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EDU 4503 Research Project

Action Research Project

Afra Mohammed AlKhateri

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Ras AlKhaimah Womens College

Education

3395 Words
The Impact of Using Storytelling and TPR on Grade One Language Development

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Abstract

This report describes a classroom-based qualitative action research on the effect of using storytelling and TPR
on grade one language development. The objective of the research was to promote grade one students language
through storytelling and TPR. The context of the research was a primary school in Ras Al Khaimah, in the
UAE, and the sample size was six students of different academic level. The actions taken were teaching grade
one curriculum using storytelling and TPR. Data were collected using multiple tools to enhance triangulation,
and these tools were reflective journals, observation checklists and classroom discussions. The major findings
were: 1) Storytelling seemed to develop students language, and 2) TPR appeared to improve students
language. I would recommend further research in the area of storytelling and TPR and its effect on students
language, especially in the UAE, to investigate the effect of these strategies on students English skills.

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Table of Contents

1.0 Introduction 6
1.1 Rationale 6
1.2 Research Setting and Participants 6
1.3 Objectives of this Research Cycle 6
1.4 Research Question 6
2.0 Literature Review 7
2.1 Introduction 7
2.2 Operational Definitions 7
2.3 Background to Language Acquisition 7
2.4 Storytelling and TPR are Useful Strategies To Develop Young Learners Language 8

2.5 The Use of Storytelling and TPR in Young Learners Classroom 8

2.6 Conclusion 9

3.0 Research Methodology 10


3.1 Research Design 10
3.2 Action Research 10

3.3 Participants and Sampling 11

3.4 Data Collection Tools 11


3.5 Ethical Considerations 12
4.0 Implementation of the Action Plan 13
4.1 The Preparation of the Strategies 13
4.2 Using Stories to Provide Comprehensible Input 13
4.3 Using Total Physical Response to Provide Comprehensible Input 14
5.0 Action Research Findings 15
5.1 Finding 1: Storytelling Seems to Develop Grade One Students Language 15
5.2 Finding 2: TPR Appears to Improve Grade One Language 16
6.0 Conclusion 17
6.1 Limitations of the Study 17

6.2 Suggestion for Further Research 17

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6.3 Suggestion for Further Practice 17

6.4 Growth from Experience 17

6.0 References 19
7.0 Appendices 21
7.1 Appendix 1: Parents Informed Consent 21
7.2 Appendix 2: Principal Informed Consent 22
7.3 Appendix 3: Week Two Reflective Journal 23
7.4 Appendix 4: Week Five Reflective Journal 24
7.5 Appendix 5: Week Seven Reflective Journal 25
7.6 Appendix 6: Week Two and Seven Classroom Discussion Forms 26
7.7 Appendix 7: Week Three and Eight Observation Checklists 27
7.8 Appendix 8: Week Two Reflective Journal 28
7.9 Appendix 9: Week Eight Reflective Journal 29
7.10 Appendix 10: Week Two and Eight Observation Checklists 30

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Introduction

This action research paper project presents the examination of the effect of using storytelling and total physical
response in teaching grade one on their language acquisition.
Rationale
The reason for choosing these two strategies related to my interests in creating stories to teach my students and
my beliefs about the power of using TPR in learning.
When I was a young student the story time was my heaven. It was the best time of the class. As well, if there
are any moves I am the first to act if it is with songs. It helped me to memories my body parts better through
head, shoulder, knees and toes" song, and I still remember them.
This love of learning using two ways gets older with me. I used stories in my lessons. In semester 5, I created
digital stories to explain math concepts. It was a beneficial strategy to educate and engage students. Also, in
semester 6, I used stories and TPR in teaching science. These two experiences increase my passion in creating
stories and using TPR, so I think of using it to develop grade one students language especially because they are
second language learners. Also, I found that my students like to moving when I turn on a song and engage
when its story time so I think it may be helpful to use stories and TPR.
Improving the English language at all level of education is a top priority for the UAE. Using stories is not new
concepts in the UAE. I had been observing using the stories and role-played in RAK Academy School. They
use stories to develop students language.

Research Setting and Participants


This action research examines the effect on grade one students in a primary girls school in Ras AlKhaimah city
in UAE. The participants in the study are 6 Emirati girls. All of them are grade one, second language learners.
Their first language is Arabic, and they use it most of the time. The applied curriculum that the research built
on it is Bridge to Success for grade one.
Objectives of this Research Cycle
This paper aims to carry out the effect of using storytelling and TPR in grade one classroom to see their
language acquisition. Through this study, I want to develop teaching strategy to helps grade one teacher in
delivering language to the second language learners to make learning English useful and engaging.
Research Question
1) What is the impact of using storytelling and TPR on grade one English language development?

