1

STORYTELLING ABILITIES THROUGH THE LENS OF BEED STUDENTS

A Proposed Thesis Presented to the

Faculty of the College Teacher Education
St. John Paul II College of Davao
Davao City

In Partial Fulfillment
of the Requirements for the Degree
Bachelor of Secondary Education Major in English

EDISON M. ORTEGA
JORALENE D. SEGUNDO

May 2023
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STORYTELLING ABILITY THROUGH THE LENS OF BEED STUDENTS

Roberto T. Diamante
St. John Paul II College of Davao

ABSTRACT

The objective of this study dealt to present hereunder to serve as guide in the

formulation of the interview questionnaire on Storytelling ability through the lens of

BEED Students are engaged in the process of creating a digital story, they synthesize a

variety of literacy skills for the authentic product: researching, writing, organizing,

presenting, interviewing, problem-solving, assessing, as well as employing interpersonal

and technology skills. Within the angle of this articulation, the present qualitative study

utilizing phenomenology unveiled the experiences of 25 BEED 3rd year English Major

student of St. John Paul II College of Davao within the Teacher Education enrolled in

Irregular Program School Year 2022-2023, The research questions of the study were

presented hereunder to serve as guide in the formulation of the interview the level of

effectiveness of education students in storytelling abilities in technology-based method,

the most important aspects of digital storytelling is that it can help make learning more

relevant for student, what are the personal experiences and challenges in digital stories

noting that students often find it difficult to tell their stories in a personal manner and

lastly, what are the insights of the participants of the study on to question the validity of

digital stories in organizing and writing as well as cultural barriers to sharing personal

experiences.

Keywords: Storytelling ability through the lens of BEED Students

Storytelling abilities, Digital Story, Communicative Competence
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Table of Contents

Page
Title Page I
Approval Sheet II
Abstract III
Table of Contents V
List of Tables VI
List of Figures IX
Dedication X

CHAPTER

1 INTRODUCTION

Rationale
Purpose of the Study
Research Questions
Theoretical Lens
Significance of the Study
Definition of Terms
Delimitation and Limitation
Organization of the Study

2 REVIEW OF RELATED LITERATURE

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Storytelling
The Importance of Storytelling
Effects of Storytelling on Improving the Students Skills
Storytelling and English Pronunciation
Digital Storytelling and English Pronunciation
Process of Digital Storytelling
Storytelling Ability
Effects of Storytelling

3 METHODOLOGY

Research Design
Role of the Researcher
Research Participants
Data Collection
Data Analysis
Ethical Consideration
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Chapter

RATIONALE

Storytelling or “oral literature” is artlessly defined as a story narration which

means “the act or the process of telling or writing a story” (Oxford advanced Learners

Dictionary 2016). It is an oral presentation of a story from memory by an individual to a

person or group of people (Gallets 2005). Moreover, it can be described as a process of

connecting a chain of events and presenting them in the form of a story (Jupit et al.,

2012). Sound effects, motions and props can also be used to enhance the delivery of

the oral story presentation (Beqiri 2018). Thus, storytelling is continually used as it is the

best way to help the students to improve their critical thinking skills and how to analyze

text or information that has been heard from the speaker.

Over the past few years, drastic changes have been experienced in the process

used for storytelling. Furthermore, the increased use of computers to tell stories, and a

variety of hardware and software systems, there has been a significant improvement in

the way stories are created and presented (Van Gils, 2005). Thus, many people carry

on their stories by using digital tools. A digital story can be explained as a bridge of

tradition and media.

In the United States, storytelling has a long history in public and school libraries

Some storytellers learn their tales by heart, while others recall the characters and plot

points and deliver their tales spontaneously, varying them with each telling. Many

storytellers have written on the powerful emotional connections that storytelling fosters

with listeners. However, there hasn't been much study done to verify whether or not
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these alleged advantages actually exist. The study's findings highlight the value of

continuing to host storytelling events and provide evidence for some of the previously

postulated literacy advantages of live oral storytelling (Agosto, 2016).

Throughout history, tales have been utilized extensively in American schools for

both teaching and learning. Teachers generally include literature into classrooms

because it serves certain pedagogical aims or is the subject of study (Paran, 2008).

Personal narratives are frequently utilized in American classrooms to educate diversity.

Both teachers and students frequently appreciate the storytelling-focused lessons since

they may both learn from and emulate stories.

On the other hand, Filipinos use storytelling (kuwentuhan) to preserve culture,

history, tradition, and core values. The culture of the Filipinos is one that values

narrative. Stories help them understand their ancestors' adventures and how they

helped pave the road for Filipinos. The transmission of information, wisdom, and values

from one generation to the next takes place through storytelling. The practice of

storytelling (kuwentuhan) is evolving now in our fast changing world, for better or bad.

The core of storytelling (kuwentuhan) is being lost as more and more stories are being

told on digital platforms. It is true that there are many possibilities to interact with more

people, particularly in the digital age. But as the quantity of our connections increase,

the quality of our connectedness with our kapwa tends to suffer. (Cordova, 2018).

Since then, storytelling ability affect us and foster a deeper feeling of connection

which has persisted despite changes in its techniques and modes of delivery. It takes

work to hone your narrative abilities and learn how to incorporate personal experiences

into a story, but there are effective ways to hone this storytelling ability (MasterClass,
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2021).

Nevertheless, it was discussed that traditional and digital storytelling have

different impacts and that greater differences between the delivery of tales in traditional

and digital formats should be made. And this research will continue to distinguish and

comprehend the impact of conventional and digital storytelling. And this study is

intended to assist future researchers interested in storytelling.

Purpose of the Study

This study is a qualitative research in order to explore using storytelling as a

teaching tool for improving language learners speaking skills in virtual classes,

especially with the in digital storytelling is an innovative, technology-based method by

which 21st century students utilize technologically advanced resources to produce

meaningful stories and presentations that in turn allow for an enriched co-construction

of knowledge, has not yet been researched.

In addition, students who participate in the creation of digital stories develop enhanced

communication skills by learning to organize their ideas, ask questions, express

opinions, and construct narratives.

Therefore, the mission of this research is to create a methodology for building

constructivist learning environments based on digital storytelling, the outcomes of this

research project aim to help teachers and learners tap into the power of digital

storytelling and partake in more engaged teaching and learning.

Thus, the researchers would like to conduct a study on Storytelling ability through

the lens of BEED Students, it is hoped that using storytelling in the class will help
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students improve their speaking abilities. Digital Storytelling can be a powerful

educational tool for students at all ages and grade levels who are tasked with creating

their own stories.

Research Questions

The research questions of the study were presented hereunder to serve as guide

in the formulation of the interview questionnaire:

1. What are the learning experiences of students in the utilization of digital

stories?

2. How do students integrate technology to imagine their storytelling abilities?

3. What are the system/recommendations of the students that they could impact

to their classmates to enhance their storytelling abilities?

