0079 using storytelling to develop speaking skills for young learners at an english center in quy nhon sử dụng kể chuyện để phát triển kỹ năng nói cho học

Rationale

ThemasteryofspeakingskillsinEnglishisapriorityf ormanysecondor foreign language learners and teaching speaking in language classes playsan important role When teaching speaking, teachers learn that there are manychallenges to creating a good speaking class Teachers should think aboutwhether or not the way they teach speaking is good. Biyem (1997) says thatteachers have a lot of problems when it comes to teaching and learning theEnglishlanguage.Forexample,therearenotenoughclassroom sandeducational technology Moreover Punthumasen (2007) also found that moststudentsdonotwanttolearnEnglishbecausetheyfinditbo ringandthewayit is taught is not interesting Also, there aren't enough interesting Englishtextbooks andothermaterialstoget themtostudy.

When teaching English as a foreign language (EFL), a teacher should setup a classroom where students can have real-life conversations, do real- lifeactivities, and do meaningful tasks that help them use oral language.

Nunan(1991)saysthatteachersshouldhelptheirstudentsby comingupwithwaysto handle all kinds of communication This will make sure that all students getthe same chances to improve their speaking and listening skills with otherpeople. The lessons will be more fun if the teachers can come up with funactivitiesbyusingtechniques that arerightforthelevelofthestudents.

These reasons support the idea that language teachers at all levels in

IALCEnglishCenterinQuyNhonshouldusemoreinterestingacti vities,technology,orappropriatemethods toimprovetheirteaching.

One way to teach young children

English is to use different methods,such as language games, songs, role-playing, storytelling, etc The techniqueoft e l l i n g s t o r i e s h a s b e e n u s e d a l o t i n e d u c a t i o n , a n d i t h a s h e l p e d t e a c h language speaking in many ways Many researchers around the world (Nunan1988; Brimful et al 1991; Ellis and Brewster 1991; Wood 1998; Brewster etal 2004; Write 2004; and others) suggest that storytelling is a good andeffectiveway to improveyoung learners' skillsand interest inE n g l i s h a n d helpthemlearnmore.

In conclusion, the purpose of this study is to find out more about howteachers see and understand the role of stories in teaching English to YoungLearners The other goal of this study is to find out how teachers feel aboutusing storytelling to teach young students in the classroom The researcherhopes that the results of this study will give teachers both theoretical and real-worldreasonstousestoriestoteachyoungstudentsintheclassroom.Moreover, this research was also conducted to solve the teachers‟ problems inteaching speakingthrough storytelling.

Teachers at the IALC English Center in Quy Nhon have been using thismethod, but it hasn't worked as well as they hoped Lessons that teach how totell stories aren't part of the curriculum, so they're always taught after school.There's always not enough time, classrooms, teaching tools, etc Because ofthis, students don't get many chances to practice speaking in a storytellingclassroom,so their speaking skillsdonotget muchbetter.

Aims of the Study

The study aims at examining objectives in their speaking classes andinvestigating what problems teachers have when using storytelling to teachspeaking.

Researchquestions

Scopeofthe study

The study was conducted at IALC – an English center in Quy Nhon.The research concentrates on the young learners The participants involved inthe research are students at IALC This research was conducted at IALC – anEnglish center in Quy Nhon because this English center uses storytelling as amethod to teach speaking skills to young learners Therefore, the researcherwanted to examine the teachers‟ perceptions of storytelling to teach younglearners in classroom and solve the teachers‟ problems in teaching speakingthrough storytelling.

Significanceofthe Study

ThisstudyattemptstodescribetheteachingofEnglishtoyounglearners through using storytelling in speaking class at IALC – an Englishcenter in Quy Nhon The findings of the study contributed a number of strongpoints to the center‟s head-office, English teachers and researchers of therelated fields.

The study wasalso significantfor the teachers.Itwase x p e c t e d t h a t the English teachers could have deeper understanding about the technique andthe effectiveness of using storytelling and they would know what they needsupporting It means that the result of the study can be used as a feedback bytheteacher toimprove theirteaching.

Organization ofthe study

CHAPTER1:“ Introduction”p r e s e n t s r a t i o n a l e , s t a t e m e n t o f t h e problem, aims and objectives of the study, research question, the scope of thestudy,significanceofthestudy,and the design ofthestudy.

CHAPTER 2: “Literature Review” provides a literature review ontheoretical issues relatedto speaking andstorytelling.

CHAPTER 3:“Methodology” describes an overview on context ofthestudy,research design,instrumentusedinthestudy.

CHAPTER4:“Dataanalysisanddiscussion”resultsfromtheinvestigationo fthefactualsituationinteachings p e a k i n g a p p l y i n g storytelling techniqueatIALC –an EnglishcenterinQuyNhon.

CHAPTER5:“Conclusion”providesasummaryofthethesis'accomplishme ntsandrecommendationstoeducationm a n a g e m e n t , instructors,andfuture scholars.

In this chapter, the role of speaking is presented and speaking teachingtechniques and storytelling technique Toward the end of the chapter,thedifficulties inapplyingstorytellingaregiven.

Speaking

Definitionsof speakingskill

Accordingtoseveraleducatorsandscholars, communicationisa vital ability for everyday living Bailey and Savage (1994) underline thatspeakingi s a f u n d a m e n t a l a b i l i t y th at i s t h e r e s u l t o f r e a d i n g a n d l i st e n i n g , and that it is used daily In a similar vein, Hayride (2006) asserts that speakingisacriticalcomponentoflanguageacquisitionsincethecapacitytocommunicate iscrucial tostudents'academicandprofessionalsuccess.

Nunan argues that speaking is equated with oral communication,whichare typicalmeans ofconveying information, expressing ideas, andarticulatingthoughtsNunan(1991).Accordingtothisperspective,iti s evident that speaking is the act of delivering speeches and discussions toexpress one's views In addition, according to Chaney's definition, speaking isthe act of constructing and communicating meaning via the use of verbal andnonverbal symbols in a variety of circumstances Chaney (1988) From thisperspective, body language can only be used to clearly convey emotion andopinion whilespeaking.

In summary, most of these show some common characteristics whichspeakingusesthewordsandproducesthesoundtoexpresstheirideas,feeling,thoughtt hroughordinaryvoice.Moreover,speakingneedsverbalandnon- verbalsymbolstoexpressspeakers‟knowledge,opinionincommunication.

Speaking teachingtechniques

Speakingistheprocessthroughwhichindividualsexpressandtransmit their thoughts to others verbally Speaking, according to Girt andHans in Ferial

(2012), is speech or utterances made by the speaker with theaim of being known, and then the listener analyzes the sayings to determinethe speaker's intention Speaking, according to Irawati (2014), is the action ofproducing sayings in the form of wordsand phrases verbally in order tointeract with others. Khorashadyzadeh (2014), on the other hand, says thatspeakingr e q u i r e s n o t o n l y a n u n d e r s t a n d i n g o f h o w t o u s e l i n g u i s t i c s k i l l s like grammar, pronunciation, and vocabulary, but also an understanding ofsociolinguisticskillslikewhen,why,andhowtospeak.BahadorfarandOmidvar (2015), say that a person's speaking skills are good when the listenercanunderstandwhatthepersonissaying.

Also, Ur in Akhyak and Indramawan (2013:20) say that speakingactivities that go well have a few things in common First, the people learningthe language want to talk as much as they can Second, everyone who takespart in the speaking activity gets a chance to talk Third, the people learningthe language are very motivated and interested in speaking Finally, the leveloflanguage usedisgoodenough.

Speaking is the way that humans share and talk about information,ideas, and feelings through spoken language The goal of speaking is for thespeaker and the listener to talk back and forth with each other Both theprofessorsandthestudentshopethatthestudentswillbeabletos p e a k English fluently in class and in the real world Teaching speaking is whatteachersdo to help their studentsget betteratexpressing theirthoughts,feelings,andideasoutloud.

Speaking is the way that humans share and talk about information,ideas, and feelings through spoken language The goal of speaking is for thespeakerand thelistenertotalkbackand forthwith eachother.

Both the professors and the students hope that the students will be able tospeak English fluently in class and in the real world Teaching speaking iswhat teachers do to help their students get better at expressing their thoughts,feelings,andideasoutloud.

Students can improve their speaking skills in many ways, such as bypracticing dialogues, playing games, singing songs, telling stories, giving oralreports,roleplaying,havingsmallgroupdiscussions,givings p e e c h e s , readi ng the news, reading poetry, and debating Young people can improvetheirspeakingskills bylistening toand tellingstories.

Techniquestoteach speakingskillto younglearners

Nunan (1991) recommends that learners would be better if they aregiven the maximum number of chances to practice the target language inmeaningfulsituations.Moreover,Nunan(2003)hasprovidedsomesuggestions forteachingspeakingasbelow:

Teachers must first arrange their lessons with consideration for thecontext variations between two languages and two cultures He says thatpupils struggle to acquire a foreign language in a variety of circumstancesbecausetheyhavelimitedopportunitytoapplyitoutsidetheclassroom. Therefore, some learners of a foreign language are unable to comprehend orconverse with native speakers in real life.Secondly,attheearlyandintermediate levels, it is essential to build fluency and precision Teachersshould give pupils with opportunities to improve their fluency It is certainlytrue that committing errors is a normal part of learning a new language, yetaccuracyisalsothe goaloftheprocess.

