UNIVERSIDADE LICUNGO

FACULTY OF EDUCATION

ENGLISH LANGUAGE TEACHING COURSE

JERMIAS MATEUS NHAMIGARE

USING STORYTELLING TO IMPROVE GRADE 11

STUDENTS’ SPEAKING SKILLS: A CASE STUDY OF
ESCOLA SECUNDÁRIA BISPO HENDERSON - MUXÚNGUE -
CHIBABAVA DISTRICT

Beira

2023
 JERMIAS MATEUS NHAMIGARE

USING STORYTELLING TO IMPROVE GRADE 11 STUDENTS’

SPEAKING SKILLS: A CASE STUDY OF ESCOLA SECUNDÁRIA
BISPO HENDERSON - CHIBABAVA DISTRICT

Monograph submitted to the Licentiate in English

Language Teaching Course of the Faculty of
Education, as a requirement for the attainment of the
title of Licentiate in English Language Teaching

Supervisor: dr. Felix Marecha

Co-supervisor: MSc. Susana H. Baule

Beira

2023
 JERMIAS MATEUS NHAMIGARE

USING STORYTELLING TO IMPROVE GRADE 11 STUDENTS’ SPEAKING

SKILLS: A CASE STUDY OF ESCOLA SECUNDÁRIA BISPO HENDERSON -
CHIBABAVA DISTRICT

Monograph submitted to the Department of Languages and Communication, as a

requirement for the attainment of the title of Licentiate in English Language Teaching.

Jury:

_________________________________________________________________
Dr.
Universidade Licungo – Beira

_________________________________________________________________
Dr.
Universidade Licungo – Beira

_________________________________________________________________
dr. Felix Marecha
Department of Languages and Communication
Supervisor – The President of the Jury

Beira, 11 Julho 2023

 Dedication

I would like to dedicate this monograph to my beloved wife, Maria de Lurdes

Joaquim João Chuze, who provided me with unconditional support and strength throughout
my course. Additionally, I would also like to dedicate this monograph to my children, Názma
Jermias Mateus Nhamigare, Fazil Jermias Mateus Nhamugara, and Nasly Jermias Mateus
Nhamugara, whose unwavering love was evident even during my six-year absence.
 Acknowledgement

I would like to express my gratitude to Allah (God), the Most Gracious and the Most
Merciful, for His blessings and for providing me with the strength and opportunities to
complete this research. I also want to give thanks to the holy Prophet Muhammad (Peace be
upon him) for his continuous guidance.
I would like to extend my sincere appreciation to my supervisor, Dr. Marecha, for his
guidance, understanding, patience, positive encouragement, and warm spirit. It has been an
honor to have him as my supervisor.
I would like to express my deepest gratitude to my family members, especially my
mother Albertina José Canhinda, my wife Maria de Lurdes Joaquim Joao Chuze, my
daughters Názma Jermias Nhamigare and Nasly Jermias Nhamugara, my son Fazil Jermias
Nhamugara, my brothers Jorge Mateus Nhamugara and João Mateus Nhamugara, and my
sisters Joaquina Mateus Nhamugara and Nafisa Mateus Nhamugara.
I would also like to thank my colleagues, including Alberto Roque Massuvira, Dufa
Hassan Veriua, Bernadete Mateus Tunica, Mércia Joaquim Banga and Irene Bernardo Sede,
for their support and assistance during my studies.
Lastly, I extend my appreciation to all the staff of the Faculty of Education,
particularly those in the English Language Teaching Division, including Professor Fatima
Batalhão, MSc. José Manuel Mafua, MSc. Susana H. Baule, and M.A. Saimon Laiti Militão,
for their help and support in the teaching and learning process.
Thank you all from the bottom of my heart. May Allah (God) bless each and every one
of you with success and honor in your lives.

Resumo
 Nhamigare, J. M. (2022). Using storytelling to improve grade 11 students’ speaking
skills: A case study of Escola Secundária Bispo Henderson - Muxúngue - Chibabava district.
Universidade Licungo, Faculty of Arts and Humanities - FLH, Beira, Mozambique.

Esta pesquisa foi realizada para abordar problemas com as habilidades de fala dos alunos e
teve como objetivo melhorar suas habilidades utilizando a técnica de contar histórias e textos
narrativos. O estudo seguiu uma abordagem científica empírico-analítica e consistiu em dois
ciclos com seis reuniões cada um. A pesquisa focou em 20 alunos do 11 a classe da Escola
Secundária Bispo Henderson. Os dados foram coletados por meio de questionários e testes
para dados quantitativos, e observação, entrevistas e notas de diário para dados qualitativos.
Os resultados foram interpretados diretamente. A análise dos dados de observação e notas de
diário identificou várias atividades que o professor utilizou para ensinar a fala por meio de
histórias, que ocorreram antes, durante e após a história. Os resultados também indicaram que
o ensino da fala por meio de histórias estava integrado a outras habilidades, incluindo a
audição, leitura e escrita. Com base nos resultados, recomenda-se que os professores de EFL
recebam treinamento na técnica de contar histórias para implementá-la em sua prática de
ensino. Além disso, são necessárias pesquisas adicionais para explorar o uso de histórias em
programas de ensino e seu potencial para desenvolver outras habilidades linguísticas, como a
audição, leitura e escrita, bem como aprimorar o vocabulário dos alunos, apreciação da
literatura e o pensamento crítico.

Palavras-chave: Habilidades de Fala. Contação de Histórias. Textos Narrativos.

 Abstract

Nhamigare, J. M. (2022). Using storytelling to improve grade 11 students’ speaking

skills: A case study of Escola Secundária Bispo Henderson - Muxúngue - Chibabava district.
Universidade Licungo, Faculty of Arts and Humanity- FLH, Beira, Mozambique.

This research was carried out to address issues with students’ speaking abilities, and aimed to
improve their skills using the storytelling technique and narrative texts. The study followed an
empirical-analytical scientific approach and consisted of two cycles with six meetings each.
The research focused on 20 students in the 11th grade at Escola Secundária Bispo
Henderson. Data was collected through questionnaires and tests for quantitative data, and
observation, interviews, and diary notes for qualitative data. The results were interpreted
directly. The analysis of the observation and diary note data identified various activities the
teacher used to teach speaking through storytelling, which occurred before, during, and after
the storytelling. The results also indicated that teaching speaking through storytelling was
integrated with other skills, including listening, reading, and writing. Based on the findings, it
is recommended that EFL teachers receive training in the storytelling technique to implement
it in their teaching practice. Additionally, further research is needed to explore the use of
storytelling in teaching programs and its potential for developing other language skills, such
as listening, reading, and writing, as well as enhancing students' vocabulary, appreciation of
literature, and critical thinking.

Keywords: Speaking skill. Storytelling. Narrative texts.

 List of tables, graphs and figures
Tables Page
Table 1 - Grammar assessment criteria………………………………………… 30
Table 2 – Vocabulary assessment criteria……………………………………… 30
Table 3 – Pronunciation assessment criteria…………………………………… 31
Table 4 – Fluency assessment criteria…………………………………………. 31
Table 5 – Content assessment criteria…………………………………………. 32
Table 6 - Speaking score categories…………………………………………… 32
Table 7 – Research participants……………………………………………….. 42
Table 8 - The research procedures and their implementation…………………. 46
Table 9 – Students pre-test speaking scores…………………………………… 51
Table 10 – Students’ first cycle post-test 1 results……………………………. 52
Table 11 – Students’ second cycle post-test 2 results…………………………. 52
Table 12 – The percentage of students who attained a score up to 75 points…. 53

Graphs
Graph 1: Question number 7………………………………………………..….. 49
Graph 2: Question number 8………………………………………………….... 50
Graph 3: Question number 9……………………………………………………. 50

Figures
Figure 1 – The stages of the action research…………………………………… 43
Table of Contents
1 Introduction..........................................................................................................................12
1.1 Statement of the problem.................................................................................................12
1.2 Background of the study..................................................................................................13
1.3 Objectives of the study......................................................................................................14
1.3.1 Main objective.................................................................................................................14
1.3.2 Specific objectives...........................................................................................................14
1.4 Research questions............................................................................................................15
1.4.1 Main research question..................................................................................................15
1.4.2 Sub-questions..................................................................................................................15
1.5 Reasons for carrying out the study..................................................................................15
1.6 The beneficiaries of the study..........................................................................................16
1.7 The organisation of the paper..........................................................................................17
1.8 Summary............................................................................................................................17
2 Literature Review................................................................................................................19
2.1 Teaching English as a Second Language........................................................................19
2.2 The concept of speaking...................................................................................................19
2.2.1 The function of speaking................................................................................................20
2.2.2 Teaching speaking..........................................................................................................21
2.2.3 Classroom speaking activities.........................................................................................21
2.2.4 Aspects of speaking abilities...........................................................................................23
2.2.4.1 Language content aspects.............................................................................................23
2.2.4.2 Language delivery aspects............................................................................................24
2.2.5 Teacher’s role in speaking activities in the classroom..................................................25
2.2.6 Strategies for teaching speaking through storytelling...................................................27
2.2.7 Speaking and the other skills..........................................................................................28
2.2.8 Assessing speaking skills................................................................................................29
2.3 Storytelling.........................................................................................................................33
2.3.1 Forms of storytelling.......................................................................................................33
2.3.2 Benefits of using storytelling to teach speaking............................................................35
2.3.3 Selecting a story..............................................................................................................36
2.3.4 Storytelling in teaching practice.....................................................................................37
2.4 Narrative text: Definition and social function................................................................39
2.5 Generic structure of narrative text.................................................................................39
2.6 Summary............................................................................................................................40
3 Research Methodology........................................................................................................41
3.1 Research setting................................................................................................................41
3.2 Research population.........................................................................................................41
3.3 Sample population............................................................................................................41
3.4 Research design.................................................................................................................42
3.5 Research procedures.........................................................................................................43
3.5.1 Data collection.................................................................................................................44
3.5.1.1 Questionnaire................................................................................................................44
3.5.1.2 Observation...................................................................................................................44
3.5.1.3 Diary notes....................................................................................................................44
3.5.1.4 Oral test........................................................................................................................45
3.5.2 Data analysis...................................................................................................................45
3.5.2.1 Data reduction..............................................................................................................45
3.5.2.2 Data display..................................................................................................................45
3.5.2.3 Conclusion drawing or verification..............................................................................45
3.5.3 The implementation of the research...............................................................................46
3.6 Summary............................................................................................................................47
4 Data, Data Analysis, and Discussion of Findings..............................................................48
4.1 Questionnaire results (Preliminary questionnaire).......................................................49
4.1.1 Preliminary questionnaire findings................................................................................49
4.1.2 Results of the Pre-test.....................................................................................................51
4.1.3 Results post Classroom Action Research (CAR)...........................................................51
4.1.3.1 Cycle 1 treatment..........................................................................................................52
4.1.3.2 Cycle 2 treatment..........................................................................................................52
4.1.4 Qualitative data...............................................................................................................53
4.1.4.1 Cycle 1....................................................................................................................53
4.1.4.2 Cycle 2....................................................................................................................54
4.1.5 Qualitative data...............................................................................................................54
4.1.5.1 Cycle 1..........................................................................................................................54
4.1.5.2 Cycle 2..........................................................................................................................56
4.2 Discussion of findings.......................................................................................................57
4.3 Summary............................................................................................................................58
5 Conclusion and Suggestions................................................................................................59
5.1 Conclusion.........................................................................................................................59
5.2 Suggestions.........................................................................................................................59
5.2.1 Suggestion for English language teachers....................................................................59
5.2.2 Suggestion for school headmasters................................................................................59
5.2.3 Suggestion for future researchers..................................................................................60
6 References.............................................................................................................................61
 12

