INTRODUCTION
RATIONALE FOR THE STUDY
Education is a crucial area of focus for the Party, the State, and society, with significant investments made across all educational levels, particularly in primary education, which serves as the foundation for learning activities, including English language acquisition Despite notable progress in enhancing the quality of English teaching and learning in primary schools, challenges remain, particularly in developing children's speaking skills.
Many children are currently learning English in an ineffective manner, following a reversed sequence of Writing, Reading, Listening, and Speaking This passive approach leads to a lack of focus on essential skills like Listening and Speaking, with an overemphasis on grammar Such teaching methods not only hinder children's communication abilities but also instill a fear of speaking, resulting in poor pronunciation that becomes increasingly difficult to correct as they grow older.
Effective communication in English hinges on speaking skills, which are essential for enhancing proficiency and confidence As an English teacher aware of the limitations of traditional methods, I continuously seek innovative approaches to engage students in speaking Various techniques, such as using English songs and watching short cartoons, can aid in this process However, I have discovered that storytelling activities are particularly effective for elementary school students This method aligns well with their developmental psychology, providing enjoyment and excitement while stimulating their creativity and encouraging flexible use of the English language.
To enhance English learning for students, teachers must employ effective teaching methods that inspire and motivate rather than just convey knowledge This study aims to objectively evaluate the impact of storytelling activities on speaking lessons for 10-year-old primary school students by assessing learners' attitudes and the effectiveness of this approach.
A survey is essential to assess learners' attitudes towards the use of storytelling in speaking lessons for primary school students at Blooming Kids English Center.
AIMS AND OBJECTIVES OF THE STUDY
The main aim of the study is to investigate the attitudes of learners when using storytelling as a classroom activity in teaching speaking skills
The objective of this study is to reveal the students’ emotional reaction through 3 components of attitude: affective component, behavioral component and cognitive component.
RESEARCH QUESTION
To achieve the aims, the following research question will be solved:
What are the students’ attitudes towards learning speaking when the teacher uses storytelling technique in speaking lessons?
SCOPE OF THE STUDY
The study focuses on using storytelling technique in speaking lessons to investigate attitudes of 60 students at 5th grade of Blooming Kids English
Center I teach here for 4 months in the second semester, 8 periods a week, applied to the textbook Family and Friends 4.
SIGNIFICANCE OF THE STUDY
In today's global landscape, the significance of English is undeniable, prompting many non-English-speaking countries, including Vietnam, to enhance their language education English has become a core subject in Vietnamese schools, with the Ministry of Education and Training continually innovating the curriculum to better suit students' needs The focus has shifted from traditional grammar instruction to the development of four key skills, particularly speaking As noted by Nunan (1991), mastery of speaking is crucial for foreign language learners, with success measured by their ability to engage in conversation Thus, speaking skills are essential for language development, and the teaching methods employed by educators play a vital role in shaping learners' proficiency.
The effectiveness of a lesson largely depends on the teacher's methods, as they play a crucial role in engaging students and enhancing their learning capacity Recognizing the significance of teaching strategies, I have actively sought innovative approaches, particularly for English speaking lessons My research led me to discover that incorporating storytelling activities significantly boosts student engagement and learning outcomes Consequently, I chose to explore "A survey of learners’ attitudes when the teacher uses storytelling in speaking lessons for primary school students at Blooming Kids English center" to assess student responses and advocate for this method, aiming to make speaking lessons more effective and enjoyable.
DESIGN OF THE STUDY
The thesis is organized into 3 main parts: Introduction, development, and conclusion
Part 1: Introduction, presents the rationale why the researcher chose the topic, states the aim, the research significance, the scope and outlines the organization of the thesis
Part 2: Development, includes 3 chapters Chapter 1 covers theoretical background related to the issues such as teaching speaking and storytelling techniques It also includes some previous studies related to using storytelling in language speaking classes Next chapter 2 describes the research method – action research, the data collection instruments and information of participants in the study and the steps to conduct the study And chapter 3 Findings and discussion, analyzing the collected results of questionnaires and personal interviews
Part 3: Conclusion, presents the recapitulation, concluding remarks, limitation of the study and recommendations/suggestions for further study.
