A Paper of English for young learning

TECHNIQUES IN TEACHING YOUNG LEARNER

(STORY)

Submitted by :

Magfirah (140203182)

Dwi Qatrunnada (140203190)

Yuyun Farika (140203193)

Eka Ratna (140203198)

Jannaty Mismara (140203199)

Putri Raihan (140203200)

FACULTY OF EDUCATION AND PEDAGOGY

UNIVERSITAS ISLAM NEGERI (UIN) AR-RANIRY
DARUSSALAM - BANDA ACEH
2017 – 2018
 A. FEATURE

Storytelling is a kind of reading which requires children to be active participants in the

construction of meaning. Children get fully involved while listening to a story and they also feel
joy and satisfaction. As English language teachers, we are always tempted to regard the teaching
of reading and listening only as a variety of comprehension activity but in doing so we
sometimes discourage children from becoming 'good' readers of English. Using storytelling in
class, children develop a constructive and creative comprehension.

When children listen to a story, in terms of comprehension response, they get involved in
different types of mental processes. First, they create a mental picture of what they are listening
to. Then, they can imagine what is going to happen next.

Children also identify themselves with the characters and situations in the story relating them
to their own experiences. Last, children apply their own values to those found in the story.
Therefore, each child's response will be unique because it will demonstrate individual
interpretation, it will relate to the whole story and it can be also discussed and shared with others
in the class.

So, storytelling from teacher to student or from student to student carries many benefits.
Students can lose themselves in the characters, plots and situations, they lower their anxiety
levels and at the same time, they increase their self-confidence and esteem. As they progress, the
students can improve their abilities to comprehend and later produce the target language

Feature stories are stories with only one feature, but are creative and true. Feature stories can
also be make believe. While the distinction between published features and news is often clear,
when approached conceptually there are few hard boundaries between the two. It is quite
possible to write a feature story in the style of a news story. Nevertheless, features do tend to
take a more narrative approach, perhaps using opening paragraphs as scene-setting narrative
hooks instead of the delivery of the most important facts. (wiki-pedia) Feature of the story are :

 Longer
 Creative use of language
 More Detailed
 Need More time
 May Provide Solutions
 Allows different styles of writing
 Educational Or entertaining
 Arouses emotions
 needs photos/images
 B. LANGUAGE IN USE

Language in use in the story is aspect of language itself that is used to deliver the story, just
like we use past tense in narrative story and else. And there are another language in use that uses
in the story commonly:

1. Parallelism: Repeated patterns

The word parallelism is derived from “parallel”, and both words share the same
meaning: keeping things equal or the same. In writing, parallelism basically means that you use
words and phrases that have the same grammatical form to enhance the cohesion of your
writing. A simple way to get started checking for parallelism is to look at all the verbs you have
used in the paper.

 Grandmother, what big eyes you’ve got.

 All the better to see you with my dear

2. Rich vocabulary

 Nouns for things

 Verbs for actions
 Adjectives for descriptions

3. Alliteration

It is a stylistic device in which a number of words, having the same first consonant sound,
occur close together in a series. Consider the following examples:

 But a better butter makes a batter better.

 A big bully beats a baby boy.

Both sentences are alliterative because the same first letter of words (B) occurs close together
and produces alliteration in the sentence. An important point to remember here is that alliteration
does not depend on letters but on sounds. So the phrase not knotty is alliterative, but cigarette
chase is not.

4. Contrast : good and evil

Contrast is a rhetorical device through which writers identify differences between two
subjects, places, persons, things, or ideas. Simply, it is a type of opposition between two objects,
highlighted to emphasize their differences.

Contrast comes from the Latin word, contra stare, meaning to stand against. Usually,
though not always, writers use phrases and words to indicate a contrast such as but, yet, however,
instead, in contrast, nevertheless, on the contrary, and unlike. for instance, E. B. White, in his
novel Stuart Little, brings a contrast between Stuart and other babies, using the word unlike:

“Unlike most babies, Stuart could walk as soon as he was born.”

 Types of Contrast

a. Point-by-point Contrast – In this type of contrast, writers deal with a series of features of
two subjects, and then present their contrast, discussing all points successively.
b. Subject-by-subject Contrast – In this type of contrast, a writer first discusses one subject
thoroughly, and then moves on to another.

5. Metaphor

Metaphor is a figure of speech that makes an implicit, implied, or hidden comparison

between two things that are unrelated, but which share some common characteristics. In other
words, a resemblance of two contradictory or different objects is made based on a single or some
common characteristics.

