The Use of Retelling Stories Techni

The Use of Retelling Stories Technique in Developing English
Speaking Ability of Grade 9 Students
Sasitorn Praneetponkrang (Corresponding author)
Master of Art Degree student in teaching English as a foreign language Program,
Graduate School Nakhon Ratchasima Rajabhat University
340 Suranarai Rd., Muang District, Nakhon Ratchasima 30000, Thailand
E-mail: [e-mail]
Malinee Phaiboonnugulkij
English Program, Faculty of Humanities and Social Sciences
Nakhon Ratchasima Rajabhat University
340 Suranarai Rd., Muang District, Nakhon Ratchasima 30000, Thailand
E-mail: [e-mail]
Doi:10.7575/aiac.alls.v.5n.5p.141 Received: 10/07/2014
URL: http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.141 Accepted: 03/08/2014
Abstract
This article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand.
Morrow’s theory (1981) and other scholars in retelling stories technique are presented. This technique is integrated in
the lesson plans following Morrow’s framework. Narrative text of short stories which refer to daily life and social
including pictures have been used for each lesson plan. Students are trained to work as a group using story’s mind map,
illustrations, and role-playing activities in class. There are three main steps of teaching retelling stories: before retelling
(alternative techniques), while retelling (students’ practice by using activities of brainstorming, role play, and
discussion) and retelling story. The lesson plans will be piloted with 15 9th graders. This preliminary study is expected
to provide an example of useful techniques in improving speaking ability, thus, it is expected to be used in other
foundation English courses for Thai students.
Keywords: Retelling stories, Speaking ability, Teaching speaking
1. Introduction
Due to English is an international language that is used by the majority countries in communications, business,
education, diplomacy, technology, and international organizations. Many countries agree to use English as a global
language (Graddol. 2006: 87). There are more people using English than other languages to be the center of
communication around the world. The globalization of English influences over Thai education; consequently, Thai
speaker cannot deny all significant trends around the country. Moreover, English speaking is an important in
communication because many foreign countries speak English. In 2015, Thailand will be participated in the ASEAN
Community to do a commercial market with other neighbor countries Thai students thus should improve speaking skill
to communicate effectively with foreigners (Nantanach Sriprachayakul. 2013). Also, story retelling is an assessment
tool that evaluates students’ learning in an English speaking or writing’s comprehension of the story (Morrow, et al.
1986) and story retelling can direct the learner to achieve in the development of an English speaking skill. Story
retelling is a part of learning to speak activities for this study, and story retelling takes places when students retell the
important details of stories or stressing the focus on comprehension. Furthermore, story retelling provides students to
analyze a story and creates a language in speaking or oral, and students get to know the related terminology
(Schienkman. 2004). Using the pictures to retell a story can be very useful in language learning. It provides a vision to
support scaffold comprehension of learning language. Story retelling helps students begin understanding events, plot,
and characters as they build vocabulary and comprehension skills. But most importantly, students have the basic skills
to start doing story retelling on paper by doing mind mapping. The story’s apprehension and story retelling are
effective in improving the active participation and interaction by peers work learning in the restoration story through
role playing (Pellegrini and Galda. 1982). Teaching for developing knowledge in story retelling needs the interaction of
students’ learning that can assist teachers for checking their students’ thinking (Teale & Sulzby. in press). The main
goal of story retelling is retelling the story’s meaning from the interactive and cooperative in class learning. The
interaction of retelling a story also depends on the psychological ability on story retelling which is independently or
autonomously (Teale. 1984).