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Literature Review

Introduction
This literature review discusses the operational definition, background to language acquisition, storytelling and
TPR as useful strategies to develop young learners language and the use of storytelling and TPR in the
classroom.
Operational Definitions
Second language acquisition (SLA) defined as the process of learning another language, after learning the
mother tongue language.
Storytelling defined as the process were the teacher uses a narrative structure, vocalization, mental imagery, to
communicate with the students, as they are also provides a mental imagery to the teacher with verbal and non-
verbal feedback.
Shared reading refers to the interactions and discussions that occur when teacher and children look at a book
together (Zucker, Justice & Piasta, 2009).
Total physical response (TPR) is an approach developed for second language learners to learn language using
body movements, where the learner connects the language with his movement (Cruz, 2008).

Background to Language Acquisition

Second language acquisition is learning second language after first language acquisition is established (Gass,
2013). Language acquisition is very similar to the process children use in acquiring first and second languages.
It requires meaningful interaction in the second language, natural communication, in which the learners are
concerned not with the form of their utterances but with the messages they are conveying and understanding
(Krashen, 2009).

Stephen Krashen developed successful theories of SLA. He introduced influential concepts and terms in SLA
study and theories about SLA (Linguist, Educational Researcher, and Activist: Stephen Krashen, 2010). He
stated five hypotheses, the acquisition- learning distinction, the natural order, the monitor hypothesis, input and
the affective filter.

The acquisition- learning distinction is the most fundamental hypothesis. It mains concept is that second
language proficiency is attained through unconscious intuitive process of acquisition, not through conscious
learning. The natural order hypothesis stated that there is a natural order and sequence to the acquisition of
second language learners. Children acquiring English language as a second language as a first language tended
to acquire certain grammatical morphemes. Affective filter hypothesis presented how affective factors relate to
SLA process (Krashen, 2009). It stated that High anxiety, defensiveness or other affective factors may prevent
the learner from utilizing the language acquisition device to process input and acquire the language.

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Instructional practice and the learning environment can be used to lower anxiety (Dixon, 2012).

Storytelling and TPR are Useful Strategies To Develop Young Learners Language

Story telling and total physical response are the heart of language learning. Language-learning strategies are
widely accepted as a factor in successful language learning because they require learners to be more active
cognitively (Liu & Chen, 2015). Many researches and teachers experience encourage using stories and TPR in
teaching second language (Cruz, 2008).

Storytelling is one of the oldest forms of human communication. It considered as very effective instrument in
the development of language skills on both first and second language. Studies confirmed that the development
of vocabulary and syntactic complexity in oral language are more advanced in children who are frequently
exposed to a variety of stories (Speaker, Taylor & Kamen, 2004). It has been showed that reading stories to
children helps their language and literacy development tremendously. Chomsky argued that the best thing that
adults can do to help young learners acquire language would be to expose them to a variety of language input in
the form of interesting and stimulating stories (Lee, 2008).

Total physical response is on that simulate the way children naturally acquire their mother tongue language. It
is a language teaching method where physical movement plays a central role. It primarily gives importance to
the development of the linguistic skills of listening and speaking. TPR can be particularly valuable for students
who are visually impaired and are learning a second language because it provides a learning environment that is
rich in context and variety, focusing students' attention on the experience at hand (Conroy, 1999).
Psychological factors play an important role in language learning as well. Krashen proposed the affective filter
hypothesis, which posits that a good language-learning environment must allow learners to be confident and
relaxed and to try and fail without pressure and anxiety. Pressure and fear of failure seriously impede language
learning, so TPR allows language learners at the beginning of their study to present the meaning of what they
hear by using their bodies rather than requiring them to speak (Hwang, Shih, Ching Yeh, Chou & Zhao-Heng,
2014).

