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THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES HOANG KIM YEN USING STORYTELLING IN TEACHING ENGLISH SPEAKING AT TAN LONG LOWER SECONDARY SCHOOL ( Sử dụng phương pháp kể chuyện để dạy nói Tiếng Anh Trường THCS Tân Long) M.A THESIS Field: English Linguistics Code: 8220201 THAI NGUYEN – 2019 THAI NGUYEN UNIVERSITY SCHOOL OF FOREIGN LANGUAGES HOANG KIM YEN USING STORYTELLING IN TEACHING ENGLISH SPEAKING AT TAN LONG LOWER SECONDARY SCHOOL ( Sử dụng phương pháp kể chuyện để dạy nói Tiếng Anh Trường THCS Tân Long) M.A THESIS (APPLICATION ORIENTATION) Field: English Linguistics Code: 8220201 Supervisor: Dr Hoang Ngoc Tue THAI NGUYEN – 2019 ACKNOWLEDGMENT First of all, I would like to thank all the teachers at Faculty of Foreign Language – Thai Nguyen University for their enthusiasm in teaching and helping me gain knowledge and understanding to this research Especially, I acknowledge my endless thanks and gratefulness to my supervisor Dr Hoang Ngoc Tue, English Department Head of Hanoi University of Industry His kindly support and valuable guidance went through the process of completion of my thesis His encouragement and comments had greatly enriched and improved my work Without his motivation and instructions, the thesis would have been impossible to be done effectively My special thanks approve to the Principals, Vice-principals and English Department Head of Tan Long Secondary School for allowing me to conduct the research in their school My grateful thanks go to the participating teachers and their students for agreeing to participate in the sub - lessons and interviews of my pilot study and main study Without their much-appreciated cooperation, I would not be able to collect the data needed for this study As last, my deeply thanks come to my parents and my husband for their unceasing encouragement, endless love that support and motivate me for the whole of my life DECLARATION I certify that the monitor thesis entitled “Using storytelling in teaching English speaking at Tan Long Lower Secondary School” is my own study in the fulfillment of the requirement for the Degree of Master of Arts at Faculty of Foreign Language, Thai Nguyen University Signature: Hoang Kim Yen ABSTRACT In teaching a language, applying the suitable methods plays an important role in the success of the lesson Using stories for educational purposes is an effective teaching strategy especially for teaching young learners This study aimed at investigating the use of storytelling technique in teaching speaking at Tan Long Lower Secondary school from the teachers' perspectives and the difficulties they face The researcher used qualitative design which included interview and observation The interview was conducted on the sample of the study inquiring about teachers’ qualifications (all of them are B.A) and their experience (1 year and 25 years) The study findings showed that teachers have vague understanding about the storytelling technique and they sometimes use this technique in their teaching In addition, all of them say that this technique has many benefits to students and it can make students happy and easy to understand the lessons Finally, all of the teachers find that this technique is difficult to use, needs time and places to be applied and causes noise According to the study results, the researcher recommends that teachers need further training on the use of this technique because it is an important and effective technique to get students memorize the lesson and it also attracts students' attention, and it improves their prediction skills TABLE OF CONTENT ACKNOWLEDGMENT …………………………………………………… DECLARATION ……………………………………………………………….2 ABSTRACT …………………………………………………………………….3 CHAPTER I: INTRODUCTION Background and problems statements ………………………………… ….7 Objectives of the study ………………………………… …… …………… Scope of the study …………………………………………………………… Research questions ………………………………………………………… Significance of the Study ………………………………………….…… 10 Method of the study………………………………………………………….10 Organization …………………….………………………………………… 11 Definition of Key Term …………………………………………………… 11 CHAPTER II: LITERATURE REVIEW Role of speaking ……………………………………………………………13 Speaking teaching techniques …… ………………………………………14 Storytelling technique …………………… ………………………… … 16 3.1 The Benefits of Storytelling to Young Learners ………………….17 3.2 Procedures of Teaching Speaking with Storytelling Technique 21 Difficulties in applying storytelling technique …………………………… 21 Previous Studies …………………………………………………………….23 CHAPTER III: RESEARCH METHODOLOGY Research design …………………………………………………………… 28 Context of the Research …………………………………………………… 29 Participants …………………………………………………………… 31 Research instrument ……………………………………………………… 31 4.1 Interview ………………………………………………………… 31 4.1.1 Conducting the Interview ………………………… …… 33 4.2 Observation …………………………… ………………………… 33 Data collection …………………………………………………………… 34 Data Analysis ……………………………………………………………… 34 6.1 Interview Data Analysis procedure…………………………… … 35 6.2 Observation Data Analysis procedure……………………… … 36 CHAPTER IV: FINDINGS AND DISCUSSIONS Teachers’ understanding and practicing storytelling technique…………39 Storytelling is beneficial … …………………………………… 40 Teachers’ Challenges of Using Storytelling ……………………………….43 CHAPTER V: CONCLUSION AND SUGGESTIONS Conclusion ………………………………………………………………… 46 Suggestions ………………………………………………………………….48 REFERENCES ………………………………………………………….