Thirdly, using group or pair work enhances the effectiveness of thespeaking lesson Activities including pair and group work may improve theamount of time students speak the target language In addition, there areadditionalopportunitiesforstudentstosharespeaking-relevantinformation.

Next,teachersshoulddesignspeakingactivitiesthatrequirenegotiation of meaning via clarification, repetition, or explanation requests.Teachersshoulddesignspeaking activitiesthatareappropriatefo ralllevelsofstudentsintheclassroomin order to assesstheirabilities.

Finally, teachers should construct classroom activities that provideinstruction and practice in both transactional speaking (communicating tocomplete a task, such as the trade of products) and interactional speaking(communicatingtoengage withothers).

Storytelling

Definition Storytelling

Before going to bed, the majority of kids look forward to hearingbedtime stories from their grandparents or parents This was back in the daysbefore the development of television, computers, or the internet According toRubin (1990), storytelling is the "oral interpretation of literature and folklore."This definition indicates that the narrative, the storyteller, the place, and thelisteners are the elements that make up the medium of storytelling. AccordingtoHarari,the difference between humansandanimalsisthat peoplearecapable of creating tales that are rich in both imagination and experienceHarari (2014) It is the way that has been used by people throughout theirhistoryandiscompletelynaturaltopassontheirknowledgefromonegeneration tothe next.

In today's world, writers use a wide range of linguistic devices toarticulatetheirunderstandingofthe term"storytelling."

According to Safdarian (2013), students are considered to be engaging instorytelling when they repeat tales in their native tongue after listening to thestoriestoldby theinstructor.Inadifferentsense,storytellingisano r a l activity that involves improvisation in the telling of a story, facial gestures,and body movement This type of storytelling is used to grab the attention ofaudiencesbyutilizingmulti- sensorytechniquesthatstirtheemotionassociatedwithaneventinastoryStanleyandD illingham(2009).I n addition,Champion,whoisreferencedinIrawati(2003),elucida testhatstorytelling is an oral activity in which words and gestures may be employedin a colorful manner to construct scenes in a sequence This idea is presentedinthe contextof storytelling.

All of the information shown up to this point suggests that tellingstories orally involves arranging imaginative situations in a progression thatstimulateschildren'simaginations,helpsthemacquirelanguages,andmotivatest hem.

TheAdvantagesStorytelling

According to the findings of a large number of academics, tellingtaleshasavarietyofbenefits,includingthoserelatedtolanguagedevelopment, creativity, and motivation The importance of storytelling in thedevelopmentofone'simaginationisemphasizedbyEllisandB r e w s t e r (2002). Children get more emotionally invested in a narrative when they areable to recognize themselves in the artwork and characters Their creativeabilityisenhancedbytheexperienceofusingtheirimagination.Storyt ellingis another effective method for connecting a child's actual environment withhis or her fantasies and imagination According to Hayriye (2006), creatingstoriesallowsstudentstoconveytheirthoughtsfreelyandimaginativelywithout havingtoworryaboutwhetherornottheyhavereachedtheappropriateconclusion.

Children are better able to grasp the contents of the tales and recallwhat occurred in the stories when they are exposed to spontaneous recurrenceof essential vocabulary and phrases found in stories As a result, the use oftalesmayfacilitatethedevelopmentoflanguageacquisitionwithintheenvironment Ellis&Brewster (2002) In addition to this, Ellis and Brewsterhighlight the fact that tales may bridge the gap between language study andlanguage usage and also connect classroom learning with the world outside ofthe classroom Some of the activities may not necessarily have a very strongaspect of language, but they are still significant in generating the impressionamong the students that studying English means having fun, being active,beingcreative,and having pleasureEllisandBrewster(1991:1).

According to Stockdale's (1995) theory, the art of storytelling boostslearner motivation because it has the ability to thoroughly captivate studentsvia its unique blend of educational value and entertaining content. AccordingtoKrashen(1981),itiseasierforstudentstobesuccessfulintheacqu isitionof a second language if they have high levels of motivation, self-confidence, apositive self-image, and a low degree of anxiety The transmission of pictures,ideas,andemotionsthatinspirestudentstolearnalanguagemaybeaccomplishedvia theuseofstorytelling,which,asaresultoftheseadvantages,helps students strengthen theirspeaking abilities.

Storytelling Techniques

Theeducationsystemreliesheavilyonitsinstructorstoimpartknowledge and foster student growth They have a significant obligation toimpart their expertise and information onto the pupils, to direct students in theprocess of intellectual growth, and to instruct pupils in the methods necessarytoassimilate,evaluate,andbroadentheirownspecificknowledgeandcapabiliti es.

Before they can begin sharing tales with pupils, instructors must, firstand foremost, prepare themselves The best way for educators to prepare fortheir role as storytellers is to get acquainted with the books and artwork inthembydetermininginadvancewhichdrawingsorelementstheywillhighlight It is important for instructors to pay close attention to the recordingofthetaleinordertobuildtheirself- assurance.Itisimportantforeducatorstoreada narrative several timesuntil they feelcomfortable withita n d a r e ableto explainitin anadequatemannerEllis& Brewster(2002).

In addition, in order to achieve these goals, it is necessary to havestrategies for teaching public speaking via the use of narrative Some of thefollowingstrategies wererecommendedbyZaro and Salaberri(1995:5): i Firstly,instructorsshouldrecognizethatnarrativemaygeneratescuriositys inceitawakensstudents‟imaginationandinterestinlanguageproficiency. ii Secondly, while demonstrating a narrative, the instructor should allowstudentstoexperiencethetargetlanguageandencouragetheircooper ation. iii Next,educatorsmayutilizetheirnativelanguage,voice,facialemotions,and handgesturestoreinforcethetaleasappropriate.EllisandBrewster(2002) concur thatinstructorsshouldestablishanenvironmentforstorytellinginwhichbotht heteacher'sfaceandthevisualsarevisibletostudents.Teachersemploygesture, mime,facialexpression,andarangeoftemposandtonestotransmitmeaninga ndmaintainstudents'attention.Richard-

Amato(2003)addsthatifapupiltellsastorywithoutemotion,feeling,orbodilyen gagement,itmaybeuseless.

Inaddition,Brewster,Ellis,andGiard(2004)suggestthefollowingapproaches forincorporating narrativeintotheclassroom: a) Teachers could begin with a brief session with modest criteria if theirpupils areunfamiliarwith storytelling. b) Teachers should present a narrative slowly and clearly so that kids havetime to detect sounds and words, match what they hear to what they seeinthevisuals,ponder,askquestions,andprovide feedback. c) Teachers should remark on the artwork and direct students' focus inordertocapturetheirattention. d) Teachers could encourage children to participate in the retelling of anarrativebyhaving themrepeatessentialvocabularyterms andphrases. e) Teachersshouldemployavarietyofgestures,mimes,facialexpressions, voice projection, and pauses to communicate meaning andinspirechildrentonarratetales. f) Teachers should ask students questions while relating a narrative inorderto encourageinteraction between students and thetale. g) Theinstructorsgenerateopportunitiesforthepupilstoexposethemselvestol anguageandgivethemchancestofigureoutt h e meaningandretain itby repeatedly telling the taleBrewster etal.(2004:21)

In conclusion, the function of the teacher as a storyteller who has a voice thatis both natural and appealing will be very important In order to capture theattention of the pupils, the teacher simplifies the narrative while maintainingan animatedfacialexpression.

ProceduresTeachingSpeakingwithStorytellingTechnique

Many researchers around the world (Scott 1985; Brewster, Ellis, andGirard2004;Samantaray2014;Fikriah2016)havesuggestedwaysforteachers to usestorytellingtoteachspeakingintheirown way.

(1) The teacher divides class into some groups, each group includes 5-

6 students, and the number of group depends on the number of students in theclass.

Difficulties ApplyingStorytellingTechnique

Even though the storytelling method in the classroom has a lot ofbenefits,someteachersexperiencecertaindifficulties inapplying it.

The lack of adequate supplies and pedagogical aids in the classroompresents the first issue with the use of storytelling in the classroom. Accordingto Biyaem (1997), it is difficult for instructors to teach and master the Englishlanguage due to issues such as classrooms that are not well-equipped and alack of educational technology Additionally, there is an insufficient quantityofEnglishtextbooksandotherresourcesthatareattractiveenought o motivat e children to learn Technology may be an effective tool for teachingpupils how to communicate with one another, but it cannot take the place of aqualifiedlanguageinstructor,as Prapphal(2003)points out.

Because of the ways in which the students' mother tongues influencetheir English, particularly in the way that they articulate words, the studentsreport that they do not feel comfortable speaking English with their instructorand classmates They also do not have sufficient opportunities to use Englishint h e i r d a y - t o - d a y l i v e s A c c o r d i n g t o r e s e a r c h d o n e b y J a i y a i , T o r w o n g ,

Usaha,Danvirattana,Luangthongkam,andPiyadamrongchai(2005),asignificant number of students lacked the ability to effectively apply theirEnglish abilities, particularly in the areas of hearing and speaking In addition,Punthumasen (2007) discover that the majority of students do not have aninterest in learning English since both the subject matter itself and the mannerin whichit ispresented intheclassroomareboring.