In simple English, when you portray a person, place, thing, or an action as being something
else, even though it is not actually that “something else,” you are speaking metaphorically. For
example, the phrase, “My brother is the black sheep of the family,” is a metaphor because he is
not a sheep, nor is he black. However, we can use this comparison to describe an association of a
black sheep with that person. A black sheep is an unusual animal, which typically stays away
from the herd, and the person being described shares similar characteristics.

6. Intertextuality: Making references within one text to aspects of another.

Intertextuality is a sophisticated literary device making use of a textual reference within

some body of text, which reflects again the text used as a reference. Instead of employing
referential phrases from different literary works, intertextuality draws upon the concept, rhetoric,
or ideology from other writings to be merged in the new text. It may be the retelling of an old
story, or the rewriting of popular stories in modern context for instance, James Joyce retells The
Odyssey in his very famous novel Ulysses.

7. Narrative/ Dialogue:

The simple past tense, sometimes called the preterite, is used to talk about a completed
action in a time before now. The simple past is the basic form of past tense in English. The time
of the action can be in the recent past or the distant past and action duration is not important.

 John Cabot sailed to America in 1498.

 My father died last year.
 He lived in Fiji in 1976.
  We crossed the Channel yesterday.

You always use the simple past when you say when something happened, so it is associated
with certain past time expressions

frequency: often, sometimes, always

 I sometimes walked home at lunchtime

 I often brought my lunch to school.

A definite point in time: last week, when I was a child, yesterday, six weeks ago

 We saw a good film last week.

 Yesterday, I arrived in Geneva.
 She finished her work atseven o'clock
 I went to the theatre last night

An indefinite point in time: the other day, ages ago, a long time ago People lived in caves a long
time ago.

 She played the piano when she was a child.

Note: the word ago is a useful way of expressing the distance into the past. It is placed after the
period of time: a week ago, three years ago, a minute ago.

C. CLASSIFICATION

With some stories, classification by type is clear and simple. However in many cases
different writers have varied ideas about what the categories are. Below are several articles on
classifying stories.
From the Australian Storytelling website, here is a very traditional classification of stories:

There are many different types of stories. The most important consideration when choosing a tale
to tell is whether you like it enough to tell it with enthusiasm. Stories should communicate to you
a need to be told. Some of the different categories of stories available to storytellers are:

 Fable - a short moral story not based on fact, using animals as characters, such as,
Aesop's Fables - The Fox and the Grapes, Lion and the mouse and others.
 Fairytale - The best-known would be Grimm's fairytales about imaginary folk, such as
elves, giants, witches, gnomes, and fairies. Closer to home is Mary and the Leprechaun,
by Irish-Australian writer John Kelly.
  Folk tale - a traditional story, in which ordinary people gain special insight, transforming
them and enabling them to overcome extraordinary obstacles. See The Magic Orange
Tree & other Haitian Folktales by Diane Wolkstein.
 Legend - a story based on the life of a real person in which events are depicted larger
than life, for example, The Stories of Robin Hood, or King Arthur and the Knights of the
Round Table.
 Myth - a story about gods and heroes, explaining the workings of nature and human
nature. See Psyche and Eros or Inanna by Diane Wolkstein.
 Parable - a fictitious story told to point to a moral, for example, The Sower and the Seed
from the New Testament of the Bible.
 Personal story - a life story from your own or your family's experience, such as, Streets
and Alleys by Syd Lieberman.
 Religious story - an historical and philosophical story based on a particular culture and
religious persuasion, for example, The Story of Lazarus from the Bible.
 Tall tale - an exaggerated story, often humorous. Fishing stories, Australian Bush stories,
see The Loaded Dog by Henry Lawson.
 Traditional tale - a story handed down orally from generation to generation, such as the
Polynesian stories - Maui, and The Coming of the Maori.

D. SKILL

Storytelling has long held an important role in history. People have passed down stories from
generation to generation. It has served as a way to explain and understand the world. There are
many different types of stories, which are told for many different purposes. Stories help explain
different phenomena, cultural beliefs, attitudes, traditions, and much more. In this unit we will be
focusing on folktales and traditional stories arising from the students’ heritages.

This part is a focused on storytelling. Storytelling is the strategy that can we use to help
obtain oral language proficiency among second language learners and students with deficient
language skills. Storytelling gives the students the daily practice they need in order to advance
their language skills. This part will help the students understand how telling stories and story
structure enable them to express themselves more clearly. The students will also learn through
storytelling that their ability to listen to others will increase, expanding both their vocabulary,
knowledge base and sentence structure.

