The effect of storytelling on efl grade 5 students oral performance at an minh primary school in kien giang province (tt)

ABSTRACT
Storytelling has been an English teaching method which was studied by a number
of researchers. This current paper analyzed the effect of storytelling on EFL grade 5
students’ oral performance in the English language. Its implementation took place at An
Minh Primary school in Kien Giang Province. The objective of this study was to measure
the students’ oral performance through the storytelling method. This study used
experimental study methods with a sample which was divided into an experimental group
(EG) and a control group (CG). The EG was taught by using the storytelling technique,
while the CG was taught by using a conventional technique for teaching speaking. In
collecting the data, tests and a questionnaire were used. The results showed that the oral
performance of the EG students, taught with the storytelling technique, improved much
more and were significantly better than the improvement in the oral performance of the
CG students taught by using the conventional technique. Moreover, the qualitative
information helped us to understand that the participants have positive emotional,
behavioral, and cognitive attitudes toward storytelling.

iii


TABLE OF CONTENTS

Statement of authorship........................................................................................................i
Acknowledgements..............................................................................................................ii
Abstract...............................................................................................................................iii
Table of contents.................................................................................................................iv
List of abbreviations..........................................................................................................viii
List of tables........................................................................................................................ix
List of figures.....................................................................................................................xii
CHAPTER ONE: INTRODUCTION………………………….………...……………..1
1.1 Rationale ………………………………..…………………….………..…..……….....1
1.2 Statement of the problem..…………………….…….…………….………. ……....….4

1.3 Research aims..……………………………………………...…….……..………..…...5
1.4 Research questions………………………………………….…………………..……..5
1.5 Research hypothesis……………………………………………………………..….....5
1.6 Significance of the research……………………………………………………….…...6
1.7 Scope of the study………………………………………………………….…………..6
1.8 Organization of the research…………………..…………………..……………….......6

iv


CHAPTER TWO: LITERATURE REVIEW…………..………….…………..……....8
2.1 Speaking…………………..……………………………………………………….…..8
2.2 Teaching speaking……………… …………………………………………..………...9
2.3 Young Language Learners…………………………………………………….….…..10
2.4 Characteristics of Young Learners…….…………………………………………..…10
2.5 Teaching speaking to Young Learners and its related problems………………...…...12
2.6 Story and storytelling……………………………………………………...………….13
2.7 Storytelling: characteristics and purpose………………………………..……...…….15
2.8 Storytelling: Types and steps…………………………………………………..……..17
2.9 Empirical research on teaching English to YLLs through storytelling…………........18
CHAPTER THREE: RESEARCH METHODOLOGY……………………………...23
3.1 Research design………………………………………………………………..……..23
3.2. Research site………………………………………………………………..……......24
3.3 Participants……………………………………………………………………...……24
3.4 Research instruments……………………………………………………………..…..25
3.4.1 Test design……………………………………………………………..…………...25
3.4.1.1 Pretest ……………..……………………………………………..…..…..............25
3.4.1.2 Posttest……………………………………………………………….……...…....25
3.4.1.3 Test administration and scoring method………………………….….….…….….26
v

3.4.2 Questionnaire, piloting and reliability………………………………….….….……26
3.5 Materials and treatment procedure…...……………………………………………...28
3.5.1 Materials…………………………………………………..………………………..28
3.5.2 Treatment procedure………………………………………….……………..……...29
3.6 Data collection………….……………………………………….……….……...........30
3.7 Data analysis………………………………………………………..………………...31
CHAPTER FOUR: FINDINGS AND DISCUSSION…………………………..…….32
4.1 Findings………………………………………………………………….………..….32
4.1.1 Testing the effect of storytelling on grade 5 students’ oral performance…………..32
4.1.1.1 Participant analysis…………………………………………………………….....32
4.1.1.2 Normality test………………………………………………………………..…...33
4.1.1.3 Pretest results of the Control group and Experimental group………...………….33
4.1.1.4 Posttest results of the Control group and Experimental group……….............…..35
4.1.1.5 Pretest and posttest results of the Experimental group………………….…….…36
4.2 The EFL grade 5 students’ attitudes toward storytelling………….…………….…....37
4.2.1 The behavioral aspect of attitude toward storytelling……………….............……..38
4.2.2 The cognitive aspect of attitude toward storytelling…………………………..…...41
4.2.3 The emotional aspect of attitude toward storytelling………………………...…….42
4.3 Discussion………………………………………………………………………..…...45
vi


