Page 124 - E-Modul Pembelajaran Bahasa Inggris SD

hear everything loudly and clearly. The teacher’s voice should be pleasant, intimate,
smooth, low-pitched, varied if possible for different characters since all this will

add to the emotional impact of the story. Telling or reading the story the teacher
might like to see if the learners understand the language of the story. S/he can just

stop for a moment and ask pupils what is going to happen next. This way the teacher

checks their understanding and makes them thinking about the narration.
When telling or reading the story has already finished, it’s time for teacher

not to relax but to offer the children some very important activities. It was said that
one of the most considerable quality of stories in learning process is that they are

real fun for young learners. The teacher can ask the children yes/no or wh-questions.

The young learners also may be asked to decide if some statements are true or false.
Very useful for a comprehension check are the matching activities; for example

“matching characters with phrases they have said, things they have done or qualities
they possess”

These pre, while and post- storytelling activities, mention above (and there

are much more others possible to use), help the children to understand the story
fully, to gain more confidence in used English vocabulary and grammar structures,

to become completely aware with the main points of what was told or read from the
teacher and this way to be able to retell it; after precise re-construction in their

minds. Students even are encouraged to create their own stories. This way the used
in the lesson story really is a bridge, connecting language study and language use

and is a source of confidence in understanding and speaking English – something

that without doubt will be very useful for the students in their lives outside the
classroom.

B. Stories and Themes as Holistic Approaches to Language Teaching and

Learning

Stories and themes are placed together in this chapter because they present
holistic approaches to language teaching and learning that place a high premium on

children‘s involvement with rich, authentic uses of foreign language. Themes begin
from an overarching topic or idea that can branch out in many different directions,

allowing children to pursue personal through the foreign language.

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