Theoretical Lens

The study was anchored on the Cambourne’s Theory (Brian Cambourne, 1988),

where there are seven primary parts to Cambourne’s Conditions of Learning. Those

conditions include Immersion, Demonstration, Expectation, Responsibility,

Approximation, Use and Response. Each contributes to teaching a child differently and

presents a unique challenge to the teachers. Condition of Learning is to have children

actively engage in the learning process. This connection begins with the confidence of

children. When your child feels they are ready to demonstrate an ability or skill

themselves, it shows they are beginning to grasp a concept and are excited to share

their knowledge. Additionally, students should feel that continued engagement

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throughout all the Conditions of Learning will assist them in improving their ability. Even

if the said ability is not immediately perfect, when you create a space where children

can feel free to experiment, they will continually press to improve themselves and learn

more.

This is also anchored on the theories of Learning in education by Erickson and

Rossi (1976) offer a theory in support of storytelling as a teaching and learning tool that

surrounds the concepts of learner receptivity or hypnotic trance. This theory of

storytelling ability helps produce a state of hypnotic trance or state or receptivity,

storytelling is a procedure that produces effective learning and legitimate education.

The immersion aspect of Erickson and Rossi’s theory is also found in the principles of

brain-based or accelerated learning theory.

Other theorists support storytelling as a brain-based learning activity and

teaching pedagogy because it fulfills many of the criteria that comprise brain-based

learning theory (Cain, et. Al, 2005). As stated by Caine et al. (2005) “there is a notable

difference in the engagement of students (at any age) between when a story is told and

when facts are simply presented” to organize, retain and access information through

story and that every human relationship and experience is recorded in the mind as a

story.

Similarly, McDrury and Alterio (2003) tout the merits of storytelling as a result of

its impact on reflective and experiential learning educational theorists and researchers

offer a number of theories that further explain why storytelling has such a positive

impact on learning. Storytelling is a subject that has a plethora wide-ranging application

to human learning, teaching and society in general. This study will focus the literature
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review primarily on how the learning process is enhanced through storytelling according

to a number of learning theories and several studies presented in this regard. In

addition, further examination will be offered on the history, roles, definitions and models

of storytelling.

The value of reflective learning and reflective learning theories were brought

about to bridge the gap between theories and theories in actual practice (McDrury and

Alterio, 2003). Reflective learning through storytelling offers a vehicle for students to be

exposed to practitioner’s tacit knowledge or the kind of knowledge that comes from

experience as a reflective learning practice offers professionals a way of making sense

of complex and diverse situations encountered in everyday practice.

Furthermore, neuroscience research confirms that the human brain is wired.

Active processing also supports metacognition or the student’s ability to learn how to

learn. When students actively process new information on a deeper level, they are

more likely to be able to apply new information in a real life context. Storytelling as a

teaching and learning activity supports active processing of information in a number of

ways.

Significance of the Study

Noteworthy beneficiaries of the study are the following sectors and institutions:

Teachers. This study will help teachers to ensure the academic well-being of the BEED

college students by outlining the digital/traditional narrative workshop, and student’s

responsibilities.

Students. The findings of this study would benefit learners to learn more about the role
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of storytelling in education. This will help them to be able to capture the complexity of

experience, connect subjective and objective viewpoints, and implement deliberate

change in their behavior.

School. The result of the study can give the school insights in promoting the use of

storytelling like digital storytelling as a tool for learning. They can order new policies that

could promote storytelling so they could initiate activities that can raise awareness

about its importance to all the learners and educators.

Future Researchers. For the future researchers, The findings of this study will help

them design similar study in the future, with the provision of include more in-depth

interview questions to elicit digital storytelling that will increase student engagement and

produce better learning results.

Definition of Terms

The following terms are operationally defined, or delineated as used in the study,

for better understanding of the readers:

Narrative refers to the range of media used to deliver the message, the target

audience, and stories consisting of words such as written, printed, and typed stories.

Storytelling is referred in this study as a technique of instruction that encourages

young students to approach problems and assignments in a lighthearted manner while

also developing their understanding of the subject at hand.

Digital Storytelling is referred to utilizing technology to produce narrative stories that

teach and develop skills, such as video and audio production, interactive software, and
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computer graphics.

Traditional Storytelling refers to a technique in which a narrator tells a planned story

to one or more listeners while varying verbal tenses, body language, and facial

expressions to provoke reactions and participation from the listeners. The fact that the

story's fundamental structure never alters serves as the foundation for this process.

Delimitations and Limitations

The paper concludes with a description of additional resources that are available

for those who want to learn more about digital storytelling. The nature of my research

study deals with the educational uses of digital storytelling and presents an overview of

how digital storytelling has and continues to be used to support teaching and learning.

The first section begins with a definition of what digital storytelling is and how it differs

from other types of videos found online. The next section focuses on how digital

storytelling is being used to support teaching and learning in classroom education. Next,

guidelines are presented that novice digital storytellers can follow if they wish to use this

technology practice. Qualitative research design was used employing

phenomenological methods. The participants of the study were 20 3 rd year BEED

students who are officially enrolled in a regular program from the College of Teacher

Education in the first semester of Academic Year 2022-2023. The venue of the study

was conducted at St. John Paul II College of Davao, Ecoland Drive, Matina, Davao City,

Philippines. These 20 3rd year BEED students majoring in English were selected using

purposive sampling and they were categorized as type of participants: 10 for in-depth

interview. The interview guide was utilized as a research instrument in obtaining sample

survey questionnaires on Storytelling ability through the lens of BEED Students.

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Nevertheless, the results of the study are not generalizable beyond the participation of

the participants and the content analysis, thematic analysis, narrative analysis and

coding were the techniques observed in analyzing the solicited ideas and opinions of

the participants. Moreover, the findings and results of this phenomenological inquiry

provided implications for practice to the aforementioned beneficiaries.

Organization of the Study

This qualitative research using phenomenological approach is classified into

three chapters. Presented in Chapter 1 were the rationale of the study, purpose of the

study, research questions, theoretical lens, significance of the study, definition of terms,

delimitations and limitations, and organization of the study.

Exhibited in Chapter 2 were the opinions, principles, arguments and ideas of

renowned researchers from various disciplines. The articles and narratives from

previous researchers are considered as benchmark data in the formulation of the

research questions, interview guide and to frame the theory where the current study is

anchored on.

Explained in Chapter 3 were the importance of research design, role of the

researcher, research participants, data collection, and data analysis, discussion of the

studies and ethical consideration.

Shown in Chapter 4 were the root codes and branch codes and they were

analyzed and interpreted accordingly. Summary of findings and results were also

presented in chapter.

Illustrated in Chapter 5 were the discussions of findings supported with the

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previous works of scholars, implication for practice, implication for future researches

and concluding remarks.

