Tài liệu Effect of pictures story telling on speaking skill of grade 5 students at a primary school master of tesol

MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY ---------------------------- THESIS DO NGUYEN NHAT THANH EFFECT OF PICTURES STORY TELLING ON SPEAKING SKILL OF GRADE 5 STUDENTS AT A PRIMARY SCHOOL Ba Ria-Vung Tau - Year 2022 MINISTRY OF EDUCATION AND TRAINING BA RIA-VUNG TAU UNIVERSITY ---------------------------- THESIS EFFECT OF PICTURES STORY TELLING ON SPEAKING SKILL OF GRADE 5 STUDENTS AT A PRIMARY SCHOOL Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 8140111 By Do Nguyen Nhat Thanh Supervised by LE HUONG HOA Ph.D. Ba Ria-Vung Tau -Year 2021 i STATEMENT OF ORIGINAL AUTHORSHIP The work contained in this thesis has not been previously submitted to meet requirements for an award at this or any other higher education institution. To the best of my knowledge and belief, the thesis contains no material previously published or written by another person except where due reference is made. Signature: _________________________ Date: _________________________ ii ACKNOWLEDGEMENTS First and foremost, I am extremely grateful to my supervisor, Ms. LE HUONG HOA. Ph.D., for her invaluable advice, continuous support, and patience during my study. Her immense knowledge and plentiful experience have encouraged me in all the time of my academic research and daily life. I would also like to thank the instructors at Ba Ria-Vung Tau University for their great useful knowledge through university courses. Furthermore, I would like to thank all the teachers and students at Dinh Tien Hoang Primary School for their supports and willingness to participate in the study. It is their kind help and support that have made my study a wonderful time. Finally, I would like to express my gratitude to my parents and my friends. Without their tremendous understanding and encouragement in the past few years, it would be impossible for me to complete my study. iii TABLE OF CONTENTS Statement of Original Authorship ............................................................... i Acknowledgements .................................................................................... ii List of Abbreviations ................................................................................ vi List of Tables ........................................................................................... vii List of Figures ......................................................................................... viii Abstract ..................................................................................................... ix CHAPTER 1: INTRODUCTION .......................................................... 1 1.1 Rationale of the study .......................................................................... 1 1.2 Aims and objectives of the study ......................................................... 4 1.3 Research questions ............................................................................... 4 1.4 Significance of the study...................................................................... 4 1.5 Scope of the study ................................................................................ 5 1.6 Structure of the study ........................................................................... 5 CHAPTER 2: LITERATURE REVIEW .............................................. 6 2.1Speaking skills ...................................................................................... 6 2.1.1 Definition .......................................................................................... 6 2.1.2 The importance of speaking skills .................................................... 7 2.1.3 The components of speaking skills ................................................... 8 2.1.4 Features of speaking ......................................................................... 9 2.2 Teaching speaking skills .................................................................... 11 2.2.1. The notion of teaching speaking skills .......................................... 11 iv 2.2.2 The activities to promote speaking skills........................................ 11 2.3 Concept of pictures storytelling ......................................................... 14 2.3.1 Picture ............................................................................................. 14 2.3.2 Storytelling...................................................................................... 17 2.3.3 The benefits of pictures storytelling ............................................... 18 2.4 Using pictures storytelling in teaching speaking skills ..................... 19 2.5 Previous studies ................................................................................. 21 2.6 Chapter summary ............................................................................... 23 CHAPTER 3: RESEARCH METHODOLOGY ................................ 24 3.1 Research setting ................................................................................. 24 3.2 Research design ................................................................................. 25 3.3 Research participants ......................................................................... 26 3.4 Research instruments ......................................................................... 27 3.4.1 Pre-test and post -test ...................................................................... 27 3.4.2 Questionnaire .................................................................................. 28 3.4.3 Observation checklist ...................................................................... 29 3.5 Data collection procedures................................................................. 