4.3.1 Research Question 1…………………………………………………………..…....45
4.3.2 Research Question 2………………………………………………………..……....46
CHAPTER FIVE: CONCLUSION, PEDAGOGICAL IMPLICATIONS AND
RECOMMENDATIONS………………………………………………..…………...…50
5.1 Summary of key findings……………………………………………………...……..50
5.1.1 Research Question 1: Students’ oral performance in pretest and posttest…..…..….50

5.1.2 Research Question 2: The grade 5 students’ attitudes toward storytelling…………51
5.2 Pedagogical Implications…………………………………………………………......52
5.2.1 To the English language teachers……………………………………..………..…..52
5.2.2 To the administrators………………………………………………………..……...53
5.3 Limitations…………………………………………………………………..………..53
5.4 Suggestions for futher research…………………………………………………...….53

vii


APPENDICES
Appendix 1: Sample Lesson plan.......................................................................................64
Appendix 2: Pre-test...........................................................................................................68
Appendix 3: Post-test..........................................................................................................69
Appendix 4: Rubrics...........................................................................................................70
Appendix 5A: Questionnaire (English version) ................................................................72
Appendix 5B: Questionnaire (Vietnamese version)...........................................................74
Appendix 6: Pre-test and Post-test Scores of both Control group and Experimental
group...................................................................................................................................76

viii


LIST OF ABBREVIATIONS
ASEAN

Association of Southeast Asian Nations.

AMPS

An Minh Primary School.

BCEA

Behavioral, Cognitive, Emotional Attitude.

CAR

Classroom Action Research.

CG

Control Group.

CCI

Contextualized Comprehensible Input.

CLT

Communicative Language Teaching.

EG

Experimental Group.

EFL

English as a Foreign Language.

L1

first language.

L2

second language.

M

Mean.

MOET

Ministry of Education and Training.

NFL

The National Foreign Languages.

ix


OPT

Oxford Placement Test.

RQ

Research Question.

SD

Standard Deviation.

Sig.

Significance.

SPSS

Statistic Package for the Social Science.

STT

Storytelling Technique.

TBLT

Task-Based Language Teaching.

TPRS

Total Physical Response Storytelling.

WTO

World Trade Organization.

YLs

Young Learners.

YLLs

Young Language Learners.

x


LIST OF TABLES
Table 1: Reliability Analysis (Cronbach’s Alpha)……………………………..…...……27
Table 2. Treatment procedure………………………………………………………...…..29
Table 3: Tests of Normality………………………………………………………...…….33
Table 4. Descriptive statistics of the two groups on the speaking pretest………….…….34
Table 5. Mann-Whitney test of the mean scores of CG and EG on the pretest…….....….35
Table 6. Descriptive statistics of the two groups on the speaking posttest…….…....….. 35
Table 7. Mann-Whitney test of the mean scores of CG and EG on the posttest….….......36
Table 8. Wilcoxon Test for the Experimental Group before and after the treatment…….37
Table 9. Respondents’ positive & negative behavioral attitudes toward storytelling…....39
Table 10. Respondents’ positive & negative cognitive attitudes toward storytelling…....42
Table 11. Respondents’ positive & negative emotional attitudes toward storytelling...…43

xi


LIST OF FIGURES
Figure1. A pretest – posttest non-randomized control-group design…………...………..24

