UNDERSTANDING EMOTION AS PSYCHOLOGICAL OBSTACLE
IN ENGLISH ORAL COMMUNICATION
Mr. Junaidi
INTRODUCTION
Foreign language learners have difficulties in oral communication in class. They do not speak by using the target language they learned. Even though teachers have invited them to share ideas, only few of them are eagerly to speak. Moreover, teachers consider themselves to be the ones who must talk in class all of the time. As a consequence, they forget their students. In other words, teachers do not give learners a chance to speak and to express what they feel. The learners are too lazy to speak; not because of inability to use the language but because of psychological obstacles.
Psychological aspects are very influential in successful achievement in learning a foreign language. Students who do not understand the obstacles in speaking find it difficult to cope with them. If this situation continues long enough, it is believed that they will loose their self-confidence. On the other hand, for those who know their psychological obstacles in speaking, it will be easy for them to solve such problems. The ability of the students to know the influence of psychological aspects in oral communication determines their success in copping with them. This paper exposes the psychological obstacle deal with emotion in oral communication for foreign language learners in class.
THE INFLUENCE OF EMOTIONAL ASPECT
The main way to communicate to other people directly is by speaking. Speaking as one of the language skills, is very crucial since it is the easiest way to express ideas, thoughts, ands feelings. Also, it is a way to communicate knowledge or experiences to others. The main purpose of speaking is to inform other people the ideas or knowledge about something.
However, the ability to speak in foreign language, like English, is not so easy to be achieved by language learners . They have some emotional obstacles in using English for oral communication in class such as fear, nervous, shy, and etc. Goleman (1995) in Ghosn viewed emotional intelligence as knowing what one’s feeling are and using the knowledge of the emotion to make a good decision. It is obvious that realizing what is happening inside us and understand the emotion and use it to do the right thing is very helpful . When language learners are going to talk or to communicate in target language, they feel fear, shy, anxiety, and other negative emotion or feelings, they must know such feelings and use the energy of the emotion to act, here to speak or to communicate in the target language. If the learners do not speak to communicate, it means that they fail to control the emotion. If this happens for along time, it will make the learners fail in mastering the target language.
Emotion is source of energy. It could be in form of negative or positive energy. It is just like electrical, has negative and positive. The electrical electronic will not on when there is no connection of electrical wires, the negative and the positive. By realizing that emotion as source of energy, language learners must be aware that fear, nervous, shy,
And anxiety when they face oral communication should be used as negative energy and combined it with the positive one in order to trigger the maximum energy to produce the language. If language learners are not aware of this advantages of negative emotion as source of energy to trigger the positive one, they will fail to have oral communication in foreign language they learn. By knowing the condition of inner side of emotion , it could be the first step to control the emotion and to manage it. If the language learners can control and manage their emotion they can improve and increase the emotional intelligence as more important than intellectual intelligence.
Another example how powerful the emotion is a couple who is falling in love. Those who are in love, know that they can do many things, creative. On the other side, people who fail in love, feel negative emotion such as down in the dump, sad, and angry. Yet, those who fail in love, can do a lot of things too. Many people become creative, by writing poem, poetry, even they can create something news in order to reduce the negative emotion. At the time, the negative emotion is used to to be creative. It is obvious that negative emotion is really source of energy. What people need is to control and manage the emotion. The most important thing is that when we feel something negative, it could be a warning for us to get ready to use the energy from the largest source of energy that is emotion. It shows us that language learners must realize that when they are going to speak, they feel, shy, anxiety, fear, and nervous, it means that they must be ready to use and launch the energy of such feelings to communicate in the target language, particularly in oral communication.
Teacher as the one who gets in charge in the classroom should pay attention to the atmosphere of the classroom. In conducting teaching learning process teacher must prepare him/herself to create enjoy atmosphere in class. The personality of the teacher shows that she/he is the one who loves their students. The teacher must be able to create a safety atmosphere in the classroom. It means that the teacher is not the one who is frightened by the students. The students must feel peace with the attendance of the teacher. The attendance of the teacher is hoped by the students. Why? The prerequisite of the memory is far away of the frightening, fear, anxiety, and anger. All of the negative emotion can reduce the power of memory to save and to recall the information. It means that mental peace is the main point in teaching-learning process in order to learn English since the vocabulary learned by the students could be easy to save and to retrieve when it is needed. It means that emotion can retrieve information in form of language. By having good and comfortable atmosphere, language learners can produce the language because they feel safe in class without any disturbance or fear of the attendance of the teacher.
