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Y T I S R E V I N U R E B M E J
2 1 0 2 THESIS
By
AGUSTIN TRI HIDAYAT
IMPROVING CLASS II SOCIAL 2 STUDENTS’ SPEAKING ABILITY THROUGH FOLKTALES AT SMA NEGERI TEMPEH IN THE 2011/2012
ACADEMIC YEAR
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5 LessonPlanCycle1( Meeitng1) .
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Conside irng t he condiiton above,t hi sresearch wa sunde traken t o overcome t he s e l a t k l o F . g n i k a e p s g n i h c a e t r o f l a ir e t a m a s a s e l a t k l o f g n i s u y b s t n e d u t s e h t f o m e l b o r p . s e ir o t s o t g n o l e
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Improving Class II Social 2 Students’ Speaking Ability through Folktales at SMA Negeri Tempeh in the 2011/2012 Academic Year, Agustin Tri Hidayat, 040210401270; 36 pages; English Language Education study Program of Language and Art Department of Faculty of Teacher Training and Education of Jember University.
Speaking is a very important skill because it is used to produce and express ideas, feelings and thoughts in the target language. Based on the preliminary study done by the
researcher on Octo teachers of
SMA Negeri Tempeh,
ii i x
t a h t n w o n k s a w t i , e n o e l c y c e h t n i e r o c s t s e t g n i k a e p s ’ s t n e d u t s f o t l u s e r e h t m o r F
g n i k a e p s ’ s t n e d u t s e h t f o e r o c s n a e m e h t t a h t d e w o h s tl u s e r e h T . 4 . 2 7 s a w e r o c s n a e m e h t
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o t r e h c a e t h s il g n E e h t o t d e t s e g g u s s a w t i , n e h T . g n i k a e p s f o s s e c o r p g n i n r a e
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e h t s u h T . y a w g n it s e r e t n i n a n i e r o m k a e p s o t s t n e d u t s e h t e t a ti li c a f d l u o c s e l a t k l o f e h t
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n i e l o r t n a tr o p m i n a s y a l p t i , e g a u g n a l l a n o it a n r e t n i n a s A . a r e n o it a z il a b o l g e h t e c a f
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t ching speaking i sto communicaitve ef ifciency .I t o S . r e n e t s il e h t y b d o o t s r e d n u y li s a e s i t a h t d r o w r a e l c a e c u d o r p o t r e k a e p s e h t s d e e n
s e v i e c e r n a c s r e n e t s il e h t , t a h
t the message from the speaker clea lry .Fu trher ,speaking k
s e g a u g n a l r e h t o e v o r p m i n a
c ills .I tmean stha twhlie teaching speaking, the student s ,
y lt c e ri d n I . n o it a i c n u n o r p d n a e r u t c u rt s , y r a l u b a c o v f o e g d e l w o n k r i e h t y l p p
a they apply
l li w g n i n e t s il d n a , g n i d a e r , g n it ir w e k il l li k s e g a u g n a l r e h t o e h t , g n i k a e p s n i e s e h t
( y ll a c it a m o t u a e v o r p m
i Ta irgan ,1986:89 .)
e h t n i g n i k a e p s e c it c a r p o t d e e n s t n e d u t s e h t , s u c o f h c r a e s e r e h t o t n o it a l e r n I
n e v i g e b o t e v a h s t n e d u t s e h t ,l l e w h s il g n E k a e p s o t e l b a e b o t r e d r o n I . e g a u g n a l t e g r a t
t r e d i s n o c l li t s s t n e d u t s e h t e s u a c e b s i tI . k a e p s o t s e c n a h c y n a
m ha tspeakingi sad fiifcul t
. y ti v it c
a o t n i s d r o w e m o s e s o p m o
c good sentence .In fact ,they seldom talk because they fetl
. d e m a h s a
r e h t n e e w t e b w e i v r e t n i l a m r o f n i e h t n o d e s a
B esearche randt heEngilsht eache ro f n i s m e l b o r p e m o s e v a h s t n e d u t s e h t , h e p m e T i r e g e N A M S f o t n e d u t s e d a r g d n o c e s e h t
t s o M . s s a l c g n i k a e p
s o fthe student sseldom encouraged themselve sto challenge thei r d
e r e t n e r e h c a e t e h t n e h W . r e h c a e
t t he classroom, t he student sautomaitcally stood up t o r
r i e h t w o h
s espect .Wh lie t he t eache rwrote all t he i nsrtuction son t he whtieboard, t hey e
r e
w busy t aking note so rconcenrtaitng t hei rmind on receiving t hem passively .In t hi s d
i d r e h c a e t e h t f i , e s a
c no task some question sto them they would no tinterrup tthei r e
p s r e h c a e
t ech . Anothe r problem was they were afraid to make vocabulary and c
n u n o r
p iaitonmistakes .Someoft hemdidno tunderstandt hemeaningo fanewwordand d
l u o c r e h t o n
a no tpronouncet hewordcorreclty .Thesecondiiton smadet hemr eluctantt o .
m o o r s s a l c e h t f o t n o r f n i g n i k a e p s e c it c a r p
h t e v l o s o t r e d r o n
I e problems ,the researche rt ired to ifnd an effecitve way o f d n o c e s e h t m o r f s t n e d u t s e h t r o f y ll a i c e p s e h e p m e T i r e g e N A M S n i g n i k a e p s g n i h c a e t
f A . e d a r
g te rdiscussing wtih the Engilsh teache ro fthe second grade student so fSMA o t g n i k a e p s g n i h c a e t f o a i d e m e h t s a s e l a t k l o f s e s o p o r p r e h c r a e s e r e h t , h e p m e T i r e g e N
. y ti li b a g n i k a e p s ’ s t n e d u t s e v o r p m
i Folktale s belong to sto ires . I t ha s dfiferen t t
s ir e t c a r a h
c icwtihanothers tory . tIi sani nteresitngs toryandusuallyteachesu sabou tthe , g n it a v it o m y r e v s i s e l a t k l o f h g u o r h t g n i k a e p s g n i h c a e T . e fi l r u o n i e v i v r u s o t y a w
t a e r c e b o t s t n e d u t s e h t w o ll a n a c s e l a t k l o F . s t n e d u t s e h t r o f n u f t a e r g d n a , g n i g n e ll a h
c ive
s e r p x e o t y a w t a e r g a s i tI . e v it a n i g a m i d n
a st herit hinkingf reely .Usingsto ire sallowst he e h t g n i s o p x e y b s e r u t c u rt s e c n e t n e s d n a y r a l u b a c o v w e n e s i v e r r o e c u d o rt n i o t r e h c a e t
e h c i h w , s t x e t n o c r a il i m a f d n a e l b a r o m e m , d e ir a v n i e g a u g n a l o t n e r d li h
c n irch thei r
g n i k n i h
t andgraduallyentert hei rowns peech,Elil sandBrewster( 2002:2 .)
a g n i k a tr e d n u n i d e t s e r e t n i s a w r e h c r a e s e r e h t , e v o b a n o it i d n o c e h t g n ir e d i s n o C
f o e lt it e h T . y ti li b a g n i k a e p s ’ s t n e d u t s e h t e v o r p m i o t h c r a e s e r n o it c a m o o r s s a l
c thi s
researchi s“Improving ClassI ISocia l2 Students ’Speaking Ablitiyt hrough Folktales a t n
i h e p m e T i r e g e N A M
S 2011/2012AcademicYea .r
2 .