The next problem is running out of ideas Most of the time, teacherstell stories with the same idea in mind Setyariny (2011) also says that thestories that are already on the market are limited and not good enough forteaching,soteachershave to make theirown.

Inaddition,theadoptionofthisstrategyisoftenoverlookedbyeducators because of challenges such as distracting background noise in theclassroomandashortageofavailableclasstime.AccordingtoA w e d Sulaiman Keshta (2013), the fact that storytelling has not been the primaryteaching method and that lessons using storytelling are not included in thestudents'curriculumisoneofthechallengesthatteachersfacewhenattempting to implement the storytelling method in their teaching As a result,thereisnotenoughtimetoconcentrateondevelopingthenarrativeapproach.

In Quy Nhon city, where we were born and raised, when educatorsemploy the narrative approach as a method in speaking classrooms, they alsoconfront certain challenges The majority of instructors we spoke to agreedthat the textbook that is used to teach English in schools is not very useful.

Itignoredoneofthemostcrucialaspectsoflanguage:theabilitytocommunicateorally. Sincethereisnospeakingexamincludedinthecurriculum,theinstructorshavelittlech oicebuttofocusprimarilyongrammarasthemost importantcomponent oflearningEnglishand havedisregarded otheractivitiesthat maybedonein theclassroom.

Students,inpointoffact,donotfeelateaseparticipatinginspeakinglessons because they lack the confidence to articulate their thoughts and are fearful ofmakinggrammaticalerrorswhenspeaking.Whenattemptingtousethisstrategy,edu catorsoftenfacechallengingobstacles,suchasalacko f available time or distracting background noise in the classroom It's possiblethat this is due to a lack of familiarity with or experience with the approach inquestion These factors lend credence to the notion that language instructors atthe IALC English center, regardless of the level of their students, ought toincorporate into their lessons a greater number of engaging activities, forms oftechnology,web-basedprojects,onlineself- evaluations,andelectronicportfolios.

Previous Studies

InKing's(2007)view,talesareimportantresourcesfort h e development of imagination and creativity, as well as for gaining knowledgeand providing consolation In this piece of writing, King discussed her ownexperiences as well as her use of the collaborative story creating process withstudents of all ages and adults working in a variety of educational settings.Accordingtowhattheauthormentioned,theprocessofgeneratingcollaborativetal esprovidednumerouschancesforstudentstoproducebeautifulstoriesbasedonstories ,utilizingimagecreationanda b s t r a c t prompts as inspiration She said that the iterative process enables children toenhanceboththeirspeechandwrittenexpressivenessaswellastheirvocabulary. King extended an invitation to other educators, urging them toincorporatecollaborativestorymakingintotheirrepertoireofteachingstrategies in order to improve not only their own reading, writing, speaking,and listening abilities but also to foster a community of learners who aresupportiveofone another.

Poveda andCuevas(2008)stated thatteaching story-tellingtochildren hasbeenthefocusofmuchresearchthathasbeenconductedm o s t l y i n schools and families while other settings where these practices also take placehave been ignored This article gives an examination of storytelling events forchildren that took place in three urban informal settings in the city of Madrid.These contexts were a children's bookshop, a park, and a library (Spain). Theinvestigation is qualitative in nature and makes use of a variety of methods,such as observation, audio and video recordings, documentary materials, andinterviews In the analysis, these occurrences are seen of as opportunities forliteraturesocialization,andtheprimaryemphasisofthisstudy isonthepractice of exposing oneself to many literary voices as one component ofliterary language acquisition In order to do this, a thorough modelo f t h e many narrative voices used by storytellers has been presented This approachisu t i l i z e d t o i d e n t i f y d i s t i n c t i o n s a c r o s s t h e t h r e e s e t t i n g s , a n d v i a a c a s e study for each context, the different forms of interactions that children in theaudiencehavewiththesevoicesareinvestigated.Thefocusoftheconversation is on the unique impact thatc h i l d r e n ' s i n v o l v e m e n t i n t h e s e typesofsettings mayhaveontheirdevelopment asreaders andwriters.

The article "Emergent Biliteracy in English and Chinese of a 5-Year-Old Chinese Child with Wordless Picture Books" was written by Commeyrasand Hu (2008).The purpose of this case study is to evaluate the developmentof a kid's language and literacy skillsi n E n g l i s h a n d C h i n e s e w i t h i n t h e setting of a 10-week tutoring session for a child who is 5 years old For thepurpose of encouraging emerging illiteracy, the primary materials consisted ofwordlesspicturebooksbasedonthenarrativecontent.Intermsofthetechnique, the key activities in each session were Storytelling in both Englishand Chinese.Extended activities included of things like labeling, writing upsentences,andmakingupspellings.Thechild'sprogressinEnglishandChinesealph abetandcharacterr e c o g n i t i o n , o r a l reading,andvocabulary developmentwereinvestigatedviatheexaminationofcollecteddata.Accordingtothef indings,wordlesspicturebookscenteredonnarrativematerial and paired with extended literacy exercises made it easier for theyoungstertoacquirelanguageinboth languages.

This study is an action research that is related to storytelling technique,theresearcherpointsoutthatthisstylehasagreateffectonsequentialthinkin g, additionally This study also looks into whether or not students cando better in school if they use the storytelling technique to practice sequentialthinking. The main goal of the study is to find out how much and how wellstorytelling is used to get kids interested in learning She thought that thismethodw a s t h e m o s t p o w e r f u l w a y for a l a n g u a g e t e a c h e r t o u se l a n g u a g e and psychology In this study, the researcher found that telling stories tochildren that are imaginative and have a great style can help them improvetheir language skills and encourage them to read more Also, listening tostoriesgavethemreal- lifeexperiencesthathelpedthemlearnmore.Storytellingconnectedstudentstosc hoolsbyhavingthemlisten,whichwasan important act of negotiation and diplomacy After talking about it, theresearcher came to the conclusion that children will be familiar with the mainparts of the story, which improves their study skills and helps them recognizethe parts of any learning text Stories introduce students to all parts of a newlanguage, whether it's the rhythm, the vocabulary, the grammatical structures,or the meaning In the classroom, stories create real worlds They also makethe classroom environment more fun and entertaining She also said that whenstudents retell the stories, it gives them a real reason to learn new language.Stories can make aset ofteaching activitiesflowtogether.

They can also help students connect with their own interests, concerns, andlearning needs.

Usings t o r i e s t o t e a c h p e o p l e h o w t o s p e a k i s a n e w t r e n d t h a t i s attractingmore and more researchers.Ampha(2013) conducteda s t u d y t o find out if teaching English through stories helps sixth-grade students improvetheir listening and speaking skills The goal of this study was to find out howwell teaching through stories works and how students feel about learning thisskill The participants were 220 high school students who got five weeks ofinstruction based on stories The research found that teaching English throughstories helped students improve their speaking and listening skills It wasshown that teaching through stories works It also showed that when studentslearnedEnglish throughstories,theywereveryhappywith theirprogress.

Mukminatus (2017) used the observation as well as the questionnaire inordertoassess theefficiency ofstorytellinginincreasing one's speakingability. According to the findings of this study, sharing stories to one anotherhasthepotentialto helpstudentsatHasymimAsy'sariU n i v e r s i t y e n h a n c e their speaking ability Even though students were extremely engaged in theirdiscussions and had an interest in the issue that was presented to them, theyweres t i l l a b l e t o r e c o u n t t h e i n f o r m a t i o n t h a t w a s p r e s e n t e d i n t h e r e a d i n g text thatwasincludedinthemodule.

The research "Using short tales to increase the effectiveness of teachingspeaking and listening skills to students at the Hai Phong foreign languagecenter"byNhan(2010)attheUniversityofLanguageandInternationalStudies The goal of the study was to see how short tales affected the trainingof speaking and listening skills It also looked at how students felt aboutemploying short tales in language classes As a consequence, sharing shortstoriesintheclassroomhelpskidsimprovetheirlisteningandspeakingabilities.Furthermore, it lessens students' anxiety by establishing a welcoming andsoothing classroom environment that encourages them to participate in classactivities.

Summary

Overall, learning a foreign language entails knowing how to use thatlanguage in real-life settings As a consequence, speaking ability is consideredsince the most significant of all language talents, as it representst h e m a n n e r in which people interact with one another This chapter shed light on thesignificanceofspeakingability,itsdefinition,andtheobstaclesthatinstructors face while using storytelling The next chapter will go through theresearch design used, the variables under investigation, the study location,thetargetpopulation,samplingprocessesandsamplesize,researcht o o l s , piloting,data collecting methodologies, data analysis, and finally ethical andlogisticalissues.

The purpose of this study was to investigate the perceptions of usingstorytelling technique by English teachers at IALC - an English Center inQuyNhon andthedifficultiestheyface.

ResearchDesign

The purpose of this study was to investigate IALC English teachers‟perceptionsofusing storytelling techniqueand thedifficultiestheyface.

