Paper EYL kelompok 6 jadi (1).docx

8/12/2019 Paper EYL kelompok 6 jadi (1).docx

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CHAPTER I

INTRODUCTION

Reading is an important part of successful language acquisition.

Motivating young learners to learn English through stories at an early age

provides them the opportunity to widen their horizons and stimulate their early

enthusiasm and enhance their awareness of the rich use of English. Stories are

unquestionably a significant part of childrens literacy development. When we

read to our children, we do not confine them to academic excellence but extend

into their emotional and behavioral learning (Ai Lian Kim, 2008). Reading at an

early age is essential. Therefore, this article focuses on how to spark students

interest towards English through stories and how stories develop their language

learning.

Storytelling is an accepted and widely used approach in the teaching of

English language classroom. It represents a holistic approach to language teaching

and learning founded on the understanding that learners need to interact with rich,

authentic examples of the foreign language (Mourao, 2009). In using stories in

language teaching we are using something much bigger and more important than

language teaching itself (Wright, 2003: 7). Story in its widest sense is also the

carrier of lifes messages and has, I believe, a vital part to play in the education

of the young child, particularly in the development of language. I suggest that the

teacher, working form a story bank rich in all manner of literary genres and


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crossings a variety of cultures, can produce the kind of learning environment

which not only stimulates and carries the children along on the crest of their

interest and enjoyment, but offers meaning potential without which the learning of

language is rigid (Garvie, 1991: 56).

In this case, the teacher use story to teach in the classroom to improve the

children ability in whole skill, writing, reading, listening, and speaking. The story

based on definition above is media which is recommended to the teacher because

generally story has some type, such as recount, narrative, descriptive and so on.

Its expected can create creative teaching to avoid boring.


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CHAPTER II

DISCUSSION

2.1 Definition of Story

A narrative or story in its broadest sense is anything told or recounted;

more narrowly, and more usually, something told or recounted in the form of a

causally-linked set of events; account; tale,: the telling of a happening or

connected series of happenings, whether true or fictitious.

2.2 Advantages of Story for teaching

According to Amir Abbass Ravayee using stories in EFL/ESL classes is

one of the best techniques experienced teachers usually use. This technique is said

to be used for the following aims:

A. To motivate and entertain the students;B. To improve listening skills;C. To improve fluency;D. To improve pronunciation;E. To improve group work skills and group interaction; andF. To create an atmosphere in which learning is both pleasurable and possible

for every student.


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2.3 Why use storybooks?

Children enjoy listening to stories in their mother tongue and understand

the convention of narrative. For example, as soon as they hear the formula, once

upon a time ...expect next. For this reason, storybooks can also provide an ideal

introduction to the foreign language as it is presented in a context that is familiar

to the child. Stories can also provide the starting point for a wide variety of related

language and learning activities. Here are some reasons why teachers use

storybooks.

1. Stories are motivating and fun and it can help develop positive atitudes.2. Stories exercise the imagination.3. Stories are useful tool in linking fantasy and the imagination with the child

real world.

4. Listening to storiess in class is a shared social experience.5. Children enjoy listening to stories over and over again.6. Introduce new vocabulary and sentence structure.7. Listening to stories develop the childs listening and concentrating skill

via:

Visual clues, for example, pictures and illustrations. Their prior knowledge of how language works. Their general knowledge. These help them to understand the

overall meaning of a story and relate it to their personal experience.


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8. Stories create opportunities for developing continuiting in childrenlearnng since they can be choosen to consolidate learning in other school

suject accros the curiculum.

9. Learning english through stories can lay the fondation for econdary schoolinterm of basic language function and strutures, vocabulary and language

learning skills.

2.4 Selecting Story Books

Many publishers produce simplified storybooks for children learning

English. However there are many authentic storybooks written for English-

speaking which are also suitable for children learning English. Authentic

storybooks are those which have not been written especially for the teaching of

English as a foreign language so the language has not been selected or graded.

Many, however, contain language traditionally found in most beginner syllabuses.

The advantage of using storybooks is that they provide examples of 'real' language

and help to bring the 'real' world into classroom. Very often, simplified stories

represent a 'watered down' version of the English language and can deceive both

the teacher and the learners about the true nature of language. Authentic

storybooks can also be very motivating for a child as they experience a strong

sense of achievement at having worked with a 'real' book. Furthermore, the quality

of illustrations these books are usually of a very high standard and very appealing

to the young learner and plays an important role in aiding their general


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comprehension. For further information on selecting and using authentic

storybooks see Ellis and Brewster (1991).