30 3.6 Data analysis ...................................................................................... 41 3.7 Chapter summary ............................................................................... 43 CHAPTER 4: FINDINGS AND DISCUSSION .................................. 45 4.1 Findings ............................................................................................. 45 4.1.1 The effect of pictures storytelling on improving 5th grade students’ speaking skills at Dinh Tien Hoang primary school ................................ 45 4.1.1.1 Results from the pre-test .............................................................. 45 v 4.1.1.2 Results from the post-test ............................................................ 48 4.1.1.3 The comparison between the results of the pre-test and the posttest ............................................................................................................ 51 4.1.2 The students’ perceptions about pictures storytelling technique in learning speaking skills ............................................................................ 53 4.1.3 Results from the observation .......................................................... 57 4.2 Discussion .......................................................................................... 58 4.3 Chapter summary ............................................................................... 60 CHAPTER 5: CONCLUSION AND RECOMMENDATION .......... 61 5.1 Summary of major findings ............................................................... 61 5.2 Implications ....................................................................................... 61 5.2.1 For English teachers........................................................................ 61 5.2.2 For English learners ........................................................................ 62 5.2.3 For other researchers ....................................................................... 62 5.3 Limitations and further study............................................................. 63 5.4 Recommendation for further research ............................................... 63 REFERENCES....................................................................................... 64 APPENDICES ........................................................................................ 70 vi LIST OF ABBREVIATIONS 1) CLT: Communicative Language Teaching 2) EFL: English as a Foreign Language 3) M: Mean 4) RQ 1: Research question 1 5) RQ 2: Research question 2 6) St.D: Standard deviation 7) W: Week vii LIST OF TABLES Table 3. 1 Name and link of pictures storytelling ........................................... 32 Table 3 2: The procedure of action research approach ................................... 41 table 4. 1 descriptive statistics of the pre-test.................................................. 46 Table 4 2 Frequency of the pre-test ................................................................. 46 Table 4. 4 Frequency of the post-test .............................................................. 49 Table 4. 7 Descriptive statistics of the mean scores of students’ attitudes towards pictures storytelling .............................................................. 54 Table 4. 8 Descriptive statistics of the mean scores of the attraction and motivation of pictures storytelling ..................................................... 55 Table 4. 9 Descriptive statistics of the mean scores of effects of using pictures storytelling to improve speaking skills .............................................. 56 Table 4. 10 Descriptive statistics of the mean scores of difficulties in doing pictures storytelling ............................................................................ 57 viii LIST OF FIGURES Figure 2 1 Pictures of an object, person, and place.......................................... 15 Figure 2 2 Sequence of pictures ....................................................................... 16 Figure 2 3 Conceptual framework.................................................................... 23 Figure 3 1 Action research model…………………………………………….26 Figure 4 1 Summary of the pre-test result……………………………………48 Figure 4 2 Summary of the post-test result ...................................................... 51 Figure 4 3 The participants’ speaking performance in the pre-test and the posttest ....................................................................................................... 53 ix ABSTRACT Pictures storytelling has been used as a prevalent tool in teaching and learning for children in Vietnam. Accordingly, pictures storytelling is motivating and fun (Ikarammuddin, 2017). Therefore, it can help learners to develop a positive attitude towards foreign language learning in general and English learning in particular. Moreover, pictures storytelling can create a desire and motivation for learners to continue learning. The current study aimed to explore the effect of pictures storytelling on improving 5th graders’ speaking ability and their perceptions about using pictures storytelling techniques in learning speaking skills. The researcher employed an action research approach with the use of Pre-test and Post-test; and combined with a mixed research approach with the use of observation, and questionnaire. 