The Use of Storytelling and TPR in Young Learners Classroom


Storytelling can be presenter to the students using shared reading strategy. Researches on contributions of
shared reading with young learners shows that reading aloud is an important means for supporting early literacy
and language development. Shared reading is an activity in which a teacher reads aloud to a child (Boulard et
al., 2015). It refers to the discussions and interactions that occur when they are reading. The teacher choose big
book to share with the student. They set close together and the teacher read aloud to students. Childrens
participations in shared reading can strengthen child emergent literacy development. During shared reading,
children learn word meaning, answering explicit and implicit questions about the story, developing syntactic
knowledge and phonological awareness (Zucker, Justice, & Piasta, 2009).
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TPR approach developed in the 1970s by American psychologist, James Asher. It is considered one of the most
appropriate methods for teaching a foreign language to children of late preschool age or of early primary school
age (Vidovi & Drakuli, 2012). Teacher presents the word in a form of a physical response which allow the
students to act and connect the word to their body actions. Action songs, storytelling, role-plays and games
consider as a TPR activities (AlHarrasi, 2014).

Conclusion
To conclude, second language acquisition is the process of learning another language. Krashen had developed
theory of occurring the second language. He stated five hypotheses that explain how the language develops.
There are many strategies to develop the second language. Stories and TPR are the most beneficial strategies.
From the literature review, I learnt that young learners occurring the second language as same as when they
learnt their mother lounge language. It is difficult to teach the child the language with rules. They can learn the
language easily by the natural methods such as storytelling and TPR. Studies shows encourage the use of these
two strategies in SLA.
As a second language learners teacher, it is important to me to understand the SLA. Krashen hypotheses helped
me to understand how can I deliver the students may get the language. I can integrate this in teaching the basic
knowledge, letter, colors, shape and language tips, using storytelling and TPR.

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Methodology

Research Design
The current study utilized a qualitative methodology because it can provide information in enough depth and
frequency that school practitioners can transform their practice of learning to improve (Kozleski, 2017).
Qualitative research is a form of that researcher collects and interprets data, making the researcher as the
participants and data they provide as part of the research process. The approach of the qualitative research
developed by Glaser and Strauss, as cited in (Corbin & Strauss, 2008). I used this approach because it is the
best to collect data for my topic. This type of practitioner research used to learn and improve classroom
practitioner s own teaching activities (Suwartono1, 2014).

Action Research

Action research is reflective process that allows for inquiry and discussion as components of the research. It is
process in which researchers examine their own educational practice systematically and carefully, using the
techniques of research. Good teachers always looking for ways to expand upon their existing knowledge. It
helps teachers to grow and gain confidence in their work (Ferrance, 2000).
The main goal of this research study is to improve
my teaching to improve students language. This
study adopted Kemmiss model of action research.
The first cycle is the core action research cycle,
which focuses on the practical problem to be solved
(Zuber-Skerritt & Perry, 2002). The core action
research involves iterations of the plan, act, observe
and reflect cycle (Gill & Johnson, 2012).

In cycle one, semester 7, my research focus was the effect of using guided reading on grade seven reading and
speaking. My research questions were What is the effect of using guided reading on grade seven students
reading and speaking and What are grade seven students perspective about guided reading. I used many
data tools to collect my data. I used conducted, DRA rubric and speaking rubric, to determine the students' level
of comprehension and speaking. I realized that students reading and speaking level are low according to the
curriculum they are learning and their age. I use to write my observation and thoughts in weekly reflective
journals. I came that grade seven curriculum is rich of reading passage and speaking activities so it will be a
good source for the guided reading.

In cycle two, I changed the placement from grade seven to grade one. My research focuses still the same that I
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am aiming to improve my students language. However, I had to reduce the level of language because grade
one students cant read. I planned to use storytelling to read for students using shared reading and total physical
response to improve young learners language.

Participants and Sampling

My research participants are studying in public school in United Arab Emirates. Participants first language is
Arabic. English is considered as a second language. They use it only during English classes. They are in grade
one who taught Bridge to Success curriculum. The purposive participants are six students from grade one. I
chose them according to the Ministry of Education diagnostic test, high, middle and low, because I want to find
out how each level response to the storytelling and TPR.

Data Collection Tools

I used three instruments to collect data for my research. I used reflective journals, class discussion and
observation checklist.

Reflective Journals

I conducted reflective journals after each lesson I taught using TPR or storytelling. Reflective journal is a
strategy that can facilitate reflexivity. The researchers use their journal to examine personal assumptions and
goals and clarify individual belief systems and subjectivities (Ortlipp, 2008). After each lesson, I write what is
the lesson about and how does the students response to it. I used reflective journals to reflect on students
behaviors and actions and critical incidents during applying the strategies. During my study, reflective journals
helped me to improve and test different ways to use storytelling to find the best way to deliver the language. It
helps me to find the strength and weakness of the strategies I used according to students feedback and
performance.

