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UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGES AND LINGUISTIC
EDUCATIVE PROJECT
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE
BACHELOR OF EDUCATION IN ENGLISH LANGUAGE AND
LINGUISTIC DEGREE
TOPIC:
THE INFLUENCE OF STORYTELLING IN THE DEVELOPMENT OF
READING COMPREHENSION
PROPOSAL:
DESIGN A STORYTELLING STRATEGY FOR READING
COMPREHENSION.
RESEARCHERS: Vanessa
Mirella Navarrete Supo Jazmín
Elizabeth Reyes Ruiz
ACADEMIC CONSULTANT:
PhD. Lorna Cruz Rizzo
GUAYAQUIL-ECUADOR
2017
ii
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGES AND LINGUISTIC
BOARDS OF DIRECTORS
_ _
MSc. Silvia Moy-Sang Castro MSC. Wilson Romero Dávila.
DEAN SUB DEAN
MSc. Alfonso Sánchez Ávila, Ab. Sebastián Cadena Alvarado
DIRECTOR SECRETARY
iii
MSc.
SILVIA MOY-SANG, CASTRO, Arq.
Decana Facultad de Filosofía,
Letras y Ciencias de la Educación,
Ciudad.-
De mis consideraciones:
En virtud que las autoridades de la Facultad de Filosofía, Letras y Ciencias
de la Educación me designaron Consultora Académica de Proyectos
Educativos de Licenciatura en Ciencias de la Educación, Mención: Lengua
Inglesa y Lingüística , el 28 de Octubre del 2016.
Tengo a bien informar lo siguiente:
Que las Integrantes: Vanessa Mirella Navarrete Supo con C: I 0926603960
y Jazmín Elizabeth Reyes Ruiz con C.I 0914655675, diseñaron el Proyecto
Educativo con el tema: The influence of storytelling in the development
of reading comprehension propuesta: Design a storytelling strategy
for reading comprehension. El mismo que ha cumplido con las directrices
y recomendaciones dadas por la suscrita.
Los participantes han ejecutado las diferentes etapas constitutivas del
proyecto, por lo expuesto se procede a su APROBACION y se pone a
vuestra consideración de rigor para los efectos legales correspondientes.
Muy Atentamente
PhD. Lorna Cruz Rizzo
Consultora Académica
iv
MSc.
SILVIA MOY-SANG CASTRO Arq.
DECANA DE LA FACULTAD DE FILOSOFÍA,
LETRAS Y CIENCIAS DE LA EDUCACIÓN.
CIUDAD.-
Para los fines legales pertinentes comunico a usted que los derechos
intelectuales del proyecto educativo con el tema: The influence of storytelling
in the development of reading comprehension Propuesta: Design a
storytelling strategy for reading comprehension.
Pertenecen a la Facultad de Filosofía, Letras y Ciencias de la Educación.
Atentamente,
Vanessa Navarrete Supo Jazmín Reyes Ruiz
C.I 0926603960 C.I 0914655675
v
UNIVERSIDAD DE GUAYAQUIL
Facultad de Filosofía, Letras y Ciencias de la Educación
Escuela de Lenguas y Lingüística
PROYECTO
TEMA: THE INFLUENCE OF STORYTELLING IN THE DEVELOPMENT OF
READING COMPREHENSION.
PROPUESTA: DESIGN A STORYTELLING STRATEGY FOR READING
COMPREHENSION.
APROBADO
…………………………… Tribunal Nº 1
……………………….. ……………………… Tribunal Nº 2 Tribunal Nº 3
………………………….. ………………………..
Vanessa Navarrete Supo Jazmín Reyes Ruiz
C.I 0926603960 C.I 0914655675
vi
EL TRIBUNAL EXAMINADOR OTORGA AL PRESENTE TRABAJO
LA CALIFICACIÓN DE:
EQUIVALENTE A:
TRIBUNAL
vii
DEDICATION
I would like to dedicate this project to God for allowing me to finish
my career, my children who have been every breath to this fight, my brother
who is the essence that I have from my mother, the man that supports me
in my dreams and is part of them and my thesis partner for supporting me
all the way. Jazmin Elizabeth Reyes Ruiz.
I would like to dedicate this project to my mother who is my rock in
following my dreams and fills me with courage to keep fighting, my siblings
for their unconditional support and being part of each dream in my life and
my grandparents for being my strength. Vanessa Mirella Navarrete Supo.
ACKNOWLEDGEMENT
``Tell me and I forget, teach me and I remember, involve me and I learn´´.
Benjamin Franklin.
Thanks to God for giving us the will to continue with our goals, reach
our objectives and guide our steps in the fascinating world of teaching,
surrounded by the teachers who were generous with sharing their
knowledge.
viii
GENERAL INDEX
PRELIMINARY PAGES
COVER PAGE ............................................................................................i
BOARDS OF DIRECTORS........................................................................ ii
LETTER OF APPROVAL.......................................................................... iii
INTELLECTUAL PROPERTY RIGHT. ...................................................... iv
TRIBUNAL´S APPROVAL .........................................................................v
TRIBUNAL´S GRADE............................................................................... vi
DEDICATION .......................................................................................... vii
ACKNOWLEDGEMENT ......................................................................... viii
GENERAL INDEX..................................................................................... ix
INDEX OF TABLES ................................................................................. xii
INDEX OF GRAPHICS ........................................................................... xiii
REPOSITORY NATIONAL ..................................................................... xiv
ABSTRACT ............................................................................................ xvi
INTRODUCTION .......................................................................................1
CHAPTER I ...............................................................................................2
THE PROBLEM .........................................................................................2
RESEARCH CONTEXT .............................................................................2
CONFLICT SITUATION.............................................................................3
SCIENTIFIC FACT ....................................................................................3
CAUSES....................................................................................................5
FORMULATION OF THE PROBLEM ........................................................5
OBJECTIVES OF THE INVESTIGATION ..................................................5
GENERAL OBJECTIVE.............................................................................5
SPECIFIC OBJECTIVES ...........................................................................5
QUESTION OF THE INVESTIGATION......................................................6
JUSTIFICATION ........................................................................................6
CHAPTER II ..............................................................................................9
THEORETICAL FRAMEWORK .................................................................9
ix
BACKGROUND OF THE INVESTIGATION...............................................9
THEORETICAL BASIS ............................................................................11
DIDACTIC FOUNDATION .......................................................................11
PEDAGOGICAL FOUNDATION ..............................................................18
PSYCHOLOGICAL FOUNDATION..........................................................20
PHILOSOPHICAL FOUNDATION ...........................................................24
LINGUISTIC FOUNDATION ....................................................................26
SOCIOLOGICAL FOUNDATION .............................................................30
LEGAL FOUNDATION ............................................................................32
CHAPTER III ...........................................................................................33
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF
RESULTS ................................................................................................33
METHODOLOGICAL DESIGN ................................................................33
TYPES OF INVESTIGATION ..................................................................33
Descriptive: ..............................................................................................33
Explanatory:.............................................................................................34
Purposeful ...............................................................................................34
POPULATION AND SAMPLE ..................................................................34
SAMPLE ..................................................................................................34
OPERACIONALIZATION OF THE VARIABLES .....................................35
RESEARCH METHODS ..........................................................................36
THEORETICAL METHODS: ....................................................................36
ANALYSIS- SYNTHESIS .........................................................................36
HISTORICAL- LOGICAL..........................................................................36
INDUCTIVE- DEDUCTIVE METHODS ....................................................36
EMPIRICAL TECHNIQUES AND INSTRUMENTS ..................................37
RESEARCH INSTRUMENTS ..................................................................38
ANALYSIS OF SURVEY RESULTS ........................................................43
CHI SQUARE ..........................................................................................58
CONCLUSIONS AND RECOMMENDATIONS ........................................61
CONCLUSIONS ......................................................................................61
RECOMMENDATION ..............................................................................61
x
CHAPTER IV ...........................................................................................63
PROPOSAL.............................................................................................63
DESIGN A STORYTELLING STRATEGY FOR READING
COMPREHENSION.................................................................................63
JUSTIFICATION ......................................................................................63
GENERAL OBJECTIVE...........................................................................64
SPECIFIC OBJECTIVES .........................................................................65
THEORETICAL ASPECTS ......................................................................65
PEDAGOGICAL ASPECT .......................................................................65
DIDACTIC ASPECT ................................................................................65
PSYCHOLOGICAL ASPECT ...................................................................67
SOCIOLOGICAL ASPECT ......................................................................67
PHILOSOPHICAL ASPECT.....................................................................68
LINGUISTIC ASPECT .............................................................................69
FEASIBILITY ...........................................................................................69
FINANCIAL FEASIBILITY ........................................................................70
LEGAL FEASIBILITY ...............................................................................70
HUMAN RESOURCES ............................................................................71
POLITICAL FEASIBILITY ........................................................................71
DESCRIPTION OF THE PROPOSAL......................................................71
DESCRIPTION ........................................................................................71
CONCLUSIONS ......................................................................................74
REFERENCES ........................................................................................76
BIBLIOGRAPHY ......................................................................................81
ANEXX ....................................................................................................85
xi
INDEX OF TABLES
Table 1 ....................................................................................................43
Table 2 ....................................................................................................44
Table 3 ....................................................................................................45
Table 4 ....................................................................................................46
Table 5 ....................................................................................................47
Table 6 ....................................................................................................48
Table 7 ....................................................................................................49
Table 8 ....................................................................................................50
Table 9 ....................................................................................................51
Table 10 ..................................................................................................52
Table 11 ..................................................................................................53
Table 12 ..................................................................................................54
Table 13 ..................................................................................................55
Table 14 ..................................................................................................56
Table 15 ..................................................................................................57
xii
INDEX OF GRAPHICS
Graphic 1 .................................................................................................43
Graphic 2 .................................................................................................44
Graphic 3 .................................................................................................45
Graphic 4 .................................................................................................46
Graphic 5 .................................................................................................47
Graphic 6 .................................................................................................48
Graphic 7 .................................................................................................49
Graphic 8 .................................................................................................50
Graphic 9 .................................................................................................51
Graphic 10 ...............................................................................................52
Graphic 11 ...............................................................................................53
Graphic 12 ...............................................................................................54
Graphic 13t ..............................................................................................55
Graphic 14 ...............................................................................................56
Graphic 15 ...............................................................................................57
x
xiii
REPOSITORY NATIONAL IN SCIENCE AND TECHNOLOGY
THESIS REGISTRATION FORM
TÍTTLE Y SUBTÍTLE: THE INFLUENCE OF STORYTELLING IN THE DIVELOPMENT OF READING COMPREHENSION, DESIGN A STORYTELING STRATEGY FOR READING COMPREHENSION.
AUTHOR: Vanessa Navarrete Supo Jazmín Reyes Ruiz
ADVISOR: PhD. Lorna Cruz Rizzo
REVIEWERS:
INSTITUTION: University of Guayaquil FACULTY: Faculty of Philosophy,
and Sciences of Education
CAREER: Languages and Linguistic
DATE OF PUBLISHING: NUMBER OF PAGES:
TÍTTLE OBTAINED: Licenciatura en Ciencias de la Educación, mención en Lengua
Inglesa y Lingüística THEMED AREAS: English Language
KEYWORDS: storytelling, comprehension, reading, activities ABSTRACT: Storytelling is one of the most fun and fundamental skills that English or any
other language has to offer. Storytelling is an ability that can take the reader to another world, space or even galaxies depending on what the storytelling may be about, whether fiction or not. The most interesting part about storytelling is that it can become a realm of its own and the author of such text can have the reader engaged or stuck like glue in the text, novel, book, magazine, journal or whatever the type of storytelling may be. This study is
focused on reading comprehension problems found in students of 8th grade A from Dr. Francisco Campos Coello High School that have been analyzed. Theoretical aspects of storytelling and reading from authors that support this work study have been analyzed. Also, quantitative data obtained from the applied instruments is tabulated and interpreted, the bibliographical analysis is qualitatively done. As evidence to the results obtained from data collection, the students presented a deficiency in reading skills adding more to the outcome that the diagnostic gave. Thus, a storytelling strategy has been designed with some example stories and activities to support the students to be motivated and enhance reading skills.
REGISTRATION NUMBER (in data base): CLASSIFICATION NUMBER:
DIRECTION URL (thesis on the web):
ATTACHED PDF: X
YES NO
AUTHOR(S) NAMES AND CONTACT
Vanessa Navarrete Jazmín Reyes
Telephone: 0990420765 0991759046
E-mail: [email protected] [email protected]
CONTACT IN THE INSTITUTION: NAME: Secretarial of the school of Languages and Linguistics.
TELEPHONE: (04)2294888 Ext. 123 E-mail:
x
xiv
REPOSITORIO NACIONAL EN CIENCIA Y TECNOLOGÍA
FICHA DE REGISTRO DE TESIS
TÍTULO Y SUBTÍTULO: La influencia de las historias narradas en el desarrollo de la comprensión lectora, Diseño de una estrategia de contar historias para la comprensión lectora
AUTOR/ES: Vanessa Navarrete Supo. Jazmín Reyes Ruiz.
TUTOR: PhD. Lorna Cruz Rizzo.
REVISORES:
INSTITUCIÓN: Universidad de Guayaquil. FACULTAD: Facultad de Filosofía, Letras y
Ciencias de la Educación.
CARRERA: Lenguas y Lingüística
FECHA DE PUBLICACIÓN: No. DE PÁGS:
TÍTULO OBTENIDO: Licenciatura en Ciencias de la Educación, mención en Lengua Inglesa y Lingüística
ÁREAS TEMÁTICAS: Lengua Inglesa PALABRAS CLAVE: Historias narradas, comprensión, lectura, actividades.
RESUMEN: La narración de cuentos es una de las habilidades más divertidas y fundamentales que el inglés o cualquier otro idioma tiene para ofrecer. La narración de cuentos es una habilidad que puede llevar al lector a otro mundo, espacio o incluso galaxias dependiendo de lo que pueda ser la narración, sea ficción o no. La parte más interesante de contar historias es que puede convertirse en un reino propio y el autor de dicho texto puede tener el lector comprometido o pegado como pegamento en el texto, la novela, e l libro, la revista, el diario o lo que sea el tipo de narración puede ser . Este estudio se enfoca en problemas de comprensión de lectura encontrados en estudiantes de 8º grado A del Colegio Dr. Francisco Campos Coello que han sido analizados. Se han analizado los aspectos teóricos de la narración y lectura de autores que apoyan este estudio de trabajo. Además, los datos cuantitativos obtenidos de los instrumentos aplicados se tabulan e interpretan, el análisis bibliográfico es cualitativo. Como evidencia de los resultados obtenidos de la recolección de datos, los estudiantes presentaron una deficiencia en las habilidades de lectura que aportan más al resultado que dio el diagnóstico. Por lo tanto, una estrategia de contar historias ha sido diseñada con algunos ejemplos de historias y actividades para apoyar a los estudiantes a estar motivados y mejorar las habilidades de lectura.
No. DE REGISTRO (en base de datos): No. DE CLASIFICACIÓN:
DIRECCIÓN URL (tesis en la web):
ADJUNTO PDF: X
SI NO
CONTACTO CON AUTOR/ES Vanessa Navarrete Jazmín Reyes
Teléfonos: 0990420765 0991759046
E-mail: [email protected] [email protected]
CONTACTO EN LA INSTITUCIÓN: Nombre: Secretaría de la Escuela de Lenguas y Lingüística
Teléfono: (04)2294888 Ext. 123 E-mail: [email protected]
xv
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGES AND LINGUISTIC
ABSTRACT
Storytelling is one of the most fun and fundamental skills that English
or any other language has to offer. Storytelling is an ability that can take the
reader to another world, space or even galaxies depending on what the
storytelling may be about, whether fiction or not. The most interesting part
about storytelling is that it can become a realm of its own and the author of
such text can have the reader engaged or stuck like glue in the text, novel,
book, magazine, journal or whatever the type of storytelling may be. This
study is focused on reading comprehension problems found in students of
8th grade A from Dr. Francisco Campos Coello High School that have been
analyzed. Theoretical aspects of storytelling and reading from authors that
support this work study have been analyzed. Also, quantitative data
obtained from the applied instruments is tabulated and interpreted, the
bibliographical analysis is qualitatively done. As evidence to the results
obtained from data collection, the students presented a deficiency in reading
skills adding more to the outcome that the diagnostic gave. Thus, a
storytelling strategy has been designed with some example stories and
activities to support the students to be motivated and enhance reading skills.