75 Grade 5 students at Dinh Tien Hoang primary school were selected as research participants. Data analysis revealed that (1) there is a development of student’s English-speaking skills through the application of pictures storytelling technique, including pronunciation, vocabulary retention, fluency, grammar, and comprehension; (2) the students had positive attitudes towards the use of pictures storytelling in learning English-speaking skills. Most students agreed that using pictures storytelling could improve their speaking performance; (3) some difficulties in learning speaking skills with the use of pictures storytelling were encountered due to the lack of vocabulary or time. Based on these research findings, the researcher proposed some implications to improve the effectiveness of using pictures storytelling in teaching and learning English at primary schools. Keywords: Pictures storytelling, speaking ability, speaking skills, Grade 5, … 1 CHAPTER 1: INTRODUCTION This chapter provides the background which explains the current situation of English learning and teaching and the importance of learning students' speaking skills. Then, the statement of the problem clarifies the reasons why it is necessary to conduct the study concerning the effect of pictures storytelling on the speaking skills of grade 5 students at Dinh Tien Hoang primary school. Based on the background and rationale of the study, research objectives and questions are derived. Lastly, the organization of the thesis is presented. 1.1 Rationale of the study English was early recognized to be one of compulsory subjects in schools, colleges and universities in Vietnam in 20th century (Nguyen Xuan Vang, 2004). The reason is that “English has become an international language and that it is the language for business, commerce, computer science and efficient use of the Internet, which is indispensable in the modern world” (Nguyen Xuan Vang, 2004, p. 447). In Vietnam, there are many changes in English language teaching due to significant development of society and national economy. In the past, grammar-based teaching methods were common in the English as Foreign Language (EFL) context in Vietnam. However, coming to the mid of 2000s, responding to the innovation and modernization of educational systems in Asian area, communication–focused teaching and learning method was encouraged instead of traditional grammar-focused teaching method in the English language curriculum in higher education institutions. However, during the process of implementing the communication-focused teaching and learning method, Vietnamese English teachers and learners must face three problems. At the first place, English learners have little opportunities to interact with foreigners or native English speakers. So, their English acquisition is not as expected. In Vietnamese educational context, not all English language teachers have enough knowledge to effectively employ this communication-focused approach. Teachers in urban or language-major educational institutions are proficient in 2 combining a number of language skills in classroom activities, while teachers in the rural and non-English-major educational institutions either do not have much experience or are not given supportive facilities (multimedia and internet access) to integrate these skills into their English teaching curriculum (Pham Hoa Hiep, 2014). Finally, the traditional paper-based method of assessing English language proficiency actively discourages a communication-focused approach to English learning in Vietnam. The typical evidence is the annual national language entrance tests for universities and the graduation tests which only include grammar, writing and reading of English. There is no assessment of communicative competence. Therefore, English teaching and learning in Vietnamese schools and universities focuses more on English grammar, writing and reading skills to prepare learners for these tests (Le Van Canh, 2011; Pham Hoa Hiep, 2014). Consequently, Vietnamese EFL students presented low performance and competence of communicative skills, particularly English-speaking skills (Truong Thi Thanh Canh, 2017). Of all the four-language skills, speaking is considered as one of the most important ones as individuals who learn a language are referred to as the speakers of that language (Ur, 1996). The main aim of English language teaching is to give learners the ability to use English language effectively and correctly in communication (Davies & Pearse, 2000). However, it seems that language learners are not able to communicate fluently and accurately because they do not have enough knowledge in this field. According to Fung and Min (2016), teaching and learning technique and perception towards the use of technique are among the most important influencing factors. Fung and Min (2016) also list some learning and teaching techniques, which are employed by English teachers in speaking classrooms such as story-telling, group works, discussions, debates, role play, and so on. English teachers may implement a single technique respectively or combine different technique to obtain the most efficiency of learning and teaching. In terms of effects, the implementation of innovative teaching techniques aims at promoting students’ enthusiasm, motivation, 3 interest and engagement to English speaking learning, contributing to the enhancement in speaking performance. In addition, in recent years the Communicative Language Teaching (CLT) is a preferable approach, which is employed by English teacher to shift the role of students to a more active role in their language classrooms. When implementing CLT in English learning and teaching, English teachers act as the facilitators to facilitate students’ learning to promote students’ communicative competence in English. CLT encourages the use of innovative language teaching techniques to enhance students’ acquisition and mastery of English skills. In speaking learning, it is realized that EFL students seem to be discouraged from speaking in classes because of their shyness, self-esteem, anxiety and fear of making mistakes. Fear of criticism from English teachers tends to inhibit students from participating in speaking activities. In order to respond to these problems, English teachers are required to employ the most appropriate and meaningful techniques