Laporan Projek ilmiah Tahun Akhir Dikemukakan kepada Fakulti Pengajian Pendidikan, University Putra Malaysia, Sebagai memenuhi keperluan untuk kursus FCE4999 THE STORY TELLING AND IT’S IMPACT TO THE PRIMARY STUDENTS IN LEARNING LANGUAGE. BY Parwathi A/P Narayanan (J43780) DECEMBER 2015 Penyelia: Pn. Juridah Md Rashid. Fakulti Pengajian Pendidikan ABSTRACTS This paper seek and briefly to examine together with extended research on the vital importance of storytelling Page 1
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Laporan Projek ilmiah Tahun Akhir
Dikemukakan kepada Fakulti Pengajian Pendidikan, University Putra Malaysia,
Sebagai memenuhi keperluan untuk kursus FCE4999
THE STORY TELLING AND IT’S IMPACT TO THE PRIMARY STUDENTS IN LEARNING LANGUAGE.
BY
Parwathi A/P Narayanan (J43780)
DECEMBER 2015
Penyelia: Pn. Juridah Md Rashid.Fakulti Pengajian Pendidikan
ABSTRACTS
This paper seek and briefly to examine together with extended research on the vital
importance of storytelling in standard three(3) primary school children’s learning experience
and the relevance of storytelling to improve literacy level among students in English language.
The paper also provides teachers with suggestions for getting started with storytelling in the
classroom. The best thing the teachers can do to help every students succeed is to provides
teachers with suggestions
Page 1
Performance in speaking and reading has remained a serious global issue in most
primary government schools in Malaysia especially in rural places. Despite a rising focus
education Ministry to target to a special teaching strategy such as implementing story telling in
teaching and learning English language for year one until three are most welcoming. The
sample of the study consisted of 60 students specifically choosen from Sekolah Rendah
Kebangsaan Taman Kosas standard three primary school class 3 amanah and 3 cekap and
assigned to experimental and control groups.
The paper also offers recommendation for how to use storytelling, including using a range of
stories to help meet students interest. Exploring storytelling as a way for students to learn and
develop their inner strength and understanding of themselves and others since from young age.
Apart from that discuss more detail about the reading and writing skills by building upon the
ability to orally articulate personal experience.
This paper seeks to examine a group of students in standard three (3), performance level of
different categorization of group. The rest of the paper is organized as accordingly. This
research is fully based on qualitative and partially on quantitative study.
Page 2
CHAPTER ONE
INTRODUCTION
1.1 Contextual Background of the study.
The decision to use storytelling in the standard 3 primary classes in an integral way is
problematic. The common public perception is that storytelling is of little more use than as
an entertaining diversion. Admittedly, both teller and their audience appear to enjoy
themselves and some learning theorists believe that students learn best when they enjoy
what they are learning. In truth, much learning does occur but because it is primarily
cerebral, the learning is not readily observable. Indeed the act of storytelling itself appears
difficult to define because so much of what takes place in a storytelling session involves
unobservable mental processing by both the teller (Teachers) and listeners (students).
Yet the potential of storytelling as a viable teaching – learning tool can be recognized only
if its inherent nature is clearly understood.
What is "storytelling"? Telling stories, of course! In 2015, there are so many diverse,
wonderful, and sometimes overwhelming ways to do this. What I want to explore is
traditional, oral storytelling, which has been a part of human life since we first left Africa
200,000 or more years ago. Perhaps storytelling was the reason language developed in the
first place, as our minds began to inquire, wonder, think.
1.1.1 Why Do We Tell Stories?
Page 3
Whether in caves or in cities, storytelling remains the most innate and important form of
communication. All of us tell stories. The story of your day, the story of your life, workplace
gossip, the horrors on the news. Our brains are hard-wired to think and express in terms of a
beginning, middle and end. It's how we understand the world.
Storytelling is the oldest form of teaching. It bonded the early human communities, giving
children the answers to the biggest questions of creation, life, and the afterlife. Stories define
us, shape us, control us, and make us. Not every human culture in the world is literate, but
every single culture tells stories.
You already are. Teachers are storytellers, and storytellers have been teachers for millennia. In
reality, teachers don't see themselves as storytellers. Or rather, they see the occasional
storyteller and think it's a theatrical, exaggerated show more akin to acting. But hang on a
minute -- being a teacher definitely involves acting and theatrics.
1.1.2 What can storytelling offer to students?
Students have an innate love of stories. Stories create magic and a sense of wonder at the
world. Stories teach us about life, about ourselves and about others. Storytelling is a unique
way for students to develop an understanding, respect and appreciation for other cultures, and
can promote a positive attitude to people from different lands, races and religions.
Teachers like to know "why" when it comes to introducing any new skill or curriculum
component, and rightly so. As a full-time teacher I was astounded when I incorporated
storytelling into my curriculum. Working up tales and performing them took time, yes, but the
benefits affected the reading, writing and understanding of my students in so many ways that I
Page 4
felt it was well worth the time. Even in a short visit, I can see students' increased confidence
and facility with language because of storytelling.
Teachers and tellers once helped me compile a list of the positive effects of storytelling on
children and their learning. If you want to be able to convey to others the value of storytelling
in education, help yourself to this list of all the reasons for "Why storytelling?"
The cultural, ethnic, and linguistic diversity of the specific region gives specific educator an
excellent opportunity to enrich students leaning. Diverse points of view, personal histories,
prior experiences, and learning styles can be used to greatly enhance teaching and learning.
The professional literature suggests numerous ways for teachers to design instruction so that all
children learn. Storytelling is one way it costs nothing, is enjoyable, and can be used anywhere
and at any time (Zabel, 1991).
In a number of countries including Malaysia where this was previously not the case,
foreign language competence, and particularly a good command of English, has now become
essential for good job prospects and an improved standard of living. One country where this
has become particularly clear, is Ukraine. At the same time educational specialists are
increasingly suggesting that it is best to start teaching children a foreign language between the
ages of 3 and 5, that is as early as in pre-school (Barkasi 1998; Filatov 1998; Cameron 2001;