Muhammad Syafie Bin Sulaiman

TESL 1

990411-03-5247

2018092340129
1.0 Introduction

In the 21st century teaching and learning classroom, there is one term that educators use in
to teach students. The term is language arts. Language arts is the art of using language
proficiently to communicate and share the ideas. According to Marina (2015), language arts is
the term typically used by the teachers to describe the curriculum area that includes four main
skills of language which are listening, speaking, reading and writing. It is clearly stated that
language arts involve the content of language skills in the lesson. As we know, the teachers
integrate language arts in the content of education curriculum when they teach the language in
the class. The language arts is a vital educational component that will help students to acquire
language skills to develop communication skills among them in the primary school. This process
of development directly influences the students’ ability to be successful learners, to become
self-actualized and to lead productive lives. (Alleyne, Sookoo, Alexis & Vermon, 2013). Thus, in
order to plan an effective language arts class, there are two techniques and strategies that can
be used by the teachers.

2.0 Stories Strategy

One of the strategies that I want to focus on is stories. Using stories as the medium to teach
language among young learners can be an effective method. Mostly, young learners enjoy
listening to the stories. Stories have powerful opportunities that can bring the young learners
into a world of imagination and draw interesting and colourful picture with many interesting
characters in the story. (Izzah, 2015). Since the target learners are primary students, so this
strategy can be effectively done. We apply stories based on the context that we want to teach.
Then, we integrate the skills that we want to focus on such as speaking and listening. So, the
students learn about stories during the lesson. In the same time, they also enhance their
speaking and listening skills.

2.1 Implementation of Stories Strategy

For this strategy, one of the activity that can be implemented in the presentation
stage is the teacher will tell story by using the text that had been prepared. Based on
the scheme of work for year 5 in Unit 3, Superheroes, will be focused on the learning
standard which students can plan, produce and display creative works based on
literary texts using a variety of media with guidance. Next, on the practice stage, the
teacher can provide flashcards that contain familiar stories to the students. Then, the
teachers can ask them to write the story and read the story aloud in the class. This
 activity should be a group work. Thus, the teacher will able to identify students’
understanding and ability to be a storyteller.

2.2 Bibliotherapy
Based on the strategy mentioned above, we can relate the usage of stories with
the bibliotherapy. The work of psychologist Keith Oatley shows us that stories can
work as training instruments to help us navigate our problems (Jackson, 2016).
There are a few steps to use bibliotherapy in the lesson that we teach using the
stories. Firstly, we should identify the student’s needs especially for those who need
to focus on. Next, choose the appropriate materials that suitable with the students.
For example, we should choose the story that is suitable and do not have any of
negative or inappropriate content to the students. Then, design the materials for the
students. Materials should be convenience for the students. Some stories can be
used for discussion and resolution for difficulties. (Jackson, 2016). After that, we
plan for the lesson and use it in class. The teachers must take note that some
students still need their assistance and guidance. This method can be done either
individually or in a group setting. By learning through stories, students should be able
to relate in with real life context. For example, we expose them with the story of
Tortoise and The Hare. The story shows that we must not be arrogance with our
specialities. So, the students need to relate it and apply in their life as a value that
they must have in real life.

2.3 Elements of Multicultural

In the context of multicultural elements, we can use stories that contain some of
the elements such as value system, belief system, family relationships and gender
issues. For example, the story of Tortoise and The Hare. The story has some
elements of multicultural like value system social issues. For example, in this story,
for the elements of the value system, the teacher can focus on the moral lesson of
the story. The teacher can advise the students to not be arrogance and not easy to
give up in our life. When we teach the students using this story, we can emphasize
more on the other elements. They can take the knowledge as a lesson in their life.
That is how multicultural elements are integrated in the stories as the strategy to
teach in class.
 2.4 Types of Assessment
First assessment that can be carried out to evaluate students is using written
assessment. Teachers can ask the students to create and produce their own short
script of the story based on the theme given by the teachers. The story must be
interesting and relatable to the theme.
Second assessment that can be done is the aural-oral assessment. The teachers
can organise a story telling competition. From this, the aural-oral assessment can
assess both of the speaking and listening skills (Yusof, 2017). Students will be
evaluated from the aspects of pronunciation, expressions, body movement, and
other features. The teacher will prepare evaluation form to assess their performance
from the competition.

3.0 Dramatization Strategy

The second strategy that can be used in teaching language arts is dramatization.
Dramatization is an excellent activity for learning oral skills in a safe environment of the
classroom (Samantaray, 2014). Basically, dramatization focus on development of students’
speaking skill. In the same time, dramatization also makes students to enjoy the learning
because it is different from the traditional teaching method. Instead of class that full of tense,
drama class can change it into something that relaxing. Students also will be able to learn
without pressure. For example, role-play activity. We can provide some examples before we
let them do it by themselves. However, we must be aware that each class consists of
students with mix abilities. So, we should provide some assistant and guidance for them. As
the result, students will be able to enhance their speaking skill and for the teachers, they will
able to reach our objectives and create a conducive classroom.

