Stories inside of Language Classroom: A Way to Developing and Understanding

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Story, a thing that not only talks about good versus bad, the most powerful life changer of someone, and the important part inside them is they are the admonisher. Story never stops to make us happy, sad, angry, amazed or imagine about every word or every event that happens inside of them. Now let me tell some of my experience about how stories help me to understand English and many aspects of life.

Ten years ago, when I still continue my study at elementary school, I including hardship student to develop English language. I got difficult to finish my homework about English, cannot control myself when trying to practice English in class until on public, everything become worse when my teacher complicate and not much help me to understand English. Starting from here, I decided to use another way to learn English.

At this point, I am trying to understand English with many methods, beginning from music, movies to the primary helper, stories. At the first phase, I using stories as a mood maker, made the study situation become friendly and enjoyable by read them, at the second phase, stories as private teacher, I begin to learn some new word, conjunction, and another element inside of English and trying to repeat them, and the last phase is stories as a reminder, every story always have a meaning or life lesson that can motivate or giving power for the reader, some story like the mouse and the lion, turtle versus rabbit, or three little piggies have different life lesson that can motivate the reader to be them self, cannot live alone, teamwork can made something impossible be possible and many more.

Story becomes something important, not only as a moodmaker, but story can become a character builder. Arıkan (2005, p. 33) states the story is simple, funny, but meaningful . The story of The Farmer and The Well teaches us that we must be a good person and never cheat. This story shows the farmer's neighbors selling a well to the farmer but he did not allow the farmer to take the water from there, it is simple but educate.

Talking about using stories inside of a language classroom, I want to show one of my ideas for that. I call my idea a DRAFT DAY, I choose the middle group of learners (adolescents) as the target. State by Hammer (2007) this learner group trying to understand what they learn, have a good concentration level, until they are adaptive with every method inside of studying and practicing language.

At draft day, students will choose what type of story that they will bring, the type of story is local story or classic story. 

the subtype will be like:

1. fairy tale 

2. fable 

3. myth

4. the other again

Coming from a handout booklet by British Council with the title “learning English through short stories” all of that aspect includes the scoring and evaluation system that will help students to develop themselves.

On the execution day, students will begin to present their story based on the type and subtype that they got at the Draft Day. Here, every aspect will be a focus point to see and get the data or understanding about the level and condition of the student when they bring a story. Teachers have a sheet that they will fill with scores, personal evaluation, and other aspects.

At the end of the performance, the teacher would be giving some review about the student's performance as long he/she bring the story, another student as audience will giving their opinion as part of joint repair and support system for the student, so they will trying again and again to develop their ability at bring a story.

That is all about stories inside of a language classroom. For the final statement, I want to tell that the story is not about how powerful the character, how sad the story is, but the important thing is what we can get or what we can learn after reading it.

Refrence:

- Harmer, J. 4. Practice Culturally Responsive Teaching. (2007). The Practice of English Language Teaching (4th Ed.), 37–39.  https://doi.org/10.4324/9780203081907-12  

- Language Arts Professional Development for Teachers Learning English through Short Stories. (2009). Learning English through Short Stories (1st ed., Vol. 1). British Council.

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng edu/short_stories_2009-10.pdf

- Arikan, A. (2005). An Evaluation of Literature Component of Hacettepe University English Language Teaching Department. Hacettepe Üniversitesi Eǧitim Fakültesi Dergisi, 29, 40-49

 

Name: Galang Raihan Siraj

Class: 195110500111024/ (B)

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