Tài liệu Using storytelling to develop speaking skills for young learners at an english center in quy nhon

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY PHAN THANH THANG USING STORYTELLING TO DEVELOP SPEAKING SKILLS FOR YOUNG LEARNERS AT AN ENGLISH CENTER IN QUY NHON Field: Theory and Methodology of English Language Teaching Code: 8140111 Supervisor: Dr. VO DUY DUC BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƢỜNG ĐẠI HỌC QUY NHƠN PHAN THÀNH THẮNG SỬ DỤNG KỂ CHUYỆN ĐỂ PHÁT TRIỂN KỸ NĂNG NÓI CHO HỌC VIÊN NHỎ TUỔI TẠI MỘT TRUNG TÂM TIẾNG ANH Ở QUY NHƠN Ngành: Lý luận và phƣơng pháp dạy học bộ môn Tiếng Anh Mã số : 8140111 Ngƣời hƣớng dẫn: TS. VÕ DUY ĐỨC i STATEMENT OF AUTHORSHIP I certify that this thesis is the result of my own study and that it has not been submitted to any other university or institution wholly or partially. All statements of the thesis which are not my own are written in quotation and can be shown in the list of references. Quy Nhon, 2022 PHAN THANH THANG ii ACKNOWLEDGEMENT For the completion of this thesis, I have received great assistance and support from my teachers, colleagues, students and my family. First of all, I would like to send my deepest thanks to my supervisor, Dr. Vo Duy Duc, for his encouragement, guidance and his critical comments, without which I could not have finished my thesis. He also offered me great help in terms of ideas and materials. I am also grateful to all lecturers of M.A course at the Department of Foreign Languages and the Department of Pedagogy in specific and to Quy Nhon University for their valuable lectures from which I have had such a great motivation and benefited a lot in the writing of this thesis. My sincere thanks are due to all the colleagues, and students at International Active Learning Center (IALC) - an English Center in Quy Nhon for their cooperation in giving me valuable information. Last but not least, I am in debt to my beloved family and my wife who are always by my side with their constant help and spiritual support during my studying process. I have made great efforts to complete the study. However, I realize that this thesis is far from being perfect. To make it better, the author expects any constructive criticism. At last, the writer hopes that this research paper will be useful for all. iii ABSTRACT In teaching a language, applying suitable method 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 IALC - an English Center from teachers‟ perception and the difficulties they face. The researcher used qualitative and quantitative research which used survey questionnaire, interview and observation as instruments. The study findings showed that teachers have vague understanding about the storytelling technique and infrequent use of 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. It is recommended 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. iv TABLE OF CONTENTS STATEMENT OF AUTHORSHIP ................................................................... i ABSTRACT ..................................................................................................... iii TABLE OF CONTENTS ................................................................................. iv LIST OF TABLES .......................................................................................... vii LIST OF FIGURES........................................................................................ viii CHAPTER 1. INTRODUCTION ..................................................................... 1 1.2. Rationale .............................................................................................. 1 1.3. Aims of the Study ................................................................................ 2 1.4. Research questions ............................................................................... 2 1.5. Scope of the study ................................................................................ 3 1.6. Significance of the Study ..................................................................... 3 1.7. Organization of the study ..................................................................... 3 CHAPTER 2. LITERATURE REVIEW .......................................................... 5 2.1. Speaking .............................................................................................. 5 2.1.1. Definitions of speaking skill ......................................................... 5 2.1.2. Speaking teaching techniques ....................................................... 6 2.1.3. Techniques to teach speaking skill to young learners .................. 7 2.2. Storytelling .......................................................................................... 8 2.2.1. Definition Storytelling .................................................................. 8 2.2.2. The Advantages Storytelling ........................................................ 9 2.2.3. Storytelling Techniques .............................................................. 10 2.2.4. Procedures Teaching Speaking with Storytelling Technique ..... 12 2.3. Difficulties Applying Storytelling Technique................................... 13 2.4. Previous Studies ................................................................................ 15 2.5. Summary ........................................................................................... 