Asih Wahyuni

Judul	:	TEACHING SPEAKING TO YOUNG LEARNERS THROUGH STORYTELLING
Abstrak	:	1. Background of The Study Learning to speak English fluently is one of the greatest challenges for young learners. For young learners, having the ability to speak in English is the main concern of their English learning (Pinter, 2006). They tend to measure their speaking capability by their fluency when they can speak with their friends or their teacher in English. Likewise, young learners interaction through verbal communication with others are considered by most teachers as an indicator of the success in learning speaking of English. Consequently, in many countries, the teaching of speaking to young learners is mainly intended to encourage the primary students to be able to communicate instantly with others on the basis of their constructed knowledge (Brewster, et.al, 2003:8). It indicates that there is the teaching of speaking to young learners arisen. There, many primary schools in Indonesia provide their students with classroom activities which promote their speaking ability. Conducting meaningful and purposeful classroom activities in the teaching of speaking to young learners has in-depth discussion among young learner practitioners. Brewster et.al (2003:98), for instance, acknowledge that primary teacher can do this by using a wide kind of activities that actively support students’ understanding and guide their intention to specific parts of the spoken text. This could include the use of suitable activity-teaching techniques, for instance, games, role-play, storytelling and so forth (Scott and Ytreberg, 1990). Fortunately, the government also support this idea with the realese of government decree number 24 year of 2006. In the decree it is stated that the main concern of speaking competence standard for elementary school students is students’ proficiency in English language use. It covers students’ ability in uttering short phrase and sentence in simple ways (www.kemdiknas.go.id). From the decree above, it can be concluded that the teaching of speaking to primary student is intended to facilitate students to get a lot of speaking activities which are relevant to their constructed knowledge. Thus, accomplished English teacher for young learners should know how to facilitate children learn speaking of English (Musthafa, 2010). Moreover, as regards on the dimensions of learning English for young learners, English teacher for young learners should also consider three dimensions of learning a target language. The dimensions cover children should have a great deal of exposure to, engagement in and support for the language they are learning (Musthafa, 2010). Therefore, if the learning speaking of English is to be as effective as expected, accomplished English teacher for young learners should know how to facilitate how students learn speaking of English (Musthafa, 2010). This thought leads to a verdict on the use of meaningful and purposeful classroom activity that plays an essential role in the teaching of speaking to young learners. Thus, this study is focused to get a picture of the teaching of speaking at primary school through storytelling. In addition, this study portrays how the teacher organises the classroom activity conducted. Hopefully the finding of this study will provide possible information for the practical use of storytelling in the teaching of speaking to young learners.
Tahun	:	2016	Media Publikasi	:	jurnal nasional blm akreditasi
Kategori	:	Jurnal	No/Vol/Tahun	:	2 / 8 / 2016
ISSN/ISBN	:	2460-2175
PTN/S	:	Universitas Pakuan	Program Studi	:	PENDIDIKAN BAHASA INGGRIS
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