Abstract
The purpose of this study is to investigate the effects of storytelling and storysinging on elementary school students’ reading comprehension. Forty elementary school students participated in this study. PELT Jr was used to measure the students’ reading comprehension and twelve students were interviewed for further analysis. Independent sample t-test and paired t-test were administrated to collect data.
First, the results of this study revealed that there is no significant difference in enhancing students’ reading comprehension when either method of storytelling or storysinging was used. However, the storytelling group scored a slightly higher score in reading comprehension tests as compared to the storysinging group which was opposite of what was expected initially.
Second, the students in both groups had developed more positive attitude in learning English. They were happy and comfortable during the lessons and developed the motivation for further reading outside the class. On the other hand, students in storysinging group had a little difficulty in learning new melodies, rhythms and beats. It seemed that this type of attitude indirectly affected the results of the post-test in the storysinging group’s reading comprehension.