Withi t s a i m s a n d r e s e a r c h q u e s t i o n s d i s c u s s e d i n t h e p r e v i o u s p a r t , the study was designed as a qualitative & quantitative research which usedsurveyquestionnaire,interviewand observationasinstruments.

In this study, the quantitative approach was a descriptive statistic thatemployed numbers and percentages to analyze the teacher's experience withutilizing storytelling to teach speaking Aliaga and Gunderson (2002) definequantitativeresearchmethodsaslookingintoasocialissue,collectingnumbers, andanalyzingthingsusingmath-basedmethods,e s p e c i a l l y statistics.

Besides, Johnson and Christensen (2012:33) that qualitative researchmethods work well when "little is known about the topic or phenomenon andthe researcher wants to learn more about it" As was mentioned earlier, it isdifficulttocomebyinformationaboutIALCEnglishcenterteachers‟practices and attitudes concerning the use of storytelling in language teaching.Therefore, a qualitative approach to the issue appears sensible It would havebeen interesting to combine semi-structured interviews with observation withonly 2 teachers addressed, but, due to the scope of this project, I find itnecessarytolimitthestudytoqualitative research.

AccordingtoDuff(2012),qualitativestudies'greateststrengthist h e i r capacitytore presentbigger processesorcircumstances ina highlyaccessible, tangible, direct, and human way In qualitative research, insights provided bydata collection may result in new paths for the discipline Because qualitativestudiesseekdepthratherthanbreadthintheirscopeandanalysis,t h e i r pu rpose is to particularize rather than universalize, yielding discoveries ofpossiblybroaderrelevanceandtheoreticalvalue.Furthermore,sincequalitativestu dies oftenincludea limitednumberof personsand places,participants may be simpler to recruit and permissions may be easier to securethaninaresearchwithadifferentdesign,whichmay needhundredsofapprovals frominstitutions,etc.

Toreach the study'sgoals,the teacher wantsto know how muchteachers know about how to teach with storytelling and how they use thismethod intheclassroomas well asproblemsfacingthem.

ContextOfTheResearch

TheresearchwascarriedoutatIALC-anEnglishCenter.Thislanguage center is in Quy Nhon City, Binh Dinh Province, Vietnam Thisresearch took place in this English Center since this center uses storytelling asone of the methods to teach young learners in the classroom English is thelanguage of teaching at this English facility In the classroom, the instructorswouldutilizearoundmorethan80%Englishandfewerthan2 0 % Vietnamese.

14 questions was delivered to the teacher‟s respondent Bothopen- endedquestionsandclose- endedquestionswereexploited.Carefulattentionwaspaidtotheclarificationofeachqu estiontoensurevalidity.

Theinterviewquestionsweredesignedtoelicitthoroughresponsesfrominstructors on storytelling as a strategy for teaching English language skills.Open- endedinquiriesmayexposethedepthandspecificsoftheparticipants' sentiments,theyhave“limitationsrelatedtothewritingskillsofrespondents,theimpossibility of probing or extending responses, and the effort required of thepersoncompletingthequestionnaire”(Patton,1988,p.29).

To answer the Research Question about teachers‟ understanding andpracticing Storytelling technique, question 2 was concerned with the Englishteachers' perception about the definition of storytelling technique and the useofstorytellingtechnique.

Question3,4and5wasconcernedwiththeEnglisht e a c h e r s ' perceptionab outteachingStorytellingprocessandthecharacteristicsofstorytelling technique.

Question 4:Can you describe generally about teaching

Question 6 was concerned with the English teachers' perception about theadvantages of storytelling technique and the characteristics of storytellingtechnique.

Question 7 was formed to find out the English teachers' challenges in usingstorytellingtechniqueineducationandthesuggestionstheywanttoputforward.

Question 8:Do you put forward any suggestions to overcome thedifficultiesmentioned?

Participants

Two teachers who are now teaching English at IALC- an EnglishCenter,Q u y N h o n C i t y , B i n h D i n h P r o v i n c e w e r e p u r p o s i v e l y s e l e c t e d a s the participants in this study The researcher is one of the teachers in thiscentera n d t h e t w o o t h e r t e a c h e r s a r e n o w t h e p a r t i c i p a n t s o f t h e r e s e a r c h The reason of selecting of these participantsw a s b e c a u s e a l l o f t h e t e a c h e r s of the English center use storytelling in class, so that they are familiarw i t h theuseofstorytelling.Additionally,theparticipantswereselectedbyp urposive sampling method in order to get the exact data of teachers‟ viewsaboutstorytelling.

Materials

ThestudentshadstudiedFamilyandFriends2,belongingt o a complete six level course of English for Primary school curriculum, publishedbyOxfordUniversityPress.Thetextbookispartlydesignedtodevelopcomm unicative approach that emphasizes on oral skills and language for real-life communication The textbook is theme-based in which language and theskills are structured on a certain topic The theme provides a context in whichlanguage is used to help students to familiar with the appropriate languagestructuresindifferentcircumstances.

Tomakethecontentinthetextbookmoreeffectiveandmoreinteresting, in the research, the plot of stories used in the study is based onOxford Owl, an award- winning website from Oxford University Press, whichis constructed to help children‟s learning, including storytelling support It isnotable that the students‟ program at the English center seems to be matchedandsuitablewith theresearcher‟sstories collections.

ResearchInstrument

SurveyQuestionnaire

The researcher employed semi-structured questionnaires for instructors,whichwere sentto English teachersat theIALCEnglishCenter.In theresearch, questionnaires for teachers were recommended because they werethebesttools for gathering information on people's beliefs and attitudes, as well as efficientincollectingdataandsimpleto administer."(Baker&Westrup:2003).

Interview

Forresearchpurposes,theresearcherconductedface-to-faceinterviewswith two English teachers in IALC English Center Semi-structured interviewwhich was used in this project asks open- ended questions of the interviewees.Semistructuredinterviewwasusedtogetdeeperdataaboutteachers‟per spectives on storytelling Additionally, it also can get more data about theinterestinginformationaboutthestorytelling.AccordingtoBernard(1988),thebest time to use semi-structured interviewing is when you won't get more thanonechancetointerviewsomeoneandwhenyouwillbesendingseveralinterviewerso utintothefieldtocollectdata.Inotherwords,usesemi-structuredinterviewing when you won't get more than one chance to interview someone.Asiscustomaryforsemi- structuredinterviews,thetopicstobecoveredandthequestionstobeaskedwillbepreparedina dvancebycreatinganinterviewguide.Thiswillenablemetotailorthequestionstothespecific circumstancesofeachinterview, and the utilization of the guide will ensure that all of the pertinentsubjectsarecoveredduringthecourseoftheconversation.

BlumandCrabtree(2006)contendthatthesemistructuredinterviewprovidesusef ulinformationontheparticipants' perspectives on particular topics in more detail All of the interviews lastedsomewhere between fifty and twenty minutes apiece, and they were carriedout at the schools in which the instructors are employed All of the interviewswere taped, so the interviewers had plenty of time to focus on the questionsand theflowoftheconversation,just as Kvalerecommended (1996).

Eachinterviewbeganwithsomeopeningquestionsaboutt h e teachers‟ background in terms of working experience and education. Thisinformationwasrelevantforthelateranalysis,becausetheresearcherisinterested in looking for a correlation between the teachers‟ background andtheir attitude towards the storytelling method General questions were aboutteachingmethodsandmaterialsusedintheclassroomandtheteachers‟experien cewiththem.Thisapproachprovidedtheintervieweeswithanopportunity to talk about the positive and negative aspects of the differenttechniques theyuse.

After that, the researcher continued to ask questions about the benefitsand difficulties when applying storytelling technique This information wasvery useful for the study and related with the research questions mentioned inthepreviouspart.

Finally, the interviewees were given a question about the suggestionstoovercome the difficultiestheymentioned.

The researcher did the interview with 2 participants for 15-20 minutesin length The interviews were conducted in the center's academic room andrecorded through audio recorder The aim of the interview was to capture andcommunicatetheparticipants‟perspectivesonusingstorytellingtoteachyoung learners in classroom and the difficulties they face The use of theinterview is very advantageous as the researcher believes interviews help inrevealing facts that cannot be obtained in written form as people are morewillingtospeakthanwriteonapaper.

It was not an easy job to conduct the interviews with busy teachers atIALC English Center The researcher had to carry them out amid the manyworkingresponsibilitiesthattheresearcherhadtoo.Aftergreetingtheinterview ees and thanking them for participating, the researcher explained thepurposeoftheresearch andits significance.Interviews werein English.

Observation

Intheresearch,observationsweremadetoreducetheproblemswithth equestionnairesand makethestudy's results moreconvincing.

DataCollection

The participants in the study were each given a questionnaire to fillout It was sent to the educators who participated in the survey and providedresponses. The researchers sent a questionnaire consisting of 14 questions tothe educators (see Appendix 1 for further information) During the course oftheinquiry,bothopen-ended and closed-endedinquiries wereused.