ALLS 5(5):141-154, 2014 142
2. Teaching speaking skill and definition
The capacity to speak a language is the basis of human communications. Speaking a foreign language is the most
requirements of the four skills and speaking a second language is a central skill (Bailey and Savage. 1994, p. vii). The
speech becomes the communication which advent when people communication has already been proved by the theory
of communicative competence and teaching the speaking skill by using activity that is the major point of English as a
second language classroom (Hymes. 1972). In learning speaking ability in the classroom, Ferris and Tagg (1996a,
1996b) offered that the extensive authentic practice is an important to improve speaking skill in ESL class. Students
need to be the participant of doing activities such as discussions, peers working, answering, and asking questions in
class. Moreover, another theory also supported that discussion and doing speaking report is the activities that should be
done in class, for example, a study of the oral presentation of the business class. Students must learn how to plan and
conduct a business meeting giving a speech and participate with colleagues (English and Grosse. 1995). There are
some theories defined speaking definitions. First, Rebecca (2006: 144) mentioned that speaking is a part of daily life
that people acquire since they are children. Second, Gert and Hans (2008: 207) stated that speaking is a speech
processing that involves the speaker and receiver to recognize what speech’s contents. Third, Brown and Yule
(1999:14) identified speaking is the complicated information because it is difficult to find what people say. In this
present study, speaking is performances in the classroom is focused and types this productive performances are
displayed as below.
2.1 Types of classroom speaking performance
According to the previous study from Brown (2007:327-330), types of classroom speaking performances are in six
categories. Imitation is the first category that is a very limited portion of the classroom speaking time that may
legitimately take time to build. "Human tape recorder" speech, for instance, learners practice using the imitation sound
or attempt to identify some of the vowel sounds. This type of imitation is performed not for the purpose of having a
meaningful interaction, but it is focusing on the elements, especially some of the pattern language. The intensive is the
second type of the classroom speaking performance that is going one step beyond the imitative. It includes any speaking
performance that is designed to perform some of the sounds and grammar of the language. Intensive speaking also can
be self-initiated or it can be a part of any pair work activities that students are going over some form of language.
Responsive is the third category of speaking performance. It is a good positive deal of students’ speech in the
classroom. Even though, students doing in a short reply, their replies are sufficient in learning, and their speeches can
reach the meaningful and authentic learning. Transactional (dialogue) is the fourth category of the classroom speaking
performance. Transactional language points out to the exchanging specific information while students have a
conversation in the classroom. They can do more negotiate speech more than only responsive. Interpersonal (dialogue)
is the fifth category of this English- speaking performance in the classroom. Interpersonal is focus on the purpose of
maintaining social relationships than the transmission. Students can speak in a little trickier by using some of these
factors, such as, slang, a casual register, colloquial language, emotional language, ellipsis, sarcasm, and a cover
“agenda.” Finally, students who are the intermediate to advanced level are in the group of using extensions
(monologue). They can practice the speaking reports, summary, or doing short speech. For these six categories of the
classroom speaking performances, the writer also agrees that teachers have expected that students can perform speaking
and succeed in the oral production. In addition, to support increasing of students’ speaking skill, the principles of
teaching in speaking skill is the important topic that would be interpreted in the next part.
2.2 Principles of teaching speaking skill
The principles for teaching speaking skills are the key to encouraging students to able to speak English. It makes the
students have interest and not bored in class. It will help students have fun, enjoy talking in class, and they can express
their thoughts freely. There are several principles for teaching speaking skill (Bailey. 2005: 7).
1. Recognizing the difference between learning a second language and language learning of the international context.
Students need to learn the speaking skills for the two contexts, including foreign language and second language
situations. The target of a foreign Language context is not for social communications. Meanwhile, the second language
is the target of language communications in society.
2. Focusing on both fluency and accuracy.
Fluency in a language is very important that teachers aware to help students use language quickly and confidently, but
sometimes students might feel hesitations of using the language. The accuracy of language is also necessary for
students to use the language accurately and students can communicate with others.
