Main Article Content
Abstract
Folktale is one of Sentani people’s cultural heritages that is rarely told anymore. As social products that teach knowledge, history and moral values, folktales have to be preserved. In Jayapura Regency, there are some communal agents for children that have various programs and one of them is teaching English. To keep motivating them learning, it needs more interesting and challenging materials. From the research on revitalization of Sentani language for children through folktales in Jayapura Regency in 2017-2018, it was found that children like to listen and read Sentani folktales. Accordingly, this paper aims at utilizing folktales to teach English for children focusing on speaking in some children communal agents in Jayapura Regency by exploring two main questions, i.e. (1) why teaching speaking using Sentani folktales and (2) how to teach speaking using Sentani folktales. This is a qualitative-descriptive study utilizing data of folktales that were obtained via observation, interview, and FGD from some informants, namely tribal chiefs and Sentani elders in East, Central, and West Sentani in 2017. This writing adopts theory of literature and language teaching (Lazar, 2002) and Vigotsky’s scaffolding learning (Omrod, 2020). This study concludes that (1) children are more active and enthusiastic to speak in English, (2) children are able to learn their ancestor’s heritages, (3) it is an alternative way of both revitalizing Sentani folktales and disseminating the socio-cultural values embedded in them.
Keywords
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References
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- Yektiningtyas-Modouw, W. (2018). Ebi dan Kandei (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
- Yektiningtyas-Modouw, W. (2018). Perjalanan Masyarakat Heram ke Pulau Asei (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
- Yektiningtyas-Modouw, W. (2018). Asal Mula Nama Kota Abepura (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
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References
Ahmad, S. (2014). Problematika Kurikulum 2013 Dan Kepemimpinan Instruksional Kepala Sekolah. 8(2), 98–108. https://doi.org/10.13170/jp.8.2.2158
Arumsari, A. D., Arifin, B., & Rusnalasari, Z. D. (2017). Pembelajaran Bahasa Inggris pada Anak Usia Dini di Kec Sukolilo Surabaya. Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan Dan Pembelajaran Anak Usia Dini, 4(2), 133. https://doi.org/10.21107/jpgpaud.v4i2.3575
Bahadorfar, M., & Omidvar, R. (2014). Technology in Teaching Speaking Skill. International Journal of Multidisciplinary Research Review, 2, 9–13.
Court, D., & Rosental, E. (2007). Values Embodied in Children’s Literature used in Early Childhood Education in Israeli State Schools. Early Childhood Education Journal, 34, 407–414. https://doi.org/10.1007/s10643-006-0140-9
Cowan, H. K. . (1965). Grammar of the Sentani Language. With Specimen Texts and Vocabulary. [With a Map.]. Martinus Nijhoff. https://books.google.co.id/books?id=dGSElwEACAAJ
Danandjaja, J. (2002). Folklor Indonesia: Ilmu Gosip, Dongeng dan lain-lain. Pustaka Utama Grafiti. https://books.google.co.id/books?id=dtciAAAAMAAJ
Dixit, V., Kaur, G., & Shanwal, V. K. (2017). Emotional Intelligence in Indian Folklore. 4(1), 1–8.
Dundes, A. (1980). Interpreting Folklore. Indiana University Press.
Finnegan, R. (2003). Oral Traditions and the Verbal Arts: A Guide to Research Practices. Oral Traditions and the Verbal Arts: A Guide to Research Practices, 1–270. https://doi.org/10.4324/9780203393215
Foley, J. M. (1986). Oral Tradition in Literature: Interpretation in Context. University of Missouri Press.
Hartzler, M. (1992). A Brief Phonology of the Sentani. In Afeu: Vol. year III (Issue 4). Percetakan Universitas Cendrawasih.
Hartzler, M. (1992). A Brief Phonology of the Sentani. In Afeu: Vol. year IV (Issue 4). Percetakan Universitas Cendrawasih.
Kartikasari, E., Arifin, Z., & Salam, U. (2015). Improving Students’ Speaking Ability Through Repetition Drill. Jurnal Pendidikan Dan Pembelajaran Untan, 4(1).
Kashima, Y., Shi, J., Tsuchiya, K., Kashima, E., Cheng, S., Chao, M., & Shin, S.-H. (2011). Globalization and Folk Theory of Social Change: How Globalization Relates to Societal Perceptions about the Past and Future. Journal of Social Issues, 67, 696–715. https://doi.org/10.1111/j.1540-4560.2011.01723.x
Kemendikbud. (2016). Kurikulum 2013: Kompetensi Dasar Sekolah Dasar/Madrasah Ibtidaiyah.
