A STUDY ON THE USE OF STORYTELLING TO IMPROVE SPEAKING SKILLS FOR SEVENTH GRADERS IN AN ENGLISH CENTER

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY BUI THI NHAM A STUDY ON THE USE OF STORYTELLING TO IMPROVE SPEAKING SKILLS FOR SEVENTH GRADERS IN AN ENGLISH CENTER MASTER THESIS IN EDUCATION VINH, 2017 BÙI THỊ NHÂM A STUDY ON THE USE OF STORYTELLING TO IMPROVE SPEAKING SKILLS FOR SEVENTH GRADERS IN AN ENGLISH CENTER Teaching English to Speakers of Other Languages (TESOL) Code: 60.14.01.11 MASTER THESIS IN EDUCATION SUPERVISOR: NGUYỄN THỊ KIM ANH, Ph.D ACKNOWLEDGEMENT I would like to express my sincere gratitude to my thesis supervisor Ph.D Nguyen Thi Kim Anh, vice dean of Foreign Language Department at Vinh University, for her invaluable guidance, constructive suggestions, cooperation and constant encouragement during the period of the study I would also like to extend my sincere gratitude to all the teachers of the Foreign Language Department at Vinh University, some teachers from Vietnam National University as well as the staff of the Department of Postgraduate studies, whose lectures and ideas have inspired my thesis and who it is impossible to thank individually I highly appreciate the supports I receive from the teachers as well as students in my workplace for their cooperation in giving me information Last but not least, I duly acknowledge the authors whose ideas are borrowed and cited in this study Due to limited scope, it is sure that in this paper, mistakes are inevitable I hope to receive further comments and advice to make it better ABSTRACT This research work entitled “A Study on the Use of Storytelling to Improve Speaking Skill for Seventh Graders in an English center” aims to explore the effect of storytelling on students’ speaking skill This research was conducted at the seventh grade of an English center in Vinh city The study involved 48 students in two classes of seventh grade in “the New Star English Center” The instruments used were speaking tests (pretest and posttest) pilot teaching and questionnaires Based on the findings, it is recommended that the teachers need to use storytelling technique to teach speaking skill This study believes that storytelling is very important in teaching English speaking skill because it motivates students and creates chances for students to speak It also allows students to be creative and actively participate in speaking lessons More importantly, it is proven that the use of storytelling improved the students’ pronunciation, grammar, vocabulary and fluency ACKNOWLEDGEMENT .i ABSTRACT ii LIST OF TABLE vii LIST OF FIGURE viii Chapter INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research question 1.4 Scope of the study 1.5 Method of the study .3 1.6 Organization of the study Chapter LITERATURE REVIEW AND THEORETICAL BACKGROUND 2.1 Review of Previous Studies 2.2 Speaking skills .6 2.2.1 Definition of speaking skills .6 2.2.2 Elements of speaking 2.2.3 Historical overview of the teaching of speaking skills 2.2.4 The importance of speaking skills in language learning 10 2.2.5 The characteristics of speaking skills 11 2.2.6 Principles of teaching speaking skills 12 2.2.7 Problems in teaching speaking skills 15 2.2.8 Stages of teaching speaking skills 16 2.2.9 Characteristics of a successful speaking activity 17 2.2.10 Activities to develop speaking skills 18 2.2.11 Ways of organizing speaking activities 19 2.3.1 Definitions of storytelling .21 2.3.2 Types of stories 22 2.3.3 A variety of telling activities 23 2.3.3.1 Five- finger telling stories - Prompts for stories 23 2.3.3.2 Oral telling story using prompts 24 2.3.3.3 Chalk talk 24 2.3.3.4 Dramatizations .24 2.3.4 The advantages of storytelling 24 2.3.4.1 The advantage of storytelling in learning speaking skill 24 2.3.4.2 The advantages of storytelling in teaching speaking skill 25 2.3.4 Ways in building up storytelling ability .26 2.3.4.1 Single-word