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THE IMPLEMENTATION OF STORY-TELLING ACTIVITY
IN ENGLISH SUBJECT TO ELEMENTARY SCHOOL TEACHER
STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA
Nafisah Endahati, S.Pd. M.Hum.
Fakultas Keguruan dan Ilmu Pendidikan, Universitas PGRI Yogyakarta
Email: nafisah.indahatinya@gmail.com
Abstract
The effort of the institution in improving students’ competency especially in
teaching students of elementary schools, is giving English lesson to the students.
Students have to take English lesson as their credit in semester 1. The freshmen are
supposed to have good competencies in whole learning aspects of language
comprehension. They are given chance to increase their language competencies
especially in reading, writing, listening and speaking.
The teaching and learning of English to students also aims at preparing
students to achieve good performance of delivering material or lesson to students. It
must be followed by giving students experience in teaching children using English.
One activity which is successfully applied to invite students to become involved in
learning process is story telling activity. This study is held to describe students of
Elementary School Teacher Training Study Program in performing story telling
activity. The students were given chance to demonstrate story telling by using English
language. There were four meetings of performance and each meeting consisted of 7
to 10 students.
The result of the study shows that students of Elementary School Teacher
Study Program do some steps for preparing the story telling activity. The steps are
looking for title and theme of the story, understanding the content and its messages,
making the media, practicing telling the story, memorizing and focusing on mental
preparation. Based on the study, the functions of story telling activity are improving
students’ self confidence, comprehending English language, improving
pronunciation, attracting children’s attention, increasing vocabulary, improving
English communication, training learner’s mental and physical aspects, enhancing
children to communicate in English language, and motivating learner’s to study
English.
Key words : story-telling, English, children
prepare students to be a professional
1. INTRODUCTION teacher and educator who has high
competence in teaching students of
Elementary School Teacher, elementary school students. As a teacher to
Faculty of Teacher Training and Education, be, they are taught and provided good
PGRI University of Yogyakarta has duty to
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competencies in teaching children. The This could be happened because English is
effort of the institution in improving not their mother language. The students
students’ competence especially in teaching also found that they have difficulties in
students of elementary school, is giving English speaking skill because they have
English lesson to the students. Students limited time to have conversation practice
have to take English lesson as their credit at class. It is also worsen by the opinion
in semester 1. The freshmen are supposed that speaking English is difficult and
to have good competencies in whole students are feeling shy of having English
learning aspects of language conversation with other friends.
comprehension. They are given chance to As mentioned, that the aim of
increase their language competencies giving English lesson to students of
especially in reading, writing, listening and Elementary School Teacher is to improve
speaking. students ability in written and spoken
They should also acquire English expression. This goal deals with
competence in teaching children using students’ preparation to become good
English. As this goal successfully achieved, teacher. They should acquire English
they are given such opportunity to use lesson and elementary school lesson
media of teaching students of elementary material delivered using English language.
schools. This effort means as their good Finally, they must experience an interesting
preparation for being teacher of elementary technique of how to deliver material lesson
school students. Delivering lesson to to students.
students of elementary school is not an easy
way. The teacher should deliver the lesson 2. THEORETICAL REVIEW
by applying such interesting technique. Some approaches had been done by the
Some language teaching technique and educators to teach English as both
media can be used in teaching students. foreign language and second language
As having skill of teaching the teaching. Approaches to be applied
lesson to students of elementary school were increasing since the goal of
achieved, it is mentioned in the syllabus
that the goal of the English lecture is language teaching-learning was not
improving students’ comprehension of grammatical competence but
English written text and spoken sources communicative ability both written and
dealing with teaching and learning spoken forms. Educators found better
children. It also focuses on structure and
vocabulary comprehensions to write and way of teaching to improve students’
deliver lesson material to students in ability in communicative competence.
English. They moved from grammatical
The previous learning process of approach to communicative approach.