Storytelling is a perfect avenue to explore when looking for ways to develop the oral
language skills of second language learners in a classroom. This unit will encompass many of the
techniques and strategies used to increase language skills as stated by Crevola and Vineis
(MONDO 2005). For example this unit will:
  Develop personal relationships among all the children.
 Provide daily opportunities for language development.
 Create opportunities to interact regularly on a one to one basis.
 Challenge students to talk, think, and explore their knowledge of the world.
 Support students as they develop the language and learning strategies necessary to
articulate and extend their interactions with the world.

1. Speaking

Retelling is one of the first reading skills we focus on with our students. We spend a great
deal of time throughout the year drawing, writing, and orally retelling the events in a story. We
practice with fiction books and we practice with informational text. We practice in whole group,
small group, and in one-on-one conferences. We retell with partners and we retell
independently. Retelling is also an important assessment for our report cards, standards, and
when we make a level our readers. So, it only makes sense that as teachers, we collaborate and
discuss the various ways we help our young readers grasp the important reading skill of retelling

Why is the ability to retell important to readers?

Retelling is an important foundational skill for young readers. It promotes story

comprehension and helps students develop expressive vocabulary. When students can retell a
story, they are activating their thinking abilities, visualization abilities, and even their
imaginations. They are also developing sequencing skills as they work to explain and retell the
events of a story in the order they read them. Students who can read a text and retell the story
have an understanding of print concepts and story plot. Not to mention, we use retelling skills all
the time as adults and life-long readers! Think about a book you have read recently for personal
enjoyment. You loved the book and are excited to share it with others, right? Someone then asks
you, “What is the story about?” As you begin to explain what happened throughout the book,
your purpose for retelling the story to your friend is exactly the reason we teach retelling to our
students – we want them to be able to share stories, books, and information with others!

2. Writing skill (connect retelling skill to writing)

As teachers, we know how intricately connected reading and writing skills are to our
students’ literacy abilities. Another strategy for students who struggle with retelling after they
read a story, is to first start with their own writing. When a child writes his or her own story, he
or she knows that story plot and sequence of events better than any random book we have the
child read. Teach students how to retell their own stories before they learn how to retell an
unknown author’s story. You will notice the child feels confident and capable. As a result, the
child learns what retelling “feels” like and has a solid understanding of what you are asking him
or her to do when you tell the child to “tell me what you read.” Let students first reread their
writing to a partner. Then, move to retelling their story to a partner using only the pictures.
Finally, have the students sit across from each other on the floor and simply orally retell the
stories they wrote to one another. This is how storytelling was done long ago, and we should not
forget what is sadly becoming a “lost art” in our world of literacy.

3. Listening

The ability to listen is essential to individuals who are visually impaired. In fact, that
deliberate development of listening skills for all children with visual impairments needs to begin
during infancy and continue throughout the child's development. Good listening comprehension
is essential for true understanding of language concepts. The development of listening skills is
essential for the development of literacy skills. Listening does not take the place of reading.
Excellent listening skills, support the development of literacy skills.

So, when we talk about listening, we are talking about more than the perception of sound.
We are talking about the development of auditory perceptions. Auditory perception is how the
brain interprets what it has heard, or what we do with what we hear. Suzette Right and Josephine
Straton, authors of On The Way To Literacy stress that every child should have a Story Time that
encourages the child's participation by:

 Giving them toys to hold that are related to the story.

 Imitating animal sounds in the story
 Saying the repeated parts of the story
 Appealing to personal interests
 Encouraging talking about the story with the reader
 Allowing time for talking about new or interesting words in the story
 Relating to familiar experiences
 Suggesting new experiences to try
 Fitting the level of understanding and attention span
 Opening the door to the fun of communicating in print and Braille
 Creating the desire to read

E. EVALUATION

The Evaluation of a story is what you thought of it and what value did it bring to you
was it good or bad. So, When a person evaluates a story, he gives his own perception about the
story how he views it. It basically consists of his opinion about the story, here are several
example of evalution in story.
 Worksheet 1.1

In this activity, students use

a graphic organiser to take notes on
the three basic story elements
(character, setting and plot ) as they
read.

Suggested Procedures for

worksheet 1.1

1. Explain that all stories have

three basic story elements:
character, setting
and plot. Use a story familiar to
students to illustrate this point, e.g.
‘The Three Little Pigs’ or
‘Cinderella’.
2. Students work in small
groups to take notes on the setting
and characters of the story.
3. Discuss answers with the
class.
4. Have students work in small groups to take notes on the sequence of events, i.e. what
happens at the beginning, in the middle and at the end of the story.
5. Discuss answers with the class.