xii

CHAPTER ONE: INTRODUCTION
This chapter, the Introduction, presents the sections including the rationale, the
statement of the problem, the research aims, the research questions, the research
hypothesis, the significance of the research, the scope of the study and the organization of
the research. Each section will be described in details.
1.1 RATIONALE
In this contemporary world, where mobility for a variety of purposes, people the
world over are inclined to using an international language to meet their own objectives in
life and at work. It is English which is now used widely in a great many countries for
education, business, science and technology, culture, politics and diplomacy. Vietnam is
not an exception when it is now a full member of ASEAN, WTO, and is going to join
other international trade organizations. Therefore, teaching and learning English
effectively presents teachers, learners, educational administrators at different levels as
well as other stakeholders a number of challenges.
Vietnam has been facing with many changes in teaching and learning foreign
languages in general, especially English in particular since the initiation of Doi Moi
policy in 1986. The National Foreign Languages Project 2020 (hereafter NFL Project
2020) is the latest breakthrough that attracts tremedous efforts and investments from top
government leaders, Ministry of Education and Training (MOET) officials down to
provincial levels and teachers and students, especially parents and society alike with a
hope to effectively improve the quality of English language learning and teaching across
all school levels in Vietnam. Within this context, attention has been made in this decade
to encourage and inspire new ways of teaching and learning English in Vietnam at all
levels of education and training where English is now a compulsory subject in all schools,
colleges and universities in Viet Nam.
In an attempt to enhance the teaching and learning English at primary schools in Vietnam,
as part of NFL Project 2020, Vietnamese Ministry of Education and Training (MOET)
1

REFERENCES
[1] Abidin, M. J. Z., Pour-Mohammadi, M., & Alzwari, H. (2012). EFL students’
attitudes towards learning English language: The case of Libyan secondary school
students. Asian Social Science, 8, 119–134.
[2] As. B. A. (2016). Storytelling to Improve Speaking Skills. University of Syiah Kuala,
Banda Aceh.
[3] Afrilyasanti, R., & Basthomi, Y. (2011). Digital Storytelling: A case study on the
teaching of speaking to Indonesian EFL students. Language in India: Strength for
Today and Bright Hope for Tomorrow, 11, 81-91.
[4] Atta-Alla, M. (2012). Integrating language skills through storytelling. English
Language Teaching (5), 12, 1-13.
[5] Bahadorfar, M. & Omidvar, R. (2015). Technology in teaching speaking skill. Acme
International Journal of Multidisciplinary Research.
[6] Barzaq. M. (2009) Intergating Sequential Thinking Thought Teaching Stories in the
Curriculum. Action Research. Al- Qattan Center for Educational Research and
Development QCERD. Gaza.
[7] Brewster. J., Ellis, G. and Girard, D. (2004). The Primary English Teacher’s Guide.
London: Penguin.
[8] Brooks, N. (1964). Language and Language Learning: Theory and Practice. 2nd ed
New York: Harcourt Brace.
[9] Bruner, J. (1983). Child’s talk: learning to use language. Oxford: Oxford University
Press.
[10] Cameron, L. (2003). Challenges for ELT from the expansion in teaching children.
ELT Journal. 57(2): 105–12. DOI:10.1093/ elt/57.2.105
[11] Cameron, D. (2001). Teaching Languages to Young Learners. Cambridge, United
Kingdom: Cambridge University Press.
[12] Carless, D. (2007). Student use of the mother tongue in the task-based classroom.
ELT Journal. 62(4): 331–8. DOI:10.1093/ elt/ccm090.

