|Judul||:||TEACHING SPEAKING TO YOUNG LEARNERS THROUGH STORYTELLING|
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|
|PTN/S||:||Universitas Pakuan||Program Studi||:||PENDIDIKAN BAHASA INGGRIS|
Allwright, D. (1988). Observation in the Language Classroom. London and New York: Longman.
Alwasilah, A. C.. (2000). Pokoknya Kualitatif. Jakarta: Pustaka Jaya.
Brewster, J., Ellis, G., and Girard, D. (2003). The Primary English Teacher’s Guide. England: Penguin English.
Creswell, J. W. (1994). Research Design: Qualitative & Quantitative Approaches. London: Sage Publications.
Creswell, J. W., and Clark, Vicki L Piano. (2007). Designing and Conducting Mixed Methods Research. US: Sage Publications, Inc.
Dawson, C. (2009). Introduction to Research Methods: A Practical Guide for Anyone Undertaking a Research Project. United Kingdom: How To Books Ltd.
Emilia, E. (2008). Menulis Tesis dan Disertasi. Bandung: CV. Alfabeta.
Fraenkel and Wallen. (2007). How to Design and Evaluate Research in Education. Singapore: McGraw-Hill.
Heigham, J., Crocker, A. R. (2009). Qualitative Research in Applied Linguistics. London: Palgrave Macmilan.
Holliday, A. (2005). Doing and Writing Qualitative Research. London: Sage Publication Ltd.
Knight, S. L and Smith, R. G. (XX). Observational Research in U.S Classrooms. Cambridge.
Meier, D. R. & Henderson, B. (2007). Learning from Young Children in the Classroom: The Art and Science of Teacher Researcher. New York and London: Teacher Collage Press.
Meriam, S. B. (1998). Qualitative Research and Case Study Applications in Education. San Fransisco: Jossey-Bass Inc.
Musthafa, B. (2008). Teaching English to Young Learners: Principles and Techniques. Bandung: UPI.
Musthafa, B. (2010). Teaching English to Young Learners in Indonesia: Essential Requirements. EDUCATIONIST, Vol. IV No. 2 Juli 2010: 120-125.
Pinter, A. (2006). Teaching Young Language Learners. NY: Oxford University Press.
Schunk, D. H. (2009). Learning Theories: An Educational Perspective. Fifth Edition. London: Pearson Education LTD.
Thomas, R. M. (2003). Blending Qualitative & Quantitative Research Methods in Theses and Dissertations. California: Corwin Press, Inc.
Yin, R. K. (2011). Qualitative Research from Start to Finish. New York: The Guilford Press.