Worksheet 1.2
Is designed to help students better understand the main character, Joey Carter.

Suggested Procedures for worksheet 1.2

1. Distribute Worksheet 1.2 and explain the purpose. Tell students that if they understand
the characters better, they can enter the world of the characters and enjoy the story more.
2. Read the instructions with the class and make sure students understand how to complete
the worksheet.
 3. For the part on relationships,
focus students’ attention on what the
characters
say, think and do. This will help them
find clues to support their answers.
4. Give students time to work
individually, in pairs or in groups.
5. Ask students to report their
answers to the class. Invite the class to
provide feedback on the suggested
answers and to discuss whether the
clues are appropriate and effective.

Worksheet 1.3
Students must sequence the most significant events of the story from beginning to end.
Suggested Procedures for worksheet
1.3

1. Distribute Worksheet 1.3* Explain

the instructions and allow time for students
to read the sentences.
2. Identify the beginning, the climax
(the most exciting part) and the end of the
story with the class before asking them to
sequence the other events.
3. Give students time to complete the
activity.
4. Arrange group work if students
need more support from one another.
Make copies of the sentences on big
paper. Cut them up and give each group
one set of paper strips. After checking the
answers, ask each group to keep their
strips in the correct order for the plot
structure activity that follows. In Worksheet
13, students must sequence the most
 significant events of the story from
beginning to end.
5. Check answers with the class.
Worksheet 1.4

F. EXAMPLE

 Target student : elementary children

 Method : puzzle
 Language in use :
 Material : narrative text
 Step :

Teacher prepares a story with the picture then cuts the picture and divides the story into 6-7 part
and cuts it. After they are done, teacher divides the student into 4 groups. Teacher gives each
group the story and picture that have cut before. Each group need to arrange the story and the
picture correctly and read it aloud in front of the class. After that the teacher will evaluate their
work.
Story

Timun emas

Part 1
once upon a time, there were a couple of farmers who really wanted to get a child. They lived in
a village near the forest. Every day they prayed to the god to get a child soon. One day a giant
passes and heard their prayer. Giant then gave them with seeds cucumber, if they seeds the seed,
they would soon get a female child.

Part 2

But there was a condition, at the age of 17 years the child must be submitted to him. Without
thinking long they agree, because it wanted a child. Fruit cucumber that the planted become
larger and heavier. When the fruit is ripe, they take it, carefully slit the fruit. Tn the fruit is found
a very beautiful baby. They was very happy, they named her timun mas.

Part 3

Year after year passed, timun mas grew into a beautiful girl. Both parents are very proud of her.
But they became very afraid, because in the anniversary timun mas at 17, the giant will back.
They didn’t want giving back timun mas to the giant, because they loved her very much. The
time when timun mas was 17 years had come, before the giant came they asked timun mas to
leave their home. They told what had happened and timun mad did it. They gave a cloth bag that
contained something that will help her to fight the giant. Co the sad departure timun mas. But
they are not willing if their child become food giant.

Part 4

Giant was very angry knowing timun mas had gone. He knew that couple of farmers lied. And he
also destroyed the huts of the farmers. Then it was to pursue timun mas to forest. Giant run chase
immediately timun mas. Near the giant ,timun mas immediately take the handful of salt from the
cloth pouch. Then salt spread it to the giant. Suddenly a wide sea also unfold. Giant forced to
swim with great difficulty.

Part 5

Timun mas ran again. But then most successful giant came closer. He took the handful chili.
Chili through to the giant. At once the tree branches and sharp thorns. Giant cried in pain. Timun
mas while running to save herself. But the giant is really strong. He captured timun mas again.
She sow seeds magic cucumber. At once grow the cucumber garden very knowledgeable. Giant
very tired and hungry. He also eat the fresh cucumber with oneself. Because of too much eating,
giant was slept.
Part 6

She ran for dear life again. But long run power out. More unlucky again because a giant
awakened from sleep. Again, giant almost catch her. Timun mas very terrified. He also threw the
last tool handful shrimp paste. Miracles happen. A lake of mud spread wide. Giant fall into it.
Hands almost reach timun mas. But the lake mud is basic to withdraw it. Giant panic, he cannot
breathed, then submerged and died.

Part 7

Timun mas relieved and survived, she returned back her home, then she lived with her parent
happily.

Picture