LEARNING THROUGH STORIES

By :

Siska Novia 171220091

Theofany Sabtiandy R. 171220098

STUDY PROGRAM ENGLISH EDUCATION

LANGUAGE AND LITERATURE DEPARTMENT
STKIP-PGRI
BANDAR LAMPUNG
2018
 FOREWORD

First of all thank to almighty god Allah SWT because by His grace we can finish this
paper about "Learning through Stories" well, although still many flaws in it. And also
we thank to Sir Akhmad Sutiyono, S.Pd., M.Pd. as the lecturer of Teaching English for
Chidren that has given this task to us.
We really hope this paper can be useful in order to increase our insight and knowledge
of Learning Stories. We are also fully aware that in this paper there is a shortage and is
far from perfect. Therefore, we expect criticism and suggestions for the improvement of
the papers we will make in the future.
Hopefully this simple paper can be understood for anyone who reads it. If the paper we
have put together can be useful for both ourselves and those who read it. Previously we
apologize if there are any errors of words that are less favorable and we ask for
constructive criticism and suggestions from you for the improvement of this paper in the
future.

Bandar Lampung, April 4th, 2020

Authors

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 TABLE OF CONTENTS

Foreword ii
Table of Contents iii
Chapter I Introduction 1
1.1 Background 1
1.2 Problem Formulation 1
1.3 Objectives of Writing 1
1.4 Advantages 1
Chapter II Discussion 2
2.1 Definition of Speech Organs 2
2.2 Respiratory System 2
2.3 Phonatory System 3
2.4 Articulatory System 7

BAB III Closing 12

3.1 Conclusion 12
3.2 Advice 12
References 13

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 CHAPTER I
INTRODUCTION

1.1 Background

The use of stories in language education is well attested. Stories may also be used
across the curriculum to teach content subjects. Life itself is full of stories: stories
told to inform, entertain, appreciate, stories about happiness, sadness and many
more. This has inspired me to become interested in using stories as a tool in
teaching and learning. I believe stories can be a powerful tool if used effectively
across the curriculum. I believe that stories can be used in developing language.

1.2 Problem Formulation

1. What are stories and themes in Learning throung Stories?

2. How is the discourse organisation of stories in Leaming through Stories?
3. How is language use in stories?
4. Is quality in stories important?
5. How to choose stories to promote language learning?
6. How are the ways of using a story?
7. How to develop tasks around a story?

1.3 Objectives of Writing

1. To know what stories and themes in Learning throung Stories are

2. To know the discourse organisation of stories in Leaming through Stories
3. To know the language use in stories
4. To know the quality in stories
5. To know how to choose stories to promote language learning
6. To know the ways of using stories
7. To know how to develop a task around a story

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1.4 Advantage

This paper is expected to add insight and references related to Learning through
stories.

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 CHAPTER II
DISCUSSION

2.1 Stories and Themes

Stories and themes are placed together because they represent holistic approaches
to language teaching and learning that place involvement with rich, authentic uses
of the foreign language. Stories offer a whole imaginary world, created by
language, that children can enter and enjoy, learning language overaching topics
or ideas that can branch out in many different directions, allowing chiodren to
pursue personal interests through the foreign language. Stories bring into the
classroom texts that originate in the world outside the school; themes organize
content and activity around ideas or topics that are broader than the organizing
ideas in most day to day classroom language learning, and that might be found
structuring high premium events on children as they go. Themes begin from
outside the classroom such as television documentaries or community projects.
In continuing to develop leaming-centered perspectives to teaching foreign
languages to children, I will emphasize the need for teachers to plan classroom
work with clear language learning goals in mind. Stories are frequently claimed
to bring many benefits to classrooms, to learners including young language
development (Wright 1997; Garvie 1990). The Power is attributed to stories,
which sometimes seems to move towards the mystical and magical, is probably
generated by their links into poetics and literature in one direction and to the
warmth of early childhood experiences in another. Stories can be served as
metaphors for society or for our deepest psychology (Bettleheim 1976), and
parent-child story reading can be rich and intimate events that contrast sharply
with the linear aridity of syllabuses and some course books (Garton and Pratt
1998). However, classrooms are not family sitting rooms, teachers are not their
pupils' parents, and many of the texts in books are found in schools are not poetic,
meaningful stories that will instantly capture children's imagination. I suggest that
we can best serve young learners by adopting a critical stance to the use of stories,
aiming to clarify the qualities of good stories for the language classrooms.

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Children participate in many literacy events outside school that involve texts that
are not stories, and that combine text and visuals in varied and dynamic ways. We
look first at what we mean by stories, differentiating stories from other kinds of
context in terms of what they contain and how they are composed. We examine
quality stories, and how we can discriminate good stories from less good ones.
We then move to what makes a story useful for foreign language learning.

2.2 The Discourse Organization of Stories in Language Learning

Story telling is an oral activity, and stories have the shapes they do because they
are designed to be listened to and, in many situations, participated in. The first,
obvious, key organizing feature of stories is that events happen at different points
in time; they occur in a temporal sequences. The other key organizing feature of
the story is their thematic structure i.e. there is some central interest factor
(theme) that changes over the timesale of the story: difficulties or evil are
overcome, or a major event is survived. Very often the thematic structure of a
story can be characterized as the resolution of a problem (Hoey 1983).
The structure of typical stories was analyzed by propp (1957) and many of the
same features have been found in the analysis of how people tell stories in their
conversations (Labov 1972).
1. An opening.
2. Introduction of characters.
3. Description of the settings.
4. Introduction of a problem.
5. A series of events.
6. The resolution of the problem.
7. A closing.
8. A moral.

2.3 Language Use in Stories

A. Parallelism

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The repeat pattern or parallelism creates a way into the story for the active
listener, as well as providing a natural support for language learning.

B. Rich Vocabulary

Because stories are designed to entertain, writers and tellers choose and use words
with particular care to keep the audience interested. The story may thus include
unusual words, or words that have a strong phonological content, with interesting
rhythms or sounds that are onomatopoeic. The context created by stories, its
predictable patterns or events and languages, and pictures, all act to support
listeners' understanding of unfamiliar words. Children will pick up words that
they enjoy and, in this way, stories offer space for growth in vocabulary.

C. Alliteration

Alliteration is the use of words that have the same initial consonants. For
exampole, red riding and big bad. It can offer a source for developing knowledge
of letter sounds.

D. Contrast

Stories for children often contain strong contrasts between characters or actions
or settings. Placing ideas in such clear opposition may well help children's
understanding of the story as a whole. For language learning, the lexical items
that are used in connection with each idea will also form contrasting sets, that
may help understanding and recall.

E. Metaphore

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Bettleheim (1976) suggests that our early experiences with fairy stories map are
subconsiously on to our real world experiences, and become a kind of script for
our lives. Claims of such power for these simple tales takes us far beyond the
foreign language classroom, although there are gifted individuals who have used
'story making' for educational and personal development (e.g Marshall 1963).

F. Intertextuality

This is the references within one text to other aspects of texts that have become
part of shared cultural knowledge. When children begin to write their own
stories, or little dramas, they may, just as adults writers do, involve familiar
characters or pieces of language used to describe making stories they know. This
appropriation of the voice of a writer is an integral part of first language
development (Bakhtin 1981), and can help in foreign language learning too.

G. Narrative / Dialogue

Within a story, we can distinguish two main uses of language: for Narrative text
concerns the series of events, narrative and for dialogue. whereas dialogue is
use of language as it would be spoken by the characters.

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2.4 Quality in Stories

The issue of what makes a good quality story is important but is clearly bound to
be somewhat subjective. A good story is, at one level, simply one that listeners
enjoy. However, stories that appeal more that others, and that remain favorites
with children and parents over many years, do demonstrate some common
features that can be identified as characterizing quality.
Quality stories have characters and a plot that engage children, often the art work
is as important as the text in telling the story, and they create a strong feeling of
satisfaction when the end is reached. A convincing and satisfying closure
includes the reader in those who 'live happily ever after'. Children need to be able
to enter the imaginative world that the story creates. This means that they can
understand enough about the characters and their lives to be able to empathize
with them.
So, a story about being lost in the desert that is not being used with children in
arctic countries will need to contain lots of details enabling them to imagine what
a desert looks and feels like to be in. Many stories for children include fantastical
beings or animals in imaginary worlds, but these characters and settings usually
bear enough response to children and end the real world for readers to imagine
them; monsters tend to live in families, tigers come to drink tea in the kitchen,
frogs and ducks get jealous all act in ways familiar to children.
Stories that have the qualities of content, organization and language use that we
have explored thus far are potentially useful tools in the foreign language
classroom, since they have the potential to capture children's interest and thus
motivation to learn, along with space for language growth. However, not all good
stories will automatically learn good language, and we now move to think about
what is involved in choosing and using a story not just for pleasure, but for
(pleasurable) language learning.

2.5 Choosing Stories to Promote Language Learning

In this section, we use the features of stories described so far to set out questions
that a language teacher might ask to evaluate the language learning opportunities
offered by a story in order to choose stories for the language classroom.
1. Real books of specially written ones?
2. Will the content engage the learners?
3. Are the values and attitudes embodied in the story acceptable?
4. How is the discourse organized?
5. What is the balance of dialogue and narrative?
6. How is language used?
7. What new language is used?

A. The Pharynx

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The pharynx is the part of the throat that is behind the mouth and nasal cavity and
above the esophagus and the larynx, or the tubes going down to the stomach and
the lungs. It is just about 7cm long in the case of women and 8cm long in the case
of men.

B. The Mouth

The roof of the mouth is considered as a major speech organ. It is divided into
three parts:

1. The Alveolar Ridge: The alveolar ridge is situated immediately after the
upper front teeth. The sounds which are produced touching this convex
part are called alveolarsounds. Some alveolar sounds in English include:
/t/d/.
2. The Hard Palate: The hard palate is the concave part of the roof of the
mouth. It is situated on the middle part of the roof.
3. The Velum or Soft Palate: The lower part of the roof of the mouth is called
soft palate. It could be lowered or raised. When it is lowered, the air
stream from the lungs has access to the nasal cavity. When it is raised the
passage to the nasal cavity is blocked. The sounds which are produced
touching this area with the back of the tongue are called velarsounds. For
example: /k/g/.

C. The Lips

The lips also play an important role in the matter of articulation. They can be
pressed together or brought into contact with the teeth.
The consonant sounds which are articulated by touching two lips each other are
called bilabial sounds. For example, /p/ and /b/ are bilabial sounds in English.
Whereas, the sounds which are produced with lip to teeth contact are
called labiodental sounds. In English there are two labiodental sounds: /f/ and /v/.

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Another important thing about the lips is that they can take different shapes and
positions. Therefore, lip-rounding is considered as a major criterion for
describing vowel sounds. The lips may have the following positions:

1. Rounded: When we pronounce a vowel, our lips can be rounded, a

position where the corners of the lips are brought towards each other and
the lips are pushed forwards. And the resulting vowel from this position is
a rounded one. For example, /ə ʊ/.
2. Spread: The lips can be spread. In this position the lips are moved away
from each other (i.e. when we smile). The vowel that we articulate from
this position is an unrounded one. For example, in English /i: /is a long
vowel with slightly spread lips.
3. Neutral: Again, the lips can be neutral, a position where the lips are not
noticeably rounded or spread. And the articulated vowel from this position
is referred to as unrounded vowel. For example, in English /ɑ: / is a long
vowel with neutral lips.

D. The Teeth

The teeth are also very much helpful in producing various speech sounds. The
sounds which are made with the tongue touching the teeth are
called dental sounds. Some examples of dental sounds in English include: /θ/ð/.

E. The Tongue:

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The tongue is divided into four parts:
1. The tip: It is the extreme end of the tongue.
2. The blade: It lies opposite to the alveolar ridge.
3. The front: It lies opposite to the hard palate.
4. The back: It lies opposite to the soft palate or velum.

The tongue is responsible for the production of many speech sounds, since it can
move very fast to different places and is also capable of assuming different
shapes. The shape and the position of the tongue are especially crucial for the
production of vowel sounds. Thus when we describe the vowel sounds in the
context of the function of the tongue, we generally consider the following criteria:

 Tongue Height
It is concerned with the vertical distance between the upper surface of the tongue
and the hard palate. From this perspective the vowels can be described
as close and open. For instance, because of the different distance between the
surface of the tongue and the roof of the mouth, the vowel /i: /has to be described
as a relatively close vowel, whereas /æ / has to be described as a
relatively open vowel.

 Tongue Frontness / Backness:

It is concerned with the part of tongue between the front and the back, which is
raised high. From this point of view the vowel sounds can be classified as front
vowels and back vowels. By changing the shape of the tongue we can produce
vowels in which a different part of the tongue is the highest point. That means, a
vowel having the back of the tongue as the highest point is a back vowel, whereas
the one having the front of the tongue as the highest point is called a front vowel.
For example: during the articulation of the vowel / u: / the back of the tongue is
raised high, so it’s a back vowel. On the other hand, during the articulation of the
vowel / æ / the front of the tongue is raise high, therefore, it’s a front vowel.

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 F. Uvula

The hanging balls full name is the palatin uvula, referring to its location on your
soft palate. It functions in tandem with the back of the throat, the palate, and
air coming up from thelungs to create a number of guttural and other sounds. In
many languages, it closes to prevent air escaping through the nose when making
some sounds

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 CHAPTER III
CLOSING

3.1 CONCLUSION

Based on the description above, it can be concluded that Speech organs are organs
in human body that used to produce sounds when human speaking. Speech organs
divided into three parts: respiratory, phonatory and articulatory.
Respiratory in speech organs is consists of The lungs and diaphragm
Phonatory in speech organs is consists of The Larynx, Vocal folds, Glottis, Nasal
cavity.
Articulatory in speech organs is consists of Pharynx, Mouth, Lips, Teeth, Tongue
and Uvula

3.2 Advice

The advice we can give is after reading this paper is expected for the general
public, especially students, in order to know the organs of speech

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 REFERENCES

http://tanvirdhaka.blogspot.com/2010/12/organs-of-speech.html
(accesed on September 20th, 2018)

https://www.academia.edu/22469759/SPEECH_ORGANS_AND_THEIR_FUNC
TION
(accesed on September 22nd, 2018)

https://en.wikipedia.org/wiki/Speech_science
(accesed on September 22nd, 2018)

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