The impacts of storytelling on secondary school students speaking ability

MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THUY LINH THE IMPACTS OF STORYTELLING ON SECONDARY SCHOOL STUDENTS' SPEAKING ABILITY MASTER’S THESIS IN EDUCATION Nghe An, 2018 MINISTRY OF EDUCATION AND TRAINING VINH UNIVERSITY NGUYEN THI THUY LINH THE IMPACTS OF STORYTELLING ON SECONDARY SCHOOL STUDENTS' SPEAKING ABILITY Major: English Teaching Methodology Code: 8.14.01.11 MASTER’S THESIS IN EDUCATION Supervisor: Dr Tran Thi Ngoc Yen Nghe An, 2018 ABSTRACT Speaking plays an imperative portion in teaching and learning English and it is recognized as the guideline objective of language courses It is the best way to fall in line with the world In the researching process, the researcher has found that students always translate Vietnamese into English before they speak In any case, how to improve students’ speaking performance in classroom is not a simple assignment In arrange to improve the quality of speaking classes, the study just focuses on using Storytelling (telling story) It is, subsequently, the study for instructors to taught the students Storytelling and apply them into speaking periods The study has been conducted for the point of testing the viability of using Storytelling at Thanh Hoa Secondary School 80 students are divided into two groups called Experimental Group (40 students) and Control Group (40 students) The Experimental Group is instructed speaking skill by using Storytelling approach while ordinary way is still applied traditional method within the Control Group Both groups ought to take the Pre-test and Post-test After that a set of survey included questions is used to examine students’ states of mind, points of view towards speaking and Storytelling While the study gives a few suggestions for teachers and researchers in common, it is not free from limitations The limitations are found within the information collection disobedient and the number of strategies to be taught i ACKNOWLEDGEMENTS Firstly, I would like to express my very great appreciation to Dr Tran Thi Ngoc Yen, professional lecturer of Vinh University, my keen supervisor, for her support and excitement She is willing to spend her time giving me great advice and making corrections numerous times in arrange for this research paper to be completed Secondly, I would like to say thanks for the teachers and students at Thanh Hoa Secondary School where I have been teaching and gathering information for my study Thirdly, I am also grateful to my lecturers at Faculty of English, Vinh University, for all their kind guide and help Other than this, I am grateful to all teachers who have made comments and proposals to improve my paper Last but not least, I am significantly obligated my family for their sacrifice in order to offer me opportunity to the interest of my higher education You are not as it were my pride but too my quality It is worth naming the thoughtfulness of my soul mate in giving me huge support, tolerance, and help NGUYEN THI THUY LINH ii TABLE OF CONTENTS ABSTRACT i ACKNOWLEDGEMENTS ii LIST OF CHARTS vi LIST OF TABLES .vii CHAPTER INTRODUCTION 1.1 Rationale 1.2 Aims of the study 1.3 Research questions 1.4 Scope of the study 1.5 Method of the study 1.6 Design of the study CHAPTER LITERATURE REVIEW 10 2.1 Speaking skill 10 2.1.1 The Nature of Speaking 10 2.1.2 Aspect of speaking ability 12 2.1.3 The importance of speaking ability 13 2.2 Assessing speaking 14 2.2.1 Indicator of speaking ability 16 2.2.2 Fluency vs accuracy in speaking assessment 17 2.2.3 Rubrics for assessing EFL speaking ability 19 2.3 Teaching speaking to EFL learners 22 2.3.1 Principles for teaching speaking 22 2.3.2 Techniques to teach speaking 26 2.4 Storytelling 29 2.4.1 Definition of Storytelling 29 2.4.2 Principles for telling stories to EFL learners 31 2.4.3 Benefits of storytelling in EFL teaching 36 2.4.4 Storytelling and speaking ability development 39 CHAPTER METHODOLOGY 41 iii 3.1 Research questions 41 3.2 Participants 41 3.3 Material 42 3.4 Research methods and procedures 45 3.4.1 Methods 45 3.4.2 Procedures 45 3.5 Instruments of Data Collection 47 3.5.1 Questionnaire for students 47 3.5.2 Oral Tests for students 47 3.6 Data Collection Procedures 48 3.7 Analytic Procedure 48 CHAPTER RESULTS AND DISCUSSION 50 4.1 