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

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.

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; and F. To create an atmosphere in which learning is both pleasurable and possible for every student.

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.

8. Stories create opportunities for developing continuiting in children learnng 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 school interm 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 Englishspeaking 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

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 thematic units being studied? Is the books content appropriate to the childrens age and intellectual level? Does the book use language that is at or slightly above the level of the learners? 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 the visuals 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?

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

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 pupils need 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; help your 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 if necessary.

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 other subject 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 pupils and easier to follow by substituting unfamiliar words with more wellknown ones and adapting sentences structures, and so on. 10. Find out if there are any rhymes or song that pupils can learn to help reinforce language introduce. 11. Decide which follow-up activities would provide opportunities for pupils to 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 to involve 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 cassette recording 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 the story, making sure everyone can see your face and the illustrations in the story.

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Read slowly and clearly. Give the students time to think, ask questions, look at 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 the illustration 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 key vocabulary 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, and disguise 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 and imagine 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 in colored 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 and makes selection much easier. Try to involve our students as much as possible in the organization as of the book 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 which has 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 mother tongue 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 to present 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 the observations 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 it sees in written form which also involves speaking and listening skills. 2. Trains students to observe carefully, and then based on the observation that students communicate in writing. 3. Provide opportunities for students to submit something in writing in accordance 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 a problem. 5. After 10 minutes of observation that is in the picture and the school, the students return 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 language and 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. ( writing skill) 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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