Classroom Discussions Form

I used classroom discussions as an interview for the children. Classroom discussion is a flexible tool for
collecting data (Cohen, Manion & Morrison, 2011). I conducted class discussions during and after apply the
story and TPR to find out what students learnt and evaluate what they acquire from the story. I designed a form
of questions each lesson, I asked the students and recorded their answers in the form. Classroom discussion
helped me to evaluate students language. I think it is allow the students to feel confortable more that when it is
an interview.

Observation Checklist

I utilized observation checklist to gather live data from the classroom situation. Every lesson, I observed

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students for specific goals such as they could act and say the word and retell the word in the story. Also, I asked
my MST and colleague to observe the students during and after applying the strategy to collect data from
different point of view. Sometimes our results are like each other and sometimes different. Observation
checklist were a very useful tool because it helped me to find out direct result of does the students achieve the
language of the story and TPR.

Ethical Considerations
The benefits and values of any research depend on the integrity of research (Marui, 2010). The role of ethical
considerations in action research presents in how the researchers and participants treat each other. It saves the
right of all (Mills, 2011).
Informed Consent
Before I stated applying my study, I sent a consent letter for childrens parents (See appendix 1). The
informed consent ensures that they enter the study of their free will and understanding of the research. In
addition, I took school principal to apply my study in the school (See appendix 2).
Freedom from Harm
Participants in the study are not exposing to risk. I was very careful with the participants during the study and
their identity. I didnt mention any name or personal information about the participants. I made sure that at all
the stage of study they were safe.
Anonymity, Confidentiality and Privacy
To achieve anonymity, the participants in this study are unknown to the public. And to meet the requirement of
confidentiality, all participants personal information is secret. The result and observation of each participant
are known even for their parents. To ensure privacy, the data of this study will be secret. What I found only will
be for EDU 4503 materials not for public use. The data and materials are safe in a locked place. All the data
and information will be destroyed after one year.
Honesty
To achieve honesty, I asked my MST and colleague to be an observer to support my result and make sure of its
honesty.

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Implementation of the Action Plan

This chapter presents the implementations of strategies. I used two strategies in my study. My strategies were
using storytelling in teaching grade one curriculum and using TPR in teaching grade one curriculum.

The Preparation of the Strategies


In The first week, I looked to English language curriculum for grade one to identify what is the stories and TPR
going to be about. It teaches alphabet letters and some related words, number, colors, shapes and some
language tips. These things are the basic things to learn any language.

Using Stories to Provide Comprehensible Input


I used stories in teaching grade one curriculum. I believe on stories power in teaching language for young
learners (Speaker, Taylor & Kamen, 2004). It helps to develop their language and literacy (Lee, 2008). To
present the stories, I conducted shared reading strategy. Shared reading also is important for supporting early
literacy and language development (Boulard et al., 2015).
In the second, third and fourth week, I created stories using curriculum characters, Lulu and Liwa puppets. I
only use the words that mentioned in the curriculum to teach. I taught letter S, red and number one. The
students were sitting on their own desks in the classroom because there wasnt carpet in the classroom.
Students were very engaged to the story. They liked using the puppets. They answer and participate in Arabic
language however, they started to say letter S words in English. During the story, they were able to greet Lulu
and Liwa. I think it is because in the beginning of each story we greet the characters.
In the fourth week, I taught singular and plural rule using story. Actually, I wasnt planning to teach this lesson
using a story. I taught the lesson as its plan in the teacher guide as a rule. It didnt work. The students were
confused so I changed the plan and I used a story, Hungry Bee Story. The bee goes to the food that is more
than one piece, and make the sounds s for example apples. I changed my plan because I believe that story as
a natural way of teaching will be successful however, the transformational grammar theory failed (Mao &
Liang, 2012). After I read the story to the students, they understood the concepts easily. Even when they started
to answer and speak they remembered the story. I heard them said that it should have s because the bee like to
have more than one. Also, they started to use the plural when they need to take pencils and papers.
In the fifth and sixth weeks, I created stories using characters out of the book. Sometime, I use the letter as a
character and sometimes I use one of the letter words as s character such as Mom for the letter m. I asked
the students to sit on the carpet. I present the stories on the smart board. Students were able to identify and
remember all the words easily.
In the seventh and eighth week, I created stories using Disney Character. I used the character that started with
the letter we learnt. I integrated some music to the stories. Students were highly engaged. They liked the story

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very much. They were able to retell the story again using Arabic and English words. They said that these stories
were the best of all. However, Elsa story were little pit long and contains some hard words for the children.
They had difficulties in remembering the word exit and envelope. I think the reason is that the story has many
events. I think child stories shouldnt have many events.