How to Select Story Books?

Brown (2004) claims that appropriate selections of childrens literature

give students exposure to new, illustrated vocabulary in context, provide

repetition of key words and phrases that students can master and learn to

manipulate and provide a sense of accomplishment.

Smallwood (1988:66) recommends that criteria for the selection of childrens

literature for language learners should include age-appropriate theme; simple

language; limited use of metaphor and unfamiliar experiences; use of rhyme;

unambiguous plot; realistic but simple dialogue; potential for reading aloud;

brevity; and good illustrations.

Smallwood adds these criteria some more:

Does the book help meet curriculum objectives or enhance the thematicunits being studied?

Is the books content appropriate to the childrens age and intellectuallevel?

Does the book use language that is at or slightly above the level of thelearners?

Does the book contain repeated, predictable language patterns? Are there clear illustrations that help the story?

In addition to these criteria Steinbeck (2008) lists the characteristics of using

stories with young learners as:


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Stories should be action oriented Stories should be personal (the use of familiar characters, the pre- and

post- activities should make use of the personalization technique.

Stories should not be too detailed, both in terms of the story and thevisuals used.

Stories should allow for context extension. Stories should use comprehensible input (the language that is at the right

cognitive and linguistic level) so that the output is more structured.

Heide Niemann (2002), when selecting a story book for young learners, states that

the following questions will support parents to direct their ways.

Are different types of storybooks (animal stories, fantasy stories )represented in the classroom?

Are there differences in the style of the illustrations between the books? Are the main characters boys as well as girls? Is the book (psychologically) suitable for the age group? Can children identify with the main character or with any other character? Will there be links to their personal experiences? Is the book fun, has it got humor in it? How does the language match the childrens language skills? Does the book match cross-curricular topics? Is it a book the children can read themselves? Is it a book they can read words or passages from? Is it a book they can understand without reading the text?


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According to Vardel, Hadaway, and Young (2006: 735) the most

important criteria in selecting books for learners English as a second language is

that they are appropriate in relation to age, interests, and maturity.

Types of Story Books

Teachers can choose from a wide range of storybooks: stories children are

already familiar with their mother tongue, such as traditional tales and fairytales;

picture stories with no text where the children build up the story together;

rhyming stories; cumulative stories with predictable endings; humorous stories;

stories with infectious rhythms; everyday stories; fantasy stories; animal stories;

and so on.

Care needs to be taken, however, when selecting authentic storybooks for

children learning English in order to choose those that are accessible, useful and

relevant. What criteria, the can a teacher use? The diagram in figure 19 breaks

down three major objectives of language teaching into criteria which are further

translated into questions you could ask yourself. The objectives overlap to some

extent, as indicated by the arrows.

2.5 Methodology of Using Storybooks


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Storybooks offer variety and can be used to provide extra language

practice by supplementing and complementing another language course. For

example, if you have just covered a unit in your coursebook about animal, you

may like to read your pupils an animal story. Using this way of course makes the

learning more memorable and fun. Storybooks can also be used as short basic

syllabus.

Although children are used to listening to stories in their mother tongue,

understanding the story in a foreign language is hard work. Pupils enjoyment will

increase enermously if we ensure that their understanding is supported in several

ways. This takes gradual preparation and the following guide-lines provide a

framework you could use to plan story- based lessons.

1. Identify the linguistic objective; decide which language point your pupilsneed to recognize for comprehension when the story us told. It means

decide which language that is useful for the pupils, such as lexical sets,

language function and structures and so on.

2. Provide a context for the story and introduce the main characters; helpyour pupils involved and link their experience with that in the story to set

the scenes. And the context has been understood by the children, so that

the students can identify with the character, elicit the key vocabulary and

phrase and involve them in predicting and participating in the story.

3. Explain the context, keywords and ideas in the childs mother tongue ifnecessary.


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4. Provide visual support: use of drawings on the blackboard; cut-out figures;speech bubbles; masks; puppets; realia; flashcards, etc.

5. If possible, relate the story or associated activities with work in the othersubject areas you are working on with your own pupils.

6. Decide how long you will spend using the story.7. Decide when you will read the story.8. Decide in which order you are going to introduce or revise the language

necessary for undersatnding the story. Make sure the pupils understand the

aims of the lesson.