1 TheProblemoft heResearch
, y lr a e l c m e l b o r p e h t s e t a t s h c r a e s e r d o o g a , ) 1 3 : 2 9 9 1 ( n a ll i M c M o t g n i d r o c c A x
e pilciltyandconciselyt ocommunicatet her eade randt heuse roft her esearch .Basedon : s w o ll o f s a d e t a l u m r o f s i h c r a e s e r e h t f o m e l b o r p e h t , e v o b a y d u t s e h t f o d n u o r g k c a b e h t
.
1 “Can t heuse of f olktales i mprove classI ISocia l2 students ’speaking ablitiy a t ”
? h e p m e T i r e g e N A M S .
2 “Can the use o ffolktales i mprove class I ISocia l2 students ’acitvenes sduirng ”
? h e p m e T i r e g e N A M S t a s s e c o r p g n i n r a e l d n a g n i h c a e t g n i k a e p s e h t
3 .
1 TheObjec itveoft heResearch
t c e j b o e h t , e v o b a d e n if e d m e l b o r p e h t r e w s n a o t r e d r o n
I i sve oft her esearchwere
: s w o ll o f s a
.
1 Toi mproveclassI ISocia l2students ’speakingablitiybyusingf olktalesdu irng .
h e p m e T i r e g e N A M S t a s s e c o r p g n i n r a e l d n a g n i h c a e t g n i k a e p s e h t .
2 To improve class I ISocia l2 students ’acitveness by using folktale sat SMA .
h e p m e T i r e g e N
4 .
1 Opera itona lDe ifni itonoft heTerm
t s u m t a h t s e l b a ir a v o w t e r a e r e h t , h c r a e s e r s i h t n
I beexplainedoperaitonally,t hey
r
a e the students ’speaking ablitiy a sa dependen tva irable and the use o ffolktale sin g
n i k a e p s g n i h c a e
t a sanindependen tva irable.
1 . 4 .
1 SpeakingAblitiy
f o e s u e h t h g u o r h t g n i n a e m g n ir a h s d n a g n i d li u b f o s s e c o r p e h t “ s i g n i k a e p S
n o n d n a l a b r e
v -verba lsymbols ,in a va irety contexts” (Chaney ,1998.p.13) .In thi s r
e p n i y ti li b a ’ s t n e d u t s e h t s n a e m y ti li b a g n i k a e p s , h c r a e s e
r formingspeaking i n fron to f
.s d r o w n w o r i e h t g n i s u s e l a t k l o f e h t g n il l e t e r y b s s a l c e h t
2 . 4 .
1 Folktale s
g n i d r o c c A
ot Malilkamas( 1975 ,pp.99-100)f olktale sare rtadiitona lsto ire sorally o
t n w o d d e s s a
. y ti n i v i
d Regardles so f the story’ stypes ,they are initmately told .Atlhough many . d l o t y ll a r o e s o h t o t r a li m i s l li t s e r a s e ir o t s e h t , m r o f n e tt ir w n i e l b a li a v a e r a s e l a t k l o f
tt a s a n a g e b h c i h w e r u t a r e ti l l a n o it i d a rt f o m r o f a e r a y e h
T emptt oexplainandunderstand
. d lr o w l a u ti ri p s d n a l a r u t a n e h
t The folktales t ha tare used i nt his r esearch are f ariy t ale s .
y r o t s t s a e b g n i k l a t d n a
5 .
1 TheSigni ifcanceoft heResearch
ir t n o c e d i v o r p o t d e t c e p x e e b l li w h c r a e s e r s i h t f o t l u s e r e h
T buiton sto the
. e l p o e p g n i w o ll o f
1 . 5 .
1 TheResearcher
e v it c e p s o r p a s a r e h c r a e s e r e h t r o f t u p n i n a s a l u f e s u e b y ll u f e p o h , ll i w s tl u s e r e h T
s e l a t k l o f f o e s u e h t t u o b a e g d e l w o n k d n a e c n e ir e p x e s ’ r e h c r a e s e r e h t e c n a h n e o t r e h c a e t
il i b a g n i k a e p s ’ s t n e d u t s e h t g n i v o r p m i n
i t y.
2 . 5 .
1 TheEngilshTeachero fSMANeger iTempeh
e h
T resutl so fthi sresearch can be used by the Engilsh teache ra sreference o r e v it a n r e tl a n a s a g n i k a e p s g n i h c a e t n i s e l a t k l o f y l p p a o t n o it a r e d i s n o c d n a n o it a m r o f n i
i b a g n i k a e p s ’ s t n e d u t s e v o r p m i o t l a ir e t a
m l tiy.
3 . 5 .
1 TheStudentso fSMANeger iTempeh
m e h t e g a r u o c n e d n a s e c n e ir e p x e l u f e s u e v i g n a c s t n e d u t s e h t o t n e v i g n o it c a e h T
l u f e s u n a c y ll u f e p o h h c r a e s e r e h t f o t l u s e r e h t ,r e h tr u F . y ti li b a g n i k a e p s r i e h t e v o r p m i o t
ri e h t n i a t n i a m o t r e d r o n i s t n e d u t s e h t r o
f moitvaitont oi mprovet hei rablitiyt os peak .
4 . 5 .
1 FutureResearchers
r o e c n e r e f e r a s a s r e h c r a e s e r e r u t u f y b d e s u e b n a c h c r a e s e r e h t f o s tl u s e r e h T
e h t g n i s u y b , y ti li b a g n i k a e p s e h t h ti w s l a e d t a h t h c r a e s e r r e h tr u f a t c u d n o c o t n o it a m r o f n i
d h c r a e s e r e m a
s esigni nothe rclassesf ort hepurposeofi mprovingt hestudents ’speaking .
