45 4.1.1 The effect of pictures storytelling on improving 5th grade students’ speaking skills at Dinh Tien Hoang primary school ..... The current study aimed to explore the effect of pic
INTRODUCTION
Rationale of the study
English was recognized as a compulsory subject in Vietnamese schools, colleges, and universities from the 20th century, emphasizing its importance for students' education (Nguyen Xuan Vang, 2004) This is because English has become an international language vital for global business, commerce, computer science, and internet communication, making it indispensable in the modern world (Nguyen Xuan Vang, 2004).
In Vietnam, English language teaching has evolved significantly alongside the country's social and economic development Traditionally, grammar-focused methods dominated EFL instruction in Vietnam; however, since the mid-2000s, there has been a shift towards communication-oriented teaching approaches This transition aligns with broader educational reforms in Asia, emphasizing modern, student-centered methods in higher education to improve language proficiency and real-world communication skills.
Vietnamese English teachers and learners face several challenges when implementing communication-focused teaching methods, including limited opportunities for interaction with native speakers, which hampers language acquisition Many Vietnamese teachers lack the necessary knowledge and skills to effectively adopt this approach, especially in rural and non-English-major institutions that often lack resources such as multimedia and internet access Additionally, traditional assessment methods—focused solely on grammar, reading, and writing—fail to evaluate communicative competence, discouraging the development of speaking and listening skills As a result, Vietnamese EFL students generally demonstrate low proficiency in spoken English, hindering their overall communicative ability.
Speaking is regarded as one of the most essential language skills, as individuals who learn a language are identified as speakers of that language (Ur, 1996) The primary goal of English language teaching is to enable learners to communicate effectively and accurately in English (Davies & Pearse, 2000) However, many learners struggle with fluency and correctness due to limited knowledge and practice in this area.
According to Fung and Min (2016), teaching and learning techniques and perceptions toward their use are key factors influencing English language education They highlight various techniques such as storytelling, group work, discussions, debates, and role plays, which teachers can implement singly or in combination to enhance learning effectiveness The goal of utilizing innovative teaching methods is to boost students’ enthusiasm, motivation, interest, and engagement in English speaking activities, leading to improved speaking performance Recently, Communicative Language Teaching (CLT) has become a preferred approach, shifting students to a more active role in classrooms and positioning teachers as facilitators who promote communicative competence Effective use of CLT and creative techniques helps address common challenges faced by EFL students, such as shyness, low self-esteem, anxiety, and fear of making mistakes, which can discourage participation Teachers are encouraged to employ meaningful strategies that create a supportive learning environment, reducing anxiety while boosting motivation According to Nunan (2003), storytelling is among the most effective CLT techniques for fostering a positive learning atmosphere and improving students’ English language skills.
Storytelling enhances language development for students while also offering health benefits for teachers, making it a valuable pedagogical strategy (Uchuyama, 2011) Engaging in storytelling activities encourages reluctant readers and writers to participate actively, fostering improved communication skills Additionally, storytelling promotes increased student interaction and willingness to speak, supporting their social and emotional development.
Research by Miller and Pennycuff (2008) indicates that the weakest readers and writers are often the most skilled storytellers, highlighting the connection between storytelling ability and literacy skills Storytelling is a gradual skill that requires time to develop, and both beginners and experienced storytellers can achieve success at various levels (Dujmovic, 2006) Emphasizing the importance of nurturing storytelling skills can enhance literacy development and foster confidence in learners.
This study, titled “Effect of Pictures Storytelling on Speaking Skills of Grade 5 Students at a Primary School,” investigates how storytelling strategies can enhance students' English speaking abilities The research aims to assess the effectiveness of using pictures as a storytelling tool to improve speaking skills among fifth-grade students Additionally, it explores students’ attitudes toward incorporating this technique into their language learning process The findings seek to demonstrate that picture storytelling is a valuable method for developing speaking proficiency and promoting positive student engagement in learning English.
Aims and objectives of the study
This research aimed to investigate the impact of pictures storytelling on the speaking skills of fifth-grade students in a primary school The study's primary objectives were to examine how pictures storytelling influences students' ability to improve their speaking skills and to explore students' perceptions of this technique as an effective learning tool The findings will provide insights into the effectiveness of visual storytelling methods in enhancing young learners' oral communication and their attitudes toward using pictures storytelling in language development.
Research questions
This study investigates the effectiveness of pictures storytelling techniques in enhancing Grade 5 students' speaking skills at Dinh Tien Hoang Primary School It aims to measure the improvement in students' speaking abilities through the use of visual storytelling methods Additionally, the research explores students' perceptions and attitudes towards employing pictures storytelling as a tool for developing speaking skills To achieve these objectives, specific research questions are formulated to evaluate both the impact of the technique and students’ perspectives on its effectiveness in the learning process.
(1) To what extent can pictures storytelling improve the speaking ability of Grade 5 students speaking ability at Dinh Tien Hoang primary school?
(2) What is the students’ perception towards pictures storytelling techniques in learning speaking skills?
Significance of the study
This study is particularly valuable for language learners aiming to improve their speaking skills by highlighting the effectiveness of storytelling techniques in language acquisition It provides a comprehensive understanding of how storytelling can enhance speaking proficiency through detailed application methods Additionally, the research aims to serve as a reliable, up-to-date resource for fellow researchers interested in exploring storytelling strategies for teaching speaking skills.
Scope of the study
This study explores the effectiveness of storytelling techniques in improving fifth-grade students' speaking skills during English lessons Conducted as an action research project in Ba Ria-Vung Tau province during the 2021-2022 school year, the research aims to enhance students' oral communication abilities through targeted interventions Additionally, the study examines students' attitudes and engagement levels during the storytelling-based learning experience to evaluate its impact on their motivation and confidence in speaking English.
Structure of the study
The study is divided into five chapters
Chapter 1: Introduction presents rationale, research aim and objectives, research questions, scope of the study, significance of the study, and research methodology
Chapter 2: Literature review presents some theoretical concepts of speaking skills and pictures storytelling and previous studies
Chapter 3: Research methodology presents research design, research setting, sample, instruments, materials data collection procedures, data analysis procedures, and reliability and validity
Chapter 4: Findings and discussion presents the results of the effect of using pictures storytelling on improving the fifth graders’ speaking skills and their perceptions towards the use of pictures storytelling in learning English speaking skills
Chapter 5: Conclusion and recommendation presents the summary of the research and suggests some recommendation for further study.
LITERATURE REVIEW
Speaking skills
Speaking in language learning is broadly defined by researchers, including Webster's New World Dictionary, which describes it as saying words aloud, communicating through speech, making requests, and delivering speeches (Nunan, 1995) Chaney (1998) emphasizes that speaking involves creating and sharing meaning through both verbal and non-verbal cues across various contexts Additionally, Brown (1994), along with Burns and Joyce (1997), characterizes speaking as an interactive process of meaning-making that encompasses producing, receiving, and processing information, highlighting its dynamic nature in communication.
Speaking, as defined by Bygate (1987), involves producing auditory signals to generate various verbal responses in listeners It is the systematic combination of sounds to form meaningful sentences, playing a crucial role in effective communication Experts like Eckard and Kearny (1981) and Florez emphasize the importance of mastering this skill for successful language interaction.
