PICTURE NARRATION AND ITS EFFECTS TO

ORAL FLUENCY OF STUDENTS

A Project Paper Presented to

The Faculty of the Graduate School
University of St. La Salle
Bacolod City

In Partial Fulfillment
Of the Requirement for the Degree
Master of Education in Reading Language & Literature

EDELBERTO S. GALLANO

April 22, 2019

 TABLE OF CONTENTS

Page

TITLE PAGE i
APPROVAL SHEET ii
ACKNOWLEDGMENT iii
TABLE OF CONTENTS iv
ABSTRACT v
INTRODUCTION 1
Statement of the Problem 2
Hypothesis 3
Theoretical Framework 3
Conceptual Framework 6
Significance of the Study 6
Scope and Limitation 7
Definition of Terms 8
Review of Related Literature
Picture Narration 9
Oral Fluency 10
METHODS
Research Design 12
Participants of the Study 12
Research Instrument 12
Data Gathering Procedure 13
Data Analysis 14
Ethical Consideration 16
TABLE OF CONTENTS CONTINUED

RESULTS AND DISCUSSION 17

CONCLUSION 18

Recommendations 18

REFERENCES 21

APPENDICES

Appendix A Learning Plan to Improve Oral Fluency

Appendix B Rubrics/ Research Instrument

Appendix C Good and Scates Validation Form

Appendix D Pretest - Post test Intervention Questions

Appendix E Letter to the Principal

Appendix F Letter to the Class Adviser

Appendix G Picture Narration Instrument

Appendix H Curriculum Vitae

 ABSTRACT

This study sought to determine the effects of picture narration to the oral
fluency of Grade 11 students taking up Accountancy and Business
Management track of Cabacungan National High School Senior High
Department during the School Year 2018 - 2019. Respondents of this study
were the thirty (30) Grade 11 ABM students who were officially enrolled
during the said school year. The study employed the descriptive method
which was categorized as pretest – post-test design. Gathering of data was
done by administering a pretest and post -test by means of delivering an
opinion on a given topic. The researcher asked the help of an inter -rater to
score the answer of the students using a researcher -made rubric. Processing
of data was done with the use of Statistical Package for Social Sciences
(SPSS) software. The data were analyzed according to the research problems
presented in the statement of the problem. The mean was employed to
determine the effects of picture narration to the oral fluency among Grade 11
students; paired t-test was utilized in finding whether or not significant
difference subsists in the level of oral fluency before and after the
intervention using picture narration. The level of oral fluency obtained in
pretest was beginning with mean values in all areas of 2.25. After the post
test, the level of oral fluency obtained was still beginning, however the mean
values in all areas increased with 3.48. Comparing the result of pretest and
post-test, it revealed that there was a significant difference in the oral
fluency level of Grade 11 ABM students.
 INTRODUCTION

Background of the Study

In an era where English language is being globalized, people are often judged

by the way they speak the language. Therefore, poor speakers are tagged as

incompetent and uneducated. Hence, these speakers experience social isolation among

the natives or the good speakers of English, face employment difficulties and find very

limited opportunities for higher studies. People should not only know the language

well, but must know how to use it communicatively also, in order to interact with the

English speakers. Singh (2005) says that for gaining basic command of the language, a

teacher must: favor such teaching program that meets the L2 learners’ specific needs:

use such teaching activities which the learners think are useful for them; follow such

approach in teaching that has flexibility. (p. 18) Further, the author states that if

teaching exists in a communicative learning context then there should be a sharing of

responsibilities not only between a teacher and students, but also among students.

According to Gefen (1989a), “if communication is the aim of teaching, then

communication must be the means of learning” (as cited in Singh, 2005, p. 26). It is

considered that if students get the opportunity to develop fluency in the English speech

while they are pursuing their academics, it would really be a very beneficial effort for

them from various perspectives.

According to Brown (2004), the picture-cued technique can be considered an

important and powerful method to elicit students’ oral language performance at

extensive and intensive levels. Based on Brown’s teaching principles, extensive and
intensive forms of instruction may lead to monologues and rhymes respectively,

where learners go over certain forms of the language. Furthermore, he states that

describing pictures can be an ideal activity to begin the class because learners focus

on content. In addition, they are likely to learn new topical or content vocabulary and

grammar through teacher scaffolding during this activity (as cited in Lavalle, et.al,

2017, p. 4).