to lighten up learning environment which reduces students’ shyness, fear, and anxiety and promotes their motivation and engagement to English learning. According to Nunan (2003), among CLT teaching techniques, story- telling is regarded as the most applicable and effective technique to create a facilitating learning environment for students, contributing to their improvement in English language competence. Storytelling not only provides language development for students, but also brings health benefits for teachers (Uchuyama, 2011). Engaging in storytelling activities is a way to encourage even the most reluctant reader or writer. This pedagogical strategy improves students' willingness to talk and interact with others. In fact, some researchers have found that the weakest readers and writers are often the most skilled at telling stories (Miller and Pennycuff, 2008). Storytelling is a slowly learned process; it takes time but both novice and professional storytellers can succeed at different levels (Dujmovic, 2006). In response to this problem, the thesis with the title “Effect of pictures storytelling on speaking skills of grade 5 students at a primary school” aims to 4 investigate the effectiveness of using storytelling strategy on developing speaking skills and the students’ attitudes towards the use of this technique in learning English speaking skills. 1.2 Aims and objectives of the study The present research was conducted with the aim to investigate the effect of pictures storytelling on speaking skills of grade 5 students at a primary school. Based on the aim of the research, two objectives of the research are deployed to (1) explore the effect of pictures storytelling on improving 5th grade students’ speaking ability at a primary school and (2) explore the students’ perceptions about pictures storytelling technique in learning speaking skills. 1.3 Research questions The current study aimed at investigating the extent of improvement of Grade 5 students’ speaking ability at Dinh Tien Hoang primary school by pictures storytelling techniques and the student's perception towards pictures storytelling techniques in learning speaking skills at Dinh Tien Hoang primary school. In order to obtain the overall aim, the following research questions are derived. (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? 1.4 Significance of the study This study should be of potential interest to language learners who desire to improve their speaking skill. It helps the learners acknowledge the effectiveness of storytelling techniques on speaking skill improvement. In addition, the study clarifies the speaking teaching technique with the detailed account of the application of storytelling. Finally, the researcher wishes to have this study become a reliable and 5 updated source for other fellow researchers who have developed an interest in storytelling techniques in relation with speaking skill teaching. 1.5 Scope of the study The study focuses on the application of storytelling technique in learning speaking skill. The study was carried out as an action research project in English lessons to the fifth-graders at a primary school in Ba ria - Vung tau province in the school year of 2021-2022. Concerning the scope of the study, the following issues should be taken into consideration. First, the study explored the enhancement of students’ speaking skill through the intervention. Secondly, the focus of the investigation was on students’ attitudes during the learning experience. 1.6 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. 6 CHAPTER 2: LITERATURE REVIEW This chapter mainly focuses on the theoretical background of the study and also the brief review of related studies. Key terms such as speaking skill and storytelling techniques were explained clearly. 2.1 Speaking skills 2.1.1 Definition There are a lot of definitions of the word “speaking” that have been suggested by researchers in language learning. In Webster's New World Dictionary, speaking is to say words orally, to communicate by talking, to make a request, and to make a speech (Nunan, 1995). According to Chaney (1998), speaking is the process of making and sharing meaning by using verbal and non-verbal symbols in different contexts. Brown (1994), Burns and Joyce (1997) defined speaking as an interactive process of making meaning that includes producing, receiving, and processing information. Bygate (1987) defined speaking as the production of auditory signals to produce different verbal responses in listeners. It is regarded as combining sounds systematically to form meaningful sentences. Eckard and Kearny (1981), Florez (1999), Howarth (2001), and Torky (2006) defined speaking as a two–way process including a true communication of opinions, information, or emotions. This top-down view regards the spoken texts as the collaboration between two or more persons in the shared time and the shared context. It is referred by Hadfield and Hadfield (1999) that speaking is a kind of bridge for learners between the classroom and the world outside. It is a vehicle par excellence of social solidarity, of social ranking, of professional advancement and business. Different views of speaking competence in EFL have been raised. As mentioned by Bachman and Palmer (1996), one’s speaking competence of a language is expressed by his linguistic competence, knowledge of encountering linguistic communication difficulties, as well as linguistically emotional reactions. Sharing the 7 same concern, Nunan (1999) also discusses language-speaking competence as one’s ability to have the adequate vocabulary and syntax mastery to speak that language. Nunan (1999) further emphasizes the speaker’s communicative competence in relation to the combination of linguistic competence, sociolinguistic and conversational skills in the speaking