Speaking is a two-way process that involves the true communication of opinions, information, or emotions, fostering collaboration between two or more individuals within a shared context According to Howarth (2001) and Torky (2006), it emphasizes the interaction and exchange of ideas, making it a vital communication skill Hadfield and Hadfield (1999) highlight that speaking serves as a bridge between the classroom and the outside world, acting as a powerful vehicle for establishing social solidarity, social ranking, and advancing careers in professional and business environments.
Different perspectives on speaking competence in EFL highlight its multifaceted nature According to Bachman and Palmer (1996), speaking competence encompasses linguistic knowledge, the ability to manage communication difficulties, and emotional reactions related to language use Nunan (1999) emphasizes that effective speaking relies on adequate vocabulary and syntax mastery, integrating linguistic and communicative skills He further discusses that speaking competence involves a combination of linguistic, sociolinguistic, and conversational abilities essential for successful communication Additionally, Johnson (1995) stresses that second language learners need to develop strong communicative skills to actively participate in class activities and enhance their language learning experience.
English-speaking competence can be understood through three key components: grammatical, sociolinguistic, and strategic competence, as outlined by Canale and Swain (1980) Second language speaking activities are categorized into talking as interaction, talking as a transaction, and talking as performance, according to Jones (1996), Burns (1998), and Richards (2006) Talking as interaction serves social functions, while talking as a transaction is goal-oriented, and talking as performance involves conveying information to an audience using well-structured language This study primarily focuses on enhancing English speaking skills through interaction-based speaking activities and effective techniques within classroom settings.
2.1.2 The importance of speaking skills
Speaking is the most important of the four key language skills in learning a second or foreign language, as it encompasses all other language competencies (Ur, 1996) Effective speaking reflects a person's personality, knowledge, expressive skills, and attitudes, making it essential for daily interactions and first impressions (Luoma, 2004) Despite its importance, speaking in a second language is considered the most challenging skill to master, often regarded as the most difficult among listening, reading, and writing skills (Ur, 1996) According to Brown and Yule (1983), a person's speaking ability significantly influences how they are judged in real-life situations.
Speaking is a crucial factor in teacher-student interactions and significantly impacts students' speech-language development During early education, speaking is essential for fostering social relationships, friendships, and active engagement in learning Teachers should focus on enhancing students’ speaking skills through meaningful academic interactions and creating a stimulating learning environment Mastering effective speaking skills enables students to achieve greater academic success and build stronger social connections.
2.1.3 The components of speaking skills
Speaking is the most frequently used form of communication worldwide, but it is a complex skill that involves multiple abilities According to Syakur (1987), five key components of speaking skills include comprehension, grammar, vocabulary, pronunciation, and fluency Mastering these components enables speakers to communicate effectively and confidently in real-life situations, ensuring smooth and comfortable interactions.
(1) Comprehension: Oral communication certainly requires a subject to respond to speech and to initiate a dialogue
Mastering correct grammar is essential for students to effectively communicate in both spoken and written forms It enables them to differentiate appropriate grammatical structures in various contexts, serving as the foundation for clear and accurate expression Proper grammar prevents misunderstanding by ensuring the intended message is conveyed accurately, while poor grammar can obscure meaning Additionally, good grammar enhances the perceived intelligence and professionalism of one's speech.
Vocabulary is fundamental to effective communication, as "without vocabulary, nothing can be conveyed" (Wilkins, 1974) A limited vocabulary hampers an individual's ability to express ideas clearly in both spoken and written forms, regardless of their knowledge of grammar Even with good grammar skills, insufficient vocabulary can prevent effective communication, leading to misunderstandings and incorrect responses Therefore, appropriate diction and a rich vocabulary are essential for conveying messages accurately and ensuring successful interaction.
Proper pronunciation is often overlooked by language learners, yet it plays a crucial role in effective communication Native speakers primarily notice pronunciation during conversations, as it influences how easily others can understand you Pronunciation involves understanding the phonological processes that govern sound variation and patterns in a language, which are essential for clear speech Consistently mispronouncing key phonemes can lead to misunderstandings, especially among speakers from diverse language backgrounds, emphasizing the importance of prioritizing pronunciation in language learning.
Fluency is the ability of a speaker to speak confidently and accurately in the target language It is measured by the speaker's capacity to use the language quickly, smoothly, and with minimal hesitations or unnatural pauses Signs of fluency include a natural flow of speech without frequent false starts or moments of searching for words Achieving fluency allows speakers to communicate ideas effectively without abrupt stops or interruptions.
Speaking skill has two main features
Speaking performance primarily refers to fluency, which is a key focus for teachers when developing students' speaking skills According to Hughes (2002) and Harris (1974), fluency involves learners' ability to speak clearly and coherently to maintain effective communication and prevent listener disinterest Hedge (2000) emphasizes that fluency includes responding coherently by connecting words and phrases, pronouncing sounds clearly, and appropriately using stress and intonation, ensuring effective and understandable spoken language.
Accuracy is a crucial aspect of speaking performance, requiring learners to focus on grammatical correctness, vocabulary precision, and pronunciation (Harris, 1974; Brown, 2004) Thornbury (2005) emphasizes that learners can use grammatical structures correctly when their utterances are sufficiently lengthy and complex, with well-structured clauses Additionally, accurate vocabulary use depends on learners' ability to select appropriate words for specific contexts, as misuse or similarity of words in different situations can lead to confusion Therefore, teachers should prioritize accuracy in their instruction to help learners produce clear, correct, and coherent spoken language.
According to Thornbury (2005), pronunciation is the lowest level of knowledge that learners typically prioritize when learning English To achieve oral accuracy, learners must master phonological rules, understand different sounds and their pronunciations, and grasp aspects like stress, intonation, and pitch Effective oral communication also requires learners to respond appropriately, engage with others, and initiate speech (Harris, 1974) Mastering these elements enables learners to speak English more easily and confidently, with evaluation criteria provided in Table 2 of Appendix 1.
Teaching speaking skills
2.2.1 The notion of teaching speaking skills
The primary goal of a language course is to enable students to effectively communicate in the target language, with a special focus on speaking skills Since spoken communication is essential in daily life, teaching speaking skills receives particular emphasis to help learners interact confidently in real-world situations.
Many language learners and teachers consider speaking ability as a key indicator of language proficiency, emphasizing its importance over reading and writing skills According to Celce-Marcia (2001), “the ability to speak a language is synonymous with knowing the language since speech is the most basic means of communication” (p.50), highlighting that effective spoken communication is fundamental Speaking is regarded as the most important skill students can develop and serves as a primary measure of their progress in language learning Burnkart (1998) notes that speaking involves three core areas, which students need to recognize to improve their oral communication skills.
(1) Mechanics: Using the right words with correct pronunciation in the right order
(2) Functions: Knowing when the clarity of messages is essential, and when exact understanding is not required
(3) Social and cultural norms: Understanding how to take into account who is speaking to whom, in what circumstances, about what, and for what reason
In language teaching, teachers enhance students' language skills through authentic practice, preparing them for real-world communication scenarios Students are encouraged to produce logically connected sentences that are contextually relevant, while also mastering accurate pronunciation and grammar This approach ensures learners develop practical language abilities essential for effective, realistic communication.
