Group 12 Shamsiddinova Malika Entry Action Research Plan: Teaching speaking through storytelling. Topic

Interviewer: Would you like to be involved in after school activities? If yes, which?
Teacher: Yes, I have skills like board games (chess, scrabble, Sudoku, etc) that can help develop the mind of the students and make them sharper. I would love to always be part of the extracurricular activities anytime I am called upon to guide, coach, and motivate the students. I believe these activities are so much fun and contribute to the building of trusts, friendships, and a good-nurtured environment between the teacher and the students.

Observation
Observer: Malika
Teacher: Umida
Date: 12.04.2022
Topic of the Lesson: Teaching speaking through storytelling

Key: G=Good, S=Satisfactory, I=Improvement Required

	Beginning and End		Yes		No
	Lesson began punctually		+
	Clear explanation of lesson aims and objectives		+
	Appropriate lesson plenary		+
4.	Equal distribution of roles between teachers		+
	Quality of Teaching	G		S		I
	Teacher has appropriate specialist knowledge in the subject taught	+
	Effective integration of skills			+
	Appropriate teacher presence (body language,gestures,voice,interaction)	+
	Effective management of time	+
	Effective individual, group and whole class monitoring					+
	Used a range of appropriate strategies, resources and differentiation to motivate pupils			+
	Lesson pace is appropriate to participants’ ability			+
	Effective use of voice	+
	Demonstrated enthusiasm for the subject	+
	Good teacher/pupil relationships.	+

	Quality of Learning	G	S	I
	Participants are attentive and on task			+
	Participants demonstrate appropriate levels of contribution and enthusiasm		+
	Participants demonstrate confidence and independence			+

	Classroom Environment	Y	N
	Classroom is neat and organised	+
	Appropriate use of multimedia tools		+

Questionnaire

	Yes	No
1. Do you have supportive classmates?		+
2. Can you get enough motivation from your school?	+
3.Do you have some achievements you’re proud of?		+
4.Do you spend much time to do homeworks?		+
5.Do you think that the school provides you with adequate sports facilities?	+
6.Does your teacher encourage you to perform better?	+
7. Does your teacher help you in understanding ways to improve your grades?	+
8. Can you recommend your school to others	+
9. Are you satisfied with the quality of teaching?	+
10. Did the teacher show genuine care for the pupils?	+

Case stady
Teaching speaking through short stories


Abstract
This article discusses the methods of teaching speaking through storytelling in which students were included in their learning activities. This article aimed to express how speaking is taught through storytelling and the types of oral production that the students carried out during the process. The information were collected through classroom observation and open ended questionnaire. The article described that teacher used learning activities before, during and after storytelling. Moreover, teaching speaking through storytelling was coordinated with other skills such as listening, reading and writing. The utilize of storytelling in the teaching of speaking enabled students not only to engage in the learning, but also to get a meaningful learning experience. The analysis shows the kinds of oral production that the students perform monologue, dialogue, responsive, and imitative oral production during the learning.
Key words : Storytelling stratgy, teaching storytelling, speaking skill
Introduction
Through storytelling, learners learn how to pay attention and listen actively to the person talking. They learn to be more patient as they listen to others speak. It also opens their eyes to other people's thoughts and understanding how each and every person's opinion vary. Whether we are young or old, stories connect us and add meaning to our lives. Educators can use storytelling as an opportunity to develop numerous language foci including making meaning (listening skills), vocabulary, grammar, understanding of stories/narratives and more.
Main Part
Speaking is one of the language skills which is important for language students to be developed. According to Richards (2008) English as foreign language, we have to master speaking skill in English as our priority. Now days, most of the country around the world use English language in many moment and situations. All of the journal about education has been written in English. Story telling is one of the teaching media in English language education. This media will help teacher to deliver material. According Sundmark (2014) and Remi (2011), storytelling has potential means to increase children language skills. Therefore, the teacher as a facilitator should give the good example in the language usage. The students could easily adapt what the teacher did. Dawkins and O`neil (2011) said that as a teacher, we are not only telling story. The story should has moral value, make them feel interest and experiences.
The use of short-story in English teaching should be aimed to encourage the students to use what they have previously learnt. By doing this, the learning socess will be student-centered. However, the teacher plays a great role. She/he must choose a suitable text to use in class, and should help her/his students understand the story with various activities.In using short stories to teach English, story selection is indeed one of the most important roles of the teacher. Since the lengths of short-stories quite vary, choose a story short enough to handle within course hours. The shortness of the text is important for the students because they will see that they can read, understand and finish something in English, and it will give the students a feeling of achievement and self-confidence. Research Design
This research was conducted as quasi-experiment using a quantitative and qualitative approach. Quasi-experiment research is a scientific investigation in which an investigator manipulated and controlled one or more independent variables and observed the dependent variable or variables for variation concomitant to the manipulation of the independent variables (Ary, 1985: p.26). First question answered using quantitative approach that’s included statistical answer, to gain the data the researcher conducted quasi-experiment study to a large sample, an experiment usually involves two groups of subjects, an experiment group and a comparison group, although it is possible to conduct an experiment with one group (by providing all treatments to the same subjects) or with three or more groups (Frankle and Wallen, 1996: p.264).
CONCLUSION
As a teacher, we have to consider the student`s difficulties in speaking. The teacher should be able to teach them effectively. The effective way for teaching speaking is by using storytelling. Storytelling is one of the techniques commonly used in learning language. Storytelling has many kind of activities. This is why the students will not get bored during the lesson. Before that, the teacher should have lesson plan. The lesson plan will help the teacher set up the learning process. The learning process also define the learning activity.
The selection of short stories should be done in reference to the course objective, the learners’ profile, and the story content in order to make the best of it. Since every teaching situation is unique, the use of one single piece of literature varies from classroom to classroom and from teacher to teacher. Like what the discussion in this paper shows, short stories can be used to provide different activities for reading, listening, writing and speaking classes. Short story creates a meaningful context to teach different language focuses and to improve the students' interpretative strategies. Last but not least, the same story may also serve for some other language focuses or skills such as vocabulary development.