DEVELOPMENT
1.1 REVIEW OF THE PREVIOUS STUDIES
In the past, a number of studies have been done on the use of storytelling in teaching English
According to Mukminatus Zuhriyah (2017), in the study titled
“Storytelling to improve student's speaking skill”, research has shown that:
Storytelling has been shown to enhance the speaking skills of N students during the second semester at Hasyim Asy'ari University (UNHASY) Tebuireng Jombang for the academic year 2016-2017 This study employed a collaborative action research approach, which included four key steps: planning, implementing, observing, and reflecting The primary researcher, who served as the lecturer for an intensive English program, partnered with another lecturer from a different class The collaborator utilized a lesson plan focused on the storytelling method to facilitate the speaking class.
The collaborator received observation sheets, which included field notes, to document the lecturer's activities, student engagement, and responses during the storytelling method used for teaching speaking in class.
The results of the speaking tests indicate that in post-test I, the percentage of students achieving the passing grade in each speaking aspect was below 75%, marking cycle one as unsuccessful In contrast, post-test II showed that the percentages reached 75%, signifying the success of cycle two Notably, students demonstrated improvement across all speaking aspects, including comprehension, fluency, vocabulary, grammar, and pronunciation This highlights the effectiveness of storytelling activities in enhancing speaking skills, although the research is currently limited to university students at Hasyim Asy’ari and has not been extended to other subjects.
LITERATURE REVIEW
REVIEW OF THE PREVIOUS STUDIES
In the past, a number of studies have been done on the use of storytelling in teaching English
According to Mukminatus Zuhriyah (2017), in the study titled
“Storytelling to improve student's speaking skill”, research has shown that:
Storytelling has been shown to enhance the speaking skills of N students during the second semester at Hasyim Asy'ari University (UNHASY) Tebuireng Jombang for the academic year 2016-2017 This study employed a collaborative action research approach, which included four key steps: planning, implementing, observing, and reflecting The primary researcher, who served as the lecturer for an intensive English program in class N, collaborated with another lecturer from a different class The collaborator utilized a lesson plan focused on the storytelling method to facilitate the speaking class.
N The collaborator was also given observation sheets in the form of the field notes to report the lecturer’s activities, and student’s activities, and student’s responses during the lecturer taught speaking using storytelling method in class
N Based on observation and speaking test, it can be seen that the percentages of students passing the passing grade of each speaking aspect in post-test I was less than 75% So that it could be said that cycle one was unsuccessful Meanwhile, the percentages of students passing the passing grade of each speaking aspect in post-test II could reach 75 % It means that cycle two was considered successful The student’s speaking skill improved in all aspects of speaking, such as comprehension, fluency, vocabulary, grammar, and pronunciation Thereby we see the effectiveness of using storytelling activities in teaching speaking, but that research only applies to university students of Hasyim Asy’ari and not yet research for other subjects
A conducted a study “Using storytelling to improve literacy learning”
In a study by Rezeki Ikrammuddin (2017), it was found that storytelling significantly enhances students' speaking skills through effective monitoring Data analysis revealed an improvement in mean scores from 72.6 to 84 following the implementation of storytelling techniques The hypothesis testing indicated a significant difference in achievement, with a calculated value of 4.88 exceeding the critical value of 1.677 This demonstrates that students taught with storytelling techniques outperformed those who were not Additionally, a questionnaire revealed that students felt storytelling positively impacted their speaking abilities, with many expressing a desire to incorporate storytelling into their daily communication.
Besides, the author Tri Jampi Setiyorini with the research paper “The effect of using digital storytelling on student's intrinsic movation for learning”
A study conducted in 2020 revealed that traditional vocabulary instruction often led to student boredom, whereas the incorporation of storytelling significantly increased student engagement Through questionnaires and interviews, the author demonstrated that 'digital storytelling' effectively motivates students to learn vocabulary, resulting in improved vocabulary acquisition and comprehension Additionally, the research utilized various media, including sound and images, alongside storytelling activities to enhance the learning experience.
A study by Linda Ismawati titled “Teaching Vocabulary Using Storytelling” investigates the effectiveness of storytelling in enhancing students' vocabulary achievement The research employs a quantitative approach with a one-group pretest-posttest design, involving an experimental class that underwent treatments alongside pre-tests and post-tests The study's subjects consisted of 31 eighth-grade students.
A study conducted at SMPN 3 Bunga Mayang utilized vocabulary and oral tests to assess the impact of the Storytelling Technique on students' vocabulary achievement The findings revealed a significant improvement, with the post-test mean score rising from 47.13 to 73.90, indicating a gain of 26.77 points Storytelling effectively enhances students' understanding and retention of word meanings, as evidenced by a notable increase in vocabulary meaning scores from 45.8 to 77.8, resulting in a gain of 32 This improvement is attributed to the teacher's use of visual aids, such as pictures, to clarify target words, allowing students to infer meanings while engaging with the story, thereby facilitating longer retention of vocabulary.