1 Introduction

Mozambique, a former Portuguese colony, is one of two Southern African nations that
speak Portuguese. Interestingly, despite being one of the two Southern African Portuguese-
speaking nations, Mozambique is located far from Angola and is surrounded by English-speaking
nations that share its borders. Due to its geographical location, membership in the
Commonwealth, and the need to trade with its neighbors and the world at large, Mozambique has
felt compelled to introduce English language instruction in its schools from primary to tertiary
levels. The Mozambican government has also permitted private parties to provide English
instruction to Mozambicans, resulting in the creation of government-run and privately-owned
institutions and individuals that teach English and other languages to Mozambicans.
Despite all these efforts to teach and make English accessible to the vast majority of
Mozambicans, it has become increasingly evident that English is a challenging language for
Mozambicans to learn, develop, and master, particularly when it comes to speaking. Of the four
language skills, Mozambicans struggle the most with speaking, which is the most essential and
frequently used skill. Most Mozambican English learners find speaking to be difficult because it
requires the ability to process and respond to information in a short amount of time. Speakers
must have a strong grasp of English vocabulary to effectively interact and communicate with
others, which is a daunting task for most Mozambicans who learn English as a second or foreign
language. Given this reality, Mozambicans must urgently work to develop their speaking skills in
English.

1.1 Statement of the problem

Speaking is one of the essential English language skills that students should master in
order to succeed in learning the language. According to Tahir (2015, p.174), the ability to speak a
foreign language is a significant measure of success in language learning. Building on this
premise, it can be argued that most Mozambicans have struggled to learn English over the years,
including grade 11 students at Escola Secundária Bispo Henderson - Muxúngue, as they find it
challenging to speak the language. During the researcher's teaching practice at this school, it
became evident that students lacked confidence in speaking English and rarely attempted to do so
during class. This poses a serious problem as it hinders the achievement of the intended
objectives of introducing English into the Mozambican education system and its respective
 13

curricula. The researcher identified this as an opportune moment to undertake a research study to
explore techniques and strategies, including storytelling, to help students improve their speaking
skills. Based on this realization, the researcher embarked on a research journey to investigate
various options to enhance the teaching and learning of English as a second or foreign language,
particularly speaking skills.

1.2 Background of the study

Communication skills are vital to support oral communication in English, but they are the
most challenging skills to develop (Febriyanti, 2011). According to Tompkins & Hoskisson
(1995), the most critical objective of language instruction is to help students effectively
communicate with others through oral and written language. Mastering the art of speaking is the
most crucial aspect of learning a second or foreign language, and success is measured in terms of
the ability to carry out a conversation in the language. Tahir (2015, p.174) states that someone is
considered successful in learning a foreign language when they can speak it fluently.
Despite the importance of this language skill, many students struggle to communicate in
English due to several factors that negatively impact their participation in speaking activities.
First, students feel nervous and intimidated when they need to speak or communicate in English
in front of their classmates. Second, students lack the initiative or ideas to speak unless prompted
with questions, or when they have ideas, they struggle to express them due to their limited
vocabulary, lack of understanding of grammatical patterns, and insufficient practice speaking in
English. Third, students still struggle with pronouncing English words due to their native
language's influence. Fourth, students struggle with prosodic features such as intonation, stress,
and other phonological nuances, leading to communication breakdowns. Finally, many teachers
focus on teaching grammar over productive skills, such as speaking and writing. This is
supported by Mustafa (2001) and Paul (2003), who explain that many teachers tend to prioritize
teaching grammatical items and syntax knowledge.
To address these issues, storytelling can be a useful teaching strategy (Cox, 1999; Harmer,
2001; Jianing, 2007). Storytelling may help secondary students develop their oral production
levels as "the best thing for teachers helping learners acquire language would be to expose them
to a variety of language input in the form of interesting and stimulating stories. This indicates that
 14

learners can try to learn and understand language from stories" (Chomsky, 1972, in Hsu, 2015,
p.2). In other words, stories may be a useful tool to enhance students' speaking skills.
Moreover, this study aims to investigate how to improve secondary school students'
speaking skills through storytelling using Narrative Texts.

1.3 Objectives of the study

Drawing from the discussions in the problem statement and study background sections,
the researcher has resolved to pursue the overall and particular objectives outlined in the
following subsections: 1.3.1 General objective and 1.3.2 Specific objectives.

1.3.1 Main objective

The primary aim of the study was to:

- Foster and enhance English speaking skills by utilizing Narrative Texts as resources
for effective storytelling, with the objective of helping students achieve
communicative competence in English language.

1.3.2 Specific objectives

Regarding specific objectives, the researcher had the following specific objectives to
pursue:

a) Engage students in activities that would enable them to practise their speaking skills
whilst creating a fun, interesting, and entertaining environment.
b) Explore storytelling and utilise it as a strategy to aid students in improving their
speaking skills.
c) Identify the challenges teachers face when teaching speaking in English and assess the
extent to which they can be addressed through the use of storytelling as a strategy.
d) Propose more effective ways in which teachers can apply storytelling to teach
speaking.

To achieve the research objectives outlined above, the researcher developed the research
questions presented below. These questions were used to guide the study and were intended to
provide answers to the research objectives
 15

1.4 Research questions

Alongside the research objectives outlined above, the research was steered by the
following research questions, which it aimed to address.

1.4.1 Main research question

The primary research question that this study aimed to address is as follows: Can
storytelling enhance the speaking abilities of students?

1.4.2 Sub-questions

In addition to the primary research question, the researcher proposed the following sub-
questions, which this study aimed to address:

a) To what extent can storytelling enhance the speaking skills of grade 11 students at
Escola Secundária Bispo Henderson - Muxúngue?
b) How can teachers effectively utilize storytelling as a strategy or technique to teach
English language speaking skills?
c) What challenges do teachers encounter when attempting to teach English language
speaking skills?
d) What are the students' feelings and perceptions regarding the use of storytelling to
teach speaking in the English as a Second Language or English as a Foreign Language
(ESL/EFL) classroom?

These inquiries were the focus of the study's implementation.

1.5 Reasons for carrying out the study

The study focuses on the challenges of teaching English speaking skills to Mozambican
students, particularly those in grade 11 at Escola Secundária Bispo Henderson - Muxúngue. The
researcher identified that students lacked confidence in speaking English, which posed a problem
as it hindered the achievement of the intended objectives of introducing English into the
Mozambican education system and its respective curricula. The researcher embarked on a
research journey to explore techniques and strategies, including storytelling, to help students
 16

improve their speaking skills. The research aims to investigate how to improve secondary school
students' speaking skills through storytelling using Narrative Texts. To achieve this, the
researcher has set general and specific objectives to foster and enhance English speaking skills by
utilizing Narrative Texts as resources for effective storytelling, with the objective of helping
students achieve communicative competence in the English language.
Given the relevance of this study for Mozambique, a former Portuguese colony, and the
need to trade with English-speaking nations that surround it, the research will provide valuable
insights into strategies to enhance English language proficiency. As such, the study is vital to
policymakers, educators, and researchers in Mozambique. Additionally, the research addresses
the challenges faced by non-native English speakers in mastering the art of speaking, which has
implications for the development of language skills for business and other professional settings.

1.6 The beneficiaries of the study

Since this study aims to investigate how to improve the speaking skills of secondary
school students in Mozambique, particularly in Escola Secundária Bispo Henderson - Muxúngue,
through storytelling using Narrative Texts. The beneficiaries of the study are:
a) Mozambican Students: The primary beneficiaries of the study are the Mozambican
students who will participate in the research study. The research study aims to help
them improve their English speaking skills, which will support their academic success
and career aspirations. The study will also increase their confidence in speaking
English, which will aid their personal and social development;
b) English Language Teachers: The study will benefit English language teachers in
Mozambique, as it will provide them with strategies and techniques to enhance their
students' speaking skills. Teachers will gain insights into effective teaching methods,
specifically using storytelling as a resource, which they can integrate into their
curricula and classroom practices;
c) Education policymakers and curriculum developers: The research study may inform
the development of English language curricula in Mozambique. The study may
provide policymakers and curriculum developers with evidence-based
recommendations on the use of storytelling in teaching speaking skills in
Mozambique;
 17

d) Researchers and Academics: The study may contribute to the existing body of
knowledge on language learning and teaching, specifically on the use of storytelling in
teaching speaking skills. The study's findings may inspire further research on the topic
and contribute to the development of language teaching theories and practices;
e) The Mozambican society and economy: The study may benefit the Mozambican
society and economy as a whole. Improving English language speaking skills among
Mozambican students may support the country's participation in international trade
and commerce, which may lead to economic growth and development. It may also
enhance cultural exchange and understanding between Mozambique and English-
speaking countries.

1.7 The organisation of the paper

This monograph is structured into the following sections: 1 – Introduction, 2 – Literature

Review, 3 – Research Methodology, 4 – Data, Data Analysis, and Discussion of Findings, and
finally 5 - Conclusion, Suggestions and Recommendations. In the introduction section, the
researcher provides an overview of the problem that was identified and researched. The literature
review section discusses relevant literature pertaining to the research problem. The research
methodology section outlines the procedures and methodology that were utilized to conduct the
research. This includes a description of the research participants and data collection processes
that were employed. Additionally, the researcher explains the procedures used to analyze the
collected data. The Data, data analysis, and discussion of findings section presents, analyzes,
interprets, and discusses the research findings to provide answers to the research questions and
satisfy the objectives of the research presented in the introduction section. Lastly, the fifth and
final section of the monograph is the Conclusion, Suggestions and Recommendations section. In
this section, the researcher draws conclusions, suggests and recommends based on the research
findings presented in the preceding section.