Key words: storytelling, comprehension, reading, activities
1
xv
UNIVERSITY OF GUAYAQUIL
FACULTY OF LETTERS AND EDUCATION SCIENCES
SCHOOL OF LANGUAGES AND LINGUISTIC
RESUMEN La narración de historias es una de las habilidades más divertidas y
fundamentales que el inglés o cualquier otro idioma tiene para ofrecer. La
narración de cuentos es una habilidad que puede llevar al lector a otro mundo,
espacio o incluso a galaxias, dependiendo de lo que pueda ser la narración, ya
sea ficción o no. La parte más interesante de contar historias es que puede
convertirse en un ámbito propio y el autor de dicho texto puede tener al lector
involucrado o atascado como pegamento en el texto, novela, libro, revista,
revista o cualquiera que sea el tipo de narración. . Este estudio se enfoca en
problemas de comprensión lectora encontrados en estudiantes de
8 ° grado A de la escuela secundaria Dr. Francisco Campos Coello que han sido
analizado. Se analizaron los aspectos teóricos de la narración y la lectura de los
autores que respaldan este estudio de trabajo. Además, los datos cuantitativos
obtenidos de los instrumentos aplicados se tabulan e interpretan, el análisis
bibliográfico se realiza cualitativamente. Como evidencia de los resultados
obtenidos de la recopilación de datos, los estudiantes presentaron una
deficiencia en las habilidades de lectura que agregó más al resultado que dio el
diagnóstico. Por lo tanto, se ha diseñado una estrategia de narración de cuentos
con algunos ejemplos de historias y actividades para apoyar a los estudiantes a
estar motivados y mejorar las habilidades de lectura.
Palabras clave: narración, comprensión, lectura, actividades
2
INTRODUCTION
This study provides information about storytelling and the
development of reading comprehension to design a storytelling strategy.
This technique is based on the teaching proficiency through reading and
storytelling (TPRS) to resolve the deficiency in reading comprehension
found through a diagnostic test applied in the class. Therefore, this study
work contributes with a proposal on a storytelling strategy.
The project also covers all the standards and parameters that are
required in the Good Living National Plan. The booklet is also related to the
whole aspects required in the National Curriculum Guidelines of English as
a Foreign Language, acknowledging the three key issues that students are
to face in order to reach their goal in learning the English language.
This gives a broader understanding on how this investigation was
carried out, the parameters that were used and involved, the diagnostics
that were made and how the results can engage with the proposal of the
investigation to improve students reading understanding through storytelling
strategies.
This research has been developed in four chapters.
CHAPTER I: The problem, scientific situation, Causes, Problem
formulation, General objectives and Specific objectives, Questions of the
investigation.
CHAPTER II: Background of the investigation, Theoretical
framework.
CHAPTER III: methodological design, population and sample,
operationalization of variables, investigation methods, instruments, analysis
and interpretation of data, conclusion and recommendations.
CHAPTER IV: Justification, general objective, specific objectives,
feasibility, description, conclusions.
3
CHAPTER I
THE PROBLEM
RESEARCH CONTEXT
Dr. Francisco Campos Coello High School was founded on
September 17th, 1958 by Dr. Rigoberto Ortiz Bermeo. At the beginning, the
institution belonged to the Guayaquil University Philosophy Faculty.
Afterwards, the institution belonged to the government, then Dr. Colon
Zambrano took charge as its first Principal.
This educational center is located in the Atarazana neighborhood at
the north of the city. At its beginnings, it worked at the Velasco Ibarra School
that is located next to the current one. This institution is 58 years helping
the community.
There are two shifts, morning and evening, with three 8th grade
official classrooms, A, B and C and with two 9th grade official classrooms,
A and B and also two official classrooms for the 10th grade as well.
Furthermore, it has a technical High School program in computer science
and Science Bachelorette.
The vision of the authorities and teaching staff is to obtain academic
excellence, able to mold critic, investigative and competent citizens to
perform to the maximum in the work field and compromise themselves to
the true social, personal and scientific transformation.
The presiding Principal of the institution is MSc. Kerly Coloma
Aguilar.
4
CONFLICT SITUATION
The Dr. Francisco Campos Coello High School has been selected for
the study of this project; it was observed that students performed in a
harmonic, but anti-pedagogical environment due to the noise that is
generated by the different courses in the school, and the students help the
rest of the crowd to distract themselves from learning the proper skills,
reading being one among them.
For this investigation, the students from the 8th grade A have been
selected. It was observed that the students have reading comprehension
deficiencies, in other words, there is no process of interaction among the
teacher, the students and the text.
This situation has developed because of the following factors:
didactic material failure that limits the interest of storytelling, the limited
usage of sounds, gestures to tell a story to promote motivation in students,
the lack of reading material according to the academic level of the students.
Furthermore, the text books have themes that have not been updated in
social values nor involved the student as a participant in them.
Also, the teacher is limited to interact with students carrying a series
of facts that unchain in empathy and facilitate boredom and reading
desertion.
It is important to induce students in the reading process because
reading is a thinking activity which develops intellectual skills: it is necessary
for linguistics and constitutes a learning support.
5
SCIENTIFIC FACT
The organization of Ibo American States for Education and Culture
(OIS) had a survey on August, 2014 about cultural habits and practices.
According to this research report in the surveys, 38% of Ecuadorians at
least once in 2013 have said to have read for professional or educational
reasons, while 37% said to have read a book due to boredom, entertainment
or interest.
According to the last census about reading habits made in the
country in 2012, the Institute of National Statistics and Census (INEC)
mentioned that 56% of Ecuadorians do not read due to lack of interest, 31%
due to lack of time, 3.2% because of problems of concentration and 8.2%
because of other reasons that are not mentioned. These results are
worrying because they show that no progress has been made in the nation‘s
reading habits.
Texts are not always presenting enough motivation to develop an
interest for reading to the average 11-13 years old student. The question is:
why isn‘t there any interest in student towards reading texts? From the
observation done, it is concluded that the reading material that books have
are not pleasant to the students or do not have the real life issues that social
aspects can have students immersed within. In other words, they do not
generate the relevance students must face in order to make a change in the
country.
In a diagnostic exam, it was shown that the 8th grade A students from
the Francisco Campos Coello High School have a low interest in reading
making the scientific fact of this investigation an insufficient development of
the reading comprehension itself.
From this point, the proposal for this theme is focused in researching
the influence that storytelling has in the development of reading
comprehension for students of 8th grade A from the Francisco Campos
6
Coello High School in Guayaquil City during the 2015-2016 school year,
considering this topic as one of the updated curricular reforms that is applied
by the Ministerio de Educación and the presiding Educational Reform.
CAUSES
Limited use of oral, visual effects and gestures to tell stories and
motivate students.
Difficulties to acquire reading texts according to students‘ academic
level.
Not updated strategies for reading stories.
FORMULATION OF THE PROBLEM
How does the storytelling influence in the development of reading
comprehension in the students of the 8th grade A from the Dr. Francisco
Campos Coello High School in the District 5, 8 Zone of the City of Guayaquil
in the 2016-2017 period?
OBJECTIVES OF THE INVESTIGATION
GENERAL OBJECTIVE
To analyze the influence of storytelling in the development of reading
comprehension throughout a field, bibliographic and statistic investigation
to design a storytelling strategy for reading comprehension.
SPECIFIC OBJECTIVES
To analyze storytelling through a field, bibliographical and statistic
research.
To characterize the reading comprehension by means of a field,
bibliographic and statistic research.
To elaborate a storytelling strategy for reading comprehension based
on the most important data collected.
7
QUESTION OF THE INVESTIGATION
How does storytelling impact in the development of reading
comprehension?
How is the actual situation presented in the development of the
reading comprehension in the students of the 8th grade from the
Francisco Campos Coello High School?
Which are the theoretical grounds that sustain the influence of
storytelling in the development of reading comprehension?
Would the proposal of a storytelling strategy allow to transform the
development of reading comprehension?
JUSTIFICATION
This project is set from the empiric techniques applied at the
Francisco Campos Coello High School with the students from the 8th grade
A, as an evidence that there is a deficiency in reading comprehension due
to the lack of didactic material, texts that are not updated to the students‘
academic level and difficulties in the methodology used.
The Storytelling will serve as an improvement for reading
comprehension since students learn in a fun, dynamic way in the time that
a high school has to offer such subject. The proposal of this project works
in the strengthening of reading skills.
The emphasis of this project is the reading comprehension with
themes that orientate the student in being a participant of a collective
reflection. This will help the students‘ professional, social and effective
growth.
This project has relevance in society because it will allow the student
to expand his or her values with real situations that will provoke emotions.
The practical situation that this research will solve is that students will
be motivated into reading and learn with updated readings due to the fact
8
that such readings will have diverse themes about family, perseverance,
friendship and other values.
This research is justified according to the Common European
Framework of Reference (2012) in what refers to reading comprehension
for level A1, which should allow the student to comprehend words and know
names with simple phrases. Considering the National Curriculum
Guidelines and its Specifications (2014), students of the 8th grade should
have a proficiency level of A1.1 and be able to recognize words, understand
simple and short texts and identify messages.
This project is based in the Teaching Proficiency Through Reading
and Storytelling (TPRS) (2012) by Blaine Ray which indicates that it is a
teaching method of foreign languages where a mixture of reading and
narration is used in storytelling. Total Physical Response by James Asher
(2010) is also applied in this research due to the fact that people learn best
when they are involved in the activity in a physical and mental manner. The
Natural Approach by Steven Krashen (1980) is referred to language
acquisition subconsciously with little or no struggle at all and total
understanding.
These theories support the proposal and address the learning realm
in where students develop the reading comprehension level and their
academic improvement.
The direct beneficiaries of this project are the students, teachers and
the indirect beneficiaries would be society as a whole.
According to the Good Living National Plan, objective 4 on page 160,
the strengthening of skill and potentials in a country‘s citizenship states that:
―not only the quality of the teacher and the student has to be considered but
also the quality of their society.‖ (2012)
9
It is necessary to strengthen the values within a community, with the
bases of educational situations and help students understand the world that
surrounds them, understand the diversity and generate respect not only to
the classroom, but to all its ambience.
10
CHAPTER II
THEORETICAL FRAMEWORK
BACKGROUND OF THE INVESTIGATION
After consulting sources of information of the University of Guayaquil,
Faculty of Philosophy, Letters and Science in Education, it is possible to
state that there are no previous studies regarding the two variables of the
investigation at hand. In addition, in the Francisco Campos Coello High
School there has been no research concerning storytelling and reading
comprehension. Similarities to the subject may be found or even concluded
to their proper terminology and so on; however, no concrete evidence is
present.
Due to this fact, it has come to meticulously investigation and
information related to the both variables that have been found individually.
A relating thesis about storytelling and the optimization of learning has been
published in 2014, article from Free University of Faculty of Education,
Master in Humanities and Languages in Bogotá – Colombia. The thesis
raised the possibility of learning the English language through Storytelling
with the studying of four categories established in specific objectives: first,
orientate the determination of the progresses of the students in relation to
the communicative competence in English. The second thing is to decide
the level of acquisition of vocabulary reached by the students and the third
is trying to establish the characteristics of the participation, motivation,
attention and concentration of children in classes, and finally, a fourth
category was established to check some aspects.
As the conclusion of this background, it can be stated that storytelling
promotes an environment suitable for the optimization of learning English
because the stories teach children to confront and transform their fears and
encourage their participation and social interaction.
11
These stories guide children to have a different vision of the world
around them and to feel a lot more comfortable and aware of their own
interpretation of such stories while performing them or telling them to their
peers in class. Thus, allowing students to acknowledge their proper
thoughts and critiques that can be important to the class.
Additionally, the objective of this study is to identify the key factors
that influence directly in English learning such as the emotional and affective
conditions students must face up to with their participation in classes and
themes about stories; the quality of stimulus that catches the attention and
identifies those that distract them; the period of production and the sources
of motivation. Another objective is to become familiar with the factors that
allow the teacher to plan the classes using strategies of control of external
variables to optimize the process of teaching – learning.
There is a similar thesis about storytelling in order to enhance
reading skills in English as a Foreign Language (EFL) that was published in
2014, in Ecuador, University of Cuenca, Faculty of Philosophy, Letters and
Science of Education. It made a study in two classes that presented the
same characteristics, selected the same number of students and level of
comprehension, measured the level of motivation to read in English through
a questionnaire and followed by a pre-test for reading comprehension based
on Common European Framework of Reference (CEFR) (2012). In the first
stage, students had to read a set of five texts and in the second stage they
did extensive reading while in the last stage a post-test of the same
complexity as the pre-test was administered to both groups and a survey to
measure reading attitudes also took place.
The findings demonstrated a certain rate of effectiveness of the uses
of storytelling for enhancing reading comprehension skills. In addition, the
findings indicated that the use of storytelling maximized the level of
motivation to read in English in the classroom and as an extra activity.
12
Confronting both perspectives and finding relationships between
these variables, it becomes imperative to create and apply a storytelling
strategy for reading comprehension in students of the 8th grade from the
Dr. Francisco Campos Coello High School in the 5 District, 8 Zone of the
City of Guayaquil in the 2016-2017 period.
THEORETICAL BASIS
DIDACTIC FOUNDATION
There are two main concepts that domain this study and those are
storytelling and reading comprehension. Most language teachers believe
that storytelling is a key factor for success in reading comprehension when
it comes to language learning (Kimura, Nakata, & Okumura, 2001). They
also add that the term ―storytelling‖ is a broad concept that can easily be
defined. This is the same scenario in Ecuador. Teachers think they need to
have the best and updated technology to raise students‘ attention and keep
them focused on the reading lesson. However, there is a varied range of
techniques and methods in terms of activities that can be developed in order
to improve storytelling and help develop reading comprehension in
students.
Dornyei (as cited in Kimura et al, 2001) mentions that theories
regarding storytelling strategies, in general, look for an explanation of the
human behavior, and thus it would be naive to assume simple answers
since every psychological perspective on human actions is associated with
a specific theory or motivation in order to do so. Storytelling needs creativity.
Therefore, what might interest one student might not be of any importance
to others. Keeping in mind that class sizes in Ecuador are large, it will be
difficult to please the whole class.
13
Some other authors have studied the same topic from other
perspectives, for example Gardner and Lambert (2012) have claimed that:
Language learning involving reading comprehension can be
divided into two types: integrative, which is described as the desire
to immerse oneself with the target language, vocabulary, and the
instrumental category that involves reading comprehension,
conceptualized as the desire to learn a language for a specific
purpose, such as acquiring reading comprehension just to study
abroad, learning reading skills for international employment,
temporary research studies, having a better salary just as a task
and not a skill, being acknowledged, etc. The case of the students
will be the second since it will be difficult to get immersion of the
language in Ecuador being a Spanish-speaking country. There are
no places where students can interact or be in an environment
where the target language is used or required besides school or
the institution they may also be learning the language (p. 23)
In terms of instrumental category for reading comprehension,
teachers can help students set long-term goals. Starting with those,
facilitators should publish the objectives or ask students to write them in a
visible place in order to keep them noticed on a daily basis. Bandura
(Schunk, 2011) reinforces this by saying that because of students‘ cognitive
capacity to predict the likely outcomes of prospective actions in a reading
passage, article or such, they can sustain their efforts by symbolic
techniques over a long time perspective. He also adds that long-term, more
general social goals tend to influence reading comprehension better than
more specific short-term objectives. The inconvenience with the long-term
ones is that students must truly believe they are reachable and that they are
worth trying in comparison with the effort they make to attain them. Teachers
should consider this piece of information in order to define their class
activities making reading comprehension the main goal of the class.