19 v CHAPTER 3. RESEARCH DESIGN AND METHODOLOGY ................... 20 3.1. Research Design ................................................................................. 20 3.2. Context Of The Research ................................................................... 21 3.3. Participants ......................................................................................... 23 3.4. Materials ............................................................................................. 23 3.5. Research Instrument ........................................................................... 23 3.5.1. Survey Questionnaire .................................................................. 24 3.5.2. Interview ..................................................................................... 24 3.5.3. Observation ................................................................................. 26 3.6. Data Collection................................................................................... 26 3.7. Data Analysis ..................................................................................... 27 3.7.1. The Questionnaire Data Analysis Procedures ............................ 28 3.7.2. Interview Data Analysis Procedures ........................................... 28 3.7.3. Observation Data Analysis Procedures ...................................... 29 3.8. Summary ......................................................................................... 29 CHAPTER 4. FINDINGS AND DISCUSSION ............................................ 30 4.1. Questionnaire ..................................................................................... 30 4.1.1. Teachers‟ opinion about speaking skills. .................................... 30 4.1.2. Teachers‟ perception about the use of communicative activities in teaching speaking skills..................................................... 31 4.1.3. The frequency of using storytelling activities in teaching speaking ................................................................................................ 32 4.1.4. Teachers‟ role in designing and managing storytelling activities in classrooms ......................................................................... 33 4.1.5. Teachers‟ implementation of storytelling activities ................... 34 4.1.6. Benefits of use storytelling activities in teaching English speaking skill to young learner ............................................................. 35 vi 4.1.7. Difficulties the teachers encounter when conducting storytelling activities in teaching speaking skills ................................. 36 4.2. Interview ............................................................................................ 38 4.2.1. Teachers‟ understanding and practicing storytelling technique . 38 4.2.2. Storytelling is beneficial ............................................................. 39 4.2.3. Teachers‟ Challenges of Using Storytelling ............................... 41 4.3. Observation ........................................................................................ 43 4.4 Chapter Summary ............................................................................... 46 CHAPTER 5. CONCLUSION AND SUGGESTIONS ................................. 47 5.1. Conclusion ......................................................................................... 47 5.1.1. The teachers‟ perceptions of storytelling in a speaking class..... 47 5.1.2 The challenges teachers face in using storytelling to enhance students speaking skill .......................................................................... 48 5.2. Implications ........................................................................................ 49 5.3. Limitation ........................................................................................... 50 5.4. Suggestions for Further Studies ......................................................... 50 REFERENCES ................................................................................................ 52 APPENDICES vii LIST OF TABLES Table 1: Roles of the teacher during storytelling activities ........................... 33 Table 2: Teachers‟ perception of the aims of storytelling activities .............. 34 Table 3: Teachers‟ ways to promote storytelling activities ........................... 35 viii LIST OF FIGURES Figure 4.1.1: Teachers‟ opinion about the speaking skill ............................... 30 Figure 4.1.2: Teachers‟ opinion about teaching speaking skills .................... 31 Figure 4.1.3: Teachers‟ perception about the use of communicative activities ................................................................................... 31 Figure 4.1.4: The frequency of using storytelling activities teachers in teaching speaking ..................................................................... 32 Figure 4.1.5: Teachers‟ opinions about the benefits of storytelling activities ................................................................................... 36 Figure 4.1.6: Teachers‟ difficulties in implementing storytelling activities ... 