Storytelling can
increase students’ ability to share social experience.
Storytelling is not only enjoyable, but can help build up st
udents’ confidence and
encourage social and emotional development. Oral storytelling allows students to show their communication skill. It results
in the use of paralinguistict features gestures, facial expression as well as linguistic features use tense, linking devices, clarification of ambiguity.
15
Moreover, there are some objectives of storytelling in teaching English skill; a to
enhance students’ confidence in speaking skill
b to develop problem solving c to teach narrative structure and practice description d to improve
pronunciation and intonation e to encourage interaction and share culture
16
Here, the writer believes that storytelling technique is an effective strategy that incorporation the aesthetic ways of knowing into instruction. Also,
storytelling has one benefit in enhancing the arts of education of English and surely motivate students to connect with their learning process.
17
From those aims of storytelling, it can be concluded that storytelling gives many benefits besides improving speaking skills. Other skills that can be improve
through storytelling, such as
students’
positive attitudes towards the foreign language and language learning, listening, good oral language, plot, sequencing,
characterization,
students’ ability to share social experience
and linguistic features.
C. Storytelling as Speaking Activity
Storytelling is the oldest form of education activity in speaking skill that can stimulate the learners to enjoy the speaking learning process. It has many benefits,
such as for entertainment, education, cultural preservation, and instilling moral
15
Ibid., p.7
16
Pravamayee Samantaray B.Ed, M.phil, Use of Story Telling Method to Develop Spoken English Skill: International Journal of Langauge Linguistics, Vol. 1, No. 1, Vietnam,
2014 p. 41
17
Sara Miller Lisa Pennycuff, The Power of Story; Using Storytelling to Improve Literacy Learning: Journal of Cross-Diciplinary- Perspectives in Education, Vol. 1, No. 1, May,
2008 pp.41-42
values. It is also has elements that have to be noticed, they are plot, characters, and narrative point of view.
Moreover, Brown listed several types of classroom speaking activity in this following form:
18
1. Imitative. Students practice an intonation or try to identify a certain vowel sound. The elements of language form are the focus of this activity.
2. Intensive. This is speaking performance that is designed to practice some phonological or grammatical aspects of language. It is usually done in
individual or even in pairs. 3. Responsive. It means that students practice their language by answering
some questions. This activity use simple utterances which can be meaningful and authentic.
4. Transactional dialogue. Transactional dialogue seeks for the purpose of getting or exchanging specific information. It is an extended form of
responsive language. 5. Interpersonal dialogue. Interpersonal dialogue seeks for the purpose of
maintaining social relationships than for the transmission of facts and information. Students are usually asked to have a dialogue about their
feeling. 6. Extensive monologue. Students are asked to give extended monologues
in the form of oral reports, summaries, or speeches. 7. Other interactive techniques. These include interviews, games, jigsaw,
problem-solving activities, role-play and discussion.
19
It is clear that storytelling is one activity that relates to many types of speaking activity. Storytelling is an activity that needs a storyteller and audiences, so, the
learners will be a speaker and audience, they have to perform their story and response another story.
18
H. Douglas Brown, Language Assessment- Principle and Classroom New York: Pearson Education, 2001, pp. 271—277.
19
Ibid.