14
Storytelling was also classified by Deci and Ryan (as cited in Kimura,
2011) into intrinsic and extrinsic methods dealing with how motivated
students may be about the topic. The earlier refers to the desire to engage
in activities in anticipation of internally rewarding consequences such as
feelings of competence and self-determination. This is the case of the best
students that are always looking for the highest grade in performance. They
do not accept failure. Some of them work a lot to consolidate their
competences. Yet, others just need to attend classes to grasp the
knowledge easily. This is good if it is not a task demanded by their parents.
If that is the case, then they are victims or the competitiveness of their
parents and not of the demands that are academically set.
In Total Physical Response better known as TPR, this can relate the
connection when it comes to learning a language and physical movement.
The developer of this method, James Asher, believes that learning a
language is primarily by listening; engaging the right hemisphere of the brain
and no stress should be involved when learning a language. Asher
developed TPR because of his experiences observing young children
learning their first language. He noticed that interactions between parents
and children often took the form of speech from the parent followed by a
physical response from the child. Total Physical Response is often used
alongside other methods and techniques. It is popular with beginners and
with young learners, although it can be used with students of all levels and
all age groups. The following function lateralization such as semantics,
intonation, accentuation, prosody, etc. are all the beneficial part of TPR and
the activities involved are backed up by such methodology. (Asher J. J.,
1966)
Garcia (2012) defines storytelling as a state of the individual
influenced by certain needs and/or beliefs which generate favourable
attitudes and interests towards a goal, as well as a desire which moves
him/her to attain the goal with dedication and continued effort because
15
he/she likes it and feels satisfied each time a positive, neutral or negative
result in a story is observed.
As for reading, (Hohmann, 2002) describes it as information
processing and a steady act of meaning construction. He adds that there
are three different functions of reading: to get information, for pleasure and
to acquire a foreign language. The last function is the case of our study. In
this situation reading becomes a medium through which students get more
input and practice the language in a different cognitive environment, context
and motivation. Teachers need to choose texts that interest students and
do not let them think or feel they are forced to do it.
(Dolzhykova, 2014) Stated that:
Based on some findings, it can be concluded that it may be
possible to help establish the storytelling technique more firmly in
the teaching process by developing a specially designed,
structured teaching materials for young learners in the pre-reading
period. (p. 6).
Moreover, it appears worth condition to blend English with the native
language at the early stages of the storytelling program, and then gradually
reduce the amount of the native language used.
Clarke and Barnett (Hohmann, 2012) determine reading as the most
thoroughly studied and least understood yet invisible process in education
today. It is a skill that has to be acquired and learned consciously. Hermes
(1998) discussed that this acquisition takes a long period of time in primary
school, in regards to the native language (L1) of the students.
Dijk & Kintsch (Hohmann, 2012) described the reading
comprehension process saying that the information is stored in memory as
propositions. Those are the smallest ―meaning units‖. They can be falsified
or verified, and are linked together in an orderly structure. Moreover,
propositions refer to certain facts that are connected to each other according
16
to situational experience. Thus, the meaning of a text is constructed by
building up relations between mental representations and text propositions.
There are some principles for reading stated by Nation (2012) to
provoke fluency development:
Learners should be helped. They need to read material that is very
familiar and contains no unknown language features. There should
also be speed-reading practice in word recognition and in
understanding. These can be developed with activities like speed,
repeated, paired reading and subskills like scanning and skimming.
Learners should enjoy reading and feel motivated to read. Interesting
texts must be accessible and varied in styles: horror, science fiction,
fairy tales, legends, historical, etc.
Learners should read a lot. This can be monitored and encouraged
with extensive reading and issue logs.
The main method that can be used in storytelling is cooperative
learning due to the roles students take with the many ideas that can be used
for such exercise to be effective. One of these ideas is putting a large piece
of paper between the teacher‘s legs and have students imagine the scene
on the paper as the teacher or the student reads along. Telling students to
avoid eye contact in this activity will help them to focus their sight on the
paper and let their imagination flow as the story is told. Another tip of
storytelling is to allow students to finish the story with their own story. Keep
the suspense as long as possible and encourage everyone to participate in
ending the story with a version of his or her own.
These storytelling activities will definitely influence language learning
positively: ―Storytelling is a useful method for promoting language
development, at least in the context of the school system. All of the teachers
agreed that the use Storytelling in their daily teaching has achieved
progress in students‘ language development pedagogically.‖ (Wallin,
2015,p.89).
17
After the previous action, students can compare their stories with one
another. Students can also be asked to exaggerate the story that is being
told by the teacher or another student. One example of such activity is that
when the reader says, ―it was a big car‖, the students or the rest of the class
can say, ―no, it was a huge car, an enormous car, a humongous car.‖ The
cooperative learning approach is one that works best in most of the skills
when it comes to language learning.
Teaching Proficiency through Reading and Storytelling (TPRS) uses
a mixture of reading and storytelling to help students learn a foreign
language in three classroom settings. This method works in three steps, in
number one, the new vocabulary structure is learned by using a combination
of gestures, translations and personalized questions. Step two, the same
structures are used in a spoken class story, just the same way it is
mentioned previously and in step three, the same structures are used in
reading classes. Teachers do their best to make the target language
comprehensible to the students (Cantoni, 1999).
TPR is a language teaching method invented by Dr. James Asher
where students respond to commands given in the target language is
applied to this investigation of storytelling reading activities because the
reader or the storyteller can ask the audience to follow some commands
before, while or after reading an excerpt of the story. This technique is
wrapped with the comprehension approach to language learning (Asher J.
, 2013).
School teachers need to have a collection of articles focuses on
creating meaningful learning through an integrated language arts approach
for after reading activities that involve the storytelling. These can be divided
into three sections, to have role plays and with costumes, masks and other
type of realia like swords in a Shakespeare play like Othelo or performing
narratives like the famous stories of the three little pigs. Topics in section
can include the development of reading in a language arts context, student
created books on their own and then make simulations of what they have
read in class. The impact of different instructional methods on student
18
reading, fostering language play, and ways of integrating reading with music
using masks, flashcards, art and drama. It can also come to exercise
discussion in such issues as achievement assessment in the language arts
that can be part of reading comprehension, parent involvement in language
arts programs, teaching children, and integrating perspectives on
monolingual and multilingual children can become a learning experience.
Another aspect that falls under the same material included for this
project which could facilitate learning to students are flashcards which are
used to activate students‘ previous knowledge and warm them up before
the exercise that is going to be done. It sets the pace for the activities as
well.
Another useful teaching aid are masks that students use to feel more
confident because somehow such element of knowing that the real them is
not being seen, satisfies the anxiety of being watched and being afraid of
making mistakes.
With a similar aim are puppets recommended, because they take a
whole different scheme when students use them as characters to tell a story
or to simply role play an event.
In these storytelling activities, sceneries play a relevant role, because
these take a mental form once they are described to students in a reading
passage or story. The sceneries can help develop the mental graphics and
pictures that are needed to place the events on the correct setting of the
story. Realia because by using real objects while telling the story, students
will enjoy a more vivid experience, turning the reading process into an
unforgettable and memorable activity.
An important step on the storytelling strategy is selecting the most
adequate technique to support the story-telling, for example: simulations.
These activities are considered to place students into practice of the real
19
world and its situations. It gives students the opportunity to make mistakes,
correct them and change the situations if they want to.
Another important communicative resource is body language, as a
Paralingual element. By developing awareness of the signs and signals of
body language, students can more easily understand other people, and
more effectively communicate with them. This body language has its effects
also when the reader and the listener can foster such ability with practice.
PEDAGOGICAL FOUNDATION
Constructivist learning has developed as a substantial approach to
teaching. During past decades, many researchers and scientists had
elaborated on the historical precedents for constructivist learning theory. In
this view, constructivism represents the shift from education based on
behaviorism, to education based on cognitive theory. Thus, behaviorist
epistemology essence is based on intelligence, domains of objectives,
levels of knowledge and reinforcement; however, in the case of
constructivist epistemology, it is the learner who constructs knowledge
based on interaction with the environment. (Aljohani, 2017)
Garcia (2011) mentions that traditional research on teaching looks at
how the teacher behavior influences students‘ achievements. The main
purpose of such research was to determine the criteria for excellence in
teaching by defining the effects of teacher‘s actions on students‘ learning.
She adds that later research adopted the dichotomy of process-product
which assumes that causality is unidirectional, with teacher‘s classroom
behavior affecting students‘ performance and their outcomes. She also
mentions that with the arrival of cognitive psychology and diversification of
research paradigms, researchers are more interested in teachers‘ beliefs,
thinking, cognition, learning and knowledge. Thus, teachers are
professionals who make reasonable judgments and decisions within a
complex community, school and classroom setting which determine the
behavior of the class.
20
Observing this phenomenon from the cognitive area, individuals‘
beliefs and opinions about the importance of the goal influence their
motivation involving such storytelling activities. Individuals‘ orientation
towards the goal can be determined by studying the personal reasons due
to which foreign languages are studied. Gardner (2000) defines this as
orientation, which refers to a class of reasons for learning a second
language. Teachers must deal with this orientation. They should take the
first lessons with any group to make a list of reasons to learn English as a
foreign language and all advantages it involves in our society.
Teachers face a problematic situation because many foreign
language students struggle to read well in the L2. There are specific
differences throughout the educational systems among countries. Reading
in L1 and L2 varied because of the context. In L1, everyone and everywhere
students are reading in their languages, parents read to their children. They
know the context of the texts, they have developed cognitive skills that help
them treat readings with ease.
On the other hand, reading in L2 especially English, becomes a
difficulty, firstly because words are read differently from how they are
written. Therefore, it is confusing for students to even utter the story. Other
barrier is the vocabulary, content of the story, plot, message and all features
that involve reading. To make it worse, students cannot interact with the text
because of their oral deficiencies which sometimes is accompanied by fear
of participating in front of the class or being ashamed for others start
laughing at the pronunciation.
A very interesting and effective resource to face this difficulty is
already given in the storytelling:
When using storytelling as well as theoretical underpinnings
to suggest storytelling as an effective tool for language instruction,
a brief history and definitions of storytelling are presented by
descriptions of storytelling in classrooms ending with theoretical
21
underpinnings to support storytelling as effective pedagogical tool.
(Wilhelm, storytelling in ESLEFL classrooms, 1998, p.91).
Lastly on a pedagogical innovation carried out by Briones, M. &
Ramirez, M. R. (2011), they found out that the predominant methodological
approach followed in a reading class is a traditional one. They described a
traditional reading class as the teachers reading out loud, sometimes with
students repeating out loud and in some cases, teachers asking questions
that are answered by the best student, the one that happens to be paying
attention at the moment of the question or answered by the teacher if there
is no response from anyone in the class.
In relation to these learning handicaps, storytelling appears as a
valuable resource to improve language learning: ―In order for schools to
improve the learning of all students, different pedagogical strategies need
to be employed. Using storytelling in the classroom is one of the methods
to improve teaching oral language, reading comprehension, and writing.‖
(Karim, 2013) (p. 3)
Because of the interrelated nature of the processes involved in
reading and writing, storytelling can be an effective pedagogical strategy
that can be woven into instruction to increase students‘ competencies in all
areas.
PSYCHOLOGICAL FOUNDATION
According to Theoretical Synthesis, "when a stimulus is
presented short and clarity is uncertain that gives a vague
stimulus, perception becomes a top-down approach." Conversely,
Psychology defines bottom-up processing as an approach
wherein there is a progression from the individual elements to the
whole. (Simon, 2012)
This allows the effect to make students learn from the most specific
to the broader term or vice versa. In the ―top down‖ approach, the system
22
is broken down so the student could gain insight of the other sub titles there
may be in a concept. For example, the explanation of tenses, vocabulary
and their root words, prefixes, suffixes and other compounded elements
that are there in the linguistic part of a language. The same happens with
the bottom up process when the learning starts with the simplest or the
lowest spectrum of such aspect to the wider side or its complete form.
The psychological effect of such approaches, from a cognitive
psychology perspective, explains that information enters the eyes in one
direction (sensory input, or the "bottom"), and is then turned into an image
by the brain that can be interpreted and recognized as a perception (output
that is "built up" from processing to final cognition). In a bottom-up approach
the individual base elements of the system are first specified in great detail.
These elements are then linked together to form larger subsystems, which
then in turn are linked, sometimes in many levels, until a complete top-level
system is formed. (Simon, 2012)
Kimura et al (2011) explains that throughout the 1990s research on
language learning motivation added concepts from psychology and
organization investigations, areas where there is abundant work. Garcia
(2001) adds that motivation has been considered as a complex construct
defined and explained by different theorists and points of view. Members of
the cognitive school tend to speak in terms of goals and needs of the
learners which guide them to act, whereas those of behaviorist orientation
talk of an increase in activities like storytelling of an organism following
reinforcement in a situation, such as some incentive or intrinsic satisfaction.
This author pays attention to psychologists like Lewing, Atkinson and Rotter
because they adopted an expectancy-value framework in motivational
psychology. She also considers Heider and H.H. Kelley that defend the
attribution theory, and Maslow, Rogers and Allport supporters of a cognitive
point of view in human beings.
23
The educational value of using stories and the technique of
storytelling has always been undisputed throughout the world. Now more
and more English as a foreign language (EFL) professionals are using it:
Teachers of young learners are using carefully selected
stories from the world of literature because they have become
more familiar with acquisition-based methodology and because
stories comply with major objectives for foreign language
teaching: linguistic, psychological, cognitive, social and cultural.
(Ellis G. , 2014) (p. 5)
Students‘ storytelling motivation is the desire to participate in
activities in anticipation of a reward from outside of and beyond the self.
This is the case of sports people whose motivation is the medal. In an
educational setting, grades become the extrinsic motivation for most
students.
That is what makes them complete homework, pay attention in
classes, do the activities, study for the texts, work on projects, and lastly
behave appropriately. This external motivation can also refer to the
influence of some relatives (parents, older brothers/sisters/, aunt/uncles) on
the students. Pupils see them as role models and try to follow their steps or
excel them. Another example of external motivation involving storytelling is
the type of activities students are exposed to, some of them are of their like
and others just seem not to engage them.
A number of studies by Brown (quoted by Rumelhart & McClelland)
maintain comprehension strategy instruction as positive effects on students‘
reading comprehension. Both explicitly and directly strategies taught to
language learners, help them become thoughtful, proficient, independent
readers, which is the main objective of reading lessons. (Rumelhart &
McClelland, 1981)
24
The order of strategies, ranging from semantic guessing to inference,
suggests that students tried to understand the words first. This process of
strategy used in the order that is specified helps students to regulate
cognitive processing. With strategies students organize their thoughts
about the story. For example, students first focus on the words that they
know the meaning of and make elaborations; as a result, they make an
assumption about the moral, message and overall meaning of the story.
Then, by bringing in the background knowledge they already know, they
make an inference, by stating key points and utter comprehension of the
story, (Grenfell, 2012)
During a while, the change of behavior was also related to the style
of learning a student may receive. This created a behavior perspective from
the educational labor; however, it can be confirmed that human learning
goes far beyond a simple conduct change. It also relates itself to a change
in the significance of experience. The human experience does not only
involve thinking, but also affectivity when it is trained in a set of individualism
in order to enrich the meaningful experience. To understand the educational
system, it is necessary to consider three other methods: the educational
process in which teachers and their teaching style is involved, the
knowledge structure they may have as part of their curriculum and the way
such curriculum renders production and the social entourage in which the
educational process develops, (Ausubel, 2012).
In this type of theory both variables can be related to the content of
the term significant learning. Reading comprehension and storytelling are
the variables at play in this project. Storytelling is the independent variable
that will help students reach reading comprehension, which is the
dependent variable. Students are lacking understanding when it comes to
reading due to the lack of vocabulary learning, new word retention and the
fact that there is no practice in such skill as constant as it supposed to be.