37 1 CHAPTER 1. INTRODUCTION 1.2. Rationale 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. When teaching speaking, teachers learn that there are many challenges to creating a good speaking class. Teachers should think about whether or not the way they teach speaking is good. Biyem (1997) says that teachers have a lot of problems when it comes to teaching and learning the English language. For example, there are not enough classrooms and educational technology. Moreover Punthumasen (2007) also found that most students do not want to learn English because they find it boring and the way it is taught is not interesting. Also, there aren't enough interesting English textbooks and other materials to get them to study. When teaching English as a foreign language (EFL), a teacher should set up a classroom where students can have real-life conversations, do real-life activities, and do meaningful tasks that help them use oral language. Nunan (1991) says that teachers should help their students by coming up with ways to handle all kinds of communication. This will make sure that all students get the same chances to improve their speaking and listening skills with other people. The lessons will be more fun if the teachers can come up with fun activities by using techniques that are right for the level of the students. These reasons support the idea that language teachers at all levels in IALC English Center in Quy Nhon should use more interesting activities, technology, or appropriate methods to improve their teaching. One way to teach young children English is to use different methods, such as language games, songs, role-playing, storytelling, etc. The technique of telling stories has been used a lot in education, and it has helped teach 2 language speaking in many ways. Many researchers around the world (Nunan 1988; Brimful et al. 1991; Ellis and Brewster 1991; Wood 1998; Brewster et al. 2004; Write 2004; and others) suggest that storytelling is a good and effective way to improve young learners' skills and interest in English and help them learn more. In conclusion, the purpose of this study is to find out more about how teachers see and understand the role of stories in teaching English to Young Learners. The other goal of this study is to find out how teachers feel about using storytelling to teach young students in the classroom. The researcher hopes that the results of this study will give teachers both theoretical and realworld reasons to use stories to teach young students in the classroom. Moreover, this research was also conducted to solve the teachers‟ problems in teaching speaking through storytelling. Teachers at the IALC English Center in Quy Nhon have been using this method, but it hasn't worked as well as they hoped. Lessons that teach how to tell 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 of this, students don't get many chances to practice speaking in a storytelling classroom, so their speaking skills do not get much better. 1.3. Aims of the Study The study aims at examining objectives in their speaking classes and investigating what problems teachers have when using storytelling to teach speaking. 1.4. Research questions Based on the objectives stated above, the study aims to answer the following research questions: 1. What are teachers‟ perceptions of storytelling in a speaking class? 3 2. What are challenges teachers face in using storytelling to enhance students speaking skill? 1.5. Scope of the study The study was conducted at IALC – an English center in Quy Nhon. The research concentrates on the young learners. The participants involved in the research are students at IALC. This research was conducted at IALC – an English center in Quy Nhon because this English center uses storytelling as a method to teach speaking skills to young learners. Therefore, the researcher wanted to examine the teachers‟ perceptions of storytelling to teach young learners in classroom and solve the teachers‟ problems in teaching speaking through storytelling. 1.6. Significance of the Study This study attempts to describe the teaching of English to young learners through using storytelling in speaking class at IALC – an English center in Quy Nhon. The findings of the study contributed a number of strong points to the center‟s head-office, English teachers and researchers of the related fields. The study was also significant for the teachers. It was expected that the English teachers could have deeper understanding about the technique and the effectiveness of using storytelling and they would know what they need supporting. It means that the result of the study can be used as a feedback by the teacher to improve their teaching. Finally, the study could give contribution to other researchers as references in conducting further researcher. 1.7. Organization of the study This minor thesis is divided into five chapters: CHAPTER 1: “Introduction” presents rationale, statement of the 4 problem, aims and objectives of the study, research question, the scope of the study, significance of the study, and the design of the study. CHAPTER 2: “Literature Review” provides a literature review on theoretical issues related to speaking and storytelling. CHAPTER 3: “Methodology” describes an overview on context of the study, research design, instrument used in the study. CHAPTER 4:“Data analysis and discussion” results from the investigation of the factual situation in teaching speaking applying storytelling technique at IALC – an English center in Quy Nhon. CHAPTER 5: accomplishments and “Conclusion” provides a summary of the thesis' recommendations instructors, and future scholars. to education management, 5 CHAPTER 2. LITERATURE REVIEW In this chapter, the role of speaking is presented and speaking teaching techniques and storytelling technique. Toward the end of the chapter, the difficulties in applying storytelling are given. 