…….51 APPENDIX 1……………………………………………………………… 54 APPENDIX ………………………………………………………………….57 CHAPTER I: INTRODUCTION This chapter presents about background of study, statements of problem, purpose and scope of the study, research questions, significance of the study and organization Background and problems statement The mastery of speaking skills in English is a priority for many second or foreign language learners and teaching speaking in language classes plays an important role In the process of teaching speaking, teachers realize that there are many difficulties to develop a speaking class Teachers ask themselves if they use suitable method to teach speaking or not According to Biyaem (1997), teachers face many troubles in English language teaching and learning, for example, there aren’t enough equipped classrooms and educational technology Moreover Punthumasen (2007) found that most of students not want to learn English because they find this subject matter boring and teaching methods is not interesting In addition, there are not enough interesting textbooks and materials in English which can encourage them to study In EFL teaching, a teacher should create a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote the use of oral language Nunan says that teachers should help their students by establishing strategies to manage all forms of communication to ensure that all students have fair and equitable opportunities to develop their interpersonal speaking and listening skills The teaching will be more interesting if the teachers can create fun activities by applying some kinds of techniques that fit the students’ level These reasons support an idea that the language teachers at all levels in Tan Long School should use more interesting activities, technology or suitable methods to improve their teaching One of the possible solutions for early English teaching is to apply alternative teaching methods, such as language games, songs, role-play, storytelling etc Among them, storytelling technique has been widely used in education and it brings many benefits in teaching language speaking Many researchers world-wide (Nunan 1988; Brumfit et al 1991; Ellis and Brewster 1991; Wood 1998, Brewster et al 2004; Write 2004 and others) suggest that storytelling is an appropriate and effective way in enhancing young learners’ skills and interest in English and improving their learning output In conclusion, this study is conducted to explore more on how teachers’ view and their awareness of the role of storytelling in teaching English to Young Learners Additionally, this study is aimed to examine the teachers’ perspective toward the use of storytelling to teach young learners in classroom The researcher expects that the findings of this study may provide both theoretical and empirical evidence for teachers in promoting the use of storytelling to teach young learners in classroom Moreover, this research is also conducted to solve the teachers’ problems in teaching speaking through storytelling At Tan Long Lower Secondary School, teachers have been using this method, but it has not brought expected results The lessons which apply storytelling technique are not included in the curriculum, so these lessons are always taught after school There is always lack of time as well as lack of classrooms, teaching aids, etc As a result, students have very few opportunities to practice speaking in storytelling classroom and their speaking abilities not improve much class, sometimes we not have enough classrooms or even the teaching aids and materials for students to study … (Interview, 27/02/2018) Teacher A’s statement reflected that the lessons using storytelling as a method are not included in the compulsory curriculum it cannot be taught regularly As a result, there isn’t enough materials and classroom for students to study after school Therefore, it cannot be a real speaking class for students to study This finding was different from the previous studies, since the previous studies never talked about storytelling technique can be applied in compulsory lesson or not The second challenge is lack of ideas Teacher B also confirmed: Teacher B: … One of the difficulties is that sometimes we not have any interesting idea for the each lesson, which can make student feel bored