2.2.2 The activities to promote speaking skills
Traditional classrooms typically focus on question-and-answer exercises, where one student asks questions and another provides correct answers, making the process predictable However, real-life communication involves uncertainty, requiring speakers to express opinions, clarify meanings, and confirm understanding through various ways To develop effective communicative skills, teachers should incorporate purpose-driven activities that involve information gaps and allow for multiple expressions, fostering more authentic language use (Burkart, 1998).
(1) Structured output activities: The two most common types of structured output activities are information gap and jigsaw activities
According to Rapton (2001), information gap activities involve students working in pairs or groups, where one student possesses crucial information that needs to be shared to solve a problem, gather data, or make informed decisions These activities often include filling in gaps in schedules or timetables, promoting communication and collaborative learning This approach enhances student engagement and improves language skills through meaningful interaction.
Activities like filling in missing times in a delivery schedule or completing pictures with missing details promote cooperative learning and enhance speaking skills When students ask each other relevant questions to fill in blanks without seeing each other's timetables, they practice extended target language use in a low-stress environment Information gap activities, such as comparing different pictures of a location with missing names or details, are highly effective teaching tools for developing speaking proficiency These activities encourage peer interaction, improve communication skills, and provide opportunities for learners to produce more speech while reducing anxiety associated with public speaking.
Then the students will have to take turns to ask and answer questions by describing the people in the pictures to fill in all the missing names
Jigsaw activities are more advanced than traditional information gap exercises, involving multiple partners working in different groups In these activities, each group member holds one or more pieces of a larger puzzle, requiring collaboration to assemble a complete picture The puzzle pieces can take various forms, such as segments of a conversation, with each member hearing only a portion of the dialogue This approach promotes communication and teamwork, enhancing language learning and critical thinking skills.
Jigsaw activities typically involve two stages: first, students are divided into initial groups to receive different parts of information; then, they are reorganized into new groups to collaborate and complete the task For example, in an English class, students worked in three groups of five to assemble a story by exchanging picture pieces representing a person’s life Each group received a large picture divided into smaller sections, which they had to ask their peers about and arrange correctly, promoting teamwork and active learning Implementing jigsaw activities enhances student engagement and encourages cooperative learning while improving comprehension and communication skills.
Communicative language activities enable students to practice the target language in realistic contexts by collaboratively solving problems, completing tasks, or developing plans The most effective activities include discussions and role-plays, which promote authentic communication and improve language proficiency in real-life situations.
Effective group discussions, as outlined by Kayi (2006), focus on students arriving at conclusions, sharing ideas about events, or finding solutions collaboratively Key criteria for successful discussions include clearly setting purposes to prevent irrelevant topics, selecting engaging yet non-technical subjects to foster an open environment, assigning each group a specific topic to work on within a given timeframe, and having them present their ideas to the class Finally, the class evaluates and awards the best presentation, promoting students' skills in self-expression and justification of their ideas.
In speaking lessons, teachers often use images related to topics like global warming, pollution, or festivals to create context and guide discussions Students are typically divided into groups to analyze the picture, exploring causes, conditions, or sharing their knowledge about related events such as dates, times, and activities This method encourages active participation and enhances students' speaking skills by engaging them in meaningful conversations about real-world issues.
Role-plays involve students acting out various real-life social situations, helping them practice practical language skills Teachers assign specific roles within different contexts to broaden students' language functions and improve their conversational abilities It is essential for students to use language that is appropriate to both the situation and the characters they are portraying, enhancing their overall communication competence.
Before engaging in role-play, teachers should encourage students to discuss and brainstorm ideas and useful sentences to prepare effectively It is essential for teachers to remain in a communicative mode, facilitating interaction rather than just monitoring or answering questions Recognizing that students may be unfamiliar with the specific scenario or role ensures that teachers provide adequate guidance to enhance language learning and confidence during role-play activities.
Communicative output activities foster student creativity and innovation in language use, enhancing engagement and motivation These activities create a supportive environment that encourages learners to experiment, make mistakes, and build confidence without fear of embarrassment By incorporating such interactive exercises, lessons become more enjoyable and dynamic compared to traditional classroom methods, promoting active language development.
Concept of pictures storytelling
Picture is a part of media in the process of learning and teaching Wright
According to 1989, images are more than just a supplementary element; they play a crucial role in the overall learning experience by visually representing places, objects, and people These visual representations help students better understand and engage with the material, making them an essential component in effective teaching strategies Teachers should incorporate images thoughtfully to enhance comprehension and foster a more immersive educational environment.
Using pictures is a powerful method to enhance speaking skills all while boosting imagination by telling stories Creating visual flashcards from images adds an engaging element to language learning, making the process more interactive and effective Incorporating pictures into your practice can significantly improve communication abilities and make learning more enjoyable.
Pictures reveal insights about individuals, with images of famous people highlighting their reputation, achievements, and experiences In educational settings, photos of multiple people help students visualize conversations and understand different perspectives These images capture diverse experiences and activities, making them powerful tools for learning and interpretation.
In addition, describing places requires students to be able to describe specific locations, such as a hole, landscape, townscape, a building, and views
Students can also learn history through pictures Pictures from history invite the use of past tense forms because they illustrate historical scenes, costumes, and objects
Figure 2.1: Pictures of an object, person, and place
A complex image offers extensive information, making it ideal for activities such as description, identification, matching, and memory exercises Typically consisting of two images, image pairs are commonly used in tasks that involve matching or describing differences, enhancing cognitive skills like observation and comparison.
Images combined with text are commonly featured in cartoons, newspaper photos, and advertisements to convey main ideas effectively Using relevant pictures alongside text helps clarify messages and enhance understanding In educational settings, picture-based mini-dialogues can be utilized, either as separate images or integrated into thematic exercises, to aid student comprehension and engagement Incorporating visual elements alongside text is a powerful strategy for effective communication and language learning.
Picture sequences can be in the form of animated strips and guide strips They serve to describe a process or sequence of a story
Single stimulus pictures evoke curiosity and represent experiences and sensations, often leading to storytelling opportunities Visuals such as news images, fantasy illustrations, maps, and symbols from road traffic booklets or holiday guides help identify events or depict daily activities Additionally, students' and teachers' drawings serve as valuable educational media Teachers can utilize various pictorial sources like newspapers, magazines, brochures, postcards, comics, photographs, stamps, and course books to enrich their lessons Moreover, educators can create original images on whiteboards, flashcards, or collage sheets or incorporate students’ own drawings as effective communication tools Overall, pictures engage students’ interests and encourage active participation and speaking.
Storytelling is an oral art form that captures listeners' attention by evoking emotionally stirring moments through engaging narratives It involves improvisation during storytelling, allowing for spontaneous and authentic delivery Additionally, storytellers enhance their message with expressive gestures, facial expressions, and body movements to create a more captivating and immersive experience for the audience (Stanley and Dillingham).
Storytelling, as described by Champion (cited in Irawati, 2003), is an oral activity that uses language and gestures to vividly create scenes in sequence However, storytelling extends beyond mere narration; it serves as an effective teaching tool in classroom speaking activities Incorporating storytelling into lessons helps students understand story structures while enhancing their speaking skills and engagement.
Storytelling is a powerful activity that promotes both social and academic development in children by allowing them to actively participate in reconstructing stories When children tell stories, they engage in extended use of language, which enhances their language development, comprehension, and interest in books This active storytelling activity not only improves vocabulary and communication skills but also fosters a love for reading and learning Additionally, retelling stories after reading offers children an opportunity to deepen their understanding of the text and reinforce literacy skills.