Oral fluency is a very important academic skill that every students should

develop especially for Senior High School students. Their oral fluency will be a gauge

of their academic

performance, competence and even credibility. The researcher sought to investigate

the use of picture narration and its effects to the development of oral fluency of Grade

11 Accountancy, Business and Management students of Cabacungan National High

School. Moreover, the researcher will also identify methods of picture narration to

develop and improve the oral fluency of the students.

Statement of the Problem

This study aimed to determine the effects of picture narration to the oral fluency

of Grade 11 ABM students of Cabacungan National High School.

Specifically, it sought to answer the following questions:

1. What is the level of oral fluency of Grade 11 ABM students before the

intervention in terms of:

a. pausing;

b. phrasing;

c. stress;
 d. intonation; and

e. rate?

2. What is the level of oral fluency of Grade 11 ABM students after the intervention

in terms of:

a. pausing;

b. phrasing;

c. stress;

d. intonation; and

e. rate?

3. Is there a significant difference in the oral fluency level of Grade 11 ABM

students before and after the intervention using picture narration?

4. What learning plan could be proposed based on the findings of the study?

Hypothesis

There is no significant difference in the oral fluency level of Grade 11 ABM

students before and after the intervention using picture narration.

Theoretical Framework

This study was guided by Allan Paivio’s Dual-Coding Theory. According to

Paivio (1990), images and words had different cognitive presentations; therefore, the

brain used separate memory systems for different types of information. He stated that,

verbal memory is rotated to language system, while image memory includes graphics
and tastes. Paivio indicated that, verbal information is acquired from sensory memory

to visual processors. The question here was to what extent has the secondary subject

teachers improved on improvising visual learning aids for the achievement of quality

education? This study helped to enlighten on this issue. Paivio’s dual-coding theory

was appropriate when referring to the retrieval of information from memory systems,

this theory claimed that memory is set up as a network with different paths, verbal and

image that lead to the same information. Paivio concluded that, the more path ways

learners use to remember information.

Different approaches to the language classroom through visuals.

Visuals have been an important component of the language classes over the

years. To be exact, the use of visuals aids for presenting, training, and teaching

languages has been around since the 1920s – 1930s, consisting mainly of film strips,

pictures, slides and pass-around objects. They have been considered a useful tool for

teachers in almost every trend of second language teaching. Such was an impact of

visual materials that several universities have even created catalogue of visual aids

that traced the history of using visual literacy and visual education. In continuation,

we were providing a brief overview on the use of visual aids throughout the history of

the language teaching. Probably, the Direct Approach was the first one to give

importance to the use of visuals in the language classroom. This teaching method,

which became popular at the 20s - 30s of the last century, enhanced the use of the

target language. Teachers used direct reference to objects or concepts in order to

avoid the mother tongue. The use of tape recordings and picture slides gained special

importance in the 1950s - 1960s with the rise of the Audio-lingual method in the

USA. Based on Skinner´s behaviorist theory, it claimed to provide students´ with best

models to imitate native speakers. Also in the 1960’s, French Scholars developed the
Audio-visual method. This method considered that audiovisual technology is a great

contribution to help teaching. Students were taught through a combination of

textbooks, filmstrips, tape-recordings, slides and classroom presentation.

Another method, the Total Physical Response, involved a lot of physical

manipulation and action in order to imitate the way 1L is acquired. Teacher’s words

followed by actions served as visual aid, as well as large pictures.

Place of Fluency in Language Teaching Methods

The emphasis of fluency has kept on changing with the emergence of different

teaching methods over the years. A brief study of various teaching methods that has

focused on the role of fluency in language is given below.

In Grammar-Translation method accuracy in the language use is much

focused, as students are asked to show a “high standards in translation” (Richards and

Rogers, 1986, p.4). During this era, speaking and listening are given due importance.

Accuracy in pronunciation and grammar is much emphasized and the use of mother

tongue is avoided.

Communicative Language Teaching. This method gives importance to the

communicative competence where meaning, unlike the structure is the focus of

learning and aims at effective communication. This method is flexible in its approach

to teaching, because intelligibly pronunciation is sought and any approach which

helps the learners is accepted. In this method, teaching language at developing fluency

in the target language.