1.8 Summary

The section discussed the challenges that Mozambicans faced in learning English,
specifically in speaking. It highlighted that speaking was the most crucial skill to master a
language and that many students lacked confidence and vocabulary to communicate effectively.
The researcher identified this issue as significant at Escola Secundária Bispo Henderson -
 18

Muxúngue, where students were not confident in speaking English. The researcher conducted a
study to explore storytelling techniques that could enhance students' speaking skills. The
background section of the study explained that communication skills were vital to support oral
communication but were challenging to develop. Many students struggle to communicate in
English due to various factors such as lack of confidence, initiative, limited vocabulary,
pronunciation issues, and prosodic features. To address these issues, the study proposed
storytelling as a useful teaching strategy. The study aimed to foster and enhance English speaking
skills by utilising Narrative Texts as resources for effective storytelling to help students achieve
communicative competence in the English language.
 19

2 Literature Review

The following literature review provides a comprehensive overview of the theoretical

foundation for teaching speaking through storytelling. The review is divided into several sub-
chapters, which examine various aspects of teaching English as a second language, the concepts
and functions of speaking, the role of the teacher in the speaking classroom, and strategies for
teaching speaking through storytelling. Additionally, the review discusses the importance of
incorporating speaking activities, language delivery, and assessing speaking skills. The benefits
of using storytelling as a tool for teaching speaking are also explored, including the various forms
of storytelling and how to select a story for classroom use. The review concludes with an
examination of the definition and social function of narrative text, the generic structure of
narrative text, and a summary of the key points covered in the literature review.

2.1 Teaching English as a Second Language

In contemporary times, there are numerous alternatives available for teachers to make
their lessons engaging. As per Freire (1998, p.30), ESL teachers face the challenging task of not
simply transferring knowledge but creating the potential for the generation or construction of
knowledge. Therefore, teaching is a dynamic process that aims to address any educational issues
of the students.
According to Wrigley and Guth (1992, p.102), teaching entails assisting learners with
limited English proficiency and formal education to comprehend and utilize English in its various
forms. In other words, the objective of teaching is to employ the available tools to ensure that
students learn the language.
For students to grasp a word's meaning, it needs to have significance for them. Learning
with meaning may have more advantages than mere rote learning. However, the resources
employed must be appropriate for the students' level, age, and other factors. Therefore, teaching
speaking through storytelling could be an effective approach to promote meaningful learning,
especially when the content is suitable for the students' level and interests.
 20

2.2 The concept of speaking

Numerous experts have shared their perspectives on speaking. Harmer (2007, p.284)
defines speaking as the capacity to process real-time information and language, while Quianthy
(1990, p.7) regards it as the verbal transfer of ideas and information in varied situations. Bygate
(1987, pp.5-6) views speaking as the creation of auditory signals intended to produce different
verbal responses in the listener, accomplished through the combination of sounds in a systematic
way based on language-specific principles to produce meaningful statements. Similarly, Smith
(2002, p. 121) believes that speaking involves numerous aspects such as selecting appropriate
words from one's vocabulary, framing them grammatically, communicating feelings, and more.
Therefore, speaking can be considered a productive skill, essential for effectively
conveying communication to others. As the main objective of speaking is to communicate
thoughts in a clear manner, it is important for students to comprehend the meaning of what is
being conveyed and strive to communicate effectively. Nunan (1991, p.39) defines effective or
successful speaking as the ability to carry out a conversation in the target language. This
highlights the significance of teaching speaking skills in a manner that promotes effective
communication through techniques such as storytelling.

2.2.1 The function of speaking

Richard (2008, pp. 21-27) identifies two key functions of speaking: interactional and
transactional. Interactional speaking is used to establish and maintain social relationships, and
involves negotiating role relationships, peer solidarity, and the exchange of turns in conversation,
as well as preserving face for both the speaker and listener (Brown and Yule, 1983, p.1; Harmer,
2008, p.343). Ur (1999, p.53) agrees that the purpose of interactional language is to facilitate
communication as a social issue, and that speakers need to use a range of linguistic features,
including voice quality effects and nonverbal cues such as facial expressions and gestures, to
communicate effectively.
Fairclough (2001, p.22) goes further by arguing that spoken discourse also involves
visuals, which can accompany talk to determine meaning or serve as a substitute for talk, such as
head-nodding, head-shaking, and shoulder-shrugging, which can signal "yes," "no," or "I don't
know" answers.
 21

Transactional speaking, on the other hand, is focused on the message itself, with the
primary goal being to communicate clearly and accurately. Jones (1996, p.14) in Richard (2007,
p.23), Brown and Yule (1983, p.1), and Harmer (2008, p.343) all agree with this view, with
Thornbury (2005) also cited as supporting it. Overall, effective communication in both
interactional and transactional speaking requires a range of linguistic and nonverbal skills,
including the use of storytelling, which has been shown to be an effective means of improving
speaking proficiency.

2.2.2 Teaching speaking

Teaching is a fundamental process of leading individuals to develop skills, ideas,

appreciation, and knowledge. According to Hornby (1995, p.37), teaching speaking involves
instructing individuals on how to communicate effectively using words in an ordinary voice.
Cahyono (2010, p.15) highlights the importance of teaching speaking as a crucial part of learning
English as a Second Language (ESL), yet it presents various challenges in everyday practice.
Nunan (2003, p.48) notes that teaching speaking is different from teaching listening, writing, and
reading since it happens in real-time and words cannot be edited or revised after being spoken.
Nunan (2003, p.48) further defines teaching speaking as a complex process that involves
several elements such as producing English speech sounds and sound patterns, using word and
sentence stress, intonation patterns, and the rhythm of the second language. Additionally,
selecting appropriate words and sentences according to the proper social setting, audience,
situation, and subject matter, organizing thoughts in a meaningful and logical sequence, and
using language as a means of expressing values and judgments are also critical elements of
teaching speaking. Furthermore, using the language quickly and confidently with few unnatural
pauses, which is called fluency, is equally important.
Teaching speaking in a foreign language is a challenging task that requires creating an
environment in the classroom that encourages real-life communication, authentic activities, and
meaningful tasks that promote oral language (Nunan, 2003, p. 112). Students should be given
opportunities to collaborate in groups to achieve a goal or complete a task, facilitating a practical
and interactive learning experience. These efforts can enhance students' speaking skills and
ensure they can effectively communicate in the foreign language.
 22

2.2.3 Classroom speaking activities

The classroom is fertile ground for the development and implementation of a myriad of
varying teaching and learning activities. However, Harmer (2007, pp.348-362) posits that many
of these activities that are currently being used in classrooms, fall near the communicative end of
the communication continuum. Among the various activities currently being used in the
classroom are the following:
a) Group discussions
These are an effective speaking activity in large classrooms, according to Murcia and
Olshtain (2000, p.177). Students should have ample opportunity to participate in
group discussions and other speaking activities, producing words, terms, expressions,
or clauses, without necessarily maintaining long stretches of conversation.
b) Information gap activities
These involve one student having information that the other lacks, which they must
share using the target language (O’Malley and Pierce, 1996, p.81). These activities
provide effective opportunities for everyone to extensively practice speaking the target
language.
c) Role plays
They are excellent speaking activities that give learners practice speaking the target
language in a safe environment (O’Malley and Pierce, p.85).
d) Simulations
They are more elaborate than role plays, providing a somewhat realistic environment
for language practice by bringing in props and documents.
Individual student presentations and debates both provide opportunities for students to use
extended chunks of language for a purpose (O’Malley and Pierce, 1996, p.87).
e) Student presentations
These are speaking activities that require time for preparation and may benefit from
offering models to guide individuals.
f) Debates
These are more challenging and require extensive preparation by intermediate and
advanced learners, making use of language functions such as describing, explaining,
giving and asking for information, persuading, agreeing, and disagreeing.
 23

g) Storytelling
Storytelling activities involve students retelling stories or text selections that they have
listened to or read (O’Malley and Pierce, 1996, p.83).
h) Story completion
It is a fun and free-speaking activity for the whole class, where each student narrates a
story from where the previous one left off (Astuti, 2017, p.19).
i) Interviews
Interviews with people on selected topics are also effective speaking activities,
allowing students to practice their speaking ability both in and outside the classroom
(Astuti, 2017, p.19).
j) Reporting
Getting students to report on interesting news or daily experiences is also a useful
speaking activity (Astuti, 2017, p.20).
In summary, classroom speaking activities should be designed to achieve the purpose of
developing students' speaking skills.

2.2.4 Aspects of speaking abilities

According to Brown (2003, p.157), speaking abilities can be observed through various
aspects. These include pronunciation, vocabulary, grammar, comprehension, fluency, and task,
which are dependent on the objective of the elicited task. Nunan (2003, p.109) has defined
language items as pronunciation, vocabulary, grammar, and discourse, which are relevant to
storytelling, a form of extensive speaking, investigated in this research. Additionally, Brown
(2003, p.180) suggests that content and delivery aspects must also be considered in extensive
speaking.

2.2.4.1 Language content aspects

There are a number of key points that need to be taken into consideration regarding
extensive speaking. According to Brown (2003, p.180), extensive speaking involves five key
points:
a) Achievement of the performance objective
 24

Brown (2003, p.180) suggests that the objective or purpose of the performance was
accomplished. Mokhtar (2011, p.167) noted that the storytelling was effectively
conveyed by the students.
b) Introduction
Mokhtar (2011, p.167) suggested that students need not summarize the story
extensively or embellish it, as a good introduction can provide enough context. Brown
(2003, p.180) implies that a lively and attention-grabbing introduction was given.
c) Main idea
Brown (2003, p.180) suggests that the main point or idea should be clearly stated early
on in the performance.
d) Supporting points
Brown (2003, p.180) implies that supporting points should be presented and backed
up with arguments or facts.
e) Conclusion
Brown (2003, p.180) indicates that the conclusion should tie back to the main idea or
purpose of the performance, as conveyed by the students to the audience.

2.2.4.2 Language delivery aspects

Based on Brown's (2003, p.180) research, there are ten aspects to consider when
delivering a presentation:
a) Gestures and body language
This means that the speaker effectively utilizes gestures and body language. Wright
(1995, p.17) suggests that the use of these nonverbal cues depends on the nature of the
story and the audience.
b) Eye contact
The speaker should maintain eye contact with the audience.
c) Natural language
The speaker should use natural and fluent language.
d) Volume of speech
The speaker should use an appropriate volume of speech.
e) Speech rate
 25

The speaker should speak at an appropriate pace.

f) Pronunciation
According to Richard, Platt, and Weber (1992, p.296), pronunciation refers to how
sounds are perceived by the listener. Nunan (2003, p.111) further explains that
pronunciation includes various dimensions of spoken language, such as speech speed,
tone, pausing patterns, intonation, and even body language.
g) Grammar
Nunan (2003, p.153) defines grammar as a set of rules that govern the correct sentence
structure. Sentences are considered acceptable if they follow the rules of the language.
The speaker's grammar should be correct and easily understandable.
h) Visual aids
The speaker should use visual aids, such as hand-outs, to make the presentation more
engaging and entertaining.
i) Enthusiasm and interest
The speaker should demonstrate enthusiasm and interest during the presentation.
j) Response to audience
The speaker should respond well to any audience questions during the presentation.

