Contribution of storytelling skill acquisition over improvisational speaking skill

The aim of this research is proving contribution of story telling skill acquisition over 6th grade students' improvisational speaking skill. Integrated method,which contains quantitative and qualitative researches, was used during research. Research was carried out with a group of ten 6th grade students at a secondary school in the city center of Afyonkarahisar province. Research data was collected by rubrics, speaking skill attitude scale, video records, semi-structured interview forms and observation forms. Before implementation studies, which were carried out to define the effect of storytelling skill acquisition over improvisational speaking skill, in that area and releated curriculums studied. After these studies daily plan, which include story telling training and improvisational speaking activities, was made by researcher in order to improve students' improvisational speaking skill. The implementation process of research carried out by researcher took 15 weeks. Students' level of improvisational speaking skill and their speaking skill attitude were evaluated before implementation and then implementation process began. During implementation story telling training was given to students and researcher filled observation form for story telling training implementation. After story telling training completed, improvisational speaking activities were done after story telling activities in order to determine the contribution to the development of improvisational speaking skill. Improvisational speaking activities were done and recorded before and after implementation. Rubrics, which were written for 6th Grade Students' Improvisational Speaking Skill, were filled after these video records were analyzed. Furthermore improvisational speaking implementation observation forms were filled pre and post of implementation by the researcher every week during the process. Students' opinions were also taken before and after implementation. Parents' and teachers' ideas were also taken in order to determine their ideas at the end of the implementation. According to the results of dependent sample t test releated to score that students got from pre and post size based tests; it is seen that there is an observable improvement over students' improvisational speaking skill. If we compare scores taken from pre and post overall tests implemented for improvisational speaking skills we can say that the result is in favour of post test. Similar result is al seen for the average score of dimension and overall persistence test. Pre and post tests scores of students improvisational speaking skills (releated to the scores of dependent sample t test of attitude scores and Wilcoxon signed-row t-test of anxiety scores) shows that results are in favour of post test. Students indicated that training was efficient-entertaining-educative-great, they could have chance to improve their improvisational speaking skill, they had had knowledge about improvisational speaking types, they had learnt storytelling, they had improved themselves in using body language-gesture, feeling of shy and excitement atreted to decrease, they could expressed themselves well, their self-confidence strated to increase, they could talk fluently, they could interact with listeners. Parents' and teachers' ideas also support students'. Researcher observed during implementation process that students really enjoyed improvisational speaking activities, storytelling activities and they developed themselves socially. As a conclusion we can say that acquisition of storytelling skill has a positive effect over 6th grade students' improvisational speaking skill development. Some suggestions were offered through this conclusion.