9. If necessary, modify the story to make it more accessible to your pupilsand easier to follow by substituting unfamiliar words with more well-

known ones and adapting sentences structures, and so on.

10.Find out if there are any rhymes or song that pupils can learn to helpreinforce language introduce.

11.Decide which follow-up activities would provide opportunities for pupilsto produce language from the story in different context, for example

roleplay, dramatization, creative activities, survey, and so on.

2.6 Teaching Young Learners through Story Books

Stories contribute to childrens language development. According to

Winch et al. (2004: 402), childrens literature provides a wonderful

opportunity for children to see language in action, a great resource for

more formal learning about the structures of language, and a locus for


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learning about these structures in meaningful contexts. Children love

stories. According to Slatterly & Willis, 2001, They :

are always eager to listen to stories know how stories work want to understand what is happening can enjoy hearing stories in English when they start English lessons. enjoy looking at storybooks by themselves can reread the stories they like when they read in English themselves.

2.7 Story Techniques

2.7.1 Story Telling

Some stories are available on audio cassette. However, since the beginning

of spoken language and in every civilization, people have told stories orally. This

gives them a breath of life the printed word or cassette recording cannot always

do. For this reason, we have to read the stories aloud as often as possible to the

students rather than use a recorder version, and especially the first time they hear

it. This is important for the following reasons:

It allows us to develop a more personal rapport with the students and toinvolve them actively in the story.


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You can help make the story come alive through use of intonation, gesture,mime, and so on, and by making maximum use of the illustrations to help

convey meaning.

Reading a story aloud to the students is more flexible than using a cassetterecording as it allows us to anticipate when to stop and ask students questions

so that they can relate the story to their own experience. It allows us to repeat

a part of the story immediately if we sense the students have not understood,

to encourage them to repeat or to predict what happens next, to join in, to

clarify a language item or cultural detail, or to refer to some other work you

have covered together.

2.7.2 Story Reading

There are a number of techniques we can use when reading stories aloud to

make the experience more enjoyable and successful for the students. If they are

unfamiliar with storytelling, begin with short sessions which do not demand too

much from them and stretch their concentration span.

If possible, have the children sit on the floor around you when you read thestory, making sure everyone can see your face and the illustrations in the

story.


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Read slowly and clearly. Give the studentstime to think, ask questions, lookat the pictures, and make comments. However, vary the pace of our voice

when the story speeds up.

Make comments about the illustrations. When you say a word point to theillustration at the same time. Involve the students actively by asking students

to the illustrations, and so on.

Encourage the students to participate in the storytelling by repeating keyvocabulary items and phrases. We can invite them to do this by pausing and

looking at them with a questioning expression and by putting our hand to our

ear to indicate that we are waiting for them to join in.

Use gestures, mime, facial expressions, varied intonation, pace and tone, anddisguise our voice for different characters as much as possible to help convey

meaning and to keep our students attention.

As already discussed, students enjoy hearing stories over and over again.

Read a story or part of it as often as possible so that the students hear English

frequently. If cassette recording of the story is available, allow students to listen to

this when they wish or use it to reinforce the learning of slower learners.

2.8 Evaluating Story Techniques

Reading stories aloud is not an easy task and any teacher , wheather a

native speaker or not, needs to practise this skill. Use cassete recording when

possible to provide you with a model to copy. If you can rehearse at home or with

another colleague, record yourself and then compare this with the model. This will


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help you develop your confidence and to hear which areas need improving. You

may like to use the self-assesmant sheet which follows to evaluate your

performance.

Preparation

1. Familiarize yorself with the book, the story, and illustrations.2. Decide where you may wish to pause in the story or invite your

pupils to joint in.

3. Find a private room where you can record yourself at ease andimagine you are reading the story to your pupils. When you have

recorded yourself, listen to your recording and ask yourself the

questions on the sheet.

This rehearsal will prepare you for when you read a story aloud to

your pupils in the classroom. You may also like to record yourself

reading the story in the classroom and use the self-assesment sheet

again afterwards.

2.9 Organizing a Book Corner

Most primary school classrooms have a book corner where students can look

through books of their own choice and at their own pace. Once a story in English

has been completed in class, it is a good idea to put extra copies of it in the book

corner. This will provide an introduction to the written word in English.


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Furthermore, as the children will have memorized much of the story, they will be

able to make the connection between what they have heard and memorized and

what they see written and illustrated on the page. A stimulating book area will

also promote a positive attitude towards reading and create enthusiasm among

children for books.