Chapter 2

REVIEW OF RELATED LITERATURE

Storytelling

Storytelling or “oral literature” is artlessly defined as a story narration which

means “the act or the process of telling or writing a story.” (Oxford advanced Learner’s

Dictionary, 2016). It is also defined as the students' ability to recount stories in their own

words after hearing them from the teacher (Safdarian, 2013). Moreover, storytelling is

simply defined as telling and writing stories. Studies show that storytelling has

contributed significantly to the development of speaking and listening skills and in

establishing students‟ confidence so that they can compose a story and experience with

the language. It is a powerful pedagogical approach that can be used to enhance

learning outcomes for general, scientific and technical education (Sharda, 2017).

Storytelling has a powerful effect on students. It establishes positive rapport between

the instructor and the student and between classmates. Haven & Ducey in Javed

Sahibzada (2020) also have found that storytelling is an effective tool for developing

early literacy and it helps reading comprehension skills of the students. Besides that,

storytelling is an effective means of developing students’ literacy and reading

comprehension. Researchers have found them as tools to improve various language

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skills. As Kim & Tse Crepaldi, (2021) believes, storytelling is acknowledged as an

important approach for people to learn how to comprehend their experiences and share

them with others in society. Sound effects, motions and props can also be used to

enhance the delivery of the oral story presentation. Roney (1996) defines storytelling as

the process when people use speech, story structure and mental imagery to

communicate with the audience who also use mental imagery to communicate back

with the teller mainly through body language and facial expression in a continuous

communication cycle. Storytelling is also defined as an oral activity where language and

gestures are used colorfully to extemporize scenes in a sequence. Storytelling is an

activity that involves interaction on a certain level between the storyteller and the

audience as well as between an individual and the listener ( Akhyak & Indramawan, 2013).

Usually, storytelling is an interactive art performance in which the teller and audience

can directly interact with each other. Storytelling can be personal and interpretive.

Storytelling is defined as a humanistic model of communication where people break

down complex knowledge into narratives that are shared amongst all cultures,

particularly ancient cultures. However technology has impacted upon this tradition. In

the current study, storytelling is simply defined as telling and writing stories.

The Importance of Storytelling

Storytelling helps to emotionally engage students in learning objectives while

also improving their understanding and learning ability (Jarrett 2019). Studies show that

storytelling has contributed significantly to the development of speaking and listening

skills and in establishing students‟ confidence so that they can compose a story and
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experience with the language. Sanchez (2014) investigated developing linguistic skills

through storytelling in the EFL classroom. The results showed that storytelling helped in

improving the five linguistic skills in elementary EFL classes. These skills include

listening, speaking, reading, writing and oral interaction. Karlsson (2012) also believes

that storytelling is characterized as powerful, motivating and efficient. He states that

“actual and fictitious information is quickly learnt, retained, instantly recalled and

accurately applied when delivered in the form of a well-told story. Storytelling can

include different sorts of materials, such as computerized materials, musical

instruments, the internet, costumes, real objects, pictures decorations, not to mention

school textbooks. Soleimani and Khandan (2013) revealed that using storytelling also

helps students learn grammatical rules easily. Tools such as summarizing, shadowing,

retelling, action logging, news lettering and journal writing maximize student

understanding and empathy. These strengthening activities allow students to respond

profoundly to stories and experience change in their attitudes and perceptions. This

leads to active interaction in and out of the classroom. Szwaj and Rejniewicz (2012)

declared in the Creativity in Language Learning (CiLL) EU project manual that

storytelling is a very rewarding language learning strategy as it introduces the language

meaningfully in a combination of all four language skills: listening, speaking, reading

and writing. Storytelling has a powerful effect on students. It establishes positive rapport

between the instructor and the student and between classmates. Storytelling is an

audio-vocal activity. The storyteller tells the story and the audience listens to it.

Nevertheless, when it comes to foreign language learning, storytelling becomes a

complicated activity that functions on many levels of conscious and sub-conscious

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knowledge and involves a set of communication skills resulting in the personalization of

language content and an impactful long‐term learning.

Effects of Storytelling on Improving the Students’ Skills

According to Remenyi in Javed Sahibzada (2020) using storytelling as the

medium of the performing arts is a key way of sharing knowledge among people as it

makes participants go to another setting and time place. Haven & Ducey (2007) in

Javed Sahibzada (2020) also have found that storytelling is an effective tool for

developing early literacy and it helps reading comprehension skills of the students.

Besides that, storytelling is an effective means of developing students’ literacy and

reading comprehension. Researchers have found them as tools to improve various

language skills. The studies by Millo (2001); Phillips (1999) in Javed Sahibzada (2020)

suggested that storytelling is an effective way of developing reading comprehension and

literacy skills of the students. Storytelling is a great way which bridges “cultural divides”

providing different interpretations of the main story that the teacher is telling. It assists

children to connect their previous experiences with the larger world provided in the text

and it promotes reading comprehension in the proper way of developing the capacity of

all children academically.

Storytelling will continue to play in any aspect to develop learning and it must be

essential for communication or having a conversation with others. Researchers tend to

use different types of stories in teaching foreign languages such as fables, folktales, and

fairytales. In his part, Bae (2018) Storytelling is an excellent educational practice for

promoting creativity, communication, convergence, and community competency via the

creation and sharing of creative stories. A similar study was conducted by Zare-
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Behatash, Saed, and Sajidi (2016) on the use of storytelling to boost students’ speaking

skills. The study comes to the point that the use of storytelling is better than the

traditional mode of teaching.

It is also important to present some studies about the impact of storytelling on

developing students’ listening skills since the two skills i.e., speaking and listening are

intertwined. Unlike studies on developing speaking, mainly pronunciation, a bunch of

scholarly investigations tackled how storytelling can develop listening skills. In their part,

Verdugo and Belmonte (2007) investigated the effectiveness of digital storytelling in

improving Spanish EFL learners’ speaking skills (Agun, 2018). The results revealed that

the use of storytelling is more effective than activities. Verdugo and Belmonte posited

that the exposure of students to stories, mainly through digital storytelling approach

helps in developing their listening skills. These results attract more scholars to

investigate the issue. A more study was conducted by Tubail (2015), the use of digital

storytelling increases the attention of learners, and the diversified use of media

resources such as pictures, sounds, and videos fosters the listening comprehension

level of students. Many studies highlighted that students can benefit from the approach

to improve their listening skills. Through listening to stories, students can create an

image in their brain that helps them to imagine. Henceforth, this may encourage them to

express what they have heard using the vocabulary which they have learnt. Therefore,

students can develop their cognitive, social, and emotional skills by participating in the

process of storytelling. (As cited in Agun, 2018.)

Storytelling and English Pronunciation

Storytelling approach is an old method which was employed for entertainment.

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The approach also attracts teachers to use as pedagogical support, mainly in teaching

children. A bunch of scholarly investigation sheds light on the impact of the approach in

the EFL context. Some scholars found that the approach is effective in vocabulary

enhancement, while others showed its importance in developing writing and speaking

skills. Few studies were interested in how to use the approach to improve pronunciation

skills. In this vein, Atta-Alla (2012) highlighted that this approach motivates students to

work funnily; henceforth, it may raise their interest in listening, reading, and speaking.