E R U T A R E T I L D E T A L E R F O W E I V E R . I I h g u o r h t g n i k a e p s f o g n i h c a e t e h t o t d e t a l e r s e ir o e h t e h t s t n e s e r p r e t p a h c s i h T t , y ti li b a g n i k a e p s f o n o it i n if e d e h t e r a y e h T . s e l a t k l o
f he aspect s o fspeaking, the
o p m
i trance oft eaching speaking, theconcep tof f olktale ,st he i mpo trance of f olktalesi n g n i h c a e t e g a u g n a
l , the appilcaiton o f teaching speaking through folktale s in the m o o r s s a l
c ,andacitonhypothese .s
1 .
2 Speakingablitiy
s ll i k s e g a u g n a l r u o f e h t f o e n o s a g n i k a e p
S is r egardeda saproducitveskill . tI i s n o n n a h t e c n a m r o f r e p l a b r e v e r o m s e il p p a t a h t l li k s e g a u g n a l e h
t -verba lperformance .
r o f e g a u g n a l n e k o p s e s u e w ; n o it a s r e v n o c g n i k a m f o y a w a t s u j n a h t e r o m s i g n i k a e p S a : 3 8 9 1 ( e l u Y d n a n w o r B , s e d i s e B . ) 9 9 9 1 , e c y o J d n a n r u B ( e fi l y li a d n i s n o s a e r f o y t e ir a v e h t f o e n o e b o t d e r e d i s n o c n e tf o s i e g a u g n a l r e n g i e r o f e h t n i k l a t o t g n i n r a e l t a h t e t o n ) 5 2 e h t p l e h o t r e h c a e t e h t r o f g n i n r a e l e g a u g n a l f o s t c e p s a t l u c if fi d t s o
m students .Therefore ,
n i a t b o o t r e d r o n i m o o r s s a l c e h t n i t n e m n o ri v n e g n it s e r e t n i n a e t a e r c d l u o h s r e h c a e t e h t t e g r a t e h t n i y ti li b a r i e h t s s e r p x e o t s t n e d u t s e h t e l b a n e o T . g n i n r a e l e g a u g n a l f o l a o g e h t d a n I . g n i k a e p s g n i h c a e t f o l a o g n i a m e h t s i e g a u g n a
l diiton ,Hughe s (1989 :101 )
e h t f o t n e m p o l e v e d e h t s i e g a u g n a l n e k o p s g n i h c a e t f o s e v it c e j b o e h t t a h t s e b ir c s e d s a l l e w s a n o i s n e h e r p m o c s e v l o v n i s i h t d n a e g a u g n a l n i y ll u f s s e c c u s t c a r e t n i o t y ti li b a . n o it c u d o r p o y a m t a h t y ti v it c a n a s i g n i k a e p s ,r e h tr u
F ccu ranywhere .BrownandYule( 1983 : , s e it r a p r o g n it e e m , n i a rt r o s u b n i s a h c u s n o it c a r e t n i n a m u h f o s d n i k y n a t a h t y a s ) 8 f o e s o p r u p n i a m e h T . k l a t f o e p y t a t c u d n o c o t y lt n e t n i , c t e , e r u t c e l a g n i d n e tt a n a g n i v il a g n it a e r c s i y ti v it c a s i h t g n it c u d n o
c dunderstandable communicaitont oconvey t a h t s e n if e d ) 7 1 : 7 8 9 1 , s r e v i R n i( h c s m a r K . r e n e t s il e h t o t r e k a e p s e h t f o e g a s s a m e h t s ’ e n o o t g n it a l e r s a o s l a t i , d lr o w e h t o t g n ir r e f e r n a h t e r o m s a e g a u g n a l a s i g n i k a e p s u g n a l n g i e r o f e h t , d e e d n I .r o t u c o lr e t n
e r a e r e h t ) 5 : 5 9 9 1 ( n o s n h o J o t g n i d r o c c
A fou rmajo rcomponent sgenerally
f o y c a r u c c a d n a y c n e u lf y l e m a n s s e c o r p h c e e p s f o s i s y l a n a e h t n i d e z i n g o c e r e s o h t ll e w w o n k d l u o h s r e k a e p s e h t , e r o f e r e h T . r a m m a r g d n a y r a l u b a c o v , n o it a i c n u n o r p , n e h w , m o h w h ti w g n i w o n k s e d i s e b g n i k a e p s f o s t n e n o p m o c r o j a
m and where they
. g n i k a e p s ri e h t e c it c a r p 2 .
2 Theaspect sofs peaking
e g a u g n a l t e g r a t e h t e n il r e d n u h c i h w s t c e p s a e h t t a h t s e t a t s ) 6 9 : 7 8 9 1 ( l li h r e d n U t n e t n o c d n a ) r a m m a r g , y r a l u b a c o v , n o it a i c n u n o r p ( y c a r u c c a , y c n e u lf e r a y ti li b a g n i k a e p s . h c e e p s f o 1 . 2 .
2 Fluency
n w o r B , n e h T . ) 5 9 9 1 , y b n r o H ( t n e u lf g n i e b f o n o it i d n o c r o y ti l a u q e h t s i y c n e u l F g n i k a e p s a g n i d l o h n i r e k a e p s e h t f o e s o p r u p e h t t a h t m ri f n o c ) 3 1 : 5 9 9 1 ( e l u Y d n a s e s a c y c n e u lf r o o P . s e g a s s e m e m o s e t a c i n u m m o c d n a r e f s n a rt o t s i y ti v it c a it a c i n u m m o
c on faliure t hat l end t o misunderstanding stiuaiton .Fluency i s t he ablitiy t o d e r e d i s n o c e b l li w t n e d u t s A . ) 1 6 1 : 5 9 9 1 , r e s n a M ( y li s a e d n a y l h t o o m s e g a u g n a l a k a e p s y c n a ti s e h y n a t u o h ti w y li s a e d n a y l h t o o m s s a e d i e h t s s e r p x e n a c e h f i r e k a e p s t n e u lf a s a r o doub.t
n i e c n e ir e p x e ’ s t n e d u t s e h t h g u o r h t d e n i a t b o e b n a c y ti li b a g n i k a e p s n i y c n e u l F n i a m e h t f o e n o t a h t e t o n ) 3 0 1 : 5 9 9 1 ( e l u Y d n a n w o r B . y l d e t a e p e r e g a u g n a l g n i c it c a r p e h t e t a c i n u m m o c o t e l b a s t n e d u t s e h t g n i k a m s i g n i k a e p s g n i h c a e t n i s e s o p r u p r o f n
i maiton effecitvely in spoken language .The lfuency o fthe student sin speaking d n a y l h t o o m s ( y lt n e u lf e g a u g n a l e h t d e c u d o r p s t n e d u t s w o h n o d e s u c o f y l n o t o n s i y ti li b a r o k l a t o t t n a w y e h t t a h w f o s s e n e t a ir p o r p p a e h t r e d i s n o c o t d e e n o s l a y e h t t u b , ) y li s a
e i n
. y c a r u c c a e h t s i ti s d r o w r e h t o .