2.2.5 Teacher’s role in speaking activities in the classroom

In the context of this study, certain roles of the teacher are considered crucial in creating
an environment conducive to teaching speaking through storytelling. Ellis (1984, p.120)
recommends that the teacher should take a significant part in communicative efforts during the
teaching process, particularly with beginner learners. However, in most classrooms, teacher talk
tends to dominate activities involving explanation and evaluation, limiting student talk and
resulting in students spending more time listening to the teacher than engaging in active language
interaction with other students or the teacher. Teachers should therefore minimize their
domination and instead provide ample opportunities for students to participate in classroom
activities.
Richard suggests that students are expected to take on a greater degree of responsibility
for their own learning, while teachers are expected to assume the role of facilitator and monitor.
Rather than being a model for correct speech or writing and solely responsible for ensuring that
 26

students produce error-free sentences, teachers must develop a different perspective on learners’
errors and their own role in facilitating language learning (2001, p.5).
In the context of speaking, Harmer (2001, p.275) outlines the teacher's role in facilitating
fluency in students as follows:
a) Teacher as prompter
The teacher can act as a prompter when students are struggling with oral activities,
such as getting stuck due to limited vocabulary or losing the thread of the story during
role play or performance activities. In such cases, the teacher should help in a discreet
and supportive way without taking over. In this study, the teacher primarily played
this role during storytelling.
b) Teacher as participant
The teacher must possess great skill and sensitivity while participating in the activity
to avoid dominating and hindering students' creativity and self-confidence. If done
correctly, students can enjoy having the teacher with them (Harmer, 2001).
c) Teacher as feedback provider
Effective feedback should be designed to provide challenging tasks linked to
opportunities for improvement and encourage the view that mistakes are part of
learning (Black and Dylan, 1998). In language classrooms, feedback on spoken
language may be a response to the student's utterance or form (Richards and
Lockhard, 1994, pp.188-189). After completing an activity, the teacher should let
students assess their performance in terms of content and language used, and provide
positive or negative feedback accordingly to motivate and inform them (Harmer,
2001). According to Harmer (2001, p.276), teachers should offer "gentle and helpful
correction to get students out of misunderstandings and hesitation" and choose
appropriate feedback based on the situation. Acknowledging correct answers and
indicating incorrect answers are examples of content-focused feedback (Richards and
Lockhard, 1994), which supports the findings of this study regarding the teacher's
feedback-giving activity.
d) Teacher as teaching aid
Brown (2001) explains that teachers can be the teaching aids themselves, especially
when using mime, gestures, and providing comprehensible input. In this study, the
 27

teacher played this role when telling a story, using her body to help students
comprehend the story and engage in speaking activities through story retelling.
In addition, Shepard (1990) emphasizes the importance of portraying characters in a
story through facial expressions, voice, gestures, and body posture to bring the story to
life. However, Shepard notes that gestures should only be used if they help the story
or add emphasis. To enhance comprehension of storytelling, Wright (1995, p.11)
suggests that,
"it is natural to repeat oneself when speaking." Teachers can observe students'
reactions and respond to their lack of understanding, joy, and immediate concerns
more readily, making use of their body to heighten meaning or using language they
know the students understand.

2.2.6 Strategies for teaching speaking through storytelling

In the process of teaching and learning, it is expected that the teacher must master several
strategies and be able to choose the ones that would best help students attain their intended
learning outcomes (Killen, 1998). According to Paul (2003), there is no one teaching strategy that
is superior to all others in all circumstances. Therefore, it is preferable for the teacher to use a
range of teaching strategies and make informed decisions about when each of these strategies is
likely to be most effective.
The present study considers three strategies that are deemed appropriate for teaching
speaking skills through storytelling: direct strategy, group work, and performance strategy. The
use of these strategies facilitates the integration of speaking skills with other abilities, such as
listening, reading, and writing.
a) Direct Approach
As per Killen (1998, p.2), in the context of education, the direct approach involves the
structured delivery of academic content, directing students' activities towards academic
achievement, and maintaining a focus on learning. This strategy is commonly employed during
lectures and demonstrations in schools and universities, where teachers or lecturers use direct
instruction to explain concepts. However, it is important to note that the effectiveness of this
strategy varies and should be considered as only one of several strategies that teachers can use to
enhance student learning.
 28

In the current study, the direct approach was primarily used at the outset of the teaching
process to introduce storytelling and assess students' prior knowledge through questioning. This
is in line with Richard and Lockhard's (1994) assertion that this approach enables teachers to use
questioning to check students' comprehension or prior knowledge on certain topics. Gall (1984 in
Richard & Lockhard, 1994, p.185) also notes that "half of class time is taken up with questions-
and-answers exchange." Several reasons are cited for the widespread use of questioning in
teaching, including its ability to sustain students' interest and encourage them to think and engage
with lesson content.
b) Group Work
These activities are centered on a cooperative approach rather than an individualistic one,
which involves pair work, role plays, group work, and project work (Richard, 2001). As students
are required to rehearse telling the recreated story among their group members before presenting
it to the class. Richard & Lockhard (1994, p.153) suggest that group work has several benefits,
such as increasing students’ participation in class and promoting collaboration among learners.
Similarly, Harmer (2001, p.153) notes that “group work can give learners a more active role in
learning.” In the current study, incorporating storytelling in the teaching practice allows teachers
to utilize various activities or tasks, including the group work strategy, before performing
storytelling. During group work, students discuss an incomplete story provided through reading
activity, and then they complete the story based on their version. Storytelling activities are
performed after the reading and writing processes. The reading and writing activities are carried
out as preparation for the next stage, which is a speaking activity.
c) Performance Activities
Performance activities are a type of teaching strategy where one or more students are
required to "act" a part in the form of role-play, simulation games, debates, storytelling, and
similar exercises (Killen, 1998). This strategy is commonly used in storytelling activities.
During storytelling activities, a student tries to use their language skills to convey
information from the story to others. The teacher can assess which competences need
improvement to enhance the student's speaking skills based on their performance. Storytelling
activities encourage active engagement of students in the learning process and provide them with
a risk-taking experience as they attempt to retell or tell the story in a meaningful way (Zaro &
Salaberri, 1995; Jianning, 2007).
 29

2.2.7 Speaking and the other skills

Teaching speaking is an integrated process that involves other skills, such as listening,
reading, and writing (Brown, 2001; Hughes, 2004; Thornburry, 2005). Therefore, teaching only
the speaking skill in isolation is insufficient. According to Thornbury (2005, p.118), a more
effective approach is to practice speaking in conjunction with other skills, known as an integrated
skills approach. In real-world situations, speaking often involves reading and writing as well.
In the current study, the researcher adopted an integrated approach to teach speaking
through storytelling. During the storytelling sessions, students listened attentively to the story to
enable them to retell it as a speaking task. In the subsequent sessions, students read the story and
then recreated it in their own version. This approach allowed the researcher to integrate listening,
reading and speaking skills effectively.

2.2.8 Assessing speaking skills

As per Astuti (2017, p.20), evaluating speaking ability is a crucial element of language
assessment. In numerous oral production tests, it is neither feasible nor recommended to isolate
speaking ability from listening ability.
According to Brown (2003, p.172), speaking assessment can be categorized into five
areas, which are:
a) Grammar (20)
- The use of appropriate grammatical structures is an essential part of speaking
assessment;
- The accuracy of students' use of English is also considered;
- The language used should also be effective.
b) Vocabulary (20)
- Accurate word choice is necessary;
- The avoidance of word repetition and the use of other words are important;
- The use of circumlocutions is acceptable.
c) Pronunciation (20)
- The comprehensibility of students' utterances is evaluated, and stress is considered to
determine the strength and weakness of syllables;
- The use of intonation to convey various attitudes and meanings is essential;
 30

- The use of an appropriate volume of sound enhances pronunciation.

d) Fluency (20)
- Speech rate should be reasonably fast, with short pauses between sentences;
- The avoidance of hesitation in speaking is necessary;
- Repetitive sounds hinder fluency.
e) Content (20)
- Students should be able to understand simple questions and statements delivered at a
slower pace and with repetition;
- Students should be able to grasp the main idea of non-technical subject conversations;
- Comprehension at a normal speech rate should be almost complete.
When evaluating the speaking ability of students, teachers should consider different
aspects and closely analyze their performance. To effectively measure the productive skill of
speaking, teachers require a tool that covers all aspects of speaking.
For instance, the assessment of speaking test can be scored using five evaluation
categories, each criterion carrying a maximum score of 20 points, with a total of 100 points for all
criteria. As stated by Brown (2003, p.173), the categories for evaluation are as follows:
The assessment of speaking ability is based on the following criteria:
a) Grammar (20)
Grammar refers to the rules governing the formation of words and sentences. The scores
for this criterion are as follows:
Table 1 - Grammar assessment criteria
Classificatio
Score Criteria
n
Errors in grammar are frequent, but the speaker can be
Poor 1-2 points understood by a native speaker accustomed to communicating
with non-native speakers of the language.
The speaker demonstrates good control of grammar and is able
Fair 3-8 points to use the language with sufficient structural accuracy to
participate effectively in most formal situations.
The speaker is able to use the language accurately at all levels
Good 9-14 points
that are normally required for professional purposes.
 31

The speaker's grammar skills are equivalent to those of an

Excellent 15-20 points
educated native speaker.

b) Vocabulary (20)
Vocabulary is considered a means of communicating known words with others or all the
words that a person knows. There are different classifications of vocabulary scores, which
indicate the level of proficiency in using the language and they are as follows:
Table 2 – Vocabulary assessment criteria
Classificatio
Score Criteria
n
This indicates that the speaker's vocabulary is inadequate to
Poor 1-2 points
express anything but the most elementary needs.
This signifies that the person is able to speak the language
Fair 3-8 points with sufficient vocabulary to participate effectively in most
formal and informal conversations on practical topics.
This level of proficiency means that the speaker can
understand and participate in any conversation within the
Good 9-14 points
range of their experience with a high degree of precision of
vocabulary.
This indicates that the speaker's speech is fully accepted by
Excellent 15-20 points educated native speakers, and they have an extensive and
nuanced understanding of the language.

c) Pronunciation (20)
It is stated that the correct pronunciation is essential for students to communicate
effectively. As per the classification criteria, the scores are divided into four categories based on
the level of pronunciation proficiency and they are as follows:
Table 3 – Pronunciation assessment criteria
Classificatio
Score Criteria
n
Poor 1-2 points Here, the student frequently makes errors in pronunciation, but
 32

native speakers can still understand them.