 Conceptual Framework

This study showed the interrelation of independent and dependent variables

where the dependent variable was the Oral Fluency skills; pausing, phrasing, stress,

intonation, and rate. The independent variables were Grade 11 ABM students of

Cabacungan National High School and the Picture Narration as the intervention. The

researcher had to come up with an Action Plan to help improve the oral fluency skills

of students.

Pre-Interven Post -
tion Level in Intervention
Oral Fluency Level in Oral
Fluency
a. Pausing
Intervention a. Pausing
Grade 11 b. Phrasing
ABM b. Phrasing Action
c. Stress Picture Plan
Students
Narration c. Stress
d. Intonatio
n d. Intonation
e. Rate e. Rate

Figure 1. Conceptual Framework

Significance of the Study

A significant component of acquiring a language, especially a secondary

language is oral fluency. While some students find it easy to read words and sentences

but some find it challenging to speak from one’s own words, deriving meaning,

stringing words together to create sentences, and ultimately, creating a narrative. This

study will be beneficial to the following stakeholders:

 Department of Education. This study will help the Department of Education

to determine some factors that hinder students in developing their oral fluency and

create a well-structured curriculum to further improve students performance in

speaking.

School Administration. This will benefit the school administration by helping

them achieve their goals of high literacy goals. Also, when the students in the school

have high oral fluency performance, it will reflect on the school’s academic

performance as well. Moreover, the school, as a multilingual school, can provide a

positive learning environment for language learners.

Teachers. This study will benefit teachers by making them aware of the

factors that affect the oral fluency development of their students. In addition, this

study will help them design classroom activities that could help enhance the oral

fluency of their students.

Students. This study will help students develop their oral fluency through

picture narration.

Future Researchers. This study will be their basis in conducting similar

studies that are meaningful and could contribute to the improvement of using picture

narration to enhance the oral fluency of the students.

Scope and Limitations

This study was primarily focused on the effects of picture narration to oral

fluency of Grade 11 Accountancy, Business and Management strand of Cabacungan

National High School during the school year 2018-2019. Furthermore, it identified

methods of teaching and learning especially of picture narration to develop and

improve the oral fluency of the students.

 The respondents of this study were the thirty (30) Grade 11 Accountancy,

Business and Management strand students of Cabacungan National High School.

Definition of Terms

The following terms are conceptually and operationally defined:

Intonation. Conceptually and operationally, refers to the way the speaker

varies the voice in tone, pitch and volume to reflect the meaning of the

statement—sometimes called expression.

Oral Fluency. Conceptually, it is the effective application of linguistic system

so far attained by a learner (Brumfit, 1990). Moreover, it is defined as the ability to

read with accuracy, speed, and appropriate expression (Rasplica, C. Cummings D.,

2013). Operationally, oral fluency is a measure of how well and how easily someone

can communicate an idea clearly and accurately in speech.

Pausing. Conceptually and operationally, refers to the way the speaker’s voice

is guided by punctuation (for example, short breath; full stop with voice going down

and up; full stop).

Phrasing. Conceptually and operationally, refers to the way speakers put

words together in groups to represent the meaningful units of language. Sometimes

phrases are cued by punctuation such as commas.

Picture Narration. Conceptually and operationally, refers to a strategy and a

tool to enhance the oral fluency of an individual. This helps students to organize ideas

logically through a series of events.

Rate. Conceptually and operationally, refers to the pace at which a speaker

delivers a statement—not too fast and not too slow. The speaker moves along steadily
with few slow-downs, stops or pauses to solve words. If the speaker has only a few

short pauses for word solving and picks up the pace again, look at the overall rate.

Stress. Conceptually and operationally, refers to the emphasis speakers place

on particular words (louder tone) to reflect the meaning.

 REVIEW OF RELATED LITERATURE

This chapter reviewed theories that support this research. It consists of concept

of speaking, aspects of speaking skills, teaching speaking, the use of picture series in

teaching speaking, retelling story, retelling story using picture series in teaching

speaking, procedure of data collecting technique, narrative text, advantages and

disadvantages, theoretical assumption, and hypothesis.

Picture Narration

According to Karsono (2014), “the use of pictures could enhance the students'

speaking ability. Mostly, the students could improve their fluency, content,

pronunciation, and grammar.