22.2Accuracy
y r e t s a m e h t n o s d n e p e d h s il g n E g n i k a e p s n i y c a r u c c a t a h t s e t o n ) 5 1 : 6 8 9 1 ( e n r y B g n i k a e p s f o y ti li b a e h t d n a h s il g n E n i s a e d i e h t g n i s s e r p x e n I . m e t s y s e g a u g n a l e h t f o s y s e g a u g n a l f o y r e t s a m e h t s e ri u q e
r a m m a r g h s il g n E e h t , s e l u r n o it a i c n u n o r p e h t s a h c u s m e t s y s e g a u g n a l e h t f o s t c e p s a . y r a l u b a c o v f o e g d e l w o n k e h t d n a n r e tt a p t n a w s t n e d u t s e h t fi , e r o f e r e h
T t oi mprovet hes peakingaccuracy,t heydono tonly f o s t c e p s a e h t f o e g d e l w o n k e h t d e e n o s l a y e h t t u b , y ll a r o s a e d i e h t g n i s s e r p x e n i y l e v a r b . e g a u g n a l t e g r a t .
a Pronuncia iton
e h t f o s s e n e v it c e f f e e h t o t l a ti v s i n o it a i c n u n o r p t a h t s y a s ) 8 4 1 : 1 6 9 1 ( l a t a , e d a e M s i n o it a i c n u n o r p g n i h c a e t f o m i a e h T . h c e e p
s no tmerelyt o maket he student smemo irze o t m e h t e l b a n e t u b , m h t y h r d n a , s s e rt s s n o it a n o t n i , s l e w o v , s t n a n o s n o c f o e c i o v e h t n I .s e c n a r e tt u r i e h t d n a t s r e d n u r e n e t s il e h t t a h t o s s e c n a r e tt u r i e h t n i s g n i h t e s o h t e c u d o r p s e n if e d ) 8 2 9 : 5 9 9 1 ( y b n r o H , n o it i d d
a pronunciaiton a sthe way in which a word i s d n a n w o r B , n e h T . h c e e p s f o s s e n e v it c e f f e n i e l o r l a i c u r c a s y a l p t c e p s a s i h T . d e c n u o n o r p n i t n e n o p m o c t n a tr o p m i y r e v s e m o c e b n o it a i c n u n o r p e h t e t o n o s l a ) 8 : 5 9 9 1 ( e l u Y d e ri u q e r e r a s t n e d u t s e h T . g n i k a e p s g n i h c a e
t t odisc irminate t hesound so rword sspoken f o n o it a n o t n i r o s s e rt s e h t y fi t n e d i d n a w o n k d l u o h s s t n e d u t s e h t , s e d i s e B . n o it a l o s i n i . y r a l u b a c o v h c a e y r a l u b a c o V . b w o h w o n k y e h T . y r a l u b a c o v g n i n r a e l f o e u l a v e h t d e t b u o d r e v e n s a h r e h c a e t e h T it a c i n u m m o
c on stop swhen learner slack o fthe necessary vocabulary .Hornby (1995 : e s o h t g n i n i b m o c e l u r e h t h ti w s d r o w f o s r e b m u n l a t o t a s n a e m y r a l u b a c o v t a h t s y a s ) 8 5 9 o t d e e n s t n e d u t s e h t , n o it a c i n u m m o c e v it c e f f e n a e k a m o T . e g a u g n a l a p u e k a m o t s d r o w e g r a l a w o n
k numbe ro fvocabula ire .s
. y r a l u b a c o v e h t g n i s u f o y ti li b a y n a t u o h ti w t a h t e z il a e r o s l a d l u o h s r e h c a e t e h T t h g i m s t n e d u t s e h T . s t n e d u t s e h t r o f s s e l e s u e b d l u o w y r a l u b a c o v f o s d n e t x e e m o s g n i v a H d r o o c d o o g t u o h ti w a e d i r i e h t g n i s s e r p x e n i s e it l u c if fi d t e
g inaiton o fthei rvocabulary .
e h t r o f y r a s s e c e n s i ti , e r o f e r e h T . e g a u g n a l n e k o p s n i y ti li b a r i e h t e c it c a r p o t d e e n y e h T g n i s u y lt n e u q e r f s A . e g a u g n a l t e g r a t g n i s u n i e v it c a e b o t s t n e d u t s e h t e t a v it o m o t r e h c a e t e l b i s s o p s a s e ir a l u b a c o v e t a ir p o r p p a y n a m s
y lr a e e h t n i y r a l u b a c o v r i e h t h c ir n e d n a e c it c a r p o t y z a l e r a y e h t fi s e c n a r e tt u l u f g n i n a e m . e g a u g n a l t e g r a t f o g n i n r a e l ri e h t f o e g a t s r a m m a r G . c r a t e h t f o s r e k a e p s e t a r u c c a e b o t y e k e h t o s l a s i r a m m a r g g n ir e t s a
M getl anguage .
s e o d e g a u g n a l t e g r a t e h t g n i k a e p s n i y c a r u c c a ’ s t n e d u t s e h t t a h t s e t a t s ) 7 9 : 8 8 9 1 ( n o t a e H e h t h ti w n r e c n o c y l n o t o
n approp iracy o flanguage ,bu talso concern wtih grammaitca l n o t o n s e o d r e h c a e t e h t , e g a u g n a l n e k o p s g n i h c a e t n I . y ti li b a t p e c c
a ly teaching how to
e c u d o r p o t w o h f o y r o e h t e h t d n a t s r e d n u s t n e d u t s e h t e k a m o s l a t u b l l e w h c e e p s f o t n e m e l e l a it n e s s e d n a m e t s y s e g a u g n a l e h t f o s t c e p s a e h t f o e n o s i r a m m a r G . s e c n e t n e s m r o f t c e r r o c e s u s t n e d u t s e h t t o n r o r e h t e h w o t s e t a l e r t a h t g n i k a e p
s of t arget l anguage .
f o s e l u r f o t e s a f o t s i s n o c e g a u g n a l r a l u c it r a p f o r a m m a r g t a h t s n i a l p x e ) 2 : 8 8 9 1 ( d r o f d a R e h t e c n e u lf n i l li w r a m m a r g f o e s u e h t e s u a c e b y lr e p o r p e g a u g n a l t e g r a t f o e l p i c n ir p d u t s e h t n o it a c i n u m m o c r o n o it a s r e v n o c e h t f o s s e n e v it c e f f
e ents .Then ,he( 1988 :30 )also
e h t t a h t o s e g a u g n a l a n i t n e u lf e b o t y a w e h t w o n k l li w e w r a m m a r g h g u o r h t t a h t s y a s . n a e m y e h t t a h w d n a t s r e d n u o t tl u c if fi d t e g t o n s e o d r e n e t s il 3 . 2 .