Storytelling is an active, interactive process that encourages children to reconstruct texts and engage with the story Teachers play a vital role by using open-ended questions and prompts to help students clarify and deepen their understanding of the text For example, if a child becomes confused or stops, the teacher might ask, "What happened next?" to guide their thinking Additionally, when a child needs support describing a main character, the teacher might prompt, "Tell me more about this character," fostering comprehension and critical thinking (Gibson, 2003).
Storytelling plays a vital role in enhancing interaction between speakers and listeners, as well as teachers and students By incorporating storytelling into learning, students can significantly improve their communication skills Additionally, storytelling motivates learners and fosters greater engagement in language acquisition, making the learning process more effective and enjoyable.
2.3.3 The benefits of pictures storytelling
According to Ikrammuddin (2017), picture storytelling offers numerous benefits, including being motivating and enjoyable This approach can foster a positive attitude toward foreign language learning, encouraging learners to stay engaged Additionally, picture storytelling stimulates learners' desire to continue their language learning journey, making it an effective and engaging teaching tool.
Picture storytelling enhances children's imagination by allowing them to actively participate in stories, as they identify with characters and interpret illustrations This engaging process fosters their creativity and helps develop vital cognitive skills.
Listening to stories in class provides a shared social experience that promotes social and emotional growth, builds confidence, and fosters engagement through eliciting laughter, sadness, and excitement Repeatedly hearing stories helps children acquire language by reinforcing key words and structures, enabling them to remember details and anticipate story developments Natural repetition within stories enhances memory and encourages active participation, which is vital for language development Tracking meaning and predicting language are essential skills, and teachers can introduce or modify vocabulary and sentence structures during story listening by exposing children to diverse, memorable, and familiar contexts, thereby enriching their thinking and gradually enhancing their speech.
Pictures storytelling is a highly effective language teaching technique, offering numerous cognitive, social, and emotional benefits for learners According to Boltman (2001), this approach enhances verbal skills, stimulates imagination, and rebuilds authenticity in learning It also encourages students to explore their uniqueness and expressiveness while fostering constructive personal values Moreover, pictures storytelling is accessible to learners of all ages and abilities, making it a versatile and inclusive method for language development.
Using pictures storytelling in teaching speaking skills
Storytelling remains a fundamental teaching method, with some societies relying on it as the sole form of instruction, highlighting its enduring relevance despite technological advancements like television A simple story forms the core of effective teaching, transcending cultural and linguistic boundaries, whether colloquial or literary, polished or raw Listening to spontaneous storytelling allows children to observe authentic speech, which helps them develop a sense of story structure crucial for understanding more complex literature As the oldest literary form, storytelling continues to be a powerful educational tool that fosters cognitive development and cultural preservation.
The use of literature in foreign language teaching has significantly increased, providing engaging materials and activities that enhance student motivation and create meaningful learning contexts Picture storytelling is a widely used technique, especially for beginners, helping to capture learners' imagination and facilitate language acquisition This approach is a staple in curricula across English-speaking and other countries, with stories serving as a vital resource for teaching children's native language and developing their language skills (Zaro).
According to Julia Ling (2015, p 14), picture storytelling is a learner-centered method that enhances students' ability to utilize information and communicate messages effectively This teaching approach encourages students to retell story content using varied wording and structures, fostering active engagement through interaction between the narrator and the audience As a result, storytelling serves as an effective educational technique for improving language skills and promoting meaningful communication in the classroom.
Samantaray (2014) outlines a pictorial storytelling method where teachers display colorful written stories on the whiteboard, then organize students into groups of five to select a story and develop it within 15 minutes, culminating in each group retelling their story based on group discussions, with the best group receiving recognition Similarly, Fikriah (2016) describes a narrative process where students sit in groups, using sequence pictures and key sentences provided by the teacher to craft a story, which they then present to the class after discussing collaboratively Both approaches emphasize active student participation, group collaboration, and oral storytelling to enhance language skills and creativity.
Applying various teaching techniques to enhance students' speaking skills, particularly among primary school students, is essential for effective language development The researcher emphasizes that incorporating storytelling into teaching methods significantly contributes to improving Grade 5 students’ speaking abilities Storytelling engages students actively, fosters language confidence, and makes learning more enjoyable Therefore, integrating storytelling into classroom activities is a valuable strategy to boost speaking skills in young learners.
Previous studies
Numerous studies have explored teaching techniques to improve speaking skills, with a particular focus on storytelling methods Research consistently demonstrates that using storytelling in EFL classrooms enhances learners’ speaking proficiency Both international and national studies confirm the effectiveness of storytelling as a valuable tool for developing oral communication skills This article reviews key research findings on the application and impact of storytelling techniques in improving students’ speaking abilities in EFL contexts.
Khoiruddin (2014) conducted a study to determine if there was a significant improvement in the speaking ability of SMA Negeri 2 Purwodadi students after being taught with series pictures of storytelling Using an experimental method with a sample of 30 students, the research employed spoken tests to collect data The results indicated that students’ speaking skills improved notably, demonstrating that teaching with series storytelling pictures effectively enhances students' speaking proficiency.
Using series pictures of storytelling significantly improves students’ English speaking abilities by encouraging them to express their opinions, ideas, and imagination The study by Asniatih, Ahmed, Iqbal, Dool, Ahmad, and Noorman (2020) found that integrating storytelling into teaching enhances student engagement and provides meaningful learning experiences Their research, involving observation and questionnaires, demonstrated that students actively participated in speaking activities such as monologues, dialogues, responses, and imitation when using storytelling techniques Based on these findings, it is recommended that senior high school teachers incorporate storytelling with series pictures into their curriculum to effectively develop students’ speaking skills.
Hidayati (2019) conducted a pre-experimental study to examine the impact of storytelling on tenth graders’ speaking skills at MA Nurul Haramain, involving 21 students from class XB The research utilized pre-tests and post-tests to measure students' speaking abilities before and after the intervention The findings revealed that storytelling significantly improved the students’ speaking skills, highlighting its effectiveness as a teaching method for language development.
A study by Du Thanh Tran (2021) in Vietnam found that storytelling significantly enhances speaking and listening skills among young English learners in Binh Duong province Utilizing a mixed-methods approach with questionnaires, interviews, and observations on 110 children aged 10 to 15 across 10 language centers, the research demonstrated that storytelling is an effective teaching technique The results indicated that students showed positive attitudes towards using storytelling in language classes, highlighting its usefulness in improving language proficiency.
Using picture storytelling in learning and teaching English speaking skills offers several key benefits, including improved comprehension, grammatical understanding, speaking fluency, vocabulary enhancement, and pronunciation accuracy Harris (1974) and Brown (2004) emphasize that mastering speaking skills requires proficiency in pronunciation, grammar, fluency, vocabulary, and comprehension These criteria were selected by the researcher to effectively evaluate the impact of picture storytelling on developing English speaking skills.
Chapter summary
This chapter reviews literature on the different aspects of speaking skills, emphasizing the types and benefits of storytelling in enhancing students’ speaking abilities It also considers previous studies on using storytelling activities as effective tools for developing speaking proficiency These insights provide a solid foundation for future research, guiding the subsequent chapter on research methodology.