The interview data collection process was conducted from January toMatch, 2022 Firstly, the writer analyzed the research questions and gavesuitable interview questions so that they were related to the research questionsand the objectives of the study After having a list of interview questions, thewriter continued to contact with two English teachers at IALC- EnglishCenter in Quy Nhon to set the date of the interview Each teacher was noted aday before the interview day At 5:30 P.M February 09 th , 2022 after work, theresearcher began the interview with the interviewees at the center academic‟sroom.Aftergreetingthemand thankingthemfortheir attendance, the researcher explained the purpose of the research and its significance.Theintervieweeswerewillingtoanswerthequestions.Theresearcherinterviewed one by one Each interview took around 15 to 20 minutes Interviews were inEnglish.Theinterviewswererecordedthroughthetaperecorder.Theappendixof theinterviewisgiven atthe endof thestudy.

Before doing the real interview, the researcher did the data pilotingfirst. The aim of piloting was to check the recorder, time (min 15 minutes),and the interview question before doing the real interview The researcher didthe pilotingwith1teacher The resultof data pilotingindicatedt h a t t h e r e were some questions that need to be dug deeper and the right audio recordershould be wellprepared.

After the piloting had been done, the next thing to do was conductingthe interviews The researcher interviewed 2 teachers from IALC EnglishCenter inQuy NhonCity relatedtothelistofquestionsthathave beenprepared.Theinterviews took 15-20minutes foreach interview.

After conducting the interviews, the process was transcribed that havebeen recorded in a written form To help to analyze the data, the researchercategorized into some points to get the results Lastly, the data were analyzedthathadbeencollected fromthe interviews.

This study used observation because the person doing the researchteaches This was done to find out how involved the students are in eachlesson It also keeps track of what they do during the lesson, and how muchthe stories affect them Even how the section for checking homework is filledout is written down The observation form was used five times between thefirst andfifthmeetings.

DataAnalysis

TheQuestionnaireDataAnalysisProcedures

The first step was to conduct a survey of English center teachers to getinformationabouttheirpresentcircumstancesandthemostfrequentchallenges they face while utilizing storytelling to teach English In addition,they looked at what variables affected their ability to communicate effectivelyas a teacher Careful attention was paid to the clarification of each question toensurevalidity.ThequestionnairewasconstructedwithinVietnamesecontexts, aiming to provide a general picture of background to each situationandtocapture the participants‟ ownresponse andreflectionstowardtheissues.Thetechnicaltermsweresimplifiedsothatthequestio nscanbeunderstood exactly Moreover, all the questions were arranged in a logicalorder so that they could lead the respondents to the themes of the study Thequestionnaire was designed and developed based on the author knowledge,observation andexperience.

InterviewDataAnalysisProcedures

The data that the researcher got from the teachers were analyzed andpresented qualitatively in the finding section The audio recording of theinterviewsw e r e e x a m i n e d i n d i v i d u a l l y i n o r d e r t o t r a n s c r i b e t h e i n t e r v i e w result The transcript of the interview served for the clearer descriptions of theparticipants‟ statement related to storytelling The researcher tried to figureoutthecurrentcasethoroughlyandcategorizethemainissues emerged.

After categorizing the issue, the data were analyzed based on the issuesand theories of storytelling in the finding section The collected data wereanalyzed to reflect the beliefs of the participants on using storytelling to teachyoung learners The method used for data analysis is meaning analysis (Kvale,1996) The interview transcripts were carefully read and coded Strauss andCorbin (1990) argue that codes are used for naming the research phenomenonthrough close examination of data The next step was meaning condensationthrough which I have summarized natural meaning units into short and clearthemes Meaning interpretation was the last step of the data analysis.Theresearcherhasinterpretedthemeaningsoftheexaminedphenomenoninaccordan cewiththeinitialmeaningscomingfromtheinterviews.

ObservationDataAnalysisProcedures

In this research, observation was used since the researcher participatedin teaching and assessing process This observation was implemented to knowthestudents‟participation,thetasksduringlesson,andtheextentofstorytelling‟s effect on students in each lesson, even it remarks the process ofcompleting the homework checking section The observation form was usedfivetimesfromthe firstlessonstothe fifthlessons.

Summary

This chapter presents the procedures followed throughout the study.Itintroduces a complete description of the methodology of the study in terms ofthe participants, context of the research , and the research design includingresearch Instrument, data collection instruments and data analysis methods (asurveyquestionnaireforteacher,aninterviewand anobservation).

Very necessaryNecessary Not quite necessary

This chapter has so far presented statistically the data collected fromdifferent sources, which are a survey questionnaire for teacher, an interviewand an observation Based on the results of the study, the key findings havebeen drawnandthediscussionhasbeenproposed.

Questionnaire

Teachers‟opinionaboutspeakingskills

The findings show a very positive sign that no teacher underestimatedthe speaking skill 75% of teachers believed that this skill was very necessarywhile25%ofthemshowed theirapproval oftheideathatit wasnecessary.

(17%) was confident to answer that she found it was not difficult for her toteach this skill Yet, 10 teachers (83%) claimedt h a t i t w a s r e a l l y a p r o b l e m forthemtoteachthisskill successfully.

Teachers‟ perception abouttheuseofcommunicativeactivitiesinteachingspeakingskills 31 4.1.3 Thefrequencyo f usingstorytellingactivitiesinteachingspeaking 32 4.1.4 Teachers‟roleindesigninga n d m a n a g i n g s t o r y t e l l i n g activitiesinclassrooms

Inordertodiscoverteachers‟perceptionabouttheimportanceofcommunicat iveactivities,somequestionswereraised aboutthisissue.

Fortunately,manyteachershavepositiveattitudestowardtheimportanc eoftheuseofcommunicativeactivities to teachspeaking skills.

Mostofthemhaverealizedtheimportanceofcommunicativeactivitiesinteaching speakingskills.75%ofteachersbelievedthattheywereveryimportantbecausetheyhelp edstudentsdevelopcommunicativecompetencewhereas17%showedt h e i r a g r e e m e n t w i t h t h e i d e a t h a t c o m m u n i c a t i v e a c t i v i t i e s w e r e impo rtant in teaching speaking skills Only one teacher (8%) claimed thatcommunicativeactivitieswerenotveryimportant.Thisreflectsteacher‟sawarenes sofusingcommunicativeactivitiesintheirlessons.

Most of the teachers have paid their attention to the use of storytellingactivities And in reality all of the teachers stated that they did adapt and usestorytelling activitieswhentheytaughtspeaking skills.

92%teachersagreedthatstorytellingactivitieswereoftenadaptedanduse dintheirlesson,whileonly8%ofthemsupposed that theywerenotused.

To design speaking lessons effectively, the teaching material is one ofthefactors playingadecisiveroleinthe success ofthe lessons.

Therefore,teachers‟assessmentstowardscommunicativefactorsofstorytelling activities in the currently used on Oxford Owl, a website fromOxford UniversityPressweretakeninto consideration.

Figure 4.1.4: The frequency of using storytelling activities teachers in teachingspeaking

Teachersplayanirreplaceableroleintheteachingprocess.Theirresponsibility is to make sure that students perceive the connection betweenpractice exercises and storytelling activities As a result, students‟ learningprocess deals with the matter how teachers design the activities for theirlessons.Inaddition,teachers‟managementintheclassroommakesanimportant contribution to the success of the lessons Therefore, what teacherthoughttheyshoulddoinspeakingclassestomotivatetheirstudentstoparticipatein activities eagerlywillbe showninthe Table1.

Interfering whenever you find your students make mistake

Collecting students‟ common mistakes without interferingthem

As indicated in Table 1, many teachers (92%) tried to encourage theirstudents to participate in the activities This is a necessary task because withteachers‟encouragementstudentsfinditcomfortabletotakepartintheactivities.67%ofthemchosejoiningtheactivitieswithstudentsasparticipants.Bycontrast,33%c ollectedstudents‟mistakeswithoutinterferingthem However, 50% decided to interfere whenever they found their students‟mistakes The findings also show that 17% of teachers thought that theyshould let their students communicate freely and comfortably and thereforetheywouldnotinterfere theminanyway.

Furthermore, in order to promote communication in speaking classes,teachers might have many ways to conduct storytelling activities effectively.These things could be done before the lessons, during the lessons and evenafterthe lessons.

Teachers‟implementationofstorytellingactivities 34 4.1.6 Benefitsofu s e

The investigation into teachers‟ awareness of the use of storytellingactivities aims to discover the implementation of these kinds of activities inclassroomandhowtheywere appliedandmanagedbyteachers.

Int e r m s o f t h e c o n t e n t o f s t o r y t e l l i n g a c t i v i t i e s , 1 0 0 % o f t e a c h e r s s h o w e d their agreement that the content of storytelling activities in their speakinglessons isrelatedtothe lesson.

The data shows that teachers paid much attention to the content ofstorytellinga c t i v i t i e s u s e d i n c l a s s e s G e n e r a l l y , s t o r y t e l l i n g a c t i v i t i e s c a n uses inallstagesin aspeakinglesson.

Inordertodesignappropriatelessons,teachersneedtoreceivecompletely the purposes of storytelling activities Therefore, before teachersmake a lesson plan they should set the aims for the storytelling activities intheirteachingprocedure.

AsshowninTable2,thedataprovideevidencethatmostoft h e teachers were really aware of the communicative activity purposes which wasagoodsignfor students.