MIND AFFECTS LANGUAGE
As human being, all people have felt negative emotion such as , sad, fear, nervous, anger, and anxiety, etc. Not all people can control and manage such negative emotion. A person who is not in good mood, like feeling anger or in bad temper, will affect his/her way of thinking. Everything on his mind will attract him/her to negative position. Because of thinking the bad things, her/her mind will produce the negative point of view. He/she will see the world as the bad thing. Everything he/she does will be wrong. Even the language he/she produces will follow the condition of mind. He/she cannot produce the correct language, for example when someone is angry, terribly angry, sometime he/she cannot say any word. The words seem not to complete. It means that negative emotion affects mind, and mind or thoughts affect language. That is why it is very crucial to understand the emotion in order to be able to control and manage the emotion to bring us to that advantages of having the source of energy that is emotion, both negative and positive.
Controlling the emotion means controlling mind. Furthermore, it will affect in using and producing the language. When people can control emotion and control mind,, they will be able to control their environment. Controlling the environment to socialize with other people is by using mostly the language. Those who are able to control the language will be easy to interact to other people. It means that the ability of using and producing the language is a communicative competence. It is almost impossible to live in this world without interacting with other people by using oral communication. By having peaceful mind, most people can use and produce the language to interact. The language produced is based on the language skills which are learned through language learning. It means that controlling emotion is very important because emotion will state our mind in comfortable atmosphere where it is a good condition in learning a foreign language, like English. It is obvious that mind can affect the language. On the contrary, whether language can affect our mind or thoughts?
LANGUAGE AFFECTS THOUGHTS
Language as a means of communication can also affect thought of people. According to the Sapir-Whorf hypothesis of linguistic relativity in Clark & Clark (1977), language affects thought. Moreover, how language affects thought proved through hypnotizing, giving affirmative statement as repetition treatment to cure people to have good health. The power of words can be found in government rules, which determine the policy of a country, what should do, how to interact with other country, how to give punishment in court. Furthermore, the power of language rules people to obey to follow the instruction, to prohibit or to do something in our daily life.
We can see the power of words or language in a poetry or poem. The language used in the poem brings us to the world of the author. Reader’s mind at the time is as out of control, following the meaning of the poem. A sad story be able to make readers crying, sad. On the other side, funny story will make readers laugh without controlling of mind of the readers. All explanation above proves that language can really affect people’s thought or the way of thinking.
CONCLUSION
Learning English as foreign language needs to prepare the knowledge of emotion and understand of psychological obstacle in oral communication. These knowledge of emotion and understand of psychological obstacle will help the language learners in learning a language. A learner can use the negative emotion such as fear, nervous, anxiety, and shy as source of energy. When the learner feels such emotion, it means a kind of warning to use the energy. By understanding the situation that the energy is awaken the learner can use the power of the emotion to produce the language. Also, creating peaceful atmosphere in class will help language learners to control and manage the emotion. Finally, between thought and language there is a tight connection. Teacher and language learners must be aware that thought can influence the language and language can affect thought. Both of them are very crucial in successful of teaching and learning a foreign language.
Saturday, December 6, 2008
DEVELOPING ORAL ENGLISH COMPETENCE
UNDERSTANDING EMOTION AS PSYCHOLOGICAL OBSTACLE
IN ENGLISH ORAL COMMUNICATION
INTRODUCTION
Foreign language learners have difficulties in oral communication in class. They do not speak by using the target language they learned. Even though teachers have invited them to share ideas, only few of them are eagerly to speak. Moreover, teachers consider themselves to be the ones who must talk in class all of the time. As a consequence, they forget their students. In other words, teachers do not give learners a chance to speak and to express what they feel. The learners are too lazy to speak; not because of inability to use the language but because of psychological obstacles.
Psychological aspects are very influential in successful achievement in learning a foreign language. Students who do not understand the obstacles in speaking find it difficult to cope with them. If this situation continues long enough, it is believed that they will loose their self-confidence. On the other hand, for those who know their psychological obstacles in speaking, it will be easy for them to solve such problems. The ability of the students to know the influence of psychological aspects in oral communication determines their success in copping with them. This paper exposes the psychological obstacle deal with emotion in oral communication for foreign language learners in class.
THE INFLUENCE OF EMOTIONAL ASPECT
The main way to communicate to other people directly is by speaking. Speaking as one of the language skills, is very crucial since it is the easiest way to express ideas, thoughts, ands feelings. Also, it is a way to communicate knowledge or experiences to others. The main purpose of speaking is to inform other people the ideas or knowledge about something.
However, the ability to speak in foreign language, like English, is not so easy to be achieved by language learners . They have some emotional obstacles in using English for oral communication in class such as fear, nervous, shy, and etc. Goleman (1995) in Ghosn viewed emotional intelligence as knowing what one’s feeling are and using the knowledge of the emotion to make a good decision. It is obvious that realizing what is happening inside us and understand the emotion and use it to do the right thing is very helpful . When language learners are going to talk or to communicate in target language, they feel fear, shy, anxiety, and other negative emotion or feelings, they must know such feelings and use the energy of the emotion to act, here to speak or to communicate in the target language. If the learners do not speak to communicate, it means that they fail to control the emotion. If this happens for along time, it will make the learners fail in mastering the target language.