story 26 2.3.4.2 Sentence story .26 2.3.4.3 Writing story in big circle 26 2.3.5 Applying storytelling in teaching and learning 27 Chapter .30 METHODOLOGY 30 3.1 Participants 30 3.2 Materials 30 3.3 Procedures 31 3.4 Tools for Data collection 32 3.4.1 The questionnaires 32 3.4.2 Experimental plan 33 3.5 Data analysis .33 3.6 Research procedures 33 Chapter .34 FINDINGS AND DISCUSSION 34 4.1 Teachers’ responses 34 4.1.1 Teachers’ profiles 4.1.2 Teachers’ perception towards speaking skill and teaching speaking skill 34 4.1.3 Teachers’ difficulties in teaching speaking skill 36 4.1.4 Teachers’ opinions about the use of storytelling in teaching English 37 4.2 Students’ responses .38 4.2.1 Students’ profile .38 4.2.2 Students’ perception towards four skills andspeaking skill 39 4.2.3 Students’ difficulties in speaking lessons .43 4.2.4 Students’ perception towards storytelling technique 44 4.2.5 Students’ participation in speaking lesson 47 4.2.6 Benefits of storytelling to students’ speakingskill .48 4.2.7 Difficulties encountered in telling stories .48 4.2.8 Pretest and posttest score .49 4.3 Discussion 52 4.3.1 The effectiveness of storytelling technique 52 4.3.2 Difficulties 55 4.4 Summary 56 Chapter .57 CONCLUSIONS AND IMPLICATIONS 57 5.1 Conclusions 57 5.2 Implications 58 5.3 Suggestions on using storytelling to develop speaking skills for students in speaking class 58 5.3.1 How to choose a good story? 58 5.3.2 How to organize storytelling? 58 5.4 Limitations 59 5.5 Suggested further research .59 REFERENCES 60 APPENDICES 64 STT : Storytelling technique Q1 : Questionnaire number one Q2 : Questionnaire number two SA : Strongly agree A : Agree N : Neutral D : Disagree SD : Strongly disagree Ss : Students T : Teacher % : Percent Table 4.1 Teachers’ profile 34 Table 4.2 The teachers’ difficulties in teaching speaking skills 36 Table 4.3 Teachers’ suggestion on encouraging students to speak .37 Table 4.4 Students’ profile 38 Table 4.5 Students’ difficulties in speaking class 43 Table 4.6 Students’ feeling of personal enjoyment .46 Table 4.7 Benefits of storytelling in speaking class .48 Table 4.8 Students’ difficulties in telling story .49 Table 4.9 Distribution of pretest score 50 Table 4.10 Distribution of posttest score 51 Table 4.11 The increase of students’ score in four aspects of speaking 51 Figure 4.1 Teachers’ opinion about the speaking skills 35 Figure 4.2 Teachers’ perception about teaching speaking skills 35 Appendix 2a: Questionnaire for students (English version) QUESTIONNAIRE These questionnaires aim to discover students’ speaking skill and how storytelling has an impact on students in learning speaking skill for 7th graders in an English centre in Vinh city All of these answers will be used as important data on the research They should, therefore, be frank and accurate to your own learning context Thank you very much for your cooperation! Please circle the answer (answers) you choose I Student’s profile - Age: - Years of learning English: - Your class size: II Students’ experience in learning English According to you, which skill is the most important in learning English? A Listening B Speaking C Reading D Writing Do you like learning speaking skill? A Yes B No Do you enjoy learning speaking lesson? A Very much C Not Much B Yes D No How you find speaking topics and speaking activities introduced in the New English textbook? 