It is obvious that to have a good lesson, teachers need much time,energya s w e l l a s t h e i r c r e a t i v i t y T h a t i s t h e r e a s o n w h y 7 5 % o f t e a c h e r statedthatgoodpreparationcouldpromotestorytellingactivitie s.Accordingto 83% of the teachers, in order to get effectiveness of storytelling activitiesteachershould encouragetheirstudentsinlearningprocess.

67% of the teachers believed that discussing and sharing experience withother colleagues could work while only 58% of them thought that storytellingactivitiescouldtaketheiradvantageswhentheyorganizedclassworkappr opriately Teacher informants‟ ways to promote storytelling activities isshowninTable 3.

In brief, the observation data indicated that the preparation stage wasappreciated by the teachers Yet, they may combine all of these techniques tomakefulluseofstorytellingactivities intheirteaching.

4.1.6 Benefits of use storytelling activities in teaching English speaking skill toyounglearner

It is undeniable that storytelling activities have offered the teaching ofEnglishingeneralandteachingspeakingskillsinaparticularawiderangeof

The majority of teachers (92%) assumed that storytelling activitiesused to motivate students could be applied at any stages of the teachingprocesst o a t t r a c t s t u d e n t s ‟ a t t e n t i o n M o r e o v e r , 6 7 % o f t e a c h e r s s u p p o s e d that students could develop their language skills totally thanks to storytellingactivities.Notmanyteacherswerecompletelyconsciousthatstorytellingactivities also means to provide communicative contexts (75%) and createnatural learningenvironment (42%) forstudents.

When teachers applied communicative language teaching into speakingclasses, they might face some inherent difficulties making them hesitate todesign and fail to use storytelling activities in classrooms The troubles mayderive from the objective factors such as limited time, teaching facilities, classsizewhichpreventedthemhavingasuccessfullesson.Intheviewofpedagogysom ecommonproblemsweregiveninordertodiscoverteachers‟

Lack of teaching facilities and aids

Limitation of time for preparation 50%

Ther e su l t s r e v e a l e d t h a t a b i g pro por ti on (6 0 % ) o f t e a c h e r s b l a m e d forstudents‟lackofEnglishknowledge.Thenextobstaclecamefromstudents‟ personal characteristics 50% of the teachers complained that theirstudents were shy and passive in classroom As a result, they were not reallyconnectedtothelessons.Onemoreproblemwastimeallocationforperforming tasks (55%) which made teachers face difficulties in controllingthe class activities The fact is that there are only 45 minutes for each lesson.Thisr e q u i r e d t h e m t o k n i t t h e i r a c t i v i t i e s i n a p p r o p r i a t e t i m e I n a d d i t i o n , 40%admittedthattheclasssizemadethemconfusedtoorganizet h e activities With the number of students from 15 to 25, it is not easy forteachers tocontrol the classactivities smoothly Meanwhile, it wasr e p o r t e d by 50% of the teachers that storytelling activities required them extra time offclass to re-design and adapt to their students competence and interest Poorteaching equipment‟s also are a factor effecting teaching and learning qualitywith 20% agreement from teachers Finally, 10% of theteachers assumed thatactivities in their textbooks werenotcommunicative.

Interview

Teachers‟understandingandpracticingstorytellingtechnique.384.2.2 Storytellingisbeneficial

This section discusses about teachers‟ understanding and how they practicestorytelling Regarding the question: “What‟s storytelling?” the participantssaid that:

TeacherA:It'saneducationalandactivetechniqueinteachingEnglishinsimpl e and interestingway.

Teacher A stated that Storytelling is used for education and it is anactive technique to teach English simply and interestingly Teacher B said thatteacher used storytelling to convey a message truth or information, knowledgeon wisdom on students It‟s easy to find that their answers are different andthat means they have no clear information about the storytelling technique, alloftheinformationtheysuppliedistheirpersonalopinion.

It was clear that the two teachers have vague understanding about thestorytelling technique, this may be attributed to the lack of training for noviceand in-service teachers In addition, this indicates that even if teachers use thistechnique,theydidnotknowhowto dealwithits educationalprocess.

The definition of Storytelling according to Roney, (1996), storytellingis aprocessinwhichaperson(theteller)usingvocalization, narrative structure, and mental imagery communicates with the audience whoalsousesmentalimageryand,inturn,communicatesbacktothetellerprimarily via body language and facial expression The communication cycleis ongoing, and in the process, a “story” is created So, storytelling is a tellerwho telling a story which are they can make the story more alive and they canbring the audiencetofeelthe atmosphereof thestory.

All of the participants agree that using storytelling in classroom isbeneficialforthestudentsandalsofortheteacher.Thefirstbenefitisstorytelling cangrab thestudents‟attention.

Teacher A:…It enriches students‟ vocabulary, increases motivationandattractsstudents‟attentionwith variouskindsofstories.…

TeacherB:…Especially,itattractsstudents‟attention,maintainstheinterest ofstudents,

Two participants showed that storytelling could catch the students‟attention.FrombothTeacherAandTeacherBstatement,itcouldbeconclude d that storytelling was an interesting technique to teach English toyounglearnerbecauseitcouldattractthestudents‟interest.Teachers‟commentswe resimilartothe previous study from Isbelle t a l l ( 2 0 0 4 ) , a s citedinMillerand

Based on the interview result, the second benefit was sharpening thestudents‟ memory and memorizing the lesson easily By listening to the story,students could memorize the materials that were given compared to if theteacherjustexplainedit.Therefore,thelessonswillbesimplerwiththestudents.The participants alsoconfirmed this:

Teacher A:… I think students are able to memorize the materiallonger.Therefore,itcansimplifythe lessons.

Teacher A confirmed that by using storytelling, the students wouldmemorizethemateriallonger.Forthatreasonstorytellingwereusedtomemoriz et h e m a t e r i a l , s o t h a t t h e s t u d e n t s w o u l d r e m e m b e r t h e m a t e r i a l well.

From the teachers‟ comments, storytelling could facilitate the studentsto remember the material It was similar to Hendrickson (1992) stated thatlistening to stories can help students to sharpen their memory skill It can beconcluded that the meaning of sharpening students‟ memory skill was byhelping themtomemorize.

Thethirdreasonwasstorytellingcanincreasestudents‟self- confidence.Throughstorytellingthestudentswouldbuildtheirself-confidence and also it could develop their ability in language aspect Theparticipant,Ms.Nganstatedthat:

Teacher B:… Besides, storytelling technique enhances speaking skilland studentswillbe confidenttotell storiesin frontof class.

From Teacher B statement, she said that when the storytellers were thestudents, it could increase their self-confidence to tell something in their ownlanguage Teacher B also claimed that students would communicate betteraftertheywerelisteningtothestories.Thestudentswouldstarthavingcommunic ationwiththeirfriendsandteacherusingvariouswords.Bylistening to the story, the students would get some new information from theteacher and itmadet h e s t u d e n t c o u l d p r o d u c e b e t t e r w o r d s t o c o m m u n i c a t e Inotherword,thestudents would speakcreativelyusing manywords.

Thoseresultsweresimilartosomepreviousstudies.Hendrickson(1992)statedt hatstorytellingprovidesopportunitytostudentstospeak creatively and to become more confidence in their ability Peggy, Sharolyn,and Sharon (2004), Robins and Ehri (1992) also confirmed that through listentothe stories,their vocabularywillbeincrease.

The fourth benefit of storytelling was increasing students‟ vocabulary.While telling stories, students can learn a lot of new words that cannot appearin normal lesson The students‟ vocabulary is more and more plentiful and itcan motivate studentsinlearning.

Thel a s t r e a s o n w a s f r o m t h e t e a c h e r s ‟ i m p r o v e m e n t i n t e a c h i n g storytelling to young learners The teacher can improve their creativity whiletelling a story to the students This finding was similar to the previous studies,Barzaq 2009 claimed that storytelling brings many benefits to teachers Mr.Dat alsoconfirmed:

Teacher A:… One more profit is that to have expected result, theteachersshouldsharpenthemselves,bringmoresuitableteachingaidtosupport thestorytellinglessons.

In conclusion, storytelling was beneficial There were five benefits ofusing storytelling in teaching young learner First, it could catch the students‟interest while teaching and learning process The second was the students‟memory skill was sharpened Thirdly, storytelling could increase students‟self-confidence and develop the ability on language aspects Fourth,students‟vocabulary could be enriched The last was the interesting benefit because thebenefitwasfortheteachersinwhichstorytellingcanencouragetheteacher stobe more creative.

Teachers‟ChallengesofUsingStorytelling

Thissectiondiscussesaboutthedifficultiesthattheteachersfaceduringt e a c h i n g E n g l i s h t o y o u n g l e a r n e r s u s i n g s t o r y t e l l i n g Th e f i r st challengeis lackofclassroomand teachingaids.TeacherAalsoconfirmed:

TeacherA:Thelessonsusing storytelling techniqueareoptional.Therefore, when developing a speaking class, sometimes we do not haveenough classrooms or even the teaching aids and materials for students tostudy.…

Teacher A‟s statement reflected that the lessons using storytelling as amethod are not included in the compulsory curriculum it cannot be taughtregularly As a result, there isn‟t enough materials and classroom for studentsto study after school Therefore, it cannot be a real speaking class for studentstostudy.Thisfindingwasdifferentfromthepreviousstudies,sincetheprevious studies never talked about storytelling technique can be applied incompulsorylessonornot.