Emotion is source of energy. It could be in form of negative or positive energy. It is just like electrical, has negative and positive. The electrical electronic will not on when there is no connection of electrical wires, the negative and the positive. By realizing that emotion as source of energy, language learners must be aware that fear, nervous, shy,
And anxiety when they face oral communication should be used as negative energy and combined it with the positive one in order to trigger the maximum energy to produce the language. If language learners are not aware of this advantages of negative emotion as source of energy to trigger the positive one, they will fail to have oral communication in foreign language they learn. By knowing the condition of inner side of emotion , it could be the first step to control the emotion and to manage it. If the language learners can control and manage their emotion they can improve and increase the emotional intelligence as more important than intellectual intelligence.
Another example how powerful the emotion is a couple who is falling in love. Those who are in love, know that they can do many things, creative. On the other side, people who fail in love, feel negative emotion such as down in the dump, sad, and angry. Yet, those who fail in love, can do a lot of things too. Many people become creative, by writing poem, poetry, even they can create something news in order to reduce the negative emotion. At the time, the negative emotion is used to to be creative. It is obvious that negative emotion is really source of energy. What people need is to control and manage the emotion. The most important thing is that when we feel something negative, it could be a warning for us to get ready to use the energy from the largest source of energy that is emotion. It shows us that language learners must realize that when they are going to speak, they feel, shy, anxiety, fear, and nervous, it means that they must be ready to use and launch the energy of such feelings to communicate in the target language, particularly in oral communication.
Teacher as the one who gets in charge in the classroom should pay attention to the atmosphere of the classroom. In conducting teaching learning process teacher must prepare him/herself to create enjoy atmosphere in class. The personality of the teacher shows that she/he is the one who loves their students. The teacher must be able to create a safety atmosphere in the classroom. It means that the teacher is not the one who is frightened by the students. The students must feel peace with the attendance of the teacher. The attendance of the teacher is hoped by the students. Why? The prerequisite of the memory is far away of the frightening, fear, anxiety, and anger. All of the negative emotion can reduce the power of memory to save and to recall the information. It means that mental peace is the main point in teaching-learning process in order to learn English since the vocabulary learned by the students could be easy to save and to retrieve when it is needed. It means that emotion can retrieve information in form of language. By having good and comfortable atmosphere, language learners can produce the language because they feel safe in class without any disturbance or fear of the attendance of the teacher.
MIND AFFECTS LANGUAGE
As human being, all people have felt negative emotion such as , sad, fear, nervous, anger, and anxiety, etc. Not all people can control and manage such negative emotion. A person who is not in good mood, like feeling anger or in bad temper, will affect his/her way of thinking. Everything on his mind will attract him/her to negative position. Because of thinking the bad things, her/her mind will produce the negative point of view. He/she will see the world as the bad thing. Everything he/she does will be wrong. Even the language he/she produces will follow the condition of mind. He/she cannot produce the correct language, for example when someone is angry, terribly angry, sometime he/she cannot say any word. The words seem not to complete. It means that negative emotion affects mind, and mind or thoughts affect language. That is why it is very crucial to understand the emotion in order to be able to control and manage the emotion to bring us to that advantages of having the source of energy that is emotion, both negative and positive.
Controlling the emotion means controlling mind. Furthermore, it will affect in using and producing the language. When people can control emotion and control mind,, they will be able to control their environment. Controlling the environment to socialize with other people is by using mostly the language. Those who are able to control the language will be easy to interact to other people. It means that the ability of using and producing the language is a communicative competence. It is almost impossible to live in this world without interacting with other people by using oral communication. By having peaceful mind, most people can use and produce the language to interact. The language produced is based on the language skills which are learned through language learning. It means that controlling emotion is very important because emotion will state our mind in comfortable atmosphere where it is a good condition in learning a foreign language, like English. It is obvious that mind can affect the language. On the contrary, whether language can affect our mind or thoughts?
LANGUAGE AFFECTS THOUGHTS
Language as a means of communication can also affect thought of people. According to the Sapir-Whorf hypothesis of linguistic relativity in Clark & Clark (1977), language affects thought. Moreover, how language affects thought proved through hypnotizing, giving affirmative statement as repetition treatment to cure people to have good health. The power of words can be found in government rules, which determine the policy of a country, what should do, how to interact with other country, how to give punishment in court. Furthermore, the power of language rules people to obey to follow the instruction, to prohibit or to do something in our daily life.