2.1. Speaking 2.1.1. Definitions of speaking skill According to several educators and scholars, communication is a vital ability for everyday living. Bailey and Savage (1994) underline that speaking is a fundamental ability that is the result of reading and listening, and that it is used daily. In a similar vein, Hayride (2006) asserts that speaking is a critical component of language acquisition since the capacity to communicate is crucial to students' academic and professional success. Nunan argues that speaking is equated with oral communication, which are typical means of conveying information, expressing ideas, and articulating thoughts Nunan (1991). According to this perspective, it is evident that speaking is the act of delivering speeches and discussions to express one's views. In addition, according to Chaney's definition, speaking is the act of constructing and communicating meaning via the use of verbal and nonverbal symbols in a variety of circumstances Chaney (1988). From this perspective, body language can only be used to clearly convey emotion and opinion while speaking. In summary, most of these show some common characteristics which speaking uses the words and produces the sound to express their ideas, feeling, thought through ordinary voice. Moreover, speaking needs verbal and non-verbal symbols to express speakers‟ knowledge, opinion in communication. As result, speakers need to combine various skills in speaking. 6 2.1.2. Speaking teaching techniques Speaking is the process through which individuals express and transmit their thoughts to others verbally. Speaking, according to Girt and Hans in Ferial (2012), is speech or utterances made by the speaker with the aim of being known, and then the listener analyzes the sayings to determine the speaker's intention. Speaking, according to Irawati (2014), is the action of producing sayings in the form of words and phrases verbally in order to interact with others. Khorashadyzadeh (2014), on the other hand, says that speaking requires not only an understanding of how to use linguistic skills like grammar, pronunciation, and vocabulary, but also an understanding of sociolinguistic skills like when, why, and how to speak. Bahadorfar and Omidvar (2015), say that a person's speaking skills are good when the listener can understand what the person is saying. Also, Ur in Akhyak and Indramawan (2013:20) say that speaking activities that go well have a few things in common. First, the people learning the language want to talk as much as they can. Second, everyone who takes part in the speaking activity gets a chance to talk. Third, the people learning the language are very motivated and interested in speaking. Finally, the level of language used is good enough. Speaking is the way that humans share and talk about information, ideas, and feelings through spoken language. The goal of speaking is for the speaker and the listener to talk back and forth with each other. Both the professors and the students hope that the students will be able to speak English fluently in class and in the real world. Teaching speaking is what teachers do to help their students get better at expressing their thoughts, feelings, and ideas out loud. 7 Speaking is the way that humans share and talk about information, ideas, and feelings through spoken language. The goal of speaking is for the speaker and the listener to talk back and forth with each other. Both the professors and the students hope that the students will be able to speak English fluently in class and in the real world. Teaching speaking is what teachers do to help their students get better at expressing their thoughts, feelings, and ideas out loud. Students can improve their speaking skills in many ways, such as by practicing dialogues, playing games, singing songs, telling stories, giving oral reports, role playing, having small group discussions, giving speeches, reading the news, reading poetry, and debating. Young people can improve their speaking skills by listening to and telling stories. 2.1.3. Techniques to teach speaking skill to young learners Nunan (1991) recommends that learners would be better if they are given the maximum number of chances to practice the target language in meaningful situations. Moreover, Nunan (2003) has provided some suggestions for teaching speaking as below: Teachers must first arrange their lessons with consideration for the context variations between two languages and two cultures. He says that pupils struggle to acquire a foreign language in a variety of circumstances because they have limited opportunity to apply it outside the classroom. Therefore, some learners of a foreign language are unable to comprehend or converse with native speakers in real life. Secondly, at the early and intermediate levels, it is essential to build fluency and precision. Teachers should give pupils with opportunities to improve their fluency. It is certainly true that committing errors is a normal part of learning a new language, yet accuracy is also the goal of the process. 