Results 50 4.1.1 Students’ attitudes towards using Storytelling in speaking lesson 50 4.1.2 Pre-test and Post-test result 54 4.1.3 Comparison of pre-test and post-test 57 4.2 Findings 61 4.3 Discussion 63 CHAPTER CONCLUSION 71 5.1 Summary of the study 71 5.2 Implications for both teacher and students 72 5.2.1 For teachers 73 5.2.2 For students 74 5.2.3 Recommendation 74 5.3 Limitation of the study and suggestions for further study 75 REFERENCES 77 APPENDICES 80 APPENDIX 80 APPENDIX 82 APPENDIX 86 iv APPENDIX 87 APPENDIX 91 v LIST OF CHARTS Figure 4.1 Students’ difficulties in learning speaking English Figure 4.2 The benefits of using Storytelling in learning speaking English Figure 4.3 Students’ feeling about the motivation and interest of using Storytelling Figure 4.4 Scores in Experimental Group before and after using Storytelling Figure 4.5 Scores in Control Group before and after using Storytelling Figure 4.6 A Venn diagram of comparing the characteristic of whales and guppies Figure 4.7 Web Storytelling of characteristics of dogs Figure 4.8 The Net word tree of advantages and disadvantages of zoos Figure 4.9 The problem and solution Map of discussing the problem and solutions that may occur in ocean environment vi LIST OF TABLES Table 4.1 Students’ feeling and attitudes towards learning speaking skill Table 4.2 Students’ feeling and attitudes towards learning speaking skill with Storytelling Table 4.3 The Pre-test result of two groups Table 4.4 Mean and Standard deviation in the Pre English speaking test Table 4.5 Mean and Standard deviation in the Post English speaking test Table 4.6 The number of students in Pre-test and Post-test results of two groups Table 4.7 The Incidental Probability (p) in Pre-test and Post-test results of two groups Table 4.8 The compare and contrast matrix of kinds of music Table 4.9 K.W.L Storytelling of lizards vii CHAPTER INTRODUCTION 1.1 Rationale Speaking is the best way to fall in line with the world In the researching process, the researcher has found that students always translate from Vietnamese into English before they speak; (Nguyen Hoang Anh-2003) therefore, it makes them more difficult to express their opinion in English There is a big influence of Vietnamese language on the students’ learning Students have a big problem with pronunciation when they learn English because of different spelling and pronunciation Moreover, Vietnamese students lack of motivation in learning English Mother tongue also effect heavily because Vietnamese students come from many different places which they use their mother tongue to each other There is an important of investigating the relationship between motivate and speaking proficiency During speaking, each individual is able to practice or raise their own opinions approximately occasions or news happening in the world It means that each of them has capacity in speaking will be better in exchanging information or message each other In this manner, students are frequently evaluated their habit and contribution in English language learning on how well their improvement on speaking the language It appears that the concept of speaking is very commonplace to everybody; however, not anyone can give an exact definition of speaking In order to clarify this principle, the researchers defines speaking plays a difficult skill to be effected by the language learners Coper.P &Mclntyre (2000) said effective teaching and learning between teacher and students Activities in the classroom affect the speaking performance a lot Teacher knows how to teach proficiency and transfer the motivation to the student, and students feel like to study Teacher has good knowledge and good experience will apply many teaching techniques Teacher will be success in applying a lot of activities which make students more willing to learn language and Nunan, D (1999) Second Language Teaching and Learning Boston: Heinle Nunan (1998) Teaching grammar in context Ono, Y (2014) Motivational Effects of Digital Storytelling on Japanese EFL Learners Proceedings of CLASIC 2014 Peck,J Using Storytelling to Promote Language and Literacy Development The Reading Teacher Vol 43, No 2, Teachers' Choices Best New Children's Books (Nov., 1989), pp 138-141 Published by: Wiley Reinders, 2011 Consumer Innovativeness and its Correlates: A Propositional