Conference PaperPDF Available

The Power of Storytelling in Teaching English to Young Learners

Authors:

Abstract

Using stories for educational purposes is an effective teaching strategy especially for teaching young learners. Most young learners enjoy listening to the stories. Stories have power which can bring the young learners into a world of imagination and draw a colorful picture with many interesting characters in the story. Storytelling is one of the most useful techniques to attract young learners in learning process effectively. Telling stories have a good chance for young learners to discover experience of real life and the language learning experience together. Storytelling is a kind of teaching method which can help the young learners to knowledge, literacy, imagination, creation and critical thinking. Therefore,storytelling would be very useful to teach foreign language for young learners. It promotes expressive language development in oral and written form and present new vocabulary and complex language in the powerful form that inspires children to emulate the model they have experienced. On the other words, storytelling is an important tool for language teaching and learning. Story telling for young learners is vitally important to create constructive and creative comprehension. Storytelling motivates children to be active participant in the construction of meaning of the story. In this activity, children involved while listening to the story so they can response the language to gain the comprehension response. They experienced in different mental process. The first process is they create mental picture where they try to figure out the meaning of what they listen to. Next, they try to imagine the characters, the situation, and the theme in the story. So using storytelling can give the experience of language learning in fun situation.
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).

ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
THE POWER OF STORYTELLING IN TEACHING ENGLISH
TO YOUNG LEARNERS
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1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).

ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
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1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).

ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
PMTMIZVMZIPMZOPTMMT8IZUMZ DVLMZIVLVO TVOK IVL
aKPWTWOKIT PMWZa PWVO KWVLMZIWV WN TMIZVMZ LNNMZMVKM IVL VLMZIVLVO
PMZVKTMWNKPTLLMMTWUMVIVLPMKPIZIKMZKWNKPTLZMVILNNMZMVIOM
WNLMMTWUMVTTPMTZMIZMPMMIKPMZWKZMIMKZZKTIIVLIKMPIJZVO
TIVOIOMIVLKPTLZMVWOMPMZMNNMKMTa
@MVVa DZ IML PI PMZM IZM PZMM MZa UWZIV WZKM WN VMZM NWZ
KPTLZMV V PM KTIZWWU. PMa IZM KZM WZM IVL OIUM DZ ,,)&
CMIKPVO 5VOTP W aWVO TMIZVMZ  JWP I LNNKT IVL MVRWaIJTM MMZMVKM 9 
LNNKT NWZ MIKPMZ JMKIM PMa ITIa PIM W NVL VM IVL VMZMVO UMPWL
IVLIZWIKPMVWZLMZWZPMTMIZVMZVMZMJVPMIUMUMMVRWaIJTM
JMKIM MIKPMZ IZM OMV PM KPIVKM WN JMKWUVO KPTL IOIV WN MMVO PM WZTL
PZWOP I KPTL MaM PMV WZSVO P KPTLZMV 1 NIZ I aWVO TMIZVMZ IZM