Furthermore, he added that he students liked giving comment and feedback

after seeing their friends' performance. Dealing with teaching speaking by using

pictures, the students’ participation made improvement because it can reduce the

students' boredom and problem in speaking. They were not shy anymore because they

speak to the big group. They were enthusiastic and encouraged to learn English

speaking. The students had real-life communication, authentic activities, shared

knowledge and meaningful learning.”

By taking advantage of what communication experts have discovered about

the benefits of the visual medium, and incorporating graphic elements into our largely

text-driven communications, we can communicate more effectively. Pictures are not

only more effortless to recognize and process than words, but also easier to recall.

When words enter long-term memory they do so with a single code. Pictures, on the

other hand, contain two codes: one visual and the other verbal, each stored in different

places in the brain (Paivio). The dual-coding nature of images allows for two
independent ways of accessing visual memories, increasing the odds of remembering

at least one of them. But not all images are created equal. Research has shown that we

do not remember decorative images as well as we do informative ones (Harp and

Meyer). And just as we recall pictures better than concrete words, we also remember

concrete words better than abstract ones (Reed 48). If we really want others to

remember something, we should use words and pictures together. Because we store

visual and verbal memories separately, we have the best recall when we are able to

access one or the other (Kosslyn, 2015).

Oral Fluency

According to the competence approach, the ability of interacting verbally is

regarded as a natural outcome of language teaching and learning. One of the major

characteristics of communicative competence is fluency. Oral fluency is a specific

feature characterizing the level of speaking skills which manifests itself in the

learner's ability to speak freely, without unnecessary pausing and with the prosody of

speech, syntax and vocabulary range comparable with those characteristic of the

speech of a native speaker (Polyakov & Tormyshova, 2014, p. 168). It requires a

considerably high level of achievement. Therefore, fluency is regarded "a

performance descriptor for oral assessment of foreign language learners and as an

indicator of progress in language learning" (Chambers, 1997, p. 535). It makes speech

comprehensible, becoming one of the conditions which ensure successful

communication (Elena Gorkaltseva et al., 2015).

The production of speech in a second/foreign language is a demanding task

and the effort needed to deploy and synchronize the cognitive resources needed to

initiate and sustain speech production is reflected in the degree of smoothness and
rapidity of a learner’s oral performance. Different potential temporal markers of

fluency have been put forward to differentiate between more and less fluent speakers

and speech samples. It has been argued that a fully comprehensive fluency

measurement battery should incorporate the following aspects of speech: time filled

with speech vs silence, the speed of speaking, dysfluencies and repair phenomena and

the length of uninterrupted stretches of discourse as an indicator of automaticity

(Koponen & Riggenbach, 2000; Skehan 2003, p. 8). However, there has been little

consistency across research studies in the selection of specific temporal measures of

fluency. Depending on the definition, methodology and the goals of a study, a wide

variety of temporal variables have been employed to provide an assessment of learner

fluency (Guz, 2015).

The literature and related studies presented dealt about issues concerning on

how pictures and visual media affect the speaking performance of students. It was

stated that students may increase their level of interest in speaking when were

stimulated with visual materials.

 METHOD

Research Design

This study used a descriptive research design which was based on the

measurement of quantity or amount. It concerned primarily with discovering the

effectiveness between or among interrelationship of two variables at the same time.

This method was called a one group pretest-posttest design. It only included one

group of subjects (no experimental group and no control group), and subjects were

randomly design. In this research, the writer used two kinds of test; a pretest and a

posttest. It could be assumed that this research method was pre-experimental method

neither an experimental group nor control group.

The purpose of this study revealed and described the use of picture narration

in improving students’ oral fluency of Grade 11 ABM of CNHS.

Participants of the Study

The participants of the study were the thirty (30) Grade 11 – ABM students of

Cabacungan National High School, Division of Negros Occidental. Since the

number of the students enrolled were limited only to thirty (30), the researcher

considered them all as participants of the study. An additional participant to the

conduct of the study will be the inter-rater who will help the researcher in quantifying

the level of the oral fluency of the students before and after the conduct of the

intervention.