Setting up the book corner

If we do not already have a book corner in our class or would prefer to set up a

special one for English, we may find the following tips useful:

A bookcase or shelving is ideal but a table or cardboard boxes covered incolored paper can be used to display and store books.

Flowers, plants, a carpet, cushions will make the book corner cosy, attractive,and inviting.

If possible, display books with the cover showing. This is more attractive andmakes selection much easier.

Try to involve our students as much as possible in the organization as of thebook corner. Looking after a book corner encourages children to take

responsibility for the care of books. The class could elect book corner

monitors/librarians each week or month whose duties will be to keep the book

corner tidy.

Decorate the corner with any artwork or writing done by the students whichhas been inspired by stories read to them in class. Students could also write


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comments about different books and stick these on the wall. Get the children

to organize a Top Ten Books chart and display the results in the corner.

Bring your students attention to other books in English or in the mothertongue related to a topic you are covering, for example, magic, dinosaurs,

butterflies, witches, animals, etc.

If it is feasible, allow students to have open access to the book corner. This

will encourage them to use it as often as possible without feeling they have to use

it at specific times.

If the students may borrow the books, we will need to devise a lending

system. A simple system is to use an exercise book in which students write their

name, the title of the books, date borrowed, and date returned. Decide how long

the lending period should be: one week, two weeks? The book corner

monitors/librarians could take responsibility for this.

It is useful for students to keep a personal record of books they have

looked through or borrowed. We could design a record card which enables them

to do this. The amount of detail we include will depend on the age, level, and

interests of our students, but nothing down even basic information will help

students learn useful study skills. The information recorded can be written in

English or in mother tongue.

Effective organization and imaginative display of your book corner both

play a vital role in helping our students develop a positive attitude towards books,

reading and the foreign language.


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2. 10 Techniques for TeachingEnglish Through Story in the Classroom

There are several techniques which can follow on very naturally from regular

book reading.

1. Drawing and Coloring

Steps:

Teacher provides a paper which contains some pictures. Teacher tells the story yhat happen in the picture. After the teacher tells the story, students can color the color the picture

based on the story.

2. Vocabulary activities

Students can create their own Picture Dictionary, based on words from

the stories they have read or heard. They can work individually or pool their

efforts to illustrate the words, either by drawing the picture or write the words

they should be write. They can choose whether to arrange the words

alphabetically or thematically (for example, animals, the weather, shops, food,

etc).

Steps:

1. Teacher reads a story about animals to the students.2. After that, teacher asks students to prepare a piece of paper and pencil.3. Teacher asks students to write about the animals they hear from the story.


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Once, a dog and a donkey were going to the town along with their master. At

noon, the master unloaded the donkey and settled under a tree for a nap. The

donkey started grazing. The dog also felt hungry. He asked the donkey, There are

some loaves among the load you were carrying, please give one to me.

The donkey said, Sorry! I cant. Let the master wake first. He will feed you

then.

Just then a wolf came there. The donkey pleaded with the dog to help him. The

dog replied, I am not strong enough to deal with the wolf. Let the master wake

up. He will help you then.

The donkey realized his folly and said sorry to the dog.

3. Lesson with Story Telling with Pictures

technique story telling with pictures is a learning technique in practice is done by telling

stories through pictures with written language. Inderawati (2004:64) describes the steps

that should be done by the teacher in the learning technique is story telling with pictures:

Teachers group students into small groups of five people. Teachers assign each group to take pictures that had been prepared teachers. Each group was assigned one of his friends separately noted. Teachers assign each group to create a short story based on a picture taken of

students.


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Students, who served as registrar, wrote stories of their group. The teacher asks the students to collect your writings. Each group was asked to do a check on what is written by another group. Teachers shut learning activities and inform the students' writing.

Privileged storytelling techniques with pictures

in the study carried out by the technique of storytelling with pictures, use visual media in

the form of an interesting image that can motivate students to learn. Through the medium

of drawing students are asked to write by drawing. So, its merits are students can easily

express his ideas for using images. It is different when written without the use of media

images.

4. Steps with Me Tell What You See

Step-by-step lessons in the classroom by using tell me what you see is as follows.

1. Teacher divides students in groups and each group consisted of four people.2. Teacher explains what will be observed students and distribute to each group

paperwork that comes with a guide to record the objects they observe.

3. Each group was assigned to observe objects in the school.4. Teachers supervise students who are making observations and help if there is a

problem of the students.

