Learning Through Stories

By :
Dede Wahyu (13222)
Rina Anggraeni (13221082)
Salma Nurkholiza (13221025)
Ulfa Naima (13222005)
The contents that will be discussed in this
chapter :
1. Stories & Themes as a Holistic
Approaches to Teaching and Learning
2. The Discourse Organization of Stories
3. Language Use in Stories
4. Quality in Stories
5. Choosing Stories to Promote Language
Learning
6. Ways of Using a Story
7. Developing Tasks Around a Story
 Stories & Themes as a Holistic Approaches to
Teaching and Learning
Stories facilitate teacher to bring
children to their imaginary world,
language that is created based on the
level of difficulties

Meanwhile theme can be started from

a main topic that then branched out in
many different directions so that
children can pursue their personal
interest through foreign language

Stories can make the world be

brought into the classroom
Stories & Themes as a Holistic Approaches to
Teaching and Learning

Teacher decides the content that

accessible to learners and to
construct activities that offer
language learning opportunities

Skills and language knowledge of

a text book writers are needed

Stories are frequently claimed to

bring many benefits to young
learners classrooms, including
language development
 The Discourse
Organization of Stories
Events happen in different
Events happen in different
points in time
Their thematic structure
changes over the time

Prototypical Features
of Stories
An opening
Introduction of characters
Description of the setting
Introduction of a problem
A series of events that leads to :
The resolution of the
problem
The closing
A moral
Language Use in Stories

Parallelism (pattern of predictability + surprise,

or repetition + change)
Rich vocabulary
Alliteration (words that have same initial
consonant)
Contrast (in character, action, setting)
Metaphor
Intertextuality (making reference within one
text to aspects of other texts that have become
part of shares cultural knowledge)
 Quality in Stories

A good story :
Have characters and a plot that engage
children
Have artwork that helps telling the story
Have a satisfying closure
 Choosing Stories to Promote
Language Learning

Real books or specially written ones?

Will the content engage the learners?

Are the values and attitudes embodied in the story

acceptable?

How is the discourse organized?

What is the balance of dialogue and narrative?

How is language used?

What new language is used?

 Ways of Using a Story

Evaluating the language learning

Preparation
opportunities of the story activity :
Language learning tasks usingBrainstorming
the story
Core activity :
vocabulary
Reading the
Follow-up
story
activity :
Vocabulary
learning
Developing Tasks Around a
Story

Listening Skills
Discourse SkillsActing role
Retelling the
Usingstory
the discourse of the
story in other contexts
Using situations from the
story as starting point
Focused Reading Skills Practice
 SUMMARY
We have seen in this chapter some of the
considerations facing teachers in choosing and
using stories for language learning. We
suggested that teachers should critically
evaluate the quality and the language learning
potential of stories before using them in the
classroom. This requires close attention to the
discourse organization, the use of language, and
the quality of the story.
THE
END