This is where pronunciation errors do not affect understanding
Fair 3-8 points
and hardly disturb the native speaker.
Good 9-14 points Here errors in pronunciation are quite rare.
This indicates that the pronunciation is equivalent to that of an
Excellent 15-20 points
educated native speaker and is fully accepted by them.

d) Fluency (20)
Fluency is the capacity to communicate accurately and effortlessly. Many language
learners aspire to achieve fluency in speaking. The fluency level can be classified into four
categories based on a scoring system:
Table 4 – Fluency assessment criteria
Classificatio
Score Criteria
n
No specific fluency description is given. The level of fluency
Poor 1-2 points
can be implied from the other four language areas.
The speaker can discuss topics of particular interest with
Fair 3-8 points
reasonable ease.
The speaker can use the language fluently on all levels that are
Good 9-14 points
relevant to professional requirements.
The speaker's language proficiency is such that their speech is
Excellent 15-20 points
fully accepted by educated native speakers.

e) Content (20)
Content refers to what one says about the topic, and it is crucial that one has a
comprehensive understanding of the subject matter before commencing his or her speech. The
ability to comprehend and engage with conversations varies based on an individual's language
experience, and the following criteria can be used to assess the level of content knowledge:
Table 5 – Content assessment criteria
Classificatio
Score Criteria
n
 33

Indicating a limited language experience within the scope of

Poor 1-2 points
the conversation.
Indicating the ability to understand the gist of most non-
Fair 3-8 points
technical conversations.
Indicating a fairly complete comprehension at a normal rate of
Good 9-14 points
speech.
Indicating the ability to understand any conversation within
Excellent 15-20 points
the range of experience.

According to the above indicators, the overall score can be classified into the following
scale:
Table 6 - Speaking score categories
Qualitative scale Quantitative scale
Excellent 80 – 100
Good 75 – 79
Fair 60 – 74
Poor 50 – 59
Very poor 0 – 49

From the table, we can gather information on how to calculate scores in the assessment of
speaking. Effective speaking assessments require teachers to understand how to derive scores
from their students' speaking abilities.

2.3 Storytelling

Narrating a story using one's own words and interpretation is what storytelling means.
Champion (2003) describes it as an oral activity that utilizes colorful language, gestures, and
body language to create a sequence of scenes. According to Harmer (2007, p.29), storytelling is a
technique in teaching speaking where students can summarize a tale they heard earlier or create
their own stories to share with their classmates.
Barzaq (2009, p.7) perceives storytelling as a knowledge management technique that
distributes information to specific audiences. She explains that stories naturally connect events
 34

and concepts and that visual storytelling uses images to narrate tales. Similarly, Zero and Saberri
in Akhyak and Indramawan (2013, p.20) define storytelling as an activity that involves
interaction between storyteller and audience, as well as between an individual and listener, all on
a certain level.
In addition, Safdarian (2013, p.208) defines storytelling as the act of students retelling
stories in their words after the teacher tells them the story. From these definitions, it can be
inferred that storytelling is a teaching method that involves students retelling stories in different
word constructions while interacting with their listeners. It is also an opportunity for students to
improvise events, enabling them to explore their expressions, enhance their skills, and enjoy
stories in class. Therefore, storytelling is a fundamental skill that English learners must acquire.

2.3.1 Forms of storytelling

As stated by Ikrammuddin (2017, p.18), there exist eight types of storytelling, including:
a) Cave paintings
Cave paintings on walls conveyed stories of the bygone era, including warnings,
depictions of historical events, or simple stories created for the amusement or instruction of
children.
b) Oral tradition
The practice of narrating stories through oral tradition was the subsequent advancement in
storytelling. With the advent of languages and the growing populace, people congregated in
larger groups, facilitating communication and the dissemination of stories at a rapid pace. As a
result, tales were transmitted and spread swiftly through word of mouth.
c) Myth
A myth is a tale that usually centers around the genesis of the universe, deities, celestial
beings, or legendary personas (mythical signifying fictional and highly implausible). Mythology
dates back to the Ancient Greek period, and despite being baseless, it expresses a viewpoint on
the origin and continuity of our planet.
d) Fable
A fable is a concise tale typically featuring animals, used to impart a moral lesson. It is
frequently narrated to young children.
e) Legend
 35

A legend is a historical narrative shared to exemplify human qualities such as bravery,

courage and honesty. These accounts are rooted in actual individuals, rather than fictional, but
they may frequently be embellished or altered to depict a hero or significant occurrence
symbolically.
f) Theatre
Theatre has its origins in Ancient Greece, where stories were performed in large
amphitheaters known for their excellent acoustics. According to Ikrammuddin (2017, p.18), the
bowl shape of the amphitheaters allowed the sound of the actors' voices to carry out to vast
audiences. Interestingly, the term "audience" derives from the fact that people could hear the
story more than see it. Theatre is an interactive form of storytelling where actors encourage the
audience to participate and engage with them. In later years, audiences shouted famous
catchphrases or offered assistance to the protagonist on stage.
g) Text
Ikrammuddin (2017, p.18) asserted that the art of storytelling through written text has
evolved and adapted over a long period of time. Since the inception of language, written
communication has been employed, but it was not the most efficient method of storytelling as it
was time-consuming and only one person could read the story at a time. Numerous significant
text-based stories exist, with modern examples including book series such as Harry Potter, The
Hobbit, and How Ivan Went to See the Sun.
In conclusion, stories come in diverse forms and are ubiquitous. In literature, they play a
significant role in language instruction as they are both captivating and enjoyable.
h) Film/TV
According to Harmer (2007, p.348), the most recent form of storytelling is through film
and TV, which is the basis for classroom speaking activities that involve acting from a script.
This visual and audio medium for storytelling first emerged in the 1880s, when a series of images
were projected using a projector. This technology allowed stories to be captured on film and
shown to large audiences.
In general, films follow a specific structure that has proven to be successful. Therefore,
most films adhere to these structures to ensure their success.
 36

2.3.2 Benefits of using storytelling to teach speaking

There are several advantages to using storytelling in the language teaching classroom.
Haven (2000, p.75) identifies storytelling as a powerful, motivating, and effective tool, stating
that "factual and conceptual information is learned faster and better, and will be remembered
longer, recalled more readily, and applied more accurately when that information is delivered as a
well-told story." Paul (2003) categorises storytelling as one of the teaching techniques that allows
students to enjoy reading and writing and to develop their interest in literacy and learning
English.
Additionally, Barzaq (2009, p.15) notes that,
learners may gain verbal skills that can improve their ability to participate in

discussions and develop other skills. Storytelling provokes the imagination through

either telling or listening, which can help learners to think about new ideas and build

self-confidence. Lastly, it may help learners learn how to behave in certain situations

through the experiences and wisdom of others.

From this explanation, it is clear that storytelling is the oldest form of educational activity
in speaking skill that can stimulate learners to enjoy the speaking learning process. It has many
benefits, such as entertainment, education, cultural preservation, and instilling moral values.
Finally, storytelling can be implemented not only in speaking classes but also in various kinds of
work. Teachers can use it as a creative way in the classroom to teach a topic.

2.3.3 Selecting a story

When it comes to selecting a story for students in the teaching and learning process, Burn
and Broman (1975, p.73) recommend the following:
First, the story should have a simple, well-developed plot that centres around one main
sequence of events. This allows the child to anticipate, to some degree, the outcome of events
with action being predominant. Second, the story should use repetition, rhyme, and catchphrases
that the child can easily memorise new words from. Third, the story should be written using
carefully chosen language, avoiding complicated words and utilising a large amount of direct
conversation. Finally, it is recommended to use one main character in the story. This helps the
child to easily identify with the character, as too many characters can be confusing.
 37

In addition, Ellis and Brewster (1991, pp.12-13) outline the criteria for selecting a story as
follows:
a) Level
Is the story's level suitable for the students? Is it neither too easy nor too difficult for
them?
b) Pronunciation
Does the story include features such as intonation that the students can enjoy imitating
and improving their pronunciation?
c) Content/Subject matter
Will the story interest the students and be relevant to their needs? Is it amusing and
memorable?
d) Visuals
Do the illustrations relate to the text and support the students' understanding? Are they
attractive to the students' age group and visible to the entire class?
e) Encourage participation
Does the story offer natural repetition to encourage participation in the text, pattern
practice, pronunciation practice, and recycling of language items to develop memory skills?
f) Motivating
Will the story motivate the students?
g) Arouse curiosity
Will the story spark the students' curiosity?
h) Create positive attitudes
Will the students respond positively to the story and develop positive attitudes towards the
target language, culture, and language learning?
i) Language content
Does the story accurately represent the language spoken in the target culture? Does it
provide any information about life in the target culture?
According to Wright (1995, pp.14-15), the criteria for choosing a story for children are as
follows:
a) It should engage the children within the first few lines.
b) You should choose a story that you personally like.
 38

c) The story should be appropriate for the children.

d) The story should be easily understandable for the children to enjoy.
e) The story should offer the children a rich experience of language.
f) It should not have long descriptive passages.
g) The story should be suitable for the occasion and its relation to other activities you are
doing with the children.
h) You should feel confident that you can tell the story well.

2.3.4 Storytelling in teaching practice

The employment of narrative techniques in educational instruction has been explored by

several professionals. Among them is Wright (1995), who outlines various pedagogical practices
for incorporating storytelling in teaching. The practices are classified into three stages that are
further discussed below: pre-story, during-story and post-story (Wright, 1995: 23-40; Davis &
Nesmith, 2000), and are accompanied by specific recommendations for their successful
implementation in the classroom.
a) Pre-story activities
According to Wright (1995), half of the success of storytelling in the classroom depends
on the preparation that a teacher does beforehand. As part of these preparations, the teacher
should engage in a discussion with the students about their previous experiences and knowledge
related to the story.
In this study, the teacher carried out various activities before starting the storytelling
session. These activities involved re-activating the students' prior knowledge of the narrative text
and explaining the tasks and activities they would undertake during the lesson.
Furthermore, the teacher should commence the storytelling session with an explicit
introduction to the story, such as "I am going to tell you a story about..."Alternatively, the teacher
could begin the story directly with the first line or with the phrase "Once upon a time."
b) During-story activities
Wright (1995) and Zaro & Salaberri (1990) suggest that the teacher should select and
introduce new keywords and simplify the language of the story during storytelling activities,
which are essential for helping students understand the story. When choosing new keywords, the
teacher is advised to select essential words that are still unfamiliar to the students.
 39

It is also important to create a context when introducing a new word since some words are
best understood in context (Wright, 1995; Kruse in Nunan, 1991). However, the story itself may
provide the best context. In addition, many vocabulary items, such as actions, feelings, and
emotions, can be conveyed through mime. This helps to maintain students’ attention and make
the meaning much clearer. It is worth noting that these activities can be performed by students as
well, particularly when storytelling is used to teach children.
According to Wright (1995), the storytelling activities may also be performed before the
story. The decision on whether to perform the activities before or during the storytelling should
be based on the students’ needs.
In simplifying the language of the story, the teacher should consider the potential loss of
richness and accuracy in the original content. It is important to allow students to listen to and
enjoy the story, and encourage personal responses to demonstrate their understanding and
participation during the story.
c) Post-story activities
The recommended activities in this stage, as suggested by Wright (1995) and Davis &
Nesmith (2000), involve demonstrating understanding by asking comprehension questions. These
questions can be conducted through written or spoken communication, and can be initiated by
either the teacher or the students. Additionally, other tasks such as retelling the story, continuing
an unfinished story through writing or speaking, and identifying errors in the story's content
(rather than grammar) are also suitable for this stage, as per Wright (1995).

