Facilities and Equipment for Teaching English in Secondary Schools in Phu Tho Town

Similarity in the viewpoint of testing students' knowledge skills of teachers and managers. Through statistical analysis, it shows that vocabulary testing is the basic knowledge that each learner must prepare for learning the next skills, which is of most interest to teachers and managers. The average score of managers is 1.88 and that of teachers is 1.93. Next is grammar testing, the average score of managers is 1.80 and that of teachers is 1.87; reading comprehension test of managers with an average score of 1.88 and that of teachers 1.83, writing test ranked 4th, managers with an average score of 1.52 and that of teachers is 1.70. This shows that most managers and teachers agree that testing students only focuses on vocabulary, grammar and writing more than other types of skills.

Table 2.8: English test formats

Content

Management staff			Teacher
%	Mean	TT	%	Mean	TT
(1) Oral examination in form before	38.8	1.6	4	66.6	1.3	6
(2) Essay test in the form before	56	1.4	7	83.3	1.2	7
(3) Customer test mandarin	33.3	1.68	2	46.6	1.56	5
(4) Improved oral examination format progress	44	1.56	5	10	1.92	2
(5) Improved essay test format progress	50	1.5	6	30	1.69	4
6) Combine essay and multiple choice objective	22.2	1.76	1	26.6	1.73	3
(7) Do your homework	33.3	1.64	3	3.3	1.95	1

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Table 2.8 shows that the forms that teachers regularly test, ranked from highest to lowest, are: Doing exercises (GPA = 1.95) accounting for 96.7%, and the form of testing

Improved oral test (GPA = 1.92) accounts for 90%, combined with essay on objective test (GPA = 1.73), improved essay test form (GPA = 1.69), Test by objective test (GPA = 1.56). Commenting on the overview table above, we see that teachers have a progressive perspective when choosing the right test forms suitable for the current innovation in teaching methods. In addition to determining the test objectives, test content, test structure, building test matrix, assessment and scoring... when setting the test, teachers also researched and selected the test forms to be appropriate, in which there must be a balance between language skills and language knowledge of each test. However, most teachers believe that the form of doing exercises will be the most effective in testing students' knowledge, students only practice performing exercises to complete the test well with GPA = 1.95? With these tests, it is obvious that the only form of testing that can be done is writing (paper and pen), with the main score of the semesters. Teachers can only mechanically measure a part of students' knowledge but cannot evaluate knowledge and skills according to requirements, and thus teachers find it difficult to adjust methods, understand students as well as cannot help students practice skills, orient foreign language learning... not to mention that in some localities the number of students in a class is too large, this makes it difficult for teachers to accurately test and classify students to have timely measures to help them.

Summary: The current situation of managing the method of testing and evaluating learning outcomes shows a worrying reality that due to objective and subjective factors affecting teaching and learning activities, some managers and teachers still do not see that evaluating learning outcomes has a role in supporting teachers in controlling teaching and learning in the classroom, helping teachers improve their content, knowledge and teaching methods, as well as helping students self-evaluate and adjust their learning. Some teachers believe that the purpose of testing and evaluation is only aimed at the quality at the end of the year, through exams.

Exams are a means of reporting achievements and meeting the school's competition criteria. Therefore, it is very clear that semester and year-end exams only focus on training students in the skills/knowledge that will be tested (mainly focusing on grammar, vocabulary and writing), while other skills/knowledge (listening, speaking, reading comprehension and translation) have been neglected by teachers. This way of teaching and learning in response to exams has led to a situation where the way exams determine teaching and learning. Teachers do not teach according to the objectives and content of the new textbooks, which focus on developing students' communication skills through speaking and listening comprehension skills, followed by reading comprehension and writing skills. And grammar and vocabulary are seen as tools for communication and information exchange, not the ultimate goal of the learning process.