RESEARCH METHODOLOGY
Research setting
Dinh Tien Hoang Primary School, established in 1993 in Chau Duc District, Ba Ria Vung Tau Province, Vietnam, has dedicated over 27 years to fulfilling its educational mission In 2012, the school was modernized with a two-floor building featuring 36 well-equipped classrooms and function rooms designed to support students' talent development and comprehensive education goals Currently, the school employs 32 full-time teachers, including two experienced English teachers responsible for instructing three grade levels, contributing to a high-quality learning environment.
The school has much focused on teaching English The coursebooks used at the school is Family and Friends (Special Edition) by Naomi Simmons and reprinted in
Published by Oxford in 2020, this comprehensive English course set includes the Student Book, Workbook, and CD, designed to enhance listening and speaking skills through a clear methodology and well-defined objectives for each lesson The program features carefully staged activities that support effective learning, making it ideal for non-native speakers Its phonics approach is straightforward and engaging, ensuring easy understanding of sounds The writing activities are thoughtfully structured to develop essential sub-skills like punctuation, preparing students to confidently complete their own personalized writing tasks in the Workbook and worksheets.
Currently, fifth-grade English teachers at the school rely solely on the standard English coursebook, which does not include a dedicated picture storytelling curriculum To address this gap, the researcher plans to create or source stories from the internet to facilitate picture storytelling activities This approach aims to enhance students' speaking skills through engaging and visually supported storytelling exercises Incorporating picture storytelling into the curriculum can improve oral communication and make learning more interactive, despite the absence of specialized materials in the existing textbook.
Research design
Classroom action research was chosen for this study because it effectively addresses educational goals and improves teaching practices This approach allows for practical, ongoing assessment of instructional strategies, ensuring targeted improvements Additionally, classroom action research promotes active participation among teachers and students, fostering a collaborative environment conducive to meaningful learning outcomes Its flexibility and focus on immediate application make it an ideal method to achieve the study's objectives.
The researcher aims to implement positive changes and improvements in her speaking vocabulary teaching practices to enhance students' speaking proficiency According to Bassey (1998, p 93), action research is an inquiry conducted to understand, evaluate, and modify teaching methods to improve educational outcomes This approach is particularly suitable for small-scale, localized studies, making it an effective strategy for targeted classroom interventions (Wallace).
Action research, as defined by Winter and Munn-Gidding (2001), is a type of study carried out by teaching practitioners or instructors to enhance their teaching practices and deepen their understanding of educational philosophy This approach encourages educators to reflect on and improve their methods while increasing their professional awareness.
Action research is traditionally viewed as a cyclical process that involves repeating steps to gather more evidence, identify intervention issues, and develop innovative solutions This iterative approach enables researchers to continuously reflect and refine their actions, fostering a spiral process of ongoing improvement.
This study adopts action research to empower the teacher-researcher in addressing challenges in speaking instruction, improving student speaking skills, and enhancing professional competence According to Wallace (1998), action research is an ideal framework for language teaching studies because it involves practitioners investigating their own practice Following Nunan’s (1992) model, the research was conducted over one cycle encompassing seven key steps: initiation, preliminary investigation, hypothesis formulation, intervention, evaluation, dissemination of findings, and follow-up.
Research participants
This study involved fifth-grade students from Dinh Tien Hoang Primary School during the 2021-2022 academic year, aged 10 to 11 years old, including both boys and girls Most students come from low socioeconomic backgrounds, with parents working as farmers, laborers, or small tradespeople, and a few employed in factories The majority practice Buddhism, with a minority belonging to other religions These students had no prior English education until third grade and have been attending English classes four times a week for eight months, from September to May.
This study involved a purposive sample of 75 fifth-grade students from three intact classes at Dinh Tien Hoang Primary School The participants included 47 females and 28 males, all aged 10 years old Their English proficiency was assessed based on their immediate English level, ensuring an accurate representation of their current language skills for the research.
These 75 students were assigned to participate in pre-test and post-test and questionnaire In pre-test, the students were not taught by the adoption of pictures storytelling, whilst they were taught with the adoption of pictures storytelling in learning English-speaking skills through action method post-test Working on this sample helped understand how pictures storytelling technique has affected their English-speaking skills.
Research instruments
The data collection process for the teaching and learning activities involved the use of observation checklists, questionnaire sheets, and tests to gather comprehensive information The researcher based the development of these instruments on established theories of speaking skills, the effectiveness of pictures storytelling techniques, and their role in enhancing speaking proficiency These theoretical frameworks, outlined in the literature review and aligned with the research objectives, informed the content and structure of the data collection tools.
3.4.1 Pre-test and post -test
Test was an instrument used to know the ability of students As stated by Brown
A test is a method used to measure an individual's ability, knowledge, or performance in a specific area In this research, both pre-tests and post-tests were utilized to assess students' speaking skills The pre-test was administered before the action research to determine students' initial speaking abilities (see Appendix 2), while the post-test was conducted at the end of the research to evaluate improvements after implementing picture storytelling as a learning strategy for speaking skills.
The speaking tests, designed in a consistent format for both pre-test and post-test, consisted of open-ended questions divided into two parts In Part 1, students introduced themselves, explaining the purpose of the test, while Part 2 involved responding to five picture-related questions provided by the teacher, requiring students to observe the image and prepare their answers Each student received a different picture in both tests to evaluate their speaking skills effectively.
In the speaking test, scores were assigned for five questions in Part 2, with the interviewer evaluating interviewees on pronunciation, fluency, comprehension, grammar, and vocabulary Each criterion was scored based on established rubrics from Harris (1974) and Brown (2004), with a maximum of five points per criterion for each question, totaling 25 points for the entire test The interviewer carefully observed these aspects to assess each candidate’s speaking proficiency, with each interview lasting approximately 15 minutes.
This research utilized a questionnaire to assess students’ attitudes toward using picture storytelling to enhance their speaking skills The questionnaire aimed to gather participants’ responses related to the effectiveness of the picture storytelling technique in the English learning process Developed based on research questions and relevant literature, the original items were created in English and then translated into Vietnamese to ensure clear understanding and prevent misunderstandings Additionally, all items were reworded to suit the context of Vietnamese language learning and teaching.
The questionnaire was delivered to the participants after they completed the treatment through using the pictures storytelling technique in learning speaking skills
The questionnaire was designed based on a five-point Likert scale, ranging from 1 (strongly disagree) to 5 (strongly agree)
The questionnaire consisted of two parts: Part A focused on students’ self-evaluation of their speaking skills, while Part B explored their attitudes toward using pictures storytelling techniques to improve speaking abilities Specifically, Part B included 16 items divided into four groups: students’ attitudes toward the pictures storytelling technique itself, its attractiveness and motivational aspects, its effectiveness in enhancing 5th-grade students’ English speaking skills, and the difficulties encountered when implementing pictures storytelling The questionnaire was developed based on the researcher’s expertise in speaking skills, pictures storytelling, and their interrelation (See Appendix 5 for details.)
The observation checklist was utilized during the learning process to assess students' activeness, motivation, interpersonal skills, and speaking performance, specifically in picture storytelling activities The teacher observed students’ motivation to develop speaking skills, as well as improvements in pronunciation, fluency, grammar, comprehension, and vocabulary throughout the treatment The checklist, formatted as a table, provided a systematic way to record these observations A single observation checklist was used to track the total number of students involved in the study (see Appendix).
