THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS: A case study in One of English for Young Learner Courses in Bandung.

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Approval ... i

Statement ... ii

Preface ... iii

Acknowledgement ... iv

Abstract ... vi

Table of Contents ... vii

List of Figures ... viii

List of Tables……….. ix

1. INTRODUCTION 1.1. Background ... 1

1.2. Research Questions ... 2

1.3. Aims of the Research ... 3

1.4. Scope of the Research ... 3

1.5. Significant of the Research ... 3

1.6. Clarification of Related Terms ... 4

1.7. Organization of the Paper ... 5

2. THEORETICAL FOUNDATION 2.1.Young Learners ... 6

2.2.Teaching Vocabulary to Young Learners ... 10

2.3.Storytelling ... 11

2.3.1 Definition of Storytelling ... 12

2.3.2 The Advantages of Storytelling ... 13

2.3.3 The Techniques for Storytelling ……….. 14

2.4.Teaching Vocabulary to Young Learners through Storytelling ... 16

2.4.1 Teachers’ Activities before the Teaching Program……… ... 18

A. Designing Lesson Plan……… ... 19

B. Selecting the Stories ... 21

C. Setting the Sitting Position ... 22

2.4.2 ‘In Class Activities’……….. 23

A. Activities before Storytelling... ... 23

B. Activities during Storytelling……… ... 25

C. Activities after Storytelling……… .. 25

2.5.Previous Studies ... 26

2.6.Concluding Remark……… ... 27

3. RESEARCH METHODOLOGY 3.1. Research Design of the Study ... 28

3.2. Site and Participants ... 29

3.3. Data Collection ... 30

3.4.1. Classroom Observation ... 29

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

3.4.3. Interview ... 33

3.4. Data Analysis ... 35

3.5.1 Analysis of Classroom Observation ……….... 35

3.5.2 Analysis of Field Notes……… ... 36

3.5.3 Analysis of Interview ………... . 36

3.5. Concluding Remark ... 37

4. FINDINGS AND DISCUSSIONS 4.1. The Implementation of Storytelling in Teaching Vocabulary to Young Learners... 38

4.1.1. Teachers’ activities before the Teaching Program Preparation ... 39

A. Designing Lesson Plan ... 39

B. Selecting the Stories ... 40

C. Setting the Sitting Position ... 42

4.1.2. Teachers and Students Activities ... 43

A. Activities before Storytelling………... ... 43

B. Activities during Storytelling………... .... 52

C. Activities after Storytelling ... 59

4.2. Benefits and challenges of the use of Storytelling in the classroom ... 65

4.2.1 Benefits of Storytelling………... 66

4.2.2 Challenges of Storytelling……… 69

4.3. Concluding Remark……….. 72

5. CONCLUSIONS AND RECOMMENDATIONS 5.1. Conclusions ... 73

5.2. Recommendations ... 75

REFERENCES……… ... 76

APPENDECIES……… ... 81

Appendix A Transcript Classroom Observation Appendix B Transcript Interview Appendix C Field Notes Appendix D Observation Sheet

List of Figures

Figure 2.1 Framework for Planning Story-Based Work ... 20

Figure 2.2 Semi Circular Position ... 22

Figure 3.1 Example of Field Notes ... 33

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

Figure 4.1 Semi Circular Position ... 42

Figure 4.2 The Story of the Three Little Pigs ... 45

Figure 4.3 Animal Crackers ... 46

Figure 4.4 The Story of Three Little Pigs ... 57

List of Tables

Table 2.1 Condition and Features Improving Vocabulary Learning from Stories .... 17

Table 3.1 The Schedule of the Study………... .. 30

Table 3.2 Observation Sheet……… ... 31

Table 3.3 Categorization………... .... 35

Table 4.1 List of Stories………. 41

Table 4.2 Activity before Storytelling……….. ... 44

Table 4.3 Activity during Storytelling………... ... 53

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

CHAPTER V

CONCLUSIONS AND RECOMMENDATIONS

This final chapter presents the conclusions that can be drawn from the results of the study, describes its limitations and provides idea for future research on the use of storytelling in teaching vocabulary to young learners.

5.1 Conclusions

This study has described the use of storytelling in teaching vocabulary to young learners. The findings show in Chapter 4 that the two research questions have been answered. Before teaching in the class, the teachers conducted some preparations, such as designing a lesson plan, selecting the stories, and setting the sitting position. The preparation was aimed to organize the teachers’ need to do before the lesson begin. Generally, there were three stages in implementing the use of storytelling in the class; the activities before, during, and after storytelling as proposed by Wright (2008).