Similarly, Norman (2011) observed that the approach is useful since it can develop the

learners’ speaking ability (pronunciation), vocabulary acquisition, and grammar.

However, these studies did not dig deeper into the issue of how the approach can

improve students’ pronunciation. Hence, this literature gap will be addressed through

this research paper. Before shedding light on the use of storytelling in teaching English

pronunciation, it is important to present some studies that explored its use to raise EFL

learners’ motivation and engagement since when people want to learn a language, the

most difficult step is to develop the speaking skills (Kallinikou & Nicilaidou, 2019).

Researchers tend to use different types of stories in teaching foreign languages such as

fables, folktales, and fairytales. A study was conducted by Zare-Behatash, Saed, and

Sajidi (2016) on the use of storytelling to boost students’ speaking skills. The study

comes to the point that the use of storytelling is better than the traditional mode of

teaching. For this reason, most studies remain surface studies since they lack

methodological consistency. They did not provide enough details about the tasks or the

tests used to develop the speaking skills. Another study was conducted by Motallebi

and Pourgharib (2013). The researchers tend to use audio-stories to improve the
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students’ pronunciation. The results received from the study proved that students can

improve their pronunciation by listening and repeating. The study also found that the

approach motivates students to learn pronunciation.

Digital Storytelling and English Pronunciation

Media tools play an important place in raising students’ motivation and making

the learning of pronunciation an enjoyable process. In comparison to storytelling, digital

storytelling provides a more enjoyable and engaging atmosphere since it depends on

visual aids. Digital storytelling's impacts on language acquisition have been studied, and

current research has indicated that it can increase students' motivation to learn a foreign

language (Liu, Wang & Tai, 2016). Digital storytelling assignments, connect to the

presentational style of communication, follow the writing process, and allow students to

include other students in useful real-world tasks in foreign language classes (Castaeda

(2013). In his part, Hidayati (2016) maintained that the use of the audio-lingual method

helps students to develop the listening and speaking skills and henceforth improving

their pronunciation. Like the use of storytelling to teach pronunciation, digital storytelling

proved its effectiveness in helping students to improve their pronunciation. The findings

of these studies were also surface since they did not provide more detailed findings,

techniques or even suggested activities that other researchers or teachers can use for

further investigation.

Moreover, the Department of Education in the Philippines, Valkanova, Y. & Watts,

M. (2018) instructional materials must be properly selected and organized to give

opportunities for children to develop their language and proficiency in a playful and

enjoyable context. This study evaluated the effect of Kindergarten Digital Storytelling
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(KiDS) material on the language listening comprehension of the pupils in the

Philippines. Such an idea correlates with goals which is to emphasize the importance of

the learners' receptive and productive skills in such a way that viewing must support

listening and reading. The researcher found out the need to conduct further research on

the use of digital storytelling material to assess its efficacy on children's language

learning (Ramirez-Verdugo et. Al., 2017).

On the other hand, Cigerci, F. M., and Gultekin, M. (2017) mentioned in their

research that listening plays an important role in individuals' day-to-day undertakings as

well as learning activities. Thus, the proficiency of the pupils are obtained and

developed naturally at the very early years of their lives. Hence, the children can

understand, synthesize, and evaluate more efficiently what they listened to if they are

taught effectively in their own spoken language. In addition, listening is the first

language skill that children develop and it is the most dominant communication in the

classroom and everyday life. One by which the skills of listening can be developed is

through storytelling (Oduolowu, E and Akintemi, E. O., 2014).

Process of Digital storytelling

The teachers need to facilitate their students to create the stories. As we know,

the creation of digital stories is a good instructional strategy that has built the potential

of students to transfer what they have learned to the stories. Digital stories are

convenient as they are shared and documented by using digital texts and tools. This

admits teachers to document their work process and product of the students. Then,

while permitting the students to show their work and their friends' tasks. By creating

digital stories means transforming the product of students' works from traditional tasks
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to digital projects. It allows them to explore their capability in using technology. (Alonso

et al.; 2013). O’Byrne, William Ian et al. (2018) said that the teachers should motivate

their students to collaborate with their friends in making projects. And also ask them to

use several tools in making it. Then, encourage them to prepare their own stories and

create the digital story. In digital stories, students have to express the content with

others visualization like image, graphs, figure or animation. There are various steps to

digital storytelling: The first obvious step is planning. Helping students plan their

storyline helps them envision the story and implement it easily. The next step would be

to collect images, videos or audio that they may need. They may need to record the

audio in a quiet room, collect music tracks and shoot or collect videos that they are

going to use. They may want to do some interviews to make the story even more

interesting and interactive. They may also rehearse telling the story verbally and record

it. You may experience a few technical difficulties when you start, and that’s all part of

the learning process.

Storytelling will continue to play in learning areas and it will be more interesting to

the students that aside from developing their listening skills they also enjoy listening to

the story. Digital storytelling is frequently used in this generation. It can be used as

technology to access telling the story and more importantly the engagement of students

to this concept of storytelling. It was determined in the study done by Türe Köse (2019)

that children's effective listening abilities grow in book reading narratives that are

supported by visual and audio features. The best method to comprehend what is being

said is to actively listen. Many studies highlighted that students can benefit from the

approach to improve their listening skills. Through listening to stories, students can
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create an image in their brain that helps them to imagine. Henceforth, this may

encourage them to express what they have heard using the vocabulary which they have

learnt. In line with this idea, Hamilton and Weiss (2005) in Nadia Ghounane (2021)

maintained that: When the listener listens to a story, their brains will be connected to

operate, control, and access the information of every social experience and object in the

form of a story. Therefore, students can develop their cognitive, social, and emotional

skills by participating in the process of storytelling. (As cited in Agun, 2018).

This study will continue to recognize the ability of students in storytelling and as

cited in many studies that helps the students to improve their different aspects of

development. It can be spoken or written. Dockrell and Connelly’s (2009) theory relating

to the interconnection between the development of oral and written language is the

main theory that informed this study. This theory suggests that children’s knowledge of

oral language helps to develop their written language when children are first learning to

write (Dockrell & Connelly, 2009). This has been highlighted by evidence that children’s

writing quality is influenced by their oral language skills at a number of levels, such as

the word, subword, and sentence level (Berninger, Mizokawa, Bragg, Cartwright, &

Yates, 1994), particularly in the early stages of writing (Shanahan, 2006), when there

are many similarities between oral and written language expression, and children’s

written narratives have a very similar semantic structure to their oral narratives (Hidi &

Hildyard, 1983).