KWVKMZVML PMa UWTa NVL PMM TMWV MVRWaIJTM I PMa IZM IKM IZ V PM
ZWKM CPMa M PM TIVOIOM V WZLMZ W KWUUVKIM LMI W TIa OIUM IVL
TIMZWVWMTTWZM
CPMKWVKMWNWZaMTTVO
FPaPWTLMIKPMZMWZM/WWN KPTLZMVTWMWZMBWZMMIV
IZWIKP W TIVOIOM TMIZVVO PI MUPIbM KPTLZMVe VWTMUMV P PM M WN
NWZMOVTIVOIOMGWVOTMIZVMZITWTMIZVTIVOIOMVKWVKWTaWMIKPMZPWTL
NWZUTIM IKMPI TTNWMZ PSVL WNIKYWV CMIKPMZKIV MWZMW
PMTKPTLZMVZIKKMPMZZMILVOZVOMISVOIVLTMVVOSTT
BWZaMTTVOJMKWUMIVMNNMKMMKPVYMNWZMIKPVO5VOTPW MIZTaNWZMOV
TIVOIOMKTIMBWZaUMITWKZMIMIINMIKMNWZaWVOTMIZVMZIVLZWLM
TMVVOMMZMVKMPNVIKa@MWTMVITTUMIVLTIKMPIMWTLWZM9V
PMWZITZILWVWZaMTTVOVKTLMPMMTTMZIVLPMILMVKMCPMWZaMTTMZKZMIM
PMMMZMVKMPTMPMILMVKMMZKMMPMUMIOMIVLKZMIMMZWVITUMVIT
UIOMNZWUPMWZLPMIZL IVLPMOMZM MMVWWNPM KPTLZMVTWMWZM
IVL WZaMTTVO I ZMOIZLML I I TMIZVVO ZILWV 9 TIa I MZa UWZIV ZWTM V
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
&
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
KPTLZMVe TIVOIOM TMIZVVO FP UMIVVONT KWVMVIZIT ZMMWV TWMTa
KPIZIKMZIVLVMZMVOTWWZMKIVJMMLWLMMTWKPTLZMVeTIVOIOMSTT
KPITMVVOUIOVIWVIVLZMLKVO
GWVO TMIZVMZ MMZKM PMZ UIOVIWV PZWOP WZM CPMa fKIV JMKWUM
MZWVITTaVWTMLVIWZaIPMaLMVNaPPMKPIZIKMZIVLZaWVMZZMPM
VIZZIM IVL TTZIWV 2ZMMZ 5TT  7ZIZL ,,   CP UIOVIM
MMZMVKM PMTg LMV LMMTW PMZ WV KZMIM WMVIT BWZM ITW fLMMTW
PM LNNMZMV aM WN dVMTTOMVKMe PI KWVZJM W TIVOIOM TMIZVVO VKTLVO
MUWWVITVMTTOMVKMgBWZMfLMMTWKPTLZMVeTMIZVVOZIMOMKPITMVVONWZ
OMVMZIT UMIVVO ZMLKVO OMVO UMIVVO IVL PaWPMbVOg fMIZVVO 5VOTP
PZWOPWZMKIVTIa PMNWVLIWVNWZMKWVLIZaKPWWTVMZU WNTMIZVVOJIK
TIVOIOMNVKWVIVLZKZMWKIJTIZaIVLTIVOIOMTMIZVVOSTTg2ZMMZM
IT,,
3IUMZWV ILg MMU I a W LMZM TMIZVMZ WN WWZVM W PMIZ
IPMVKMWNIMVMNWZUIVLKWVZIPPMWPMZMVMVPMUMIVVONT
KWVM WN WZM IVL 9 KIV MM VW VZVK ZMIWV NWZ WVO PI M WN I
MVMWTLZMMVKPTLZMVVLMZIVLIWZa9VNIKNPMaIZMNIUTIZPWZM
V PMZ NZ TIVOIOM PMa TT ZWJIJTa MMK W PMIZ I MVM NWZU IVL UIa
UKWVZM PM MZJg 3IUMZWV   )) 1KKWZLVO W IZ WZaMTTVO
KWUJVMLPWITPaKITZMWVM KIV UWIMaWVO TMIZVMZIVLJMVMNKITW
PMZ TMIZVVO WN 5VOTP WKIJTIZa MVMVKM IMZV IVL KWUZMPMVWV COZT
IZ
CPZWOPIZKIWVV WZaMTTVOMMZMVKMLMVTMIZVWJTLI MVM
WNWZaJaIVKIVONMIZMWNPMOMVZMVKTLVOPWIWZaUIaJMOVIVLMVL
TTMZ@MVVaKNN +CPMLMMTWUMV WNIMVM WNWZaITTWLMV W
UISMJMMZZMLKWVWIVKIMPIVMWVKZMIMIIZMVMWNKIMIVL
MNNMK MYMVKM MMV IVL LMMTW WPMZ STT PI IL KWUZMPMVWV BWZaMTTVO
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
'
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
NZPMZ I V PM LMMTWUMV WN I MVM WN WZa Ja VKWZWZIVO PM M WN
MMVITWZaMTMUMVCPMM MTMUMVVKTLM WVWN MTWaTMKPIZIKMZ
MVO IVL PMUM 8IMV  4KMa  3WUZMPMVWV KZKIT TMVVO IVL
PVSVO STT IZM ITW LMMTWML Ja KWUJVVO WZaMTTVO P YMWVVO UIOMZa
VNMZMVKMIVLZMMTTVOTTMZ@MVVaKNN+
CPLMMTWUMV WN IMVM WNWZaW VKZMIMKWUZMPMVWV IZKTIZTa
KZKITWMWTMWNLMZMKTZMBWUMKTZMWZOIVbMPMIaPMaZMTIMMMV
IZWVL WK ZIPMZ PIV I UIV LMI TTMZ  @MVVaKNN + 8MVKM NWZ WUM
KTZMWZMIZMWTLIUWZMWNIKPZWVKTMWNIZKTIZZMTIWVPPINWKWV
PMPUWZWNPMIWVWZPIZVOPMNMMTVOWNIVWPMZZIPMZPIVIIMYMVKM
WN MMV CPM IPWZ WV W PI PMM KTZIT IMZV WNMV ZMT V KPTLZMV
JMVOZMNMZZMLNWZMKITbMLMZKMPIUIaVWMUNZWUILIJTaJNZWUPMZ
KTZITMMZMVKMZMOIZLVOPMMWNTIVOIOM
2aIZKIVOVWZaMTTVOMMZMVKMPIJTLIMVMWNWZaPMMLMV