A study by Munawaroh (2012) titled “Using Storytelling to Improve Speaking Skills of the Students of MTs AL-Ghozali Panjer” demonstrated the effectiveness of storytelling in enhancing speaking abilities The research aimed to determine if the speaking skills of second-year students at MTs Al-Ghozali Panjer during the 2011/2012 academic year could be improved through this technique Two tests were conducted, revealing an average score increase from 31.03% in the pre-test to 86.21% in the post-test, indicating significant improvement Additionally, questionnaires indicated that most students enjoyed and benefited from this learning method, highlighting its positive impact on the speaking skills of middle school students at Insan Qur'ani Boarding School.
Moreover, according to the study “A study on using storytelling to improve english speaking for students at a primary school in hanoi” by Pham Thi Han
In a 2020 study, the author explored the effectiveness of storytelling in enhancing the speaking skills of young learners The research aimed to assess the long-term impact of storytelling on the speaking abilities of 14 third-grade students who participated in an eight-week speaking course A pre-test was administered to evaluate their initial speaking skills, followed by lessons incorporating two stories After the course, a post-test was conducted to measure improvements Additionally, the researcher utilized questionnaires and observations to gather further data Analysis of the results revealed that most students preferred learning to speak through storytelling, and they exhibited a positive attitude towards this method, noting increased confidence, creativity, and eagerness to learn.
Research indicates that storytelling offers numerous advantages, including vocabulary enhancement and improved English speaking skills However, the focus on primary school students has been overlooked This presents an opportunity to explore and develop innovative storytelling methods specifically tailored for speaking classes aimed at elementary school students.
REVIEW OF THEORETICAL BACKGROUND
1.2.1.1 The concept of speaking skills
Speaking is the primary means of interaction within a social community, involving the delivery of language through vocalization This process requires the coordination of various body parts, including the lungs, vocal tract, vocal cords, tongue, teeth, and lips, to produce sounds effectively.
Speaking is defined by the Oxford dictionary as the action of communicating with others According to Gert and Hans (as cited in Efrizal, 2012, p.127), it involves utterances aimed at recognizing intentions Therefore, students must develop strong English speaking skills to communicate effectively Underwood (1997: 11) emphasizes that speaking is a creative process that fosters positive interaction between the speaker and listener, encompassing three key areas of knowledge: pronunciation, grammar, and vocabulary.
For foreign language learners, mastering speaking skills is crucial, and effective study methods are essential The storytelling method stands out as a powerful approach, enabling learners to articulate their stories, express their ideas, and use language with flexibility This study will provide an in-depth analysis of the effectiveness of the storytelling method tailored to a specific audience.
1 Linda Ismawati, Cucu Sutarsyah, Ari Nurweni, “Teaching vocabulary using storytelling” University of Lampung
2 “What is speaking?” https://www.englishclub.com/speaking/what-is-speaking.htm
Teaching, as defined by Hornby (1995: 37), involves providing instruction to individuals, which includes imparting knowledge and skills Speaking, on the other hand, refers to the act of using words in a normal voice Consequently, teaching speaking focuses on guiding individuals to communicate effectively with others The primary objective of teaching speaking is to enhance students' communication skills, enabling them to express their ideas clearly and use language proficiently To achieve this, teachers must foster a positive learning environment and create opportunities for students to develop their pronunciation, fluency, intonation, vocabulary, and grammar.
Nowadays, there are many procedures to teach speaking English For example, in the Book Teaching Speaking (Goh and Burns) recommended a seven-stage cycle of activities in a speaking lesson: 4
1 Focus learners’ attention on speaking: Students think about a speaking activity, what it involves and what they can anticipate
2 Provide input and/or guide planning: This may involve pre-teaching vocabulary, expressions or discourse features and planning for an activity they will carry out in class (e.g a presentation or a transaction)
3 Conduct speaking task: Students practice a communicative speaking task with a focus on fluency
4 Focus on language/skills/strategies: Students examine their performance or look at other performances of the task, as well as transcripts of how the task can be carried out, and review different features of the task
5 Repeat speaking task: The activity is performed a second time
6 Direct learners’ reflection on learning: Students review and reflect on what they have learned and difficulties they encountered
4 Tourya Saada “What are the stages of a speaking lesson?” https://www.professorjackrichards.com/stages- speaking-lesson/ Date of access: 24/2/2021
7 Facilitate feedback on learning: Teacher provides feedback on their performance
In addition, there are other English teaching procedures that are also commonly used such as: 5
