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develop students’ communicative competence. The students should not learn how
to use the language in communication only after they have learned to master its
structure in drills and other mechanical exercises. The students should be given
the opportunity to use their skills even before they have completely mastered
them. They should focus on the messages, not on the form of their utterance.
Through interactions students can increase their language store as they listen to
or read authentic linguistic material, or even the output of the other students in
discussions, skills, joint problem solving task, or dialogue journals. The students
can use all those posses of the language in real life exchanges, which express
the main stress. Students faced with certain situation, where they must express
what they think, what they feel and what they must do.
changing attitudes towards this sector of teaching. The teacher is now viewed as
The term 'young learners' in the network covers a wide age range; 4-18
years of age, and most problems encountered by teachers are due to a lack of
spans and motor skills such as drawing and cutting, as well as social and
teaching young learners aged seven years and over. It examines the educational
language aims. For example, theme-based approach for the task content and
includes stories, rhymes, songs, practical tasks and language tasks. Methodology
and classroom practice issues are related to festivals, animals, storytelling and
measuring.
storytellers. The earliest forms of storytelling are thought to have been primarily
input that serves as the basis for language acquisition and enables learners to
most frequently. It has been estimated that adults spend almost half their
communication time listening, and students may receive as much as 90% of their
however, language learners do not recognize the level of effort that goes into
engages in making meaning. It is therefore our duty as teachers to ensure that the
materials we use are comprehensible to our young learners, as well as within the
range of what they are developmentally ready for. Listening is also hard work. So
tend to be less motivated than other age groups; they can have low 'world'
awareness and can be unpredictable. Often they don't want to be in the class.
However, they can also be the most rewarding, fun and liveliest students we will
ever teach. However, as an English teacher must help the students surmount their
teaching listening, the teacher can give many interesting ways to learn. In this
case, the writer wants to observe about the implementation of teaching English
storybook.
B. Previous Study
There are some researchers who have the related study with this. The first
Suprastowo (2006). The result of the research is divided into three main sections.
First, CLT is a method that is suitable to conduct teaching listening. Second, the
use of CLT method can make students active in the classroom. The last, the use
of CLT can help the students’ master English language especially listening skill.
the research are, first, the implementation of teaching listening is still done
In this research, the writer is going to do the similar research; however the
writer specifies the research in other media that is teaching listening using
C. Problem Statement
problem as follows:
3. What are the strategies used by the teacher to solve the problem faced
In this research, the writer has limitation the study to make the research
easier. In senior high school, there are many ways to teach. But the writer
focused on the effectiveness of teaching listening using storybook to the first year
Based on the problem statement, the writer has some objectives of the
Kalibeber Wonosobo.
2. To describe some problem faced by the teacher when she taught English
3. To describe what are the strategies used by the teacher to solve the problem
1. Academically
2. Practically
The writer hopes this research will add the input about the
G. Underlying Theory
that happens because of what a speaker says the listener has a crucial part to
2. Kinds of Listening
b. Intensive Listening
Hammer also stated that intensive listening is the live listening, where the
1) Reading aloud
Teacher reading aloud the written text or they can also read or act out
2) Story-telling
Teacher gives a story and asked the students to predict the meaning or
3) Interviews
is the live interview, where the students able to make the question a
4) Conversation
playing.
3. Teaching Listening
through which children, young people and adults gain a large position of their
learn how to do something, giving instruction, guiding in the study. The goal
of teaching is to bring about the desirable learning in the pupils. The teacher
must know:
extremes, either by being concerned too much with theories without thinking
playing the tape recorder and asking some questions to the students. It is
and phrases)
listening tasks
In teaching listening, these are two problems. They are the problem of
1) teaching media
2) the material
3) managing time
4) motivation of student
1) background knowledge
2) motivation
3) inability to concentrate
4) problem of interpretation
5) limited vocabulary
6) self esteem
There are some media for teaching listening. The teacher can use the
authentic material and situation for teaching listening, such as radio and
The other media for teaching listening are video, music, storybook, textbook,
etc.
6. Storybook
Storybook derives its name from the stories that are booked. Story is
clearly different from the novel that actually has the same plot, setting and the
flow of thinking.
Children have an innate love of stories. Stories create magic and a sense
of wonder at the world. Stories teach us about life, about ourselves and about
respect and appreciation for other cultures, and can promote a positive
through voice and gestures oral telling tends to use much simpler language.
Sentences are generally shorter. With oral telling, we usually repeat things
more redundancy, especially the students are having difficulty to follow the
story. Children love to hear the language of storybooks. This language can
enhance the oral English they have been using in the classroom. The pictures
and the expression help children to understand the vocabulary and the story.
Children can see and hear the English they have learned come alive through
storybook characters.
must succeed in listening. Rost (1994: 142) states that the skills of listening
a. Stories are motivating and fun. They can help develop positive
attitudes towards foreign language learning. They can create a
desire to continue learning.
b.Stories exercise the imagination. Children can become
personally involved in a story as they identify with the characters
and try to interpret the narrative and illustrations. This
imaginative experience helps develop they own creative power.
c. Listening to story in class is shared social experience.
Storytelling provokes a shared response of laughter, sadness,
excitement, which is not only enjoyable and encourage social and
emotional development.
d.Children enjoy listening to stories over and over again. Many
stories also contain natural repetition of key vocabularies and
structures.
e. Listening to stories allows the teacher to introduce or revise new
vocabulary and sentences structure.
f. Stories create opportunities for developing continuity in
children’s learning since they can be chosen to consolidate
learning in school subject across the curriculum. Listening to
stories should be part of growing up for every child.
g.Listening to stories develops the child’s listening and
concentrating skills via visual clues. For examples are pictures
and illustrations.
h. Le
arning English through stories can lay the foundations for
secondary school in terms of basic language functions and
structures, vocabulary and language learning skill.
Based on Burns and Broman (1995: 73), young children enjoy listening
understand. Below are the criteria for selecting the story that appeal to young
1. Type of Research
teaching, a process that allows them to learn about their own instructional
find out what works best for him or herself in each particular teaching
The subject of the study is the first year students of MAN Kalibeber
Wonosobo and the English teacher of first year students of MAN Kalibeber
Wonosobo.
4. Source of Data
teaching English listening process committed by the teacher and the students
and other source such as books, lesson plan, teaching listening process.
collecting and analyzing data, and using and sharing results. Action research
2. Giving the appropriate materials for the teacher (lesson plan, teaching
Kalibeber Wonosobo.
4. Analyzing the problem faced by the teacher when she taught English
CHAPTER I : INTRODUCTION
B. Problem of Statement
A. Previous Study
C. Kinds of Listening
D. Teaching Listening
G. Storybook
A. Type of Research
D. Source of Data
AND DISCUSSION
Wonosobo
1. Instructional Design
2. Classroom Management
3. The Procedure
C. Discussion
A. Conclusion
B. Suggestion
BIBLIOGRAPHY
Brown, G & Yule, G. 1983. Teaching the Spoken Language. Cambridge: Cambridge
University Press
Burns, Paul, et al. 1975. The Language Arts in Childhood Education. Chicago: Rand.
Mc Nally
Ellis, G. and Brewster, J. 1991. The Storytelling Handbook: A guide for Primary
Teacher of English. Hamondswath: Penguin book
http://www.longman.com/young_learners/teachers/teaching-tips/story.html
Acceseed on March 20, 2007 at 02.25 PM.
http://www.teachingenglish.org.uk/think/methodology/manage_young.shtml
Accessed on June 16, 2007 at 03.07 PM