With storytelling, students will be able to synthesize the meaning of the
reading at hand. It will help them attain vocabulary as applicable as possible
25
within the content of the stories. The variety of the stories and the type of
such used in the project will be informative, entertaining, inspiring and of
human relationship, so students could relate to the content of each story.
PHILOSOPHICAL FOUNDATION
Philosophers have subdivided all knowledge and pursuits of
knowledge under several headings. Didactics as the theory of the teaching-
learning process belongs to the division called epistemology, which is the
study of how all scientific knowledge is acquired. One comprehends to the
extent of coming to know the meaning of what is read. Critical reading, on
the other hand, belongs to the division called axiology, which deals with the
question and assessment of value and with sets of values. One reads
critically to the extent of coming to assess the value (ethical and aesthetical)
of what is read. By subsuming critical reading under comprehension, its true
nature, is misunderstood. Comprehension is gaining meaning from the
page, while critical reading is evaluating the meaning gained and its
implications. Critical reading assumes comprehension as comprehension
assumes decoding and all occur almost simultaneously. (Cunningham,
2014).
The process of reading helps foreign language learners to improve
their culture, which in general terms provides them a sense of intercultural
perspective:
Young learners share a remarkable variety of personal
experiences, values and ways of understanding. This language is
the tool that they use to shape their thoughts and feelings. It is
their means of reaching out and connecting with other people.
(Stoyle, 2004)(p. 26)
Stories can link not only between the world of classroom and home
but also between the classroom and beyond.
26
The above mentioned critical reading is implemented in Basic
General Education through the transversal axes that are manifested
throughout the use of learning reading comprehension skills, storytelling
and speaking English language, all of which can boost up the morale and
self-esteem in students, giving them a great aspect of respect to themselves
among their peers, their community and societies that they may be involved
with.
Storytelling is in connection with foreign language learning in formal
classroom contexts because it compels students to focus on the topic in a
more restricted manner, considering the main factors in the teaching-
learning process: students, teachers, curriculum and the process itself,
summarized by Garcia (2011).
The author also mentions some theories about storytelling in foreign
language learning which are:
Carroll‘s conscious reinforcement model, which states that an
efficient resource that facilitates learning is reinforcement. This
model has two consequences: it increases the probability of repeated
behavior in similar situation and, in turn, it becomes a habit; it also
provides information on the suitability of the responses in the
situations in which they are used. This repetition provides students
confidence when it relates to storytelling by giving students also the
assurance of performing in front of their peers in class. It improves
pronunciation and the habitual reminder of the task at hand.
Bialystok‘s model on the role of strategies, this provokes a
transformation of explicit linguistic knowledge into more intuitive,
spontaneous, and automatic implicit content. This might be
intensified in motivated students, as they look for more
communicative situations in which to participate throughout reading
and sharing stories among themselves.
27
The previously mentioned is related to the benefits that storytelling
provides the students in giving them confidence to perform in front of others
when such stories are being told. Stage fright is one experience that many
students get due to the fear of speaking in front of others. Reinforcement,
as mentioned by Carroll‘s model can help students in getting rid of such
stage fright periodically with practice and constant repetition with unfamiliar
words to the student that will enhance language learning after all.
That is why this reading technique has been considered by many
authors as a very useful resource to influence values acquisition:
―Storytelling effect on students trust and commitment to organizational
values, policies and product prove that storytelling will improve student
commitment to organizational philosophical traits and that will be more
persuasive, effective in producing commitment than other forms of
information.‖ (Eck, 2006) (p.38)
Bialystok states that explicit linguistic knowledge not only
helps students with the structure of the words but also it motivates students
participation as a whole and engages them into communicative situations
that can be done after the reading of a story, create their own endings of a
story and even change the characters of a story. The student on their own
accountability can do all this spontaneous format of activities with enough
classroom practice.
LINGUISTIC FOUNDATION
This linguistic frame takes into account the communicative
competences that are set according to the Common European Framework
of References (2012) which allow students to be classified depending on
their language performance and competence. Thus, the student is
categorized according to the four skills and the level of production and
understanding the student shows in the English language.
28
When it is referred to text linguistics, it can be said that it is a branch
of linguistics concerned with the description and analysis of extended texts,
either spoken or written, in communicative contexts. Intertextuality is one of
the branches studied by text linguistics, it is a central idea of contemporary
literary and cultural theory.
Intertextuality refers to the interdependent ways in which texts stand
in relation to one another, as well as to the culture at large, to produce
meaning. Intertextuality has its origins in 20th-century linguistics, particularly
in the work of Swiss linguist Ferdinand de Saussure (1857-1913). Such
examples can be classified as imitations, parodies, citations, montages and
plagiarisms—and those works in which the intertextuality relation is not
foregrounded. Allusions, collage essays, mimesis, parodies, semiotics, sign
and text Linguistics are all other types of examples that are involved in text
linguistics. Intertextuality seems such a useful term because it foregrounds
notions of rationality, interconnectedness and interdependence in modern
cultural life. In the postmodern epoch, theorists often claim, it is not possible
any longer to speak of originality or the uniqueness of the artistic object, be
it a painting or novel, since every artistic object is so clearly assembled from
bits and pieces of already existent art. (Nordquist, 2016).
In context linguistics, a discourse surrounds a language unit and
helps to determine its interpretation through context and context of use.
Discourse extended verbal expression in speech or writing. In other words,
it is how meaning is understood without relying on intent and assumptions.
In applied pragmatics, for example, meaning is formed through sensory
experiences, even though sensory stimulus cannot be easily articulated in
language or signs. The words that come just before or after a word or a
sentence that will help students understand meaning as a whole. In the
English language, there are many words that have the same spelling
pronunciation but meaning depends in context. For example, the word
―mad‖ can change its meaning according to the other words (context) that
29
are involved in the sentence. The same can be said for the word ―set‖. Set
your watch is not the same as a set of watches.
The above mentioned linguistic qualities are all trained by means of
storytelling: ―(…) empirical studies claim that storytelling improves such
linguistic skills for three main reasons: the use of stories is highly motivating;
they provide learners with comprehensible input; and they promote social
interactions.‖ (Lucarevschi, 2016) (p.33)
Paralingual elements, as a part of the non-verbal communication,
considered as meaningful aspects of oral communication that do not involve
words, are essential in this strategy because using an adequate intonation
and pitch will certainly improve student´s motivation and comprehension of
the story being told. The paralinguistic primary elements have been
considered as: ―(…) timbre, resonance, loudness, tempo, pitch (level, range,
registers, intervals), intonation range, syllabic duration, and rhythm) that are
always present in the human voice‖ (Poyatos, 1991, p. 181) These elements
ad emphases and shades to the story, having the students concentrate,
focus and follow the story up to the climax.
From the literary point of view about the characteristics of a story, it
can be said that it provides a lens through which readers look at the world
and at a system of the previous experiences they have acquired by reading
a range of previous texts. In theses range of texts, readers have gotten
familiar with the author`s point of view, which is the way he allows readers
to ―see‖ and ―hear‖ what is going on. Skillful authors can fix their readers‘
attention on exactly the detail, opinion, or emotion the author wants to
emphasize by manipulating the point of view of the story. This skill
eventually is developed in students with constant practice and participatory
exercises where the student that is telling the story can elaborate, if his or
her point of view was achieved by the rest of the class after the storytelling
took place. The student should also be trained on how to manipulate the
point of view on which it is intended and can also do exercises on which
30
such point of view can easily be changed, making the exercise spontaneous
and very unpredictable as well.
The variety of the stories and the type of such used in the project will
be informative, entertaining, inspiring and of human relationship, so
students could relate to the content of each story and retell them.
Fairytale- the likes of Snow White, Cinderella, Little Red Riding Hood
and other stories that students have also heard of in their own
language, Spanish. This will give them activation to their prior
knowledge of such stories that they already have a concept of and
the plot of the stories.
Folk tale- The stories could be related to Ecuadorian tales like The
Leprechaun (El Duende), The Lady in the veil (La Llorona), The
Legend of Cantuña, The Cathedral Rooster, Father Almeida and La
Tunda. Ecuadorian tales that students are familiar with about their
cultural and customs.
Legend- stories that are from presidential characters of Ecuador to
countryside heroes that are legends to the elderly of the land.
Myth- Greek mythology from Zeus, to Apollo and Pandora that send
a valuable message of morale and personal values.
Parable- These stories are similar to biblical parables that have
messages of love, passion, mercy, faith and forgiveness.
Personal story- This exercises are done by the students in pair,
groups or can be sent as extracurricular activities in the classroom or
at home.
Traditional tale- These tales will be about the same tales that have
been circulating in Ecuadorian culture like the moaning lady, El
Chiflon and The Headless Gringa. (Vega, 2015)
Particularly, in the proposal of this thesis fable, fairytale, legends and
traditional tales are going to be considered, taking into account their cultural
literary value in relation to educational aims.
31
SOCIOLOGICAL FOUNDATION
The process of reading in any language also has a sociological
bases: ―Reading is more than a psycholinguistic act of decoding letters and
words. Rather it is a social practice that takes place in particular
sociocultural contexts‖ (Warschauer, 2000) (p.15)
Within motivation in L2 learning, the theoretical concept that has
garnered most attention to present is integrative orientation, defined by
Gardner and Lambert (Dornye & Ushioda, 2009) as reflecting a sincere and
personal interest in the people and culture represented by the other group.
They added that this concept derived from a parallel they drew with
processes of social identification underpinning first language acquisition,
whereby the infant attempts to imitate the verbalisations of their beloved
ones for the reinforcing feedback, which this imitation provides. They
deducted that a similar process may sustain the long-term motivation
needed to domain a second language.
Therefore, notions of social identification and ethno linguistic identity
have been implicit in the integrative concept. Additionally, those notions
have been also explicit in social psychological relations research on second
language communication and intergroup behaviour, and were used to
explain motivation for developing and adopting particular linguistic codes
and speech patterns among minority ethnic groups.
Garcia (2011) confirms that as opposed to behaviourism, the social
learning theory maintains that the mental processes of cognition influence
our conduct. The author adds that its adherents believe that individuals
learn through imitation, they distinguish between motivating and non-
motivating environments, they build up expectations related to
achievement, and finally they construe the world in a subjective manner.
The four skills of the language are divided into receptive and
productive. Reading belongs to the receptive group. For many teachers,
32
being reading under that classification makes it passive, that is why most of
them use the reading silently method. The advantage of that method is that
students go at the own pace. However, no one knows if learners understand
what they are reading or even if they are taking the task seriously or just
having fun and enjoying the free time.
Another common practice is reading or storytelling and students
listening, or having students repeat after the teacher. This activity is good
for pronunciation but lacks comprehension. Finally, what some teachers do
is ask factual questions from the text. Those questions most of the time are
answered by the best student or the one that happens to be paying attention
at the time of the question. If there is no answer, teachers end up answering.
However, with a sociological base, it can be stated that reading can
become an interactive and social process. Students can interact with the
author or the text. They can take notes of what they understand. They can
also make use of different strategies to fully comprehend the text and learn
from it in interaction with the rest of the students in the class. Teachers can
use the content of the reading to organize pair and group interaction within
the class. Again, the successfulness of the lesson lies on the expertise and
knowledge of the teachers and the decisions they take when planning and
exposing the lesson to their students. Thus, reading and interacting socially
as in the storytelling technique would certainly improve the quality of the
reading comprehension as an active process.
In relation to the previous idea, it has been stated that: ―In contrast
to the antistructuralist and antipositivist agenda that has animated the
―narrative turn‖ in the social sciences since the 1980s, a more uniquely
sociological approach has studied stories in the interactional, institutional,
and political contexts of their storytelling.‖ (Polletta, 2011) (Paragraph 3)
According to all the above mentioned authors, it has been clearly
stated that storytelling is considered a valuable resource to better up
students‘ reading proficiency from a sociological viewpoint.
33
LEGAL FOUNDATION
The present Ecuadorian Constitution, Chapter 2, in the right to the
Living National Plan, Section fifth, recognizes the right of Education as an
alienated right to its citizens, Article 26. Children have the right to education,
the right to equal opportunity, no discrimination and immune from any other
deficiencies, guaranteeing quality and the best type of welfare.
The Intercultural Education Organical Law (LOEI) (2012) defines the
common education as an instrument of society‘s transformation and in
Article 2, paragraph B, and recognizes particularly children and teenagers
as the center of teaching-learning process and the core of the rights. And
are organized on the sole aim that it is the development of knowledge.
The legal foundation backs up the Good Living National plan offering
a better way of life to the Ecuadorian citizen, with the equal right to the
proper education, without any constrictions, obstacles, or conditions to the
right of bearing such privileges and entitlements. The Ecuadorian
government supports this act to the utmost respect of the law and it lies all
its responsibilities upon such act, guaranteeing the right to pursuit equality
and sovereign as a whole, (Falconí, 2017)
34
CHAPTER III
METHODOLOGY, PROCESS, ANALYSIS AND DISCUSSION OF RESULTS
METHODOLOGICAL DESIGN
This research project is of mixed character because there is not any
dichotomy between qualitative and quantitative methodology. Quantitative
data obtained from the applied instruments is tabulated and interpreted, also
the bibliographical analysis is qualitatively done. In this investigation, the
methodology used in order to follow the process required by the objectives
consisted of data collection approaches for qualitative research, which
usually involves:
Direct interaction with individuals on a one to one basis
Or direct interaction with individuals in a group setting.
Data for qualitative research collection methods are time consuming;
therefore, data is usually collected from a smaller sample than would be the
case for quantitative approaches. This makes qualitative research more
expensive, but similarly accurate.
The benefits of the qualitative approach is that the information is
richer and has a deeper insight into the phenomenon under study.
TYPES OF INVESTIGATION
The project research has the following typology.
Descriptive: this research is descriptive because it characterized the
situation that the students present from Dr. Francisco Campos Coello
High School in the development of reading comprehension by lack of
motivation to reading in English
35
Explanatory: it is also explanatory because it has researched in the
causes that influence storytelling in the development of reading
comprehension.
Purposeful: this research is purposeful because a proposal will be
designed in order to contribute to the solution of the diagnosed
problem, which will allow to increase the attention, motivation and
comprehension of the students now to read.
POPULATION AND SAMPLE
The population is a group of individuals sharing similar
characteristics that form part of a study, the sample takes a part from the
population. The population and sample in this project is the same because
the population has a small number of people, so it does not count with the
number of people necessary to do a formula for sample selection, from
students of the 8th grade "A" from Dr. Francisco Campos Coello High
School where population is less than 100 individuals, thus the next sample
is obtained.
SAMPLE
The sample in this investigation did not need to be put into the whole
process nor had any formula to be performed due to the fact that this
investigation is only being conducted on a total of 45 students.
STRATUM
CHART “C”
No STAFF POPULATION SAMPLE
1 STUDENTS 45 45
2 TEACHERS 1 1
TOTAL 46 46
36
OPERACIONALIZATION OF THE VARIABLES
VARIABLES DIMENSION INDICATORS
Dependent Reading
Reading competence
Understanding texts.
Improving reading speed. comprehension
Techniques used in Skimming ELT Scanning
Methods TPRS teaching proficiency through storytelling and reading TPR Natural approach Strategies Purpose/opinion Memory games to help students differentiate plots Author‘s references Visual aids
Independent Storytelling Applying reading Storytelling exercises. strategies
Engaging students in storytelling Development of proper pronunciation skills with the content of the reading. Types of stories Fable Fairytale Folk tale Legend Myth Parable Personal story Traditional tale Key strategies of Clarity, diction, coherence, cognitive and ability delivery and effectiveness development in skill development.
Source: Students from the 8th grade from Dr. Francisco Campos Coello High School Authors: Vanessa Navarrete and Jazmin Reye
37
RESEARCH METHODS
The methods used in this project are:
THEORETICAL METHODS:
ANALYSIS- SYNTHESIS
This method is used because during the research process, because
an analysis of the data obtained has been made and the essential ideas
synthesized during the study of the theoretical bases and also during the
interpretation of the results obtained from the implementation of the
empirical techniques used.