1 Providing a model text: Comprehension and model analysis (e.g studying the genre’s distinctive features)
2 Practice (Working on the language needed to perform the task)
3 Task setting (Understanding the topic/situation)
5 Production (Preparing for the spoken task; Going through the process of drafting, revising, and editing)
6 Feedback (self or peer-regulated feedback using a checklist or teacher- regulated.)
Thus, depending on the age and knowledge base, each teacher will have a different teaching sequence to suit students and bring the best results
Storytelling has a rich history, dating back thousands of years, with early humans using pigments to depict myths and stories on cave walls The ancient Greeks contributed to this tradition by inscribing their language on city walls, documenting the progression of history The narrative voice in writing offers valuable insights into the daily lives and cultures of these societies.
According to Wikipedia, Storytelling describes the social and cultural activity of sharing stories, sometimes with improvisation, theatrics or embellishment Crucial elements of stories and storytelling include plot,
5 Mohammed Rhalmi “Teaching productive skills/ speaking and writing” date of access: 24/2/2021 https://www.myenglishpages.com/blog/teaching-productive-skills/
Storytelling has a rich history that dates back thousands of years, serving as a vital communication tool for sharing knowledge and experiences It vividly conveys ideas, beliefs, and life lessons through narratives that evoke strong emotions and insights As one of the most powerful means of influence, storytelling fosters connections among people, enhancing understanding and interaction Good stories not only create a sense of connection but also inspire and teach, making them essential in human communication.
Storytelling has played a significant role in human activities for thousands of years, particularly in education The use of storytelling as a teaching method for speaking skills is becoming increasingly popular, making the study of storytelling essential for Vietnamese students.
Storytelling is a powerful tool that aids individuals in understanding and finding deeper meaning in their lives It is an integral part of human experience, yet not everyone possesses the skill to share stories in an engaging and distinctive manner In language classes, various techniques can be employed to effectively implement storytelling, enhancing both learning and creativity My action research explores these methods in depth.
I selected five engaging activities proposed by Jianing (2007) because they are well-suited for my class of 15 ten-year-old students These activities not only align with their age group but also promise to be both interesting and beneficial for their learning experience.
Divide students into groups to collaboratively create and narrate a story, with each member contributing two to three sentences The story's length can gradually extend from two to three minutes to four or five minutes Prior to the lesson, students should assign tasks and practice their parts, with additional in-class practice time if needed The teacher circulates among the groups, selecting two or three to present their stories to the class This preparation fosters confidence and cultivates a lively, engaging atmosphere.
Each student should prepare a two-minute story in advance Divide the class into groups of four to five members, where they will share their stories The best storyteller from each group earns ten points and competes for the title of the best storyteller in the class The winning storyteller receives an additional ten points for each group member, while the second-best storyteller earns eight points, and so on This scoring system encourages active participation and attentive listening, enhancing the overall storytelling experience for both the tellers and the audience.
To ensure a balanced competition and prevent a few top storytellers from monopolizing the activity, the best storytellers will be grouped together in the next round This arrangement will challenge them to put in more effort to secure victory again, ultimately strengthening their skills Additionally, it will create more opportunities for other participants, fostering greater engagement and participation from the entire class.
Divide students into four to five groups, providing each group with the beginning of a story They will have approximately 20 minutes to complete their narratives Afterward, select one student from each group to share their story with the class, and the best story will be awarded a prize.
SUMMARY
In this chapter I mentioned two main issues: Review of previous studies, Review of theoretical background
In reviewing previous studies, I have examined several research papers that explore the impact of storytelling on various educational outcomes Notable works include Mukminatus Zuhriyah's (2017) study on enhancing students' speaking skills through storytelling, Rezeki Ikrammuddin's (2017) research on improving literacy learning via storytelling, and Tri Jampi Setiyorini's (2020) investigation into the effects of digital storytelling on students' intrinsic motivation for learning Additionally, Linda Ismawati's study focuses on teaching vocabulary through storytelling techniques.
Storytelling is an effective method for enhancing the speaking skills of students at MTs AL-Ghozali Panjer, as highlighted by Munawaroh (2012) This approach can be utilized for various educational purposes, including vocabulary acquisition and the development of speaking abilities, proving to be particularly beneficial for specific age groups.
In reviewing the theoretical background of my topic, I have gained valuable insights into key definitions such as storytelling, speaking skills, the teaching of speaking skills, and attitudes This exploration has allowed me to visualize various aspects of these issues, deepen my understanding, and extract numerous lessons.