[13] Catala, A., Theune, M., Gijlers, H., & Helen, D. (2017). Storytelling as a Creative
55


Activity in the Classroom. Proceedings of the 2017 Conference on Creativity
and Cognition. pp.237-242. />[14] Chou, M.-H. (2014). Assessing English vocabulary and enhancing young English as
a Foreign Language (EFL) learners’ motivation through games, songs, and stories
.Education 3-13 42(3): 284–97. DOI:10.1080/03004279.2012.680899.
[15] Connie, S. S. H. (2017). Teachers’ and Students’ Perceptions of Storytelling as a
Language Teaching and Learning Resource. PhD Thesis. University of
Sheffield. UK.
[16] Conway, E. (2007). Storytelling skills: using the power of narrative with young
learners. Retrieved March 2, 2018 from />/2017/07/storytelling-skills-using-power-narrative-young-learners.
[17] Copland, F., S, Garton & A. Burns. (2014). Challenges in teaching English to young
learners: global perspectives and local realities. TESOL Quarterly. 48(4): 738–62.
DOI:10.1002/tesq.148.
[18] Dujmović, M. (2006). Storytelling as a method of EFL teaching. Methodological
Horizons, Vol . (1) pp. 75-88.
[19] Dumais, T. (2014). How to help children speak English with confidence. Retrieved
June 5, 2018 from />[20] Dunst, C., Simkus. & Hamby, D. (2012). Children’s Story Retelling as a Literacy
and Language Enhancement Strategy. CELLreviews. 5(2). pp.1-14.
[21] Efrizal, A. (2012) Improving students’ speaking through communicative language
Teaching method at MTs J-Alhag Sentot All Basa Islamic boarding school of
Bangkulu Indonesia. International Journal of Humanities and Social Sciences,
2 (20) (2012), pp. 127-134.
[22] Ellis, G., & Brewster, J. (2014). The storytelling handbook for primary teachers.
Retrieved February 2, 2018 from
/>ndbook_FINAL_web.pdf.
[23] Ellis, G., & Brewster, J. (2002). Tell it Again! Penguin, ISBN: 0-582-44777-1.
56

[24] Ellis, G. (2014). How to teach children English using illustrated storybooks.
/>[25] Ellis, P.D. (2009). Thresholds for interpreting effect sizes. Retrieved May 10, 2018
from />_effect_sizes2.html.
[26] Eshghinejad, S. (2016). EFL students’ attitudes toward learning English language:
The case study of Kashan University students. Cogent Education (2016), 3:
1236434.
[27] Fitzgibbon. B. H & Wilhelm. H. K.(1998). Storytelling in ESL/EFL classrooms.
TESL reporter, vol. 1. (31-32), pp. 21-31.
[28] Florez, M.A.C. (2000). Improving Adult English Language Learners’ Speaking
Skills. Washington, D.C: National Clearinghouse.
[29]. Fikriah. (2016). Using the storytelling technique to improve English speaking
skills of primary school students. English Education Journal (EEJ).
[30] Fraenkel, J. R., Wallen, N.E., & Hyun, H. H. (2012). How to design and evaluate
research in education. New York: Mc Graw Hill.
[31] Gardner, H. (2006). Multiple Intelligences: New Horizons. New York: Basic Books.
[32] Gardner, R. (1985). Social psychology and second language learning. The role of
attitudes and motivation. London: Edward Arnold.
[33] Garton, S, Copland, F & Burns, A. (2011). Investigating global practices in teaching
English to Young learners. ELT Research Papers, 11-1. London: The British
Council.
[34] Ghosn, I.K. 2004. Story as culturally appropriate content and social context for
young English language learners: a look at Lebanese primary school classes.
Language, Culture and Curriculum. 17(2): pp. 109–26. DOI:10.1080/
07908310408666687.
[35] Graddol, D. (2006). English Next. London: British Council, 2006.
[36] Grassick, L. 2007. Primary innovations: all country research summary report. In
Primary Innovations Regional Seminars: A Collection of Papers, ed. L. Grassick,
57