2.2.7. Facilities and equipment for teaching English in secondary schools in Phu Tho town

Table 2.9: Management of teaching facilities and technical equipment

Content

Management staff			Teacher
%	Mean	TT	%	Mean	TT
(1) New textbooks for all	5.5	1.9	1	13.3	1.9	1
(2) Workbooks for students	16.6	1.8	2	26.6	1.7	2
(3) Reference books for students	44.4	1.6	3	66.7	1.3	5
(4) Cassette player	11.1	1.9	1	16.6	1.9	1
(5) Cassettes	22.2	1.8	2	50	1.5	3
(6) Videotape	77.7	1.2	4	76.6	1.2	6
(7) Foreign language lab	83.3	1.2	4	80	1.2	6
(8) Types of illustrations	38.8	1.6	3	53.3	1.5	4
(9) Software to support lesson preparation	94.4	1.1	5	81.0	1.1	7

Looking at the table above, we can see that the understanding and awareness of using school equipment of managers and teachers is relatively consistent (9 rankings of the 2 subjects are ranked in equal order) although there are some contents that are evaluated quite differently: "Cassettes, cassette tapes" are the purest, easiest to use listening tools that are required throughout the listening skills teaching process. It is known that most schools are equipped with this device for the English subject, it is considered a popular "treasure" in using teaching aids in teaching demonstrations, inspections, or excellent teacher competitions, etc. However, the reality of this type of equipment still has many shortcomings: Many schools and teachers said that the number of cassettes equipped is only symbolic or to cope, because the whole school has 16 classrooms but only 3 cassettes, in many places the cassettes are just left there for years without being used, or in places without electricity, teachers have to equip themselves with batteries for teaching sessions. The “cassettes” issued by the Ministry of Education have different content from the textbooks, are lacking, are of poor quality and have different content,... this makes it very difficult for teachers to prepare lessons. There are many “reference books for students” on the market today, so it is difficult to determine which type of book to use.

2.3. General assessment of English teaching through establishing a communicative environment in secondary schools in Phu Tho town

2.3.1. Advantages and implementation measures

Advantages: Teaching English through establishing an effective communication environment with learners. Students feel excited and confident when listening and imitating the teacher. The communication method or the communication approach is considered the most popular and effective foreign language teaching method today. The communication method has many advantages over other methods.

The difference is that it covers all aspects of the foreign language teaching process: linguistic, cultural, social, and extra-linguistic factors... to train complete communication skills. In particular, the communication method considers the formation and development of four communication skills such as listening, speaking, reading, and writing as the ultimate goal of the teaching process. Language knowledge such as phonetics, vocabulary, and grammar are the means and conditions for forming and developing communication skills. Therefore, the communication method really helps students to be able to use English to communicate.

Table 2.10: Measures to improve the quality of English teaching by secondary school teachers

Content

Management staff			Teacher
%	Mean	Order	%	Mean	Order
(1) Innovation in teaching and learning methods of GV	5.5	1.9	2	6.6	1.95	1
(2) Reduce content in textbooks	22.2	1.8	4	33.3	1.7	4
(3) Strengthening student management	5.5	1.9	2	6.6	1.9	2
(4) Strengthen management work Expertise with GV	22.2	1.8	4	13.3	1.8	3
(5) Upgrading facilities	100	2.0	1	6.6	1.9	2
(6) Supplementing teaching and learning equipment	100	2.0	1	3.3	1.9	2
(7) Innovation in assessment and testing methods	16.6	1.8	3	10.0	1.68	5

Comments on table 2.10 show that most of the contents of the overview table above are the core of measures to improve teaching effectiveness in subjects in general and in English in particular. Managers strongly agree with the above contents (average scores from 1.80 to 2.00 to 100%), with teachers, although the average scores are a little lower, they also strongly agree with the average scores from 1.68 to 1.95. The problem raised by managers is that no matter how much the textbook content changes, new training methods are taught, etc., if the school's facilities are lacking, poor and outdated, it will still limit teaching effectiveness.

2.3.2. Weaknesses

Research shows laxity in professional management,

The lack of sensitivity in grasping the pressing issues in teaching and learning according to the reform program, partly due to the limited capacity of managers. For teachers, the biggest weakness is the unreasonable allocation of time with the new content and program, especially the combination of 2 skills in the same 45-minute lesson throughout the program, which is an overload of application for students. It is not easy for teachers to apply new methods, new and difficult content, and use "interacted skills" with secondary school students. Therefore, a reality of the above consequence is "new books, old methods". In actual interviews, many managers are not specialized in English but in other natural or social subjects, leading to limited understanding of the characteristics of this subject, lack of sympathy, sharing of experiences, etc. The communication method emphasizes the formation and development of 4 language skills: listening, speaking, reading, writing in the teaching process, in which language knowledge (phonetics, vocabulary and grammar) is not given due attention. As a result, some students find it difficult to "communicate" because how can students listen, speak, read, and write when they do not have a firm grasp of the system of language rules. On the other hand, from the perspective of this method, the relationship between communicative intention and reality is too complicated and unclear.