Inventory for Future Research Richards, J C and W A Renandya (eds.) 2002 Methodology in Language Teaching: An Anthology of Current Practice Cambridge: Cambridge University Robinson, D H., &Kiewra, K.A (1995) Visual argument: Graphic Organizers are superior to outline in improving learning from text Journal of Educational Psychology, 87 (3), 455 Robinson, D H., &Kiewra, K.A (1995) Visual argument: Graphic Organizers are superior to outline in improving learning from text Journal of Educational Psychology, 87 (3), 455 Somdee, M., &Suppasetseree, S (2012) Developing English Speaking Skills of Thai Undergraduate Students by digital Storytelling through Websites Ur, P (1996) A Course in Language Teaching Practice and Theory Cambridge: Cambridge University Press Ur, P (2000) A Course in Language Teaching: Practice and Theory Cambridge: Cambridge University Press Urrutia León, W., & Vega Cely, E (2010) Encouraging Teenagers to Improve Speaking Skills through Games in a Colombian Public School, PROFILE, 12(1), 11-31 Bogotá, Colombia Weinstein, C E., Mayer, R E (1986) The teaching of learning strategies In M C Wittrock (Ed.), Handbook of research on teaching (pp 315-327) New York: Macmillan 79 APPENDICES APPENDIX QUESTIONNAIRES This survey questionnaire is designed for my study into The impacts of Storytelling on secondary students’ speaking ability: A case study on at Thanh Hoa Secondary school, ThanhVHoa District, Long An Province Your assistance in completing the survey is highly appreciated All the information provided by you is solely for the study purpose, and you can be confident that you will not be identified in any discussion of the data Thank you very much for your cooperation Nguyen Thi Thuy Linh – English Teacher in Thanh Hoa Town Secondary School Thanh Hoa District, Long An province, Vietnam Part1 Students’ profile Class: Group: You have studied English for years Please put the tick (✓) on your answer you choose Part2 Students’ experience in learning English (More than one choice is acceptable in some sentences) What you think about learning speaking English?  Very important  Important  Not very important  Not important at all Are you curious about speaking activities in your class?  Very much  Yes  Not much  No What challenges have you ever had amid learning speaking? (You can choose more than one answer for this question) Have no ideas/ Organize ideas Fear of making mistake Lack of knowledge of English (grammar, vocabulary, pronunciation, etc) 80 Feel embarrassed and nervous  Others………………………………………………………………… Have you ever been instructed speaking through Storytelling before?  Never  Seldom  Sometimes  Usually Do you like the speaking lessons with Storytelling?  Very much  Yes  Not much  No Do you feel more interested and persuaded when you learn speaking with Storytelling?  Yes  No In your opinion, what are the advantages of Storytelling in English speaking lessons? (You can choose more than one answer for this question)  Creating a summary for a topic Organizing the ideas logically/ Focusing on important ideas  Remembering the topic easily  Preparing yourself for speaking Others…………………………………………………………………………… How fundamental you think Storytellingare in learning speaking?  Very necessary  Necessary  Not very necessary  Not necessary at all THANKS FOR YOUR PARTICIPATION 81 APPENDIX PRE ENGLISH SPEAKING TEST Speaking Part Part of the PET Speaking exam lasts about 2-3 minutes During Part the inspector will inquire you a few simple questions to find out more around you such as approximately your studies, where you live or what hobbies or interface you have You not have to provide long answers to these questions Be that as it may, you ought to attempt to say more than short one or two word answers Try a Part practice test below - What's your name? - Where you live? - How long have you lived there? - And what you do? - Do you study English at a school? - Do you like studying English? - What you in your free time? Speaking Part Part of the PET Speaking exam lasts about 2-3 minutes The inspector will describe a situation to you and your partner and give you both some visuals You will have to share your opinions with your partner about the task and try to make a decision Try a Part practice test below Situation: A student from another nation is coming to