Bibliographic citations
Achang, C., Cordova, A., Huaman, S. (2019). Programa educativo de juego de roles para el mejoramiento de la expresión oral en inglés de los estudiantes del tercer grado de secundaria de la Institución Educativa Teniente Manuel Clavero Muga-Punchana-2016 [Tesis, Universidad Nacional de la Amazonía Peruana]. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/6302
Achang, C., Cordova, A., Huaman, S. Programa educativo de juego de roles para el mejoramiento de la expresión oral en inglés de los estudiantes del tercer grado de secundaria de la Institución Educativa Teniente Manuel Clavero Muga-Punchana-2016 [Tesis]. : Universidad Nacional de la Amazonía Peruana; 2019. http://repositorio.unapiquitos.edu.pe/handle/20.500.12737/6302
@misc{renati/283280,
title = "Programa educativo de juego de roles para el mejoramiento de la expresión oral en inglés de los estudiantes del tercer grado de secundaria de la Institución Educativa Teniente Manuel Clavero Muga-Punchana-2016",
author = "Huaman Chasnamote, Sileni",
publisher = "Universidad Nacional de la Amazonía Peruana",
year = "2019"
}
The objective of this research study was to assess the effectiveness of a role play learner training program to improve third year students’ speaking skills in English at “Teniente Manuel Clavero Muga” secondary school, Punchana district-2016. The research type was experimental of quasi-experimental design with pre-test, post-test, and control group. The population was made up by 175 students and a non-probabilistic sample of 51 students, divided into experimental with 27 and control groups with 24 students. The data gathering techniques were testing and observation with their assessment tools of speaking performance test and rubrics. Results show that the experimental group outperformed the control group as their mean scores in the post-test were 15.43> 11.27. T-test results show that there was a significant difference for the students speaking skills and indicators of pronunciation, fluency, vocabulary, grammar and body language, as p-value was 0,000 < 0,05, accepting the working hypothesis for the sample students.
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