3.1 Implementation Of Drama Strategy

As for this strategy, firstly, the teacher can show a video of dramatization to the
students in the presentation stage. From the video, the teacher explains on how to
perform dramatization and demonstrate the dramatization to the students. After that,
the teacher can give any topic related to theme of the day. For example, the theme
of the day is legends and the pupils need to do preparation by themselves to perform
the dramatization in the practice stage. Then, they need to be creative to create the
 picture in their imagination. Role-playing can boost self-esteem, increase classroom
morale, encourage participation and create confidence. (Samantaray, 2014).

3.2 Bibliotherapy

Dramatization can also be used as the process of bibliotherapy. Bibliotherapy is

a therapeutic approach that uses literature to support good mental health.
(Cassandra, 2016). Mostly, drama contains a lot of literature elements. So,
dramatization can be included as one of the most effective method for bibliotherapy.
There are three stages of bibliotherapy. Firstly, during the identification stage,
students will identify the characters, personality of the characters and language used
by the characters. Then, in catharsis, teacher have to ensure that students can
understand the storyline well in order to give the best impact of emotion and feeling
of the drama. Dramatization can trigger students’ imagination by giving them a scene
(Tarina, 2004). The scene can be selected either from a story or real-life context.
Lastly, the students need to face insight phase where they need to release their
emotional tension. Then, the teacher needs to inculcate the moral values to the
students and this will help to give huge impact to them.

3.3 Elements of Multicultural

In dramatization, there are also multicultural elements included. Instead of the
main purpose which is to enhance students’ speaking skills, we can also apply the
culture awareness in the learning process. It depends on the types of drama that we
used. For example, we can use the story of Aladdin as the content in dramatization.
In this drama, there are lot of the multicultural elements that students can learn from
it such value system, culture system and social issues. So, teacher needs to make a
good decision when selecting drama to be used in language arts class.

3.4 Types of Assessment

First assessment that can be done is aural-oral assessment. The teacher can
assess the development of language skills among the students especially when they
are speaking and listening to each other. Other than that, the teacher can evaluate
the pronunciation, intonation, teamwork and gestures of the students during
dramatization.
 Second assessment that can be done from this poem is written assignment. This
type of assessment can be carried out by students when the teacher asks them to
create simple script for their dramatization. So, they need to produce their own script
to perform dramatization. The teacher can evaluate their language used, creativity
and organization of the storyline.

4.0 Conclusion

In conclusions, language arts can be done using various type of techniques and strategies. It
depends on how teacher integrates the techniques and strategies in the teaching and learning
process of language arts. These methods can also bring lot of benefits for students and
teachers. Hence, teacher should be aware and updated with the development of teaching and
learning process in this 21st century education.
REFERENCES

Alleyne, V., Sookoo, S., Alexis, M., & Vermon, S. (2013). Language Arts. Primary School

Syllabus (INFANTS I & II AND STANDARDS I & II), i-viii.

Bibliotherapy. (2016). Retrieved from https://www.goodtherapy.org/learn-about-therapy/

types/bibliotherapy

Cassandra, D. K. (2016). Communities of Faith in Africa and the African Diaspora: In Honor of
Dr. Tite Tienou with Additional Essays on World Christianity. U.S.A: Wipf and Stock
Publishers.
Izzah, L. (2015). The Power of Storytelling in Teaching English to Young Learners. In

International Seminar of Early Childhood Care and Education (pp. 556-570). Jakarta:

Penerbit Zikrul Hakim.

Jackson, K. (2016). Bibliotherapy: The Healing Power of Words. In Social Work Today. USA:

Great Valley Publishing Co.

Lindeman, B. (2014). Bibliotherapy: Definitions, uses and studies. Journal Of School

Psychology, 7(2), 36-41.

Marina, T. (2015, April 15). Language Arts . Retrieved from Thought.Co:

https://www.thoughtco.com/what-are-language-arts-1691214
Samantaray, P. (2014). Dramatization as a Method of Developing Spoken English Skill. 
International Journal of Language and Linguistic, 1(1), 70-78.

Tarina, M. (2004). Introduction to the Counseling Profession. United Kingdom: Taylor & Francis
Group .
Teaching of Language Arts - Models of Language Arts Instruction, Focus on Outcomes,

Language Arts Standards. Retrieved from https://education.stateuniversity.com/

pages/2155/Language-Arts-Teaching.html

Yusof, Z. (2017, May 14). Nine Strategies for Reaching All Learners in English Language Arts.
Retrieved from edutopia : https://www.edutopia.org/blog/stw-expanded-learning-time-
individualized-learning-hassan-mansaray
ATTACHMENTS