2 Contento fSpeech
t h g u o h t r o s a e d i ri e h t s s e r p x e o t d e e n s t n e d u t s e h
T whlie t heyare pracitcingt o
e t a ir p o r p p a e c u d o r p o t s t n e d u t s e h t o t t n a tr o p m i o s l a s i t I . e g a u g n a l n g i e r o f n i k a e p s . n e v i g s i t a h t c i p o t e h t o t t n a v e l e r s i t a h t h c e e p s s t n e d u t s t a h t d e s o p p u s s i ti , s t n e d u t s l o o h c S h g i H r o i n e S r o f h s il g n E g n i h c a e T l b a e r
a e t o produce l ogical t hought and able t o express i torally a tfer t hey got t he t opic e h T . e g a u g n a l e h t e c it c a r p o t e c n a h c e r o m m e h t e v i g o t s a h r e h c a e t e h T . r e h c a e t e h t m o r f s e h t , o S . k a e p s o t g n i c it c a r p e r o f e b k n i h t o t e m it h g u o n e m e h t e v i g d l u o h s r e h c a e
t tudent s
m I e h T 3 .
2 portanceo fTeachingSpeaking
g n i k a e p
S i scrucia l par to fforeign language learning and teaching . Many e s e h T . e g a u g n a l a g n i w o n k f o e r u s a e m e h t s a y ti li b a g n i k a e p s d r a g e r s r e n r a e l e g a u g n a l
o h ti w e s r e v n o c o t y ti li b a e h t s a y ti li b a g n i k a e p s e n if e d s r e n r a e
l thers ,muchmoret hant he
y e h T . e g a u g n a l l a r o d n e h e r p m o c r o , e ti r w , d a e r o t y ti li b
a regard speaking as the mos t
r i e h t f o s m r e t n i s s e r g o r p r i e h t s s e s s a y e h t d n a , e ri u q c a n a c y e h t l li k s t n a tr o p m i
. n o it a c i n u m m o c n e k o p s n i s t n e m h s il p m o c c a
e s o h t h ti w e n il n
I statements , the goa l o f teaching speaking sk li l i s e s u , d n a t s r e d n u s e v l e s m e h t e k a m o t e l b a e b d l u o h s s r e n r a e L . y c n e i c if f e e v it a c i n u m m o c
e g a s s e m e h t n i n o i s u f n o c d i o v a o t y rt d l u o h s y e h T . t s e ll u f e h t o t y c n e i c if o r p t n e r r u c r i e h t
, n o it a i c n u n o r p y tl u a f o t e u
d grammar ,o rvocabulary and to observe the socia land .
n o it a u ti s n o it a c i n u m m o c h c a e n i y l p p a t a h t s e l u r l a r u tl u c
h c a e t o t s i g n i k a e p s g n i h c a e t f o g n i n a e m e h t ,) 7 1 1 : 3 0 0 2 ( n a n u N o t g n i d r o c c A
: o t s r e n r a e l L S E
.
1 producet heEngilshs peechs ound sands ound spattern .s .
2 use word and sentence srtess ,intonaiton patterns ,and the rhythm o fthe .
e g a u g n a l d n o c e s .
3 selec tapprop irateword sand sentence saccordingt o t he prope rsocia lsetitng , .r
e tt a m t c e j b u s d n a n o it a u ti s , e c n e i d u a .
4 organizet herit houghtsi nmeaningfu landl ogicals equence. .
5 usel anguagea samean so fexpressingvalue sandj udgment .s .
6 use the language quickly and con ifdenlty wtih few unnatura lpauses ,which .
y c n e u lf s a d e ll a c e r a
y r e v s i g n i k a e p s g n i h c a e t t a h t d e d u l c n o c e b n a c t i , e v o b a a e d i e h t n o d e s a B o p m
i tran tin the foreign language learning .The ablitiy to communicate in the foreign d n a l o o h c s n i r e n r a e l e h t f o s s e c c u s e h t o t s e t u b ir t n o c y lt n e i c if f e d n a y lr a e l c e g a u g n a l
g n i h c a e t m o r f s r e f fi d g n i k a e p s g n i h c a e t , e r o f e r e h T . e fi l r i e h t n i r e t a l s s e c c u
s the othe r
4 .
2 TheConcep to fFolktales
g n o l e b s e l a t k l o
F to ifciton sto ires .Ficiton (from the Laitn ifcito,”a shaping , l
a it r a p t s a e l t a t u b , l a u t c a f y l e ri t n e t o n s e ir o t s r o f e m a n e h t s i ) ” g n it i e f r e t n u o
c lymadeup ,
. d e n i g a m
i I ti s rtue tha tsome ifciton such a sa histo irca lnovel ,a wrtie rdraw supon , a n a D d n a y d e n n e K ( , s r e t c a r a h c d n a , s t n e v e , s e n e c s g n it n e s e r p n i n o it a m r o f n i l a u t c a f
.) 3 : 2 0 0 2
t I .s m r o f n e tt ir w e h t n i s e l a t y n a m o s l a e r a e r e h t t u b s e ir o t s d l o t e r a s e l a t t s o M
h t d e n i a l p x e r e h tr u f s a
w at t ale sare sto ire sgenerally t old wtih out i nteniton t o disclose e h t s e m it e m o s e li h w y o j d n a n u f g n ir b o t y lt s o m e r a s e v it c e j b o e h T . s n i g ir o l a u t c a r i e h t
r o f y l n o t o n e r a s e l a t k l o F r o s e l a T . y r o t s e h t f o t r a p s a d e tr e s n i e b o s l a n a c t p e c e r p l a r o m
e r d li h
c n bu talso there are adul ttale sthey are approp irate fo radutl .Folktale scan be .s
d n i k t n a n i m o d e r p l a r e v e s o t n i d e z ir o g e t a c
.