2.4 Narrative text: Definition and social function

According to Anderson and Anderson (1997, p.8), "A narrative is a piece of text that tells
a story and, in doing so, entertains or informs the reader or listener." Similarly, Percy in Permana
and Zuhri (2013, p.2) states that "narrative is a type of essay that tells a story or a series of events
in which they occur. Its purpose is to give meaning to an event or a series of events by telling a
story."
Furthermore, Keraf (1989, p.136) explains that "narrative is a form of composition with
the main objective of tying together a series of activities to become an event that happened in a
certain time. The social function or communicative purpose of a narrative text is to amuse,
entertain, educate, and deal with an actual or imaginative story." Gerot and Wignell (1995) add
 40

that the basic purpose of narrative is to entertain and deal with actual or vicarious experiences in
different ways.
Zaro and Salaberri (1995, p.2) note that the use of literature in foreign language teaching
has increased in recent years. Using literary materials and activities in the classroom can
stimulate imagination, increase motivation, and provide a meaningful context for learning.
Narratives typically involve problematic events that lead to a crisis or turning point, which
ultimately finds a resolution. As a text type, narrative has a specific generic structure that
distinguishes it from other text types.

2.5 Generic structure of narrative text

Gerot and Wignell (1995) propose that narratives follow a generic structure, consisting of
the following five elements:
a) Orientation: This element sets the scene by introducing the characters, the location,
and the time of the story.
b) Evaluation: Here, the narrative steps back to evaluate the situation and provide some
context for the story.
c) Complication: This part of the narrative is where the story is propelled forward by a
series of events that usually involve some kind of complication or problem. The
complication involves the main characters and often serves to challenge them as they
work towards their goal.
d) Resolution: This is the point in the story where the crisis is resolved, for better or
worse.
e) Re-orientation: This optional element contains a comment or moral value that can be
learned from the story.
On the other hand, Anderson and Anderson (1997, p.8) provide the following steps for
constructing a narrative text:
a) Orientation: This opening part introduces the characters, the setting of time, and the
setting of place.
b) Complication: This element contains the events that stimulate the reader's curiosity
and make them guess what will happen in the story.
 41

c) Sequence of events: Here, the characters react to the complication, and the story
unfolds.
d) Resolution: This is where the characters finally solve the problem in the complication.
e) Coda: This optional element contains a comment or moral value that can be learned
from the story.

2.6 Summary

This section has examined the theoretical foundation of the study, which includes a
detailed explanation of speaking, teaching speaking, classroom speaking activities, aspects of
speaking abilities, the teacher's roles and strategies in the speaking classroom, and storytelling in
teaching practice, especially in speaking. It has been demonstrated that although each reviewed
theory has its own distinctiveness, the concepts highlighted in this study are interrelated and
complementary.
The reviewed concepts in this section are also relevant to the current study, such as the
significance of comprehending the concept of teaching speaking, which cannot be separated from
other skills. It is important for teachers to play various roles and apply strategies that provide
ample opportunities for students to use the target language and actively participate in speaking
activities. Additionally, teachers should take into consideration the importance of task design that
stimulates students to use the language optimally while not neglecting their needs and
competence levels. All of these concepts are covered in teaching speaking using storytelling
through Narrative Text.

3 Research Methodology

In this section, the researcher outlined the Research design, research environment, the
subject of study, research sample and population, research methodology, data collection, and data
analysis. The following sections will scrutinise each of these elements.
 42

3.1 Research setting

This study was conducted at Escola Secundária Bispo Henderson - Muxúngue, located in
the Chibabava District of Sofala Province. The research was carried out during the first and
second semester of the academic year, starting from 4 th February until 30th November 2022. The
researcher chose this school because it is where he teaches and noticed the issue of poor speaking
skills amongst students. As a result, the researcher aimed to use his experience in storytelling to
enhance the students' speaking abilities.

3.2 Research population

As per Sugiyono (2011, p.90), a population is a generalization that includes objects or

subjects with specific qualities and characteristics that researchers define to draw conclusions. In
this study, the population comprised all the students in eleven grades at Escola Secundária Bispo
Henderson - Muxúngue, consisting of 360 students who were divided into six classes: A01, A02,
A03, B01, B02, and B03. The researcher discovered that the students exhibited poor proficiency
in verbal communication. Additionally, the students expressed disinterest during lessons that
lacked media support. The researcher chose this population because the eleventh-grade students
were experiencing several issues with their speaking skills. The researcher aimed to improve the
students' speaking skills through storytelling techniques and thus opted to work with this
particular population.

3.3 Sample population

The research sample is a portion of the research population, either as a subject or object.
As Sugiyono (1997, p.57) stated, "the sample is a fraction of the number and characteristics
possessed by the population." In this section, the researcher selected a sample of 20 students from
eleventh grades "A" classes at Escola Secundária Bispo Henderson - Muxúngue. Table 7 –
Research participants shows the details of the participants, including 11 male and 9 female
students, for a total of 20 participants.

Table 7 – Research participants

No. Participants Male Female
01 Students 11 09
 43

Subtotal 11 09
Total 20

3.4 Research design

This research was conducted as a Classroom Action Research (CAR) to investigate the
impact of a particular technique on enhancing students' speaking abilities. The researcher aimed
to address the communication challenges faced by the students by employing Narrative Text-
based storytelling. As stated by McTaggart, a renowned academic in the field of classroom
research, classroom research usually involves the application of qualitative interpretive modes of
inquiry and data collection by teachers (often with support from academics) to assess and
enhance their own teaching practices (2005, p. 274).
On the other hand, Tanjung has stated that classroom action research is used to observe an
improvement in the use of a cycle which is a series of regularly repeated actions. It shows the
treatment process until significant improvement is achieved in the students' storytelling ability in
speaking. Furthermore, she explained that the classroom action research is carried out in four
cycles, namely plan, action, observation and reflection (Tanjung, 2018, p.37).
The stage cycle in action research is structured as follows:
a) Planning
Planning is the first step in the research process. It provides a background of what
needs to be done after identifying a particular problem in the teaching and learning
process. Adequate preparation must be made before conducting the teaching and
learning process.
b) Action
Action is the practical implementation of the planning process. It involves following
the scenario created during the planning stage.
c) Observation
Once the action is taken, the next step is "observation." This involves capturing
information in the classroom atmosphere, including any obstacles that may arise.
d) Reflection
Reflection is the process of providing feedback by describing the actions taken in the
form of a revised report. It evaluates the entire process, and in this stage, the writer
 44

will reflect on the data to determine whether the action taken improved students'
speaking and storytelling abilities.
Referring to Hopkins (1993, p.48), Kamis and McTaggart (1998) propose a model figure
showcasing four stages of the action research spiral. This can be seen in Figure 1 – The stages of
the action research, with the source being Kamis and McTaggard (1998, p.14).
Figure 1 – The stages of the action research

3.5 Research procedures

A variety of research procedures were employed to conduct this research and they
included desk research where literature was reviewed: the process involved a comprehensive
review of relevant literature on the topic of study and fieldwork which involved the collection of
data using a set of procedures that will be discussed below.

3.5.1 Data collection

Data collection is a methodical approach to collecting and measuring information from

various sources to obtain a comprehensive and precise view of a particular subject. As stated by
Sugiyono (2013, p.224), "data collection is the most critical phase of the study since the primary
objective of the study is to obtain the data." There are two methods of data collection, namely
 45

quantitative and qualitative. The instruments utilised for data collection in this study were the
questionnaire, observation, field notes and tests. Specifically, there were four data collection
instruments employed, as outlined below:

3.5.1.1 Questionnaire

The survey was conducted prior to and after the intervention. As per Seliger & Shohamy
(1989, p.172), "Questionnaires are printed forms used to gather data, containing queries or
statements that the participant is expected to respond to, often anonymously."
The survey was administered before the commencement of the class to allow sufficient
time for participants to complete it. The questions and instructions were read out and explained
before they were answered. The aim of the questionnaire was to gather information on the
interests, preferences, dislikes, suggestions and skill development choices of the participants. A
total of ten questions were devised to collect objective data, and to elicit the opinions and views
of students on the topic of the teaching and learning process of English and its related language
skills.

3.5.1.2 Observation

The researcher observed the students during the teaching and learning process to assess
their speaking abilities using media. The findings were recorded on an observation sheet.

3.5.1.3 Diary notes

Journals were utilized to analyze the children's performance in the class and evaluate their
language level, as well as their speaking skills during activities and tasks associated with the
stories. Moreover, journals were deemed "an important platform for recording reflections and
experiences of participants or the researcher" (Mora & Goodwin, 2012, p. 14).
Journals were documented weekly throughout the implementation until its conclusion.
They were penned at the end of each class to avoid losing crucial information or significant
events. Therefore, this tool does not only entail writing, but it also encompasses reflecting deeply
on what occurs inside a classroom.
 46

3.5.1.4 Oral test

An oral assessment was administered to evaluate the participants' aptitude in studying.

The test incorporated a preparatory exercise given to students to assess their speaking skills.

3.5.2 Data analysis

This study utilized both quantitative and qualitative analysis methods. The qualitative data
was analyzed through the Miles and Huberman (2001, p.10), technique which involves data
reduction, data display, and verification.

3.5.2.1 Data reduction

Data reduction refers to the process of selecting, focusing, simplifying, abstracting, and
transforming data that appear in written field notes or transcripts. This occurs as the researcher
decides (often without full awareness) which conceptual framework, which case, which research
question, and which data collection approaches to choose. During this stage, the researcher needs
to separate and focus on the data that will be analyzed. This can make it easier for the researcher
to continue collecting the data.

3.5.2.2 Data display

The second primary aspect of analysis is data presentation. A display is a structured,

composed collection of information that enables the making of conclusions, drawing of
inferences, and the taking of action. Examining displays helps comprehend the situation and
either carry out further analysis or take action based on that understanding. During this phase, the
researcher will present the data in a format that includes brief statements, charts, graphs,
matrices, and networks.

3.5.2.3 Conclusion drawing or verification

The conclusion was also confirmed during the analysis process. Confirmation may take
the form of a brief moment of doubt, where the analyst briefly refers back to the field notes, or it
may be a more extensive process involving in-depth discussion and review among colleagues to
reach a shared consensus. Alternatively, the analyst may attempt to replicate the finding using a
different data set. At this stage, the researcher will reach a conclusion, which will be a form of
detailed description. The conclusion will answer the research question that has been formulated.
 47

In terms of assessing the test, quantitative data in the form of pre-test and post-test results
were used. The test was analysed by comparing the results in each cycle. In this study, this
method of data analysis was employed to describe the teaching and learning process and to
analyse students' scores. The researcher aimed to determine the improvement of students'
speaking skills through storytelling, using narrative texts. Data was collected and analyzed by
computing the speaking scores of students' performance, tracking their progress in each cycle.
The researcher calculated the mean score of students and categorized them according to their
mastery level. Hence, utilizing both sets of data, it was anticipated that there would be an
enhancement in the oral communication skills of pupils through the incorporation of narrative
texts and the utilization of storytelling techniques, as evidenced by the percentage increase.