Using Total Physical Response to Provide Comprehensible Input


I used TPR strategy to present some curriculum words. It is a valuable for second language learners because it
provides a learning environment that is rich in context (Conroy, 1999). It allows learners to present the
meaning of what they hear by using their bodies that helps to acquire the language (Hwang, Shih, Ching Yeh,
Chou & Zhao-Heng, 2014).
In the second week, I used TPR with during the story to present letter a words. Students enjoyed the story.
They found the words easier when it has TPR. TPR are showed a great input during the first lesson.
In week three, I used TPR to teach triangle and square. We create the shape using our figures. Students were
easily got the vocabulary and the enjoyed the activity. Even the low level students were achieving the goal of
the lesson eminently.
In week six, I used TPR to teach letter K words. I presented a song and we act the words out (AlHarrasi, 2014).
Students were highly engaged which allow them to acquire the language easily.
In week seven and eight, I used TPR to review the words we learnt. Most of the students remembered the words
that we learnt with the TPR better than the words that didnt has physical response. Even the low level students
were able to remember, act and say the words without any help.

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Action Research Findings

This chapter will discuss the finding of the study. Through this study, storytelling and TPR seem to be effective
strategies to develop grade one students language.
Finding 1: Storytelling Seems to Develop Grade One Students Language
I found that storytelling appears to improve students language. From my reflective journal, I saw an
improvement between week one and five. By looking to figure 1 and 2, we can see that most of the students
showed language development. However, one student showed a development two weeks after his collages as
shown in figure 3.
From classroom discussions, figure 4 and 5 (appendix 6), we can see the development of the students uses of
vocabulary. For example, we can take student 3, in the first week she were able to identify the words and say
them however, in week seven she used them in a sentences.
By looking to figure 6 and 7 (appendix 7), observation checklist, we can see students language progress during
applying the storytelling. In the beginning, students werent able to retell, name and use the vocabulary,
however, most of them achieved the task after seven weeks.
My finding seems to prove Krashen hypothesis of the acquisition- learning distinction theory (Krashen, 2009).
Also it is consistent to Chomskys argument when he mentioned that stories is the best thing that adults can do
to help young learners acquire language (Lee, 2008).

Figure 1: RF extract week 2 (appendix 3)

Figure 2: RF extract week 5 (appendix 4)

Figure 3: RF extract week 7 (appendix 5)

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Finding 2: TPR Appears to Improve Grade One Language
I found that TPR seems to improve students language. TPR appears to show a positive effect on students
language sense the first use of it as it presented in my reflective journal of week two, figure 8. TPR shows that
it is an effective strategy to memories the words. To evaluate the students and make it as a challenge as use it to
review the words. Students were shown a highly language development, this were shown through figure 9.
From my observation checklist, figure 10 and 11 (appendix 10), we can see that students were able to learn, say
and act the words since the first time, however, it were shown the same effect until the end of the study.
My finding seems to prove Krashen hypothesis of the affective filter. It is consistent to my finding that a good
language-learning environment allow learners to be confident to try and fail without pressure and anxiety
(Hwang, Shih, Ching Yeh, Chou & Zhao-Heng, 2014), because it provides a learning environment that is rich
in context and variety, focusing students' attention on the experience at hand (Conroy, 1999).

MY both findings seem to prove the natural input hypothesis of Krashen (Dixon, 2012). Storytelling and TPR
seem to be and effective strategies in language input which can be helpful to use during second language
classroom.

Figure 8: RF extract week 2 (appendix 8)

Figure 9: RF extract week 8 (appendix 9)

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Conclusion

The result of this study has provided evidence regarding the storytelling and TPR strategies to develop grade
one students language. This result could be attributed to teachers good knowledge about the effectiveness of
their strategies in teaching second language to the children. This belief is supported by the findings of research
about the SLA strategies in in teaching English language to early stage children. Story telling seems to develop
grade one students language. Also, TPR appears to improve grade one students language. This result shows
that the natural input strategies seem to be best strategies to teach second language learners especially UAE
students.