when studying Even though we already have the concept of the story, but the way we deliver the story is not smooth (Interview, 27/02/2018) Lack of ideas in this case means that the teachers tend to come up with same idea in every storytelling performance The teachers should not use the same ideas again and again because it will make the students bored The teachers should have different ideas in telling a story to make the students pay attention to that story Moreover, lack of time or the noise in class is the last challenges of using storytelling Two teachers said: Teacher A: … Improving speaking ability is a long process but the time is limited, we not have much time to provide students speaking lessons through storytelling That is our biggest difficulty (Interview, 27/02/2018) 44 Teacher B: Because of speaking classes, students always make so much noise that affects a lot to another class Moreover, it needs more time than we have (Interview, 27/02/2018) Teacher A also had the same opinion as Teacher B that the time to provide students speaking lessons is limited Students’ ability of speaking cannot improve much if they not practice regularly Furthermore, Teacher B also referred to the noise in speaking class, which affected to other classes and the teachers found it difficult to maintain students’ focus Concerning the question:" Do you use story telling in your teaching?", All the teachers' responses were similar as both of them said SOMETIMES to answer this question If they use the storytelling technique sometimes, it’s definitely that students speaking ability cannot improve much with the lesson which is rarely taught In conclusion, storytelling has real challenges that are faced by the teachers There are three challenges in storytelling according to the teachers who are interviewed The first challenge was the teachers lacked of classroom and teaching aids The second was the lack of idea Lastly, the noise in class made teachers difficult maintain the students’ focus while listening to the story This may be attributed to the lack of knowledge and training of this technique Furthermore, this finding could remind teachers that they should overcome the challenges because failing to so would hinder the students to gain the benefits of storytelling for their learning 45 CHAPTER V: CONCLUSION AND SUGGESTIONS Conclusion Storytelling is an approach that is valuable in teaching English as foreign language classes in the Tan Long context This study aims at investigating the teachers’ perspective toward the use of storytelling in teaching speaking classroom The instrument of data collection was semi-structured interview and observation The participants of this study consisted of teachers from Tan Long Lower Secondary School in Thai Nguyen City, Viet Nam After collecting and analyzing the data, the researcher found that there are some findings with this technique The first finding is about the benefits of storytelling All of the participants agreed that storytelling is beneficial Firstly, storytelling can grab students’ attention because children like story, they will feel very excited when they tell a story in front of class or they will be more focused to the story that their friends tell Secondly, Storytelling can help students to memorize the material that is given in class Thirdly, storytelling can increase students’ selfconfidence and communication of the students Storytelling allows the child to create images in his or her imagination, it evokes the students' imagination, listening to story encourages students to use their imaginations that empowers students to consider new ideas As a result it builds self-confidence and personal motivation The forth is that storytelling can change the difficult ideas into easy ones and make the abstract language, teachable one So storytelling can simplify the lessons Finally, it is the unique result because there are many benefits for the teachers Storytelling can improve teachers’ creativity while using storytelling to teach young learner When teaching young learners, the teachers are expected to be creative so that the students will be not bored It would encourage the teachers 46 to create their own stories and various ways to telling the stories English lessons change from a boring one to an interesting environment full of students’ concentration, participation and production by using the storytelling technique The second finding is the characteristics of a good story All of the participants agreed that children’s story should have certain characteristics The first characteristic is the story should have strong characters, so the students will memorize the characters and also memorize the story Secondly, a good story should have moral value The moral value itself is expected to build the student’s characters The third characteristic is the story that the students