IZM IJTM W LMUWVZIM VKZMIML KKM VZMILVO KWUZMPMVWV BWUM
ZMMIZKPMZ PIM NWKML WV PM ZIKKIT ITKIWV WN WZaMTTVO I I MLIOWOKIT
ZIMOa W JTL ZMILVO KWUZMPMVWV BWZaMTTMZVZMLMVKM I AWJMZ 5 3TW
5TMUMVIZa BKPWWT V IMZTTM 9TTVW WNNMZ WUM KWVKZMM MIUTM WN PW W
VKWZWZIM  WZaMTTVO W UZWM KWU ZMPMVWV CPMZM IZM UI Va ZMIWV NWZ VO
WZaMTTVO V TIVOIOM MIKPVO FZOP IM PI WZM PKP ZMTa W UKP WV
WZL WNNMZ UIRWZ IVL KWVWVIV WZKM WN TIVOIOM MMZMVKM NWZ KPTLZMV
WZMWMZ WZM KIV UWIM KPTLZMV UTIM KPTLZMVe UIOVIWV IVL IZWM
KPTLZMVeVMZMMKFZOP&
 BWZM ZWLM UMIVVONT KWVM IVOIOM  ML W KWUUVKIM DVO
WZaMTTVO MIKPMZ IZM VW WVTa VO TIVOIOM V PM M J ITW PM PWTM
KWVMPKP JZVOW PMUMIVVO 9VPM MIKPVO IVLTMIZVVO ZWKMPMV
PM MIKPMZ IZM MTTVO PM WZM PTM PM LMV IZM TMVVO PMa NWK WV
UMIVVONZBWUMMIKPMZUOPZMMVPMVMTIVOIOMJaZMMIVOIaVO
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
(
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
PMUMMZITUMIVLPMaZMYZMLMVWTMVKIZMNTTaCPMaPVSPIPM
UWZMPMMIKPMZZMMIPMVMTIVOIOMPMJMMZPMKPTLZMVTTZMUMUJMZ
9VPIaKPTLZMVTMIZVWUMVOTMWZLWZWUMMVMVKM
 BWZMKIVZWLMVIZITZMMWVFPMVPMLMVZMILPMWZMPMaMVL
W Ia IMVWV W PM SMa WZL WZ VM TIVOIOM KIV JM VIZITTa ZMMIML V
WZM
& 3PTLZMVe TMVVO STT KIV JM LMMTWML CPM M WN WZaMTTVO V C5G  ITW
MVPIVKVOLMVe TMVVOSTTFPTM KPTLZMVTMV W WZMPMa ZaW OM
PMUMIVVOWN PMVMWZLIVL WOZIPMUIV LMI FPTMTMVVOKPTLZMV
R KWVKMVZIM WV PM ZWVVKIWV WN PM WZL WZ MVMVKM J VW PM
UMIVVOWNWZPMUMIVVOWNIKWVM
' BWZM ITWVO P WVO ITTW KPTLZMV W PMIZ IVL VLMZIVL NIZ UWZM 5VOTP
PIVIVaWPMZUMPWL
( 5VPIVKVOWZaMTTVOPOMZMIKWVKWTWZNTTTZIWVZMTMIVOIUMIVL
ZWTMTIa VKZMIM TIVOIOM ZMMVWV IVL IKYWV IVL UISM NWZ ZMITTa NV
TMWV
1KKWZLVOW5UTaOMVMZITZMIWVNWZKPWWVOWZaMTTVOINWTTW-
 BWZMIVLWZaMTTVOIZMDVMZITIMKWNPUIVKWUUVKIWV-KWVVMKVO
MWTMPZWOPUMIVLIKZWKTZM
 BWZaMTTVONWZPIZVOKTZITPMZIOM-BWZMIdIZMNIKe-PMaIZMZMMZMLV
MWTMeUMUWZMIVLPIZMLPWPMZPZWOPUM
& BWZaMTTVO NWZ MZIKa- BWZaMTTVO WZ TMZIKa LMMTWUMV V PM IWVIT
3ZZKTU
' BWZaMTTVO NWZ KZWa IVL UWIWV W TMIZV IKZW PM KZZKTU- 1 OWWL
WZaMTTMZ KIV MVOIOM VMZM IVL MVPIU NWZ I ZIVOM WN JRMK KP I
8WZaAMTOWBLM7MWOZIPa5VOTPIVOIOMMZIZMIVL4ZIUI
( BWZaMTTVO NWZ KPIVOM V ITM IVL ILM- BWZaMTTVO KIV UTIM I
YMWVVOILMIVLMIVLMWTMeMUWWVITKTZITIVLUWZITZMWVMW
IIZMaWNMCPMLIVKVONZIUMWNIWZaKIVMVIJTMMVMMWJM
MTWZMLIVLKWVLMZML
) BWZaMTTVONWZVKZMIMLMTNKWVNLMVKM-1WZaMTTMZKIVMIKPWZaMTTVOSTTW
IZKIVBWZaMTTVOPIJMMV ZWMVW ZIMMTNKWVNLMVKMIUWVO KPTLZMV
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
)
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
PWPIMTWMTNMMMUWZIZMdTWIKPMMZe
 BWZaMTTVONWZVZIWVIVLKZMIa-IVaWZaMTTMZWNNMZWZSPWMWV
PKPUIaMPMZMIKPWZaMTTVOSTTWZMVOIOMIZKIVVKZMIMIKM
TVSMLWPMWZMNWZMIUTMVOIZLZIUIUKWZM
+ BWZaMTTVO NWZ MUIPa KbMVP IVL MIKM- BWZaMTTVO PI TWVO JMMV
ZMKWOVML I I NWZULIJTM WWT NWZ ZMKWVKTVO LNNMZMVKM IVL JTLVO MIKMNT
ZMTIWVP9NMPVSWNKWVNTKIPMKTIPWNLMZOMVWZMKMVMZVOWVZMIT
WZUIOVMLZWVOLWVOIVLMZWZaPMVMKIVISMILIVIOMWNPMMPKIT
VLMZVVVOWNWZMV OMVMZIT IVLWNWZaMTTVOVIZKTIZWLMNM PMM
PIZUNTVIZZIM
, BWZaMTTVONWZMZNWZUIVKM-MVVOWIOWWLWZaMTTMZJZVOWUMPVOISVW
ITMZIZaMMZMVKMWIMZNWZUVOIZMMV
 BWZaMTTVONWZ PMTVOMWTMWdZMILe WJRMK IKTZITIZMNIKJa OVOPMU
UMIVVO ZWM IVL KWVM CP  IZKTIZTaZMTMIVNWZ WZaMTTVO V