4.1 How interesting? A Very interesting B.Interesting C Normal D Easy 71 4.2 How difficulty? B Difficult A Very difficult C Normal Do you like speaking English in the class? D Easy B No A Yes What difficulties you encounter in speaking class? (More than one answer is accepted) A poor grammar and vocabulary B poor pronunciation C the fear of making mistake D teacher’s low motivation E shyness F others (please specify): Do you like your teacher using storytelling in the class? A Like very much B Like C Dislike D No ideas Do you like stories given by teacher? A Yes B No Do you find telling B Difficult stories difficult? D Easy A Very difficult C Normal 10 What are your personal feeling taught through storytelling? (More than one answer is accepted) A I am interested in storytelling because it is new for me B Learning through storytelling gives me many benefits C I feel under pressure if I learn English through storytelling 11 Are you willing to participate in storytelling-based class? A Actively involved in the class B depend on stories given by teacher C Feel unmotivated and reluctant to speak 12 What are the benefits of storytelling to your speaking skill? (More than one answer is accepted) A Increase confidence and be fluent in communication B Develop creative and imaginary ability C Enrich vocabulary D Make speaking lessons more enjoyable E Create more chance to speak F Others (please specify): 13 What are difficulties you encountered in telling stories? (More than one answer is accepted) A time limitation B learning the stories by heart C building sentence D grammar and vocabulary E body language, gesture and facial expression F Others (please specify): Appendix 2b: questionnaire for students (Vietnamese version) PHIẾU ĐIỀU TRA Bảng câu hỏi nhằm mục đích tìm hiểu ý kiến học sinh kỹ nói tính hiệu ký thuật kể chuyện việc nâng cao khả nói cho học sinh lớp Câu trả lời học sinh quan trọng thành cơng đè tài nghiên cứu Vì mong hợp tác bạn Hãy khoanh tròn vào phương án I Thông tin học sinh - Tuổi: - Số năm bạn học Tiếng Anh: - Số học sinh lớp bạn: II Kinh nghiệm học sinh việc học nói Tiếng Anh Theo bạn, kỹ kỹ quan trọng nhất? A Nghe B Nói C Đọc D Viết Bạn có thích học kỹ nói khơng? A Có B Khơng Bạn có thích học nói khơng? A Rất thích C Khơng thích B.Thích D Khơng thích Bạn cảm thấy chủ đề hoạt động sách Tiếng Anh thí điểm lớp nào? 4.1 Về độ thú vị: A Rất thú vị B Thú vị C Bình thường D Nhàmchán 76 4.2 Về độ khó: A Rất khó B C Bình thường khó D Dễ Bạn có thích nói Tiếng Anh học khơng? A Có B Khơng Trong tiết học nói, bạn thường gặp khó khan nào? (Bạn chọn nhiều đáp án) A Vốn từ vựng chưa đủ ngữ pháp bạn B Phát âm C Bạn sợ mắc lỗi nói D Giáo viên khơng khuyến khích bạn E Bạn q nhút nhát F Yếu tố khác : Bạn có thích giáo viên sử dụng phương pháp kể chuyện lớp học nói? A Rất thích B Thích C Khơng thích D Khơng có ý kiến Bạn có thích câu chuyện giáo viên cung cấp? A Rất thích B Thích C Khơng thích D Khơng có ý kiến Bạn có cảm thấy kể câu chuyện tiếng anh khó khơng? A Rất khó B Khó C Bình thường D Dễ 10 Bạn cảm thấy tiết học nói theo phương pháp kể chuyện? (Bạn chọn nhiều đáp án) A Tơi thích học theo phương pháp đói với tơi B Học thơng qua phương pháp có nhiều lợi ích 7 C Tơi cảm thấy áp lực 11 Bạn có sẵn sang tham gia vào hoạt động học nói theo phương pháp kể chuyện khơng? A Tham gia cách tích cực B Tùy thuộc vào câu chuyện giáo viên cung cấp C Khơng có động lực lưỡng lự để nói 12 Giờ học nói tiếng Anh sử dụng phương pháp kể chuyện mang lại lợi ích gì? (Bạn chọn nhiều đáp án) A Bạn tự tin nói trơi chảy B Kích thích tính sang tạo trí tưởng tượng C Mở rộng vốn từ vựng D Làm bạn thích học tiêng anh E Tạo nhiều hội để nói nhiều F Những lợi ích khác: 13 Bạn gặp khó khăn kể chuyện tiếng Anh? A Khơng đủ thời gian B Khó học thuộc long câu chuyện C Xây dựng câu để tạo thành câu chuyện D Từ vựng ngữ pháp không tốt E Ngôn ngữ thể, điệu vẻ mặt F Khó khăn khác: Appendix 3: Observation sheet Date: Lesson: Class: .Teacher: Students’ total number: Stages Pre speaking While speaking Post speaking Note: Activites Teching Work method arrangement Teaching aids Time APPENDIX 4: SAMPLE LESSON PLAN The story “Fire festival” is used to teach speaking skill in Unit in the textbook ‘Tieng Anh Thi Diem 7’ A Objectives By the end of this lesson, students will be able to: > Know another festival in the world and its origin > Develop intercultural awareness > Acknowledge the way of life in African in the past B Language focus > Key terms: burn, torch, tree trunk C Teaching aids: photos, board, chalk and handouts D Procedure I Classroom stabilization II New lesson Lead-in -T: shows photos about different festivals in the world -Ss: say the name To lead students into the new story, T shows a photos of fire and asks Ss “ you know any festivals related to fire?” -T: delivers handouts to students - Ss: receive handouts and read through the story one time -T: Provides new words While- speaking -T: checks Ss understandong by asking questions: • How many characters are there in the story? • What happened in the story? - Ss: volunteer to answer teacher’s question -T: models characters, guides students pronunciation and intonation -Ss: pays close attention to teacher -T: calls some students to act out -T: divides class into groups according to characters -T: sets a limited time for them to practice -Ss: practice in groups Post speaking Ss: speak in front of the class 82 APPENDIX THE 5: SAM PLE STORY The Fire Festival Long, long ago the chief of the Dagomba people had a son He loved the boy so much that he could not sleep if the boy was not near him at night One evening the chief sat under a big tree near his house Some Dagombas sat around him That night was warm and there was no rain One could hear the tom-tom of the drums Children sang and danced near them "Life is good," the chief said And the people clapped their hands The Dagomba people always clap their hands when they agree with somebody or something Then the chief’s wife came up to the chief and said, "Oh Chief, It is time for our boy to sleep." "But he is with you, in the house," the chief said "Isn't he here, with you?" the woman asked "Woman, I tell you, he is not with me Go and look for him." "Oh, my dear Chief," the wife said sadly "He is not in our house." The Chief stood up quickly and cried, "Stop the dance! Let the drummers go and drum asking for my son." In a minute the drums began their talk "The Chiefs child is lost," they said "Who finds the child must bring him to the Chief." All the people ran from place to place and looked for the boy But they did not find him The chief was very angry He said "All my people must help to find the boy." And the people looked and looked for the boy They were looking for the boy for many hours Then a man cried out: "Here he is!" The chief came up to the man There, under a tree on the grass, the boy was sleeping "Get up, my dear," the chief said to his little son But the boy did not hear him "Get up," said his father again Then the boy opened his eyes ''Father,'' he said and got up And they walked off together The chief was very happy The drums began their talk again "The Chiefs son is here! The Chiefs soil is here!" they said Then the chief looked back angrily at the tree "Bum that tree! It hid my son from me!" And the chief’s servants put their torches to its trunk and branches The tree began to bum and soon fell on the grass At the same time the happy father went home with his son The people ran after them with songs and dances : From that day on every year in July, the Dagomba people have their fire Festival The chief goes out of his house and the people light their torches They begin to dance and put their torches to tree trunks But today they bum only two or three branches and not the whole tree ... emotions of a particular character or what a character might have been thinking and why 2.3.4 The advantages of storytelling 2.3.4.1 The advantage of storytelling in learning speaking skill The act of. .. the story as interesting as they can An alternative way is to ask each member of the group to tell a part of the story and make a whole Activity Ask each group to hand in an incomplete story and... skills There are three stages in a speaking lesson: pre -speaking, while- speaking and post- speaking In each stage the teacher and student has their own activities and in each stage speaking activity