interested in Some children have their own interest and they will focus on something that they like Furthermore, the story that the students like makes them enjoy the lesson The third finding is teachers’ understanding and practicing storytelling technique All of the teachers gave different answers for the question about the definition of storytelling, which proves that they understand vaguely about storytelling technique Therefore, this may attributed to the lack of training for the teachers In addition, this indicates that even if teachers use this technique, they didn’t know how to deal with its educational process and the effectiveness of teaching wouldn’t be as expected In the process of applying storytelling technique, the teachers didn’t prepare thoroughly in advance the procedure before teaching; as a result, the teachers didn’t use enough teaching steps May be this is the reason why the lessons hadn’t been successful The last finding is the difficulties that the teachers faced while using storytelling in classroom The first challenge is lack of time and material for teaching The speaking class using storytelling is not in the syllabus so it is hardly to have classroom for students to study Improving speaking ability needs a long process but sometimes students have a speaking lesson Therefore, their speaking skill cannot improve a lot Second is teachers’ lack of ideas Teachers should have creativity and many ideas to teach young learners Storytelling is 47 challenging because the teachers should present new ideas to tell the story as the same ideas will make the students bored The last challenge is maintaining the students’ focus while listening to the story Because of the children’s characteristic that they are active and difficult to focus while listening to the story so they always make so much noise in class There are several implications for teaching in this study The result of this study helps teachers to be more aware of the role of storytelling in Teaching English to Young Learners Moreover, this study can give information for teacher to choose a good story for young learners It also helps teachers to overcome the challenges of storytelling, so that the students will receive the benefits of storytelling for their learning Furthermore, this study can be very useful for future teacher However, this research has some limitations The first one is limited of number of participants which only participants from Tan Long Lower Secondary Schools in Thai Nguyen City The second is the school level which is in junior high school only For the future study, I hope the researcher not only finds out the practical of storytelling in junior high school, but also the use of storytelling in Kindergarten and Primary School In addition, it will be interesting if included also the technique in using storytelling to young learners, so that the teacher will more understand about the technique to improve their skill to use storytelling for young learners Suggestions With the result of the study above, the researcher wants to give some suggestions to the English teachers, the school principle and the future researcher 48 - The English Teachers The EFL teachers at junior high school are suggested to move from traditional method into new modern technique, especially using storytelling technique in teaching speaking as well as other skills such as listening, reading and writing Storytelling technique can be applied to teach some genres such as telling story or retelling story because this method can lead to innovative and creative thinking from the students and make classes more lively and interesting In addition, the teacher should always improve his or her skills and knowledge by exploring ways to improve results from teaching English Therefore, the teacher should be creative in making or searching for stories that the students will love, and use them in teaching speaking so that the students will always be interested and enthusiastic when learning English - The School Principal It is suggested for the principal to provide facilities, classrooms and time to improve the students’ ability in learning English especially speaking, and conduct the events such as organizing a speaking club or story retelling picture series competition to improve the students’ motivation and interest in learning English These extracurricular activities should be held once a week By having these programs, teachers can encourage students in using English as the target language in communicative way For the students, they will have more time in expressing their ideas using the target language and it is hoped that students can speak English well In addition, the researcher suggests that syllabus designer should provide more and more different stories which enhance many skills of English language 49 - The Future Researchers To the future