1 Cumulaitvet ales t a h t s e l a
T buitl upon t he aciton ,characters ,o rspeeche swtihin the story n
o m a d n u o f e r a d e h c a e r s i x a m il c l it n
u gal lcutlures .Mos toft he t ale sgivet hei r t c e j b o e t a m i n a n i n a m u h r o , e l b a t e g e v , l a m i n a r e h t e h w , s r e t c a r a h c n i a
m s ,
h ti w d e r a h s y lt n e u q e r f e r a s e ir o t s e s e h T . y ti li b a g n i n o s a e r d n a e c n e g il l e t n i
e h t s w o ll a s e l a t e h t f o e r u t c u rt s e h t e s u a c e b n e r d li h c r e g n u o
y m t o j oin i n wtih
. s r u c c o g n i n e p p a h w e n h c a e s a y r o t s e h
t The House Tha tJack Buitl ,The Old
n a m o
W and He rPig ,There wa san Old Lady Who Swallowed a Fly ,and One
y a D d n i
F aregoodexample so fcumulaitvet ale .s
.
2 TalkingBeas tSto ires w n i s e ir o t s e r a e s e h
T hich animal sand creature stalk jus ta shuman do . d n a , y ti u n e g n i , e g a r u o c f o s d r a w e r e h t s a h c u s n o s s e l a h c a e t y e h t , y ll a r e n e G
. e r u t a n y l e v il r i e h t o t e u d t n e m n i a tr e t n e d o o g y li r a m ir p e r a y e h T . e c n e d n e p e d n i
e r a s e l p m a x e e h
T Puss i n Boots ,Story of t he Three Ltilte Pigs and The Three .f
f u r G s t a o G y ll i B .
3 Humorou sTales
. e s n e s n o n d n a n u f y ll a u s u s e ir o t s e h T . s e ir o t s y ll i s o t s g n o l e b s e l a t e s e h T
t a P a e P s ’t n a s a e P e h T s a h c u s s e l a t n a i s s u
R ch andTheFalcon undert he Hat .
. e s u o H e h t d n i M o t s a H o h W d n a b s u H e h T e l a t n a i g e w r o N .
4 ReailsitcSto ires
. d e t s i x e e v a h d l u o c o h w e l p o e p e v l o v n i d n a t o l p c it s il a e r s a h e l a t s i h T
e h T . d e v l o v n i c i g a m o n d n a n o it a r e g g a x e e lt ti l a s i e r e h
T example sare Blue
e
B ardandDickWhtiitngtonandHi sCa.t
.
5 Reilgiou sTales e s e h
T tale sarer elatedt o r eilgions ,gods ,p irests ,and alsohisto irc mriacle .
c it c a d i d d n a s u o r o m u h e b y a m s e ir o t s h c u S . r e w o p l a r u t a n r e p u s r
o Noah’ sArk
d n
a Jesu sChristandSaintsaret heexample soft hatt ale .s .
6 Romanitct ales
ir p m o c g n o l a s a h e l a t f o e p y t s i h
T sing many sub episode s(Arrakorn , 6
7 9
1 ,p.15) . tIs conten ti smore reailsitc .Character sin the story are rathe r y ti l a g e r n i e s o h t n a h t s e l y t s e fi l y r a n i d r o r i e h t f o e s u a c e b , e l p o e p n o m m o
c . eT h
core conten to fthe story i srelated to affeciton ,exasperaiton ,infatuaiton ,fea r e
r a s e l a t c it n a m o R . s e r u t n e v d a d n
a more senitmenta lthan a myth .The main t e g d n a s m e l b o r p g n i v l o s I s ll i k s d n a m o d s i w r i e h t w o h s o t e v a h s r e t c a r a h c
b h ti w s e l b u o rt h g u o r h
t ravery and paitence fo rsuccessfully conque irng thei r e
l p m a x E . s e i m e n e d n a s e l c a t s b
o oft hist alei sBeautyandt heBeas .t .
7 FariyTales
h c i h w n i y r o t s e h t f o h t g n e l e d u l c n i s e l a t y ri a f f o s c it s ir e t c a r a h c t n e n i m o r P
r o s n o it a u ti s g n it c il f n o c l a r e v e s e r a e r e h
t sub seciton .Mainconten toft he story o t n o m m o c n u e r a h c i h w , s e l c a ri m r o r e w o p l a r u t a n r e p u s s e v l o v n i y ll a u s u
. y r o t s e h t n i n o it a c o l e h t e t a c i d n i y lr a e l c t o n s e o d t i , y ll a m r o N . e fi l n a m u h
e s s o p r e t c a r a h c n i a m e h t ,s e d i s e
B sse sexrtaordinary atrtibute ssuch a scha irsma c
i g a m r
o t ha twould ifnallyovercomet heobstacle sandconque rallt heenemie s o
t s g n it i c x e s a h e l a t k l o f f o e p y t s i h T . g n i d n e y p p a h h ti
w ryproceedingwtihinan
f o s e l c a ri m d n a r e w o p l a r u t a n r e p u s m o r f s r e d n o w s n i a t n o c t a h t d lr o w y r a n i g a m i
h n o
n uman character ssuch a sgiants ,angel so rKing o fNaga .Cinderella ,The e
ti h W w o n S , y t u a e B g n i p e e l
S and Jack and t he Beanstalk are t he example so f
5 .
2 TheCharacteris itcso fFolktales
e r a s e l a t k l o
F “irch ora l histo ire s grounded in cu tlura l rtadiiton and lfie s
e c n e ir e p x
e ” (Samuel ,2005) .Camb irdge Dicitonary de ifne sfolktale a s“a story tha t ”
.s r a e y y n a m r e v o h c e e p s h g u o r h t n e r d li h c r i e h t o t n o d e s s a p e v a h s t n e r a
p Folktalesf rom
y rt n u o c r e h t o n a m o r f s e n o h ti w y r o t s e m a s e h t e v a h y a m y rt n u o c e n
o .Atlhoughf olktale s
( s c it s ir e t c a r a h c n o m m o c e m o s e r a e r e h t , s e r u tl u c t n e r e f fi d n i r a e p p a y a
m Zdybiewska ,
:) 4 0 0 2
.
1 Theeventsi nf olktale sares rtucturedchronologically. .
2 The plot sof t he story are predictable so t ha t ti i seasy t o gues swhat i scoming .t
x e n .
3 There aret ypica lset so fcharacters t ha tappear i n many t ale ssucha sa wtich ,a .
e c n ir p a d n a , s r e t s i s l e u r c , r e h t o m p e t s .
4 Thel anguageusedi ss imple. 5
7 9 1 ( s a m a k il l a
M ,pp.99-100 )ha ssumma irzed severa lmain characte irsitc so f .s
w o ll o f s a s e l a t k l o f
.