The storytelling should have an important role in to develop the oral language of

students and start with creating a concept in written language. As technological

advances have been made, storytelling has begun to be used in combination with
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these, to develop children’s language skills. For example, one study explored using

robots to tell stories to pre-school children, modelling narration skills and introducing

new vocabulary to them, to see the effect on the children’s language abilities (Kory &

Breazeal, 2014). Findings have not yet been reported as this is the start of a longitudinal

study, but the researchers anticipate finding that if a robot adapts its language ability to

match, or be greater than, the children’s developing language ability then this will lead

to improvements to the children’s vocabulary and storytelling abilities as a result of

interaction with the storytelling robot, to a greater extent than if the robot does not adapt

during the intervention (Kory & Breazeal, 2014). They suggest that using robots may be

an effective way to support and develop young children’s language skills (Kory &

Breazeal, 2014)

Storytelling Ability

Gestures. In the storytelling tale acting action, the communicator was able to carry out

a specified aim that could not have been accomplished by spoken communication by

using gestures as a medium of communication. The communicator might convey their

intentions without using words.

Voice. It provides a clue as to the author's identity. Voice, which reflects language,

sentence construction, and tone, is the attribute that transforms a writer into a narrator

and aids in reader engagement.

Body Language. Body language is a powerful storyteller. It creates a mental image of

the non-verbals present in a scene with the five senses. Good storytellers frequently talk
 25

about an event while grimacing, lifting an eyebrow, or glaring coldly. The story is sold via

these dramatics.

Eye contact. You establish a connection with your audience through eye contact.

Everyone will experience the story as being tailored specifically for them. Making

successful eye contact requires telling your tale to each person in the room one at a

time while using soft eyes.

Language. Storytelling makes language learning engaging and produces an immersive

experience that enables Young Learners to take pleasure in speaking the language in a

dynamic, occasionally stylistic, and enjoyable manner. By taking part, participants can

develop an understanding of rhythm and structure.

Approaches of storytelling

There are many approaches to using storytelling in education, medicine,

journalism or entertainment. In this study, the focus is only on writing stories and

narrating/presenting them orally. Storytelling when planned adequately, can serve as an

efficient strategy for developing literacy and reading comprehension. Storytelling

captures the attention of students, thus promoting the sense of story by interaction.

Enabling students to tell their stories orally and later sharing it in a written form makes

them understand their audience; the classmates. The students can then decide what

style of language to use in order to impress the audience. Storytelling can be used in

various ways to involve students in writing tasks, the National Council of Teachers of

English states that “the comfort of the oral tale can be the path to reach the written one.”

There are two major areas that storytelling influences and improves students' writing:
 26

use of language and audience recognition. The use of language in writing handles

vocabulary and story framework. The audience is whom the writer is addressing (Miller

and Pennycuff, 2008).

Storytelling provides students with many occasions to write and also scaffolds on

what they can write their stories. Students can be motivated to improvise their own story

endings. They can keep the same characters and setting and alter the conflicts in the

story (Lockett ,2011) . Cody and Wagner (2012), assert that storytelling helps students

to be better writers by modeling how language works and how stories are composed. An

experience was run by them in a quest to answer the question: does oral storytelling

help first graders become better writers? The storytelling task was practiced every

morning for approximately fifteen minutes for almost four months before the writers

workshop. The results showed that oral storytelling developed students‟ writing in the

areas of organization, style and content.

Over the past few years drastic changes have been experienced in the

processes used for creating stories. Storytelling were first found in cave drawings which

storytelling first began. From there, it evolved into oral traditions, in which tales were

passed down orally from one generation to the next. The focus subsequently shifted to

narratives composed of words, such as written, printed, and typed stories, the variety of

media used to convey the message, and the target audience. According to Prensky

(2001), today’s students are the first generation to grow up surrounded by digital

technology. During their daily lives these students have been routinely exposed to

computers, electronic games, digital music players, video cameras and mobile phones.

They are immersed in instant messaging, emails, web browsing, blogs, wiki tools,
 27

portable music, social networking and video sites (Lea & Jones 2011).

Another study pointed out by Sternberg et al. (2007). Technological advances,

such as digital cameras, editing software and authoring tools, have increased the use of

technology in the classroom to help students in constructing their own knowledge and

ideas to present and share them more effectively these technologies allow them to

communicate instantly and access any information from virtually any place by pushing a

few buttons. The research investigated the pedagogical aspects of digital storytelling

and the impact of digital storytelling on student learning when teachers and students

use digital stories.

Storytelling approaches in teaching students, in general, is a powerful

pedagogical approach that can be used to enhance learning outcomes for general,

scientific and technical education (Sharda [2007). Stories have been told as a way of

passing on traditions, heritage and history to future generations. Even today people

continue to tell stories through new digital media tools. Digital stories can be viewed as

a merger between traditional storytelling and the use of multimedia technology

(Normann 2011). Behmer stated, “Storytelling is a process where students personalize

what they learn and construct their own meaning and knowledge from the stories they

hear and tell” throughout the history of human and social development, storytelling has

been used as a tool for the transmission and sharing of knowledge and values, because

it is a natural and yet powerful technique to communicate and exchange knowledge and

experiences. According to Prsetya, Hirashima, and O'Byrne (2018) as well as O'Byrne,

Stone, and White (2018), one of the best ways to educate and inspire pupils is through

storytelling.
 28

Therefore, the mission of this research is to create a methodology for building

constructivist learning environments based on digital storytelling, the outcomes of this

research project aim to help teachers and learners tap into the power of digital

storytelling and partake in more engaged teaching and learning.

Effect of storytelling

The impact of new technologies in educational contexts has been mostly positive

as new technologies have given educators the opportunity to enhance their knowledge,

skills, and therefore enhance the standard of education. Researchers have found that

student engagement, achievement and motivation are enhanced through integration of

such technologies (Soleimani & Akbari, 2013), However, education systems still face

many challenges: one of these challenges is how to enhance student engagement to

provide better educational outcomes. It has become increasingly important to use

innovative pedagogical models to engage learners. Digital storytelling is one of the

innovative pedagogical approaches that can engage students in deep and meaningful

learning.

According to Sanchez (2014), storytelling is the best way to help the students

learn the second language in the same way as their mother tongue. They present parts

of speech such as grammar and vocabulary in a meaningful context (Amer, 2003). It

also increases learners’ writing skills and their visual memory. According to Miller and

Pennycuff (2008), telling stories can be used as an effective instructional strategy to

increase learners’ abilities in all learning areas. It is a useful teaching technique for
 29

language development and exploring meanings of experiences (Woodhouse, 2007). It

also improves students’ general knowledge (Alsumait, Al-Musawi,

2013).

Among the discussions of (Chalak, & Hajia (2013), storytelling also increases the

accuracy of learners’ speaking emerging from this work will bring awareness to the

challenges, benefits, and possibilities of using storytelling as a pedagogical tool and will

sensitize those desirous of using the approach to the issues that must be borne in mind

when planning, executing and assessing for learning through storytelling. In a broader

context, this work will also highlight elements of best practice that may be derived from

the use of this approach. (Sarıca,& Usluel, 2016)

However, based on the research study of Normann (2011), today people still tell

stories, but now we have new media tools with which to share them. A digital story can

hence be seen as a merger between the old storytelling tradition and the use of new

technology. People have always told stories. Thus, there is a need to further increase

the convergence of storytelling and the use of computers in the classroom. According to

(Hess, 2014; Toki & Pange, 2014), Digital stories have recently gained popularity as a

storytelling method that engages several senses, enabling children to connect with them

whenever they want in various contexts and from varied angles while also enabling

them to see the world from fresh perspectives.

