THE EFFECTS OF USING GRAPHIC ORGANIZERS IN STORYTELLING ACTIVITIES ON THE SPEAKING ABILITY OF PRESCHOOL CHILDREN CASE STUDY OF WAT BANGKRAI NORK SCHOOL, NONTHABURI PROVINCE

Abstract

Abstract

This research aimed to compare the speaking abilities of early childhood students before and after participating in storytelling activities supported by graphic organizers. The study employed a quasi-experimental design with a one-group pretest-posttest method. The participants were 15 preschool children level 3 students, aged 5–6 years, from Wat Bangkrainok School under the Nonthaburi Primary Educational Service Area Office 1, during the second semester of the 2023 academic year. The research instruments consisted of (1) lesson plans incorporating graphic organizers into storytelling activities to promote speaking abilities, and (2) a speaking ability assessment form for early childhood students. The instruments were validated by three experts, yielding an Index of Item-Objective Congruence (IOC) of 0.67, indicating acceptable quality. Data were analyzed using the mean and standard deviation.

 The research findings revealed that the students’ speaking abilities significantly improved after participating in the activities. In the aspect of narrative speaking, the post-test scores were higher than the pre-test scores, with the pre-test total score of 56, a mean score of 3.73, and a standard deviation of 2.40, compared to the post-test total score of 148, a mean score of 9.87, and a standard deviation of 2.00. In the aspect of conversational speaking, the post-test scores also exceeded the pre-test scores, with the pre-test total score of 74, a mean score of 4.93, and a standard deviation of 2.58, compared to the post-test total score of 165, a mean score of 11.00, and a standard deviation of 2.17