6 Concrete ideas
The concreteness of folktales helps learners to understand the content of the story more easily. Even when they are talking about their native
language stories, the simple and concrete ideas seemed more acceptable and understandable.
The abstractness and difficulty levels of the ideas affect how hard the text to understand. When the idea presented is easy enough to
understand, the learners have more attention to focus on the language used to communicate that idea and they do not spend much energy
available for noticing the language and how it is used to convey the meaning.
7 Illustration that provide support and context for the next
Illustrations provide information to help the learners know and find out parts of the story that are difficult to understand. More common
illustrations of the story are pictures which are considered as useful illustration for much more than this.
8 A unique reader-writer relationship
Reader and author in folktales are commonly put in the relationship between two peers. Because the storyteller of folktales regard it is not
necessarily an authority on morality or the problems addressed in the story. Finally, stories are seemed subjective rather than factual. This
helps learners interact with stories as should interact will all writing.
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Eric K. Taylor, Using Folktales, Cambridge: Cambridge University Press, 2000, p.9-14
B. Previous Study
Many studies have been carried out related to this research which compares the techniques between song, games and story in teaching vocabulary.
Ruth l. Cathcart-strong has carried out the related study by the title „input
generation by young second language learners’. The purpose of the study was
to determine the effectiveness of various types of communicative acts e.g., requests for information, calls for attention, intention statements, and so on for
eliciting native-speaker input. The study examined some of the spontaneous communicative acts of a group of young second language learners and their
native-speaker interlocutors responses in three play situations. Results showed that while the response rate to some types of utterances was predictable e.g., to
requests for information, others e.g., calls for, attention did not generate the expected feedback. In addition, there was an unexpectedly high response rate to
other communicative acts, such as statements of intention. These findings are discussed as evidence of superordinate strategies in child discourse. The
implications of such behavior for language learning and teaching are discussed, and classroom applications are suggested.
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Second related study is from Yau Hau Tse, he was conducting the study of Malaysian Teachers‟ Perspectives on Using Songs in English Language
Teaching. The objective of this research is to survey the perspectives of English as a Second Language ESL teachers n= 60 in Malaysian state primary
schools on using songs to teach English to young learners YLs. Data collection is by means of questionnaires and the findings revealed that teachers
have concrete conceptions on the teaching values of songs and its potency in teaching ESL to young children. Yet, the result depicted that teachers had
difficulties in selecting songs and the recommendation is to provide them with interesting and enjoyable song materials for their classes. To conclude, songs
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Ruth L. Cathcart-Strong, Teachers of English to Speakers of Other Languages, Input Generation by Young Second Language
Learners, Vol. 1, 2014, pp. 515-530