UMUOITTMZMIVLPWZKPWM5UTa:WPVWV)
6ZWUPMZMIWVZMMVMLIJWMWZaMTTVOKIVJMMLIWVMWNPM
MKPVYMVC5GFMNWVLVWZaMTTVOPMKPIZIKMZKVMMLMLWUZWMIVL
UWIMLMVWNaWVOTMIZVMZJMKIMKPTLZMVKIVIJWZJPMZKZMWN
TIVOIOMJKWVKWTaIMTTIPMIZNIUTIZWZLPMaSVW
BMMZITAMMIZKPWVBWZaMTTVO
BMMZITLMPIMJMMV KWVLKMLZMOIZLVOPMMNNMKMVMWN PMMWN
WZaMTTVO I I MLIOWOKIT ZIMOa 1KKWZLVO W I La KWVLKML Ja 9JMTT
ZMMIZKPMZLMLPMUIKWNWZaMTTVOIVLZMILVOWZMWVPMLMMTWUMVWN
TIVOIOM IVL KWUZMPMVWV WN KPTLZMV IOM PZMM W NM CPM IZKIV MZM
LLMLVWW OZWJ PMIUMMVaNWZWZM MZMPMIZLJa ITTLMV
CPMNZOZWPILPMWZMWTLWPMUCPMMKWVLOZWTMVMLWPMWZMI
PMaMZMZMILNZWUIJWWSCPMZMTPWMLPIJWPOZWJMVMNMLNZWUPMZ
VZKWVCPMOZWPWPMIZLPMWZMWTLMMZMVKMLOZMIMZKWUZMPMVWVI
LMUWVZIMLVPMZZMMTTVOWNPMWZMAMJMKKI9JMTT
CPM WZaMTTVO OZW I UWZM IJTM W LMVNa PM MVO PM UWZIT WN PM
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).

ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
WZaIVLPMKPIZIKMZ NZWUPM WZM1KKWZLVOW9JMTTWZaMTTMZMVLW M
UWZMZMMWVWVLIVLOMZMPIVIMZWVUMZMTaZMILVOIWZaCPMaITW
OOM PI WZaMTTVO ZMYZM I OZMIMZ M WN PM IT UIOVIWV PIV V WZa
ZMILVOIPMZMIZMVWKZMWPIZMVWZaMTTVOBWZaMTTVOITWKWVLMZMLI
UWZMMZWVIT MMZMVKM I PM TMVMZ NZMYMVTa PI OZMIMZ TMMT WN MaM KWVIK
PPMMTTMZIKWUIZMLWTMVVOWIWZaZMILNZWUIJWWSCPMIPWZZMWZ
PI WZaMTTVO  KWVLMZML IV MNNMKM ZIMOa NWZ LMMTWVOTMVVO STT IVL
SMMVOLMVMVOIOMLAMJMKKI9JMTT
MTTWKWVLKMLIUMIIVITaWN MOP LMZMOIZLVOPMM WN
WZaMTTVO I I MLIOWOKIT ZIMOa 8MZ IVITa VKTLML VNWZUIWV NZWU ZM IVL
W VMZM P IZKIV LMV ZMMTTVO UMIZM WN NTMVKa IVL ZVO
IUTM NZWU PM LMV CPM LM LMUWVZIML PI PM TMZIKa WN PM
IZKIV I MVPIVKML V PM IKILMUK IZMI WN NTMVKa WKIJTIZa IKYWV
ZVO IVL ZMKITT 1LLWVITTa PM NWVL PI WZaMTTVO MZML W UZWM MTN
IIZMVMITUIOMZaIVLKTZITSVWTMLOMMTTWVTTMZ@MVVaKNN+
CPMPUIV NIKWZPI MUMZOMNZWU VZKWVV WZaMTTVOTMLZMMIZKPMZ W
KWVLMZ e KTZIT MTMUMV 5LMZe  MIUVIWV WN IIRW WZaMTTVO
ZIKKM ZMMITML PI V PM IIRW KTZM WZM IZM ML W PMT KWVZK
UWZIVKWVKMIVLIPMVZUMVPZWOPPKPSVWTMLOMIMLNZWUWVM
OMVMZIWV W PM VM BPM ITW TMIZVML PI PM WZM MMUML W NWK WV SMa
KWVKM KP I ZMMK IVL UWZIT ZMWVJTa W WVMMTN WPMZ IVL PM
MVZWVUMV IVL PI PM WZM MZM ZUIZTa WTL Ja PM MTLMZ 5LMZ VWM PI
NIUTM PW PIM ML WZM W PMT PMZ KPTLZMV TMIZV UWZIV TNM TMWV IZM
KWVLMZMLWPIMZIMLPMZKPTLZMVZWMZTa1IZWNPMLa5LMZVMZMML
4ILIZVMbI IIRW WZaMTTMZ8M MZMMLPII IIRW MZWVPWSVW
TMOMVLNWTSITMIVLKMZMUWVMKWVLMZMLWJMIZMWZKMIVLIMITPaMZWV
VPKTZM5LMZVTTMZ@MVVaKNN+
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
+
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
8WW3PWWMBWZM/
CPMZMIZMUIVaSVLWNWZMKPINIJTMUaPIVLTMOMVLCMIKPMZPWTL
KPWWMWZM PKPZMTMIV WPMZLMV FPMVM M WZM VWZ MIKPVO
PM WZM TT JM NWZ WZ KPTLZMV M PWTL KWVLMZUWZMIJWKPTLZMVPMZ
VMZMPMZMMZMVKMIVLPMZTIVOIOMTMMTMK9UWZIVWKPWWMIWZa
PI  KPTLZMVe TIVOIOM TMMT 2MLM P M KIV KPWWM WZM IKKWZLVO W
PMZWKKPIZIKMZIVLTW
9V KPWWVO WZM MIKPMZ PWTL Ia IMVWV W WK TVSVO W KPTLZMVe
VMZMWZMMZMVKMWIZWMPMZVMZM3PTLZMVKWVKMZVUWZMIJWPIPMa
PIMMMZMVKML WZPI PMaIZM VMZMMLV 1TWM VMMLW KWVLMZKPTLZMVe
IOM3PIZIKMZWNWZMITWTIaUWZIVZWTMVIKKMNTMIKPVOIVLTMIZVVO
ZWKM BLMV WN aWVO TMIZVMZ TSM IVUIT KIZWWV IVL NKWV 9V ILLWV
KPWWVO WZM PI PIM UTM IVL VMZMVO TW WZ I ZZVO MVLVO TT JM