O n e o f t h e d i f f i c u l t i e s i s t h a t s o m e t i m e s w e d o n o t have any interesting idea for the each lesson, which can make students feelbored when studying Even though we already have the concept of the story,but the waywe deliver thestoryisnot smooth.

Lack of ideas in this case means that the teachers tend to come up withsame idea in every storytelling performance The teachers should not use thesame ideas again and again because it will make the students bored Theteachers should have different ideas in telling a story to make the students payattention tothatstory.

Moreover, lack of time or the noise in class is the last challenges ofusingstorytelling.Twoteacherssaid:

Teacher A:… Improving speaking ability is a long process but thetime is limited, we do not have much time to provide students speakinglessons through storytelling.That is ourbiggest difficulty.

TeacherB : B e c a u s eo f s p e a k i n g c l a s s e s , s t u d e n t s a l w a y s m a k e s o much noise that affects a lot to another class Moreover, it needs more timethan we have.

Teacher A also had the same opinion as Teacher B that the time toprovide students speaking lessons is limited Students‟ ability of speakingcannot improve much if they do not practice regularly Furthermore, TeacherB also referred to the noise in speaking class, which affected to other classesandtheteachersfound itdifficultto maintainstudents‟focus.

Concerning the question:" Do you use story telling in your teaching?”All the teachers' responses were similar as both of them said SOMETIMES toanswer this question If they use the storytelling technique sometimes, it‟sdefinitely that students speaking ability cannot improve much with the lessonwhich israrelytaught.

In conclusion, storytelling has real challenges that are faced by theteachers There are three challenges in storytelling according to the teacherswho are interviewed The first challenge was the teachers lacked of classroomand teaching aids The second was the lack of idea Lastly, the noise in classmade teachers difficult maintain the students‟ focus while listening to thestory This may be attributed to the lack of knowledge and training of thistechnique Furthermore, this finding could remind teachers that they shouldovercome the challenges because failing to do so would hinder the students togainthebenefits of storytellingfortheirlearning.

Observation

To look more closely at what was going on during the lessons to seehow well storytelling was being used to teach speaking, and to watch how thestudents reacted to each lesson So, the observation was used to help answerboth questions The observation was written right after the lessons where itwasbasedon.Theanalysisoftheobservationshowsthatstudents'participation,time,h o m e w o r k c o m p l e t i o n , a tt it ud e toward l e a r n i n g , a nd th e effects of learning are some of the most important things in the class.Students‟participation

The teacher noticed that the students were getting more and moreinvolved in the lesson On the first day of class, 5 students were late and 1student didn't show up because he was afraid of the speaking test The rest ofthe students were on time But from the second to the last class, more studentscame early or on time, and fewer came late The next day, 5 students arrivedearly,7 a r r i v e d o n t i m e , a n d 4 a r r i v e d l a t e O n t h e t h i r d d a y o f c l a s s , 7 students came early, 8 came on time, and 1 came late But 16 students showedup earlyfortheseventhandeighthmeetings.

Overall, the students' attitudes toward learning how to speak better changed,and theylookedforwardtotheirlessons.

Theytookonincreasingamountsofresponsibilityfortheirassignments They received the assignment from the third meeting, and 16students finished it, but they did not submit it until the instructor remindedthem The majority of their phrases have meaning However, all studentscommittedgrammaticalerrors,andthreestudentsmadespellingerrors.

Thenextday,allofthestudentsdidtheirhomeworkwithgreatcare,andmoreandmore ofthemturneditinwithouttheteacherremindingthem.Atthe5th meeting, they told the story in their own words, using words that were lessflexible 16 students were encouraged to finish their homework at the 7thmeeting All of the students could rewrite the story on their own in the rightorder and with the right information All students improved grammar andspelling.Somestudentshadnomistakes.Inshort,itistheresponsibilityofeverystudent to do their homework and learn After learning to tell stories, they didbetterontheirhomework.Theextentofthelesson‟seffectonthestudents.

Ther e s e a r c h e r f o l l o w e d t h e s t e p s o f a s t o r y t h a t h a d t h r e e p a r t s : beforet h e s p e a k e r s p o k e , w h i l e t h e s p e a k e r s p o k e , a n d a f t e r t h e s p e a k e r spoke There are three lessons in each story The researcher saw that thestudents got better and better as they did the tasks in the lesson On the daybefore the test, the researcher found some reasons why students' speakingskills weren't as good as they could be The first problem is that students didnot know much about grammar and vocabulary Because of this, they eitherdidn't say anything orspokeinVietnamese.Second,studentsdidn'th a v e much time or chancetopractice speaking.

On the second day, it was hard for 4 students to understand At thebeginningofthelesson,allofthestudentshadproblemswithf l u e n c y , content,g rammar,andvocabulary.

On the third day, all students had learned the words by heart and usedthemt o t e l l t h e s t o r y b e t t e r 1 4 o f t h e s t u d e n t s g o t t h e q u e s t i o n s a b o u t t h e storyright.

Two of the students got the details of the stories wrong and needed help fromthe teacher All of the students read the story with the right tone and pace.Whenm a k i n g q u e s t i o n s t o a s k t h e i r f r i e n d s a n d p l a n s f o r h o w t o a n s w e r them,studentsusedalot of creativity.

On the fourth day, all of the students took part in a speaking activity.Fifteen of the students were comfortable speaking up, but one was shy. But bythe end of the class, with the help of the teacher, everyone had learned morethan before They were eager to hear what the teacher had to say about thehomework Students came to the pair activity with a strong desire to share thestory.Somuchwaschangedaboutthecontent,thevocabulary,andthegrammar. The studentswere alsonotveryfluent.

Onthefifthday,allofthestudentsworkedhardtofinishtheirhomework They told the story in their own words and used fixed words totalka b o u t t h e p e o p l e i n t h e f a m i l y S o m e s t u d e n t s d i d n ' t a n s w e r t e a c h e r s ' questions because they didn't have enough words to explain their thoughts.Some of the students made grammar mistakes when they spoke Every studentcould tellthe storyintherightorder.

The story could teach them more important lessons Vocabulary, grammar,fluency,andintonation allincreasedsignificantly.

Analyzingclassroomobservationsrevealsthatstudents'abilitytocommunica te effectively might be greatly enhanced by the use of storytelling.Theyalsoseemedmoreat ease infrontof the class.

ChapterSummary

Thischapterhasanalyzedthedataandinformationcollectedfromquestionnaires, interviews, class observation The results reflects the reality ofusing storytelling activities in teaching speaking skills for the young learner atIALC- a n E n g l i s h C e n t e r i n Q u y N h o n a s w e l l a s t h e d i f f i c u l t i e s t e a c h e r s face when they conduct storytelling activities Obviously, some problems arestill raised in speaking lessons The issues have been discussed and somesolutions have been recommended.The summary of results, the conclusions,and the suggestions derived from the findings are the main topics of the nextchapter.

Conclusion

Theteachers‟perceptionsofstorytellinginaspeakingclass

From the result of the analysis of the research, it is proven the value ofthe English speaking proficiency improvement of young learner at IALC - anEnglish Center after using storytelling.The data from figure 4.1.6 believedthatt h e m a j o r i t y o f t h e t e a c h e r s ( 9 2 % ) a s s u m e d t h a t s t o r y t e l l i n g a c t i v i t i e s used to motivate students could be applied at any stages of the teachingprocess to attract students‟ attention Moreover, 67% of the teachers supposedthat students could develop their language skills totally thanks to storytellingactivities.Notmanyteacherswerecompletelyconsciousthatstorytellingactivities also means to provide communicative contexts (75%) and createnaturallearningenvironment(42%)forstudents.Thestudents‟scoreofspeakingt aughtbyusingstorytellingactivitiesisbetter.Thisresulthasanswered the result question that the use of storytelling activities in teachingspeakingis quite effective.

Thenextfindingisthecharacteristicsofagoodstory.Alloftheparticipants agreed that children‟s story should have certain characteristics.Thef i r s t c h a r a c t e r i s t i c i s t h e s t o r y s h o u l d h a v e s t r o n g c h a r a c t e r s , s o t h e students will memorize the characters and also memorize the story Secondly,a good story should have moral value The moral value itself is expected tobuild the student‟s characters The third characteristic is the story that thestudents interested in Some children have their own interest and they willfocus on something that they like Furthermore, the story that the students likemakesthemenjoythe lesson.

The challenges teachersface inusingstorytellingtoenhancestudentsspeakingskill

The first finding is teachers‟ understanding and practicing storytellingtechnique.Allof th e teachersgaved iffe re nt an sw er s f or t he qu e sti on ab ou t the definition of storytelling, which proves that they understand vaguely aboutstorytelling technique Therefore, this may attribute to the lack of training forthe teachers In addition, this indicates that even if teachers use this technique,theydidn‟tknowhowtodealwithitseducationalprocessandtheeffectivenes s of teaching wouldn‟t be as expected In the process of applyingstorytelling technique, the teachers didn‟t prepare thoroughly in advance theprocedure before teaching; as a result, the teachers didn‟t use enough teachingsteps.Maybethisisthereasonwhythelessonshadn‟tbeensuccessful.