English given to the students of was mainly It can be mentioned that there are three
conventional method. Students were phases of trends in language teaching:
learning about structure. They were (1) traditional approaches (up to the late
learning English not communicative way. 60s), (2) classic communicative
The goal of the teaching process was language teaching (1970s to 1990s) and
mainly about comprehending the structure (3) current communicative language
of English. The students were not given teaching (late 1990s to the present)
chance to improve their communicative
competence. They were also not trained to a. Communicative Approach
experience how to deliver information and There are some goals of
material to students through communicative approach. Richards
communicative activities. and Rodgers (1986: 66) mention
Students of Elementary School that aims of communicative
Teacher have experienced learning English approach are (1) to make
since they were schooling at junior and
senior high schools. The fact found that the communicative competence the
students are lack of English pronunciation. goal of language teaching, (2) to
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develop procedures for the teaching applications such as fatigue,
of four language skills that distraction, and inattention.
acknowledge the interdependence
of language and communication. In b. Classroom Activities in Language
addition, Littlewood (1981) Teaching
mentions that one of the most 1) Accuracy vs Fluency Activities
characteristic features of Fluency practice can be
communicative language teaching is contrasted with accuracy
that it pays systematic attention to practice, which focuses on
functional as well as structural creating correct examples of
aspects of language. language use. Differences
Communicative competence between activities that focus on
(Savignon, 1983) may be defined as fluency and those that focus on
the ability to function in a truly accuracy can be summarized as
communicative setting – that is in a follows: (Richards, 2008: 13).
dynamic exchange in which
linguistic competence must adapt a. Activities focusing on
itself to the total information input, fluency
both linguistic and paralinguistic, of - Reflect natural use of
one or more interlocutors. language
There are four components - Focus on achieving
of communicative competence communication
(Savignon, 1983). Those are - Require meaningful use
grammatical competence, of language
sociolinguistics competence, - Require the use of
discourse competence, and strategic communication strategies
competence. The grammatical - Produce the language that
competence is the mastery of the may not be predictable
linguistic code, the ability to - Seek to link language use
recognize the lexical, to context
morphological, syntactic, and b. Activities focusing on
phonological features of language accuracy
and to manipulate these features to - Reflect classroom use of
form words and sentences. language
Sociolinguistic competence requires - Focus on the information
an understanding of the social of correct examples of
context in which language is used: language
the roles of participants, the - Practice language out of
information they share, and the context
function of the interaction. The - Practice small samples of
discourse competence is the ability language
to interpret a series sentences or - Do not require
utterances in order to form a meaningful
meaningful whole and to achieve communication
coherent texts that is relevant to a - Choice of language is
given context. Strategic competence controlled
is the ability to compensate for
imperfect knowledge of linguistic, 1. Story Telling
sociolinguistic, and discourse rules Storytelling is a means for
or limiting factors in their sharing and interpreting
3
experiences. Stories are universal in autonomy by using repetitive
that they can bridge cultural, statements, which improve their
linguistic, and age-related divides. learning to learn competence. It is
Storytelling can be adaptive for all also used to teach children to have
ages, leaving out the notion of age respect for all life, value inter-
segregation. Storytelling can be connectedness, and always work to
used as a method to teach ethics, overcome adversity. To teach this a
values, and cultural norms and Kinesthetic learning style would be
differences. Learning is most used, involving the listeners through
effective when it takes place in music, dream interpretation, or
social environments that provide dance.
authentic social cues about how
knowledge is to be applied. Stories Harmer (2007: 150) says
function as a tool to pass on that story telling can be used to
knowledge in a social context. teach live listening. There are
several forms of live listening
Stories are effective language teaching can be done.
educational tools because listeners Those can be explained as the
become engaged and therefore following paragraph.
remember. Storytelling can be seen
as a foundation for learning and a. Reading aloud
teaching. While the story listener is It allows the students to hear a
engaged, they are able to imagine clear spoken version of a written
new perspectives, inviting a text and can be extremely
transformative and empathetic enjoyable if the teacher is
experience. This involves allowing prepared to read with expression
the individual to actively engage in and conviction.
the story as well as observe, listen b. Story-telling
and participate with minimal Teachers are ideally placed to
guidance. Listening to a storyteller tell story which provide
can create lasting personal excellent listening material. At
connections, promote innovative any stage of the story, the
problem solving, and foster a shared students can be asked to predict
understanding regarding future what is coming next, to describe
ambitions. The listener can then people in the story or past
activate knowledge and imagine comment on it in some other
new possibilities. Together a way. Story telling is a powerful
storyteller and listener can seek best way of increasing language
practices and invent new solutions. competence.
Because stories often have multiple c. Interviews
layers of meanings, listeners have to In such situation, students really
listen closely to identify the listen for answers they
underlying knowledge in the story. themselves have asked for rather
Storytelling is used as a than adopting other people’s
tool to teach children the questions.
importance of respect through the d. Conversation
practice of listening. As well as Teacher can hold conversation
connecting children with their with students about English or
environment, through the theme of any other topic. Students then
the stories, and give them more
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