3. Support students to have opportunities of using group work or pair work.
During the lessons, the target of language is students can in

Kết quả (Anh) 1:

The Use of Retelling Stories Technique in Developing EnglishSpeaking Ability of Grade 9 StudentsSasitorn Praneetponkrang (Corresponding author)Master of Art Degree student in teaching English as a foreign language Program,Graduate School Nakhon Ratchasima Rajabhat University340 Suranarai road, Muang District, Nakhon Ratchasima 30000, ThailandE-mail: [e-mail] PhaiboonnugulkijEnglish Program, Faculty of Humanities and Social SciencesNakhon Ratchasima Rajabhat University340 Suranarai road, Muang District, Nakhon Ratchasima 30000, ThailandE-mail: [e-mail] DOI: 10.7575/aiac. alls v. 5n. 5 p. 141 Received: 10/07/2014 URL: http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.141 Accepted: 03/08/2014AbstractThis article aims to advocate retelling stories technique for developing speaking ability of grade 9 students in Thailand.Morrow's theory (1981) and other scholars in retelling stories technique are presented. This technique is integrated inthe lesson plans following Morrow's framework. Narrative text of short stories which refer to daily life and socialincluding pictures have been used for each lesson plan. Students are House-trained to work as a group using story's mind map,illustrations, and role-playing activities in class. There are three main steps of teaching retelling stories: before retelling(alternative techniques), while retelling (students ' practice by using activities of brainstorming, role play, anddiscussion) and retelling the story. The lesson plans will be piloted with 15 9th graders. This preliminary study is expectedto provide an example of useful techniques in improving speaking ability, thus, it is expected to be used in otherFoundation English courses for Pregnant students.Keywords: Retelling stories, Speaking ability, Teaching speaking1. IntroductionDue to English is an international language that is used by the majority countries in communications, business,education, diplomacy, technology, and international organizations. Many countries agree to use English as a globallanguage (Graddol. 2006:87). There are more people using English than other languages to be the center ofcommunication around the world. The globalization of English influences over Thai education; Consequently, Thaispeaker cannot deny all significant trends around the country. Moreover, English speaking is an important incommunication because many foreign countries speak English. In 2015, Thailand will be participated in the ASEANCommunity to do a commercial market with other neighbor countries Pregnant students thus should improve speaking skillto communicate effectively with foreigners (Nantanach Sriprachayakul. 2013). Also, story retelling is an assessmenttool that evaluates students ' learning in an English speaking or writing's comprehension of the story (Morrow, et al.1986) and story retelling can direct the learner to achieve in the development of an English speaking skill. Storyretelling is a part of learning to speak activities for this study, and retelling the story takes places when students retell theimportant details of stories or stressing the focus on comprehension. Furthermore, story retelling provides students toanalyze a story and creates a language in speaking or oral, and students get to know the related terminology(Schienkman., 2004). Using the pictures to retell a story can be very useful in language learning. It provides a vision tosupport scaffold comprehension of learning language. Story retelling helps students begin understanding events, plot,and characters as they build vocabulary and comprehension skills. But most importantly, students have the basic skillsto start doing retelling the story on paper by doing mind mapping. The story's apprehension and story retelling areeffective in improving the active participation and interaction by peers work learning in the restoration story throughrole playing (Pellegrini and Galda. 1982). Teaching for developing knowledge in story retelling needs the interaction ofstudents ' learning that can assist teachers for checking their students ' thinking (Teale & Sulzby. in press). The maingoal of story retelling is retelling the story's meaning from the interactive and cooperative learning in class. Theinteraction of retelling a story also depends on the psychological ability on story retelling which is independently orautonomously (Teale. 1984). ALLS 5 (5): 141-154, 2014 1422. Teaching speaking skill and definitionThe capacity to speak a language is the basis of human communications. Speaking a foreign language is the mostrequirements of the four skills and speaking a second language is a central puzzle (Bailey and Savage. 1994, p. vii). Thespeech becomes the communication which advent when people communication has already been proved by the theoryof communicative competence and teaching the speaking skill by using activity that is the major point of English as asecond language classroom (Hymes. 1972). In learning speaking ability in the classroom, Ferris and Tagg (1996a,1996b) offered that the extensive authentic practice is an important to improve speaking skill in ESL class. Studentsneed to be the participant of doing activities such as discussions, peers working, answering, and asking questions inclass. Moreover, another theory also supported that discussion and doing speaking report is the activities that should bedone in class, for example, a study of the oral presentation of the business class. Students must learn how to plan andconduct a business meeting giving a speech and participate with colleagues (English and Grosse. 