Moreover, the teachers at IALC English Center are now facing somedifficulties leading to low effectiveness of using storytelling activities. Theyare students‟ lack of English knowledge, students' passiveness and shyness,limitation of in-time class, class size, etc These factors have affected thesuccess of the implementation of storytelling activities This required teacherstom a k e m o r e e f f o r t t o s o l v e t h e s e p r o b l e m s a n d t o i m p r o v e t h e q u a l i t y o f their teaching The results also indicate that some certain changes have beenmade from teachers themselves such as their conscious of adapting activitiesasw e l l a s c o m b i n i n g o t h e r s o u r c e s t o s u i t t h e i r s t u d e n t s

‟ l e v e l s T h e l a s t challengeismaintainingthestudents‟focuswhilelisteningtothestory.Because of the children‟s characteristic that they are active and difficult tofocus while listening to the story so they always make so much noise in class.However, this should be done with more enthusiastic from teachers Teachersthemselves need to upgrade their English proficiency and pedagogical skill tocreatemore attractiveandinteresting lessons.

Implications

TeachingEnglishlanguagespeakingskillhasbeenconsideredadifficulttask toaccomplishbecause it is affectedbymanyfactors.

Storytelling activities have been introduced as a solution and to someextent, it has obtained satisfactory results In fact, storytelling activities arestill limited in use at an English Center Therefore, some suggestions aresupplied which aims to promote the application of storytelling activities forteachers as follow.

- The teacher should choose the materials that are appropriate and nottoo difficultfor the students.

- Before assigning the storytelling activities to the students, the teachershouldmakesurethatthestudentshavefullyunderstoodandhavetheinformati ontheyneed.

- The teacher should present the language in a relaxed, enjoyable andunderstandablewayinclassroom.

There are several implications for teaching in this study Ther e s u l t of this study helps teachers to be more aware of the role of storytelling inTeachingE n g l i s h t o Y o u n g L e a r n e r s M o r e o v e r , t h i s s t u d y c a n g i v e informationfor teacher tochoose a goodstory foryounglearners.Ita l s o helps teachers to overcome the challenges of storytelling, so that the studentswill receive the benefits of storytelling for their learning Furthermore, thisstudycan be veryusefulfor futureteacher.

Limitation

Although the research has offered some helpful finding, it has alsoshownsomeunavoidablemistakesduetotheresearcher‟slimitationofexperience andknowledge.

Firstly,thestudy aimstoinvestigatethecurrentsituationofusingstorytelling activities in teaching speaking skill for young learner at IALC - anEnglish Center but the participants of the survey were limited So the resultsmay not reflect fully the whole situation of learning and teaching speakingskill.

Secondly, the questionnaires may not cover all storytelling activitiesused by teachers, which leads to less reliable results Then the results ofresearch only collected and analyzed from survey questionnaires, interviewandclassobservationthenitisabsentofdiscussionwhichmightbeincomplet e.

Finally, due to time constraint and some other objective factor made itimpossiblefortheresearchertocarryouttheinvestigationintot h e relationshipwith otherskills,which restrictmorepreciseoftheresearch.

SuggestionsforFurtherStudies

With the result of the study above, the researcher wants to give somesuggestionsto the Englishteachersthefutureresearcher.

The EFL teachers at the upper English center or primary school aresuggestedtomovefromtraditionalmethodintonewmoderntechnique,especiallyu singstorytellingtechniqueinteachingspeakingaswell aso t h e r skills such as listening, reading and writing Storytelling technique can beapplied to teach some genres such as telling story or retelling story becausethis method can lead to innovative and creative thinking from the students andmakeclassesmore livelyandinteresting.

In addition, the teacher should always improve his or her skills andknowledgebyexploringwaystoimproveresultsfromteachingEnglish.Therefore , the teacher should be creative in making or searching for storiesthat the students will love, and use them in teaching speaking so that thestudentswillalwaysbeinterestedandenthusiasticwhenlearningEnglish.

To the future researchers who are interested in applying story retellingtechnique in teaching skills in English, it is suggested to conduct classroomaction research or other designs on the use of this technique in the teaching ofother language skills, for instance listening and writing and also other types ofgenre.Besides,furtherstudiesshouldbeconductedtoinvestigatet h e strategies and techniques employed by teachers in another centers and schoolsin QuyNhonCity.

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This questionnaire is designed to seek for the information of teachers‟experience in using communicative activities in teaching speaking skill younglearner at IALC – an English Center in Quy Nhon The answer will be used asimportantdatafortheresearchnotforanyotherpurposes.Theanswer,therefore,shouldb efrankandaccuratetoyourownideasandteachingcontext.Thankyou verymuch for yourcooperation!

Pleaseput atick(√)ontheanswer you choose.

3 Accordingt o y o u , h o w i m p o r t a n t i s t h e u s e o f c o m m u n i c a t i v e activitiesto teachingspeaking skills atIALC-anEnglishCenter?

5 Doyouoftenusestorytellingactivitiesinteachingspeakingskill to theyounglearnersatIALC-anEnglish Center?

6 Howoftendoyouusestorytellingactivitiesinteachingspeakings kills totheyounglearnersatIALC-anEnglish Center?

To encourage students to speak the target languageTostimulatethestudents‟motivation

10 Dot h e st u d e n t s l ik e st o r y t e l l i n g a c t i v it i e s i n E ng li sh s p e a k i n g lessons?

Collectstudents‟commonmistakeswithoutinterferingthemJointhea ctivities with students as aparticipant

Discuss and share the experience with colleaguesOrganizetheclassworkappropriately

13 Whatdoyouthinkthebenefitsoftheuseofstorytellingactivitiesin teachingEnglishspeaking skill totheyoung learnersatIALC

Increasing students‟ motivation in learningProviding communicative contexts for studentsCreatingnaturallearning

Helping students develop their language skill totallyOther benefits:………

14 Which problems do you suppose to have/ have when designingand using storytelling activities in teaching English speaking skill foryounglearners?

Speaking activities in the textbooks are not communicativeClass size is not suitable to use the communicative activitiesStudents lack of knowledge of

English to express themselvesStudents arepassiveandshy

Lack of teaching facilities and teaching aidsOther difficulties………

Teacher A:It's an educational and active technique in teaching

Teacher B:Storytelling is the art in which a teacher conveys amessagetruthorinformation,knowledgeonwisdomonanaudiencestudent.

 Questions on English teachers' perception about teachingStorytelling process and the characteristics of storytellingtechnique.

Teacher A:Teacher provides students with topics and students have towork in groups and prepare the stories related to the topic One week later,Students tellthosestoriesinfront of class.

TeacherB:Teachertellsstudents astoryandstudents havetoquickly writedownthemaincontentofthestory.Afterthat,studentstellthatstoryontheirownwor ds.

Teacher A:It should concentrate on the main aim of the lesson andsuitthe students' level.

Teacher B:It should have morals and cooperation and suit the age ofstudents

 Question on English teachers' perception about the advantages ofstorytelling technique and the characteristics of storytellingtechnique.

Teacher A:Story telling technique has a great deal of advantages.

Itenrichesstudents‟ vocabulary,increasesmotivationandattractsstudents‟attentionwithvariouskindsof stories.Moreover,itisawaytoamusestudents I think students are able to memorize the material longer Therefore,it can simplify the lessons One more profit is that to have expected result, theteachersshouldsharpenthemselves,bringmoresuitableteachingaidtosupport for the storytellinglessons.

TeacherB:Therearealotofbenefits.Especially,itattractsstudents‟attention, maintains the interest of students and helps students memorize thelesson easily Besides, storytelling technique enhances speaking skill andstudents will be confidenttotell storiesin frontof class.

The extent of thelesson’s effect onstudents

- Thep la ne dp er io ds andfr am e w o r k i nf i v e we e k s were informed.

-The most students lacked vocabulariesto expresstheir opinion, they answered in the same waysbyusing the general action such as “I can cook,

I canclean the house to make my family happy” or “I buymedicinewhenmymotherissick”,andtheyreact ed thesituationintheimpoliteways.

The extent of thelesson’s effect onstudents

- 4 students met difficulties in understanding.

- All students were lack of fluency, content, grammarand vocabularyatt h e beginning of t he l e sso n but a t th e end of thelesson,allofthesebehaviorswereimproved.

The extent of thelesson’s effect onstudents

- Studentsh a d g r e a t i m a g i n a t i o n w h e n t h e y m a d e theq u e st i o n s t o a s k t h e i r f r i e n d s a n d p r e p a r e d t h e solutions intheir lives.

The extent of thelesson’s effect onstudents

- 15studentswereconfidenttospeakoutbut1students were reserved However, at the end of theclass, with the support of teacher, all students werebetterthanbefore.

- They were ready to listen teacher‟s comment onthehomework

- Students joined the pair activity to share the storywithhighmotivation

- Content, vocabulary and grammar was improvedso much