The activities before storytelling aimed to get the students’ attention and readiness before telling a story and to introduce new vocabularies before the storytelling. The activities before storytelling consisted of showing the pictures, singing a song, and playing games. This activity was conducted to make the children understand on what the teacher tells the story about in the next session. Besides, the activity during storytelling consists of the application of telling the story itself. In this session, the use of manner (gestures, mime, and voice), total physical response (TPR), and repetition was applied by the teachers as suggested by Wright (2008). Further, the last stage is after storytelling session. In this activity the teachers evaluate the vocabulary which was given to the students. From the whole activities in the classroom, the teacher always provided the activities which fun and meaningful in each meeting.

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

This research came up with some benefits related to the use of storytelling in teaching vocabulary to young learners, as follows: (1) storytelling created a good atmosphere in the classroom where the students enjoy and motivated to keep actively engaged in the learning activities. Besides, listening to the story is not only fun but also provides meaningful context. (2) storytelling allowed the teacher to introduce new vocabularies and sentences structures to the students. (3) storytelling provided repetition features. Thus, listening to stories helps children become aware of the rhythm, intonation, and pronunciation of the language. Furthermore, there are three challenges in teaching vocabulary to young learners through storytelling such as preparation before teaching, characteristics of young learners, and demands on teachers.

Additionally, the teaching procedures in storytelling were implemented to the young learner characteristics. The teacher conducted the activities to the students through physical experiences, using various activities, providing routines and repetitions. The activities that relate to the young learner’s characteristic in learning vocabulary build enjoyable environment which create positive attitudes in teaching and learning process.

Regarding to the success, the use of storytelling in teaching vocabulary to young learner was implemented through the interesting materials, the teaching and learning process which was enjoyable, fun, and meaningful context.

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

5.2 Recommendations

Based on the research findings, discussion, and conclusion of research results, the writer proposes some recommendations concerning to the use of storytelling in teaching vocabulary to young learners.

Firstly, the use of storytelling is highly recommended to be used on teaching vocabulary to young learners. It is an effective way to make the young learners keep actively engaged toward the learning activities in the classroom. Moreover, in a teaching program, storytelling can deliver by using puppets, colorful pictures, or video to attract more attention.

Secondly, for the teachers who are interested on the use of storytelling in teaching vocabulary to young learners, they are suggested to vary the story and keep it connected with students’ interest, and try to avoid the stories which are too long and complicated for them. Besides, the teachers are recommended to involve the students to take a part in the story.

The last, for those who are interested to conduct the similar research, it is suggested to collect data from more perspectives to get more comprehensive result. For example, the researcher can assess the young learner’s respond about storytelling from the teacher delivered.

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

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Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

repetitions. The activities that relate to the young learner’s characteristic in learning

vocabulary build enjoyable environment which create positive attitudes in teaching and learning process.

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Humaira Restu Maulidia, 2015 5.2 Recommendations

Secondly, for the teachers who are interested on the use of storytelling in teaching vocabulary to young learners, they are suggested to vary the story and keep

it connected with students’ interest, and try to avoid the stories which are too long and complicated for them. Besides, the teachers are recommended to involve the students to take a part in the story.

The last, for those who are interested to conduct the similar research, it is suggested to collect data from more perspectives to get more comprehensive result.

For example, the researcher can assess the young learner’s respond about storytelling

(3)

Humaira Restu Maulidia, 2015

THE USE OF STORYTELLING TECHNIQUE IN TEACHING VOCABULARY TO YOUNG LEARNERS

Universitas Pendidikan Indonesia | repository.upi.edu | perpustakaan.upi.edu

REFERENCES

Alwasilah, A Chaedar. (2002). Pokoknya Kualitatif; Dasar – Dasar Merancang dan Melakukan Penelitian Kualitatif. Pustaka Jaya. Jakarta.

Behmer, S. (2005). Literature Review Digital Storytelling: Examining The Process

with Middle School Students. [Online]. Retrieved [January 5, 2014] from:

http://sunhong.wikispaces.com/file/view/09_22_LitReview.pdf

Brewster, J & Ellis, G. (2002). The Primary English Teacher’s Guide. England: Penguin English.

Brown, H. D. (2001). Teaching by Principle: An Interactive Approach to Language

Pedagogy. New York: Pearson Education.

Cambridge Learner’s Dictionary. (1995). (2nd_{ed). Cambridge: Cambridge University} Press.