Research Instrument

To gather the data needed in this study, the researcher used a rubric to measure

the oral fluency of the students. The rubric was validated by three highly competent
jurors. They were tenured and respected faculty members of Cabacungan National

High School. Whom one is the English Coordinator, the other one is the Oral

Communication instructor of the Senior High School Department and the last one is a

Junior High School English teacher. See Appendix B and Appendix C.

Instrument number one (1) is a set of thirty (30) questions for pretest and

instrument number (2) is another set of thirty (30) questions for post-test. This was

also validated by the jurors. See Appendix D.

As to the intervention material, the researcher used pictures which contained

events or situations that served as motivational activity before the actual class

discussions start.

Data gathering procedure

After the validity and reliability tests had been conducted, the participants

were introduced to the treatment for one month. During pretest and posttest activities,

the researcher was assisted by a teacher who also taught English at CNHS as his

inter-rater. A inter-rater played an important role in action research that was necessary

for the researcher to use his services to observe the teaching and learning process,

students' responses, teachers' method, and anything that happened in the classroom.

In the pretest, the students picked a strip of paper with questions/statement in

it, then they gave their own opinion/answer where they were rated by the teacher

along with the inter-rater. After knowing the pre-intervention level of the oral fluency

of students, the researcher proceeded to implement the intervention.

Every meeting with 30 participants, the researcher spent 15 minutes to conduct

the intervention program. Ten (10) students per day had the chance to be shown a
picture, analyze the picture, and narrate a scenario. This was conducted for one

month.

After four (4) weeks, each participant had five (5) times exposure to the

program. They were then subjected to the same drill in pretest where the researcher

and the inter-rater assessed students for the accuracy of data.

The researcher then measured whether there was a significant difference in the

level of the students’ oral fluency when pre-intervention and post-intervention data

are assessed. The result helped the researcher into analyzing the effectiveness of the

intervention program being conducted to the students.

Data Analysis

To interpret and analyze the data gathered from the study, the following

statistical tools were used:

For problems one (1) and two (2), an oral fluency rubric was used. The rubric

had to determine the level of oral fluency of students in terms of pausing, phrasing,

stress, intonation and rate.

Score Level of Proficiency

13.01 - 15 Advanced

10.01 - 13 Proficient

7.01 - 10 Approaching proficiency

4.01 - 7 Developing

0-4 Beginning

Figure 2. Data Interpretation

 The level of proficiency of students based on the results of this study was

described as follows:

Advanced. An advanced student means that he/she can understand a wide

range of demanding questions, and recognize implicit meanings; can express

himself/herself fluently and spontaneously; can use the English language flexibly and

effectively for different purposes; can produce clear, well-structured ideas showing

controlled use of patterns, connectors, and cohesive devices.

Proficient. An advanced student means that he/she can understand the main

ideas of a complex question on both concrete and abstract topics; can interact with a

degree of fluency and spontaneity; can produce clear, detailed text on a wide range of

subjects, and explain a viewpoint on a topical issue.

Approaching proficiency. An advanced student means that he/she can

understand the main points of clear standard input on familiar matters regularly

encountered; can produce simple connected text on topics which are familiar or

personal interest; can describe experiences and events, dreams, hopes and ambitions,

and briefly give reasons and explanations for opinions and plans.

Developing. An advanced student means that he/she can understand

questions/sentences and frequently used expressions related to areas of most

immediate relevance (e. g. basic personal and family information, shopping, local

geography, employment); can communicate in simple and routine tasks requiring a

simple and direct exchange of information on familiar matters.

Beginning. An advanced student means that he/she can understand and use

familiar everyday expressions/questions and very basic phrases; can introduce

himself/herself and others and can ask and answer questions about personal details

such as where he/she lives, people he/she knows, and things he/she has; can interact in

a simple way provided that somebody is prepared to help.

The three measures of central tendencies (Mean, Median, and Mode) were

utilized as point of reference for the pre-intervention oral fluency of the students.

Same statistical tool was also used to measure the post-intervention oral fluency of the

students. After post-intervention were data were collected, it was correlated to the

results of the pre-intervention to check if there was no significant difference in the

two variables.

To measure for significant differences, Wilcoxon Signed Rank Test was used

since the study was non-parametric and purposive.

