDICES

Topic: Teaching Productive Skills to Students at Sok An Tonle Bati High School

Objectives:
1. To identify the current contemporary techniques teachers utilize to teach productive skills.
1. To identify teachers’ attitudes towards teaching productive skills.
2. To identify the successful methods of teaching productive skills?

Questionnaire
Please read the statements carefully and give your first reaction by choosing (√) an answer for each
statement: (1) Strongly Agree, (2) Agree, (3) Neutral (4) Disagree, or (5) Strongly Disagree.
No Statements Strongly Agree Neutral Disagree Strongly
Agree Disagree
1 Video clip, audio visual material can
significantly improve learners speaking.
2 Drilling can help learners acquire
spoken fluency easily.
3 Besides classroom teaching
autonomous learning like watching
movies, dining at a restaurant can also
help learners to develop speaking skill.
4 Teaching to communicate in real life
situation is an effective approach to
speaking.
5 Game related activity can foster
learning of speaking.
6 Can the young learners be benefitted
from speaking by working in pairs or
groups to do interaction activities?

2
 The Interview
1. What types of speaking tasks do teachers expect or require of students?
…………………………………………………………………………………………………………..
..................................................................................................................................................................
2. Is the time allotted for speaking activities within classroom sufficient?
…………………………………………………………………………………………………………..
3. How do you make sure that your Speaking is comprehensible?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
4. Do you think Learners can develop their speaking through story telling activity?
…………………………………………………………………………………………………………..
5.What kind of problems do you face while teaching speaking skills?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………………………………………………………………………………………….
5. Do you have any suggestion for improving the process of teaching speaking skills?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………..
7. Do you think it’s important to adapt innovative teaching techniques in the classroom activities for
improving their writing skills? If yes, why?
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
8. What methods do you use while teaching writing and why?
…………………………………………………………………………………………………………
………………………………………………………………………………………………………….
9. What do you do to make students get involved in the writing practices in the classroom?
…………………………………………………………………………………………………………
………………………………………………………………………………………………………….
10.What are some obstacles that you find to implement the new and creative teaching?
…………………………………………………………………………………………………………
………………………………………………………………………………………………………….

3
 មូលន័យសង្ខេប

ភាសាអង់គ្លេសជាភាសាយាន្តពភ
ិ ពគ្ោក គ្ ើយកាន្់តែមាន្ភាពសំ ខាន្់គ្្រើ្ាស់កាន្់តែ

ទូលំទូោយកនុងរររទសងគ
ិ ម ន្គ្យាាយ ន្ង
ិ ធុរៈកច្
ិ ច។ កនុងការសិកាទន្
ិ នន្យ
័ គ្សេងៗភាសា

អង់គ្លេសឈាន្មុខគ្ល ដូច្គ្ន្េះភាសាអង់គ្លេសកាេយជាភាសាតែមួយលែ់ តដលមន្ុសេកនុង

ពភ
ិ ពគ្ោកគ្្រ្ើ ាស់គ្្ច្ន្
ើ ជាងគ្ល។ គ្ៅកមពុជាភាសាអង់គ្លេស្ែូវាន្ដាក់រគ្្ងៀន្ជាមុខ

វជា
ិ ា គ្ោលកនុងកមមវធ
ិ ស
ី ិ កាពថ្ន
ី ន ក់ទ១
ី ដល់ទ១
ី ២ រុតន្តសាាន្ភាពតដលសិសេគ្ៅតែខវេះសមែា

ភាពកនុងភាសាទំនាក់ទន្
ំ ងទំងការន្ិយាយ ន្ិងការសរគ្សរដូច្គ្យង
ើ គ្មល
ើ គ្ ញ
ើ កន្េងមកវា

ជាអវីតដលលួរឱ្យគ្សាកសាតយខាេង
ំ ណាស់។ ជាយូរមកគ្ ើយទំងសាោច្ំគ្ េះទូគ្ៅ ន្ិង

សាកលវទាល័
ិ យគ្តតែគ្លើការ ជំរញ
ុ សមែាភាពសមែាភាពជំនាញទំងរួន្កនុងភាសា

អង់គ្លេសមាន្ ការអាន្ ការសរគ្សរ ការសាតរ់ ន្ង

ិ ការន្យា
ិ យ គ្ដាយគ្្រវើ ធ
ិ រ
ី គ្្ងៀន្តាមតររ

ទំនាក់ទំន្ង (Communicative Method)។ ការគ្្ែៀមគ្មគ្រៀន្ាន្្ែម

ឹ ្ែូវ ការអន្ុវែត

សកមមភាពរគ្្ងៀន្ ្ពមទំងការអគ្ងេែគ្លើលទធសលសិកាសិសេអាច្ន្ង
ឹ នាំឱ្យសិសេសគ្្មច្

ើ សាកនុងជំនាញទំងរួន្។
ាន្ន្ូវសមែាភាពគ្្រភា ការសិកា្សាវ្ជាវគ្ន្េះគ្តតែសំ ខាន្់គ្លើ

