EFFECTS ON USING THE STORYLINE TECHNIQUE TO ENHANCE ENGLISH READING COMPREHENSION SKILLS FOR STUDENTS

Abstract

The objectives of this study were: 1) to compare the students’ English reading comprehension before and after using the storyline technique and 2) to study students’ satisfaction towards the English reading comprehension class based on the use of the storyline technique. This conceptual framework of this research was applied from Price’s concept. The population used in this research is Grade 6, Chongqing Private School, China, was studying English subject 2 semester 2, academic year 2022, with mixed ability classes organized but similar English language in 12 classrooms, totaling 390 students. The samples were 29 students from Grade 6/4 taking English 2 semester 2, academic year 2022. They were cluster random sampling. The instruments used in the study were 1) three lesson plans of English reading comprehension by using the storyline technique; 2) a reading comprehension test, used as a pretest and posttest; and 3) a questionnaire on opinions towards the use of the storyline technique and folktales to enhance English reading comprehension. The data were analyzed by mean, standard deviation, and t-test dependent. The research results revealed that: 1) The students’ English reading comprehension after the class based on the use of the storyline technique was significantly higher at the .05 level. 2) The students’ satisfaction towards the storyline technique and folktales was at a high level with mean of 4.16.