Standley (2003), in recent years the use of new technologies in educational

systems has increased worldwide as digital cameras, personal computers, scanners,

and easy-to-use software have become available to educators to harness the digital
 30

world. The past studies show that the use of storytelling in classrooms can contribute

significantly to early literacy development. Showed that storytelling and reading stories

can improve both students’ reading comprehension and their writing. The effects of

storytelling on learners’ first language literacy were extended to second language

learning too, and some researchers and teachers tried to use storytelling techniques in

teaching speaking and oral skills., Trousdale’s (2010) study showed that storytelling

improves learners’ English speaking abilities. Brice (2004) believes that storytelling is a

great technique which can be used to increase EFL learners’ oral skills. In a similar vein,

Sepahvand (2014) states that storytelling is a great strategy to improve the oral

speaking abilities of students as they draw students’ focus on meaning rather than form.

Parallel to this study Ebrahiminejad, Azizifar, Gowhary, and Jamalinesari (2014) on the

impact of storytelling in digital technology to advocate that short stories help learners

improve their speaking skills and enhance their independent English language learning.

Based on the above-mentioned studies, it can be understood that there are no studies

teaching language skills primarily speaking through mobile phones and also the above-

cited studies did not address the issue of language acquisition; rather, they focused on

attitudes towards methods of digital learning. To put it more clearly, there are few

studies which focus on teaching speaking through storytelling through the use of mobile

phones in general, and with the assessment of application in particular. So, this study

attempts to shed light on this issue and to contribute to this field of research. (Chen,

2013)

Alsofi (2008) has stated that the Storytelling Technique (STT) is an important and

effective technique whereby the listeners may share and have language learning
 31

experiences much more collaboratively. In addition, the listeners or the learners can

reconstruct the general meaning and ideas from the story incorporating their own

feelings and existing knowledge. When the learners listen to a dramatic story, it can

expand their imaginative and creative powers, additionally, they may be stimulated to

retell, remember, predict, and memorize. As a result, they can develop their own

predictive skills. Sara and Lisa 2018), using storytelling in the classroom was one way

to address literacy development by improving oral language. Because the interrelated

nature of the processes storytelling is an effective pedagogical strategy that can be

woven into instruction to increase student competencies in all area. The storytelling

technique is believed to be one of the most enjoyable techniques which can develop

students’ English language and Abdolmanafi-Rokni and Qarajeh (2014) believe that

digital storytelling can improve students. (Samantaray, 2014)

In addition, Coconi (2013), defined storytelling was the communicating of events

through the use of words and sounds. This showed of expression and improvisation,

which giving a plot or narrative point of the story. There were Teaching English with

Technology, speaking skills much more than the traditional way of storytelling. Marzuki,

Prayogo and Wahyudi (2016) showed that the implementation of interactive storytelling

strategy increased the EFL learners’ speaking ability and their classroom activities. At

the same time, Hemmati, Gholamrezapour and Hessamy (2015) demonstrated that

reading story aloud and teachers’ storytelling affects students’ listening comprehension.

Pinzón (2016)

Bin (2016), said that storytelling could be an enjoyable tool for practicing both

listening skills and for verbal expression. Besides, storytelling as a teaching technique
 32

has been extensively used in preschools and elementary schools up to university level

where the teacher can choose stories from folk tales, guide books, literary tales, real life

stories, festivals, and mythology.

One tale that covers the entirety of Mindanao is difficult to convey. It is a vast

country with a variety of lived experiences that somehow fit together. But the same thing

that makes Mindanao different—its diversity—is also what binds it all together. 18

indigenous tribes, Moros, Christians, and immigrants from throughout the world all live

in Mindanao today. The mural artwork "The Silent Witness" is a compelling tale that

depicts the many histories, aspirations, and beliefs throughout Mindanao. The entire

mural depicts indirect images of both the past and the present, including colonial

characters, religious fights, colonial influences, symbols of independence, and

contemporary social realities. As Mindanao continuously grows and evolves, it’s all the

more important to tell the stories that make us who we are (Sunstar, 2022).

Furthermore, this research knew about teaching learning in speaking students by

using storytelling exactly about narrative text. Craig (2011), demonstrated that

storytelling has measurable, positive and irreplaceable value in teaching stories can

help to enhance recall retention and application of concepts in new situations.

Storytelling raises enthusiasm for learning new subject matter in speaking as

development of the relationship between speaker and listener. In addition, speaking

determines which logical linguistic, psychological a physical rule should be applied in a

given communication situation. It meant that the main objective of speaking was for

communication. Storytelling may be regarded as a sort of play. When storytelling is

going on, the tellers and listeners can give some feedback to each other. In this sense,
 33

the participants need to be physically present together. (Ikramuddin 2017).

Storytelling as a Modern Movement: A Brief History

An interdisciplinary journal called Storytelling, Self, Society published its first issue

in 2004. An introductory piece to Storytelling Studies discussed storytelling's rising

popularity and how it is treated in academic settings (Sobol, Gentile, & Sunwolf, 2004)

as stated by T. N. Martinez (2021). The first national storytelling event, which took place

in Jonesborough, Tennessee, in 1973, is widely regarded by the storytelling community

as a significant turning point that heralded the beginning of what would later become a

well-liked creative trend and a major research topic. Professionals and academics from

a variety of social, aesthetic, religious, therapeutic, academic, and other professions

have been fervently reclaiming the powers of storytelling as essential to their work. The

storytelling is continuously developed and spread in the different areas and it use as the

technique or way to deliver the knowledge to the audiences.

The leaders of the organization soon realized that "freelance festival performing

was only a minor portion of their objective" as the movement grew. Beyond the logistical

and practical issues preventing more people from attending these festivals, both groups

found that "applied storytelling" had a lot of untapped potential at first. This quickly

altered as applied storytelling proliferated in a variety of contexts, including "education,

formation of organizations, social action, therapy, the ministry, and the healing arts" as it

cited by T. N. Martinez (2021). It is more important to know the value and purpose of a

storytelling in learning or maybe in teaching, so the storytelling must be consider as the

major way of teaching in the different types of organization.

 34

Relevance of Storytelling to this Research Study

In this present study, the focus is on storytelling and the value it offers rather than

the forms it might take. Wright’s (2009) assertion about stories being a rich language

resource forms a very compelling impetus for my study as cited by S. S. Hoon Connie

(2017). My primary interest is the potential language benefits stories could offer,

regardless of the medium through which they are presented.