1 Folktalei st oldwtihordinarywords . tIi saprose ,no taverse .
2 Folktale shave been orally passed on fo rgeneraitons .Wtih developed w iritng , . h t u o m y b d l o t y l s u o i v e r p s e ir o t s e h t n o d e s a b n w o d n e tt ir w e b y a m s e l a t k l o f .
3 There i sno indicaiton o fthe o irgina lstory teller .I ti susually referred tha tthe d
l o t n e e b s a h y r o t
s f romt hei rprecedent swhowerei mpo tran tpersonsi nt hepast . ’ s r o h t u a e h t e t a c i d n i y lr a e l c h c i h w s e r u t a r e ti l y r a r o p m e t n o c m o r f s r e f fi d s i h T
r o h t u a e h t f o s e m a n h ti w s e l a t k l o f e h t n e v E . s e m a
n s ,sucha sG irmms ’Fariytales ,
. d e s o p m o c y l w e n t o n , s e l a t l a n i g ir o e h t n o d e s a b e r a s e ir o t s e h t t a h t r e f e r ll it s
6 .
2 TheI mportanceo fFolktalesi nLanguageTeaching
y ti l a n o s r e p d n a r e f s n a rt e g d e l w o n k n i e l o r t n a tr o p m i n a s a h e l a t k l o f A
a t I . t n e m p o l e v e
d lso ha spower t o i n lfuence person’ spercepiton ,atttiude ,behavio ,r and n a c h c i h w , y t e i c o s e h t s a l l e w s a e fi l s ’ n a m u h o t t n a tr o p m i s r o t c a f s r e h t o y n a
m be
( s w o ll o f s a d e d u l c n o
u g n a l n i s e l a t k l o f g n i s u f o s n o it a c if it s u j e m o s e r a e r e h
T ageclassrooms:
.
1 Folktale scan foste rlanguage learning by providing irch and va ired conten t (Zdybiewska ,2004) .Through r epeititvel anguage ,s t heycan f aclitiatel earning o f
s e l a t k l o f y n a m n I .s e r u t c u rt s l a c it a m m a r
g thereare se ire so fencounter swhen t he n i e l p m a x e r o F . n i a g a r e v o d n a r e v o d e s u e r a s e r u t c u rt s e g a u g n a l e m a
s Three
s g i P e lt ti
L ,each pig goes t hrough t he same expe irence and t he same dialogue i s
.s e m it e e r h t d e t a e p e r .
2 Folktale scontain universa lvalue sand plot s(Danandjaja ,1984 and Hanlon , 9
9
1 9) .Atlhough each cutlure ha s ti sparitcula rfolklore ,i t i sfascinaitng to e m o s e r a e r e h t t a h t e z i n g o c e
r resemblances among ce train folklore in dfiferen t “ . s e it e i c o
s Cinderella”i nGermanf olktaleand“BawangMerahBawangPuith”i n a h s e l a t k l o f n a i s e n o d n
I re simliar t heme so fa gri lwho i sbeing misrteated byhe r p
e t
s -mothe .rTherefore ,student scan develop t hei rc iritcal t hinkingbycompairng . s e ir o t s e s e h t n i s c it s ir e t c a r a h c r o s t n e v e , s e r u tl u c e s o h t g n it s a rt n o c d n a .
3 Folktales are enjoyable bu tmeaningful (Kononenko ,1998 and Hanlon ,1999) . y
e h
T represen thuman expe irence ,values ,and history ;thu si tcan provide both f o e s u a c e B . n o i s s u c s i d r e h tr u f r o f s e it i n u tr o p p o d n a t n e m n i a tr e t n
e ti suniversa l
y s a e t i d n if e l p o e p t s o m , s e u l a v d n a s t o l p r a li m i s ,s e u l a
v tor emembe rfolklore.
o t s r e n r a e l e g a r u o c n e n a c s e l a t k l o f f o e s u e h t t a h t w o h s s e g a t n a v d a e s e h T a s a t c a d n a , g n i k n i h t l a c it ir c r i e h t p o l e v e d , s s e c o r p g n i n r a e l e h t n i y l e v it c a e t a p i c it r a p .s r e n r a e l e g a u g n a l e h t g n o m a s s e n e r a w a l a r u tl u c g n i s u o r a r o f e g d ir b h t g n i k a e p S g n i h c a e T f o n o it a c il p p A e h T 7 .
2 roughFolktalesi nt heClassroom
, e r o f e b d e s s u c s i d e v a h e w s A . d e t a c il p m o c e r a g n i k a e p s g n i n r a e l d n a g n i h c a e T , y c n e u lf e r a y e h T . s t n e d u t s e h t y b d e r e t s a m e b d l u o h s t a h t s t n e n o p m o c e m o s e r a e r e h t o c d n a y c a r u c c
a ntent .Therefore , fit he t eacher i sno table t o moitvate and create a good . d e t a rt s u r f t e g l li w s t n e d u t s e h t , m o o r s s a l c e h t n i e r e h p s o m t
a Fu trhe ,ri nordert oi mprove
h ti w s l a e d t I . n o it a s r e v n o c a n i n o s r e p e n
o uninterrupted ora lpresentaiton done by on d n a n w o r B , t x e N . h c e e p s g n ir e v il e d r o , g n i h t e m o s g n i b ir c s e d , g n il l e t y r o t s s a h c u s n o s r e p
6 2 : 3 8 9 1 ( e l u
Y -35 )explain tha tdialogue include sboth interacitona land rtansacitona l t
a h t s n a e m t I . s n o it c n u
f student sspeak through mutua lparitcipaiton .Fo rexample ,the s t n e d u t s e h t , y ti v it c a g n i k a e p s e h t n I . w e i v r e t n i n i e t a p i c it r a p r o s ri a p n i k l a t s t n e d u t s
g n i k a e p s r i e h t p o l e v e d o t e g a u g n a l t e g r a t e h t f o n r e tt a p e g a u g n a l e h t e c n e ir e p x e o t d e e n
. y ti li b a
r a e s e r s i h t n
I ch,f olktale sareusedi n t eachingspeakingbecauseoft hesrtengthi n .
e g a u g n a l t e g r a t e h t g n i h c a e
t The procedure sof t eaching speaking by using folktale sin d
e d i v i d h c r a e s e r s i h
t i ntot hrees tagest heyare: .
1 Pres peaking n i s e it i v it c a e h
T theses tages : are .
a Givingt het opict ot hes tudents. .
b T lle ingt hes tudentsaboutf olktales. .
c Showingt hes tudentst heexampleoff olktale .s .