139–52. Hanoi: British Council Vietnam.
[37] Gross, S. (2007). Three steps of Storytelling. Retrieved January 15, 2018 from
/>[38] Hall, G. and G. Cook. 2012. Own-language use in language teaching and learning.
Language Teaching. 45(3): 271–308. DOI:10.1017/S0261444812000067.
[39] Harmer, J. (1995) The Practice of English Language Teaching. Essex:Longman,
296p., ISBN:0-582- 046564.
[40] Harmer, J. (2007). The Practice of English Language Teaching. London: Longman.
[41] Hartley J., & McWilliam K. (eds.). (2009). Story Circle: Digital Storytelling Around
the World. West Sussex, WS: Blackwell.
[42] Heathfield, D. (2014). Storytelling with our Students: Techniques for telling tales
from around the world. DELTA.
[43] Hines, M. (2005). “Story Theater” English Teaching Forum. 43(1). p.24. Retrieved
January 19, 2018, from
/>[44] Hsieh, L. (2006). The application of TPR storytelling to children’s English
instruction. Paper presented at the 23rd international conference on English
teaching and learning in the Republic of China, Wenzao Ursiline College of
languages.
[45] Hsu, Y. (2010). The influence of English Storytelling on the Oral language
complexity of EFL primary students. (Unpublished master’s thesis). National
Yunlin University of Science & Technology, Yunlin.
[46] Hughes, A. (2010). Using Stories (and Books) as Scaffolding for Our Young
Language Learners. Advances in Language and Literary Studies. 1(2):178-199.
doi:10.7575/aiac.alls.v.1n.2p.178.
[47] Hughes, A. (2006a). The all-round use of real stories and authentic books in
Teaching English to Young Learners. In Reading is for Everyone. Publication of
IATEFL Hungary Young Learner Special Interest Group, Spring 2006.
[48] Hughes, A. (2006b). the EYL classroom some practical considerations. In Enever, J
& Schmid Schondbein, G (eds.) Picture Books and Young Learners of English.

58


Munich: Langenscheidt.
[49] Hughes, A. (nd). Using Stories With Young Learners 1. Retrieved March 22, 2018
from />[50] Inayah, R. (2015). Improving studens’ speaking skill through Storytelling Technique
(An Experimental Study in a Senior High School in Bandung) STKIP Siliwangi
Bandung
[51] Irawati, I. (2014). Improving students’ speaking ability through communicative
language games. Magistra, No. 87 Th. XXV, 25-36.
[52] Isbell, R., Sobol, J, Lindauer, L, & Lawrence, A. (2004).The effects of storytelling
and story reading on the oral language complexity and story comprehension of
young children. Early Childhood Education Journal, 32(3), 157-163.
[53] Jones. R. (2012). Creating a Storytelling Classroom for a Storytelling World. English
Teaching Forum. Retrieved April 5, 2018 from
/>[54] Kalantari, F. & Hashemian, M. (2015). A story-telling approach to teaching English
to young EFL Iranian learners. Journal of English Language Teaching, 9(1), 221234. doi:10.5539/elt.v9n1p221s.
[55] Khorashadyzadeh, A. (2014). Why to use short stories in speaking classes?
International Journal of Foreign Language Teaching in the Islamic World, 2(1),
9-15.
[56] Kim, M. (2010). The effects of storytelling on adult English language learners.
Linguistic Research, 27(3), 447-473.
[57] Kusumastuti, D. N. (2010). The Effect of Storytelling on Growth Reading Interest in
Kindergarten Students at Pabelan Semarang. Unpublished Master’s Thesis.
Semarang, University of Diponegoro.
[58] Laine, E. (2006). The use of storytelling in the English primary class. In P. Kennedy
&P. Falvey (Eds.), Learning language through literature in primary schools:
Resource book for teachers of English (pp. 65-72). Hong Kong: Hong Kong
University Press
[59] Larsen-Freeman, D. & M. Anderson. (2011). Techniques & Principles in Language