5. After 10 minutes of observation, the students returned to the classroom topresent their observations in written language.

6. Teachers observe students' activities in preparing the written language.


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7. Teachers encourage students to work together to evaluate based on theobservations that have been made.

8. Teacher learning concludes at the end of the meeting.

This technique has several advantages, namely:

1. Provide opportunities for students to practice continuously reveal what itsees in written form which also involves speaking and listening skills.

2. Trains students to observe carefully, and then based on the observationthat students communicate in writing.

3. Provide opportunities for students to submit something in writing inaccordance with the actual facts.

4. Trains students to work together and take responsibility within the group.5. All students have the opportunity to practice his ideas in writing for all

children to write. Thus, this technique can be used to improve writing

skills.

The combination technique between Story Telling Pictures and Tell Me What You See in

Writing

Based on observations, student difficulties in writing are skills it comes to solving the

topic into smaller subtopics. Consequently, if they are given a topic to be developed into

an essay to be difficult to find anything to be written related to that topic. For that we

need help to break the topic into subtopics or sub-sub-topics may be smaller.


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For example, writing in the discourse of argumentation. Topic "The Influence of Drugs"

changed the formula to these questions, among others:

1. What is told in the picture?2. Why drugs should be avoided?3. Who is responsible for overcoming the dangers of drugs?4. What young people attempt to avoid the influence of drugs?

The combination technique of storytelling with pictures and tell me what you see in

teaching writing is as follows.

1. Teachers group students into small groups of four people.2. Teachers assign each group to take pictures that had been prepared teachers.3. Each group was assigned to observe objects in the picture and in the school

environment. Each group was assigned one of his friends to record.

4. Teachers supervise students who are making observations and help if there is aproblem.

5. After 10 minutes of observation that is in the picture and the school, the studentsreturn to the classroom and students who served as registrar, was commissioned

to create a short story with pictures taken of students.

6. Students present their observations in written language.7. Teachers observe students' activities in preparing the written language.8. The teacher asks the students to collect your writings.9. Each group was asked to do a check on what is written by another group.10.Teachers encourage students to work together to evaluate based on the

observations that have been made. Teachers tell of students' writing.

11.Teachers concluded at the end of the meeting the learning


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5. Song and Rhymes

Very often, the themes developed in stories are to be found in various song

and rhymes. Learning such as song and rhyme provides an opportunity for

students to practice through imitation and repetition, the rhytm and intonation of

the english languageand to enjoy themselves at the sametime.

Step :

The teacher gives instruction to the students to pay attention. The teacher gives instruction to the students to provide a piece of paper The techer play the song twice.

The teacher ask the students to repetition the word in the song ( reading

and speaking skill)

The teacher ask the students to write down the word in the song. ( writingskill)

The teacher points one of students to practice in front of the classroom.

6. Handicraft

Bearing in mind the limitation of time and space, pupils can be encouraged

to create their own masks, hats, and other props, as well as models of streets and

building etc., inspired by characters, and places they have encountered in the

books they have enjoyed.


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Activities of this kind present an ideal opportunity for developing oral

comprehension through the language used for giving instructions.

Step of teaching story by handicraf:

Prepare some property based on the story (characters, place, or building). Asks the students to pay attention to the teacher. Tell a story use the property that have been making by the teacher.


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CHAPTER III

CONCLUSION

Story telling is an effective strategy to help students obtain oral language

proficiency. In instructed language learning situations where the exposure to

English is only in school like in a majority of schools, stories and telling story will

serve the purpose of not simply promoting listening skills, but will also develop

oral language proficiency. The following processes could be of use when we

attempt to help children enrich their oral skills through story telling. Here children

move from being mere listeners of stories to beginning storytellers in an

interactive way. This is only suggestive and need not be seen in the linear way it is

given. We can use storytelling by using four skills depend on the situation of

students and atmosphere of place.

SUGGESTION

Story telling is an effective strategy to help students obtain oral language

proficiency. In instructed language learning situations where the exposure to

English is only in school like in a majority of schools, stories and telling story will

serve the purpose of not simply promoting listening skills, but will also develop

oral language proficiency, reading skill and writing skill. Then the teacher have to

choice the good story to make students can interesting by story.


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REFERENCE

www.ccsenet.org/elt English Language Teaching Vol. 5, No. 5; May 2012

Published by Canadian Center of Science and Education 103

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