Data collection procedures
This study utilized a two-phase action research approach to enhance English-speaking skills through picture storytelling Throughout both phases, Nunan’s comprehensive steps (1992) were systematically integrated to guide the implementation process The use of picture storytelling proved effective in engaging learners and improving their oral communication abilities The research highlights the importance of applying structured pedagogical frameworks to foster language development through innovative techniques like visual storytelling Overall, the findings demonstrate that combining action research with evidence-based methods can significantly boost English-speaking proficiency among learners.
The researcher, serving as the teacher, observed that students in the selected class exhibited poor speaking skills, struggling with fluency, pronunciation, word stress, intonation, and voice modulation They often misunderstood spoken English due to limited vocabulary and incorrect grammatical structures, which hindered effective idea presentation To validate these observations, a pre-test was administered to five students at Dinh Tien Hoang Primary School, with their scores evaluated based on established speaking assessment criteria (Harris, 1974; Brown, 2004).
The researcher gathered baseline data by engaging with Vietnamese students to understand their challenges in learning speaking skills and to evaluate the effectiveness of current teaching methods.
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1 Snow White and the Seven Dwarfs
Picture story https://eva.vn/lam-me/truyen-co- tich-nang-bach-tuyet-va-bay-chu- lun-c10a455530.html
2 Snow White and the Seven Dwarfs
Picture story https://eva.vn/lam-me/truyen-co- tich-nang-bach-tuyet-va-bay-chu- lun-c10a455530.html
3 Snow White and the Seven Dwarfs
Picture story https://eva.vn/lam-me/truyen-co- tich-nang-bach-tuyet-va-bay-chu- lun-c10a455530.html
4 Rabbit and Turtle Picture story https://giadinh.tv/tho-va-rua-chay- thi/
5 Rabbit and Turtle Picture story https://giadinh.tv/tho-va-rua-chay- thi/
6 Rabbit and Turtle Picture story https://giadinh.tv/tho-va-rua-chay- thi/
Table 3 1 Name and link of pictures storytelling
The researcher followed three steps to implement pictures storytelling for each lesson as below:
-Select a story, read it, and memorizes it in the sequence events
-Imagine the action in the story
-The teacher should use suitable mime based on the character of the story -Children respond to physical movement and it enlivens the tales
-The teacher should combine the sound effect to the mime
Make noises, but not words Some effects are loud, some are silent
After 6 weeks of learning speaking skills with the application of pictures storytelling techniques, the teacher gave the students a post-test The purpose was to check their progress in speaking performance after learning speaking skills with pictures storytelling techniques The scoring rubric of the speaking test (Harris, 1974; Brown, 2004) was used to give the students’ scores on speaking post-test After that, the researcher implemented a survey to check their speaking improvement and their attitudes towards pictures storytelling techniques A questionnaire was delivered to
A total of 75 students participated in data collection using a carefully developed questionnaire The original items were initially created in English and subsequently translated into Vietnamese to ensure participants fully understood the questions and to minimize misunderstandings To suit the local educational context, all questionnaire items were reworded accordingly This questionnaire was adapted from the research conducted by Rajagukguk (2019), ensuring its relevance and validity within the Vietnamese learning and teaching environment.
Upon completing the action research procedure and collecting the results, the study was finalized and the comprehensive report was published The valuable ideas and findings from the research are shared with teachers at Dinh Tien Hoang Primary School as well as other primary schools across Ba Ria-Vung Tau province, promoting further educational development in the region.
Lessons learned and suggestions for improving the application were considered for modification in the next lessons of research
Time Activities Steps of conducting pictures storytelling techniques
Instruct with pictures storytelling (Step
-Snow white and the seven dwarfs was selected All students read it in Vietnamese and English versions
They memorized it in the sequence events
First picture story: Snow White and the Seven Dwarfs
- The students visualized the scenes in Snow
- The students imagined the action in the story
-The teacher should use suitable mime based on the character of the story of Snow White and the
-The students responded to physical movement of the characters in Snow
White and the seven dwarfs
-The teacher should combine the sound effect of Snow White and the
Seven Dwarfs to the mime Make noises, but not words Some effects are loud, some are silent
Instruct with pictures storytelling (Step
-snow white and the seven dwarfs was selected All students read it in Vietnamese and English versions
They memorized it in the sequence events
The second picture: snow white and the seven dwarfs
- The students visualized the scenes in Snow White and the Seven Dwarfs
- The students imagined the action in the story
-The teacher should use suitable mime based on the character of the story of Snow White and the Seven Dwarfs
-The students responded to physical movement of the characters in Snow White and the seven dwarfs
-The teacher should combine the sound effect of Snow White and the Seven Dwarfs to the mime Make noises, but not words Some effects are loud, some are silent
Instruct with pictures storytelling (Step
-Snow white and the seven dwarfs was selected All students read it in Vietnamese and English versions
They memorized it in the sequence events
-The students visualized the scenes in Snow White and the Seven Dwarfs
- The students imagined the action in the story
-The teacher should use suitable mime based on the character of the story of Snow White and the Seven Dwarfs
The third picture: snow white and the seven dwarfs
-The students responded to physical movement of the characters in Snow White and the seven dwarfs
-The teacher should combine the sound effect of Snow White and the Seven Dwarfs to the mime Make noises, but not words Some effects are loud, some are silent
Instruct with pictures storytelling (Step
- Rabbit and Turtle was selected All students read it in Vietnamese and English versions
They memorized it in the sequence events
-The students visualized the scenes in Rabbit and Turtle
- The students imagined the action in the story
-The teacher should use suitable mime based on the character of the story of Rabbit and Turtle
-The students responded to physical movement of the characters in Rabbit and Turtle
-The teacher should combine the sound effect of Rabbit and Turtle to the mime Make noises, but not words Some effects are loud, some are silent
Instruct with pictures storytelling (Step
- Rabbit and Turtle was selected All students read it in Vietnamese and English versions
They memorized it in the sequence events
- The students visualized the scenes in Rabbit and Turtle
- The students imagined the action in the story
-The teacher should use suitable mime based on the character of the story of Rabbit and Turtle
-The students responded to physical movement of the characters in Rabbit and Turtle
-The teacher should combine the sound effect of Rabbit and Turtle to the mime Make noises, but not words Some effects are loud, some are silent
Instruct with pictures storytelling (Step
- Rabbit and Turtle was selected All students read it in Vietnamese and English versions
They memorized it in the sequence events
- The students visualized the scenes in Rabbit and Turtle
- The students imagined the action in the story
-The teacher should use suitable mime based on the character of the story of Rabbit and Turtle
-The students responded to physical movement of the characters in Rabbit and Turtle
-The teacher should combine the sound effect of Rabbit and Turtle to the mime Make noises, but not words Some effects are loud, some are silent
Post-test on speaking performance
Questionnaire on the students’ attitudes
Table 3 2: The procedure of action research approach
The questionnaire survey was conducted at the eighth week, following the completion of the speaking post-test The researcher distributed paper questionnaires in Vietnamese to each student, ensuring clear communication Students took approximately 20 minutes to complete their responses, providing valuable insights into their experiences and perceptions.
During the observation phase, the teacher-researcher monitored participants’ engagement in picture storytelling activities, focusing on their motivation, activeness, and interpersonal skills This observation was conducted throughout the use of visual storytelling techniques to assess how these factors influenced participants' overall participation and communication skills.
