Effects of Teaching Communication Through Reading, Roleplaying, and Storytelling (TCRS) on English Instruction of High Secondary School Learners

Abstract

The purposes of this study were to 1) study the effects of TCRS innovation on English instruction of high secondary school learners on English communication; 2) enhance the ability of English speaking for communication of high secondary school learners; and 3) create a model of teaching English communication through reading, role-playing, and storytelling (TCRS) focusing on English communication. The population in this study consisted of 70 high secondary school learners who took the English course during the second semester of the academic year 2018. Purposive sampling was used to select 35 high secondary school students who took the English course during the 2018 academic year. This was an experimental research design for eight weeks. The research instruments were (1) the questionnaire related to students’ problems with English instruction, (2) classroom observation, (3) semi-structured interview, and (4) English speaking ability test (pretest and posttest). A comparison of mean scores from both the pretest and posttest of English- speaking ability was analyzed by using mean (x), standard deviation (S.D.), and t-test for the dependent. The results of the study showed that (1) the ability of English speaking for communication of learners who had studied English through the TCRS was significantly higher than before the experiment; (2) the posttest scores of learners’ speaking ability were significantly higher than the criterion of 60%; and (3) a model of teaching English communication through reading, role-playing, and storytelling (TCRS) to develop the ability of English speaking for communication of learners was created.