METHODOLOGY
RESEARCH GOVERNING ORIENTATION
- Research question: What are the students’ attitudes towards learning speaking when the teacher uses Storytelling technique in speaking lessons?
+ Place: At Blooming Kids English center
+ Time: from February to June.
RESEARCH METHODOLOGY
2.2.1 Definitions of action research (AR)
Action research, which originated in the 1940s in America by social scientist Kurt Lewin, was initially developed by academics in higher education as an effective method for teaching Over time, its application has expanded significantly into various other fields.
Action research is a methodology and philosophy primarily used in the social sciences, aimed at achieving transformative change through a combination of action and research, interconnected by critical reflection The term "action research" was first introduced by Kurt Lewin, a professor at MIT, in 1944.
In his 1946 paper "Action Research and Minority Problems," he defined action research as a comparative study of the conditions and effects of different forms of social action This approach involves a cyclical process consisting of planning, action, and evaluating the outcomes of the action.
Action research is a self-reflective inquiry aimed at enhancing the rationality and justice of social and educational practices, as noted by Carr & Kemmis (cited in Burns, 2010) Elliot (1991) emphasizes that it involves studying social situations to improve the quality of actions within them Koshy (2005) describes it as a rigorous inquiry conducted to enhance practice, while Flemming (2000) views it as a systematic investigation that enriches teaching and learning quality and deepens understanding of complex contexts.
According to Kemmis and McTaggart (1998), action research (AR) is a collaborative process conducted by practitioners in the English as a Foreign Language (EFL) context, with the goal of implementing change However, Nunan (1993) notes that AR may not always yield successful outcomes.
The findings from three case studies of action research in various ESL and EFL contexts reveal significant challenges faced in each project Nunan emphasizes that the success of action research is heavily influenced by its contextual environment.
Nunan (1993) acknowledges the value of collaboration in action research (AR) but argues that it is not the primary characteristic of AR He believes that teachers can effectively engage in AR independently, exploring teaching and learning within their own contexts without requiring collaboration with others Additionally, he contends that AR is not essential for facilitating change in educational practices.
In short, action research is a very useful and important method in research
2.2.2 Rationale for choosing action research
According to Burns (2010), action research (AR) is an effective method for enhancing teaching skills and deepening teachers' understanding of their classrooms and students It encourages educators to reflect critically and systematically on their teaching practices Key features of action research include: the reflection and evaluation of one's teaching context to foster improvements; a focus on small-scale investigations within specific social settings, such as classrooms or institutions; a participatory approach that allows for collaborative problem-solving; and the reliance on systematically collected and analyzed data rather than subjective impressions.
Numerous studies indicate that Action Research (AR) offers significant advantages for teachers, learners, and educational institutions Research by Crookes (1993), Roberts (1993), Burns (1999), Kincheloe (2003), and Edwards (2005) highlights that AR enhances teachers' understanding and the overall teaching-learning process It fosters more reflective and analytical approaches among educators, leading to better-informed classroom and professional judgments Additionally, AR reduces reliance on external solutions for classroom challenges and diminishes feelings of isolation and frustration among teachers.
Augmented Reality (AR) offers numerous advantages, including the development of critical thinking skills, improved ability to tackle career challenges, and enhanced professional status Additionally, AR facilitates the connection between academic research and practical application.
A primary objective of Action Research (AR) is to enable teachers, students, and administrators to identify and analyze significant issues that require thorough exploration The intervention aspect of AR aims to enact changes and enhancements in real-world scenarios This approach serves as a valuable tool for educators to refine their teaching practices and gain deeper insights into their students and educational institutions (Burns, 2010).
Augmented Reality (AR) positively impacts both teachers and learners by enhancing teaching methods and improving class engagement It allows educators to observe changes in classroom dynamics, leading to better instructional quality Additionally, AR fosters a more active attitude and behavior among students, promoting effective learning Based on these insights, I conducted an action study in my research to identify effective solutions for challenges in my speaking class, finding AR to be particularly beneficial in my teaching practice.
2.2.3 The procedures of action research
In the field of Action Research (AR), various models have been established and utilized, including Kemmis and McTaggart’s model from 1988, Elliot’s model from 1981, O’Leary’s cycles of AR introduced in 2004, and Nunan’s six-step model from 2003 This research specifically adheres to the model proposed by Kemmis and McTaggart.
The model presented in 2010 effectively summarizes the essential phases of action research (AR), which are organized into four broad phases in a research cycle, as illustrated in Figure 1.