study here He has inquired you what he ought to bring Conversation together approximately the things he will require 82 and say which can be the foremost useful Here a picture with a few ideas to assist you Speaking Part Part of the PET Speaking exam lasts about minutes The inspector will give you a color photograph and ask you to talk about it on your own for about minute Try a Part practice test below Speaking Part Part of the PET Speaking exam lasts about minutes The inspector will ask you and your partner to talk about something based on the topic in the earlier Part task Try a Part practice test below Situation: Tell about your favorite food 83 POST-ENGLISH SPEAKING TEST Speaking Part Part of the PET Speaking exam lasts about 2-3 minutes During Part the inspector will ask you some easy questions to find out more about you such as about your studies, where you live or what hobbies or interests you have You not have to give long answers to these questions However, you should try to say more than short one or two word answers Try a Part practice test below - What's your name? - Where you live? - How long have you lived there? - And what you do? - Do you study English at a school? - Do you like studying English? - What you in your free time? Speaking Part Part of the PET Speaking exam lasts about 2-3 minutes The inspector will describe a situation to you and your partner and give you both some visuals You will have to share your opinions with your partner about the task and try to make a decision Try a Part practice test below Situation: You and your friends are going to have a long trip to another town Talk together about what kinds of transportation you should choose for your trip and select the best one Here a picture with some ideas to help you 84 Speaking Part Part of the PET Speaking exam lasts about minutes The inspector will give you a colored photograph and ask you to talk about it on your own for about minute Try a Part practice test below Speaking Part Part of the PET Speaking exam lasts about minutes The inspector will ask you and your partner to talk about something based on the topic in the earlier Part task Try a Part practice test below Situation: Tell about your hobby 85 APPENDIX SPEAKING PERFORMANCE ASSESSMENT RUBRIC B1 Grammar and Vocabulary (Accuracy) Shows a good degree of good control of basic grammatical forms and endeavors a few complex grammatical forms 910 Uses a range of appropriate vocabulary to give and exchange views on familiar topic 7-8 5-6 Pronunciation (Accuracy & Fluency) Interactive communication ( Interaction & Coherence) Produces expanded stretches of language in spite of a few hesitation Is intelligible Initiates and responds appropriately Contributions are relevant despite some repetition Uses a range of cohesive devices Intonation is generally appropriate Sentences and word stress is generally accurately placed Individual sounds are generally articulated clearly Maintains and develop the interaction and negotiates towards an result with exceptionally small support Performance shared features of Bands 3&5 Show a good degree of good control of basic grammatical forms Produces responses which are extended beyond short phrases despite hesitation Uses a range of appropriate vocabulary when speaking about familiar topic Contributions are mostly relevant, but there may be some repetition Uses basis cohesive devices 3-4 1-2 Discourse Management (Interaction & Coherence) Is generally intelligible and has a few control of phonological highlights at both utterance and word levels Initiates and responds appropriately Keeps the interaction going with very little prompting and support Performance shared features of Bands 1&3 Shows sufficient control of basic grammatical forms Produces responses which are characterized by short and frequent hesitation Uses the limited range of appropriate vocabulary to speak about familiar topics Repeats information or digresses from the topic Is mostly intelligible, despite limited control of phonological features Performance below Band 86 Maintains simple exchanges, despite some difficulty Require prompting and support APPENDIX THE EXPERIMENTAL AND CONTROL GROUP’S SCORE IN PRE ENGLISH TEST GROUP SCORE GROUP SCORE 6 4 5 5 6 7 8 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 18 18 19 19 20 