We can see the power of words or language in a poetry or poem. The language used in the poem brings us to the world of the author. Reader’s mind at the time is as out of control, following the meaning of the poem. A sad story be able to make readers crying, sad. On the other side, funny story will make readers laugh without controlling of mind of the readers. All explanation above proves that language can really affect people’s thought or the way of thinking.
CONCLUSION
Learning English as foreign language needs to prepare the knowledge of emotion and understand of psychological obstacle in oral communication. These knowledge of emotion and understand of psychological obstacle will help the language learners in learning a language. A learner can use the negative emotion such as fear, nervous, anxiety, and shy as source of energy. When the learner feels such emotion, it means a kind of warning to use the energy. By understanding the situation that the energy is awaken the learner can use the power of the emotion to produce the language. Also, creating peaceful atmosphere in class will help language learners to control and manage the emotion. Finally, between thought and language there is a tight connection. Teacher and language learners must be aware that thought can influence the language and language can affect thought. Both of them are very crucial in successful of teaching and learning a foreign language.
IN ENGLISH ORAL COMMUNICATION
INTRODUCTION
Foreign language learners have difficulties in oral communication in class. They do not speak by using the target language they learned. Even though teachers have invited them to share ideas, only few of them are eagerly to speak. Moreover, teachers consider themselves to be the ones who must talk in class all of the time. As a consequence, they forget their students. In other words, teachers do not give learners a chance to speak and to express what they feel. The learners are too lazy to speak; not because of inability to use the language but because of psychological obstacles.
Psychological aspects are very influential in successful achievement in learning a foreign language. Students who do not understand the obstacles in speaking find it difficult to cope with them. If this situation continues long enough, it is believed that they will loose their self-confidence. On the other hand, for those who know their psychological obstacles in speaking, it will be easy for them to solve such problems. The ability of the students to know the influence of psychological aspects in oral communication determines their success in copping with them. This paper exposes the psychological obstacle deal with emotion in oral communication for foreign language learners in class.
THE INFLUENCE OF EMOTIONAL ASPECT
The main way to communicate to other people directly is by speaking. Speaking as one of the language skills, is very crucial since it is the easiest way to express ideas, thoughts, ands feelings. Also, it is a way to communicate knowledge or experiences to others. The main purpose of speaking is to inform other people the ideas or knowledge about something.
However, the ability to speak in foreign language, like English, is not so easy to be achieved by language learners . They have some emotional obstacles in using English for oral communication in class such as fear, nervous, shy, and etc. Goleman (1995) in Ghosn viewed emotional intelligence as knowing what one’s feeling are and using the knowledge of the emotion to make a good decision. It is obvious that realizing what is happening inside us and understand the emotion and use it to do the right thing is very helpful . When language learners are going to talk or to communicate in target language, they feel fear, shy, anxiety, and other negative emotion or feelings, they must know such feelings and use the energy of the emotion to act, here to speak or to communicate in the target language. If the learners do not speak to communicate, it means that they fail to control the emotion. If this happens for along time, it will make the learners fail in mastering the target language.
Emotion is source of energy. It could be in form of negative or positive energy. It is just like electrical, has negative and positive. The electrical electronic will not on when there is no connection of electrical wires, the negative and the positive. By realizing that emotion as source of energy, language learners must be aware that fear, nervous, shy,
And anxiety when they face oral communication should be used as negative energy and combined it with the positive one in order to trigger the maximum energy to produce the language. If language learners are not aware of this advantages of negative emotion as source of energy to trigger the positive one, they will fail to have oral communication in foreign language they learn. By knowing the condition of inner side of emotion , it could be the first step to control the emotion and to manage it. If the language learners can control and manage their emotion they can improve and increase the emotional intelligence as more important than intellectual intelligence.
Another example how powerful the emotion is a couple who is falling in love. Those who are in love, know that they can do many things, creative. On the other side, people who fail in love, feel negative emotion such as down in the dump, sad, and angry. Yet, those who fail in love, can do a lot of things too. Many people become creative, by writing poem, poetry, even they can create something news in order to reduce the negative emotion. At the time, the negative emotion is used to to be creative. It is obvious that negative emotion is really source of energy. What people need is to control and manage the emotion. The most important thing is that when we feel something negative, it could be a warning for us to get ready to use the energy from the largest source of energy that is emotion. It shows us that language learners must realize that when they are going to speak, they feel, shy, anxiety, fear, and nervous, it means that they must be ready to use and launch the energy of such feelings to communicate in the target language, particularly in oral communication.