Ethical consideration

Given the importance of ethics in conducting research and the challenges

around conducting research, schools go to great lengths to protect the dignity and

safety of research participants (Silverman, 2009). Several ethical considerations were

taken into account to ensure that the study was conducted in an appropriate manner

(Babbie & Mouton, 2001). To comply with ethical considerations in conducting

research all participants provided verbal consent to be interviewed and to participate

in the research. The participants therefore willingly participated in the study after they

were approached by the researcher (Leedy, 2000; Neuman, 2000) and the research

purpose and process were explained to them. While it was common practice to request

written consent, Silverman (2009) states that highly formalized ways of securing

consent should be avoided in favour of fostering relationships in which ongoing

ethical regard for participants is sustained.

 A letter addressed to the school principal and the class adviser was sent to

formally conduct the study. Furthermore, a parents’ consent was also given.

The purpose of the study was explained to the participants, thus information

will remain confidential.

 RESULTS AND DISCUSSION

This chapter is aimed to find out whether any difference between the use of

picture narration as intervention on students’ oral fluency at Grade 11 - ABM of

Cabacungan National High School. This chapter presents the result of research

findings which is intended to answer the problem of the study and research

discussion. This chapter is divided into three tables: the level of oral fluency before

the intervention, the level of oral fluency after the intervention and the significant

difference in the oral fluency level before and after the intervention. For this case, the

paired t-test was applied.

Table 1 shows that the level of oral fluency before the intervention was

beginning when taken as a whole (M = 2.25, SD = 1.66). Among the areas of oral

fluency the pausing (M = 0.70, SD = 0.43) has the higher mean value, followed by

phrasing (M = 0.63, SD = 0.54), rate (M = 0.32, SD = 0.43), stress(M = 0.30, SD =

0.34) and intonation (M = 0.30, SD = 0.31), however the level of oral fluency before

the intervention of all areas are rated beginning.

The data were collected from the students’ pretest score. The result of the

pretest provides information about oral fluency. The areas on the scoring which were

used in this test were pausing, phrasing, stress, intonation and rate.

Based on the data presented in Table 1, it can be seen that the level of

proficiency in all areas of oral fluency were beginning. It showed that the students’

oral fluency was low. Therefore, the researcher used picture narration as the treatment

to improve the students’ oral fluency.

Though it was shown that among the areas, pausing has the higher mean

value. However, stress and intonation had the lowest mean value. This was due to
limited exposure of students to native English speakers as well as lack of casual

conversation using English as medium of communication.

According to Collier (1998), “individuals learning a second language use the

same innate processes that are used to acquire their first language from the first days

of exposure to the new language in spite of their age. They reach developmental

stages to those in first language acquisition, making some of the same types of errors

in grammatical markers that young children make, picking up chunks of language

without knowing precisely what each word means, and relying on sources of input

humans who speak that language-to provide modified speech that they can at least

partially comprehend” (as cited in Bashir, et.al, 2011).

Table 1

Level of oral fluency before the intervention

Pretest M SD Interpretation
Pausing 0.70 0.43 Beginning
Phrasing 0.63 0.54 Beginning
Stress 0.30 0.34 Beginning
Intonation 0.30 0.31 Beginning
Rate 0.32 0.43 Beginning
Oral Fluency 2.25 1.66 Beginning
Note: Mean Scale; 13.01 – 15.00 Advanced, 10.01 – 13.00 Proficient, 7.01 – 10.00
Approaching proficiency, 4.01 – 7.00 Developing, 0.00 – 4.00 Beginning

Table 2 presents that the level of oral fluency after the intervention was beginning

when taken as a whole (M = 3.48, SD = 1.82). Still, the level of oral fluency of the

participants of all areas was beginning after the intervention. However, the mean

values of all areas increases, where the area of phrasing (M = 1.08, SD = 0.46) has the

highest mean, followed by pausing (M = 0.93, SD = 0.41), stress (M = 0.58, SD =

0.51), intonation (M = 0.52, SD = 0.43), and rate (M = 0.37, SD = 0.41).

Though the level of proficiency still beginning, the score of the posttest

compared with the pretest showed that the students’ scores increase significantly after
they got the treatments. The significant increase of the students’ score also showed

that picture narration improves the students’ oral fluency.