59


Teaching. Oxford: Oxford University Press.
[60] Leśniewska, J. & F. Pichette. (2016). Songs vs. stories: impact of input sources on
ESL vocabulary acquisition by preliterate children. International Journal of
Bilingual Education and Bilingualism. 19(1): 18–34.DOI:10.1080/13670050.2014.
960360
[61] León, W.U & Celis, E. V. (2010). Encouraging Teenagers to Improve Speaking
Skills through Games in a Colombian Public School. PROFILE. 12(1). ISSN
1657- 0790. Bogotá, Colombia. pp.11-31.
[62] Malkina, N. (1995). Storytelling in Early Language Teaching. English Teaching
Forum. 33(1):38-40. />[63] Massa, K. (2008). Storytelling as a Strategy to Increase Oral Language Proficiency
of

Second

Language

Learners.

Retrieved

March

20,

2018,

from

/>[64] Maulany, D. B. (2013). The use of project-based learning in improving the students
speaking skill (A classroom action research at one of primary schools in
Bandung). Journal of English and Education. 1(1), 30-42.
[65] McKay, P. 2006. Assessing Young Language Learners. Cambridge: Cambridge
University Press.
[66] McKeough, A., Bird, S., Tourigny, E., Romaine, A., Graham, S., Ottmann, J., &
Jeary, J. (2008). Storytelling as a foundation to literacy development for
Aboriginal children: Culturally and developmentally appropriate practices.
Canadian Psychology, 49(2), 148–154. Doi:10.1037/0708-

5591.49.2.148.

[67] Mackey, A. & Gass, S. (2005). Second language research : methodology and design.
NJ: Lawrence Earlbaum..
[68] Mellon, N. (2001). Storytelling With Children. Hawthorn Press.
[69] Moon, J. (2009). The teacher factor in early foreign language learning programmes:
the case of Vietnam. In The Age Factor and Early Language Learning, ed. M.
Nikolov, 311–36. Berlin: Mouton de Gruyter
[70] Moon, J. (2005). Children Learning English. Melbourne: MacMillan.
60


[71] Morgan, J & Rinvolucri, M (1983), Once upon a time: using stories in the language
classroom- Cambridge University Press.
[72] Nguyen, D. C. (2018). The construction of age-appropriate pedagogies for young
learners of English in primary schools. The Language Learning Journal.
DOI: 10.1080/09571736.2018.1451912.
[73] Numpaque, N. R. B.& Rojas, M. A. G. (2010). TPR-Storytelling: A key to Speak
fluently in English. Cuadernos de Lingüística Hispánica. No.15. pp. 151-161.

[74] Nunan, D. (2010). Teaching English to young learners.California: Anaheim
University Press.
[75] Nunan, D. (1991). Communicative Tasks and the Language Curriculum. TESOL
Quarterly, 25(2), 279-295. />[76] Peck, J. (1989). Using Storytelling to Promote Language and Literacy Development.
The Reading Teacher. Vol. 43, No. 2, Teachers' Choices Best New Children's
Books (Nov., 1989), pp. 138-141. Wiley.
[77] Pedersen, E.M. (1995). Storytelling and the Art of Teaching. English Teaching
Forum. 33(1): 2-8.
[78] Phakiti, A. (2014). Experimental Research Methods in Language Learning. London:
Bloomsbury Academic
[79] Piaget, J. (1970). Science of Education and the Psychology of the Child. New York:
Orion Press.
[80] Puchta, H. (2007). More than little parrots. Developing young learners’ speaking
skills.