PMTNTWPI KPTLZMVKIV ZMUMUJMZPMU IVLMVRWa PMUIVL PIPM TIVOIOMV
PMWZMTTJMUWZMUMUWZIJTM
?VPMWPMZPIVLWZMKIVJMMLWVZWLKMKPTLZMVWVMTIVOIOM
UZWMLMVeSTTMMKITTaZIKKMTMVVOSTTIVLWZMMTMIZVMLTIVOIOMWZ
WKIJTIZaBWZaMTTVOKIVITWJMMLWUTIMKPTLZMVeUIOVIWVWMWM
KPTLZMVWIZMLTIVOIOMWMVZKPKPTLZMVeTIVOIOMIVLWIKKMKPTLZMV
CMKPVYMWMIKPWZaMTTVO
CPMZMIZMWUM ZMKWUUMVLML WZaMTTVOMKPVYMNZWU2ZMMZ5TTIVL
7ZIZLINWTTW-INLMVIZMVNIUTIZPWZaMTTVOJMOVPPWZMWV
PKPLW VWLMUIVLWWUKPNZWUPMUIVL WMZ MMVLPMZKWVKMVZIWVIV
JZMILTWTaIVLKTMIZTa7MPMLMVUMWZMTIMPIPMaPMIZWPIPMa
MMVPMKZMWPVSISYMWVUISMKWUUMV8WMMZLWIZaPMIKM
PMVPMWZaMMLKUISMKWUUMVIJWPMTTZIWVIVLWVWPMU
WNWK PMLMVe IMVWVL MVKWZIOMLMV WISM IZVPM WZaMTTVO
JaZMMIVOSMaWKIJTIZaMUIVLPZIMCMIKPMZKIVVMLMVWLWP
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
,
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
JaIVOIVLTWWSVOIPMUPIYMWVVOMZMWVIVLJaVOPMPIVLW
PMMIZWVLKIMPI MIZMIVONWZPMU WRWVV PMVZMMIPIPMa PIM
ILWKWVNZUPIPMaPIMZMLKMLKWZZMKTaIVLNIZWZIMMIVLJaVO
PMWZLVW I NTTPZIMWZMVMVKMMMOMZMUUMNIKITOMZMWPMT
KWVMa PM UMIVVO N IZa PM IKM WTUM IVL aWZ WKM O IM PMZM
IZWZIMWILLLZIUIKMNNMKWZ WOMKPTLZMVUMWZMTIMPI PMaPMIZ W
PIPMaMMIVLWIUTIMLMITWPMTTZIWVPLOMaWZWKMNWZPM
LNNMZMV KPIZIKMZ I UKP I aW KIV W OVIT PMV LNNMZMV KPIZIKMZ IZM
MISVOIVLPMTKWVMa UMIVVOISYMWV W VWTMKPTLZMVCPMYMWV
KIVJMPMKPIZIKMZWNPMWZaWZPMZILMVPM WZaRLW VWJMINZILW
ZMMIMIVLIVLNWZUTIMCPVKZMIMWWZVMWNMWZMWPMTIVOIOM
IVLOMKPTLZMVIMKWVLKPIVKMWWZSWPMUMIVVOIVLPIMKWVNZUMLS
V PM MVL WN PM WZaMTTVO MIKPMZ U UTIM PM KPTLZMV W PM UMIOM WZ
UWZITITMVPMWZa2ZMMZMIT,,
FPITMaIMLPIMMZITLMINWZWZaMTTVO-I
AWVLAWJV WZ
MVMVKMWZM
BMTMKWZaWKPIIZMNIUTIZWaWVOKPTLZMVIVUIT WZM
IVLNIJTM IZM OWWLKPWKMJMOV IWZaIVL PMVIS KPTLZMV WLMMZUVMPI
TTKWUMVMJ
PMUMWZM
8IMKPTLZMVKPWWMPMPMUMNWZPMWZaMOI
WZa IJW UWVSMa IVL PMV ZWKMML W KZMIM aWZ WV WZa I I MIKPMZ
NWKVO WV PM VLMVNML PMUM K
LMKZM WZM
?VKM KPTLZMV PIM OIVML
KWVNLMVKMVZWVLZWJVWZaMTTVOPMTPMUMIVLPMZTIVOIOMPZWOPPMM
WNUWZM LMKZM WZLWMTT PMZWZM L
KZMWZM
3PTLZMVKIV KPWWM
PWWOZIPWZKZMNZWUUIOIbVMWPMIZVOWVNWZPMZWZM1PMa
LMKZJMPIPMaMMIVLPVSPIMVVOPMZWZaVNWTLM
OZIJJIOWZM
@ZMIZMIJIONTTWNNIUTIZWJRMK8IMKPTLZMVISMWVMNZWUPM JIOW MTTPMZ
WVWZaWZ ILLWIOZW WZaITZMILa VZWOZM V8MVVOMZ'&c
'&&
1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
+
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
IVOIOMMIZVVOIMZIT
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1st International Seminar Childhood Care and Education: Aisiyah’s
Awareness on Early Childhood and Education. Universitas Muhammadiyah
Prof. DR. HAMKA (UHAMKA).
+
ISBN:978-602-342-045-2 ©Zikrul Hakim
Jakarta-Indonesia, June 11th -12th
2015
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... According to the CPH, this explains why people who have started to learn a second language after the so-called "critical period" can never achieve the native speakers' language proficiency (VanPatten & Williams, 2015). This applies particularly to the second language learners' accent (Cameron, 2001). Researchers claim that the critical period affects different aspects of language, especially phonology and grammar, but accent is the one they usually emphasize. ...
