INTRODUCTION
English teaching and learning have the goal of focusing students so that they are able to use English for communication and as a tool for furthering their studies [1] . In the process of teaching and learning, the four language skills (listening, speaking, reading, and writing) are simultaneously performed. Normally, learners in an EFL context do not use the language in authentic situations. They possess inability in communicating appropriately and correctly. This leads to learners’ lack of self-confidence and avoidance when communicating with native English speakers.
In foreign language teaching and learning, ability to speak is the most essential skill since it is the basic for communication [2] and it is the most difficult skill. Reference [3] stated that speaking English is the most difficult for learners. In particular, EFL learners stammer when speaking English. This results from learners’ lack of exposure to authentic English language environments that allow them to use English for communication and expression. Furthermore, learners are not exposed to the cultures of the native English speakers. Speaking is the most important and essential skill. Reference [4] stated that mastery of this skill illustrates that the speaker possesses precise knowledge of language.
According to many teaching theorists, speaking skill can be developed through communicative activities which include an information gap, a jigsaw puzzle, games, problem-solving, and Role-playing. In addition, [5] supported this idea that the activities that can assist better speaking skills are free discussion and role-playing. Also, [6] stated that the language activities are important factors in teaching language for communication. Activities help create interaction in the language classroom. Additionally, communicative activities can motivate the learners and establish good relationships between the teacher and the students as well as among the students thereby encouraging a supportive environment for language learning.
The state and conditions of language learning and teaching at Satri Rachinuthit School, Udon Thani, were unsatisfactory. According to the report of [7] it was found that their foreign language learning strand was 50.83%, which was at the average level and at the lowest among the other strands of the school. From the study of teaching theories in developing speaking skills using communicative activities and many related research studies, it was hypothesized that three communicative activities , discussion, problem-solving and role-playing, might help solve the problem.
On the basis of this literature, as the researcher would study the impacts of these three communicative activities, discussion, problem-solving and role-playing up students’ development of speaking skills and students’ attitude towards teaching English speaking using the three communicative activities .