Data analysis
This study employed both qualitative and quantitative methods to analyze and synthesize collected data Qualitative data were obtained from an observation checklist, while quantitative data came from oral tests and questionnaires Improvements in students' speaking skills were measured by an increase in the number of students reaching the highest criteria across speaking aspects, each rated on a scale from one (lowest) to five (highest) These findings highlight significant progress in students' speaking abilities, demonstrating the effectiveness of the instructional approach.
The researcher analyzed pre-test and post-test scores using IBM SPSS Statistics version 20, focusing on descriptive statistics such as mean scores and standard deviations to assess data distribution A paired sample t-test was conducted to determine the significant difference between pre-test and post-test results, providing insights into the effectiveness of the speaking skills improvement technique These findings highlight the measurable progress in students' speaking abilities following the application of the method.
Descriptive statistics derived from SPSS 20 offered a clear overview of the questionnaire data, helping the researcher better understand the overall data set (Mackey & Gass, 2005) The use of a five-point Likert scale, ranging from strongly disagree to strongly agree, was analyzed through mean (M) scores to interpret respondents' attitudes effectively.
The researcher aimed to evaluate the effectiveness of picture storytelling techniques in enhancing students' speaking skills and to assess students' attitudes toward this approach Quantitative data from pre-tests and post-tests were collected to measure improvements in speaking abilities, addressing the first objective Additionally, questionnaires and observational data provided both quantitative and qualitative insights into students' perceptions and attitudes, fulfilling the second objective This comprehensive data collection supports an in-depth analysis of how picture storytelling techniques impact language learning and student engagement.
Pre-test and post test:
Frequency Mean scores Paired samples t-test
Comparison of the mean scores between the pre-test and the post-test
Mean scores and standard deviation Qualitative data Observation
Chapter summary
This chapter provides a comprehensive overview of the research methodology, including the research setting, methods, participants, data collection instruments, and data analysis procedures It outlines the systematic approach taken to ensure the study’s validity and reliability In the subsequent chapter, the findings will be presented clearly and supported by thorough discussions, offering valuable insights into the research topic.
FINDINGS AND DISCUSSION
Findings
4.1.1 The effect of pictures storytelling on improving 5 th grade students’ speaking skills at Dinh Tien Hoang primary school
4.1.1.1 Results from the pre-test
The pre-test results, including mean scores and frequency distributions, were analyzed to assess students' speaking skills prior to implementing picture storytelling in the speaking skills curriculum These findings provide a baseline measurement of students' initial speaking abilities before engaging with the picture storytelling method.
Pre-test N Minimum Maximum Mean St.D
Table 4 1 Descriptive statistics of the pre-test
Score Pronunciation Vocabulary Fluency Grammar Comprehension Criteria
Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage Frequency Percentage
Table 4 2 Frequency of the pre-test
The analysis of Table 4.1 and Table 4.2 revealed that most students scored poorly or at an average level in the pre-test Specifically, pronunciation scores peaked at score 3, with 34 students indicating an average level of performance The second most common score was score 2, held by 21 students, reflecting a poor level No students achieved the highest score of 5, while only 10 students attained score 4, suggesting a good level These results highlight overall low to moderate performance among students in the pre-test assessment.
The students’ overall speaking skills were weak, as indicated by a low mean score of 2.58 (St.D=0.886), reflecting poor pronunciation, incorrect word stress, and difficulty in voice modulation Vocabulary knowledge was also limited, with a mean score of 2.28 (St.D=0.980), and no students achieving the maximum score; most sampled students had average or poor vocabulary levels, which hindered their ability to express ideas during interviews Fluency was equally problematic, with the majority of students categorized as poor or average (scores of 2 and 3), and only two students achieving good to excellent levels, leading to an overall mean fluency score of 2.42 (St.D=0.917), indicating limited speaking proficiency Additionally, most students demonstrated weak grammar and comprehension skills, with a significant number scoring 2 (poor) and only some attaining average scores, further reflecting their overall struggles in speaking English effectively.
Many respondents provided answers with incorrect grammatical constructions, often jumbled and unclear, which hindered listeners’ understanding This was primarily due to their limited vocabulary, grammar knowledge, and pronunciation skills, causing them to struggle with comprehension of the interviewer’s questions As a result, the interviewer frequently had to repeat the questions Additionally, respondents’ answers often did not match the questions asked The average scores for these issues were M=2.50 (St.D=1.01) and M=2.61 (St.D=0.971), indicating moderate difficulty in these areas.
In conclusion, the result of the pre-test in Figure 4.1 revealed that most of the respondents had speaking skills at and below average level
Figure 4 1 Summary of the pre-test result
4.1.1.2 Results from the post-test
This section presents the mean scores and frequency distribution from the post-test, demonstrating the development of students' speaking skills after implementing picture storytelling in their learning process The results indicate significant improvements in students' speaking abilities, highlighting the effectiveness of using visual storytelling methods to enhance language development.
Pre-test N Minimum Maximum Mean St.D
Table 4.3 Descriptive statistics of the post-test
PronunciationVocabularyFluencyGrammarComprehension
Score Pronunciation Vocabulary Fluency Grammar Comprehension Criteria
Table 4 3 Frequency of the post-test
The study revealed that students showed significant improvement in five key English speaking skills—pronunciation, vocabulary, fluency, grammar, and comprehension—in the post-test compared to the pre-test, indicating the effectiveness of the action method Notably, the mean scores increased across all skills, with pronunciation achieving a mean of M=3.34 (St.D=0.830), and a higher frequency of students attaining scores of 4 and 5 The use of picture storytelling facilitated progress in pronunciation, enabling students to pronounce words more accurately and with correct stress Vocabulary scores also improved, with pre-test scores of 9 and zero for scores of 4 and 5 respectively, rising to 25 and 5 in the post-test, reflecting enhanced vocabulary knowledge and usage in sentences Additionally, fluency saw notable advancement, with 26 students scoring 4 and 10 students scoring 5 in the post-test, compared to pre-test results, and the mean fluency score reaching M=3.52 (St.D=0.844) Overall, these findings demonstrate that the action method effectively developed fifth graders' English speaking skills.
The data indicates a significant improvement in students' grammar proficiency, with more students achieving good and excellent scores post-test, evidenced by 28 students scoring 4 and 18 scoring 5 compared to 8 and 4 in the pre-test This progress reflects enhanced understanding of grammar concepts Additionally, comprehension skills also showed notable growth, with post-test scores of 26 students achieving score 4 and 10 achieving score 5, up from 8 and 3 in the pre-test, highlighting overall academic advancement.
The researcher observed significant improvements in fifth-grade learners' English speaking skills after implementing picture storytelling The study revealed that picture storytelling enhances pronunciation, fluency, vocabulary retention, grammatical accuracy, and comprehension of teacher instructions These findings suggest that incorporating picture storytelling into language learning can effectively boost overall English speaking proficiency among young learners.
In conclusion, the result of the post-test in Figure 4.2 revealed that the students outperformed themselves with higher frequencies and mean scores of good scores and excellent ones
Figure 4 2 Summary of the post-test result
4.1.1.3 The comparison between the results of the pre-test and the post-test
To evaluate the effectiveness of the treatment on participants' speaking scores, Descriptive Statistics and Paired-Samples T-tests were conducted to compare pre- and post-treatment performance The analysis revealed significant improvements in participants' mean scores after the intervention, demonstrating the treatment's positive impact on speaking skills These results highlight the effectiveness of the program in enhancing participants' language performance.