Figure 2.1 : Cyclical AR model based on Kemmis and McTaggart (1988)
Based on these instructions, I will carry out my action research with four phases as follows:
- Planning : to define the problem and an action plan to be developed
Kemmis & McTaggart also stated that the general plan should be
- Action : is the stage where the plan is deliberately controlled In other words, the plan is carried out by careful and thoughtful practices for a certain period of time
- Observation : is a necessary stage because it has the function of recording the effects of the action and the collected data will be the basis for the next phase
- Reflection : is a phase in which the researcher evaluates the effectiveness of the action and based on which further research cycles will be carried out
Based on that process, I proceeded in my research as follows:
During my two years teaching speaking skills at Blooming Kids English center, I observed that many students struggled with speaking despite excelling in grammar exercises They not only exhibited poor speaking abilities but also hesitated to communicate in English during class Through informal interviews and observations, I identified key issues such as a lack of practice environment, insufficient motivation, limited vocabulary, shyness, and ineffective speaking activities This realization motivated me to seek a solution, leading me to explore more engaging activities for my students Ultimately, I decided to implement storytelling as an intervention in my speaking lessons to enhance student participation and interest.
During the conduct of this study, the following research question was proposed: What are the students' attitudes towards learning speaking when the teacher uses storytelling technique in speaking lessons?
SUMMARY
In this chapter, I have identified action research as the chosen research method This approach, rooted in social sciences, aims for transformative change by integrating action and research through critical reflection The use of action research facilitated the easy collection of data, making it an essential method for effective data collection and analysis.
My primary data collection methods are questionnaires and personal interviews, which have significantly facilitated the gathering of essential information for my research.
FINDINGS AND DISCUSSIONS
RESULTS OF THE QUESTIONNAIRES
3.1.1 The affective aspect of attitude towards learning speaking
Figure 3.1: The affective aspect of attitude before and after intervention
In Chapter 2, I explored the structure of attitudes, focusing on the affective component, which encompasses the emotions linked to an attitudinal object To gauge students' feelings, I posed five questions.
In general, there is a big difference before and after applying the storytelling method to the cover of speaking lessons.
Before the intervention, only 35% of students felt confident answering questions in their English class, while 20% remained neutral in their responses This indicates a low level of confidence among students when speaking English Various factors contribute to their anxiety, including fear of making mistakes, lack of fluency, distraction, and uncertainty about their knowledge Such feelings of anxiety and fear can significantly hinder a student's participation and performance.
Before the intervention, many students felt uncomfortable, which hindered their ability to learn effectively However, after implementing storytelling techniques, there was a significant improvement, with 63.3% of students reporting reduced anxiety, an increase from 28.3% This nearly doubled the initial figures, demonstrating that storytelling has positively impacted students' emotions and boosted their confidence in speaking English.
A significant majority of individuals (79.9%) prefer the freedom to select their own groups, as it allows them to pair with better students or choose friends they like This freedom alleviates the fear of not fitting in; however, it can also lead to limited interaction with peers Interestingly, after implementing a new method, the desire for free group selection decreased by 10%, suggesting that students have become more sociable and are now more inclined to engage with a broader range of friends rather than just their preferred ones.
Before implementing the storytelling method, only 33.4% of students felt confident with adequate preparation for new topics This indicates a significant interest in lesson preparation, which is crucial for enhancing understanding during instruction Additionally, increased speaking practice contributes to improved speaking skills After introducing the storytelling technique, the percentage of students who actively prepared for lessons rose to 68.2% This shift demonstrates a growing preference for speaking practice among students, highlighting their desire to speak English fluently and confidently.
Many students initially feel embarrassed to express their opinions, with 45% reporting this sentiment, and over half (58.3%) worry that their peers speak better English This concern can hinder their speaking skills, as fear of making mistakes or being laughed at holds them back However, after implementing storytelling techniques, the percentage of students feeling embarrassed dropped to 26.7%, with only 18.3% still feeling shy and 21.7% experiencing nervousness This highlights the positive impact of storytelling on students' confidence and willingness to practice speaking.
Students experience a significant positive shift in their emotions after engaging in storytelling as a learning method This approach has effectively enhanced their confidence and comfort levels in the learning environment.