2.3.3. Causes and influencing factors

2.3.3.1. Factors affecting teachers' English teaching activities

Table 2.11: Analysis of causes affecting English teaching activities of teachers

Content

Management staff			Teacher
%	Mean	Order	%	Mean	Order
(1) Because teachers' lives are difficult, they have limited innovation of teaching methods	66.6	1.4	4	66.6	1.3	7
(2) Because teachers have not been trained in teaching methods according to the curriculum. new program	94.4	1.1	8	76.6	1.2	8
(3) Because teachers rarely have time to observe classes. demonstration teaching by good teachers	50.0	1.5	2	40.0	1.6	3
(4) Pedagogical schools have not been renovated.

77.7	1.2	7	73.3	1.2	8
(5) There are no strict regulations on activities. new English teaching and learning activities	50.0	1.5	1	56.6	1.4	5
(6) No testing method yet appropriate teacher assessment	55.5	1.42	3	63.3	1.42	4
(7) There is no good coordination of professional activities between the vice principal and the principal. professional responsibility for group leaders in charge of grade levels	94.4	1.08	10	60.0	1.37	6
(8) Teaching and learning still pursue achievements	77.7	1.24	6	36.6	1.64	2
(9) The textbook content is too much and not suitable for the number of lessons prescribed. each grade	66.6	1.32	5	30.0	1.69	1
(10) Forms of assessment and testing HS at school is not suitable	83.3	1.2	7	60.0	1.4	5

content on teaching methods

Analyzing the above overview table on the causes and current status of English teaching management activities, we see the difference in views between managers and teachers on the following contents: "Teaching is still chasing after achievements" with managers (DTB

= 1.24) ranked 6th and Teachers (Average = 1.64) ranked 2nd, the content of the textbooks is too much, not suitable for the number of lessons prescribed for each grade level", this problem is that the Managers have (Average = 1.32) ranked 5th and Teachers have (Average = 1.69) ranked 1st. "There is no good coordination of professional activities between the Vice Principal of Professional Affairs and the leaders in charge of the grades" with Managers have (Average = 1.08) ranked 10th and Teachers have (Average = 1.37), ranked 6th. Researching the large difference between the two subjects above shows the laxity in professional management, the lack of sensitivity in grasping urgent issues in teaching and learning according to the reform program, partly due to the limited capacity of the managers. For teachers, the most limiting cause is the unreasonable time allocation with the new content and program (ranked 1), especially the assignment of 2 skills in the same 45-minute lesson throughout the program, which is an overload of application for students. When interviewed in practice, many managers

Not only is the English subject specialized, but it is other natural or social subjects, leading to limited understanding of the characteristics of this subject, lack of sympathy, sharing of experiences, etc. From the above causes, it also leads to another cause "There is no coordination of professional activities between the Vice Principal in charge of professional activities and the group leaders in charge of the classes". 5.6% of managers think it is "correct", but on the contrary, 40% of teachers think the above content is "correct", with the team of teachers directly teaching, considering this a reality that needs measures to gradually improve teaching effectiveness, there should be a strategy to develop the team of long-term managers.

2.3.3.2. Factors affecting English teaching through establishing a communicative environment

Table 2.12: Factors affecting English teaching of teachers and students.

Content

Management staff			Teacher
%	Mean	TT	%	Mean	TT
(1) Teaching methods of teachers	16.6	1.84	3	26.6	1.73	3
(2) Teachers' sense of responsibility	22.2	1.8	4	40.0	1.6	5
(3) Students' learning awareness	5.5	1.93	1	6.6	1.96	1
(4) English program content	27.7	1.7	5	30.0	1.7	4
(5) Student level	11.1	1.92	2	6.6	1.93	2

According to the comments of managers and teachers, "Students' learning awareness" has the highest agreement from 93.4% to 94.5%, ranked first (average from 1.93 to 1.96), followed by "students' level" ranked second (average from 1.92 to 1.93). This shows that managers and teachers are aware that students' initiative is paramount. Other objective conditions are that the class is crowded, teachers find it difficult to create opportunities for each individual to use foreign languages naturally. Students in rural areas are very shy about speaking English in class, and English tests still mainly focus on