... Until the end of the 20th century, it was thought that the first language acquisition was complete by the age of five, but now we know that this is no longer true (Cameron, 2001). Clark (2009) suggests that children under the age of six are still in the process of learning their first language. ...
... That is why Moon (2000) asserts that children as second language learners bring with them to the second language classroom the experience of language gained while they were learning their first language. The hypothesis that children are better second language learners than adults has often been used to support the early introduction of foreign language education (Cameron, 2001). However, what the relevant stakeholders have failed to consider is the fact that an early exposure to the second language may have a negative impact on the child's first language development (Lightbown & Spada, 2013). ...
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The importance attributed to English as the lingua franca of our days has influenced the decisions of the education authorities in many countries to change their language learning policies and introduce English in very early stages of formal education. The present study aimed at unfolding the Kosovan parents’ and teachers’ perceptions regarding the English language teaching and learning in the first grade. This quantitative research included 400 participants, 200 parents and 200 class teachers randomly selected from 56 elementary schools of the country. The research instruments were two structured questionnaires, one for the parents and the other for the teachers, each containing 15 questions related to the topic, whereas the research data were analyzed via the SPSS program. The research results indicate that a considerable percentage of Kosovan parents and teachers do not support the inclusion of English as an obligatory subject in the first grade, mainly because they fear it may interfere negatively with the learning of their mother tongue.
... However, research on how to teach young learners English effectively remains scarce compared to other fields [35]. Research has addressed particular components of primary teachers' knowledge and skills [24,[36][37][38], primary teacher's pedagogy [18], and teachers' pedagogical knowledge in concurrence with their beliefs and language policy implementation [39]. Recent scholarly attention has been drawn to the context of multi-ethnic and multi-cultural Northern Vietnam [4,40,41]; however, there remain limited research studies on primary English teacher education in complex multicultural settings in Vietnam in terms of number and scope. ...
... Also, assessments should be conducted for supporting teaching. While learning English at the primary level should be an awareness-raising and motivating activity to prepare young learners for a better transition to high school, in such a rural context, the assessment methods seem to "'drive' teaching and attract teachers to test-oriented teaching practices" [37] (p. 215). ...