Teacher as the one who gets in charge in the classroom should pay attention to the atmosphere of the classroom. In conducting teaching learning process teacher must prepare him/herself to create enjoy atmosphere in class. The personality of the teacher shows that she/he is the one who loves their students. The teacher must be able to create a safety atmosphere in the classroom. It means that the teacher is not the one who is frightened by the students. The students must feel peace with the attendance of the teacher. The attendance of the teacher is hoped by the students. Why? The prerequisite of the memory is far away of the frightening, fear, anxiety, and anger. All of the negative emotion can reduce the power of memory to save and to recall the information. It means that mental peace is the main point in teaching-learning process in order to learn English since the vocabulary learned by the students could be easy to save and to retrieve when it is needed. It means that emotion can retrieve information in form of language. By having good and comfortable atmosphere, language learners can produce the language because they feel safe in class without any disturbance or fear of the attendance of the teacher.
MIND AFFECTS LANGUAGE
As human being, all people have felt negative emotion such as , sad, fear, nervous, anger, and anxiety, etc. Not all people can control and manage such negative emotion. A person who is not in good mood, like feeling anger or in bad temper, will affect his/her way of thinking. Everything on his mind will attract him/her to negative position. Because of thinking the bad things, her/her mind will produce the negative point of view. He/she will see the world as the bad thing. Everything he/she does will be wrong. Even the language he/she produces will follow the condition of mind. He/she cannot produce the correct language, for example when someone is angry, terribly angry, sometime he/she cannot say any word. The words seem not to complete. It means that negative emotion affects mind, and mind or thoughts affect language. That is why it is very crucial to understand the emotion in order to be able to control and manage the emotion to bring us to that advantages of having the source of energy that is emotion, both negative and positive.
Controlling the emotion means controlling mind. Furthermore, it will affect in using and producing the language. When people can control emotion and control mind,, they will be able to control their environment. Controlling the environment to socialize with other people is by using mostly the language. Those who are able to control the language will be easy to interact to other people. It means that the ability of using and producing the language is a communicative competence. It is almost impossible to live in this world without interacting with other people by using oral communication. By having peaceful mind, most people can use and produce the language to interact. The language produced is based on the language skills which are learned through language learning. It means that controlling emotion is very important because emotion will state our mind in comfortable atmosphere where it is a good condition in learning a foreign language, like English. It is obvious that mind can affect the language. On the contrary, whether language can affect our mind or thoughts?
LANGUAGE AFFECTS THOUGHTS
Language as a means of communication can also affect thought of people. According to the Sapir-Whorf hypothesis of linguistic relativity in Clark & Clark (1977), language affects thought. Moreover, how language affects thought proved through hypnotizing, giving affirmative statement as repetition treatment to cure people to have good health. The power of words can be found in government rules, which determine the policy of a country, what should do, how to interact with other country, how to give punishment in court. Furthermore, the power of language rules people to obey to follow the instruction, to prohibit or to do something in our daily life.
We can see the power of words or language in a poetry or poem. The language used in the poem brings us to the world of the author. Reader’s mind at the time is as out of control, following the meaning of the poem. A sad story be able to make readers crying, sad. On the other side, funny story will make readers laugh without controlling of mind of the readers. All explanation above proves that language can really affect people’s thought or the way of thinking.
CONCLUSION
Learning English as foreign language needs to prepare the knowledge of emotion and understand of psychological obstacle in oral communication. These knowledge of emotion and understand of psychological obstacle will help the language learners in learning a language. A learner can use the negative emotion such as fear, nervous, anxiety, and shy as source of energy. When the learner feels such emotion, it means a kind of warning to use the energy. By understanding the situation that the energy is awaken the learner can use the power of the emotion to produce the language. Also, creating peaceful atmosphere in class will help language learners to control and manage the emotion. Finally, between thought and language there is a tight connection. Teacher and language learners must be aware that thought can influence the language and language can affect thought. Both of them are very crucial in successful of teaching and learning a foreign language.
Tuesday, November 25, 2008
TEACHING NARRATIVE THROUGH STORYTELLING
Mr. Junaidi
INTRODUCTION
New Curriculum development has been launched in 2004, called Competence Based Curriculum. In Competence Based Curriculum, teaching and learning English is aimed to achieve communicative competence. Communicative competence is formulated to prepare English language learners to communicate with the language in order to participate in the society of English users. In communicative competence, teacher teaches students to use English not only to communicate in spoken language but also in written language.
There are five competences which must be developed in communicative competence: discourse competence, actional competence, linguistic competence, sociocultural competence, and strategic competence. The major competence in commincative Competence is discourse competence. Discourse competence means to develop students’ competence in spoken and written Language in a discourse. The discourse is communicative event which is influenced by topic, people who involve in the discourse and the channel used to communicate. Discourse competence can be achieved when the language learners master the supporting competence such as linguistic competence, actional competence, socio-cultural competence and strategic competence. Furthermore, all the competence must be taught by teacher in teaching learning process through selected materials.
From the material point of view, teaching English today is based on Text Based Approach or Genre Approach. Text Based Aproach use cultural kinds of text as the basis of material to teach in order to achieve communicative compweten where discourse competence the main competence to be developed. Genre or kinds of text is view as the best way to develop discourse competence. There are five kinds of texts which must be taught by the teacher: descriptive, narrative, recount, report, and procedure text. This paper discusses about teaching narrative through story telling as the basic approach to develop discourse competence to achieve communicative competence.
The Nature of Narrative and Story Telling
Narrative has been taught to all people in the world. Narrative Could be in form, of story such as fairy stories, mystery, science fiction, roan, apartment, 2004) horror, etc.( Education It happens when we were in the childhood. Parents or even Grandparent prefer to tell stories to children in various ways to make them happy to deliver kids to bed. Telling story has become a lesson since we we are still very young.
Story telling has become a classic way in teaching attitude, belief to young people all of the world. According to Pavlenko and Lantolf (2000) in Deacon and Murphy (2001), stories, a form of narrative, help us to make sense of our world. Even in academic research, they have lately been given a higher status. Stories also have the power to reach deep within us into areas that regular teaching may not visit, thereby validating the language classroom for reasons that go beyond l language learning. Our students tell us and show us that they have changed beliefs, attitudes, and behaviors after hearing our stories. This deep impact makes language learning an enriching experience that students find intrinsically valuable.
The purpose of narrative is to entertain people. Furthermore, Derewianka (1995) and Indonesian Education Department (2004) states that narrative is not only to entertain people but also teach value from problem solving in it. That is why narrative is very crucial to learn by language learners because there are many living lesson in all story.
Stages in Teaching Narrative
Teaching English in Competence Based Curriculum is divided into two cycles: oral cycle and written cycle. Both cycles deal with discourse competence development to gain communicative competence. Each cycle has four stages in implementing teaching learning process: building knowledge of field, modeling of text, joint construction of text, and independent construction of text.
The most important stage in teaching narrative text is building knowledge of field. In this stage, teacher plays important role. Teacher will provide students with everything related to the text that students will listen to. This stage provides students with vocabulary, grammar, knowledge of the story, and students’ experience. Also, in this stage students will have some task or exercise to review their understanding about the vocabulary, structure that they have learned. All the activity is aimed to prepare students to comprehend the story they are going to listen to. If there are many student fails in the exercise, it can be predicted that they will fail to understand the story or narrative text. That is why; this stage is the most crucial one in teaching learning process based on Competence Based Curriculum. This stage determines students’ competence to master linguistic competence. Everything about lexico-grammatical features of narrative should be taught to the students. And it is hoped that the students can master all the linguistic features of narrative text, specifically the linguistic features of the story that the students listen to. The successful of teaching learning process in Competence Based Curriculum is most based on mastery learning of the linguistic features in the building knowledge field. It means that teacher should build and prepare students with the knowledge of story that teacher will tell or by story telling. Most of activities in this oral cycle is presented in spoken language. Spoken language dominates the activities in the classroom. It does not mean that there is no writing activity but it is suggested to use oral communication by direct interactive in teaching learning process. Yet, teacher plays centre role in providing students with linguistic element during the class.
The next important stage is modeling of the text. Here, the real story telling activity takes place. Teacher will tell story as a kind of narrative texts to the students. Teacher should act like a story teller. It will help learners to comprehend the story. Using gesture and asking questions is required to attract listeners or students’ attention to focus to the story. Because the story is told in oral cycle, teacher must tell the story in English orally. Yet, teacher can ask students’understanding throuh question answer and guide students to understand the story. If the students find unfamiliar words in the story, teacher can ask other students to help to translate the meaning of the words in Indonesian, even teacher can translate the words in Indonesian.
In modeling of text, teacher guides students to understand the story orally. By having direct interaction during telling the story, the teacher tries hard to attract students’ focus on the story. Teacher’s ability to be a story teller is very useful for students to understand the text. As if the students are listening to an interesting story from the teacher. If the teacher just reads the story, the students will get bore. It is hard for them to listen to the teacher.Also in this stage, teacher examines the students about the lexcigrammatical features or linguistic feature of narrative text that the students learned in the previous stage, building knowledge of field. It is very crucial thing.
An important activity in modeling of text is teacher can tell more than one story if it is necessary. From the examples of the texts, the learners will try to understand the Generic structure of narrative. Teacher discusses with the students and guides them to find the generic structure of narrative. The last activity in modeling of text is to guide student to find the language features of narrative such as dominated by verb in past form, use of material process, focus on temporal sequence, use of circumstances of time and place, and focus on specific participant. Another important thing of the last activity is to guide students to find the generic structure of narrative: orientation, evaluation, complication, resolution, and ended with reorientation. The evaluation and reorientation are optional. Modeling of text and building knowledge of text are the most crucial step in teaching learning process, because it determine whether students can go on to the next stages or not. If these two steps cannot be achieved by students, it is suggested to begin from the beginning. If most students can pass these previous steps, they can go on to Joint Construction of text.
The next stage in teaching learning process in developing discourse communicative competence is joint construction of text. The students are divided into some groups. The activity in this stage is dominated by students in groups. The task in the groups is to report their understanding about the story they have listened to the teacher to heir friends in group. They try to gather information by sharing idea from the story. Furthermore, in groups the students create their groups’ stories or narrative text by following the generic structure of narrative and use the lexico-grammatical features of narrative. The groups are the centre of the activity and they can ask teachers for help. When the groups have their own story, they go to other groups and tell the story while others effort to understand their friends’ story or narrative. They can help each other in groups in order to make the story perfect. All the activity is done orally.
The final stage in teaching narrative is independent construction of text. This stage is intended to work individually. Each student must do his/her own project. A student must create his/her own story. All students can ask teacher to have a student-teacher conference. It means that teacher will provide student with anything to help the students to create their own text or story. When the students have finished the project, teacher can ask them to tell the story like a story teller.
The assessment is taken during teaching and learning process. Every time, every day, every week, and every month, teacher should have teachers’ note of students’ achievement. The authentic assessment is implemented during the process of learning. That is why competence is mostly emphasized in Competence Based Curriculum. If a student has fulfilled the oral communicative competence, he/she can go on to written communicative competence.
Conclusion
All in all, developing students’ English communicative competence can be done through storytelling. Most of histories in the world are told in storytelling. By having new breakthrough in developing curriculum changes, it is hoped that learning process ill be more enjoyable by the students. The students will learn more about the stories written by famous author through storytelling.
INTRODUCTION
New Curriculum development has been launched in 2004, called Competence Based Curriculum. In Competence Based Curriculum, teaching and learning English is aimed to achieve communicative competence. Communicative competence is formulated to prepare English language learners to communicate with the language in order to participate in the society of English users. In communicative competence, teacher teaches students to use English not only to communicate in spoken language but also in written language.
There are five competences which must be developed in communicative competence: discourse competence, actional competence, linguistic competence, sociocultural competence, and strategic competence. The major competence in commincative Competence is discourse competence. Discourse competence means to develop students’ competence in spoken and written Language in a discourse. The discourse is communicative event which is influenced by topic, people who involve in the discourse and the channel used to communicate. Discourse competence can be achieved when the language learners master the supporting competence such as linguistic competence, actional competence, socio-cultural competence and strategic competence. Furthermore, all the competence must be taught by teacher in teaching learning process through selected materials.
From the material point of view, teaching English today is based on Text Based Approach or Genre Approach. Text Based Aproach use cultural kinds of text as the basis of material to teach in order to achieve communicative compweten where discourse competence the main competence to be developed. Genre or kinds of text is view as the best way to develop discourse competence. There are five kinds of texts which must be taught by the teacher: descriptive, narrative, recount, report, and procedure text. This paper discusses about teaching narrative through story telling as the basic approach to develop discourse competence to achieve communicative competence.
The Nature of Narrative and Story Telling
Narrative has been taught to all people in the world. Narrative Could be in form, of story such as fairy stories, mystery, science fiction, roan, apartment, 2004) horror, etc.( Education It happens when we were in the childhood. Parents or even Grandparent prefer to tell stories to children in various ways to make them happy to deliver kids to bed. Telling story has become a lesson since we we are still very young.
Story telling has become a classic way in teaching attitude, belief to young people all of the world. According to Pavlenko and Lantolf (2000) in Deacon and Murphy (2001), stories, a form of narrative, help us to make sense of our world. Even in academic research, they have lately been given a higher status. Stories also have the power to reach deep within us into areas that regular teaching may not visit, thereby validating the language classroom for reasons that go beyond l language learning. Our students tell us and show us that they have changed beliefs, attitudes, and behaviors after hearing our stories. This deep impact makes language learning an enriching experience that students find intrinsically valuable.
The purpose of narrative is to entertain people. Furthermore, Derewianka (1995) and Indonesian Education Department (2004) states that narrative is not only to entertain people but also teach value from problem solving in it. That is why narrative is very crucial to learn by language learners because there are many living lesson in all story.
Stages in Teaching Narrative
Teaching English in Competence Based Curriculum is divided into two cycles: oral cycle and written cycle. Both cycles deal with discourse competence development to gain communicative competence. Each cycle has four stages in implementing teaching learning process: building knowledge of field, modeling of text, joint construction of text, and independent construction of text.