Retrieved

May

3,

2018

from

/>
content/files_mf/1337800529YL_Speaking.pdf
[81] Pinter, A. (2011). Children Learning Second Languages. New York: Palgrave
Macmillan.
[82] Ramadhani, P. & Bahri, S. (2017). Teachers’ Problems in Teaching Speaking To

Young Learners. Research in English and Education Journal . Syiah Kuala
University. 2(1):27-36.
[83] Ray, B. (1990) What is TPRS? Retrieved from:
/component/content/article?id=4
61


[84] Ray, Blaine; Seely, Contee (2004). Fluency Through TPR Storytelling: Achieving
Real Language Acquisition in School (4th ed.). Command Performance Language
Institute, Blaine Ray Workshops. ISBN 0-929724-21-6.
[85] Richards, J.C. (2001). Curriculum development in language teaching. Cambridge:
Cambridge University Press.
[86] Richards, C. Jack. & Rodgers, S. Theodore. (2001). Approaches and Methods in
Language Teaching. New York: Cambridge University Press.
[87] Rinvolucri, M. (2008) Storytelling: the language teacher’s oldest technique.
Retrieved January 5, 2018 from />[88] Roch, M. (2015). Developing Children’s Critical Thinking through Picturebooks.
Abingdon: Routledge. DOI: 10.21066/carcl.libri.2017-06(01).0007.
[89] Rodas, Diana L. (2011). TPR and Storytelling as strategies for teaching English as
a foreign language to pre-school children. Master thesis. Universidad de
Cuenca. Cuenca Ecuador.
[90] Samantray, K. (2009). Applying multiple intelligences for teaching ESL to young
learners. In Young Learner English Language Policy and Implementation:
International Perspectives, ed. J. Evener, J. Moon and U. Raman, 215–22.
Reading, UK: Garnet.
[91] Samantaray, P. (2014). Use of story telling method to develop spoken English skill.
International Journal of Language & Linguistics, 1(1), 40-44.
[92] Setyarini, S. (2011). “Storytelling: An Innovative Language Learning for English for
Young Learners.” Joint Conference UPI-UITM 2011. “Strengthening
Research Collaboration on Education”. Conference materials.
[93] Shin, K.J. & Crandall. J. (2014). Teaching young learners English: From theory to

practice. HongKong: Cengage
[94] Slatterly, M., & Willis, J. (2001). English for primary teachers. Oxford: Oxford
University Press.
[95] Steinbeck, Piotr. (2008). Using stories with young learners 2. Pearson Education.
[96] Taylor. E. (2010). Using Folktales. Cambridge: CUP.
62


[97] Thornbury, Scott. (2005). How to teach speaking. Harlow: Pearson Education .
[98] Thornbury, S. & Slade, D. (2006). Conversation From Description to Pedagogy.
Cambridge: Cambridge University Press.
[99] Ur, P. (2002). A course in language teaching: Practice and theory. 2nd ed.
Cambridge: Cambridge University Press.
[100] Velasquez, M. B. &Rodriguez, W. D. V. (2015). Storytelling as a Strategy to
Improve Speaking Skill. Universidad Tecnológica de Pereira. Colombia
[101] Vygotsky, L. S. (1962). Thought and language. Cambridge MA: MIT Press.
[102] Wright. A. (1995). Storytelling with Children.New York: Oxford University
Press.
[103] Wright, A. (2004). Storytelling with Children: Resource Books for Teachers.
Oxford: Oxford University Press.
[104] Yang, P; et al. (2016).The Effect of Storytelling and Retelling and Higher Order
Thinking on Oral Performance of Elementary Students in English as Foreign
Language (EFL) Program: A Pilot Study in Mainland China and Taiwan. Asian
Journal of Education and Training.

Retrieved

April 20,

2018 from

/>[105] Yang, R. (2009). A Case Study of the use of Short Stories in a Junior High School
in Hong Kong. The International Journal of Learning. 16(1). Retrieved June 2,
2018 from />[106] Zaro, J. S. (1995). Storytelling: Handbook for the English Classroom. Great
Britain: Macmillan Publisher Ltd.
[107] Zuhriyah. M. (2017) Storytelling to Improve Students’ Speaking Skill. Hasyim
Asy’ari University, Tebuireng, Jombang. English Education: Jurnal Tadris Bahasa
Inggris. ISSN 2086-6003 Vol 10 (1), 2017, 119-134

63