researchers who are interested in applying story retelling technique in teaching skills in English, it is suggested to conduct classroom action research or other designs on the use of this technique in the teaching of other language skills, for instance listening and writing and also other types of genre Besides, further studies should be conducted to investigate the strategies and techniques employed by teachers in another schools in Thai Nguyen City 50 REFERENCES Applebee, A (1978) The child’s concept of story Illinois: University of Chicago Press Awad Sulaiman Keshta Using Storytelling in Teaching English in Palestinian Schools: Perceptions and Difficulties, Education Journal Vol 2, No 2, 2013, pp 16-26 Baker, A., Greene, E 1987 Storytelling Art and Technique 2nd ed Storytelling in ESL/EFL Classroom Vol 31, No Burns, A & Joyce, H 1999 Focus on Speaking National Centre for English Language Teaching and Research (NCELTR) Sydney: Macquarie Depdiknas (2006) Regulation of Minister of National Education Indonesian Republic No 22 Year 2006, Content Standard for Primary and Second Year at English Subject Jakarta Fitria (2000) Improving Students’ Listening Skills through Storytelling Unpublished Master’s Thesis Malang: State University of Malang Gallets, M P (2005) Storytelling and Story Reading: A comparison of effects on children's memory and story comprehension Tennesse: East Tennessee State University Harmer, J 2004.How to Teach English :An introduction to the practice of English Language Teaching Kualalumpur: Longman Haven, K F (2000) Super simple storytelling: a can-do guide for every classroom, every day Englewood, Colo.: Teacher Ideas Press Hendrickson, J M (1992) Storytelling for Foreign Language Learners Retrieved April 3, 2016, from http://eric.ed.gov/?id=ED355824 51 King, N (2007) Developing Imagination, Creativity, and Literacy through Collaborative Storymaking: A Way of Knowing Harvard Educational Reviewed 77, 2, p.204-227 Lado, R 1961 Language teaching a scientific approach New Delhi: Grow Hill Publishing Company Mart, T C (2012) Encouraging young learners to learn English through stories English Language Teaching Journal, (5), 101-106 Mello, R (2001) The power of storytelling: How oral narrative influences children’s relationships in classrooms International Journal of Education and the Arts Morgan, J., and Rinvolucri, M 1983 Once upon a time: using stories in the language classroom New York: Cambridge University Press Nunan, D (1991) Language Teaching Methodology: A Textbook for Teachers New York, UK: Prentice Hall International Punthumasen, P (2007) International Program for Teacher Education: An Approach to Tackling Problems of English Education in Thailand The 11th UNESCO-APEID international conference Setyarini, S (2011) “Storytelling: An Innovative Language Learning for English for Young Learners.” Joint Conference UPI-UITM 2011”Strengthening Research Collaboration on Education” Conference materials Strong, C.J & Hoggan, K (1996) The magic of stories Eau Clarie, WI: Thinking Publications Sulistiawati, E H (2014) A link between teachers' beliefs and classroom practice on using storytelling to teach English to kindergarten students Salatiga: Universitas Kristen Satya Wacan 52 Tompkins, G.E., & Hoskisson, K 1995 Language Arts: Content and Teaching Strategies New Jersey: Prentice-Hall Vale, D & Feunteun, A (1995) Teaching English Children Cambridge: Cambridge University Van Patten, B., Benati, A (2010) Key Terms in Second Language Acquisition New York: Continuum Wojciechowicz, L (2003) The power of storytelling: reasons for infusing storytelling into your curriculum South Mountain Community College Storytelling Institute 53 APPENDIX – THE INTERVIEW TRANSCRIPT Background question How long have you been teaching English? Teacher A: For 25 years Teacher B: I’m a new teacher I have been teaching English for year Storytelling approach question In your opinion, what's story telling? Teacher A: It's an educational and active technique in teaching English in simple and interesting way Teacher B: Storytelling is the art in which a teacher conveys a message truth or information, knowledge on wisdom on an audience student Questions on English teachers' perception about teaching Storytelling process and the characteristics of storytelling technique Do you use story telling in your speaking class? Teacher A: Sometimes Teacher B: Sometimes Can you describe generally about teaching Storytelling process? Teacher A : Teacher provides students with topics and students have to work in groups and prepare the stories related to the topic One week later, Students tell those stories in front of class 54 Teacher B: Teacher tells students a story and students have to quickly write down the main content of the story After that, students tell that story on their own words What are the characteristics of a good story