2 Whlists peaking
e g a t s s i h t n i s e it i v it c a e h
T are:
.
a Dividingt heclassi nto5groups ,eachgroupconsistso f5s tudent .s .
b Givingt hef olktalest oeachgroup. .
c Askingt hes tudentst or eadt hef olktale .s .
d Ones tuden to feachgroupsr etellt hes toryi nf ron toft heclass. .
e Anothe rstudentf rom anothe rgroup asks some quesitons a tfert hey heard t he y
r o t s .
.f Anothers tudentf romthesamegroupanswerst hequesitons. .
3 Posts peaking
: e r a e g a t s s i h t n i s e it i v it c a e h T
.
a Askings omequesitonst oeachgroupr elatedt ot hef olktale .s .
b Askingeachgroupt ot ellt heconclusionoft hes tory.
i , e r o f e r e h T . d e t a c il p m o c e r a g n i k a e p s g n i n r a e l d n a g n i h c a e t , n o i s u l c n o c n
I ti s
r e h c a e t e h t e t a ti li c a f d n a g n i k a e p s g n i n r a e l n i s t n e d u t s e h t e s a e n a c s e l a t k l o f t a h t d e t c e p x e
8 .
2 Ac itonHypotheses
h t , m e l b o r p h c r a e s e r e h t d n a w e i v e r e r u t a r e ti l e h t n o d e s a
B ehypothese sof t hi s
r a e s e
r chweref ormulatedasf ollow : .
1 The use o ffolktale sin teaching English can improve clas sI ISocia l2 students ’ y
ti li b a g n i k a e p
s a tSMANeger iTempehi nt he2011/2012academicyear. .
2 The use o ffolktale sin teaching English can improve clas sI ISocia l2 students ’ .r
S D O H T E M H C R A E S E R . I I I
r e v o c y e h T . h c r a e s e r e h t n i d e il p p a s d o h t e m h c r a e s e r e h t s t n e s e r p r e t p a h c s i h T
h c r a e s e r , n g i s e d h c r a e s e
r area determinaiton , research subje ct determinaiton, data s
d o h t e m n o it c e ll o
c ,andr esearchprocedure .s
1 .
3 ResearchDesign
u a c e b y d u t s s i h t r o f n e s o h c s a w n g i s e d ) R A C ( h c r a e s e R n o it c A m o o r s s a l C e h
T se
R A C e h t f o e n
o objecitves is to improve the curren tclas scondiiton o rto increase the ti
l a u
q y o fanyeducaitona lmatters .CAR t ell sabou thow t he t eacher sand t he researche r n r a e l d n a s s e c o r p g n i n r a e l g n i h c a e t ri e h t f o n o it c a l a c it c a r p e h t e z i n a g r o y l e v it a r o b a ll o c
o n o jr a h u S ( s e c n e ir e p x e n w o r i e h t m o r
f ,2007:57) . They could rty to apply some n
h c e
t ique so rmethods t o i mprove or t o i ncrease t he qualtiyo fany educaitona lmatters . g n i k a e p s f o d l e if e h t n i m e l b o r p ’ s t n e d u t s e h t e m o c r e v o o t d e d n e t n i s a w R A C s u h T
e h t s a s e l a t k l o f g n i s u y b y ti li b a g n i k a e p s ’ s t n e d u t s e h t e v o r p m i o t d e d n e t n i s a w r o y ti li b a
. a i d e m
a r o b a ll o c d e t c u d n o c s a w R A C e h
T itvely wtih t he Engilsh t eacher i n ifnding t he , n o it a v r e s b o g n i o d , n o it c a e h t t u o g n i y r r a c , n o it c a e h t g n i n n a l p , m e l b o r p h c r a e s e r
. n o it c e lf e r g n i o d d n a a t a d g n it c e ll o
c Thi sCAR i s used by using cycle mode,l i n which a
e ch cycle cover sfou rstage so facitviite snamely ,identfiying problems ,implemenitng o
it c e lf e r e h t g n i o d n o it a u l a v e d n a n o it a v r e s b o , s n o it c a e h
t noft heacitons .Eachcyclewa s
r e tf a g n it e e m d ri h t e h t n i e n o d s a w t s e t g n i k a e p s e h t d n a s g n it e e m o w t n i e n o
d theaciton s
f o e r o c s n a e m t e g r a t e h t e v e i h c a t o n d l u o c e g a r e v a t s e t g n i k a e p s ’ s t n e d u t s e h t fI . n e v i g
e h
t research,t heacitoni sconitnuedt oCycle2 .Ont hecon rtary ,fit hestudents ’speaking o
e r o c s n a e m t e g r a t e h t e v e i h c a d l u o c e r o c s e g a r e v a t s e
t fthis research ,the aciton wa s
h t f o n g i s e d e h
T i sclassroom aciton research was illus rtated in the following :
m a r g a i d
h c r a e s e R n o it c A m o o r s s a l C f o l e d o M e h T
, 0 8 9 1 , n i w e L m o r f d e t p a d A
( inElilot ,1991:70)
e s a
B dont her esearchdesignabove,t heprocedure swereasf ollows: .
1 Interviewingt he Engilsh t eacher f o r ifndingout t heproblem i nt eachingEngilsh and .
h s il g n E g n i n r a e l h ti w m e l b o r p ’ s t n e d u t s .
2 Findingoutt heclas swhichhadproblem swtihs peaking. .
3 Planningt heacitonbyconsrtucitngt hel essonplansf ort hef ris tcycle ( meeitng1 and .r
e h c a e t e h t h ti w y l e v it a r o b a ll o c ) 2 g n it e e m .
4 Implemenitngt hef ris tacitoncycle t(eachings peakingbyusingf olktales) y
d u t s y r a n i m il e r P
w e i v r e t n I
g n i d n if t c a F
d i m e l b o r p l a it i n
I enit ifcaiton
g n i n n a l P
x Consrtucitngl essonplans
x Prepa irng the tes t and the r
e w s n a y e k
x Prepa irng the observaiton w e i v r e t n i e h t d n a t s il k c e h c
e d i u g
e m o s g n i s i v e R
y r a s s e c e n
e h t( s t c e p s a
) 1 e l c y c n i n o it c a
s tl u s e r t s e t e h t fI
e v e i h c a t o n d i d
n a e m t e g r a t e h t
e l c y c e r o c s
it n o
c nued
g n it c A
g n i h c a e T
g n i s u g n i k a e p s
s e l a t k l o f
g n i v r e s b O
g n it c e lf e R
d n a s i s y l a n A
n o it c e lf e r
d e p p o t s e l c y C
tl u s e r e h t g n it r o p e
.
5 Observing t he classroom acitvi ite sw