1995). There areSome theories defined speaking definitions. First, Rebecca (2006:144) mentioned that speaking is a part of daily lifethat people acquire since they are children. Second, Gert and Hans (2008:207) stated that speaking is a speechprocessing that involves the speaker and receiver to recognize what speech's contents. Third, Brown and Yule(1999:14) identified speaking is the complicated information because it is difficult to find what people say. In thisthe present study, speaking performances in the classroom is is focused and types this productive performances aredisplayed as below.2.1 Types of classroom speaking performanceAccording to the previous study from Brown (2007:327-330), types of classroom speaking performances are in sixcategories. Imitation is the first category that is a very limited portion of the classroom speaking time that maylegitimately take time to build. "Human tape recorder" speech, for instance, learners practice using the imitation soundor attempt to identify some of the vowel sounds. This type of imitation is not performed for the purpose of having ameaningful interaction, but it is focusing on the elements, especially some of the pattern language. The intensive is thethe second type of the classroom speaking performance that is going one step beyond the imitative. It includes any speakingperformance that is designed to perform some of the sounds and grammar of the language. Intensive speaking also canbe self-initiated or it can be a part of any pair work activities that students are going over some form of language.Responsive is the third category of speaking performance. It is a good deal of positive students ' speech in theclassroom. Even though, students doing in a short reply, their replies are sufficient in learning, and their speeches canreach the meaningful and authentic learning. Transactional (dialogue) is the fourth category of the classroom speakingperformance. Transactional language points out to the exchanging specific information while students have aconversation in the classroom. They can do more negotiate speech more than only responsive reviews. Interpersonal (dialogue)is the fifth category of this English-speaking performance in the classroom. Interpersonal is focus on the purpose ofmaintaining social relationships than the transmission. Students can speak in a little trickier by using some of thesefactors, such as, slang, a casual register, colloquial language, emotional language, ellipsis, sarcasm, and a cover"the agenda." Finally, students who are at the intermediate to advanced level are in the group of using extensions(monologue). They can practice the speaking reports, summary, or doing short speech. For these six categories of theclassroom speaking performances, the writer also agrees that teachers have expected that students can perform speakingand succeed in the oral production. In addition, to support increasing of students ' speaking skill, the principles ofteaching in speaking skill is the important topic that would be interpreted in the next part.2.2 Principles of teaching speaking skillThe principles for teaching speaking skills are the key to encouraging students to able to speak English. It makes thestudents have interest and not bored in class. It will help students have fun, enjoy talking in class, and they can expresstheir thoughts freely. There are several principles for teaching speaking skill (Bailey 2005:7).1. Recognizing the difference between learning a second language and language learning of the international context.Students need to learn the speaking skills for the two contexts, including foreign language and second languagesituations. The target of a foreign Language context is not for social communications. Meanwhile, the second languageis the target of language communications in society.2. Focusing on both fluency and accuracy.Fluency in a language is very important that teachers aware to help students use language quickly and confidently, butsometimes students might feel hesitations of using the language. The accuracy of language is also necessary forstudents to use the language accurately and students can communicate with others.3. Support students to have opportunities of using group work or pair work.During the lessons, the target of language is students can print

Kết quả (Anh) 2:

The Use of retelling Stories printing Technique Developing English
Speaking Ability of Grade 9 Students
Sasitorn Praneetponkrang (Corresponding author)
Master of Art Degree student teaching English as a foreign printing language Program,
Nakhon Ratchasima Rajabhat University Graduate School
Suranarai 340 Rd., Muang District, Nakhon Ratchasima 30000, Thailand
E-mail: [e-mail]
Malinee Phaiboonnugulkij
English Program, Faculty of Humanities and Social Sciences
University Nakhon Ratchasima Rajabhat
Suranarai 340 Rd., Muang District, Nakhon Ratchasima 30000, Thailand
E-mail: [e-mail]
doi: 10.7575 / aiac.alls.v.5n.5p.141 Received: 07/10/2014
URL: http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.141 Accepted: 03 / 08/2014
Abstract
This article AIMS to advocate retelling stories Technique for Developing speaking abilities of grade 9 Students in Thailand.
