A. Purpose for conducting the research

Research Plan
Statement of Purpose and Research Hypothesis

A. Purpose for conducting the research
Developing speaking skills through the use of dialogues has helped me immensely in becoming proficient in English . Their effective use in my EFL and ESL classes has also aided my students in improving their speaking skills. Through years of experience, I am convinced that recitation of dialogues does help in making all language learners better speakers. Now, I present five compelling reasons why they have a place in listening and speaking classes.
B. The goal of the research paper
Many students who are learning language face difficulties while learning process. And this method ,using dialogue can help them to improve speaking skills and achieve their goals. There are many method that we can use as a practical way for improving skills and dialogues are one the main imortant.
C. The Objectives
- identify the use of dialogue
-teach children how to use dialogue
- research on advantages
-to analyze questionnaires and tests given during the practice session;
-to compare the results of pre-test and post-test assignments;
-to analyze the results of post-test activity;
-to compare the results of pre-test and post-test.

D. The Research Questions or Hypothesis

Based on the previous description of the related theories and the basic assumption above, the formulated action hypothesis is: the students‟ speaking skill can be improved through dialogue.
Methods

A. Subjects
All of my students love to recite and practice dialogues because they can be roleplayed. Each example that I present reflects a social situation such as visiting a friend, talking on the telephone, or shopping. Students love acting out the ones which call for a lot of body language and emotion.

4. They are springboards for learning new vocabulary and sentence structure.Through the use of substitution drills, dialogues can introduce the student to new vocabulary and sentence structures. In the example, "You have a very cute baby," said while giving a compliment, one may substitute the noun "baby" with "dog," "kitten," "puppy" or "rabbit." You could also introduce a tag question in a dialogue like "You're a tourist, aren't you?," and through substitution drills, you could generate sentences such as "You're an American, aren't you?" and "She's your daughter, isn't she?"Ultimately I try to get my students to proceed from dialogue recitation to casual conversation as soon as possible. I do this by scaffolding learning. I teach students how to apply appropriate substitutions to memorized dialogues in different situations. If the students are motivated and having fun, most can make the big jump to casual conversations after going through a series of practice runs.In the 1970s I successfully used the English 900 series texts with personal supplementary dialogues while teaching listening and speaking. In the past, the school where I taught used Pearson Education Limited's Our Discovery Island series of textbooks and student workbooks. These textbooks and workbooks have very interesting, illustrated conversations that engage the interest of all students. The great thing about dialogues is that they are fun for students and represent authentic language from life.The use of memorized dialogues improves speaking. By having memorized dialogues for numerous social occasions, one will have a starting point for initiating conversations and continuing them. You will be thinking in the target language and not be struggling to translate word for word from English to the foreign language you are using.

F. Technique of Analyzing the Data

The data which are collected are analyzed by qualitative and quantitative data analyses. The qualitative data analyses are used to analyze the data that are takenduring the teaching learning process. The researcher uses the indicators that show the improvement of students’ speaking skill through dialogue.The quantitative data analyses are used to analyze the data from the result of the teaching learning process. It is done to compare the students’ speaking skill before and after the action or the result of pre-test and post-test. The mean of the pre￾test and the post-test can be calculated with the formulas as follows: