EFL Teachers View on Virtual Based Storytelling in Teaching Vocabulary for Elementary Students
Abstract
Teaching English to young learners (TEYL) is different from teaching adults. Children need constant attention and assistance as well as motivating methods to keep them engaged particularly during online learning in the pandemic era these days. This study aims to investigate English teachers perception on teaching English vocabulary to elementary students by using storytelling method in a virtual environment. The study asked the following question: What is the English teachers perspective on teaching English using storytelling virtually during the pandemic? The study interviewed an English teacher of a private school in Bekasi, Indonesia using a semi-structured interview guide. The study found that the English teacher agreed that storytelling is beneficial to use in teaching English for young learners. In addition, the teacher mentioned that there were several issues during the online learning such as unenthusiastic students, students limited access to the gadgets, and students passive involvement during the learning. Further, in terms of teaching with storytelling, the teacher would request the students to make a video and retell stories in the textbook. This study concludes that it is paramount for English teachers to continuously provide varied teaching methods in order to solve problems faced by Indonesian elementary students during online learning.
Keywords
Full Text:
PDFReferences
Agung, A. S. N., Surtikanti, M. W., & Quinones, C. A. (2020). Students perception of online learning during COVID-19 pandemic: A case study on the English students of STKIP Pamane Talino. SOSHUM: Jurnal Sosial dan Humaniora, 10(2), 225-235.
Alkaaf, F. (2017). Perspective of learners and teachers on implementing the storytelling strategy as a way to develop story writing skills among middle school students. Cogent Education, 4(1). https://doi.org/10.1080/2331186X.2017.1348315
Butler, Y. G. (2019). Teaching vocabulary to young second- or foreign-language learners: What can we learn from the research? Language Teaching for Young Learners, 1(1), 433. 10.1075/ltyl.00003.but.
Brown, H., & Cambourne, B. (1987). Read and retell: A strategy for the whole-language or natural learning classroom. Portsmouth, NH: Heinemann.
Dyson, A. H. (1997). What difference does difference make? Teacher reflections on diversity, literacy, and the urban primary school. Urbana, IL: National Council of Teachers of English.
Education First (EF). (2021). EF English proficiency index 2021 edition: The worlds largest ranking of countries and regions by English skills. Retrieved from https://www.ef.com/wwen/epi/
Hornay, P. M. A. (2021). Cognitive load theory and the English language instruction. ACCENTIA: Journal of English Language and Education, 1(1), 43-55.
Lervg, A., & Aukrust, V. G. (2010). Vocabulary knowledge is a critical determinant of the difference in reading comprehension growth between first and second language learners. The Journal of Child Psychology and Psychiatry, 51(5), 612620.
Langellier, K. M., & Peterson, E. E. (2004). Storytelling in daily life: Performing narrative. Philadelphia, PA: Temple University Press.
Morrow, L. M. (1986). Effect of structural guidance in story retelling on childrens dictation of original stories. Journal of Literacy Research, 18(2), 135-152.
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during Covid-19 pandemic era. . Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27-S31. 10.12669/pjms.36.COVID19-S4.2785
Musthafa, B. (2010). Teaching English to young learners in Indonesia: Essential requirements. Educationist, 4(2). 120-125.
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge, UK: Cambridge University Press.
Otilia, S. M. (2013). Proficiency in English and career opportunities in the labour market. Annals-Economy Series, 4, 169-171.
Owocki, G. (1999). Literacy through play. Portsmouth, NH: Heinemann.
Rasmitadila, R., Aliyyah, R. R., Rachmadtullah, R., Samsudin, A., Syaodih, E., Nurtanto, M., & Tambunan, A. R. S. (2020). The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies, 7(2), 90-109.
Sneddon, R. (2008). Young children learning to read with dual language books. English Teaching: Practice and Critique, 7(2), 71-81.
Sutarsyah, C. (2017). Pembelajaran Bahasa Inggris sebagai muatan lokal pada sekolah dasar di propinsi Lampung. AKSARA Jurnal Bahasa dan Sastra, 18(1), 35-43.
Trimastuti, W., & Christinawati, S. (2018). Students perception of the use of storytelling technique to improve vocabulary skill. Jurnal Dimensi Pendidikan dan Pembelajaran, 56(2), 91-96.
Ulanoff, S. H., & Pucci, S. L. (1999). Learning words from books: The effects of read-aloud on second language vocabulary acquisition. The Bilingual Research Journal, 23(4), 400-422.
Zacharias, N. T. (2010). Issues of TEYL in Indonesian and what parent can do about it. Indonesian Journal of English Language Teaching, 6(2). 15-28.
Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects: How has Indonesia coped with the demand for teaching English in schools? English Today, 33(1), 5359.
DOI: https://doi.org/10.37598/accentia.v1i2.1137
Refbacks
- There are currently no refbacks.