8 Thirdly, using group or pair work enhances the effectiveness of the speaking lesson. Activities including pair and group work may improve the amount of time students speak the target language. In addition, there are additional opportunities for students to share speaking-relevant information. Next, teachers should design speaking activities that require negotiation of meaning via clarification, repetition, or explanation requests. Teachers should design speaking activities that are appropriate for all levels of students in the classroom in order to assess their abilities. Finally, teachers should construct classroom activities that provide instruction and practice in both transactional speaking (communicating to complete a task, such as the trade of products) and interactional speaking (communicating to engage with others). 2.2. Storytelling 2.2.1. Definition Storytelling Before going to bed, the majority of kids look forward to hearing bedtime stories from their grandparents or parents. This was back in the days before the development of television, computers, or the internet. According to Rubin (1990), storytelling is the "oral interpretation of literature and folklore." This definition indicates that the narrative, the storyteller, the place, and the listeners are the elements that make up the medium of storytelling. According to Harari, the difference between humans and animals is that people are capable of creating tales that are rich in both imagination and experience Harari (2014). It is the way that has been used by people throughout their history and is completely natural to pass on their knowledge from one generation to the next. In today's world, writers use a wide range of linguistic devices to articulate their understanding of the term "storytelling." 9 According to Safdarian (2013), students are considered to be engaging in storytelling when they repeat tales in their native tongue after listening to the stories told by the instructor. In a different sense, storytelling is an oral 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 of audiences by utilizing multi-sensory techniques that stir the emotion associated with an event in a story Stanley and Dillingham (2009). In addition, Champion, who is referenced in Irawati (2003), elucidates that storytelling is an oral activity in which words and gestures may be employed in a colorful manner to construct scenes in a sequence. This idea is presented in the context of storytelling. All of the information shown up to this point suggests that telling stories orally involves arranging imaginative situations in a progression that stimulates children's imaginations, helps them acquire languages, and motivates them. 2.2.2. The Advantages Storytelling According to the findings of a large number of academics, telling tales has a variety of benefits, including those related to language development, creativity, and motivation. The importance of storytelling in the development of one's imagination is emphasized by Ellis and Brewster (2002). Children get more emotionally invested in a narrative when they are able to recognize themselves in the artwork and characters. Their creative ability is enhanced by the experience of using their imagination. Storytelling is another effective method for connecting a child's actual environment with his or her fantasies and imagination. According to Hayriye (2006), creating stories allows students to convey their thoughts freely and imaginatively without having to worry about whether or not they have reached the appropriate conclusion. 10 Children are better able to grasp the contents of the tales and recall what occurred in the stories when they are exposed to spontaneous recurrence of essential vocabulary and phrases found in stories. As a result, the use of tales may facilitate the development of language acquisition within the environment Ellis&Brewster (2002). In addition to this, Ellis and Brewster highlight the fact that tales may bridge the gap between language study and language usage and also connect classroom learning with the world outside of the classroom. Some of the activities may not necessarily have a very strong aspect of language, but they are still significant in generating the impression among the students that studying English means having fun, being active, being creative, and having pleasure Ellisand Brewster (1991:1). According to Stockdale's (1995) theory, the art of storytelling boosts learner motivation because it has the ability to thoroughly captivate students via its unique blend of educational value and entertaining content. According to Krashen (1981), it is easier for students to be successful in the acquisition of a second language if they have high levels of motivation, self-confidence, a positive self-image, and a low degree of anxiety. The transmission of pictures, ideas, and emotions that inspire students to learn a language may be accomplished via the use of storytelling, which, as a result of these advantages, helps students strengthen their speaking abilities. 2.2.3. Storytelling Techniques The education system relies heavily on its instructors to impart knowledge and foster student growth. They have a significant obligation to impart their expertise and information onto the pupils, to direct students in the process of intellectual growth, and to instruct pupils in the methods necessary to assimilate, evaluate, and broaden their own specific knowledge and capabilities.