active participation with stories results in increased language development, comprehension and an interest in books and in learning to read. In addition,
retelling is a powerful technique for checking understanding. Unlike answering specific questions after reading, retelling requires reprocessing large segments of
text thinking about the sequence of ideasevents and their importance. Retelling is a versatile tool for both the student and teacher.
Retelling gives children plenty of opportunities to develop their fluency Wright, 1997:46. Even though, students are going to make a mistake or may not
find the word they need. However, students will learn from the mistakes they made then try to avoid them in advance. Retelling is a challenge to do what you
can with what you have. When students read a story, they will get main ideas. Then retelling is a connection between the ideas that students get with what they
retell. If students are able to talk with their own words, they have understood the story.
Therefore, retelling is one way to help students to talk in speaking class, especially with their limited English vocabularies. It gives them opportunity to
construct sentences from the story they read. It also gives them better understanding from the main ideas they get.
2.2.6 Technique for Retelling Story
Based on Underhill 1993:66-73 there are many kinds of elicitation techniques. One of them is retelling stories. There are two techniques in retelling stories. They
are:
1 Retelling a Story from Aural Stimulus
The technique is the learners hears a short passage or story, then the teacher asked to retell the passage or to summaries it. The instruction usually
emphasis that it is the quality, rather than the quantity, of the retelling that is important; and that as far as possible the teacher should use his own words
rather than try to recall exact phrases from the passage. These points should be reinforced by marking system.
2 Retelling a Story from Written Stimulus
The technique is the learners read a passage or series of short passages to himself and is asked to retell each one in his own words immediately
afterwards. There is no fixed time limit at reading stage, but he is not allowed to refer back to the written text once he has begun to retell the story. Thus, the
learner is usually given the text to read at the beginning of this stage of the test. Moreover, the text is taken back by the teacher once the learner says he
has finished reading it. In this case, it is possible to delay the recall by carrying out some intervening activity between the reading and the retelling
stages in order to accentuate the important of memory and mental organization.
This technique can be used at all levels of students in junior high school, to discourage parrot like repetition of words and phrases and to reduce
the important of memory, instruction can be given to keep the retelling briefly by reproducing only the most important points.
The principal difference between this technique and retelling from aural stimulus is obviously that the skills used are hearing or speaking in one
case and reading or speaking in the other. Both are authentic, but for any particular learner the text type are likely to be different in term of subject
matter, length, degree of formality, conversation or text, and etcetera. This would naturally be reflected in the different passages chosen for each
technique. Another different is that a recorded passage is heard in real time, that
is to say, the timing of the delivery is predetermined and the learner has no control over. He has to process it as it comes. Access to reading passage is
much more under the learner‘s control. He can take it at his own speed, re- read phrases or sentences and refer back to check reference. A written passage
may therefore be linguistically more complex than a recorded passage because of poor comprehension.
2.2.7 General Concept of Animation