The most important stage in teaching narrative text is building knowledge of field. In this stage, teacher plays important role. Teacher will provide students with everything related to the text that students will listen to. This stage provides students with vocabulary, grammar, knowledge of the story, and students’ experience. Also, in this stage students will have some task or exercise to review their understanding about the vocabulary, structure that they have learned. All the activity is aimed to prepare students to comprehend the story they are going to listen to. If there are many student fails in the exercise, it can be predicted that they will fail to understand the story or narrative text. That is why; this stage is the most crucial one in teaching learning process based on Competence Based Curriculum. This stage determines students’ competence to master linguistic competence. Everything about lexico-grammatical features of narrative should be taught to the students. And it is hoped that the students can master all the linguistic features of narrative text, specifically the linguistic features of the story that the students listen to. The successful of teaching learning process in Competence Based Curriculum is most based on mastery learning of the linguistic features in the building knowledge field. It means that teacher should build and prepare students with the knowledge of story that teacher will tell or by story telling. Most of activities in this oral cycle is presented in spoken language. Spoken language dominates the activities in the classroom. It does not mean that there is no writing activity but it is suggested to use oral communication by direct interactive in teaching learning process. Yet, teacher plays centre role in providing students with linguistic element during the class.
The next important stage is modeling of the text. Here, the real story telling activity takes place. Teacher will tell story as a kind of narrative texts to the students. Teacher should act like a story teller. It will help learners to comprehend the story. Using gesture and asking questions is required to attract listeners or students’ attention to focus to the story. Because the story is told in oral cycle, teacher must tell the story in English orally. Yet, teacher can ask students’understanding throuh question answer and guide students to understand the story. If the students find unfamiliar words in the story, teacher can ask other students to help to translate the meaning of the words in Indonesian, even teacher can translate the words in Indonesian.
In modeling of text, teacher guides students to understand the story orally. By having direct interaction during telling the story, the teacher tries hard to attract students’ focus on the story. Teacher’s ability to be a story teller is very useful for students to understand the text. As if the students are listening to an interesting story from the teacher. If the teacher just reads the story, the students will get bore. It is hard for them to listen to the teacher.Also in this stage, teacher examines the students about the lexcigrammatical features or linguistic feature of narrative text that the students learned in the previous stage, building knowledge of field. It is very crucial thing.
An important activity in modeling of text is teacher can tell more than one story if it is necessary. From the examples of the texts, the learners will try to understand the Generic structure of narrative. Teacher discusses with the students and guides them to find the generic structure of narrative. The last activity in modeling of text is to guide student to find the language features of narrative such as dominated by verb in past form, use of material process, focus on temporal sequence, use of circumstances of time and place, and focus on specific participant. Another important thing of the last activity is to guide students to find the generic structure of narrative: orientation, evaluation, complication, resolution, and ended with reorientation. The evaluation and reorientation are optional. Modeling of text and building knowledge of text are the most crucial step in teaching learning process, because it determine whether students can go on to the next stages or not. If these two steps cannot be achieved by students, it is suggested to begin from the beginning. If most students can pass these previous steps, they can go on to Joint Construction of text.
The next stage in teaching learning process in developing discourse communicative competence is joint construction of text. The students are divided into some groups. The activity in this stage is dominated by students in groups. The task in the groups is to report their understanding about the story they have listened to the teacher to heir friends in group. They try to gather information by sharing idea from the story. Furthermore, in groups the students create their groups’ stories or narrative text by following the generic structure of narrative and use the lexico-grammatical features of narrative. The groups are the centre of the activity and they can ask teachers for help. When the groups have their own story, they go to other groups and tell the story while others effort to understand their friends’ story or narrative. They can help each other in groups in order to make the story perfect. All the activity is done orally.
The final stage in teaching narrative is independent construction of text. This stage is intended to work individually. Each student must do his/her own project. A student must create his/her own story. All students can ask teacher to have a student-teacher conference. It means that teacher will provide student with anything to help the students to create their own text or story. When the students have finished the project, teacher can ask them to tell the story like a story teller.
The assessment is taken during teaching and learning process. Every time, every day, every week, and every month, teacher should have teachers’ note of students’ achievement. The authentic assessment is implemented during the process of learning. That is why competence is mostly emphasized in Competence Based Curriculum. If a student has fulfilled the oral communicative competence, he/she can go on to written communicative competence.
Conclusion
All in all, developing students’ English communicative competence can be done through storytelling. Most of histories in the world are told in storytelling. By having new breakthrough in developing curriculum changes, it is hoped that learning process ill be more enjoyable by the students. The students will learn more about the stories written by famous author through storytelling.
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