HISTORICAL- LOGICAL
This theoretical method is used during the analysis of the theoretical
background of this thesis, while antecedents of the previous existing
information on the topic were located and explained.
INDUCTIVE- DEDUCTIVE METHODS
Deductive method is a basic form of valid reasoning. In this research,
deductive reasoning, or deduction, starts out with a general statement and
examines the possibilities to reach a specific, logical conclusion.
(Wassertheil-Smoller, 2013).
This deductive method uses deduction to make scientific theories. It
is understood that in the deductive method of investigation, observations go
from the broad spectrum to the most specific one, general categories to the
most defined ones are taken into consideration.
38
EMPIRICAL TECHNIQUES AND INSTRUMENTS
The survey is applied as an empirical technique to the 45 students
from Dr. Francisco Campos Coello High School with the objective of
gathering information about students reading comprehension level. The
instrument used was a survey questionnaire, based on the Likert scale.
The other technique used was the interview applied to the teacher
with the objective of making a deeper analysis of the students reading
proficiency. The instrument applied was a questionnaire.
In addition, a diagnostic test was applied to the students as a
technique to determine more accurately the students reading
comprehension level. The instrument used in this case was the work sheet.
39
RESEARCH INSTRUMENTS
DIAGNOSTIC TEST
Read the passages and choose the correct options according to the
reading.
One of my favorite vacation places is Mexico. I really like the weather there
because it never gets cold. The people are very nice too. They never laugh
at my bad Spanish. The food is really good. Mexico City is a very interesting
place to visit. It has some great museums and lots of fascinating old
buildings. The hotels are too expensive to stay but there are more affordable
options. For example, you can stay at one of the beach resorts like
Acapulco. If you are planning to visit Mexico, you should definitely see the
Mayan temples near Merida.
Source: http://www.grammarbank.com/reading-comprehension-test.html
- Select the correct option according to the text read.
1.
a) Sam likes warm weather
b) Sam doesn't like warm weather at all
c) Sam hates warm wáter
d) Sam likes cold weather
2.
a) His Spanish is very good
b) b) He speaks Spanish very well
c) He is Spanish
d) He doesn't speak Spanish very well
3.
a) There's a lot to see and do in Mexico
b) There aren't a lot of beautiful places in Mexico
c) Mexico is a dirty place
d) Tourists never come to Mexico
4.
a) Hotels are very cheap in Mexico
b) The Hotels aren't confortable there
c) Hotels are all poor in Mexico
d) The Hotels in Mexico are pretty expensive
40
For question number 1, it can be concluded that the right answer is
option A because the reading refers about how pleasant the weather in
Mexico is because it never gets cold. Out of the 45 students only 10 %
provided an adequate answer to this question
In question number 2, the answer is item D because the text clearly
states that people in Mexico never laugh about his Spanish, giving the
conclusion that his Spanish is not that good when communicating with other
Mexicans. Only 5% answered this question correctly.
In question number 3 the answer is A because the text refers to the
many interesting things there are to do in Mexico: places to visit, old building
and fascinating museums. This answer was correctly answered by 20% of
the class.
Question number 4 concludes with answer D because it states how
expensive the hotels are in Mexico. This answer was correct only by 5% of
the class.
According to the low quantity of correct answers obtained, it can be
stated that the students tested show difficulties in their reading
comprehension proficiency, thus it is necessary to implement some didactic
resources to motivate them to read and to have them develop their reading
comprehension process in an adequate way.
41
Teacher´s interview from Dr. Francisco Campo Coello High
School.
Objective: to collect information for the project: The Influence of
Storytelling in the development of Reading comprehension.
1. How do you motivate students to read texts in English?
First, I warm them up about themes that can be related to the topic.
Then, I ask them about their opinions on how to handle the situation on
their own way. This usually works with students that are in an
intermediate level and sometimes some words in Spanish need to be
used, so the lower level students can also relate to the topic and have
full understanding.
2. Do you use any strategy or method in class to the development of
reading comprehension?
I ask questions before, during and after the reading has taken place. It
works.
3. What do you think about storytelling to optimize reading?
It is useful when used properly and it motivates students into reading
material that is more similar. It can be used as a step up to get into
higher vocabulary material.
4. Do you think that the student´s book is appropriate to their
proficiency academic level?
The book that is being used with students of my 8th grade class is
appropriate and it covers all the four skills, vocabulary and grammar
concepts. It would be nice if a platform for the book could be set for the
schools.
42
5. Do you think that storytelling before reading can help students
increase their comprehension?
It can be a warm up, a pre reading activity and a spring board to help
students jump into a better learning environment.
6. Have you ever used the storytelling in your classes?
I have had the chance to use it in the other institution that I work at on
weekends.
7. What level of reading comprehension do your students have?
The majority of them have a low comprehension level in reading.
8. Would you apply storytelling strategies for reading
comprehension?
Yes, I would. I believe it would be useful for reading classes and it will
help students reach a higher proficiency in the reading area.
According to the teacher‘s answers, it can be said that the teacher
is currently updated with many of the qualities of today‘s teaching styles
in the classroom where students varied a certain degree of knowledge
and learning. The teacher is also aware of the type of students in the
classroom and their difficulties in reading abilities. The teacher can also
relate to the proposal and its purpose because she believes that this
type of exercises included will help students gradually reach and
improve proficiency in reading.
43
Specific instruction:
SURVEY TO THE STUDENTS
Place a ―check mark‖ on the answer you consider the most appropriate on
every question.
1.- Totally Disagree 4.- Agree
2.- Disagree 5.- Totally Agree
3.- Indifferent
1 2 3 4 5
1. The reading assignments in the English classroom are updated.
2. You consider the pictures with the reading are used to give easiness in comprehension.
3. I understand when I read in English
4. The introduction done by the teacher motivates me to read about the topic
5. The reading activities are done before, during and after the stories.
6. The stories that I read have a learning topic.
7. There are group work activities to develop reading.
8. The message of the storytelling are according to my comprehension level.
9. The storytelling are cleared and precise
10. I consider that a pamphlet with storytelling can help me in the development of reading comprehension
11. I participate actively during the reading activities
12. There is feedback about the narrated stories
13. The teacher generates emotional situations on me when the stories are narrated.
14. There are questions and answers about the story
15. Reading increases my imagination
44
ANALYSIS OF SURVEY RESULTS
Sample: 45 students Course: 8th course
Question 1: The reading assignments in the English classroom are
updated.
Table 1
ALTERNATIVES FREQUENCY PERCENTAGE
1- Totally disagree 15 33,33
2- Disagree 10 22,22
3- Indifferent 6 13,55
4- Agree 7 15,55
5- Totally agree 7 15,55
Total 45 100
Title: The reading assignments in the English classroom are updated Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 1
15%
15%
13%
33%
totally Disagree
disagree
totally agree
Agree
Indifferent
22%
ANALYSIS: This leaves no room for doubt that students at least check the
material before reading it. The percentages show negative results about the
question asked.
45
Sample: 45 students Course: 8th course
Question 2: You consider the pictures with the reading are used to give
easiness in comprehension.
Table 2
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 5 11,11
2- disagree 6 13.33
2- Indifferent
12
26.66
4- agree 10 22.22
5- totally agree 12 26.66
Total 45 99,99
Title: 2.You consider the pictures with the reading are used to give easiness in comprehension. Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 2
26%
11,11%
22,22%
13,33%
agree
disagree
totally agree
totally disagree
Indiferent
26,66%
ANALYSIS: This shows that most of the students are visual learners and
like to work with pictures in their reading activities. Graphics and drawings
make any story a lot more interesting to their age classification.
46
Sample: 45 students Course: 8th course
Question 3: I understand when I read in English
Table 3
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 5 11,11
2- disagree 15 33,33
3- Indifferent 2 4,44
4- agree 8 17.77
5- totally agree 15 33,33
Total 45 100
Title: 3.I understand when I read in English
Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School
Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 3
4%
11%
17%
33%
33%
agree
disagree
totally agree
totally disagree
Indifferent
ANALYSIS: It seems that most people disagree because some feel
indifferent, but that can be mooted according to the way students may feel
about the stories they may be reading
47
Sample: 45 students Course: 8th course
Question 4: The introduction done by the teacher motivates me to read
about the topic
Table 4
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 5 11,11
2- disagree 15 33,33
3- Indifferent 10 22,22
4- Agree 5 11,11
5- totally agree 10 22,22
Total 45 100
Title: 4.The introduction done by the teacher motivates me to read about the topic Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 4
11,11
22,22
11,11 33,33
agree
disagree
totally agree
totally disagree
Indifferent
22,22
ANALYSIS: Motivation must be present as much as possible when doing
activities and involving language learning. The majority of the class may
differ about feeling motivated, but others may be ready and willing to get a
positive effect from that motivation produced by the teacher
48
Sample: 45 students Course: 8th course
Question 5: The reading activities are done before, during and after the
stories.
Table 5
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 5 11.11
2- disagree 10 22.22
3- Indifferent 5 11.11
4- agree 15 33.33
5- totally agree 10 22.22
Total 45 100
Title: The reading activities are done before, during and after the stories. Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 5
11%
11%
22%
33% agree
disagree
totally agree
totally disagree
Indifferent
22%
ANALYSIS: This shows that students need to be engaged at all times in the
activities. They are also aware about the manner and style the teacher
orchestrates the class and the planning involved when it comes to reading
activities.
49
Sample: 45 students Course: 8th course
Question 6: The stories that I read have a learning topic.
Table 6
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 10 22,08
2- disagree 15 33,25
3- Indifferent 10 22,83
4- Agree 5 11,41
5- totally agree 5 11,41
Total 45 99,98
Title: 6.The stories that I read have a learning topic. Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 6
22,83
22,08
11,41
33,25
agree
disagree
totally agree
totally disagree
indifferent
11,41
ANALYSIS: From the perspective shown in the graphic, it can be
concluded that the material needs to be revised, so a more adequate
material could replace it. Students are not comfortable with the material they
are using nowadays.
50
Sample: 45 students Course: 8th course
Question 7: There are group work activities to develop reading.
Table 7
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 5 11.11
2- disagree 10 22.22
3- Indifferent 8 17.77
4- Agree 10 22.22
5- totally agree 15 33.33
Total 45 100
Title: 7.There are group work activities to develop reading. Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 7
17,77
22,22
10,41
33,33
22,22
agree
disagree
totally agree
totally disagree
indifferent
ANALYSIS: The majority of students can acknowledge the activities to
develop reading skills for their perspective somehow.
51
Sample: 45 students Course: 8th course
Question 8: The message of the narrated stories are according to my
comprehension level.
Table 8
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 5 11.11
2- disagree 18 40
3- Indifferent 11 24.44
4- Agree 10 22.22
5- totally agree 4 8,88
Total 45 99,98
Title: 8.The message of the narrated stories are according to my comprehension level. Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 8
24,44
11,11
8,88
22,22
40
agree
disagree
totally agree
totally disagree
indifferent
ANALYSIS: As a result of the analysis of this statement it is possible to say
that the majority of the students consider that the level of the reading texts
is not coherent to their reading comprehension level. This situation
interferes students reading comprehension, thus adequate texts should be
used.
52
Sample: 45 students Course: 8th course
Question 9: The storytelling are cleared and precise
Table 9
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 10 22.22
2- disagree 8 17.77
3- Indifferent 7 17.77
4- Agree 10 22.22
5- totally agree 10 22.22
Total 45 99,98
Title: The storytelling are cleared and precise Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 9
17,77
22,22
22,22
22,22
17,77
agree
disagree
totally agree
totally disagree
indifferent
ANALYSIS: This statement places the part of the class in a positive
situation because there is an amount of students that agree with storytelling
are cleared and precise to their understanding and this helps our proposal
to be efficient.
53
Sample: 45 students Course: 8th course
Question 10: I consider that a pamphlet with storytelling can help me in
the development of reading comprehension
Table 10
ALTERNATIVES FREQUENCY PERCENTAGE
1- totally disagree 10 22.22
2- disagree 9 20
3- Indifferent 10 22.22
4- agree 8 17.77
5- totally agree 8 17.77
Total 45 100
Title: I consider that a pamphlet with storytelling can help me in the development of reading comprehension Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 10
22,22
22,22
17,77
20
17,77
agree
disagree
totally agree
totally disagree
indifferent
ANALYSIS: Students disagree mostly with this sentence from the survey
because there may be some type of misunderstanding to the core meaning
of the questions. There may be conclusions about students considering the
pamphlet as any other reading material instead of the type of didactic
material that is addressing their reading comprehension skills.
54
Sample: 45 students Course: 8th course
Question 11: I participate actively during the reading activities
Table 11
ALTERNATIVES FREQUENCY PERCENTAGE
6- Totally disagree 12 26.66
7- Disagree 10 22.22
8- Indifferent 7 15.55
9- Agree 8 17.77
10- Totally agree 8 17.77
Total 45 100
Title: 11. I participate actively during the reading activities Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 11
18% 18%
27%
22%
agree
disagree
totally agree
totally disagree
Indifferent
18%
ANALYSIS: The class needs to be engaged in the activity as a whole, so
participation from students could be done uniformly and in total coordination
with the objectives in mind, giving students the opportunity to always
participate
55
Sample: 45 students Course: 8th course
Question 12: There is feedback about the narrated stories
Table 12
ALTERNATIVES FREQUENCY PERCENTAGE
6- totally disagree 5 11.11
3- disagree 6 13.33
7- Indifferent
12
26.66
6- agree 10 22.22
7- totally agree 12 26.66
Total 45 100
Title: There is feedback about the narrated stories Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 12
27%
11,11%
22,22%
13,33%
agree
disagree
totally agree
totally disagree
Indiferent
26,66%
ANALYSIS: This sympathizes the class as being aware of the feedback
from the narrated stories and taking advantage of such informal evaluation
that can help them improve in the reading comprehension skill.
56
Sample: 45 students Course: 8th course
Question 13: The teacher generates emotional situations on me when the
stories are narrated.
Table 13
ALTERNATIVES FREQUENCY PERCENTAGE
6- totally disagree 5 11.11
7- disagree 15 33.33
8- Indifferent 5 11.11
9- agree 8 17.77
10- totally agree 13 28.88
Total 45 100
Title: The teacher generates emotional situations on me when the stories are narrated. Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 13t
22%
11%
11%
33%
agree
disagree
totally agree
totally disagree
Indifferent
28%
ANALYSIS: Teachers need to engage their students more frequently, so
their emotional stage can give them significant learning when reading
stories that may fall in the different classifications as fable, fairytale, legend,
personal stories and traditional tales.
57
Sample: 45 students Course: 8th course
Question 14: There are questions and answers about the story
Table 14
ALTERNATIVES FREQUENCY PERCENTAGE
6- totally disagree 5 11.11
6- disagree 15 33.33
7- Indifferent 10 22.22
8- Agree 5 11.11
9- totally agree 13 28.88
Total 45 99,98
Title: There are questions and answers about the story Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 14
11,11
22,22
11,11
33,33
agree
disagree
totally agree
totally disagree
Indifferent
28,88
ANALYSIS: Students need to be challenged and therefore they expect
such challenge to be present in the classroom. Asking them reading
comprehension questions will keep them engaged in total comprehension
and giving their attention to the reading material and the people doing the
reading.
58
Sample: 45 students Course: 8th course
Question 15: Reading increases my imagination
Table 15
ALTERNATIVES FREQUENCY PERCENTAGE
6- totally disagree 5 11.11
7- disagree 13 33.33
8- Indifferent 5 11.11
9- agree 15 33.33
10- totally agree 10 22.22
Total 45 99,98
Title: reading increases my imagination Source: 8th grade room “A” students from Dr. Francisco Campos Coello High School Author: Navarrete Supo Vanessa Mirella and Reyes Ruiz Jazmín Elizabeth
Graphic 15
11,11
22,22
11,11
22,22
33,33
agree
disagree
totally agree
totally disagree
indifferent
ANALYSIS: Students need to be encouraged to release their imagination
when reading. Doing so gives them not only infinite imagination but also
59
ideas that they can fabricate and put into practice if the situation presents
itself.
