The effectiveness of using storytelling strategy on ninth grade EFL students' achievement

Abstract

Hamza Maharmah

The study aimed to identify the effect of using the storytelling strategy on the achievement of ninth grade students in learning the English language in the schools at Amman 1st Directorate of Education and their attitudes towards learning it. The problem of the study is summarized in the following question: What is the effectiveness of the use of the storytelling strategy on the achievement of ninth grade students in English language at Amman 1st Directorate of Education and their attitudes towards learning it? The researcher used the experimental approach in semi-experimental design on the sample of the study consisting of (288) students of the ninth grade in Sukaina basic school for the academic year 2014/2015. The sample of the study was divided into two groups: experimental group that was taught using the storytelling learning strategy (144) students, and control group that was taught using the ordinary way (144) students. The data was analyzed statistically using the statistical package for social sciences (SPSS), and the mean and standard deviations were calculated to describe the achievement of the students of the control and experimental groups in the achievement test, the trend scale towards the learning of the English language, and the (ANCOVA) analysis to examine the difference between the achievement averages and the trends of the experimental and control groups, correlation coefficient (Pearson) to examine the relationship between scholastic achievement and attitudes toward learning English language. Statistical analyzes showed the following results: 1) There is a statistical significance difference at the level of significance (α≤0.05) between the average achievement of the students of the experimental group and the control group due to the method of teaching (Normal, teaching using the storytelling) in the total score of the achievement test for the benefit of the experimental group. 2) There is a statistically significant difference at the level of (α≤0.05) between the trends towards learning English language for the experimental group and the control group due to the teaching method (Normal, teaching using the storytelling strategy) in the total score of the achievement test for the experimental group who were taught using the storytelling strategy. 3) The existence of a statistically significant relationship between academic achievement and attitudes toward learning English language for the eighth grade students in the experimental group. In light of the previous results, the researcher recommended the importance of using the storytelling strategy in providing the educational material because of its positive effects in the development of educational achievement as well as trends. The competent authorities in the Ministry of Education adopt the storytelling strategy in order to provide the students with various skills and raise their academic achievement and develop their talents.