REFERENCES
Abrams, M.H. (1970). A glossary of literary term. New York: Rinehart. Bocarro, J. (1997). A long walk home. In Canfield, J. (Ed.). Chicken soup for the soul. USA: HCI Books. Bretz, M. L. (1990).
Storytelling: Its wide-ranging impact in the classroom. ERIC Digest, 9, 1–7. Retrieved from https://www.ericdigests.org/pre-929/wide.htm Alwasilah, A. C. (2002).
Silabus SMA Mapel Bing: Revisi 2017.Retrieved from https://www.abdimadrasah.com/search?q=Silabus+SMA+Revisi+2017# Grandi-Muller, J. (2005). Retelling stories. Retrieved from http://www.colorincolorado.org/article/13282 Brown, H. D. (2001). Teaching by principles. An interactive approach to language pedagogy(2nd ed.).
Retrieved from https://www.methodschools.org/blog/topic/class-size. Thornbury, S. (2005). How to teach speaking. Harlow, United Kingdom: Pearson Education Limited.Trostle, S., & Hicks, S. J. (1998).


Entry 4
Reflection


Like Science and Math, English is a difficult but an important subject because the curriculum considers it as a tool subject needed to understand the different content subjects. Basically, it is concerned with developing competencies in listening, speaking, reading, writing, and viewing. Speaking includes skills in using the language expressions and grammatical structures correctly in oral communication while writing skill includes readiness skills, mechanics in guided writing, functional and creative writing. However, teachers find difficulties in teaching different kinds of pupils with different intellectual capacities, talent or skills, interest, and learning styles especially in heterogeneous groupings of pupils. This situation calls for teachers to create lessons for all pupils based upon their readiness, interests, and background knowledge. It is imperative not to exclude any child in a classroom, so a differentiated learning environment must be provided by a teacher.
In recent years, One of the major problems of many English as Foreign Language (EFL) teachers in the world is the lack of student involvement in the learning activities. This study documented the process of teaching speaking through storytelling in which students were involved in their learning activities. This qualitative case study aimed to describe how speaking is taught through storytelling and the types of oral production that the students carried out during the process. The data were collected through classroom observation and open ended questionnaire. The study reported that teacher used learning activities before, during and after storytelling. In addition, teaching speaking through storytelling was integrated with other skills such as listening, reading and writing. The use of storytelling in the teaching of speaking enabled students not only to engage in the learning, but also to get a meaningful learning experience. The analysis shows the kinds of oral production that the students carried out, extensive (monologue), transactional (dialogue), responsive, and imitative oral production during the learning. Nevertheless, it was only dominated by extensive (monologue), due to the nature of storytelling activities and the students’ limited English. With reference to the findings, it is recommended to train EFL teachers to use storytelling technique in their teaching practices. Some theoretical foundation of this study covers the discussion on stimulating oral interaction in the classroom, teaching speaking through storytelling, and kinds of oral production in speaking classroom.
Most of them also agreed or strongly agreed that the incorporation of short stories in language skills classes will help learners achieve better mastery of language skills. They even believed that English teacher candidates should master the skills of employing short stories to teach language skills. In addition, the statistical analysis revealed that the students’ interest and perceptions were positively and significantly correlated, and both variables significantly affected each other. The use of short-story in English teaching should be aimed to encourage the students to use what they have previously learnt. By doing this, the learning socess will be student-centered. However, the teacher plays a great role. She/he must choose a suitable text to use in class, and should help her/his students understand the story with various activities.In using short stories to teach English, story selection is indeed one of the most important roles of the teacher.