This document discusses using storytelling as a method for teaching English as a foreign language (EFL). It notes that traditional reading skills can be difficult and painful for children. Storytelling is motivating, fun, and helps develop positive attitudes towards language learning. Stories exercise imagination and allow teachers to introduce new vocabulary and structures. The document provides guidance on selecting stories, adapting stories for students, supporting student understanding, preparing to tell stories, improving storytelling skills, and follow-up activities to reinforce learning.

1. STORY TELLING AS A
METHOD OF EFL TEACHING
By:
Musdarizal
Hellen Nidya Saputri
Zakiyah Husna

2. Rationale
As a matter of fact, some
educators claim that the
traditional reading skill time
is difficult, and actually
even painful for many
children (Andersen, 2005).

3. Why tell stories
 Stories are motivating and fun and can help
develop positive attitudes towards the foreign
language and language learning.
 Stories exercise the imagination.
 Listening to stories in class is a shared social
experience.
 Children enjoy listening to stories over and
over again.
 Listening to stories allows the teacher to
introduce or revise new vocabulary and
sentence structures.

4. Storytelling and the
curriculum
1. Stories can be used to reinforce
conceptual development in
children
2. Stories are means of developing
learning.
3. Carefully selected stories can also
be used to develop other subjects
in the curriculum

5. Storytelling and the
syllabus
 A syllabus is concerned essentially
with the selection and grading of
content. It include language functions
and structures, vocabulary,
pronunciation and skills to be
practised.

6. Selection
Wide reading gives authority to
your telling. Teachers can
choose from a wide range of
storybooks: those that children
are already familiar with in their
mother tongue, such as
traditional stories and fairy–tales

7. Adapting stories
You can only effectively tell the stories
that you feel comfortable with and which
have meaning for you.
What can the teacher do to make the story
more accessible?
 VOCABULARY AND GENERAL
MEANING
 GRAMMAR
 ORGANIZATION OF IDEAS
 STORY LENGTH

8. Supporting children’s
understanding
For stories with beginner pupils you
may have to use the mother tongue
from time to time. If your class shares
a common language, this is quite
natural.The more you use English and
the more your pupils get better at and
more familiar with the language, the
less you will need to use the mother
tongue.

9. Preparation(prevents
forgetting and flopping)
1. Learn the story.
2. Outline the story.
3. Control the story's length.
4. Control the story's vocabulary.
5. Refine your storytelling style.
6. Practice, practice, practice.
Practice aloud to yourself, your
family or friends.
7. Relax

10. Improving storytelling skills
 If possible, have children sit on the floor around
you
 Speak slowly and clearly.
 Make comments about the illustrations.
 Encourage your pupils to take part in the
storytelling by repeating key vocabulary items and
phrases.
 Use gestures, mime, facial expressions, varied
pace and tone.
 When telling a story for the first time try to create a
relaxed, informal atmosphere
 When listening to a story in a foreign language
children rely heavily on their eyes to help them

11. Follow–Up Activities
 Ask comprehension questions
carefully.
 Invent exercises in phonetics,
semantics, and syntax.
 Do listening activities.
 Do oral activities. Choral reading,
story fill–in, add–on stories, building
a tale
 Do written activities.
 Do visual activities.
 Do creative drama activities. There
are many story games to play.
 Organizing book corner.

12. Thank you