Overcoming The Difficulties in Telling Stories in English Language For Children of 3 Years Old At Bunny Class in Bintang Mulia Preschool.

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i Maranatha Christian University

ABSTRACT

Berdasarkan pengalaman magang di sekolah Bintang Mulia sebagai asisten guru di Bunny class, saya memutuskan untuk membahas mengenai kesulitan saya dalam bercerita menggunakan bahasa Inggris kepada anak-anak umur 3 tahun. Oleh karena itu Tugas Akhir ini membahas berbagai penyebab, dampak masalah, dan beberapa solusi yang saya dapatkan dari studi pustaka dan pengalaman magang saya.

Ada beberapa penyebab dari masalah tersebut. Pertama adalah saya tidak memiliki pengalaman dalam bercerita menggunakan bahasa Inggris kepada anak-anak. Kedua, saya tidak mengetahui bagaimana bercerita menggunakan bahasa Inggris secara efektif. Ketiga, saya tidak

menggunakan intonasi, ekspresi wajah, dan gerakan pada saat bercerita. Hal ini berdampak pada saya yaitu saya menjadi sedih karena anak-anak tidak memperhatikan saya. Kedua, situasi kelas yang menjadi ribut pada saat saya bercerita. Ketiga, anak-anak tidak mengerti cerita tersebut. Selain itu, saya juga menganalisa beberapa pilihan solusi yang sesuai dengan permasalahan saya. Solusi-solusi tersebut juga disertai dengan beberapa dampak positif dan dampak negatif.

Solusi yang tepat untuk memecahkan masalah yang terjadi pada saat saya bercerita di Bunny class adalah saya belajar bagaimana bercerita dalam bahasa Inggris dengan membaca buku dan membaca artikel di internet. Selain itu, saya melakukan observasi saat mengamati guru yang

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iv Maranatha Christian University

APPENDIX

A. FLOWCHART

Causes:

1. I do not have any experience in telling stories in English to children.

2. I do not know how to tell English stories to children effectively.

3. I am not using intonation, facial expression, and movement during story telling.

Problem:

I had difficulties in telling stories in English language for children of 3 years old at Bunny class in Bintang Mulia preschool.

Effects:

1. I feel upset when the children do not paying attention to me

2. The class becomes noisy when I am telling a story

3. The children do not understand the story.

Potential Solution I

I observe the other teacher who often tells stories to children and I practise for several times Potential Negative effect

1. It takes time for me to observe the teacher when she is telling the story

Potential Positive effects

1. I learn how to tell the story in an interesting way.

2. I know some characteristics of the children.

Potential Solution II

I learn how to tell English stories to children by reading books and articles from online resources.

Potential Negative effect

1. It takes time to read books and read from online resources

Potential Positive effect

1. I learn how to deliver the story effectively to children.

Potential Negative effect

1. Some children will be noisy

Potential Solution III

I use facial expression, some movements and intonations during telling story

1. The children will understand the meaning of the story

Potential Solution IV

I have to retell the story Potential Negative effect

1. The children might become bored to listen to the story several times.

1. Some children can understand the story

Chosen solutions

1. I learn how to tell English stories for children by reading books and internet

2. I observe the other teacher who often tells story to children and I practise for several times

3. I use facial expression, intonation, and some movements during telling story

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1 Maranatha Christian University

CHAPTER I

INTRODUCTION

A. Background of the Study

This term paper discusses the use of story telling in teaching English to children. Story telling to children is a significant part in teaching English. Wright believes that “Telling and reading stories to children is a central part of classroom life” (par.1). Therefore, story telling makes children and teacher have interactions in the class.

Using storytelling for teaching English to children is important for several reasons. First, story telling can help the children to use their imagination and also they can understand what the stories are about. Burgees explains that, “Storytelling allows your child to create images in his or her imagination. Your child can vividly transport himself or herself inside the story, becoming the character - or at least picturing the

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aged 0-5 years old can quickly respond to what they hear or see.

According to Child Psychology it is stated that, during “the “golden age”,

children’s brain develops very rapidly, so any information will be absorbed,

regardless of good or bad”. (par.2). Therefore in this age, the children can

respond and understand quickly by listening to the story in the class. In terms of story telling, I have had some experiences in teaching children using stories when I did an internship in Bintang Mulia preschool. In this school, I did my internship program from 14th July 2010 to 24th September 2010 as a teacher assistant in Bunny class. This class has 18 children and their average age is 3 years old. When I was teaching them, I had some difficulties in telling the stories in English to children. I could not make the children enjoy the story telling. For example, after I asked them to sit down on the carpet to listen to the stories, 5 minutes later the

children became noisy and many of them played with their friends. In this case, I became sad and shy because they did not pay attention to me. I realize that I have difficulties in telling stories to teach English to the children.