20 21 21 22 22 23 23 24 24 25 25 26 26 87 27 27 28 28 29 29 30 30 31 31 32 32 33 33 34 34 35 35 36 36 37 37 38 38 39 39 40 40 88 THE EXPERIMENTAL AND CONTROL GROUP’S SCORE IN POST ENGLISH TEST GROUP SCORE GROUP SCORE 5 4 5 5 6 7 8 9 10 10 11 11 12 12 13 13 14 14 15 15 16 16 17 17 18 18 19 19 20 20 21 21 22 22 23 23 24 24 25 25 26 26 27 27 28 28 89 29 29 30 30 31 31 32 32 33 33 34 34 35 35 36 36 37 37 38 38 39 39 40 40 90 APPENDIX SAMPLE LESSON PLAN USING STORYTELLING WEEK: 01 PERIOD: 02 UNIT 11: TRAVELLING AROUND VIETNAM B SPEAKING I Objectives By the end of the lesson, students will be able: - To have the knowledge about the beautiful places in Vietnam - To use the information they have read to discuss the related topic - To have awareness in protecting the tourist attraction when travelling II Materials Textbook, pictures, chalk, and board III Procedure Time 5’ Content PRE SPEAKING *Warm up Remembering *Vocabulary 10’ the temple of Literature (n) excited (adj) Ha Long Bay (n) Ngo Mon (Gate) (n) NhaRong Harbor (n) take (v) sugar canes (n) farmland (n) Teacher’s activities Introduction: There are four pictures where are related to Vietnam The teacher will shows picture in turn and students try to remember where they are The team who remember more pictures will be the winner - explain the game rules - divide class into teams - show pictures - call students to tell the name of the pictures - correct and give Feedback - elicit new words and their meanings, kind of speech and stresses from students - read out loud each words three times as a model - get students to repeat and correct students’ pronunciation *Structure 91 Students’ activities -listen -work in teams -look at the screen -play game -listen and take notes -repeat - follow teacher’s instruction - listen and answer eliciting questions to get the target language - work in pairs andanswer - work in group of - the task and discuss in groups Would/Do you mind if …? 10’ Would/Do you mind + V-ing? *Task2 (page 99) There are some questions that practice in groups or work in pairs True or false? Check (v) in the boxes Then correct the false - elicit the target structure and write the model sentences on the blackboard - ask students eliciting questions to check form, meaning, and usage - explain the instruction - ask Ss to work in pairs to discuss and talk about the topic - ask information from Ss - give feedback sentences a This is the first time Hoa has met Tim’s family b Hoa helps Mrs.Jones with her luggage c The Jones family is travelling from the airport in a bus d Shannon has ever seen rice paddies before e The car is travelling past farmland f Only rice and corn are grown around Ha Noi WHILE SPEAKING 5’ 10’ 5’ *Task2(page 100) - divide class into groups - give Problems and Solutions Situation: You are a tourist on Storytelling to each Group vacation in Ho Chi Minh City You - explain the information and the instruction want to visit these places: a - ask Ss to work in groups to market, the zoo, a museum, and a complete the Storytelling - let Ss the task restaurant for lunch Ask the - ask students to give their answer tourist information officer to - give feedback - ask Ss to work in groups of to use suggest where you could go Use the information discussed in Task the expressions in the box to help to report - give model you - call some representatives of each group to perform in front of class - give feedback - explain the instruction - ask Ss to review the lesson and the task at home 92 TARGET INFORMATION Markets Museums Restaurants Zoo and Botanical Garden *Task 3(page 97) Report to the class where your group has discussed POST SPEAKING *Home work Write a short paragraph about your travelling (6-8 lines) 93 ... interaction between students and collaboration among peers The above reasons have inspired me to carry out a study on ? ?The impacts of Storytelling on secondary school students' speaking ability? ??... collection of conditions Nation & Newton (2009) acknowledge that execution conditions can impact speaking execution The four sorts of execution conditions join time pressure, arranging, the standard... primary school and secondary school In many lessons of speaking, they have been also required to present a topic in front of the class by their teachers Sometimes, teachers let the students in their