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In the context of English as a global language, compulsory English language education at the primary level has become an inevitable trend in many non-English-speaking countries, including Vietnam. However, there have been concerns regarding how English language policy is realised across contextual settings, especially in rural and remote areas of Vietnam. Based on language-in-education goals, this article investigates English language policy implementation in Vietnam’s rural and remote areas from the perspective of primary English teachers from 2008 onwards. The present paper employs a desk review of existing literature, policy analysis, and semi-structured interviews. Data collected from multiple sources show the inequality of access to English language learning in the rural localities. The findings also indicate a significant gap between the current English language policy goals and implementation in the rural primary sector regarding slow execution, curriculum variations, limited teaching resources, inappropriate pedagogy, and assessment. These problems have been accelerated due to a shortage of teachers as well as inconsistency and limitations related to pre-service teacher training programs and recruitment. Identifying significant challenges of English language policy implementation in the Northwest of Vietnam helps shed light on primary English education in remote and marginalised regions. Therefore, the recommendations target policy makers, teacher educators, and stakeholders to assist primary English teachers in rural areas to improve and advance the success of primary English education in Vietnam’s remote areas and beyond the specific context to which it refers.
... Studies have already stated the significance and utility of incorporating literature into the ESL classroom, not only as a translation tool within the framework of the Grammar-Translation Method (Larsen-Freeman & Anderson, 2011) but also as a storytelling strategy for young learners (Morgan & Rinvolucri, 1988;Ioannou-Georgiou & Ramírez, 2011;Mutiarani & Izzah, 2015). The use of the short story as a literary genre in a book club is also sufficiently justified. ...
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La Casa de las Lenguas, a language centre at the University of La Rioja (Spain), offers the course “Let’s Read” designed as a book club that allows students to read and discuss short stories in English by authors from different countries and periods. Creative writing workshops are used alongside a more conventional approach to literature in the university course “Contemporary Narrative in English.” This article aims to use the experience gained from teaching these courses to propose a combination of an English language book club with a creative writing workshop in the ESL university classroom. This university teaching experience is designed both to enhance language proficiency in English and to foster creativity and critical thinking. Sessions are designed to work on the skills of listening, speaking, reading, and writing in English. Activities include an introduction to the author and their socio-cultural context, the reading/listening of the selected text, reading comprehension exercises, guided discussions, and creative writing tasks. The experience gained suggests that the benefits of this proposal include students’ improvement in language skills, greater motivation to learn a foreign language and engage in its culture, and the cultivation of creativity and critical thinking.
... Storytelling is believed to be a powerful and motivating tool for engaging learners in language learning (Lucarevschi, 2016). It is an effective strategy in English language teaching for young learners (Mutiarani & Izzah, 2015). Teachers can use storytelling as a teaching approach to engage students in learning, as it encourages them to participate and become involved in the activities organized by the teacher. ...
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This study investigates storytelling knowledge and functions embodied in different ethnic folktales and seeks to identify ethnic secondary students' attitudes towards storytelling using a picture series. Fifteen folktales were collected from storytellers belonging to four ethnic groups in Chiang Khong District, Chiang Rai Province, Thailand. One Hmong story, adapted into a lesson using a picture series, was used to instruct 11 Hmong secondary students. Afterwards, these students reflected on their learning through the picture series by responding to a set of questionnaires and open-response questions. The data were then analyzed using a story-analysis framework, descriptive statistics, and content analysis techniques. Findings revealed that the content found in the ethnic folktales can be categorized into six major typologies: gods and goddesses, parental gratitude, love and family, magic spells and ghosts, life and destiny, and animals. These stories were divided into two primary groups. The first group consists of eight stories with multiple types of knowledge and two functions. The second group contains seven stories with a single type of knowledge and two functions. The stories with multiple types of knowledge and two functions contain moral lessons intended to promote positive actions and behavioral changes. Additionally, the results revealed that the students surveyed held positive attitudes towards using a picture series for their learning through storytelling. They perceived that picture series can reinforce language and cultural learning, develop analytical thinking skills, and increase storytelling abilities. Therefore, this study shows that Hmong students can use their local stories as a way to learn English and understand cultural values, beliefs, identities, and ideologies when communicating with others.
... As falas das professoras confirmam os estudos de Rocha (2006), Santos (2005), Tonelli (2010) e Cameron (2001), que convergem para o fato de que expor a criança ao aprendizado de outra língua favorece os desenvolvimentos linguístico, cognitivo, afetivo, sociocultural, além de colaborar para uma aprendizagem efetiva em séries posteriores. ...
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Este artigo discute os resultados de uma pesquisa, que assumiu como objeto deestudo o ensino de língua inglesa nas escolas de tempo integral da rede pública deensino do Estado de São Paulo. Os objetivos foram: entender como acontece esseensino e as políticas públicas que o orientam; discutir a possibilidade de inclusãoda língua inglesa nos anos iniciais do ensino fundamental e verificar as condições necessárias para que o ensino da língua estrangeira promova a equidade social.Para alcançar tais objetivos, foi realizada uma revisão de literatura, complementada por entrevista semiestruturada com docentes que atuam nessa área. Os dados da pesquisa revelam que o ensino da língua inglesa desperta grande interesse nos alunos dos anos iniciais. No entanto, foram evidenciados alguns fatores que não contribuem para que o ensino de línguas seja efetivo, por exemplo, a falta de recursos didáticos e a falta de formação para os professores.
