ARMY POLYTECHNIC SCHOOL DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM

1. ARMY POLYTECHNIC SCHOOL DEPARMENT OF LANGUAGES APPLIED LINGUISTICS IN ENGLISH PROGRAM Researcher: NATALIA DE PILAR MORALES GUAYASAMIN ORELLANA - ECUADOR

2. RESEARCHDISSERTATION THEME ACTIVE TECHNIQUES TO IMPROVE THE SPEAKING IN THE LEARNING PROCESS OF THE ENGLISH LANGUAGE FOR STUDENTS ATTENDING THE SIXTH COURSE AT PADRE MIGUEL GAMBOA HIGH SCHOOL IN ORELLANA PROVINCE DURING THE PERIOD 2007 – 2008.

3. CHAPTERI JUSTIFICATION SUMMARY PROBLEM IDENTIFICATION PROBLEM SETTING VARIABLE WORKING OBJECTIVES LACK OF MOTIVATION MAIN PROBLEM INDEPENDENT VARIABLE GENERAL INTRODUCTION DEPENDENT VARIABLE SECUNDARY PROBLEM CAUSE EFFECT ESPECÍFIC

4. SUMMARY • The execution of this work was carried out to determine the incidence that the use of techniques has in the generation of appropriate English learning. • Identify the techniques to improve the speaking skill in learning E. • Set the theoretical explanations • It’s developed in seven categories related with: Curriculum Planning, Teaching Activities, English Language, Learning Strategies, Speaking Learning Process, Active Techniques and Practical Evaluation. • Survey Guides for students and Teachers design • Data were tabulated and represented graphically for better comprehension. • Conclusions of the research and to give some alternative solutions to succeed the limitations that were found.

5. INTRODUCTION English is considered like a goal of the contemporary Education to contribute to develop student’s competitions in its local community and in a near world community . This research is based on the serious difficulties that many students have in their schools when they conclude the sixth course specially in our public institutions in Orellana Province. It is caused by the lack of practicing and application of the four basic skills in this language. Listening, Speaking, Reading and Writing. They must be focused and motivated to students in early ages from the first basic grade, because children can understand and acquired language than their olders.

6. PROBLEM IDENTIFICATION • Lack of motivation • Lack of government financial contribution • Inexperience teachers • Inappropriate methodology • Students don’t have enough didactic material.

7. LACK OF MOTIVATION

8. PROBLEM SETTING Main problem • How does the traditional method affect the speaking skill acquisition in the learning process of the English Language students of the sixth course at Padre Miguel Gamboa high school in Orellana town during the period 2007 – 2008? Secondary problems • Are the teachers motivated for developing the speaking skill in the learning process of English language Ss of the sixth course at P.M.G. high school ? • How does the tradition method influence in the learning process of the English language Ss of sixth course? • Do the teachers receive training to be dated in teaching methodologies of English language?

9. VARIABLES WORKING OUT • Independent variable • Speaking Active Techniques • Dependent variable • Learning Process.

10. OBJECTIVES GENERAL OBJECTIVE • To apply a new method and technique to improve the speaking in the learning process of the English Language students of the sixth course at Padre Miguel Gamboa high School in Orellana town during the period 2007 – 2008. SPECIFIC OBJECTVES • Tomotivatetheteachersforimprovethespeakingskill of thelearningprocess of theEnglishLanguagestudents of thesixthcourse at P.M.G. highschool in Orellana province • Toanalyzethecurrentmethods and techniquesthatEnglishteachers are using and affectthestudents’ speaking in thelearningprocess of theEnglishLanguageSs of thesixthcourse at P.M.G. • ToimplementanEnglishlaboratorythat has allthe material requieredbytheSs in ordertoimprovetheirspeakingskillontheSs • of sixthcourse at P.M.G. highschool in Orellana town • Topropose a new methodologybasedoncompetences .

11. JUSTIFICATION • The reason to elaborate this project, is to determine the causes of the difficulties that most of the students have in their low English emphasizing level specially in Speaking skill. It will be analyzed the reason for a little usage of techniques, and resources which have been obstacles in the teaching – learning process.