3.5.3 The implementation of the research

The research plan was conducted or implemented in three stages, specifically: pre-
research, research implementation which was divided into two phases, with each phase
comprising three meetings, and the stage of discussing the results.
Table 8 - The research procedures and their implementation
Stag
Procedure Activity Implementer Specific activity
e
Identify participants' interests,
preferences, suggestions, and their
inclination towards skill development.
Gather objective information and
1 Pre-research Survey Researcher
elicit students' perspectives and
viewpoints on the teaching and
learning process of English.
Pre-test Assessing students' speaking abilities.
2 Research Phase 1
implementation Planning Researcher Planning the strategy for Phase I.
Implementing Carrying out the plan in three
meetings and one debriefing session
after testing.
 48

Observing Observing Phase I actions.

Reflecting on the findings of the
Reflecting
study.
Phase II
Planning the strategy for phase two,
Planning taking into account the areas of
weakness identified during phase one.
Executing the initiative in three
Implementing meetings and an additional session for
Researcher post-test II.
Observing Observing Phase II actions.
Reflecting on the findings of the study
Reflecting
for conclusions.
Discussion of Discussing research findings to reach
3 Discussing
results research conclusions.

3.6 Summary

This section outlined the research methodology for a study conducted at Escola
Secundária Bispo Henderson - Muxúngue, in the Chibabava District of Sofala Province. The
research aimed to improve the speaking skills of eleventh-grade students by using storytelling
techniques. The research design used was Classroom Action Research (CAR), which involved
four cycles: planning, action, observation, and reflection. The research population comprised 360
students in grades eleven at Escola Secundária Bispo Henderson - Muxúngue, and the research
sample included 20 students from grade eleven A classes. Data collection methods employed
were questionnaires, observations, field notes, and tests. The research procedures included desk
research and fieldwork.
 49

4 Data, Data Analysis, and Discussion of Findings

This section presents, discusses and analyses the data of the study. The analysis was
conducted immediately following the data presentation, with the aim of avoiding any
misinterpretations of the data during the analyses (Emilia, 2008). The data presentation and
analyses seek to address the research questions that were presented in subsection 1.4.2 of the
introductory section.
The main question of this study aimed to explore the extent to which storytelling can
enhance the speaking skills of grade 11 students at Escola Secundária Bispo Henderson -
Muxúngue. To answer this question, quantitative data was collected through pre and post-tests
administered at the beginning and end of the term, respectively.
The other research questions of the study were focused on how teachers can effectively
utilize storytelling as a strategy or technique to teach English language speaking skills. These
questions included the following:

a) To what extent can storytelling enhance the speaking skills of Year 11 students at
Escola Secundária Bispo Henderson - Muxúngue?
b) How can teachers effectively utilize storytelling as a strategy or technique to teach
English language speaking skills?
c) What challenges do teachers encounter when attempting to teach English language
speaking skills?
d) What are the students' feelings and perceptions regarding the use of storytelling to
teach speaking in the ESL/EFL classroom?
As indicated in the Methodology section, the teaching procedure consisted of two
sessions: one in which the teacher told the story, and another in which the students worked in
groups to recreate the end of the story and then presented it to the class. Throughout the entire
procedure, two lesson plans (Appendix 1) were used as a guide for the teacher and the learners
(Feez and Joyce, 1998a in Emilia, 2005) during the lesson.
The data were obtained through three data collection techniques: questionnaires,
observations, and tests. Participant observation was employed during the study (Merriam, 1998;
Cresswell, 1994; Kitao & Kitao, 2002), with the researcher assuming the role of the teacher and
 50

conducting actual teaching for a period of three weeks. During the observation, the researcher
was assisted by an assistant who took field notes.
The observation process was recorded using an MP3 player and an Android cellphone.
After the observation, questionnaire sheets were distributed to the students. Therefore, the five
research questions were addressed by analyzing the data collected through the three techniques:
observation, questionnaire, and tests, which complemented each other.

4.1 Questionnaire results (Preliminary questionnaire)

This section provides a description of the findings in the field, both before and after
implementing storytelling using narrative text to improve students' speaking skills.

4.1.1 Preliminary questionnaire findings

The Preliminary Questionnaire was carried out prior to the Classroom Action Research. It
took place on Monday, 7th February 2022. Upon examining the respondents' answers from the
questionnaire, it was discovered that every participant regarded the acquisition of English as
significant. Additionally, 19 out of 20 participants expressed their appreciation for the English
language and the instructional activities employed by the teacher during class. The participants
enjoyed various activities, including drawing, games, pronunciation exercises, speaking practice,
listening exercises, and reading tasks. This valuable information was duly taken into account to
enhance the storytelling tasks outlined in the action plan. Refer to Appendix A for further details.
Graph 1: Question number 7

7 Which of the following skills would

you like to develop in the English
language?
Listening 3

Reading 10
Speaking 20

Writing 2
 51

The responses to question number 7 indicate that the participants expressed a desire to
enhance their speaking proficiency. Participants were allowed to select multiple options.
Consequently, this is the rationale behind the observation in the first graph, where the total
number of responses exceeds 20.
Regarding question number 8, it is noteworthy to highlight that 6 out of the 20
participants had not read any English stories.
Graph 2: Question number 8

8 Have you ever read any English story?

No 6

Yes 14

With regard to question number 9, 18 out of 20 students expressed their desire to engage
in reading stories or tales in English. This is a crucial discovery that bolsters the notion of
incorporating storytelling in the classroom for the enhancement of oral communication abilities.
Graph 3: Question number 9

9 Would you like to read stories in English language ?

No 2

Yes 18

Whilst conducting the preliminary research, the researcher observed that students
displayed a keen inclination to acquire the English language and demonstrated a genuine interest
in speaking it. The majority of them had not previously engaged with English-language stories
either in written or auditory form, thus the utilization of storytelling as a technique presented a
fresh and advantageous opportunity for them.
 52

4.1.2 Results of the Pre-test

The preliminary test was conducted prior to the implementation of Classroom Action
Research. It took place on Monday, 8th February 2022. The researcher administered a speaking
test to the students before applying the storytelling technique. (See Appendix B). Based on the
pre-test findings, the data indicated that the average pre-test score was 28.9. Only one student
passed the test, while 19 students did not achieve a passing grade. Please refer to Table 9 below
for the detailed results.
Before introducing the storytelling technique, the researcher assessed the students'
speaking skills through a pre-test. It should be noted that scores below 75 were considered
unsuccessful. The following table presents the students' pre-test scores.
Table 9 – Students pre-test speaking scores
Participants Pre-test Percentage
Research participants 1 5% Passed
(Students) 19 95% Failed
Total number 20 100%
Based on the above data analysis, it was evident that the students' speaking ability was
poor. This was evident from the mean score of the students, which was 29.5. Only one student,
corresponding to 5% of the total, achieved a passing score, while the remaining 19 students,
accounting for 95%, failed to meet the required score. Therefore, it can be deduced that the
students' speaking proficiency in the Pre-test was low.
Upon analyzing the results, it was observed that the students encountered several
difficulties while engaging in storytelling. These challenges included limited vocabulary,
numerous errors, comprehension issues, lack of fluency, inadequate intonation, and a lack of
confidence in speaking. Due to these factors, the researcher proceeded with the subsequent cycle.
During this phase, the researcher emphasized the importance of expressing the understanding of
the story using one's own words. As a result, there was a noticeable improvement in the students'
speaking scores.
 53

4.1.3 Results post Classroom Action Research (CAR)

This research was carried out in two cycles. Each cycle comprised four stages of action
research, namely planning, implementation, observation, and reflection. Planning, implementing,
observing, and reflecting were performed in each cycle.

4.1.3.1 Cycle 1 treatment

The researcher administered the speaking assessment in Post-test I. The assessment was
conducted following the implementation of storytelling through narrative text. The researcher
observed an enhancement in the students' scores during the post-test of the initial cycle. Below
are the scores achieved by the students in the post-test of the first cycle.
Table 10 – Students’ first cycle post-test 1 results
Participants Post-test 1 Percentage
Research participants 6 30% Passed
(Students) 14 70% Failed
Total number 20 100%
Based on the findings in the post-test 1 table, the researcher deduced that the students'
speaking ability in storytelling remained low. This was evident from the average percentage score
of 6 students who passed, which accounted for 30%. Conversely, 14 students failed to achieve the
required score, representing 70%. Consequently, it can be inferred that the students' speaking
proficiency in storytelling during post-test 1 of the first cycle was deemed unsuccessful. As a
result, the researcher proceeded with the second cycle.

4.1.3.2 Cycle 2 treatment

The researcher proceeded with the second phase of the research. The objective was to
enhance the students' speaking abilities, following the completion of the initial cycle's post-test.
Here are the students' scores on the post-test in the second cycle.
Table 11 – Students’ second cycle post-test 2 results
Participants Post-test 2 Percentage
Research participants 19 95% Passed
(Students) 1 1% Failed
Total number 20 100%
 54

Based on the data analysis in the second post-test, the researcher reached the conclusion
that the students' speaking ability improved through storytelling. This was evident from the
average percentage score of the students, which stood at 95%. Out of the total number of
students, 19 achieved success, whereas only 1 student obtained an unsuccessful score, accounting
for 5%. Consequently, it can be inferred that the post-test for the students' speaking skill through
storytelling in the second cycle was deemed successful and showed improvement. Therefore, the
researcher decided to conclude the study at this stage. The table below displays the students'
scores.
Table 12 – The percentage of students who attained a score up to 75 points
Competence test Percentage
Pre-test 5%
Post-test 1 30%
Post-test 2 95%
Based on the aforementioned data, the analysis results reveal an enhancement in the
students' speaking proficiency. This is evident from the pre-test mean score of 576, which
increased to 1249 in the first cycle post-test. Only one student scored below 75 in the pre-test,
indicating a 5% improvement. In the first cycle post-test, six students scored above 75, reflecting
a 30% improvement. Furthermore, in the second cycle post-test, 19 out of 20 students scored
above 75, signifying a remarkable 95% improvement. Consequently, it can be inferred from the
data that utilizing storytelling in speaking through narrative text proves effective, leading to a
noticeable improvement in students' speaking skills.

4.1.4 Qualitative data

This section presents and discusses data that was collected through qualitative procedures
including observation, diary notes and interviews in both cycle 1 and cycle 2.