The graphics demonstrate that students face the deficiency of
reading comprehension and the proposal related to storytelling strategies
that are going to be used can help students overcome their flaws when it
relates to reading comprehension abilities. Students will enjoy learning from
the storytelling and sharing their own experiences if they want to. The
proposal also engages students in storytelling of their own and many
dynamic activities that are dedicated to promote and improve reading
comprehension.
CHI SQUARE
Question # 3, ―I understand when I read in English‖ is the dependent
variable whereas Question #9, ―The storytelling are cleared and precise‖ is
the independent variable. The Chi Square graphics below determine the
read out to be within the norms and standards. 2
CROSSTABS
/TABLES=storytelling BY Reading
/FORMAT=AVALUE TABLES
/STATISTICS=CHISQ
/CELLS=COUNT ROW
/COUNT ROUND CELL
/BARCHART.
Tablas de contingencia
[Conjunto_de_datos0]
Resumen del procesamiento de los casos
Casos
Válidos Perdidos Total
N Porcentaje N Porcentaje N Porcentaje
The storytelling are cleared
and precise * I understand
when I read in English
45
100.0%
0
0.0%
45
100.0%
60
Tabla de contingencia The storytelling are cleared and precise * I understand when I read in
English
I understand when I read in English Total
Totally
Disagree
Disagree Indifferent Agree Totally
Agree
Recuento
% dentro
Totally de The
Disagree storytelling
are cleared
and precise
Recuento
% dentro
de The Disagree
storytelling
are cleared
and precise
Recuento
The % dentro
storytelling de The Indifferent
are cleared storytelling
and precise are cleared
and precise
Recuento
% dentro
de The Agree
storytelling
are cleared
and precise
Recuento
% dentro
Totally de The
Agree storytelling
are cleared
and precise
Recuento
% dentro
de The Total
storytelling
are cleared
and precise
5 5 0 0 0 10
50.0%
50.0%
0.0%
0.0%
0.0%
100.0%
0 8 0 0 0 8
0.0%
100.0%
0.0%
0.0%
0.0%
100.0%
0 2 2 3 0 7
0.0%
28.6%
28.6%
42.9%
0.0%
100.0%
0 0 0 5 5 10
0.0%
0.0%
0.0%
50.0%
50.0%
100.0%
0 0 0 0 10 10
0.0%
5
0.0%
15
0.0%
2
0.0%
8
100.0%
15
100.0%
45
11.1%
33.3%
4.4%
17.8%
33.3%
100.0%
61
Pruebas de chi-cuadrado
Valor gl Sig. asintótica
(bilateral)
Chi-cuadrado de Pearson
Razón de verosimilitudes
Asociación lineal por lineal
N de casos válidos
82.366a
85.147
38.678
45
16
16
1
.001
.011
.020
a. 25 casillas (100.0%) tienen una frecuencia esperada inferior a 5. La
frecuencia mínima esperada es .31.
According to the results obtained from this Chi Square statistic test,
it is possible to state that there is an evident relation between the two
variables studied, thus a proposal based on their interrelation will be
valuable.
62
CONCLUSIONS AND RECOMMENDATIONS
CONCLUSIONS
Insufficient class participation in reading classes such as storytelling
has had students at this level with a low reflection due to a non-significant
teaching when it comes to reading comprehension.
The students are not motivated enough by the teacher who has made
it habitual for classes to be monotonous and with low enthusiasm when
dealing with reading.
The learning of the foreign language through reading has gotten to a
point in which students do not have any type of motivation to participate, nor
to initiate reading on their own.
Teachers do not apply the adequate methods that can allow students
to reach utter reading comprehension of any type of reading material with
the proper use of storytelling.
There is very little knowledge about storytelling involved in reading
activities in the English program from the school, making it difficult for the
whole concept to be in total effect with the students and the class as a
whole.
RECOMMENDATION
It is recommended to approach students‘ needs by giving them the
motivation that requires to reach such terms of reading comprehension
throughout a book with reading activities like storytelling.
Implementing reading exercises where students play a leading role
in the classroom and some other situations would give students the
adaption needed to help them and overcome fear in reading and or in front
of the classroom.
63
Increasing storytelling activities in which students performance and
language competences in reading are effective and the area of teaching
English resources are able to cover all current and interest trends according
to the level of students is a recommendation that addresses the problem as
well.
Helping students comply with all the parameters needed for them to
get the gist in every reading activity could be into play with the desired
outcome and merge with more compatible activities to motivate class
participation as a whole including students at all levels if necessary and if
the class is composed of combined proficiency levels.
The inclusion of practice in storytelling in the classroom will help
students develop reading comprehension and improve their language
proficiency as a whole, including other skills that are integrated with reading.
64
CHAPTER IV
PROPOSAL
DESIGN A STORYTELLING STRATEGY FOR READING
COMPREHENSION
JUSTIFICATION
Through a survey to the students, an interview to the teacher and a
diagnostic test applied to the students, it was possible to affirm that the
students of 8th grade ―A‖ from Dr. Francisco Campos Coello High School
had difficulties in the reading comprehension process in relation to the
desired level establish by the National Curriculum Guidelines for eight
graders.
It is a talent for a teacher to have and be able to make students adjust
to different learning and teaching styles. However, it is difficult to achieve
such task. Teachers must be able to know their students and adjust the
activities accordingly. It will take time to get to know the whole classroom,
but it will be beneficial to do so. The justification of this project is based on
the innovating system and proposal that is being offered with the design of
a storytelling strategy. There are many ways to have students acquire a
language through reading comprehension, but when reading is a lot more
interesting and dynamic, like it is when doing storytelling, the learning is
significant and a lot more productive than the average class that is expected
in any given classroom.
There was absolute minimum reading comprehension in the
classroom of the students of 8th grade. There was no total comprehension,
limited vocabulary management or usage from students, lack of coherence
when speaking, lack of proper reading skills like deliverance and making
appropriate inferences, synthesizing information and understanding reading
65
that is dense in information. Addressing the problem would be a bit
challenging because of the lack of hands on experiences and no
management in the language from students. The lack of abstracting major
ideas, inferring information from the text vocabulary comprehension and
recognizing expository organization of a text were also problems that were
present in students of the Francisco Campos Coello High School.
The main objective of this project is to motivate reading and
comprehension skills in the students from the 8th grade in the Francisco
Campos Coello High School. It is of the utmost importance for the objective
to be reached differently and with a lot more pedagogical approaches.
Students that have never been exposed to such type of learning will
have the opportunity to do so now with this storytelling strategy that has
innovating activities about reading comprehension and the abilities to
develop reading skills. This strategy will help the average student get the
gist of an excerpt or a passage when it is read and the student will also have
the ability to infer such information given, making the right predictions and
being able to retell the story in his or her own words. Abstracting major ideas
from a text, recognizing expository organization in a reading passage,
identifying characters and connecting information are just some of the
reading abilities students will be able to obtain and master on their own.
GENERAL OBJECTIVE
To increase the level of development of reading comprehension
through storytelling to improve communicative skills.
66
SPECIFIC OBJECTIVES
To answer reading comprehension activities through critical thinking
process in storytelling.
To develop reading comprehension ability through motivational
exercises based on storytelling.
To waken students´ interest toward reading.
THEORETICAL ASPECTS
PEDAGOGICAL ASPECT
This proposal is based on the constructivist learning theory.
Constructivist teaching is based on the belief that learning occurs as
learners are actively involved in a process of meaning and knowledge
construction as opposed to passively receiving information. There are many
methods that can be related to constructivism as the Natural approach in
which students learn through communication-vocabulary activities and no
grammar takes place. The same can be achieved in reading as students
have a sense of the vocabulary that is going to be used and have coherence
and syntax in order to reach full understanding. (Constructivism Teaching
and Learning Models, 2015) This is what is done in the strategy proposed
(Wilhelm, storytelling in ESLEFL classrooms, 1998).
DIDACTIC ASPECT
This proposal is didactically justified by the techniques based on
story-telling. It is an effective way that is used to teach students who are
unable to organize their work and depend on the teachers for instructions.
Therefore, it is also used to teach basic skills of reading. The teacher or the
literate is the source of knowledge and the knowledge is transmitted to the
students through didactic methods and it applies to the vocabulary and the
reading skills that are involved, like recognition of character, settings and
sceneries. (Wallin, 2015,p.89).)
67
Why simulations further educational goals? Not only did students
get to learn more substantive but they also learn why they need to learn
such things in such ways. Simulation gives them an emphasis in value of
using simulations gives students‘ information into real-life problems in
meaningful ways that students can understand (Hertel, 2013 )
Role plays enhanced students‘ fluency of communicative skills
which necessitates vocabulary enhancement. Without such an increment of
vocabulary, students‘ progress would have been slower. Story telling assists
participative students to take time to reflect on their stories and to take full
use of the vocabulary acquired earlier. This technique particularly assists
them in making learners become independent learners, owning their
language skills and, as a result, making them empowered. The results of
the statistical analysis conducted on the participants' pre and post test
scores also indicated that all participants made marked improvement, and
thus both Role play and Storytelling can help ESL learners to improve their
vocabulary and communicative language skills (Rukhsana Uddin, 2009.).
Performing narratives, flashcards, masks, costumes, realia and
other resources used for storytelling teaching can be of imperative source
for students to relate to the management of such concepts. These resources
encourage other students to coax others to tell stories of their own. They
coach and coerce speakers to by asking questions and filling in details.
TPRS teaching proficiency in reading and storytelling use a
mixture of reading and storytelling to help students learn a foreign language
in three classroom setting. This method Works in three steps, in number
one, the new vocabulary structure is learned by using a combination of
gestures, translations and personalized questions. Step two the same
structures are used in a spoken class story, just the same way it is
mentioned on Chapter II, and in step three, the same structures are used in
class reading. Teachers do their best to make the target language
comprehensible to the students (Cantoni, 1999).
68
TPR This language teaching method invented by Dr. James Asher
where students respond to commands given in the target language is
applied to this investigation of storytelling reading activities because the
reader or the storyteller can ask the audience to follow some commands
before, while or after reading an excerpt of the story. This technique is
wrapped with the comprehension approach to language learning (Asher J.
, 2013).
PSYCHOLOGICAL ASPECT
While teaching reading, teacher and learners are involved most of
the time, in psychological aspects, which are the factors that prepare,
encourage, facilitate or obstruct the learning process in many ways and
forms. The teacher is capable of instructing these methods by being aware
of the importance to discern them, so the teacher could coordinate the class
by designing classes that can reach the objectives of reading
comprehension through storytelling and teaching proficiency through
reading. This could be the base to have students focus on the objectives
and learning could take place with the reading comprehension seen when
students are performing such storytelling and other tasks with peers. Thus,
this proposal is based on the effect that motivation has on storytelling so
students can also acquire the language through reading comprehension
and the other language skills like listening (one must listen if someone is
reading) writing (one must know how to write so other can read properly)
and speaking (one must speak so others could hear what you are reading)
all the skills are interconnected and motivation needs to be the boost for
such skills to also cooperate into the scaffolding of the reading skills (Rocío,
2012.).
SOCIOLOGICAL ASPECT
This proposal has a sociological base because the study of the
different socio- individual learning processes are considered in here.
Everyone learns differently and everyone is a world of their own, although
69
learning together in the very classroom. At this age, students are more
inclined to the concepts in their native language and learning a new
language for most of them could be an experience that they may see as
unnecessary. However, the teacher most show students the importance of
learning English and how this can have a positive effect in a non-English
speaking country and how important English is these days for social
growing. (Polleta, 2011).
PHILOSOPHICAL ASPECT
The results in a philosophical aspect and in the process of teaching
and learning which affect the cognitive aspects of learning go together. The
proposal purposes are to assemble the various approaches to affective
learning from the variety of activities in the classroom. Also, to examine and
choose appropriate approaches for the students like the introduction to and
a rationale for the concept of reading comprehension and how storytelling
compromises to help students understand what they read. It shows students
affective techniques within the context by reading, and then retelling the part
that they have read in their own words. The proposal does it best to educate
students and maintain issues like freedom, responsibility and educational
change as objectives too (Reese, 2004).
That is why the philosophical bases of this proposal are focused on
an ethnopoetic or verse analysis (Hymes, 1981, 1996, 2003) of stories told
by the cultural educators revealed recurring patterns in the stories that both
educators employed for particular rhetorical effects. In addition, some of the
story patterns revealed a number of ―cultural features‖ of the storytelling
performances that the educators used to emphasize specific points, to make
parts of the stories especially memorable for the audience and to share
lessons with the audience. Analyses of students‘ story-retellings revealed a
number of ways in which these students echoed and transformed these
cultural features and made use of them to share the meaning or lesson of
the stories (Kroeber, 2004)
70
Finally, comparative analyses of story-retellings from the differently
aged students in the two classrooms through a number of analytical
frameworks showed that the retellings from grade 8 students were more
complex in a number of ways, but also that students in classrooms skillfully
employed these different forms of narrative resources. The results reported
in this study suggest that students were making use of the space provided
in the cultural education programs to explore particular forms of narrative
practice shared by the cultural educators and that they were making use of
these narrative resources in meaningful ways (Kroeber, 2004).
LINGUISTIC ASPECT
The linguistic aspect states that foreign-language-learning aptitude
and factors influence academic achievement. The most of it is focused on
the matter of individual differences in skills with foreign languages,
concentrating primarily on students that attempt to learn English and have
total reading understanding. The aspect shows the investigators rise to a
socio-psychological theory of second-language learning which English is
through storytelling in this project. In other words, the aspect maintains that
the successful learner of a second language must be prepared to adopt
various aspects of another linguistic and cultural group. These results and
approaches are summarized and integrated with the information and results
that teachers will have eventually with their students as a sociolinguistic
competence. ―Allusions, collage essays, mimesis, parodies, semiotics, sign
and text Linguistics are all other types of examples that are involved in text
linguistics‖, (Nordquist, Intertextuality, 2016).
FEASIBILITY
The feasibility of this project was able to come about due to the
support of the head officials from the Universidad de Guayaquil, students
from the 8th grade and the Director of the Francisco Campo Coello High
School, together with teachers and parents.
71
FINANCIAL FEASIBILITY
The financial resources are minimal to the authors of this
investigation and the preparation of this project did not go over a substantial
amount of money.
Category Activity Total
1. Mobilization
Gasoline From school to $ 10
University
2. Equipment
Printer Copies, print drafts of
the project, students
$ 75
worksheets
Extra material To prepare reading
game material about
$ 20
storytelling.
Total $ 105
LEGAL FEASIBILITY
This proposal has legal feasibility because it is supported in the
articles 26 – 27 of the Constitution of Ecuador and in the article 4 of the
LOEI. The Ecuadorian Constitution, Chapter 2, the Good Living Plan,
Section fifth, recognizes the right of Education as an inalienable right to all
its citizens, Article 26. Children have the right to education, the right to equal
opportunity, no discrimination and immune from any other deficiencies,
guaranteeing quality and the best type of welfare.
The Intercultural Education Organical Law (LOEI) (2012) defines the
common education as an instrument of society‘s transformation and in
Article 2, paragraph B, and recognizes particularly children and teenagers
as the center of teaching-learning process and the core of the rights. And
are organized on the sole aim that it is the development of knowledge.
72
The legal foundation backs up the Good Living National Plan
(Falconí, 2017), offering a better way of life to the Ecuadorian citizen, with
the equal right to the proper education. The Ecuadorian government
supports and guarantees the right to pursuit equality and sovereign as a
whole.
HUMAN RESOURCES
This proposal is feasible because the authors of this thesis with the
cooperation of the teachers and students from the institution are subject to
the use of such proposal to their benefits under supervision of the right
authorities.
POLITICAL FEASIBILITY
This proposal has political feasibility because it gets adjusted to the
standards of the Good Living National Plan (Falconí, 2017) with educational
objectives and the National Curriculum Guidelines (Zambrano, 2014).