Teachers’ and Students’ Differing Perceptions of the Usefulness of Digital

Instructional Tools

Our digital age, which enables unprecedented access to information technology,

requires modifications to teaching and learning processes. Growing Interests in how

information and communication technology (ICT) can be harnessed for teaching and

learning have led to studies with positive findings, e.g. improvement in writing efficacy

(Xu et al., 2011) and listening comprehension (Verdugo and Belmonte, 2007) using

digital stories or storytelling as cited by S. S. Hoon Connie (2017). As in the new the

technological advancement has a huge help for teaching education specially to the

lower level that must have an attention or priority. Other studies using digital stories or

storytelling also reported favourable outcomes, e.g. improvement in “learning

motivation, attitude, problem-solving capability and learning achievements” in science

(Hung et al., 2012,) and improvement in children’s motivation to learn (Yuksel-Arslan et

al., 2016). Children today are digital natives, very comfortable and versatile with the use
 35

of ICT. But there are some questions that need also to consider about digital tools to

use just like What about teachers? How competent are they in managing ICT in the

classroom? What are their perceptions of the use of ICT in their practice? Cope and

Ward (2002) investigated teachers’ perceptions about the integration of learning

technology into classrooms as cited by S. S. Hoon Connie (2017) . Their findings

underscore the importance of teachers’ perceptions of learning technologies as they are

instrumental in the successful integration of learning technologies in their instruction. It

is also possible that teachers’ and students’ perceptions of instructional tools may not

be consistent.

Perceptions of Storytelling

Children’s response to stories is always one of delight and full attention. Nelson

(1989) and other storytelling advocates firmly believe in the power of stories and

storytelling in the classroom. Other storytelling advocates emphasize the value of

stories to language learning. Wright (1995) believes that stories, which rely so much on

words (spoken or written), “offer a major and constant source of language experience

for children.” This sentiment is echoed by Ellis and Brewster (2002), Lowe (2002),

Paran and Watts (2003), and Hamilton and Weiss (1990) as cited by S. S. Hoon Connie

(2017). The storytelling can improve the perception and how the children give their

attention in the different stories they must heard that help them understand and show

the interest to look more about the storytelling.

 36

Mixed Perceptions of the Value of Storytelling

Research on the relationship between storytelling activities (such as reading aloud

stories to children) and children’s reading ability do not always yield positive value of

storytelling activities in helping children to read. Mcgee and Schickedanz (2007) and

Meyer et al. (1994), in studying the effect of reading aloud stories on children’s reading

ability, maintain that research is ambivalent about the value of reading aloud stories as

cited by S. S. Hoon Connie (2017). This perception show how important reading a story

for the improvement of children's ability to understand.

Mcgee and Schickedanz (2007) also refer to research studies which indicate that

certain activities can increase comprehension and language development, for example,

inviting preschoolers and kindergarteners to retell or dramatize stories, reading several

books on a similar topic and inviting children to play with objects related to the concepts

or characters introduced in these books, reading a book repeatedly, inserting short

definitions for some words while reading aloud, and encouraging children to use these

same words when they answer questions, discuss book events, or describe illustrations

as cited by S. S. Hoon Connie (2017). In fact, they suggest that for interactive read-

alouds to be effective, a systematic approach needs to be adhered to. Also consider as

the best way to be understandable for the audience.

 37

Chapter 3

METHODOLOGY

This chapter covered the overview of methodology used in the study. The

discussion in the chapter was structured around the research design, role of the

researcher, research participants, data collection, data analysis, and ethical

considerations were also discussed.

Research Design

In this study, the researcher used qualitative research design using

phenomenology approach to understand the feelings, emotions and experiences of

students concerning their academic journey. Qualitative research design is the super-
 38

ordinate concept, joining different research approaches with certain common

characteristics (Clandinin; Eisner; and Gibbs, 2007). It is consisting of basic empirical

material (Maxwell, 2005), collected in the research process (Patton, 2002), which is

verbally described or narrated (Pezdek, 2007). Furthermore, the collected material is

worked on and analyzed in words without numerical operations (Riessman, 2002;

Seale, 2002; and Silverman, 2006).

It was confirmed by Creswell (2009) that qualitative research is the research

process designed according to a clear methodological tradition of research, whereby

researchers build up a complex (Polkinghome, 2007), holistic framework by analyzing

narratives and observations (Dunleavy, 2003), conducting the research work in the

habitat (Elliot, 1999). On the other hand, Webster (2007) draw attention to the

qualitative researchers mainly focus on the examination of characteristic traits or

properties of a certain activity, group, situation, or materials, respectively. But they are

not much interested in the frequency of appearance of this activity, group, situation, or

material (Maxwell, 2009; and Merriam, 2009).

It was underscored by Caelli (2001) that qualitative research is a characteristic

that data are gathered more in a verbal and visual than in a numeric form. As explained

by Coffey (2006) qualitative research is carried out in line with the principles of the

interpretative paradigm, the focus is on examining the subjective experiences of an

individual and on recognizing the importance which the individual attaches to specific

events. The aim is to actively integrate and detail cognition of phenomena (Denzin,

2008), preferably in natural and concrete circumstances (Michaels, 2001), for the

researcher is interested in the context of the pursued activities (Hammersley, 2004).

 39

In qualitative research the researcher interacts in different ways with the participants of

the study (Patton, 2002; Sjoden, 2009; and Speedy, 2008). By applying interviews I

minimized the distance between myself and informants of the study. I spent time in the

school and also visiting the students which brought me to the natural setting of the

interviewees. This close distance between me and the informants has implications for

the role of values in the study. Being a student searcher it made me aware the

importance of gathering information from the field which was valuable for decision-

making.

The purpose of phenomenological approach is to illuminate the specific, to

identify phenomena through how they are perceived by the actors in a situation

(Polkinghome, 2007; Riessman, 2002; Webster, 2007). In the human sphere this

normally translates into gathering deep information and perceptions through inductive,

qualitative methods such as interviews, discussions and participant observation, and

representing it from the perspective of the research participants (Eisner, 2001; Spencer,

2003; and Whittemore, 2001).

Phenomenology is concerned with the study of experience from the perspective

of the individual (Elliott, 1999). Epistemologically, phenomenological approaches are

based in a paradigm of personal knowledge and subjectivity (Maypole, 2001), and

emphasise the importance of personal perspective and interpretation (Dunleavey,

2003). As such they are powerful for understanding subjective experience (Gubrium,

2009), gaining insights into peoples motivations and actions (Merriam, 2009), and

cutting through the clutter of taken-for-granted assumptions and conventional wisdom

(Hammersley, 2008).
 40

Phenomenological methods are particularly effective at bringing to the fore the

experiences and perceptions of individuals from their own perspectives (Lieblich, 1998),

and therefore at challenging structural or normative assumptions (Mishler, 1995).

Adding an interpretive dimension to phenomenological research, enabling it to be used

as the basis for practical theory, allows it to inform, support or challenge policy and

action (Maxwell, 2005; Porter, 2008; and Silverman, 2006).

