Mr. HarrisonThe Influence of Folktales as a Communication Tools in Teaching of English Language in Secondary School
Abstract
This research work examined the influence of Folktales as a Communication Tools in Teaching of English Language in Secondary School in Ahiazu Mbaise Local Government Area. The survey research design was employed in the study. Two research questions and two null hypotheses were stated and tested at 0.05 alpha levels of significance. Literatures relevant to the study were reviewed on theoretical framework; conceptual framework and empirical framework were also reviewed. The population of the study comprised all senior secondary two (SS2) students in Ahiazu Mbaise Local Government Area, Imo State. In the 2020/2021 academic session.
The sample size used for the study was 100 senior secondary two (SS2) students will be randomly selected from the two public secondary schools in Ahiazu Mbaise Local Government Area of Imo State using proportionate random sampling techniques. Folktales Utilization Questionnaire (FTUQ) was the instrument used to collect data for the study. This instrument was trial tested on thirty (30) students selected from two secondary schools and the reliability co-efficient of 0.81 was obtained using Pearson Product Moment Correlation Coefficient (PPMCC). Data obtained for the study were analyzed using mean, standard deviation, chi-square and t-test statistics analysis and findings showed that:
The extent to which the use of folktales during English Language class facilitates learning, makes learning enjoyable, makes the subject simple to understand, stimulates my interest as a learner in English Language class and make students participate more in class is very high in Ahiazu Mbiase Local Government Area. There is a difference of 4.68 between the mean performance scores of students taught using folktales and those taught without folktales in Ahiazu Mbiase Local Government Area. There is a significant influence of teachers’ use of folktales on teaching as a means of communication in teaching of English language in Ahiazu Mbiase Local Government Area. There is a significant differences between students taught with folktales and those that are taught without the use of folktales in Ahiazu Mbiase Local Government Area.
CHAPTER ONE
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Reading is a fundamental language skill. It is also a highly complicated act that a combination of many skills and processes. Through reading, one can teach writing, speaking, vocabulary items, grammar, spelling and other language aspects. The basic goals of reading are to enable students to gain an understanding of the world and themselves, to develop appreciation and interests, and to find solutions to their personal and group problems.
According to Milford (2007) when a component of art such as folktales or storytelling is integrated into the reading curriculum, students experience more meaningful learning. They are more actively involved with the text. The use of storytelling has been linked to improved literacy and language development. When children participate in storytelling, it can increase reading comprehension (Bayly, 2007). They learn to listen to stories; they must visualize the setting, character, problems and other parts of a story. These comprehension skills must be acquired and applied when students are reading in order to gain understanding (Milford, 2007).
Folktales or storytelling began with the advent of civilization. Generations heard and experienced the power of the word through oral expression. Oral interpretation gave way to the written word when cave paintings, and stone tablets, became the means of conveying and preserving the story. It was not until the end of the middle ages, when Gutenberg invented the printing press that the common person was instructed to read the written word. Prior to that time, folktales or storytelling was the primary source of the literary instruction and entertainment (MacKinney, 1996). However, limited research has been done on the effects or influence of storytelling on children’s learning in Nigeria.
The importance of folktales or storytelling has been demonstrated in the results of over 75 educational research (Wood, 1994). Gold and Gibson (2001) emphasize that storytelling is the foundation of literacy development. They also state that storytelling demonstrates the relationship between the printed word and meaning and invites the listener into a conversation with the author. Trelease (1994) says that folktales or storytelling fosters the desire to read independently. It is like a TV or radio advert for literature. Folktales or storytelling time encourages children to grow as readers and broadens the types of literature they choose to read.
The Influence of Folktales as a Communication Tools in Teaching of English Language in Secondary School
The single most important activity for building knowledge required for eventual success in reading, is reading stories aloud to children (Anderson et al. 1985). Moreover, Beach (1993) states that oral reading instruction is a legitimate part of the developmental reading programme and can offer benefits of increased fluency, comprehension, and vocabulary. It is obvious from the foregoing that researchers seem to agree that as long as teaching exists, folktales or storytelling should be incorporated in the curriculum, regardless of the students’ ages.
Rog (2001 pp.67) states that reading stories aloud mean to develop children’s ‘‘concepts about print, story structure, and other elements of text’’ and ‘‘provides the child with a wealth of information about the processes and functions of written language’. It develops children’s attention span and listening skills (Dragan, 2001). Reading stories aloud to children gives them new understandings on various subjects that they encounter only through books (Terblanche, 2002).