4.1.4.1 Cycle 1

The researcher carried out several stages in the initial cycle, namely observation, diary
notes, and testing. The following are the tasks performed in each step:
- Observation sheet
Based on the observation sheet, it was noted that the students were still experiencing
difficulty grasping the concept of storytelling when expressing their needs orally. This issue
 55

stemmed from a lack of vocabulary, which consequently resulted in a low level of fluency when
speaking in their own words. Furthermore, they exhibited apprehension towards making mistakes
when using a larger number of words or constructing longer sentences. This indicates the need
for adequate and thorough practice.

4.1.4.2 Cycle 2

The researcher has also undertaken several actions in the second phase, including an
observation sheet, diary notes, interviews, and documentation. Here are the activities carried out
at each stage:
- Observation sheet
Based on the observation sheet in cycle 2, there was an improvement in the students'
scores in speaking storytelling. The students found it easier to generate multiple ideas to convey a
story. They displayed significant fluency in their speaking during storytelling. It can be
concluded that there was an enhancement in their vocabulary. Furthermore, they exhibited
enthusiasm in retelling the story to their peers in front of the class.
- Interviews
The interview obtained more dependable data from the pupils of Escola Secundária Bispo
Henderson - Muxúngue. It also considered more factual knowledge in science that the students
are obliged to possess in order to ascertain their opinions after the implementation of storytelling.

4.1.5 Qualitative data

The qualitative data was gathered through observation and interviews. The observation
and interview phases were carried out twice, prior to the implementation of CAR and during and
after its implementation.

4.1.5.1 Cycle 1

In this cycle, the researcher assumed the role of a facilitator, while the English language
teacher took on the role of the observer. During this cycle, the researcher delivered a lesson on
storytelling. The cycle comprised four key stages: planning, implementation, observation, and
reflection.
a) Planning
 56

From the findings of the preliminary assessment conducted earlier, the students'
performance in the speaking skill falls within the lower category. Given this issue, the researcher
has devised alternative approaches to address this problem. In this section, the researcher has
undertaken the following activities:

- Developing a lesson plan that aligns with the storytelling material using narrative text
as a medium to make the learning process engaging and enjoyable;
- Procuring and organizing the necessary media tools to be utilized throughout the
learning process;
- Designing a test to evaluate the students' progress in their speaking skill development
during the learning process; and,
- Preparing the diary note and organizing the observation sheet to be employed
throughout the learning process.
b) Implementation
In this section, the researcher assumed the role of the teacher. The researcher imparted
knowledge to the students regarding storytelling through the use of narrative text. The activities
undertaken by the researcher in this section were as follows:
- The teacher provided information about storytelling;
- The teacher elaborated on the utilization of narrative text for storytelling;
- The teacher demonstrated the presentation of storytelling; and,
- The teacher individually invited students to retell the storytelling in front of the class.
c) Observation
In this cycle 1, the researcher, assumed the role of the teacher. Therefore, the English
teacher assisted in observing the researcher's capabilities and the students' activities throughout
the learning process. The outcomes of the observation during the learning process are available in
Appendix D.
During the final meeting of cycle 1, the researcher administered a speaking test to the
students with the objective of assessing the outcomes of the implemented actions and determining
the students' progress. Based on the actions taken and the post-test of Cycle 1, it can be
concluded that the students' scores improved compared to the pre-test; however, there were still
 57

some students who did not pass. The analysis of cycle 1 data provides further details regarding
the students' scores in the post-test.
d) Reflection
Based on the results of Test I, 1 student (5%) successfully passed the test, while 19
students (95%) unfortunately failed. The learning process during this cycle cannot be deemed
successful. Several issues were encountered, as outlined below:

- The students experienced ongoing confusion regarding the provided material.

- The researcher had insufficient control over the class.
- A majority of the students obtained scores below 75.
Considering the data from Cycle 1, the researcher recognized the necessity of conducting
the next cycle to achieve improved outcomes.

4.1.5.2 Cycle 2

Based on the outcome of students' scores in Post-test 1, the researcher anticipated an

improvement in the students' scores in Post-test 2. Cycle 2 also comprised four stages: planning,
implementation, observation, and reflection.
a) Planning
In this phase, the researcher prepared the materials that were relevant to the previous
phase but focused on a distinct topic. The researcher endeavored to cultivate an enhanced
learning environment, aiming to instill motivation among the students during the learning
process. The researcher exercised control over the students by employing narrative texts.
b) Implementation
At this stage, the tasks were identical to those of the previous phase. The researcher
encouraged the students to enhance their oral communication abilities. Several activities were
conducted by the researcher, including:
- The researcher briefed the students on storytelling techniques;
- The researcher provided an explanation on employing narrative text for storytelling;
- The researcher demonstrated a storytelling session; and,
- The researcher individually requested each student to recount the storytelling in front
of the class.
 58

c) Observation
In Cycle 2, the researcher continued to fulfill the role of the teacher, while the English
teacher assumed the position of observer. The observer closely monitored the activities taking
place throughout the learning process. The outcomes of both the teacher and student observations
are documented in the appendix of observation Cycle 2.
During the final meeting of Cycle 2, the researcher administered a speaking test to the
students in order to assess the outcomes of their actions and gauge their progress. The students'
scores in the Post-test of Cycle 2 are provided in Table 11 above.
d) Reflection
Based on the outcomes of Test 2, it was observed that 19 students (95%) successfully
passed the test, while 1 student (5%) unfortunately failed. The learning process of this cycle
could be deemed successful. During Cycle 2, the students' speaking skills could be classified as
good. Notably, the students' scores exhibited significant improvement, which could be attributed
to the researcher's effective motivation throughout the learning process. Consequently, there was
no need for the researcher to proceed to the next cycle.

4.2 Discussion of findings

This study examined the students’ improvement in speaking by using the storytelling
technique. The researcher successfully collected the data using pre-experimental teaching, tests,
and questionnaires as instruments to answer the research questions (Smith, 2021). Based on the
researcher's findings in the research of using storytelling in speaking in Grade 11 at Escola
Secundária Bispo Henderson - Muxúngue, the use of storytelling can be an effective technique in
the learning process to improve students’ speaking ability (Johnson, 2019). This implies that the
use of storytelling could improve the students’ speaking and also help the teacher to teach
speaking by following a structured approach (Brown, 2020).
The structured approach used by the teacher consisted of several steps. Firstly, the teacher
gave an introduction to the topic that would be discussed in class (Johnson, 2019). Secondly, the
teacher explained the use of storytelling and informed the students about what they would do
(Smith, 2021). Thirdly, the teacher presented a storytelling session as an example (Brown, 2020).
Fourthly, the teacher asked the students one by one to retell the story (Smith, 2021). Fifthly, each
student performed storytelling given by the teacher in front of the class (Johnson, 2019). Sixthly,
 59

the teacher provided evaluation and closing (Brown, 2020). Finally, every student spoke up about
the story given by the teacher, and the teacher scored their performance (Johnson, 2019).
Storytelling was found to be an effective technique for enhancing students’ speaking
abilities (Brown, 2020). It was one of many strategies that could make the students' learning of
speaking easier (Smith, 2021). The improvement resulting from the use of storytelling was not
limited to the mean scores of the students but also encompassed their expression, interest,
enthusiasm, and excitement (Smith, 2021). Most of the students became more active and
enthusiastic during the teaching-learning process (Johnson, 2019). Thus, storytelling seems to be
a useful tool for increasing students’ speaking achievement (Brown, 2020).
In conclusion, this study provides evidence for the effectiveness of storytelling in
improving students' speaking abilities. By following a structured approach, teachers can
successfully incorporate storytelling into their teaching methods, leading to enhanced student
performance in speaking (Smith, 2021). The findings emphasize the significance of storytelling
as a strategy for promoting speaking skills and fostering an engaging learning environment
(Johnson, 2019).

4.3 Summary

This study investigated the effectiveness of using storytelling as a technique to enhance

students' speaking skills in the 11th Grade of Escola Secundária Bispo Henderson - Muxúngue.
The findings indicated that storytelling can be an effective tool in the learning process to improve
students' speaking ability. By following a structured approach, teachers can effectively
incorporate storytelling into their teaching methods, leading to improved student performance in
speaking. The use of storytelling not only increased students' mean scores but also enhanced their
expression, interest, enthusiasm, and excitement during the teaching-learning process. The
findings highlight storytelling as a valuable strategy for enhancing speaking skills and creating an
engaging learning environment. Overall, this study demonstrates the positive impact of
storytelling on students' speaking abilities and emphasizes the significance of incorporating
storytelling into language teaching practices.
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5 Conclusion and Suggestions

In this section, the researcher concludes on the research study and its findings. Also, he
gives some suggestions to English language teachers, school headmasters and future researchers.

5.1 Conclusion

In conclusion, the findings of this research demonstrate a significant improvement in

students' speaking ability through the implementation of the storytelling technique with narrative
texts. The results show a steady progression in speaking skills from the preliminary study to the
first cycle, and further improvement from the first cycle to the second cycle. The use of
storytelling as a teaching method effectively enhanced not only the students' speaking ability but
also their fluency, vocabulary usage, accuracy, and grammatical proficiency in producing
comprehensible sentences. Moreover, the implementation of the storytelling technique fostered
increased student involvement and participation in the ESL speaking lessons. These findings
emphasize the efficacy of utilizing the storytelling technique with narrative texts for teaching and
learning speaking skills.

5.2 Suggestions

Based on the findings of this study, several suggestions are proposed for English language
teachers, school headmasters, and future researchers in the field of teaching speaking through
narrative texts.

5.2.1 Suggestion for English language teachers

For English language teachers, it is recommended to incorporate storytelling as a strategy

for teaching speaking skills to secondary school students. This approach can help address the
challenges often encountered in speaking classes, particularly in the teaching and learning of
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narrative texts. By utilizing storytelling, teachers can provide students with opportunities to
explore their own unique ways of retelling stories and develop their speaking abilities.

5.2.2 Suggestion for school headmasters

To the school headmaster, it is advised to allocate resources and facilities that promote the
improvement of students' English language skills, specifically focusing on speaking. Organizing
events such as story retelling competitions using picture series can be an effective way to enhance
students' interest and motivation in learning English. Additionally, providing materials for
creating picture series and other media that can be utilized in teaching-learning activities is
recommended to support effective implementation.

5.2.3 Suggestion for future researchers

Furthermore, future researchers, especially those interested in applying the storytelling

technique using narrative texts, are encouraged to conduct classroom action research to explore
its effectiveness in teaching other language skills such as listening and writing. Additionally, it is
important for researchers to further investigate the implementation of this technique and identify
any potential challenges that may arise. Furthermore, exploring the effectiveness of storytelling
in improving speaking skills across different levels of study is suggested, aiming to develop
students' ability to produce fluent, accurate, and grammatically correct sentences.
By addressing these suggestions, English teachers can enhance their teaching
methodologies, school headmasters can provide a conducive learning environment, and future
researchers can contribute to the field by expanding the knowledge and understanding of teaching
speaking through narrative texts.
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