telling technique? Teacher A: It should concentrate on the main aim of the lesson and suit the students' level Teacher B: It should have morals and cooperation and suit the age of students Question on English teachers' perception about the advantages of storytelling technique and the characteristics of storytelling technique What are the benefits of this technique? Teacher A: Story telling technique has a great deal of advantages It enriches students’ vocabulary, increases motivation and attracts students’ attention with various kinds of stories Moreover, It is a way to amuse students 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, the teachers should sharpen themselves, bring more suitable teaching aid to support for the storytelling lessons Teacher B: There are a lot of benefits Especially, it attracts students’ attention, maintains the interest of students and helps students memorize the lesson easily Besides, storytelling technique enhances speaking skill and students will be confident to tell stories in front of class 55 Questions on the English teachers' challenges in using storytelling technique in education and the suggestions they want to put forward What are the difficulties of using story telling technique? Teacher A: The lessons using storytelling technique are optional and they are not included in the curriculum Therefore, when developing a speaking class, sometimes we not have enough classrooms or even the teaching aids and materials for students to study Improving speaking ability is a long process but the time is limited, we not have much time to provide students speaking lessons through storytelling That is our biggest difficulty Teacher B: One of the difficulties is that sometimes we not have any interesting ideas for each lesson, which can make students feel bored when studying Even though we already have the concept of the story, but the way we deliver the story is not smooth Because of speaking classes, students always make so much noise that affects a lot to another class Moreover, it needs more time than we have Do you put forward any suggestions to overcome the difficulties mentioned? Teacher A: I suggest that the lessons using Storytelling as a method should be included in the curriculums because Storytelling technique brings us a lot of advantages It is necessary for us, the English teachers, to be trained officially about the process of Storytelling technique to improve the teaching quality as well as the effectiveness of the lessons Teacher B: I suggest we should be provided with enough facilities, classroom and time when we use Storytelling to teach children There should be some extra programs to encourage Students in learning like conducting some English storytelling competitions or a Speaking Club at school 56 APPENDIX – CLASSROOM OBSERVATION SHEET Tan Long Lower Secondary School, Thai Nguyen Province Participant: Teacher A Name of observer: Hoang Kim Yen Date of observation: March 22nd, 2018 Length of lesson: 40 minutes Worldwide researchers’ procedure Teacher A’s procedure (1) The teacher divides class into some groups, each group includes 5-6 students, the number of group depends on the number of students in the class (2) The teacher gives different written stories for groups to choose (3) The teacher asks every group to choose the story (4) The teacher asks them to develop a story in 15 - 20 minutes (5) The teacher asks them to retell their story based on the group discussion (6) The teacher gives award to the group considered as the best group 57 CLASSROOM OBSERVATION SHEET Tan Long Lower Secondary School, Thai Nguyen Province Participant: Teacher B Name of observer: Hoang Kim Yen Date of observation: April 13th, 2018 Length of lesson: 40 minutes Worldwide researchers’ procedure Teacher B’s procedure (1) The teacher divides class into some groups, each group includes 5-6 students, the number of group depends on the number of students in the class (2) The teacher gives different written stories for groups to choose (3) The teacher asks every group to choose the story (4) The teacher asks them to develop a story in 15 - 20 minutes (5) The teacher asks them to retell their story based on the group discussion (6) The teacher gives award to the group considered as the best group 58 ... STORYTELLING IN TEACHING ENGLISH SPEAKING AT TAN LONG LOWER SECONDARY SCHOOL ( Sử dụng phương pháp kể chuyện để dạy nói Tiếng Anh Trường THCS Tân Long) M.A THESIS (APPLICATION ORIENTATION) Field:... My special thanks approve to the Principals, Vice-principals and English Department Head of Tan Long Secondary School for allowing me to conduct the research in their school My grateful thanks... certify that the monitor thesis entitled “Using storytelling in teaching English speaking at Tan Long Lower Secondary School” is my own study in the fulfillment of the requirement for the Degree