In addition, Needlman (2004) asserts that there are many good reasons to read folktales or stories aloud to students. These include: reading together is fun; reading aloud keeps interest high; reading aloud is especially important if your child is having difficulty, learning to read; reading aloud builds listening skills; reading aloud builds vocabulary; stories are the building blocks of imagination and stories help teach character. Moreover, Rippel (2006) indicates that reading aloud to students has many benefits. Some of these benefits are: hearing stories read aloud expands the students ‘vocabulary; through read-aloud stories, students can learn about many different topics: science, history, geography, etc.; the student’s attention span increases as he/she sits still for an interesting story; through hearing well-written stories being read aloud, students are absorbing proper grammar and word usage and when teachers read with their students, they are modeling an important skill for them.
In the current environment of research-based practices, many educators may be skeptical about allowing the use of a ‘‘new’’ educational tool until the effect of that tool has been clearly documented through quantitative research. This study investigates the influence of teacher’s use of folktales on the performance of students in communication skills in secondary schools in Imo state, Nigeria. This is an issue previous studies conducted in Nigeria, have not tackled properly. To the best knowledge of the researchers, this is the first time a research of this nature is being conducted to determine whether or not reading comprehension significantly improves when pupils are told folktales or stories by the teacher
1.2 Statement of the problem
Over the years, the used of folktale as a communication tools in teaching of English language has been shifted to the background, students fails their examination due to lack of vocabularies which would have help them in writing and making correct and reasonable sentence .Through folktales, young language learners are exposed to a wide range of authentic vocabulary. This vocabulary can be nouns of concrete objects such as house, horse, mouse, rose, table, chair, red, dwarf, and so, or verbs: say, swim, jump, eat, sleep, run, shout, complain, lose, threaten, kill, like and adverbs: slowly, sadly, luckily.
Young learners also have the chance to listen to meaningful input in chunks, rather than just single words. This gives them more chances to learn vocabulary incidentally. When teachers read stories aloud, children are exposed to patterns of language that are not found in everyday communication. They can use language of more complexity and gradually expand and strengthen formal language knowledge. But in recent time the use of folktales in our schools has been thrown to the back, teachers and instructors now sees it as “Adamic” pattern of teaching and it is on this background that the influence of Folktales as a Communication Tool in Teaching English Language in secondary school in Ahiazu Mbiase Local Government Area
1.3 Scope of the Study
This study is based on the influence of Folktales as a Communication Tool in Teaching English Language in secondary school in Ahiazu Mbiase Local Government Area. The study was delimited to the extent teachers’ use of folktales influence the Teaching of English Language and how its affects the academic performance of students in the study area. The project researcher used only senior secondary two (SS2) students in two public secondary schools in in Ahiazu Mbiase Local Government Area. Other variables were outside the scope of the study.
1.4 purpose of the study
The main purpose of the study was to examine the influence of Folktales as a Communication Tool in Teaching English Language in secondary school in Ahiazu Mbiase Local Government Area:
- To determine the influence of teachers’ use of folktales on Teaching of English Language in secondary school in Ahiazu Mbiase Local Government Area
- To examine the influence of teacher’s use of folktales on academic performance of students in reading comprehension in secondary school in Ahiazu Mbiase Local Government Area
1.5 Significance of the study
The finding of this study will be useful to the classroom teachers, curriculum planners, students and parents
For the teachers they will be better informed on how to help and guide their students on the use of folktale as a means of communication.
The study would be beneficial to curriculum planners who would design functional curriculum by taking into consideration the relevance of folktales in teaching of English language during the course of curriculum planning.
The result of the study would provide information to researchers interested in working on a related topics, this may help them to get more information on the use of folktales as a means of communication during the course of the study.
Parents would be encouraged on how to use folktales to them to assist their wards at home.
1.6 Research Questions
The following research questions guided the study
- To what extents does the influence of teachers’ use of folktales on Teaching of English Language in Ahiazu Mbiase Local Government Area?
- How does teacher’s use of folktales influence academic performance of students in reading comprehension in Ahiazu Mbiase Local Government Area?
1.7 Research Hypotheses
The following research hypotheses were formulated to guide the study;
- There is no significant influence of teachers’ use of folktales on teaching as a means of communication in teaching of English language
- There are no significant differences between students taught with folktales and does that are taught without the use of folktales
1.7 Limitation of the Study
The study of this magnitude had some limitation; one of such was the unavailability of empirical data on the study, also insincerity on the part of the respondents toward giving out correct responds to the instrument that was use by the researcher to elicit information from the respondents.
1.8 Definition of terms
Folktales: Folktales are stories in the oral tradition, or tales that people tell each other out loud, rather than stories in written form
Influence: Influence is the capacity to have an effect on the character, development, or behaviour of someone or something.
Tool in Teaching: A teaching aid is a tool used by the teacher as a facilitator to the process of teaching and learning inside the classroom.
Communication: This is the exchanging of information by the speaker to the listener.
CHAPTER TWO
REVIEW OF RELATED LITERATURE
This Chapter Is Discussed Under the Following Subheadings: Conceptual Background, Theoretical Framework, Empirical Studies and Summary of Literature Review
Mr. Harrison
