chapter one

Click here to load reader

Post on 19-Dec-2015

219 views

Category:

Documents

2 download

Embed Size (px)

DESCRIPTION

none

TRANSCRIPT

Laporan Projek ilmiah Tahun Akhir Dikemukakan kepada Fakulti Pengajian Pendidikan, University Putra Malaysia,

Sebagai memenuhi keperluan untuk kursus FCE4999

THE STORY TELLING AND ITS IMPACT TO THE PRIMARY STUDENTS IN LEARNING LANGUAGE.BY

Parwathi A/P Narayanan (J43780)DECEMBER 2015

Penyelia: Pn. Juridah Md Rashid.

Fakulti Pengajian PendidikanABSTRACTS This paper seek and briefly to examine together with extended research on the vital importance of storytelling in standard three(3) primary school childrens learning experience and the relevance of storytelling to improve literacy level among students in English language. The paper also provides teachers with suggestions for getting started with storytelling in the classroom. The best thing the teachers can do to help every students succeed is to provides teachers with suggestions

Performance in speaking and reading has remained a serious global issue in most primary government schools in Malaysia especially in rural places. Despite a rising focus education Ministry to target to a special teaching strategy such as implementing story telling in teaching and learning English language for year one until three are most welcoming. The sample of the study consisted of 60 students specifically choosen from Sekolah Rendah Kebangsaan Taman Kosas standard three primary school class 3 amanah and 3 cekap and assigned to experimental and control groups.

The paper also offers recommendation for how to use storytelling, including using a range of stories to help meet students interest. Exploring storytelling as a way for students to learn and develop their inner strength and understanding of themselves and others since from young age. Apart from that discuss more detail about the reading and writing skills by building upon the ability to orally articulate personal experience.

This paper seeks to examine a group of students in standard three (3), performance level of different categorization of group. The rest of the paper is organized as accordingly. This research is fully based on qualitative and partially on quantitative study.CHAPTER ONEINTRODUCTION

1.1 Contextual Background of the study.

The decision to use storytelling in the standard 3 primary classes in an integral way is problematic. The common public perception is that storytelling is of little more use than as an entertaining diversion. Admittedly, both teller and their audience appear to enjoy themselves and some learning theorists believe that students learn best when they enjoy what they are learning. In truth, much learning does occur but because it is primarily cerebral, the learning is not readily observable. Indeed the act of storytelling itself appears difficult to define because so much of what takes place in a storytelling session involves unobservable mental processing by both the teller (Teachers) and listeners (students).Yet the potential of storytelling as a viable teaching learning tool can be recognized only if its inherent nature is clearly understood.

What is "storytelling"? Telling stories, of course! In 2015, there are so many diverse, wonderful, and sometimes overwhelming ways to do this. What I want to explore is traditional, oral storytelling, which has been a part of human life since we first left Africa 200,000 or more years ago. Perhaps storytelling was the reason language developed in the first place, as our minds began to inquire, wonder, think.1.1.1 Why Do We Tell Stories?

Whether in caves or in cities, storytelling remains the most innate and important form of communication. All of us tell stories. The story of your day, the story of your life, workplace gossip, the horrors on the news. Our brains are hard-wired to think and express in terms of a beginning, middle and end. It's how we understand the world.

Storytelling is the oldest form of teaching. It bonded the early human communities, giving children the answers to the biggest questions of creation, life, and the afterlife. Stories define us, shape us, control us, and make us. Not every human culture in the world is literate, but every single culture tells stories.

You already are. Teachers are storytellers, and storytellers have been teachers for millennia. In reality, teachers don't see themselves as storytellers. Or rather, they see the occasional storyteller and think it's a theatrical, exaggerated show more akin to acting. But hang on a minute -- being a teacher definitely involves acting and theatrics.

1.1.2 What can storytelling offer to students?Students have an innate love of stories. Stories create magic and a sense of wonder at the world. Stories teach us about life, about ourselves and about others. Storytelling is a unique way for students to develop an understanding, respect and appreciation for other cultures, and can promote a positive attitude to people from different lands, races and religions.

Teachers like to know "why" when it comes to introducing any new skill or curriculum component, and rightly so. As a full-time teacher I was astounded when I incorporated storytelling into my curriculum. Working up tales and performing them took time, yes, but the benefits affected the reading, writing and understanding of my students in so many ways that I felt it was well worth the time. Even in a short visit, I can see students' increased confidence and facility with language because of storytelling.

Teachers and tellers once helped me compile a list of the positive effects of storytelling on children and their learning. If you want to be able to convey to others the value of storytelling in education, help yourself to this list of all the reasons for "Why storytelling?"

The cultural, ethnic, and linguistic diversity of the specific region gives specific educator an excellent opportunity to enrich students leaning. Diverse points of view, personal histories, prior experiences, and learning styles can be used to greatly enhance teaching and learning. The professional literature suggests numerous ways for teachers to design instruction so that all children learn. Storytelling is one way it costs nothing, is enjoyable, and can be used anywhere and at any time (Zabel, 1991). In a number of countries including Malaysia where this was previously not the case, foreign language competence, and particularly a good command of English, has now become essential for good job prospects and an improved standard of living. One country where this has become particularly clear, is Ukraine. At the same time educational specialists are increasingly suggesting that it is best to start teaching children a foreign language between the ages of 3 and 5, that is as early as in pre-school (Barkasi 1998; Filatov 1998; Cameron 2001; Cherniakova 2002; Ellis and Brewster 2002; Harmer 2007; Ksenofontova 2008; Larson-Hall 2008; Curtain and Dahlberg 2009; Gunjko 2010; Munoz 2010)

There are consensuses that are education of children is one of the key vehicles engendering the development of economies. (UNESCO, 2009). Individual who become teachers generally wants to be the very best they can become in their field and seek to have elevated purposes in their teaching pursuits (Fink, 2003, p.244). They want their students to have significant learning experience, grow and progress especially the three most valid characters such as reading, listening and writing.

This detailed and briefing research paper highlight research on the importance of storytelling and how it embark students learning in English language and standard three students experience in classroom. The main aim of this paper to provides English teachers with suggestion and extended recommendation for getting started with storytelling in the classroom especially for language subjects.

In order for schools to improve the literacy learning of all students, different pedagogical strategies need to be employed. Using storytelling in the classroom is one way to address literacy development by improving oral language, reading, comprehension, and writing. This research paper will identify how storytelling really can be used as a pedagogical strategy in the classroom to enhance literacy learning in the areas of reading and writing.From the moment students enter kindergarten until their last exam in high school in Malaysia, students are being instructed and assessed on their reading and writing ability. Even with the goal of improving literacy achievement in the national blueprint No child should left behind, many childrens are still struggling to read at a basic level. (Haycock & Huang, 2001). With so many students struggling to become literate, steps must be taken to improve all students reading ability. If something is not done, the achievement gap between proficient and underachieving and illiterate students will most likely continue to grow.

Engaging in storytelling activities is a way to motivate even the most reluctant students. Storytelling is defined as, relating a tale to one or more listeners through voice and gesture (National Council of Teachers of English, 1992,p.1). One of the possible solutions for early English teaching is to apply alternative teaching method, storytelling etc. Many language teaching specialists world-wide (Nunan 1988; Brumfit et al. 1991; Ellis and Brewster 1991; Wood 1998, Brewster et al. 2004; Write 2004 and others) suggest that storytelling is an appropriate and effective way in enhancing young learners skills and interest in English and improving their learning output. Rokhayani (2010) holds that storytelling provides an outstanding opportunity for young learners to master the foreign language. In addition, stories can bridge t