12. CHAPTER II THEORETICAL FRAMEWIRK CURRICULUM THEORIES Learning Methodology • Curriculum Components. • Vision (framework in relation to state • needs. • Content expectations • Pedagogy. • Equity linkages • Policy linkages. Traditional Theory Flexibility Constructivist Theory Significant Learning Speaking Techniques Characteristic of Curriculum Learning Methods • Fundamental unit • Continuity • Flexibility • Objectives and realism • Exact and clarity Learning Evaluation Hypothesis System

13. LEVEL CURRICULUM PLANNING MACRO CURRICULUM MESO CURRICULUM MICRO CURRICULUM CURRICULUM PLAN MATTER PLAN EDUCATION MODEL CAREER PLAN AND EDUCATIONAL PROFILE THE CLASSES PLAN

14. THEORIES LEARNING METHODOLOGY TRADITIONAL THEORY CONSTRUCTIVIST THEORY

15. SIGNIFICANT LEARNING CONCEPT OF LEARNING • LEARNING • CHARACTERISTICS • It’s related the personal enclosure • It’s corresponds to demands and concrete needs of the social reality. • It has a personal character implication. • It’s related to the social cultural environment where the individual lives. • DEFINITION • Learning is a process through which we obtain new knowledges, skills, or attitudes.

16. SPEAKING TECHNIQUES ENGLISH LEARNING METHODS THE COOPERATIVE METHODt DIRECT METHOD LUDICA

17. LEARNING EVALUATION/ ACREDITATION DEFINITION TYPES OF EVALUATION Diagnostic Evaluation Ordinary Evaluation Reference Evaluation

18. HYPOTHESIS Working Hypothesis There are some alternative techniques to improve the learning process of the high school in Orellana town during the period 2007 – 2008. Alternative Hypothesis The English language of learning process will be improved by active techniques at P.M.G. high school in Orellana town during the period 2007 – 2008. Null Hypothesis The English Language of learning process won’t be improved by active speaking techiques at P.M.G. high school in Orellana town during the period 2007 – 2008.

19. CHAPTER III FRAMEWORK INSTRUMENTS FOR DATA COLLECTION PROCESS AND ANALYSIS METHODOLOGY surveys POPULATION AND SAMPLE RESEARCH DESIGN teachers students Edition Codification Tabulation Classification Information processing Information related to samples or continuous variables The information is numeric to describe statistic. Organize and interpret information

20. POPULATION n = NPQ (N – 1) E + PQ K SAMPLE CALCULATION n = 55.5 = n = 143 0.388

21. VARIABLES WORKING OUT • VARIABLE INDEPENDENT • ACTIVE TECHNIQUES FOR SPEAKING PROCESS • They are instrumentsthatfacilitatetheapplication of methods, procedures and resoursesthat are usedwiththestudentparticipationtoencouraurage, integrateortomake simple and more comprehensibilitythetopicsorcontentsthatwillbetried • VARIABLE DEPENDENT: LEARNING PROCESS • It’s the process with what both teachers and learners to get a satisfactory success at the end of every term. It embraces methods, techniques all of them applied by the teacher.

22. CHAPTER IV ANALYSIS AND INTERPRETATION

23. Question 1: Is it important to apply different techniques in class? Alternatives Frequency Percentage Yes 0 0% No 0 0% Sometimes 2 1% TOTAL 0 100% GRAPHICAL EXPOSITION OF RESULTS TO TEACHERS

27. CHI SQUARE FORMULA

28. CHI SQUARE CALCULATION THEORETICAL SQUARED CHI GL = (Row N0 -1) (column N0 -1) GL = (2-1) (3-1) GL = 2 Significance Level: 0, 01 Statistical Decision: With 2 grades of freedom and a level of Significance of 0, 01 correspond to a THEORETICAL SQUARED CHI de 9,210 established in the statistical table of values of squared chi

29. Statistical Decision for Specific Hypothesis ONCE CALCULATED SQUARED CHI (0,439) lower than the THEORETICAL SQUARED CHI (9,210) the Null Hypothesis Ho is accepted, this means that the The English Language of learning process won’t be improved by active speaking techniques at P. M. G. high school in Orellana town during the period 2007-2008.

30. CHAPTER V CONCLUSIONS • The teachers don’t prepare the lesson plans to teach a class • The teachers don’t apply motivational techniques in class • The supplementary material used to guide the learning are not original. There isn’t a laboratory practice that will benefit the student. • The teachers reinforce the speaking using strategies, but there isn’t an adequate relationship between method-content. • Sometimes the teachers don’t apply the Evaluation RECOMMENDATION • To prepare the lesson plans to improve the learning process. • To generate some motivational techniques in class. • To implement the high school with didactic materials to improve the working methodology. • The teacher apply new techniques or strategies. • The teachers must apply the diagnostic test at the beginning of the year.

31. CHAPTER VI PROPOSAL

32. PROPOSALA WEEK SEMINARY 3 HOURS A DAY (10:00-13:00) IN ENGLISH TEACHING METHODOLOGIES (AUDIO LINGUAL METHOD, COMMUNICATIVE LANGUAGE LEARNING, TASK BASED APPROACH, COOPERATIVE LEARNING AND SUGGESTOPEDIA) FOR ENGLISH TEACHERS

33. THANKS