DESCRIPTION OF THE PROPOSAL
DESCRIPTION
This proposal is related to strategies for storytelling using true stories
or tales to direct students to reach total reading comprehension. For this
strategy, teachers may have the students seated in a U-shaped structure,
so that they will all be able to observe the gestures and teaching aids used.
At the same time, social interaction is encouraged by this physical
distribution of the class.
FIRST STEP
Identify characters- students identify characters by description and
association with the information provided by the stories or the tales
that students may be reading. Students also compare such
information among their peers and come to their own conclusions.
73
Identify the setting- students identify the physical space in which the
action might occur and the ambience that is contained in the story.
This can also give students a brief background setting of what is
happening in the excerpts of the reading. This is important to facilitate
even the mood of the passage that is being read.
SECOND STEP
Select the most adequate teaching aids to be used, for example:
Flashcards- These are used to activate students‘ previous
knowledge and warm them up before the exercise that is going to be
done. It sets the pace for the activities as well.
Masks- When students use masks they feel more confident because
somehow such element of knowing that the real them is not being
seen, it satisfies the anxiety of being watched and being afraid of
making mistakes.
Puppets- Puppets take a whole different scheme when students used
them as characters to tell a story or to simply role play an event.
Sceneries- These take a mental form once they are described to
students in a reading passage or story. The sceneries can help
develop the mental graphics and pictures that are needed to place
the events on the correct setting of the story.
Realia: By using real objects while telling the story, students will
enjoy a more vivid experience, turning the reading process into an
unforgettable and memorable activity.
Select the most adequate technique to support the story-telling, for
example:
Simulations- These activities are considered to place students into
practice of the real world and its situations. It gives students the
opportunity to make mistakes, correct them and change the
situations if they want to.
74
Body Language- By developing awareness of the signs and signals
of body language, students can more easily understand other people,
and more effectively communicate with them. This body language
has its effects also when the reader and the listener can foster such
ability with practice.
Paralingual elements- Using an adequate intonation and pitch will
certainly improve student´s motivation and comprehension of the
story being told.
THIRD STEP
Reflect on the message of the story- students should be able to tell
the message of the story on their own. This allows for them to resume
the whole concept of what they have read, at the same time, share
in class the way they understood the story.
Answer comprehension questions- Reading comprehension
questions are the most convincing fact that students have reached
total understanding about the text. The questions are designed to ask
about facts that concern the story or the passage that has been read
and manifested in the storytelling that the student has displayed in
the classroom.
Methodological guidelines for teacher- to guide the teacher on how
to use the exercises, what methods can be applied, like the steps and
techniques in TPRS, which helps teachers to provide this input by making
the language spoken in class both comprehensible and engaging. In
addition, TPR Storytelling uses many concepts from mastery learning. Each
lesson is focused on just three vocabulary phrases or fewer, enabling
teachers to concentrate on teaching each phrase thoroughly.
Pre – as motivation- the stories are combined to give students a
sense of information, entertainment, social impact issues, and
personalized reading. The stories will motivate students because the
75
topics will relate one way or the other, when storytelling is involved
by making comparisons and differentiating too.
Post -reinforcement- The reinforcement applied to students will
consist of questions about the stories and the message each one of
them understood. These activities are still managing the way
students are learning the new language by reading and storytelling
what they understood about the reading to the rest of the class.
The designed stories bring out the most from the reading purposes
from students and class participation with activities that are related to them
by association. The reading purposes of these activities potentiate
significant learning due to the fact that the activities will help students
socialize with their environment, thus placing them in complete concepts
about their surroundings, familiarizing with backgrounds, family relationship
and other aspects, as well. Then it is possible to affirm that students can
improve their reading comprehension skill with such story- telling activities
in the classroom.
CONCLUSIONS
―Stories stimulate imagination and language. They create a
connection with the narrator‖ (Ellis J. B., 1991).
Storytelling can even prepare students for the difficulties in life. All
this deepening in the natural second language acquisition in the classroom
under the Krashen and Terrel‘s theory (1988). It can be concluded that
comprehension precedes production. Listening comprehension precedes
speaking, production can emerge in stages like response by nonverbal
communication, response with a single word, combinations of two or three
words, phrases, sentences and complex discourse.
All the activities in story telling are based on topics that interest the
students‘ and not on grammatical structure or any other sub characteristic
concerning any type of language rule. It can also be concluded that
storytelling strategy is an optimal medium to express ideas, experiences,
76
emotions and feelings and learning about identity. At the same time
language skills are improved in a motivating way through reading, listening
and interaction creating a suitable atmosphere before telling the story.
Sitting students in U-shaped structure is too have them feel as a
team, teacher connecting to students by asking them about their
experiences and how such experiences can relate to the topic or any part
of the story. Voice control is needed from the teacher and have students get
themselves acquainted to do the same about voice control when reading.
TPR (Total Physical Response), as previously mentioned in other word, is
based on the coordination of language and physical movements. The
teacher gives instructions and the pupils respond with their whole body. It
also must be stated that the main strategy used during the practical proposal
is the storytelling.
The story must be of good taste, have a very suitable way and
manner to involve the reader and the audience, and the vocabulary and plot,
if any, should be suitable too. The aids from the proposal include flashcards,
games that are awarded if there are winners and the teacher‘s rules and
regulations are complied with, presentations of characters from the stories
and how students can relate to any of them. Drawing on worksheets that
are also shared with reading comprehension activities, and other activities
that are found in the proposal which also gives the teacher room to be
creative.
Students will be able to improve their language skills by telling
motivating stories in class. They will be interested in the story during the
process of storytelling by making questions about the topic, characters and
plot. Students are liable to full participation during the activities and games.
77
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82
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Nordquist, R. (11 de February de 2016). Intertextuality. Obtenido de http://grammar.about.com/od/il/g/Intertextuality.htm
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Ellis, J. B. (1991). Tell it Again! Obtenido de https://www.teachingenglish.org.uk/sites/teacheng/files/D467_Story telling_handbook_FINAL_web.pdf
Rukhsana Uddin. (2009.). Implementing Counseling Techniques. Obtenido de https://books.google.com.ec/books?id=ay_TSAAACAAJ&dq=using +role+plays+for+storytelling&hl=en&sa=X&ved=0ahUKEwi4uKeUvff UAhVsLsAKHXHcAcoQ6AEILDAB
Hertel, B. J. (2013 ). Using Simulations to Promote Higher Learning. Obtenido de https://books.google.com.ec/books?hl=en&lr=&id=YpvNIxddrroC&oi =fnd&pg=PR9&dq=using+simulations+for+storytelling&ots=63dZt36 WWU&sig=sHuhxo9xAqn8IWhugwUvLLjXDB8#v=onepage&q&f=fal se
Wilhelm, h. b. (1998). storytelling in ESLEFL classrooms. Obtenido de file:///C:/Users/Acer/Downloads/3637-3702-1-PB.txt.pdf
Cantoni, G. (1999). Using TPRS storytelling to Develop Fluency and Literacy in Native American Languages. Obtenido de http://jan.ucc.nau.edu/~jar/RIL_5.html
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Wallin, J. (23 de March de 2015,p.89). Storytelling and language development. Obtenido de https://dspace.mah.se/bitstream/handle/2043/18896/EX%20FINAL. pdf?sequence=2
Nordquist, R. (11 de February de 2016). Obtenido de http://grammar.about.com/od/il/g/Intertextuality.htm
Poyatos, F. (1991, p. 181). PARALINGUISTIC QUALIFIERS: OUR MANY VOICES. Obtenido de https://e- edu.nbu.bg/pluginfile.php/376370/mod_resource/content/1/Poyatos %20-%20Paralinguistic%20qualifiers%20- %20our%20many%20voices.pdf
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Gaustad, M. &. (1988). Instructions and first-language literacy. Needham, MA: Allyn & Bacon.
(s.f.). Obtenido de https://www.google.com.ec/search?safe=active&noj=1&biw=1366& bih=662&tbm=isch&sa=1&q=pictures+of+sentences+with+mistakes &oq=pictures+of+sentences+with+mistakes&gs_l=img.3...1460.146 77.0.14899.68.45.7.1.1.0.368.5930.0j23j6j3.32.0....0...1c.1.64.img.. 29.21.3
ANEXX I
85
FRANCISCO CAMPOS COELLO HIGH SCHOOL
PRINCIPAL KERLY COLOMA AGUILAR
INTERVIEWING THE TEACHER
SURVEYING THE STUDENTS
DIAGNOSTIC TEST
Read the passages and choose the correct options according
to the reading.
One of my favorite vacation places is Mexico. I really like the weather
there because it never gets cold. The people are very nice too. They never
laugh at my bad Spanish. The food is really good. Mexico City is a very
interesting place to visit. It has some great museums and lots of fascinating
old buildings. The hotels are too expensive to stay but there are more
affordable options. For example, you can stay at one of the beach resorts
like Acapulco. If you are planning to visit Mexico, you should definitely see
the Mayan temples near Merida.
Source: http://www.grammarbank.com/reading-comprehension-test.html
- Select the correct option according to the text read.
1)
a) Sam likes warm weather
b) Sam doesn't like warm weather at all
c) Sam hates warm wáter
d) Sam likes cold weather
2)
a) His Spanish is very good
b) He speaks Spanish very well
c) He is Spanish
d) He doesn't speak Spanish very well
3)
a) There's a lot to see and do in Mexico
b) There aren't a lot of beautiful places in Mexico
c) Mexico is a dirty place
d) Tourists never come to Mexico
4)
a) Hotels are very cheap in Mexico
b) The Hotels aren't confortable there
c) Hotels are all poor in Mexico
d) The Hotels in Mexico are pretty expensive
Teacher´s interview from Dr. Francisco Campo Coello High School.
Objective: to collect information for the project: The
Influence of Storytelling in the development of Reading
comprehension.
1) How do you motivate students to read texts in English?
2) Do you use any strategy or method in class to the development of
reading comprehension?
3) What do you think about storytelling to optimize reading?
4) Do you think that the student´s book is appropriate to their
proficiency academic level?
5) Do you think that storytelling before reading can help students
increase their comprehension?
6) Have you ever used the storytelling in your classes?
7) What level of reading comprehension do your students have?
8) Would you apply storytelling strategies for reading comprehension?
Specific instruction:
SURVEY TO THE STUDENTS
Place a ―check mark‖ on the answer you consider the most appropriate on
every question.
1.- Totally Disagree 4.- Agree
2.- Disagree 5.- Totally Agree
3.- Indifferent
1 2 3 4 5
1) The reading assignments in the English classroom are updated.
2) You consider the pictures with the reading are used to give easiness in comprehension.
3) I understand when I read in English
4) The introduction done by the teacher motivates me to read about the topic
5) The reading activities are done before, during and after the stories.
6) The stories that I read have a learning topic.
7) There are group work activities to develop reading.
8) The message of the storytelling are according to my comprehension level.
9) The storytelling are cleared and precise
10) I consider that a pamphlet with storytelling can help me in the development of reading comprehension
11)I participate actively during the reading activities
12)There is feedback about the narrated stories
13) The teacher generates emotional situations on me when the stories are narrated.
14)There are questions and answers about the story
15) Reading increases my imagination
FUN WI
By Jazmín Reyes Ruiz & Vanessa
DREAM, LEARN AND TH THE STORIES
Navarrete Supo.
Escuela de Lenguas y Lingüística
Universidad de Guayaquil
0
INTRODUCTION ...................................................................................... 3
UNIT 1 ...................................................................................................... 4
THE ANT AND THE GRASSHOPPER ............................................... 4
FIRST STEP.......................................................................................... 4
SECOND STEP..................................................................................... 4
THIRD STEP ......................................................................................... 6
TEACHING AIDS SUGGESTED USE IN CLASS: ................................. 7
UNIT 2 ...................................................................................................... 9
NESSIE THE MONSTER ................................................................... 9
FIRST STEP.......................................................................................... 9
SECOND STEP..................................................................................... 9
THIRD STEP ....................................................................................... 11
TEACHING AIDS SUGGESTED TO TELL THE STORY ..................... 12
UNIT 3 .................................................................................................... 14
THE UGLY DUCLING ...................................................................... 14
FIRST STEP........................................................................................ 14
SECOND STEP................................................................................... 14
THIRD STEP ....................................................................................... 16
TEACHING AIDS SUGGESTED TO BE USED IN CLASS .................. 18
UNIT 4 .................................................................................................... 19
CANTUÑA´S LEGEND..................................................................... 19
FIRST STEP........................................................................................ 19
SECOND STEP................................................................................... 19
THIRD STEP ....................................................................................... 21
TEACHING AIDS TO BE USED: ......................................................... 22
UNIT 5 .................................................................................................... 23
THE THREE LITTLE PIGS............................................................... 23
FIRST STEP........................................................................................ 23
SECOND STEP................................................................................... 23
THIRD STEP ....................................................................................... 26
1
UNIT 6 .................................................................................................... 27
THE ELEPHANT AND THE CROCODRILE ..................................... 27
FIRST STEP........................................................................................ 27
SECOND STEP................................................................................... 27
THIRD STEP ....................................................................................... 29
TEACHING AIDS SUGGESTED TO WORK IN CLASS ...................... 31
2
INTRODUCTION
This proposal is related to a Strategy for Storytelling presented as the
result of a degree thesis. In this case, different types of stories to motivate
students towards reading are being used to reach total reading
comprehension. This proposal, based on storytelling strategy, is the result
of the study about the influence of storytelling in the development of reading
comprehension as a research thesis done by the authors as a part of the
requirements to obtain the Bachelor in English and Linguistic at the
University of Guayaquil, Faculty of Philosophy Letters and Science of
Education.
The results of the above mentioned thesis suggested that it is
important to motivate the students before reading and involve them in
creative activities for a better comprehension. All the activities in this
booklet are based on topics that interest the students and not on
grammatical structures or any other sub- characteristic concerning any type
of language rule, based on structural methods.
Applying the communicative proficiency through reading and
storytelling, this strategy pretends to develop reading skills in students from
8th Grade ―A‖ at Francisco Campos Coello High School.
Each unit is divided in three steps to develop each activity. Each part
or step guides the teacher and students on how to develop the activity. The
activities are designed according to the proficiency level of the students
selected as a sample for the previous mentioned thesis, which were eight
graders.
Students will be able to improve their language skills by telling
motivating stories in class, with the help of adequate didactic support. They
will be interested in the story during the process of storytelling by making
questions about the topic, characters and plot. Students are liable to full
participation during the activities and games and they will also reinforce
some human values.
3
UNIT 1
THE ANT AND THE GRASSHOPPER
FIRST STEP
Identify characters.
In this story the teacher uses toys to characterize the ant and the
grasshopper, previously the teacher makes questions like:
a) What do you think the ant does?
b) What do you think the grasshopper does?
c) Are they insects or reptiles?
d) What kind of food do they eat?
Identify the setting.
a) The students describe the environment in which these insects live
through flashcards.
b) Show the flashcards with different places like: park, jungle,
desert, sea, forest, etc. The students indicate in which place they
will find this insect.
c) The teacher will anticipate the setting of the story, showing them
some flashcards about the seasons like winter, spring, summer
and fall. After that, the students will recognize the season in which
the story happens.
SECOND STEP
Select the most adequate teaching aids to be used.
a) In this case, a paperboard is used to show the students the
scenery of the story so, the teacher begins to tell the story
using the ant and grasshopper toys. The students will follow
the story by the teacher‘s voice.
4
b) Body language: the teacher shows through mimics the hard
work of the ant during the summer and imitates the whistle of
the grasshopper.
c) Paralingual elements should be specially enforced, because
the students will follow the teacher´s intonation, pauses and
rhythm for an enthusiastic reaction to the story, while they
watch the teacher movements.
One summer‘s day, in a field, a
Grasshopper was hopping about, chirping
and singing to its heart's content. An Ant
passed by, bearing along with great effort an
ear of corn he was taking to his nest.
toiling your life away?"