3.1.2 The behavioral aspect of attitude towards learning speaking
Figure 3.2: The behavioral aspect of attitude before and after intervention
The second of the three components of attitude is the behavioral component This component refers to past behavior towards an object, attitude
To clearly see the behavioral change of students, let's analyze the next 5 questions in the questionnaire
After implementing storytelling techniques in the classroom, the percentage of students planning to speak English as much as possible rose from 68.3% to 83.3% This 15% increase suggests that students have recognized the importance of speaking English and find the learning process more engaging and enjoyable Consequently, their behavior towards using English has become more positive.
A significant increase in student engagement is evident, with 76.6% of students expressing a willingness to participate actively in class when prepared, compared to only 55.3% previously While the overall percentage change may seem modest, it highlights a notable shift towards more proactive behavior among students.
A significant 45% of students initially disregarded the feedback they received in class, indicating a lack of engagement and a belief that their studies were unnecessary This self-indulgent attitude reflects a failure to recognize the importance of striving for improvement However, after implementing storytelling techniques in learning, only 15% of students remained inattentive to feedback, demonstrating a marked increase in interest and engagement in the learning process.
After learning, the percentage of students who consistently express their opinions in English has risen from 40% to 66.6%, highlighting the effectiveness of storytelling in education This increase demonstrates that students are making greater efforts, which in turn enhances their speaking skills.
In survey question Q10, prior to implementing the storytelling technique, 49.9% of students expressed a desire to minimize their English speaking in class, indicating a negative attitude towards their speaking skills This reluctance can hinder creativity and foster poor habits, as mere learning without practice is insufficient for success in any subject Immediate change is essential for students to enhance their thinking and actions Following the introduction of storytelling, the percentage of students wanting to avoid speaking dropped to 24.9%, reflecting a significant behavioral shift Consequently, half of the students exhibited a more positive attitude and a greater willingness to engage in class discussions.
Through questions about student behavior, we can see that students' behavior has changed significantly in a more positive direction after learning by using storytelling activities in speaking skills
3.1.3 The cognitive aspect of attitude towards learning speaking
Figure 3.3: The cognitive aspect of attitude before and after intervention
To assess the learner's attitude towards this method, I have formulated five additional questions focusing on the cognitive component of attitudes, which encompasses the beliefs, thoughts, and characteristics associated with a specific object.
Before implementing storytelling techniques, only 49.9% of students recognized the importance of speaking skills as a key goal This indicates a lack of awareness among many students regarding the significance of effective communication However, after learning through storytelling, awareness surged to 78.2%, highlighting a notable increase in the recognition of speaking skills' importance This positive trend suggests that with continued focus on enhancing speaking abilities, more students can improve their language skills effectively.
Many students recognize the importance of speaking English well to connect with foreigners, especially in today's globalized world With numerous foreigners residing in Vietnam and the accessibility of social networking sites, effective communication in English is essential This not only enhances foreign language proficiency but also improves speaking skills Following the introduction of storytelling techniques, the desire to learn English for making friends with foreigners surged from 34.6% to 61.6% among students, highlighting a significant increase in interest.
RESULTS OF PERSONAL INTERVIEWS
3.2.1 Analyzing the students’ answers for interviews
For more details, please see Appendix 7A
This section used the abbreviation of interview code such as P1I2, P2I3… (it means Participant 1 - Interviewer 2, Participant 2 - Interviewer 3…)
The following is a breakdown of students' responses to the interviews:
Question number 1: How do you feel when your teacher used Storytelling technique in speaking lessons?
In question 1, I focused on exploiting students' attitudes when teachers used storytelling techniques in speaking lessons for 20 students in Blooming Kids English Center
Students expressed positive feelings about their storytelling experiences during speaking lessons, aligning with the ABC model, which highlights the effectiveness of the storytelling technique employed by the teacher.
Many students express that they find storytelling in speaking lessons to be enjoyable and comfortable, with some describing the experience as exciting and amusing Positive adjectives such as interesting and affirmative frequently arise in their feedback During interviews, it became clear that students have a strong appreciation for this teaching method, reflecting a very positive attitude towards it.
Many students find the lessons to be "very interesting," "attractive," and "effective," noting that they help improve vocabulary and introduce new sentence structures One student expressed a desire to learn more in the future, while another highlighted that this method encourages the expression of ideas Additionally, the lively classroom atmosphere contributes to a positive learning experience, further affirming the effectiveness of this teaching approach.
Some students still experience discomfort during storytelling activities, feeling tired, bored, and overwhelmed by noise These sentiments indicate that the storytelling method may not resonate with everyone, affecting about 25% of students Factors such as poor health, lack of preparation, and external influences contribute to their reluctance to engage However, it is essential to recognize that the overall effectiveness and positive impact of storytelling in education remain significant.
