Cooperative Storytelling in Enhancing Students' Speaking Proficiency

Cooperative Storytelling in
Enhancing
Students’ Speaking Proficiency
Ms. Joanne M. Fernandez

Faculty , Liberal Arts
Background of the Study
The purpose of this study was to prove the
impact of Cooperative Storytelling Strategy (CSS)
in improving the speaking proficiency of the
University of Luzon freshmen HRM-T students,
conducted on August 2019. The respondents who
were targeted on this study exhibited low
performance during interactive discussions, and
doesn’t perform enough when it comes to
speaking activities. The areas of speaking skills
magnified and assessed on this study are
vocabulary, articulation, and grammar.
Statement of the Problem
This study is designed to determine the effectiveness of Cooperative
Storytelling Strategy (CSS) in improving the speaking skills of the
college students.
Specifically, this study sought to address the following questions:
1. What is the speaking proficiency level of the students before and
after the CSS intervention along the following areas:
a. vocabulary;
b. articulation; and
c. grammar?
2. What is the significant difference of the speaking proficiency level
of the students before and after the CSS intervention?
Methodology
This research employed the pre-experimental method.
According to AllPsych (2019), the pre-experimental designs
follow basic experimental steps but fail to include a control
group. In addition, a single group is often studied in this
method but there is no comparison between an equivalent non-
treatment groups is made.
In this study, the dependent variable is the speaking proficiency
of the HRM-T students, whereas the strategy employed by the
researcher-the CSS- is the independent variable, as the
researcher measured whether the intervention caused an
improvement to the skills of the respondents.
Significant Findings
The following are the salient findings of the study:
• On Speaking Proficiency Level in Pre-test and Post-test
Overall, the pre-test has an average weighted mean of 1.85, while post-test results have an average
weighted mean 3.08.
In the pre-test of this study, the students are observed to have problems the most on Vocabulary, which
garnered the lowest mean of 1.76. Also, based on their performances, the students have less difficulty
in terms of Articulation which garnered the highest mean of 1.96, followed by Grammar with 1.84. All
in all, the speaking proficiency of the students prior to the intervention are assessed as fair, as it fell in
the statistical range of 1.76 to 2.50.
Meanwhile, the performances of the students on speaking proficiency were a lot better, as their total
average mean was on the scope of 2.51 – 3.25, signifying a satisfactory level. In line with their
performance, the students excelled greatly on Articulation, followed by Grammar and Vocabulary.
• On Significant Difference between Pre-test and Post-test Results
Since the t-value was greater than the t-critical, the null hypothesis of this study was rejected. This
implies that there is a significant difference, and that the level of speaking proficiency of the students
improved through utilizing CSS, therefore it is effective in enhancing the speaking proficiency of the
UL HRM-T students.
Conclusion
The following are the conclusions based on the salient and significant findings.
Speaking proficiency is one of the domain tools in entering the workforce; thus,
improving the speaking proficiency of the students must be given primacy during their
years in education. In view of this, one teaching strategy that can be utilized by
instructors is the Cooperative Storytelling Strategy (CSS). As students can learn
speaking more effectively when they are put into valuable context, CSS gives them the
opportunity to improve on their speaking skills, concomitantly developing their
vocabulary, articulation, and grammar. Through an intervention where students are
given the environment to foster their speaking skills, where they could collaboratively
enjoy and interact while they creatively express their own selves, eventually, they will
be conditioned to speak proficiently with any chosen language in any setting.
Finally, as CSS has been proven to be an effective intervention in enhancing the
speaking proficiency of the chosen respondents, the researcher concludes that CSS will
hopefully be utilized and implemented as an innovative form of teaching in University
of Luzon.
Recommendations
Based on the summary, findings and conclusions, the researcher offers the following
recommendations.
First, the researcher recommends that language instructors must conduct assessment regarding
the students’ speaking proficiency every beginning and end of semester. Instructors must give in-
depth observations on the speaking abilities of the students to further implore on their speaking
needs, and help them in enhancing their speaking proficiency thru the CSS as an effective mode
of learning.
Second, there must be university-wide forums and workshops on speaking proficiency, so to
introduce CSS and tackle its benefits as a method of accomplishing speaking proficiency. The
forums or workshops should also aim to enrich the students’ fluency, competency and confidence
in speaking, as well as those of the other communication skills such as writing, reading, and
listening.
Third, the researcher recommends the implementation of the Cooperative Storytelling Strategy
(CSS), as it evidently can help in improving the students’ speaking proficiency.
Lastly, the researcher recommends that other researchers may continue exploring the potentials
of Cooperative Storytelling as a strategy to enhance the students’ speaking proficiency.

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Cooperative Storytelling in

Ms. Joanne M. Fernandez

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