"Why don‘t you come and chat with
me," asked the Grasshopper, "instead of
"I am helping to store up food for the winter," said the Ant, "and I
recommend you to do the same."
"Why bother about winter?" said
the Grasshopper. "We have got plenty of
food at present."
But the Ant went on its way and
continued its toil.
5
When winter came, the Grasshopper found itself dying of hunger, while it
saw the ants distributing, every day, corn and grain from the stores they had
collected in summer.
Then the Grasshopper went to the ant and asked for food. The ant
refused and said, ―You should have worked out in summers rather than
just sitting and singing.‖
MORAL: WORK TODAY AND YOU CAN REAP THE BENEFITS
TOMORROW!
THIRD STEP
Reflect on the message of the story
Have the students comment on the message of the story.
Comprehension activity.
Circle the correct answer:
What are the seasons in the story?
a.- winter and summer b.- Fall and spring c.- Summer and
spring
What does the grasshopper do during the summer?
a.- Working with the ant b.- Singing and whistle c.- Sleeping
What collected the ant during the summer?
a.- tomatoes and apples b.- milk and fruit c.- corn and grain
6
TEACHING AIDS SUGGESTED USE IN CLASS:
Toys
FLASHCARDS
7
PAPERBOARD
8
UNIT 2
NESSIE THE MONSTER
FIRST STEP
Identify characters.
a) In this story, the teacher uses the U- shape and writes on the
board the words Loch Ness Monster, ask the students if they
have ever heard of the creature. Then call some students to
share what they have heard.
b) Put on the board some pictures and ask them to identify the
Loch Ness Monster.
c) Supply some pictures of the monster and invite students to
share their opinions about the legend.
Identify the setting.
a) While the teacher tells the story stop in the part where the
monster lives and reminds the students to imagine that scenery
and asks them to draw what they imagined about it.
SECOND STEP
Select the most adequate teaching aids to be used.
a) Flashcards is used and the first step to show the students the
physical appearance of the monster, in this step use the
flashcards to show the place in which the monster lives.
b) Sceneries. - use a draw of a lake and give some students
pictures of the monster and tell them to come to de board and
put the cards on the paper.
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Have you heard of Nessie, the Loch Ness Monster? Loch Ness is a
very large, deep lake in Scotland. Many people think a monster lives in it.
The first report of Nessie was back in the sixth century. A man called
St Columba reported seeing a monster in the water, but he told the monster
to go back, and he was safe.
‗Go back!‘
‗OK, if you insist.‘
Then, in 1933, Nessie was seen again by George Spicer and his wife
– she crossed the road in front of their car.
‗What a beautiful day for a picnic.‘ ‗Arghhh!‘
The next year, a photo was taken of Nessie, which became very
famous. It was taken by a doctor – but the photo turned out to be fake.
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Since then, there have been several more sightings of Nessie. Some
people have tried to take photos and videos, but Nessie is very shy and the
pictures are not very clear.
‗The paparazzi are everywhere!‘
People have also tried exploring the lake, but it is very deep and very
dark. Some people watched the lake, while other people used equipment
like underwater cameras, microphones and sonar to scan the lake carefully.
People have even explored the lake in submersibles. No one has
found anything definite.
There are lots of possible explanations for what people have seen in
Loch Ness. Maybe the monster is just a giant eel, a large bird, a tree or a
seal. A few people even think it could be a plesiosaur, which is a type of
dinosaur.
‗Or maybe I‘m just unique!‘
THIRD STEP
Comprehension activity.
a) Ask students some questions about the story like:
I. What is the name of the monster?
II. Where does he live?
III. In which century did people see for the first time the Loch
Ness Monster?
IV. Who is the person that took a famous photo of Nessie?
V. Do you think that Nessie is a giant eel, bird, tree or seal?
VI. What do you think? Do you believe that Nessie, the Loch Ness
Monster, really exists?
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TEACHING AIDS SUGGESTED TO TELL THE STORY
FLASHCARDS
12
CARDS
PAPERBOARD
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UNIT 3
THE UGLY DUCLING
FIRST STEP
Identify the characters:
a) Break students up into small groups, and give some words about
ducks and swans. Ask your students to share everything they
know about it. Chart their responses. Then, ask them what
questions they have about this kind of bird. Have them share what
they heard about the ugly duckling before you begin reading the
story.
SECOND STEP
Select the most adequate teaching aids to be used, for
example:
In this part of the activities, use teaching aids like masks for
simulations:
a) Give the students masks identifying mommy duck, ducklings,
ugly duck and the other animals. After reading about half of the
story, pause and break your students up into small groups.
b) Ask each group to choose one scene they have really enjoyed.
The body language is an excellent technique to use in this part of
the activity because the students can express their emotions
through the story:
a) Choose a group of students to act out that scene with their
bodies, but without using any words and the other group will
guess what scene they play.
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Mummy Duck lived on a farm. In her nest, she had
five little eggs and one big egg. One day, the five little
eggs started to crack. Tap, tap, tap! Five pretty,
yellow baby ducklings came out.
Then the big egg started to crack. Bang, bang, bang! One big, ugly duckling
came out. ‗That‘s strange,‘ thought Mummy Duck.
Nobody wanted to play with him. ‗Go away,‘ said his brothers and sisters.
‗You‘re ugly!‘
The ugly duckling was sad. So he went to find some new friends.
‗Go away!‘ said the pig.
‗Go away!‘ said the sheep.
‗Go away!‘ said the cow.
‗Go away!‘ said the horse.
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No one wanted to be his friend. It started to get cold. It started to snow! The
ugly duckling found an empty barn and lived there. He was cold, sad and
alone.
Then spring came. The ugly duckling left the barn and went back to the
pond.
He was very thirsty and put his beak into the water. He saw a beautiful,
white
bird! ‗Wow!‘ he said. ‗Who‘s that?‘
‗It‘s you,‘ said another beautiful, white bird.
‗Me? But I‘m an ugly duckling.‘
‗Not any more. You‘re a beautiful swan, like me. Do you want to be my
friend?‘
‗Yes,‘ he smiled.
All the other animals watched as the two swans flew away, friends forever.
THIRD STEP
Reflect on the message of the story
1) What do you think is the moral of the story?
2) Circle the best answer.
a) Be afraid of people who are different.
b) Choose your friends carefully.
c) Appearance is not important.
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Comprehension activity.
1) Find the mistake, underline it and write the correct word
Find the mistake Write the correct word
a) Mummy duck lived in the city.
b) She had four little eggs and one big egg.
c) She thought the big ugly duckling was normal.
d) His brothers and sisters wanted to play with him.
e) The ugly duckling was happy.
f) The pig, goat, cow and horse didn’t want to play
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TEACHING AIDS SUGGESTED TO BE USED IN CLASS
PRINTABLES MASKS
UNIT 4
CANTUÑA´S LEGEND
FIRST STEP
IDENTIFY THE CHARACTERS
a) The students will see two flashcards with the characters
Cantuña and devil. The teacher tells a little introduction about
Cantuña and makes feedback about the story.
b) The teacher asks the questions:
Who was Cantuña?
Where was Cantuña?
Who was his descendant?
IDENTIFY THE SETTING
a) Teachers will show a map of the Ecuador and indicate the
place where the story develops.
b) Introduce a brief report about Quito and the San Francisco
church.
SECOND STEP
In this case, body language and simulations are used to
support the story.
a) After telling the story, the students make a role-play working in
groups, each group plays different parts of the story, they have to
make the costumes of Cantuña and devil with recycle materials.
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C
antuña has a very famous legend in
Quito, capital of Ecuador, he was a
very famous Indian in colonial times
because he was a direct descendant of the
great warrior Rumiñahui.
This Indian, called Cantuña, had much
power over other Indians in the region.
Taking advantage of this, he promised
to build a beautiful and large atrium to the
Church of San Francisco, but his commitment to the church was doing in
six months, otherwise he will not charge anything.
The work was not easy. When the delivery time of the work was
nearing completion, Cantuña was desperate, and offered to provide
whatever who help him to end the atrium, which was just started.
This offering reached the ears of the devil, taking advantage of the
situation and introduced himself and offered to end the court that night, as
long as Cantuña give his soul as payment. Cantuña accepted, and
thousands of little devils began working as darkness fell on the city.
Cantuña suddenly realized how fast they worked and that his soul
would be bound to suffer punishment for all eternity, so he decided to
challenge the devil. Cantuña went to a corner and took a stone, it wrote in
Latin: ―Who takes the stone and put in place, will recognize that there is only
one God and He is above all creatures in the universe.‖
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When the court was about to be finished the devil wanted to put the
last stone, but to read what it contained could not do it and that broke his
covenant.
Cantuña kept the rock forever and no one was able to complete the
work. If you ever visit the Plaza de San Francisco, look what the site where
the famous stone missing.
THIRD STEP
Comprehension activity.
1) Circle TRUE OR FALSE answer.
The Cantuña story is from Peru. T F
He has to build the san Francisco church. T F
He offers to finish the atrium in one year. T F
The work was not easy to Cantuña. T F
Cantuña offers his soul to the Devil. T F
To build the church the mini devils use rocks. T F
The devil finished to build the church. T F
Currently, the san Francisco church is missing one stone.
T F
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22
TEACHING AIDS TO BE USED:
MAP
RECYCLE MATERIAL
UNIT 5
THE THREE LITTLE PIGS
FIRST STEP
Identify characters
a) Divide the class into two teams. Provide a toys from three little
pigs to one team and another toy from the wolf to the other team.
Have them write some characteristics of both. Then, have them
describe each of the two characters.
Identify the setting
a) Have your students describe the place in where they heard the
three littles pigs live. Then, have them anticipate which would be
the place for a wolf live.
SECOND STEP
Select the most adequate teaching aids to be used.
a) In this case, masks are suggested, because the four characters of
the story can be easily represented and the students are going to
understand dialogues better. In this way, some students and the
teacher participate to tell the story, and the rest of the class follow
the story, together with the movements.
b) Paralingual elements should be specially enforced, because the
students will follow the teacher´s intonation, pauses and rhythm for
an enthusiastic reaction to the story, while they watch the scene.
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In the heart of the forest lived three little pigs who were brothers. The
wolf always was chasing them to eat them. In order to escape from the wolf,
the pigs decided to make a house each.
The smallest made his from straw, to finish first and go out to play.
The middle one built a cottage from wood. Seeing that his little brother had
finished already, he hurried to go and play with him. The oldest worked on
his house of brick.
'You'll soon
see what the wolf
does with your
houses,'he scolded
his brothers but
they were having a
great time.
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Very soon the wolf came behind the smallest pig and he ran up to his
straw cottage, but the wolf blew and blew and the straw cottage fell down.
The wolf chased after the pig through the forest, who ran to take
shelter in the house of his middle brother. But the wolf blew and blew and
the wooden house toppled. The two little pigs were off like a shot from there.
Breathless, with the wolf hot on their heels, they arrived at the house
of their big brother. The three went inside and firmly closed all the doors and
windows.
The wolf stood to think over the house, searching for some place for
him to enter. Using a very long ladder he climbed to the roof, to sneak in by
the chimney.
But the big pig put on the fire a pot of water. The greedy wolf went
down inside the chimney but he fell on the boiling water and scalded himself.
He escaped from there giving terrible howls that were heard in all the
forest. It is said that he never ever wanted to eat a little pig.
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THIRD STEP
Reflect on the message of the story
Have the students comment on the message of the story ―IF YOU
WORK REALLY HARD AND ARE KIND, AMAZING THINGS WILL
HAPPEN.‖
Comprehension activity.
1) Match the sentences to the correct picture
a) The middle pig made his house with
b) The oldest pig made his house with
c) The youngest pig made his house with
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UNIT 6
THE ELEPHANT AND THE CROCODRILE
FIRST STEP
Identify the characters and the setting
Identify the characters in the story ―the elephant and the
crocodile‖ with the information that the teacher provides. Pictures of
elephants, crocodiles, the jungle with a lake and all types of
plantation can set the mood of the scenery for the story. Pictures of
other animals can also help the students relate to the story which is
set in the woods.
SECOND STEP
In this activity, the following aids can bring out the best
results with the story.
Puppets- make a sock puppet of an elephant and a sock puppet
of the crocodile. The students use them to create their story with
a partner.
Sceneries- The scenery can be set by the whole class and make
trees out of card board.
Para lingual elements- After the teacher gives an example of
how to use the tone and pitch of voice to make the story a lot more
interesting with sound effects if necessary and if time allows it,
then students should try to do the same but a bit differently, with
a style and personal touch of their own. The words of the story,
the beginning, the middle and the end, can change. The students
are their own storyteller to their classmates.
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Many years ago, it is said, that elephants had small trunks with
stubbed noses. One year, it did not rain for many months. The ponds and
lakes began to dry up, and the streams had very little water. All the animals
in the forest were very thirsty, and desperately searching for a source of
water. A river used to flow not very far away from the forest, and an elephant
decided to go there in search of water.
Walking slowly, he reached the river. There lived a bright green
crocodile in the river. As he saw the elephant, he cried, "Go away! Water is
already scarce here. If you start drinking, what will be left for me?"
The elephant knew it was a risk to pick a fight with the crocodile. So,
he decided to come back to the river when the crocodile would be sleeping.
In the same river, there also lived a shiny green toad. Whenever the
crocodile would be swimming across the river, the toad would hop onto his
back and enjoy a ride.
Over time, the
crocodile was
annoyed with giving
free rides to the toad.
Many times, he had
tried to shake the toad
off his back, but in
vain. "Hahaha!" the
toad would laugh.
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One day, the crocodile was resting on a rock. Finding this to be a
good opportunity, the elephant went to the river silently and began to drink
water. Just then, the toad jumped onto the crocodile's back, disturbing his
slumber. The crocodile was irritated! He began to swim around the river and
shake his body violently. "Now, I shall get rid of you!" he cried at the toad.
But, the toad was unmoved. Suddenly, the crocodile noticed the elephant.
"How dare you drink from my river when you were told not to?" he cried.
Unable to get rid of the toad, the crocodile decided to vent all his anger on
the elephant. He caught the elephant's trunk and began to pull him into the
river. The poor elephant started to pull back, crying, "Let go of me....please!
Let go of me....my nose hurts!" But the crocodile showed no mercy. Then,
with a mighty jerk, the elephant succeeded in freeing his trunk from the
crocodile. But, in tug of war, the elephant's nose had become really long!
Angry, the elephant sucked all the water from the river. Then, he sucked
some mud and sprayed it on the crocodile and the toad. Since then, it is
said, elephants have had long trunks, and crocodiles and toads are not
bright green anymore.
THIRD STEP
REFLECT ON THE MESSAGE OF THE STORY
1) Ask students what he/she likes most about the story, The Elephant
and the Crocodile. Students can share the story in their own words
with the class.
COMPREHENSION ACTIVITY
a) ANSWER THE FOLLOWING QUESTIONS ABOUT THE STORY,
THE ELEPHANT AND THE CROCODILE.
1. LONG AGO, ELEPHANTS‘ TRUNKS WERE:
A. LONG
B. SMALL
C. VERY LONG
D. TINY
2. IT HAD BEEN YEARS THAT IT HAD NOT RAINED AND THE
ANIMAL IN THE FOREST WERE:
A. ENTHUSIASTIC
B. VERY STRONG
C. THIRSTY
D. FASCINATED
3. WHO LIVED IN THE RIVER?
A. THE SNAKE AND THE FROG
B. THE FISH AND THE DUCK
C. THE CROCODILE AND THE TOAD
D. THE SQUIRREL AND THE RABBIT
4. THE TOAD AND THE CROCODILE WERE VERY
PROTECTIVE ABOUT THE WATER IN THE RIVER BECAUSE
IT HAD NOT _.
A. BEEN SUNNY
B. RAINED
C. BEEN A GREAT WINTER
D. SNOWED
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TEACHING AIDS SUGGESTED TO WORK IN CLASS
PICTURES
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32
PUPPETS
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