a story telling

7/29/2019 A Story Telling

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KAMPUS BAHASA ANTARABANGSA, KUALA LUMPUR

PROGRAM IJAZAH SARJANA MUDA (TESL) PPG

PENDIDIKAN SEKOLAH RENDAH

AMBILAN JUN 2011

SEMESTER 5, 2013

STORIES FOR YOUNG LEARNER

LGA 3103

NAME : NURAZLIN BT ABDUL RAHMAN

INDEX NO : 700518-04-5084

COURSE/CODE : TESL A

LECTURER : MDM HENDON BT MOHAMAD

TITLE : STORY TELLING


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Based on the discussion with my partner, I have agreed to choose the story, The

Boy Who Cried Wolf from the World of Stories in Year 3. My partner and I agreed that this

story is suitable for a rural area school as the setting and characters are familiar to them.

The vocabulary items are suitable for their level because it doesnt have many new words

or difficult phrases and terminology.

After making the preparation to tell the story, I tried rehearsing the story in front of

the mirror. I found that I am weak at making up facial expressions especially because the

characters in the story dont carry much emotion. I cannot exaggerate the expressions as I

panicked easily and tends to forget my lines easily. Instead of focussing on the story, I

look like as if I am teaching my ordinary English class.

The children were very supportive in a sense that they paid attention to every word

I said, except for a few boys who seem uninterested in stories as they are quite weak in

English and couldnt understand what I was trying to say. I managed to grab their attention

by making them take part as the sheep grazing in the field to prevent them from wandering

about and playing with each other. Apart from that, the girls, although very timid and shy,

were able to repeat my dialogues spontaneously. The volunteers I had chosen were

surprised as they did not expect to be called as part of the story telling. They tried their

best to understand what they were supposed to do just by following the lines I said. They

were very good because they were able to follow my gestures and understood most of the

actions to be done.

I planned to use the you-tube version of the story as my background, so that the

pupils will get a clearer picture of the setting. Unfortunately the saved story in my laptop

could not be shown on the screen. Since internet line was also particularly slow at this

building, I had to bring the pupils to the SAL room to get a suitable background. My Head

of Panel was glad that I utilise the SAL room which had been abandoned for quite some

time. The room was quite small but it was comfortable and clean. After all the commotions,

I realized that I had forgotten to bring along the sheep masks up to the SAL room.

I had to keep calm to tell my story, so I just make the best out of the situation.

Furthermore, all my colleagues and Head of Panel are Year Six teachers and we were tied

up with hectic UPSR extra-classes.


3/12

After I had carried out the story telling session, only then I realised that the story

was too short to be delivered in a 20 minutes time allocation. I had under estimated my

pupils ability to grasp the content of the story when they were able to relate to the story

without any problem at all. They even acted naturally according to the situation given to

them spontaneously. I was enjoying the story telling session that I didnt realize I wasgoing too fast in my delivery. Nevertheless, the pupils were able to follow the story without

any problem. They too enjoyed being part of the act and keep up with suitable gestures

and body language to suit their characters.

As I was happily digesting all the enjoyment and positive response from the pupils, I

realised that a flock of sheep had gone astray. They were not acting in accordance to the

storyline and were enjoying themselves doing what they desire. They were sprawling

across the floor, playing with one another and not acting as they should. Then it struck me,

these group of boys are the slow learners in my class. They did not understand what they

heard due to the speed and new vocabulary I was using. My intention was to get the

whole class to join the excitement but I forgot to assign a good pupil to lead the act of the

sheep. So the sheep end up running around wildly and even refused to get caught by the

wolf. But their behaviour was acceptable because it all happened spontaneously. I

decided to carry on because I dont want the story telling session to be a strenuous

activity. It would also drain away the excitement and suspense elements if done in a

rehearsed method.

I feel that in a story telling, the listeners interest can be sustained by appropriate

stress and intonation in the delivery. A suitable facial expression and body language can

enhance understanding. The rise and fall of the voice tone, accurate pause and stops can

increase suspense. Apart from that, the use of background music and props add spices to

the story. Therefore, I do not think I need a lot of props to make my story more interesting.

Less is more, by using less props, I have the advantage of manipulating my pupils

attention towards my delivery instead of getting distracted by cute puppets or expensive

costumes. I have decided to use the stick masks the pupils had made from their previous

Language Art lesson. It saves cost and also maximised the usage of the masks which

they have creatively produced. It also made the pupils proud as their teacher is using their

handwork to aid her lesson.


4/12

Based on the comments given by the Head of English panel, I agree that it is only a

few times that we get pupils to understand and enjoy story telling as the pupils are of low

English proficiency and their listening skill is very poor. They seldom enjoy taking part in

story telling because they cannot memorize lines, they cannot act appropriately because

they dont know the meanings of words and they behave inappropriately because they feelthat they just want to be part of the story and enjoy themselves. In future, I would like to try

to tell a story with a lot of different characters, emotions and conflicts. Then I would be

able to challenge myself in character building, boost my confidence and deliver a story so

good that my audience can feel as though they are part of the story.


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a story telling

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