Morrow's theory (1981) and other scholars are printed retelling stories hiển Technique. This Technique is integrated print
the lesson Plans sau Morrow's framework. Narrative text of short stories refer to daily life mà and social
gồm used pictures được for each lesson plan. Students are trained to work as a group using story's mind map,
Illustrations, and role-playing Activities in class. There are three main steps of teaching retelling stories: before retelling
(alternative TECHNIQUES), while retelling (Students' Activities of practice by using brainstorming, role play, and
discussion) and retelling story. The Lesson Plans will be piloted with 15 9th Graders. This study is expected Preliminary
an example of ích to cung Improving print TECHNIQUES speaking ability, thì, it is expected to be used to print other
English foundation courses for Thai Students.
Keywords: retelling stories, Speaking ability, speaking Teaching
1. Introduction
to English is an international Due language used by the Majority nằm Countries print communications, business,
education, diplomacy, technology, and international Organizations. Many Countries agree to use English as a global
language (Graddol. 2006: 87). There are more English người coal using other languages ​​to be the center of
communication around the world. The Globalization of English influences over Thai education; consequently, Thai
speaker can not deny the significant trends all around the country. Moreover, English speaking is an important, print
communication speak English vì many foreign Countries. In 2015, Thailand in the ASEAN will be Participated
by a commercial market Community to other neighbors Countries with Thai Students Improve speaking thì shouldnt skill
to communicate effectively with Foreigners (Nantanach Sriprachayakul. 2013). Also, story retelling is an assessment
tool evaluates mà Students' learning in an English speaking or writing's comprehension of the story (Morrow, et al.
1986) and story retelling the learner to Achieve direct intervention in the development of an English speaking skill. Story
retelling is a part of learning to speak hoạt for this study, and story retelling takes places khi Students retell the
details of stories or important, stressing the focus on comprehension. Furthermore, story retelling provides Students to
analyze a story and speaking Creates a print or oral language, and Students get to know the related terminology
(Schienkman. 2004). Using the pictures to retell a story can be Very useful in language learning. It provides a vision to
support scaffold comprehension of language learning. Students begin understanding helps Story retelling events, plot,
characters and build vocabulary and comprehension as chúng skills. But nhất importantly, have the basic skills Students
to start doing story retelling on paper by doing mind mapping. The story's apprehension and story retelling are
effective printing Improving the Participation and interaction by peers active learning work in the restoration story through
role playing (Pellegrini and Galda. 1982). Teaching for Developing knowledge print story retelling needs the interaction of
Students 'learning can assist teachers for checking có có Students' thinking (Teale & Sulzby. in press). The main
goal of story retelling retelling the story is from the interactive and nghĩa's cooperative learning in class. The
interaction of retelling a story am also depends on the ability on story retelling Psychological mà independently or
autonomously (Teale. 1984).
