(1) A clear teaching purpose and teaching goal
In the classroom of storytelling teaching method, the teacher guided the students to experience the emotion of the hero in the story with the help of stories, to express their emotions in the situation, and regulated their emotions like the role of the story. The teacher not only taught language knowledge but also appropriately cultivated students’ cultural awareness and strengthened the input of cultural content in class.
(2) An adaptation of the story
In the storytelling teaching method, the theme of the story was clear. However, it does not mean a single theme in teaching different classes. The teacher utilized diversification of story themes to enable children to keep their imagination and curiosity and enhance their closeness to life. Themes of fairy tales, ghost stories, legends and cartoon stories were used by the teacher.
CHAPTER SIX CONCLUSION
6.1 Major Findings
The major findings are concluded as follows on basis of the analysis of the results from classroom observation, speaking test, questionnaire, and interview..
Firstly, storytelling can be integrated into teaching of English speaking in junior high school by defining the teaching purpose and analyzing the teaching goal, adapting the story, building the story-based situation, and expanding relevant activities. Teachers can take many forms of teaching to create a story-based situation to suit the learners’ level and achieve the learning goal. According to the oral test, the students’ speaking ability has been improved to a certain extent. In particular, the oral English level of the experimental class showed significant differences. The students appear to better understand the story text with less difficulty. They know well how to use common words, and some unfamiliar words can be effectively paraphrased. The participants can speak more fluently during presentations, and are able to develop the topic appropriately. They are more proficient in using various grammatical structures at the same time with less grammatical errors.
Secondly, the results of the questionnaire and interview show that students’ intrinsic motivation in speaking English has been enhanced. Participants stated that their interest, as well as confidence in speaking English increased and anxiety due to fear of verbal errors decreased. In addition, they realized the importance of speaking and their interest in learning English has increased. They had a positive attitude towards the storytelling method, which offers more opportunities to develop their oral skills, and also helps improve their communication skills.
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