The Use of Retelling Stories Technique in Developing English Speaking Ability of Grade 9 Students - Accepted 03/08/2014

Oct 15, 2026

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This article advocates using the retelling stories technique to develop Grade 9 students’ English speaking ability in Thailand. It presents Morrow’s theory and related scholars, then integrates the approach into lesson plans based on Morrow’s framework. Short-story narrative texts drawn from daily life and society, supported by pictures, are used for each lesson. Students practice through mind maps, illustrations, group work, brainstorming, role-play, and discussion across before-, while-, and retelling stages. A pilot with 15 students aims to demonstrate speaking improvement and inform further foundation English courses.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages14

Reading Time35 min

AccessFree to download

Abstract

Introduction

Teaching speaking skill and definition

Advances in Language and Literary Studies ISSN: 2203-4714 Vol. 5 No. 5; October 2014 Copyright © Australian International Academic Centre, Australia 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: [rimigho_31@hotmail.com](rimigho_31@hotmail.com) 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: malineerabbit@hotmail.com](E-mail: malineerabbit@hotmail.com) Doi:10.7575/aiac.alls.v.5n.5p. 141 URL: [http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.141](http://dx.doi.org/10.7575/aiac.alls.v.5n.5p.141) Received: 10/07/2014 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 doi

FAQs

What is the main purpose of using the retelling stories technique for Grade 9 students?

The article aims to advocate retelling stories technique to develop students’ English speaking ability in Thailand.

How are the lesson plans structured when teaching retelling stories?

The technique is organized into three main steps: before retelling, while retelling, and retelling story, using activities such as brainstorming, role play, and discussion.

What materials and classroom activities are used in the approach?

Short stories related to daily life and social contexts, supported by pictures, are used. Students work in groups using story mind maps, illustrations, and role-playing activities.

Oct 15, 2026

Uploaded by Cipher