Mean N Std Deviation Std Error Mean
PronunciationVocabularyFluencyGrammarComprehension
Paired Differences t df Sig (2-tailed) Mean
Confidence Interval of the Difference Lower Upper
The study demonstrated that students’ speaking performance significantly improved after the treatment, with the mean score increasing from 2.48 in the pre-test to 3.46 in the post-test The Sig (2-tailed) value of 000 confirms a statistically significant difference in speaking skills before and after the intervention Additionally, the substantial increase in the mean post-test score clearly indicates that the implementation of the picture storytelling approach effectively enhanced fifth-grade learners' English speaking skills, including pronunciation, vocabulary retention, fluency, grammar, and comprehension.
Figure 4 2 The participants’ speaking performance in the pre-test and the post-test
4.1.2 The students’ perceptions about pictures storytelling technique in learning speaking skills
The questionnaire aimed to assess fifth learners’ attitudes toward using pictures storytelling as a methods to enhance speaking skills The results revealed positive attitudes toward the technique, highlighting its ability to attract students’ interest and boost motivation Additionally, the findings indicated that pictures storytelling effectively improves speaking abilities, though some learners reported facing difficulties in applying this method (See Appendix 9)
The results were presented below:
Students' attitudes towards pictures storytelling
1 Actively describe the characters in the story 4.01 93
2 Observe the pictures in the story and tell the story 3.90 1.23
3 Actively participate in the role of the character in the story 3.68 1.15
4 Talk to friends about the character in the story 3.56 1.10
Table 4 4 Descriptive statistics of the mean scores of students’ attitudes towards pictures storytelling
The study revealed that participants generally held positive attitudes towards picture storytelling They actively engaged in describing characters in stories, with a mean score of 4.01, indicating strong involvement Participants also regularly observed the pictures and retold the story, with mean scores of 3.90 and 3.68 respectively, demonstrating their active participation Additionally, students frequently discussed the characters with friends, reflected in a mean score of 3.56 Overall, the results suggest that most respondents positively perceive and participate in picture storytelling activities.
The attraction and motivation by pictures storytelling
5 I review the character images in the story 3.50 1.16
6 Make notes in the notebook the lines of the characters in the story 3.10 1.34
7 Retell the content of the story to others 3.89 1.10
8 Speak the lines of the story in English in the appropriate conditions 3.34 1.45
Table 4 5 Descriptive statistics of the mean scores of the attraction and motivation by pictures storytelling
Table 4.8 presents descriptive statistics of students' mean scores related to attraction and motivation through picture storytelling The results indicate that many students agree they often review character images in stories, with a mean of 3.50 and a standard deviation of 1.16 Additionally, students frequently retell story content to others, reflected by a mean of 3.89 and a standard deviation of 1.10 Some students occasionally take notes of character lines in their notebooks, with a mean of 3.10 and a standard deviation of 1.34 Furthermore, students sometimes speak story lines in English under appropriate conditions, with a mean of 3.34 and a standard deviation of 1.45 This data underscores the engagement level of students in story-based activities that enhance language learning motivation.
The effects of using pictures storytelling technique to improve speaking skills
9 Pictures storytelling improves my pronunciation 3.65 1.07
10 Pictures storytelling improves my new English vocabulary 3.58 1.14
11 Pictures storytelling improves my grammar 3.50 1.24
12 With pictures storytelling, my speaking speed is more fluent 3.44 1.33
Table 4 6 Descriptive statistics of the mean scores of effects of using pictures storytelling to improve speaking skills
The results indicated that students overwhelmingly believed that using pictures storytelling techniques significantly enhances their speaking skills Specifically, they agreed that this method improves pronunciation (M=3.65, SD=1.07), enriches vocabulary (M=3.58, SD=1.14), and boosts grammatical knowledge (M=3.50, SD=1.24) Additionally, students reported increased speaking fluency, noting that pictures storytelling helped them speak more smoothly and confidently (M=3.44, SD=1.33) These findings demonstrate the positive impact of picture-based storytelling on various aspects of English speaking proficiency.
Difficulties in doing pictures storytelling
13 Not sure where to start telling a story 3.76 1.28
14 Time to tell the whole story 3.46 1.18
15 Join the story of the character in the picture 3.81 1.35
16 Express the story differently without changing the content 3.58 1.32
Table 4 7 Descriptive statistics of the mean scores of difficulties in doing pictures storytelling
Table 4.10 presents descriptive statistics on students’ difficulties in picture storytelling, revealing key challenges they face Students reported uncertainty about how to start their stories, with a mean score of 3.76 and a standard deviation of 1.28, indicating significant difficulty in identifying the initial point They also expressed concerns about lacking sufficient time to complete their stories, reflected in a mean of 3.46 and an SD of 1.18 Additionally, students faced challenges in connecting story elements related to the characters in the pictures, shown by a mean score of 3.81 and a standard deviation of 1.35 Moreover, they struggled to express the story in varied ways without altering the content, with a mean of 3.58 and SD of 1.32 These findings highlight common areas of difficulty that impact students’ ability to effectively tell stories through images.
Discussion
The study demonstrated that fifth-grade learners showed significant improvement in English speaking skills after incorporating picture storytelling, with increases observed across pronunciation, vocabulary retention, fluency, grammar, and comprehension The paired sample t-test revealed a higher mean score in the post-test compared to the pre-test, with a significant p-value of 0.00, indicating notable progress This aligns with previous research by Khoiruddin (2014), Du Thanh Tran (2021), and Hidayati (2019), which found that picture storytelling positively influences learners’ speaking performance by helping students acquire new vocabulary and improve their overall language skills Enhanced vocabulary contributed to better grammar understanding, facilitating correct sentence formation and clearer communication As vocabulary and grammar increased, fluency also improved, evidenced by fewer pauses and disfluent noises like "ums" or "aaa" during speaking tasks However, limited practice time led to mispronunciations, and some students relied on memorized texts without fully understanding grammatical structures, affecting pronunciation and comprehension According to Harmer (2007), effective speaking encompasses grammar, vocabulary, pronunciation, fluency, and comprehension, all of which are essential for developing proficient speaking skills.
Developing students' skills across the five components of storytelling is essential to ensure its effectiveness in enhancing their speaking abilities When students master these components, storytelling can significantly improve their communication skills and confidence This finding aligns with previous research by Ratih, which emphasizes the importance of comprehensive storytelling skills in fostering proficient speakers Focusing on these key components can lead to more engaging and impactful storytelling experiences for students.
Research by Inayah (2015), Syahbandi (2018), Hendrawati (2018), and Inten Mujizat (2016) demonstrates that storytelling techniques significantly enhance students’ speaking abilities Quantitative data reveal that students hold positive attitudes toward picture storytelling, citing increased motivation and attraction, though some face challenges in applying the technique Most students show interest in learning speaking skills through picture storytelling, recognizing its effectiveness in improving their fluency and confidence Overall, these findings suggest that implementing picture storytelling in the language classroom can effectively support students' speaking skill development.
Chapter summary
This chapter summarizes the key findings derived from speaking tests, questionnaires, and observations, addressing the research questions Future discussions will revisit these findings, explore the study’s limitations, discuss implications for language teaching, and offer recommendations for further research.