Limitations of the Study

This practical study has three main limitations that affect the validity if the study. First, it should be noted that
this study had conducted in a limited time period of eight weeks. Second, its result is not generalizable because
it were studied on my special classroom and it may show different result in another class or language Third,
data collected with huge number of students which may effect the result.

Suggestion for Further Research

Though the present study has contributed to the body of research in using storytelling and TPR in developing
language, it calls scholars and researchers to conduct further qualitative studies to investigate the effect of these
strategies in long period of time and consecrate on general and large sample. Further studies need to conduct to
investigate the strategies separately and may conduct a research of storytelling and TPR on certain language
skill.

Suggestion for Further practice

From a practical viewpoint, it is recommended that Ministry of Education should integrated stories in grade one
curriculum, as it doesnt contain any story. It is obvious that one of the main important languages in UAE is
English. Storytelling and TPR can help the children to become bilingual in both Arabic and English.

Growth from Experience

Nowadays, language is no longer views as reading and writing. Regarding the professional growth, as future
teacher, always I should work to find the best way to develop the knowledge to my students. During this study,
I faced many difficulties that made me stronger. I learnt how to manage my time.

Frist, I would like to share is my personal growth. As students, my understanding of language acquisition
theories has been improved, as it was a really hard thing to understand before one year ago. In addition, my

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research and investigating skills had been developed during this time of researching.

Finally, it is hoped that the present study may provide valuable insight for decision makers in USE about the
use of stories in curriculums in teaching ESL in general.

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Appendices

Appendix 1: Parents Informed Consent

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Appendix 2: School Principal Informed Consent

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Appendix 3: Week Two Reflective Journal

On Thursday, 28\September\2017, in grade one classroom, I taught letter S to the students. Through Lulu and

Liwa Story we learnt three words, sun, sea and sand. I used Lulu and Liwa puppets as they are going to the

beach.

Students were totally engaged and they were highly participating during the story. Most of their participations

were in Arabic language. However, All the students were able to identify and named all the words the starts

with the letter S. Student 1 was able to use one word in a sentences. While students 2,3,4,5 and 6 were not able

to use the words. I think this is because it is our first time to read a story together.

Suring today class, I think storytelling seems to make the words learning easier and connected.

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Appendix 4: Week Five Reflective Journal

On Tuesday, 19\October\2017. I taught grade one about letter M. I created story to introduce letter m words,

mom, mouse, mango and monkey. I started the lesson by asking the students to sit on the carpet. Then I told

them the story. The students were highly engaged and enjoying the story.

This week students had shown a great progress in learning language. High-level and middle-level students

were able to use the words we leant during todays story in full sentence. Low-level students, students 5 and 6,

can identify and say the words independently, however, they still facing some difficulties in using the words.

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Appendix 5: Week Seven Reflective Journal

On Sunday, 5th\Nobvamber\2017, I taught letter D to my students. I presented letter d words, dad, donut, dog,

duck and doll, in a story. We set on the carpet and I presented the story on the smart board. Students liked the

story and I felt that they shown a good improvement in language.

During todays class, grade one students were shown an amazing use of language. I felt surprised when student

5 said a full sentences correctly. It was sentence form the story My food is donut, however she gave a

meaningful sentences.

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Appendix 6: Week Two and Seven Classroom Discussion Forms

Figure 4: Week Two Classroom Discussion Form Figure 5: Week Seven Classroom Discussion Form

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Appendix 7: Week Three and Eight Observation Checklists

Figure 6: Week Three Observation Checklist Figure 7: Week Eight Observation Checklist

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Appendix 8: Week Two Reflective Journal

On Monday, 25th\September\2017, I taught letter a to my students using total physical response strategy. I

used sing and act activity. We were singing and acting the word. For Example, we used a, a, ant on my arm

song and we act like an ant walking on our hands.

Students were able to connect the action we took with the words ant and apple. They enjoyed acting the words.

They took it as a game and keeping repeating it all time of the class. They can identify the word when I act it in

front of them.

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Appendix 9: Week Eight Reflective Journal

On Tuesday, 14\November\2017, I made a revision lesson to grade one students. I made a computation between

the groups. I asked one student from the group to come and pick a word then act it to its group. The group

should say the acted word. Students connected the words easily with the physical response. They could

remember the words we took one month ago. All the students are showing a great connection and language

acquisition. I think this is because they enjoyed using TPR all the time.

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Appendix 10: Week Two and Eight Observation Checklist

Figure 11: Week Eight Observation Checklist


Figure 10: Week Two Observation Checklist

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