រញ្ហា្រឈម ន្ិងសតល់ជាដំគ្ណាេះ្សាយទក់ទងន្ង
ឹ វធ
ិ ីសាស្តសតកុ ងការរគ្្ងៀន្
ន ន្ិងគ្រៀន្គ្្រើ

្ាស់សមែាភាពទំងរួន្ឱ្យាន្លអ្រគ្សើរ។

i
 Un VirakSoeurn
Sangkat Steung Meanchey,
Khan Mean Chey, Phnom Penh
E-mail: [email protected]
Phone: 081332234 / 097 71 84 734

Education
October 24th , Norton University (NU)
2015 - Present Pursuing MA in English, successfully completed all subjects.
To graduate by 2023.

01st November, National Institute of Education, Phnom Penh

2011 – August, 2012 Successfully completed one-year training to be a high school teacher at
publicschool specializing in English – Khmer. Actively participated in
training course related activities, such as group discussion, assignment
fair, and especially,teaching practicum.

2007 - 2011 Angkor Khemara University, Takeo

Successfully completed eight semesters in bachelor degree of education
(B.Ed) in teaching English as a foreign language (TEFL). No
supplementary exam

2007 - 2009 Regional Teacher Training Centre, Takeo

Fulfilled all requirements to be qualified as a teacher of English-Khmer
at lower secondary school.
Work Experience
October 01st, Sok An Tonle Bati High School, Takeo
2012 – Present Fulfilling the position as a high school teacher of English. Utilize
modern language teaching approach, like communicative language
teaching (CLT). Deal with large number of students, leading them to
possess critical thoughts
November 21st , Nekry International School, Takeo
2016 – Present Teaching English to students of Primary level. Engage them in funny
meaningful tasks. Motivate them to autonomously achieve learning
outcomes.

May 05th, 2015 All Can School of Foreign Languages (ACSFL), Takeo
- Present Established and supervised my own private English school,
strugglingfor
students’ sense of respect and responsibility and ultimately reach
excellence.
Support novice teacher with long-term training course in TEFL, observe
their teaching applications, and provide feedbacks so as to accomplish
quality.

August 11th, 2013 Institute of Cambodian Education, Phnom Penh

- December 2015 Lectured in bachelor classes. Presented theories in education and guide
students to apply them in their ownteaching career. Engage students in
group discussions so that they have chances to explore theories and
2
 practices in education. Also, teaching someother subjects such as
literature studies, core English, and writing.

January, 2014- 2015 Belton International Institute, Phnom Penh

Lectured in associate class, English Literature Studies. Equip students
with moral values, speaking skills, literary knowledge and critical
thinking
2009 - 2011 Chakrval International School, Takeo
A head of Academic Office. Dealt with problem-making students in
school, sharing some tips regarding teaching methodology and
experiences. Prepared and administered monthly and achievement tests.
After that, taught World View 3 and Total English Upper Intermediate,
all students passed.

2008-2009 Newton Thilay School, Takeo

Taught Part-time, True Colors 3.
Another was short course, Business Conversation Part 3. Engaged the
students in solving language difficulties and personalizing themselves
in the target items
Certificates

November 2nd, 2011 National Institute of Education, Phnom Penh

-August, 22nd, 2012 Has successfully completed Khmer Unicode and Khmer Open Office

21st – 22nd February, National Institute of Education, Phnom Penh

2009 Fully attended the fifth Cam TESOL Conference “The Globalization of
ELT: Emerging Directions”

December 03rd, 2008 Department of Labor and Vocational Training, Takeo

- April 03rd, 2009 Satisfactorily completed a computer course on MS. Word &MS.Excel.

References The following individuals can be contacted to confirm my

qualificationsand personality.

Mrs. Madhusmita Behera Mr. Kuon Sok

Lecturer of Applied Linguistics Lecturer of Business English
Norton University, Phnom Penh Vanda Institute, Phnom Penh
Tel. 012 1875244 Tel. 096 66 06 914

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