Laurenson, D., & Swingewood, A. (1972). The Sociology of Literature. MacGibbon and Kee. https://books.google.co.id/books?id=1z4HAQAAIAAJ
Lazar, G. (2002). Literature and Language Teaching: A Guide for and Trainers. Cambridge University Press.
Lisa, H. (2019). the Effectiveness of Flashcards on the Motivation To Increase English Vocabulary Among the Fourth Elementary School. JOALL (Journal of Applied Linguistics & Literature), 4(1), 43–53. https://doi.org/10.33369/joall.v4i1.6852
Lwin, S. M. (2015). Using folktales for language teaching. The English Teacher, 44(2), 74–83.
Modouw, J. (2013). Pendidikan dan Peradaban Papua: Suatu Tinjauan Kritis. Bajawa Press.
Muhammad, J. (2019). Eksplorasi Nilai Fabel Sebagai Sarana Alternatif Edukasi Siswa. Jurnal Pendidikan Bahasa Dan Sastra, 18, 294–303. https://doi.org/10.17509/bs_jpbsp.v18i2.15517
Nhung, P. T. H. (2016). Folktales as a Valuable Rich Cultural and Linguistic Resource to Teach a Foreign Language to Young Learners. The Journal of Education, Culture, and Society, 1, 23–28.
Ormrod, J. (2003). Educational Psychology: Developing Learners.
Oroujlou, N. (2012). The Importance of Media in Foreign Language Learning. Procedia - Social and Behavioral Sciences, 51, 24–28. https://doi.org/10.1016/j.sbspro.2012.08.113
Özlem, A. (2018). Importance of “Cultural Heritage and Conservation” Concept in the Architectural Education. Journal of Human Sciences, 15, 1700–1710. https://doi.org/10.14687/jhs.v15i3.5380
Pol, J., Volman, M., Oort, F., & Beishuizen, J. (2015). The effects of scaffolding in the classroom: support contingency and student independent working time in relation to student achievement, task effort and appreciation of support. Instructional Science, 43, 615–641.
Putri, A. R. (2016). Teaching English for Young Learners Using a Total Physical Response (Tpr) Method. Jurnal Edulingua, 3(2), 16–22.
Redhana, I. W. (2019). Mengembangkan Keterampilan Abad Ke-21 Dalam Pembelajaran Kimia. Jurnal Inovasi Pendidikan Kimia, 13(1), 2239–2253.
Rufiana, D., & Mulyadi, M. (2018). Using Think-Pair-Square-Share Strategy to Improve Students’ Speaking Ability For Indonesian Senior High School Students. JOALL (Journal of Applied Linguistics and Literature), 2, 83–93. https://doi.org/10.33369/joall.v2i1.5872
Santrock, J. (2008). Educational Psychology. McGraw-Hill Companies, Incorporated. https://books.google.co.id/books?id=l8wxPwAACAAJ
Santyaningtyas, A. C., & Noor, M. Z. M. (2016). Preserving of traditional culture expression in Indonesia. Asian Social Science, 12(7), 59–65. https://doi.org/10.5539/ass.v12n7p59
Shehada, Z. M. (2020). Understanding the Conservation of Cultural Heritage: Contextual Interpretation Based on USA Case Study. International Journal of Cultural Heritage, 5, 11–22.
Yektiningtyas-Modouw, W. (2018). Ebi dan Kandei (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
Yektiningtyas-Modouw, W. (2018). Perjalanan Masyarakat Heram ke Pulau Asei (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
Yektiningtyas-Modouw, W. (2018). Asal Mula Nama Kota Abepura (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
Yektiningtyas-Modouw, W. (2018). Burung Pipit dan Kasuari (Cerita Rakyat dalam Tiga Bahasa: Indonesia, Sentani, Inggris). UNY Press.
Yektiningtyas-Modouw, W., & Modouw, J. (2017). Infusing Culture in English Learning: An Attempt to Preserve Cultural Heritages in Jayapura Municipality, Papua. Language and Language Teaching Journal, 20(01), 40–48. https://doi.org/10.24071/llt.2017.200105
Yektiningtyas-Modouw, W., & Rafra, P. (2017). The Importance of Rewriting Papuan Folktales for Children. Proceeding of 4th LSC: Children’s Literature in Southeast Asia.