This was to conform on the result of the study of Madiun that stated, “it can be

concluded that the story-retelling technique using picture series is successful in

improving not only the students’ participation in the teaching learning process but

also the speaking ability of the students in terms of retelling a story or in this case,

students’ score and their interest in learning English. The use of media (picture series)

really assisted both the teacher and the students. They facilitated students’ learning

activity that made the activity more interesting. The success was indicated by the

achievement of the criteria of success which deal with the students’ involvement in

the teaching-learning process (2015 p. 64-65)”.

Table 2

Level of oral fluency after the intervention

Post test M SD Interpretation
Pausing 0.93 0.41 Beginning
Phrasing 1.08 0.46 Beginning
Stress 0.58 0.51 Beginning
Intonation 0.52 0.43 Beginning
Rate 0.37 0.41 Beginning
Oral Fluency 3.48 1.82 Beginning
Note: Mean Scale; 13.01 – 15.00 Advanced, 10.01 – 13.00 Proficient, 7.01 – 10.00
Approaching proficiency, 4.01 – 7.00 Developing, 0.00 – 4.00 Beginning

Utilizing the paired t-test, table 3 illustrates that there was significant difference

in the level of oral fluency of grade 11 ABM students before and after the intervention

using picture narration [t (29) = 9.280, p = 0.000] at 0.05 level of significance.

The data presented in table 3 showed that there was a significant difference in the

level of oral fluency of Grade 11 ABM students after using the picture narration as

intervention.
 In regard to the use of media (picture series), they really helped both the teacher

and the students. They facilitated students’ learning activity that made the activity

more interesting. It can be seen that the students enjoyed some activities and they

were motivated to be involved in the activities during the implementation of the

technique (Madiun, 2015).

Table 3

Significant difference in the oral fluency level of Grade 11 ABM students before and
after the intervention using picture narration
Pretest Post test df t-ratio p-value
2.25 3.48
Oral Fluency 29 9.280** 0.000
(1.66) (1.82)
Note: p < 0.05**, there was significant difference
 CONCLUSION

This section presents the conclusion drawn from the results of this study. A

learning plan is designed to address students’ difficulty in oral fluency as shown in

Appendix A.

This research confirmed that Picture Narration is one of the techniques or tools

that can be applied for enhancing oral fluency. The technique can help the students

increase and empower their oral fluency in every day conversation. There was

significant difference in the level of oral fluency of grade 11 ABM students before

and after the intervention using picture narration. It was proven by the paired t-test

results after the intervention. Therefore, the Picture Narration is an effective tool for

enhancing oral fluency.

Besides, the students who were taught by using Picture Narration had better

performance in their oral fluency areas, pausing, phrasing, stress, intonation, and rate.

Based on the average scores for each oral fluency areal the Grade 11 ABM students

got significantly higher average scores on the post-test, especially in phrasing. So, it

can be concluded that the five oral fluency areas were better taught by using Picture

Narration.

Recommendations

The findings of this study had some implications for the teaching-learning oral

fluency to the Grade 11 ABM students of Cabacungan National High School. It was

clear from the results that the Grade 11 ABM students’ oral fluency was improved.

Therefore, the study has the following recommendations with regard to the

development of oral fluency to the English teachers, the school principal, and the
future researchers. English teachers are recommended to utilize the technique in the

teaching-learning of speaking or other skills such as listening and writing. The

story-retelling technique can be applied to teach some genres such as recount and

narrative, because it is a natural way to learn a new language where people always tell

something to everyone else, and it happens commonly. It is suggested for the

principal to provide facilities to improve the students’ ability in learning English

especially speaking, and conducts the events such as story retelling using picture

narration competition is worthwhile to elevate the students’ interest and motivation in

learning English. The school principal can supply the materials to make some media

that can be used in teaching-learning activities like the materials for making picture

narration. To the future researchers, particularly those who are interested in applying

story-retelling technique using picture narration, it is suggested to conduct classroom

action research or other designs on the use of this technique in the teaching of other

language skills, for instance listening and writing and also other types of genre.
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 List of Appendices

Appendix A
Action Plan

Appendix B
Rubrics/ Research Instrument

Appendix C
Good and Scates Validation Form

Appendix D
Letter to the Principal

Appendix E
Letter to the Class Adviser

Appendix F
Pretest - Post test Intervention Questions

Appendix G
Picture Narration Material

Appendix H
Photo-Document

Appendix I
Curriculum Vitae