STORYTELLING TECHNIQUE IN

IMPROVING READING COMPREHENSION

SKILLS FOR THE THIRD GRADERS

JOLIE ROSE CAPAN

AUTHOR

MS. JO A. ESPIRITO
ADVISER
INTRODUCTION
BACKGROUND OF THE STUDY
Reading is an important language skill and a highly complicated act that everyone
should learn. In many situations, reading is considered an indispensable channel of
communication in an ever widening world. It is the process of recognition,
interpretation
and perception of written or printed materials. In fact, people are living in a
reading world
where it is difficult to manage without.
Reading is a complex developmental challenge that
we know to be intertwined with many other
developmental
accomplishment:attention,memory,language,and
motivation.
Without comprehension, there is no learning because
any educational system cannotneglect this skill of
language and students still practice reading even it
is difficult to
understand every single word.
According to Hamouda (1999, p.107), most teachers
conduct techniques and
methods of teaching which mainly depend on
memorizing rules and structures. Learners
are not given the chance to acquire language skills or to
use language effectively. So, we
are in real need for new strategies and techniques that
interpret language not only as
sentences, vocabulary, or structures, but also as
practice of thoughts and culture.
 SIGNIFICANCE OF THE STUDY

1. Curriculum designers: it provides them with a

possibility to enrich English for third graders with
activities based on storytelling.
2. Specialists and supervisors: it stimulates their
interest in conducting training courses forteachers to
use the technique in classes.
3. Teachers: it helps them to create an effective
learning environment by adopting aninnovate
storytelling technique in teaching language skills.
4. Third graders: it improves their reading
comprehension skills through engaging them in
verbal and nonverbal activities.
 STATEMENT OF THE PROBLEM

The problem can be stated in the following major question:

What is the effectiveness of using a storytelling technique on developing
readingcomprehension skills for the third graders?
SCOPE AND LIMITATION OF STUDY
The study is applied in the second semester of the academic year (2017-2018). The
sample of the study is the Third graders of San Guillermo Elementarey School
The study is limited to teach English for Lets Get Better in English III
where the reading passages are available. The experiment lasted for five weeks in
February and March 2018.
CHAPTER II
CONCEPTUAL FRAMEWORK
•Verbal •Personalization
the content

Story
Didactic
told by
session
teacher

Story to
Fact
be
Sheet
Read
•Content Reading •Non- Verbal
of The Passage
HYPOTHESES

1. There are statistically significant differences at (α ≤

0.05) in the mean scores of eachlevel of reading
comprehension skills in the pre and post-test of the
experimental group infavor of the post test.
2. There are statistically significant differences at (α ≤
0.05) in the mean scores of eachlevel of reading
comprehension skills in the post- test between the
experimental group and the control group in favor of the
experimental one.
3. The effect size of storytelling technique on developing
sixth graders' reading comprehension skills is not less
than (0.14).
CHAPTER III
RESEARCH DESIGN
The study adopts the experimental approach which requires two groups of students, an
experimental group and a control one (Abo Alam, 2007, p.185). This is due to the nature of
the research which aims at finding the effectiveness of a storytelling technique on developing
reading comprehension skills. To achieve the aims of this study, two groups are
chosen, an experimental one and a control one
. The experimental group is taught reading comprehension using the storytelling technique
through the activities prepared by the researcher in the form of a teacher's guide and
lesson plan, while the ordinary method is used with the control group.
By the end of the experiment, the post-test is applied for the two groups and the results are
calculated.
INSTRUMENT
To achieve the aims of the study, the researcher has
used two instruments; content analysis card for a
chosen sample units from English for Palestine 6
textbook, and reading comprehension skills test as a
pre and post- test (Appendices1&2). In order to
facilitate the implementation of the technique, the
researcher has prepared a teacher's guide and
lesson plan for three lessons from the second
semester of the academic year (2017- 2018) based on
storytelling technique. Each lesson has a worksheet
for students to work out.
 PROCEDURE OF THE STUDY

To accomplish the objectives and to investigate the hypotheses of the study, the following
steps are followed:
1. reviewing literature and previous studies related to storytelling technique and reading
comprehension,
2. analyzing the content of the suggested units in Lets get Better in English III determine the
reading comprehension skills,
3. preparing the teacher's guide based on the technique,
4. designing the reading comprehension skills test,
5. consulting the specialists and considering their comments for checking the validity of the
test,
 TEACHING PLAN
Topics/Objectives
After 1 Week of discussion the pupils should be to:
1. Listening Comprehension
 Activate prior knowledge on new knowledge formed
EN1LC-Iva-j-1.1

1. Reading Comprehension
 Read words with vowel digraphs ai(pail)ay(bay)
EN3PW-Iva-e.22
1. Vocabulary Development
 Give the correct meaning of Homonyms (Pale-Pail)
EN3V-Iva-b-13.6
1. Study Skills

 Follow simple written direction

EN3SS-Iva-1.3
Topics/Objectives
After 1 Weekf of discussion the pupils should be to:
1. Listening Comprehension
 Sequence at least 3 events using signal words
EN1LC-Ia-j-2.6
2. Reading Comprehension
 Sequence 3 events
EN3RC-ca-e.2.1
3. Vocabulary Development
 Show understanding of meaning of short U words through
drawing,actions,and using them in sentences
EN1V-Ic-24
4. Study Skills
 Follow instruction orally
EN3SS-Ia-e-1.1

5. Grammar
 Use a declarative sentence
EN3G-Ib-1.4.1
Topics/Objectives
After 1 Week of discussion the pupils should be to:
1. Listening Comprehension
 Retell some part of the story
EN3LC-Ia-j-2.7
2. Reading Comprehension
 Describe Literary elements of text including characters setting plot
EN3RC-Ic-e.2.1
3. Vocabulary Development
 Classify common words into conceptual categories(animals,foods,toys)
EN2V-Ie-14
4. Study Skills
 Monitor and self-correct ones comprehension by scanning skimming
EN3SS-Ia-e-1.1

5. Grammar
 Topics/Objectives
After 1 Week of discussion the pupils should be to:
1. Listening Comprehension
 Listen to a variety of literary and expository text
EN3LC-Ia-j-2.1

2. Reading Comprehension
 Note details regarding character,setting and plot
EN3RC-IO-2.10
3. Vocabulary Development
 Show understanding of meaning of short words through Drawing,actions,and
using them in sentences
EN1V-Ib-23
4. Study Skills
 Participate Engage in reading of text (poetry)
EN3SS-Iva-1.3

5. Grammar
TEACHING STRATEGY

Read Poems
Activity Cards
Group work
Lecture and Discussion
INSTRUCTIONAL MATERIALS

Lecture Sheet
Flat Pictures
Mix and Match Pictures
Movie Presentation
Books
EVALUATION
Quiz
Drawing
THANK YOU!!!!!!