Therefore, in this term paper I would like to analyze how to overcome the difficulties in telling stories to children in Bunny class. Besides, I will find out the solutions how to improve story telling to children.

B. Identification of the Problem

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1. Why did I have difficulties in telling story in English language for children of 3 years old at Bunny class in Bintang Mulia preschool? 2. How can I improve my skill to deliver story telling to children of 3

years old at Bunny class in Bintang Mulia preschool?

C. Objectives and Benefits of the Study

The objectives of the study are to find out the causes of having difficulties in telling the stories to children in Bunny class and then to analyze some possible solutions to solve the problem of telling story in Bunny class.

By writing this term paper, there are some benefits for the institution, for the readers, and for me. For the institution, I want to help some teachers who have difficulty when doing story telling to children. Therefore, this term paper can help them to get some insights when doing story telling to

children. Moreover, I share my experience to make the readers know some important tips or ways to deliver an interesting story telling.

Furthermore, by writing this term paper, I want to share my experience to the readers and in the future if I work as a teacher I can apply the solutions and know how to tell the stories better.

D. Description of the Institution

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Learning” which includes indoor or outdoor activities such as music,

computers, and field trips. Bintang Kecil Kindergarten officially changed its name to Bintang Mulia Kindergarten in December 2009. Bintang Mulia kindergarten program to educate children to become healthy, smart, tough, independent, happy for learning and have characters and faith. The vision of Bintang Mulia Kindergarten is to provide education based on Christian views that are holistic, integrated, and transformative, supported by professional human resources and the latest facilities. The mission is becoming a Christian institution that prioritizes faith, integrity and

knowledge.

E. Method of the Study

Based on my observation and teaching experience, I choose to analyze a problem in telling stories to children as the topic of my term paper. I gather the data from library research, online publications and the internship journal. I use the data to analyze the problem and find the solutions. The subjects of the research are I myself, as the teacher assistant, and 18 children in Bunny class. I collect the data when I do my internship for about two months in Bintang Mulia preschool and also become a teacher assistant in Bunny class.

F. Limitation of the Study

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Mulia preschool. In the class there are 18 children. My observation was done during my internship program from 14th July 2010 until 24th September 2010.

G. Organization of the Term Paper

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15_{Marantha Christian University}

CHAPTER IV

CONCLUSION

Before presenting the best solutions to solve the problem, I would like to explain the summary of the previous chapters. The problem is I had

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16_{Marantha Christian University} from online resources. Third, I use facial expression, intonation, and some movement during story telling to make them enjoy the story. Fourth, I have to retell the story to the children to make them understand the story.

After having discussed the analysis in the previous chapter, I would like to present the best solution to solve the problem. The solutions are the

combination of all four potential solutions. I will start by reading books and articles from online resources to learn how to tell the story to children such as having activity before, during and finish the story telling. After reading those sources, I also have to observe the other teacher who often tells story to children to know how they tell story to children. According to Casson, to be a better teacher, one should observe the other teacher who has experience in teaching (par.1). Doing observations helps me to know some characteristics of the children. Moreover, practising for several times before telling story makes me ready to deliver the story to children so that I will not feel nervous to tell the story. While practicing, I can learn expressions, intonations, and some movements for telling story. Therefore, I can make the story interesting for the children. Furthermore, in order to check whether the children

understand the story, I have to retell the story.

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17_{Marantha Christian University} believe that retelling the story is important because the children will

remember the story well.

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Maranatha Christian University

BIBLIOGRAPHY

Printed Sources

Slattery, Marry, and Jane Willis. English for Primary Teachers. New York: Oxford University Press, 2005.

Wright, Andrew. Storytelling with Children. New York: Oxford University Press, 2002.

Electronic Sources

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Burgess, Kristen. “The Benefit of Storytelling.” 31 March 2010. Ezine articles.

2010. 4 Sept. 2010

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Maranatha Christian University

Casson, Kathleen. “Observing other teachers.” Learn NC. 21 Sept. 2010

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