... Constatamos uma grande ocorrência de resultados negativos nas apreciações em relação à habilidade escrita, como, por exemplo, "[...] não demostrou interesse nas atividades escritas (P2, A2)" ou "[...] demonstrou dificuldade na escrita (P3, A7)", entre várias outras. Tais resultados são previsíveis, em função do desinteresse e das dificuldades que uma criança de seis anos, ainda em processo de alfabetização, enfrenta ao se deparar com atividades escritas em uma língua estrangeira (principalmente no inglês em que as relações grafofonêmicas são particularmente complexas), devido ao esforço cognitivo que estas demandam(CAMERON, 2001). ...
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Aprender línguas, na atualidade, envolve engajamento social e discursivo em um mundo multimodal, multicultural e multimidiático. Essa situação acaba por demandar dos professores um engajamento crítico em seu contexto de atuação e na realidade circundante ainda maior. Assumir posturas críticas, cidadãs, engajadas faz-se, portanto, necessário. Nessa linha, esta obra realizou um mapeamento da área de ensino e aprendizagem de línguas estrangeiras/adicionais nos anos iniciais e finais do ensino fundamental I e II, focalizando questões de parametrizações, material didático, interação em sala de aula, avaliação e formação de professores, considerando centralmente uma preocupação com a criação de contextos informados, significativos e emancipatórios.
... Teachers can use stories to help children practice their reading, writing, speaking, and listening skills. It is also an effective technique in teaching a foreign language [19]. Storytelling Approach uses stories as a learning tool to develop students' language and literacy in L1. ...
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A child's early literacy experiences have a long-term impact on reading and writing ability and academic success. Children with more and diverse literacy experiences are at a clear advantage to do better in school. Given that socioeconomic adversity is negatively correlated with children's language development, rich literacy experiences become even more relevant in this population. Children who enter primary school with fewer emergent literacy skills often continue to struggle to achieve academic success and are more likely to be unemployed as adults, hence the need to act from a prevention perspective by universally promoting these skills in preschool children is fundamental. The authors present as an intervention proposal, an emergent literacy program especially targeted to socially disadvantaged pre-school age children. In this program, mediated through storytelling, several emergent literacy skills will be worked on, namely vocabulary, conventions about print, narrative structure, phonological awareness, the child's concept as a reader, and motivation for writing.
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English lessons are very important for students, and learning English should be introduced to students as early as possible, so that at an adult age students can keep up with international developments. Therefore, it is necessary to pay attention to the process of learning English as well as possible, so that the goals that have been set are successfully achieved by students. In order to achieve success in teaching English to children, especially school age, teachers must have knowledge about young learners, characteristics of young learners, learning styles of young learners, techniques of teaching, and how to develop learning materials for young learners. So that by understanding the characteristics of children's learning, how students learn in class, teachers can choose appropriate techniques and can develop learning materials appropriately according to the needs and development of students.
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This document reports on a research study carried out in a rural public school in Colombia. The aim of the study was to identify the impact of a task-based teacher development program on three primary school teachers’ teaching practices. To this effect, we used a survey, classroom observations, and semi-structured interviews before and after the implementation of the development program. We identified that teachers' perceptions, beliefs, and realities in their teaching practice influenced their performance, inside and outside the classroom. The results also showed that participants improved their teaching practices regarding the processes of lesson planning and materials design. They also improved their English language performance regarding pronunciation and vocabulary use.
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Reading is an important part of successful language acquisition. Motivating young learners to learn English through stories at an early age provides them the opportunity to widen their horizons and stimulate their early enthusiasm and enhance their awareness of the rich use of English. Stories are unquestionably a significant part of children's literacy development. When we read to our children, we do not confine them to academic excellence but extend into their emotional and behavioral learning (Ai Lian Kim, 2008). Reading at an early age is essential. Therefore, this article focuses on how to spark student's interest towards English through stories and how stories develop their language learning.
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"I am very impressed by the practicality of [Egan's] introduction of the use of story-forms in curriculum for young children. His model is fascinating, and its various possibilities in a range of fields makes it worth a good look by many kinds of teachers."—Maxine Greene, Teachers College, Columbia
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About the book: Recent years have seen rapid growth in the numbers of children being taught foreign languages at younger ages. While course books aimed at young learners are appearing on the market, there is scant theoretical reference in the teacher education literature. Teaching Languages to Young Learners is one of the few to develop readers' understanding of what happens in classrooms where children are being taught a foreign language. It will offer teachers and trainers a coherent theoretical framework to structure thinking about children's language learning. It gives practical advice on how to analyse and evaluate classroom activities, language use and language development. Examples from classrooms in Europe and Asia will help bring alive the realities of working with young learners of English.
The primary English teacher's guide
  • J Brewster
  • G Ellis
  • D Girard
Brewster, J., Ellis, G., & Girard, D. (1992). The primary English teacher's guide. Penguin English.
Languages and children : making the match : new languages for young learners
  • H A Curtain
  • C A Dahlberg
Curtain, H. A., & Dahlberg, C. A. (2009). Languages and children : making the match : new languages for young learners, grades K-8.
Telling tales A guide to developing effective storytelling programmes for museums
  • Emily Johnsson
Emily Johnsson. (2006). Telling tales A guide to developing effective storytelling programmes for museums.