It was mentioned In the article of Winston (2008) and Boyd (2001) that applying

phenomenology is concerned with the lived experiences of the people involved, or who

are involved, with the issue that is being researched. Phenomenology has different

directions (Smith, 2008). Our understanding in using phenomenology is to put meaning

to the narratives shared by the participants. Hence, we are eager and interested in the

positive impact of storytelling in the learning development of students.

Role of the Researcher

Our role is to conduct research study to generate new knowledge relevant to the

importance of storytelling to the academic community and the society as a whole. It also

our responsibility to maintain our personal integrity in dealing with confidential data

which was acquired from the participants of the study. Also, it was our duty to ensure

that methodology and findings were discussed to the participants and brought up the

results to the top management officials of St. John Paul II College of Davao for future

program development. Likewise, it was our obligation to ensure that any Depts to

previous research as a source of knowledge, data, concepts and methodology were

acknowledged in our research work. We also insure that the decisions of our

participants about his/her participation in the research where made from informed.
 41

Likewise, we assured that the data gathered from the informants were treated with

appropriate confidentiality and anonymity. Most importantly, it is our duty to protect our

participants from undue intrusion, distress, indignity, physical discomfort, personal

embarrassment, or psychological or other harm in the process of conducting of our

study.

Research participants

The participants of the study were 20 3rd year BEED students who are officially

enrolled in a regular program from the College of Teacher Education in the first

semester of Academic Year 2022-2023. The venue of the study was conducted at St.

John Paul II College of Davao, Ecoland Drive, Matina, Davao City, Philippines. As

explained by Hycner (1999), the phenomenon dictates the method including even the

type of participants. I employed purposive sampling, considered by Yin (2011) as the

most important kind of non-probability sampling, to identify the primary participants.

Hence, we selected 20 participants to gather and expand the information about the

perspectives and experiences of selected students and assure that data from our

respondents should inlined with the purpose of our study.

Data Collection

The following are the steps that were followed in gathering the data:

Seeking permission to conduct the study. A letter seeking permission to conduct

the study was sent to the office of the Dean of Teachers College Saint John Paul

College of Davao II. In my quest to answer the research questions, it is appropriate that

I had to craft questions to solicit ideas, feelings, emotions and experiences of BEED
 42

students about the effects of storytelling in learning development process. Interview was

the main method used of data collection in this study. The informants were ask about

their perspectives and experiences about the Storytelling and if it’s improve and develop

their speaking skills. Briggs (1986) explains that the social circumstances of interviews

are more than obstacles to respondents’ articulations. Interview situations

fundamentally, not incidentally, shape the form and content of what is said. Interviews

result in locally pertinent narratives—some longer than others—that represent versions

of opinion, persons, events, and the world at large. The circumstances of narrative

production are deeply and unavoidably implicated in creating the meanings that

ostensibly reside within individual experience. Meaning is not merely directly elicited by

skillful questioning, nor is it simply transported through truthful replies; it is strategically

assembled in the interview process (Holstein & Gubrium, 1995). This view

reconceptualizes interviews in terms of narrative practice. It suggests the need to

concertedly attend to the meaning-making work and communicative conditions of

interviewing (Gubrium & Holstein, 2009).

Mishler (1986) recommends that we reconceptualize the research interview to

“empower” respondents to tell their own stories. The word own is key here and will be of

critical concern as we consider the issue of narrative ownership. Empowerment can be

gotten by lessening interviewer control in the interview. According to Mishler, the goal is

to hear the respondents’ own voices and, in turn, obtain their own story (see Gubrium &

Holstein, 1997); empowerment, voice, and story are his leading concerns. But it is also

important to explore the extent to which empowerment allows or provokes the

respondent’s own voice or the voicing of alternate subject positions to be expressed.

 43

And as we conduct this to explore the personal viewed of BEED students about

storytelling and emphasized the importance of developing the speaking skills.

Data Analysis

In data analysis, I followed the mechanics for reducing and organizing data to

produce findings that required me to interpret the generated narratives and experiences

from the participants of the study. Mishler (1986) recommends that we reconceptualize

the research interview to “empower” respondents to tell their own stories. The word own

is key here and will be of critical concern as we consider the issue of narrative

ownership. Empowerment can be gotten by lessening interviewer control in the

interview. According to Mishler, the goal is to hear the respondents’ own voices and, in

turn, obtain their own story (see Gubrium & Holstein, 1997); empowerment, voice, and

story are his leading concerns. But it is also important to explore the extent to which

empowerment allows or provokes the respondent’s own voice or the voicing of alternate

subject positions to be expressed. Our in-depth understanding in data analysis is

relevant to what we looked for in this study about the experiences and perspectives of

BEED students in storytelling.

We transcribed the data in a common understanding about the phenomenon

under investigation. Through the intuitive process, we should transcribe the data to

acquire a better understanding of the phenomenon involved in the storytelling

perspectives as described by the 20 respondents. While Mishler’s (1986) strategy alters

the shape of the discourse between speakers, it shortchanges the work that goes into

producing authentic accounts. Narrative work does not stop with the extraction of the

respondent’s own stories but includes the integral production of authenticity, one
 44

common practical marker of which is equalized communication (see Gubrium &

Holstein, 2009). In the overall meaning of the data, all transcribed interviews were read

through. It allows the BEED students to express and convey their own words or what

their experiences are.

Atkinson (1997) is advocating a more fully interactional appreciation of interview

accounts, especially those claimed to be personal narratives. Narrative work, from this

perspective, includes any communicative activity involved in producing interview

accounts: how interview participants work up adequate responses and what they

attempt to accomplish in the process.

Ethical Consideration

In this action research, ethical guidelines should be observed in the conduct of

this very important undertakings. First, I make sure that participants will not be harmed

during the duration of the research. Secondly, data gathered should be considered

confidential.

As to make sense this study, ethical considerations are a crucial component of

my study because it was a delicate undertaking that required careful planning, extra

attention to potential hazards, and constant review in order to maximize participant

sensitivity and prevent exposure. I am aware that ethical standards were crucial in

qualitative study in order to highlight respect for participants’ privacy and truthful findings

reporting. Consent, confidentiality and anonymity, privacy, results disclosure, and the

right to withdraw from the study are all ethical requirements in this study.

As to conduct the interview to the 20 participants at St. John Paul II we asked for
 45

the permissions that in data collection is also authorized from the participants about

expressing their opinion and experience about the storytelling and how it improve the

speaking skills. This was held true in the study because Denzin (2008) articulated that

confidentiality means that no information that the participant divulges is made public or

available to others. The anonymity of a person or an institution is protected by making it

impossible to link aspects of data to a specific person or institution. Confidentiality and

anonymity are guaranteed by ensuring that data obtained are used in such a way that

no one other than the researcher knows the source (Crewell, 2009).

To emphasize the privacy of every participants we ensure that it continue with the

duration of our study. Privacy refers to the freedom an individual has to determine the

time, extent and general circumstances under which private information will be shared

with or withheld from others (Clandinin, 2000). In the same way, Bloor (2005)

enunciated that privacy refers to agreements between persons that limit the access of

others to private information.

 46

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