process. Regarding speaking competence from another aspect, Johnson (1995) particularly indicates second language learners need to obtain communicative abilities to involve in their class activities and learn from these activities. The competence of English-speaking skills has variously characterized. Canale and Swain (1980) summarize it in three parts of competence, namely grammatical, sociolinguistic and strategic. As Jones (1996), Burns (1998), and Richards (2006) categorize, second language speaking activities include talking as interaction, talking as a transaction, and talking as performance. In particular, talking as interaction is implied to meet social functions, and talking as the transaction is for purposive situations while talking as performance refers to transmitting information to audiences with well-structured language. With the purpose of the study, the current research is mainly focused on talking as an interaction in English classrooms and the use of techniques to improve speaking skills. 2.1.2 The importance of speaking skills Of all four key language skills, speaking is deemed to be the most important skill in learning a second or foreign language. Ur (1996) states that speaking includes all other skills of knowing the language. Speaking is a crucial part of second language learning and teaching, and it is one of the four skills that must be mastered in learning a foreign language. Good speaking is the act of generating words that can be understood by listeners. Luoma (2004) emphasizes that the importance of the spoken performance of a language is becoming more prominent because the ability to speak a language reflects a person’s personality, knowledge about the topics, skills to express thoughts under the pressure of ticking time, and attitudes towards the 8 participants. It is an important part of everyday interactions and most often, the first impression of a person is based on his/her ability to speak fluently and comprehensively. It can be regarded as “something that individuals do” because individuals speak and an important part of language use is personal (Louma, 2004). However, speaking in L2 or SL can be considered the most difficult language skill to access. Ur (1996) considers speaking as the most difficult one among listening, reading, or writing skills. According to Brown and Yule (1983), students will be judged upon most in real-life situations based on their speaking ability. In the current study, speaking is the key factor in interactions between the teachers and the students in every lesson and the crucial component affecting the speech-language development of the students. In fact, during the early stage of education, speaking plays an essential part in students’ interactions, social relationships, and friendships as well. Therefore, the teachers should help the students improve their speaking skills through academic interactions or by creating a stimulating learning environment. The better the students master the speaking skills, the more successful they can reach. 2.1.3 The components of speaking skills Speaking is most frequently used by people in the world. However, it is very complex, and often requires the simultaneous use of a number of abilities/components developed at different rates and levels. Syakur (1987) establishes five components of speaking skills, which consist of comprehension, grammar, vocabulary, pronunciation, and fluency. In short, mastering these components will allow the speaker to perform effectively and comfortably in actual communication. (1) Comprehension: Oral communication certainly requires a subject to respond to speech and to initiate a dialogue. (2) Grammar: It is essential that students are able to arrange a sentence correct grammar structure. They need to be able to differentiate appropriate grammatical 9 forms in specific contexts. Mastering grammar is to gain expertise in a language both in oral or written form. Grammar is the foundation for students to be able to communicate effectively and accurately. Using incorrect grammar often obscures the meaning that the speaker wants to convey. On the other hand, good grammar can make the speech more intelligent. (3) Vocabulary: Without grammar very little information can be conveyed, without vocabulary, nothing can be conveyed (Wilkins, 1974). If one does not have sufficient vocabulary, it is hard for him/her to communicate well or express clearly their ideas in both oral and written forms. Hence, vocabulary means the appropriate diction which is used in communication. Usually, in spite of having a good knowledge of grammar, students cannot be able to communicate effectively with limited vocabulary. The lack of vocabulary might hinder the speaker's ability to understand a conversation, which in turn leads to a misunderstanding and does not allow he/she to respond correctly. (4) Pronunciation: Pronunciation is more important than it may seem, but students often neglect this part, and some of them even underestimate it. Primarily, your pronunciation is the thing that native speakers notice during a conversation. It deals with the phonological process that refers to the component of grammar made up of the elements and principles that determine how sound varies and its pattern in a language. A speaker who constantly mispronounces a range of phonemes can cause misunderstanding for other speakers from different language communities. (5) Fluency: Fluency is the ability of a speaker to speak fluently and accurately. Fluency can be measured by the extent to which the speaker uses the target language quickly and confidently with few hesitations or unnatural pauses, false starts. These signs indicate that the speaker does not have to stop to grope for words or items during his/her speech. 2.1.4 Features of speaking Speaking skill has two main features.