The first question helped me assess the students' attitude to this method, 75% of students felt happy and comfortable when learning this method
Question number 2: Can you describe how Storytelling activity helped to develop your positive attitude towards the foreign language learning?
The second question focuses on a storytelling activity aimed at assessing students' attitudes towards learning foreign languages It emphasizes the importance of considering these attitudes not only in the context of speaking skills but also in relation to English subjects overall.
The implementation of a new learning method resulted in 100% of students exhibiting a more positive attitude towards foreign language acquisition Previously, many students experienced feelings of depression due to limited interaction during speaking classes However, this innovative approach encouraged them to engage more actively and confidently Additionally, it transformed their perception of reading stories from dislike to enjoyment One student noted an improvement in memory retention, stating he could remember words better than before Overall, prior to this method, students expressed negative feelings towards speaking skills, using terms like "boredom," "shyness," and "dislike."
After learning, students exhibit a shift in attitude towards foreign language learning, particularly in English speaking skills, characterized by increased boldness, engagement, and a longer retention of information This transformation highlights a more positive outlook on the learning process.
The responses highlight the effectiveness of the teaching method, with students reporting increased confidence and enjoyment in learning English One student noted, “I have been thinking in English more than before,” while another shared, “Learning to speak using storytelling is really effective,” leading to faster reactions and longer sentences Feedback indicates improvements in reflexes, memory retention, vocabulary acquisition, and grammar The dynamic approach, which aligns with students' psychology, has fostered a greater appreciation for foreign languages among learners.
So, through this question we can conclude that: students' attitudes have been better towards learning foreign languages
Question number 3: Were there any challenges/ difficulties you experienced when your teacher used storytelling activity in speaking lessons?
With the desire to see the difficulties of students in learning storytelling methods, so that they can improve, I interviewed the third question.
After the interview, I obtained the results that 65% of students do not have any difficulties at all and 35% of students are having some difficulties in the learning process.
More than half of the students reported very positive experiences, with some indicating they faced no difficulties (P2I3, P12I3, P19I3) One student expressed strong confidence in his English speaking abilities (P2I3) Additionally, many students found storytelling to be appropriate for their level (P9I3) and noted that understanding stories was very easy (P12I3) Furthermore, P15I3 mentioned that there were no challenges, and instead, the method made practicing speaking very convenient These responses suggest that this approach is effective for a significant number of students.
Approximately 35% of students struggle with storytelling techniques, facing challenges such as limited vocabulary, forgetting story details, slow comprehension, incorrect grammar, unpreparedness, mispronunciation, and distractions from a noisy classroom These difficulties often stem from the learners themselves, but they have the potential to improve Self-study at home can enhance their phonics and grammar skills, making storytelling easier Some students have expressed their ability to address their challenges, such as remembering new words Additionally, teachers can help manage classroom noise to facilitate better focus Overall, these challenges are manageable, and with effort, students can overcome them.
While there are positive aspects to the learning process, challenges still exist Students must put in effort to effectively overcome these difficulties.
Question number 4: Do you think storytelling technique should be used in speaking lessons in the future? Why/ Why not?
This question 4 will give us a glimpse of the future of this approach Students will state their opinion whether they want to continue learning this method or not.
The results indicate that approximately 85% of students are eager to continue their learning journey, while 10% express a desire to integrate storytelling into their speaking lessons Conversely, only 5% of students are not interested in further studies These statistics highlight the effectiveness of storytelling as a teaching method.
Most students expressed enthusiasm for the new method, stating that learning it would greatly benefit their English speaking skills They noted its distinctiveness from previous learning experiences, which sparked their interest in further exploration Many agreed that this approach enhances communication and improves retention of lessons, fostering a deeper understanding Overall, the feedback was overwhelmingly positive, with students recognizing the method as innovative and engaging.
Some students express mixed feelings about the effectiveness of the speaking method in class One student notes that while the method can be alternated, it may not be suitable for everyone, as some do not absorb knowledge effectively Another student feels that although the method is applicable, it seems quite ordinary Additionally, a student acknowledges the challenges of mastering the method, emphasizing the importance of speaking and expressing oneself well, yet appreciates its value and suggests incorporating it into half of the speaking lessons.
(P18I4) It is also a good idea to be able to flexibly apply different methods to speaking lessons.
Among the 20 students interviewed, only one expressed disagreement with the storytelling method, citing that it demands significant thought and activity, which can lead to fatigue due to personal health issues However, this concern should not significantly impact the overall effectiveness of the storytelling approach.