ALLS 5 (5): 141-154, 2014 142
2. Teaching speaking skills and definition
The Capacity to speak a language is the basis of human communications. Speaking a foreign language is The Most
requirements of the four language skills and speaking a second is a central skill (Bailey and Savage. 1994, p. vii). The
speech communication Becomes the advent khi mà được người communication has proved by the theory
of Communicative competence in speaking and teaching the skill by using activity nằm the major point of English as a
second language classroom (Hymes. 1972). In speaking ability in the classroom learning, Ferris and Tagg (1996a,
1996b) Offered rằng extensive practice is an important, authentic To improve speaking skills ESL class printing. Students
need to be the participant of doing hoạt như discussions, peers working, answering, and asking questions presented ins
class. Moreover, another theory supported cũng discussion and doing speaking mà report is the hoạt cần
done in class, for example, a study of the oral presentation of the business classes. Students learn how to plan and phải
CONDUCT a business meeting giving a speech and participate with Colleagues (English and Grosse. 1995). There are
some speaking Theories defined definitions. First, Rebecca (2006: 144) Mentioned That is a part of daily speaking life
người lấy mà since chúng children. Second, Gert and Hans (2008: 207) is a speech speaking Stated có
có processing involves the speaker and receiver to Recognize what speech's contents. Third, Brown and Yule
(1999: 14) is the complicated information Identified vì speaking it is Difficult to find what người drunk. In this
present study, is speaking of performances in the classroom is Focused and productive types of performances this are
displayed as below.
2.1 Types of classroom speaking performance
theo previous study from Brown (2007: 327-330), types of classroom speaking of performances are print six
categories. Imitation is the first category là very limited portion of the classroom speaking time có
legitimately take time to build. "Human tape recorder" speech, for instance, using the imitation sound Learners practice
or some of the thử diện vowel sounds. This type of imitation is not for the purpose of Performed having a
meaningful interaction, but it is focusing on the elements, Especially some of the pattern language. The intensive is the
second type of the classroom speaking performance one step nằm going beyond the imitative. It includes any speaking
performance nằm Designed to Perform some of the sounds and grammar of the language. Intensive speaking cũng can
be self-INITIATED or it can be a part of any pair work Activities Students are going over some mà form of language.
Responsive is the third category of speaking performance. It is a positive good deal of Students' speech in the
classroom. Even though, in a short reply Students doing, ask for their print đủ replies are learning, and ask for their speeches accused
the meaningful and authentic learning Reach. Transactional (dialogue) is the fourth category of the classroom speaking
performance. Points out to the transactional language specific information while exchanging Students have a
conversation in the classroom. They can do only more coal negotiate more responsive speech. Interpersonal (dialogue)
is the fifth category of this English- speaking performance in the classroom. Interpersonal is focus on the purpose of
the transmission of coal Maintaining social relationships. Students can speak in a little trickier by using some of những
Factors, như, slang, a casual register, Colloquial language, emotional language, ellipsis, sarcasm, and a cover of
"agenda." Finally, Students who are the intermediate to advanced level are in the group of using extensions
(monologue). They can practice speaking the reports, summary, or doing short speech. For những six categories of the
classroom speaking of performances, the writer agrees cũng teachers have expected có có Students can thực speaking
and succeed in the oral production. In addition, to support tăng of Students' speaking skills, the Principles of
teaching speaking skill is the important, print mà topic would be interpreted in the next part.
2.2 Principles of teaching speaking skills
for teaching speaking skills The Principles are the key to Encouraging Students to thể speak English. It Makes the
Students have interest and not bored in class. It will help Students have fun, enjoy talking in class, and chúng can express
Freely ask for their thoughts. There are vài Principles for teaching speaking skills (Bailey. 2005: 7).
1. Recognizing the difference the between learning a second language and language learning of the international context.
Students need to learn the speaking skills for the two contexts, foreign language and second language gồm
Situations. The target of a foreign Language is not for social communications context. Meanwhile, the second language
is the target language of printed communications society.
2. Focusing on fluency and accuracy cả.
Fluency in a language is very important, teachers aware mà Students use language to help Quickly and confidently, but
sometimes Students might, feel hesitations of using the language. The accuracy of language is cũng cần for
Students to use the language accurately and Students can communicate with others.
3. Support Students to have Opportunities of using group work or pair work.
During the lessons, the target of language is Students can print