CHAPTER ONE
INTRODUCTION
Background to the Study
Teaching could be seen as a process of inculcating worthwhile knowledge by the teacher into the learner. This is to train the learner so that he or she can stand on his or her foot in the society. In teaching, three aspects are involved; they are the teacher, the learners and the learning materials. Theodore (2014) refers to it as the process of impacting knowledge and skills from a teacher to a learner.
To him it encompasses the activities of educating or instructing. It is an act or experience that has a formative effect on the mind, character or physical ability of an individual. Ugwu and Eze (2000) are of the same opinion as they saw teaching as the act of educating, training and moulding of the character and attitude of an individual towards a desired goal.Teaching cannot take place without the participation of the different persons, the teacher who is a mature and experienced person that is capable of combining different skills, techniques, and strategies to impart knowledge to the immature individual who is at the help of the mature one to learn. In the light of this, Aguokogbuo (2000) opines that teaching is a deliberate effort by a mature or experienced person to impart information, knowledge and skills to an immature person. The act of teaching is a highly skilled professional activity which involves curriculum design, exposition of information and knowledge through diversified teaching strategies and using of variety of instructional materials to get the message across to the learner. An acceptable teaching brings about learning.
Learning has been variously defined by various authors. It could be seen as acquiring information, knowledge and skills that will bring about a change in behaviour. The learner learns from a more experienced person. Kirkpatrick (2005) sees it as a knowledge gained from teaching. Nsude (2008) argue that learning is much more than that. To her, learning is a relatively permanent change in behaviour which occurs as a result of experience or some level of practice. It is worthy of note here that any learning that does not bring about a change in behaviour is not learning. This is because if any learning has taken place, it is expected that it would influence the behaviour of the learner either positively or negatively. In our schools today, learners learn different subjects taught by the teachers such as English language and literature in English. Literature is generally defined as a collection of writings on any given subject or field of endeavours. However, there also exists some technical definitions of literature. Alorams (2001) defines literature as the ability to create, imagine, express an idea or composition through a definite method and the study of the method itself. In other words, literature is seen as a subject which is unique in contents and methodology. The Oxford Concise English Dictionary also defines literature as “written works, especially those whose value lies in beauty of language or in emotional effect. Literature-in-English serves as a medium of propagating our cultural values and ideas, and for the development of our literary competence. It enhances the students general competence in the English language ( Adesuyi, 2001).
Teaching and learning process in the schools cannot be separated from curriculum. Curriculum is a plan designed to expedite the learning process under the guidance and responsibility of the school or educational institution and its faculty (Nasution, 2008). Curriculum is constantly evolving in line with the development of the theory and practice of education.
Furthermore, in the teaching and learning English process, students' motivation is very important, just like Corder’s phrase in Skehan (2009), ‘Given motivation, anyone can learn a language’. Although the curriculum is good, but if the students do not have motivation in learning, the teaching and learning process will not running well. The writer in the experience as an English teacher found that there were many students still very passive during the teaching and learning process. The passiveness of the students may caused by their lack of motivation in learning.
Folktales in general are part of folk literature, which is more widely referred to as folklore. Simply put, a folktale is a traditional story that has been passed on by words of mouth before writing systems were developed. They include fables (i.e. tales with animals as the main characters and an explicit moral lesson), fairy tales (i.e. tales with some magical elements), myths (i.e. tales which are considered sacred), among many other sub-types (Taylor, 2000).
The teachers have different ways to motivate their students. Using folktale story is one way to enhance the student’s motivation because the folktale stories consists of sequence of events, plots, and many actions that are suitable for their age. In using folktale story, we can develop approaches and strategies that are compatible with our own teaching style, the need and abilities of the students. It is aimed to offer students a communicative, meaningful, and lively way practicing English vocabulary. Besides, folktale story are taken from other sources rather than only based on the literary books used in the teaching and learning processes in the classroom will avoid the boredom of the students. In brief, the new material is interesting for the students. Csabay (2006) states, ”one way to arouse students’ interest can be achieved by bringing something extra ordinary and new into the language class”. Based on the above statement, the writer concludes that the teacher must be creative in presenting the material in the classroom. Bringing something new to the classroom is one of the creative ways to motivate the students to learn. Language teaching should be made to benefit from popular culture. The same is true of using folktale narration as a teaching learning tool in English language classroom (Csabay, 2006).
Using folktales in the language teaching will make the students more motivated in the teaching and learning process because they know and like the materials, and they can also learn to act like their heritage teach them to be a good person and it will fulfill the character based curriculum. Therefore, the writer assumes that using folktales in the teaching and learning process which is integrated to the new curriculum will gain the students’ motivation in learning English. According to Fisher and Medvic (2003), the more folktales or stories students are exposed to, the more opportunities they will have for hearing rich language, learning new vocabulary, grasping story structures, and developing of love of reading.
Statement of the Problem
The fact remains that for English Language to make the expected impact, different means of enhancing the teaching and learning such as the use of folktales or story telling need to be adopted. Most teachers are not creative in presenting the teaching materials in the classroom. Bringing something new to the classroom is one of the creative ways to motivate the students to learn (Csabay, 2006). Also, lack of qualified English teachers, inadequate teaching and learning facilities and unconducive classroom environment are some of the problems facing the teaching and learning of English Language.
It is premised on the above that the researchers embarked on this study in order to find out the extent to which the use of folktales in the teaching and learning of English Language can enhance the performance of students of senior secondary schools in Owerri Municipal in English language.
Purpose of the Study
The main purpose of this study is to examine the extent to which the use of folktales in the teaching and learning of English language in senior secondary schools in Owerri Municipal Council of Imo state could enhance the performance of student. Specifically the study will seek to:
1. Determine the extent to which the use of folktales can enhance the teaching and learning of reading in English Language in senior secondary schools.
2. Identify the teaching strategies teachers could use to motivate their students in using folktales.
3. Determine the extent to which the use of folktales contribute to the effective teaching and learning of speaking in English language in senior secondary school in Owerri Municipal.
4. Find out the extent to which folktales can enhance the teaching and learning of writing in English Language
Significance of the Study
The study will be of great benefit to the following: students, education or curriculum planners, teachers, society and researchers.
Ø The study will help the students to know the importance of in-depth study in order to improve their academic performance in English Language.
Ø Similarly, findings obtained from this study would serve as strategic framework towards formulating the curriculum of education in English.
Ø In addiction, this study would help to improve teachers’ skills because teachers would be exposed to modern teaching methodology and techniques such as the use of folktales needed for effective teaching and learning of English Language
Ø Furthermore, the findings will improve the society by producing qualified English Language students whose services would further enrich the society.
Research Questions
Base on the purpose of the study, the following research questions were raised;
1. To what extent can the use of folktales enhance the teaching and learning of reading in senior secondary schools?
2. What are the teaching strategies teachers can use to motivate their student?
3. To what extent does the use of folktales contribute to the effective teaching and learning of speaking in senior secondary school in Owerri Municipal?
4. To what extent can the use of folktales enhance the teaching and learning of writing in English Language?
Scope of the Study
This study will focus on folktales as a means of enhancing teaching and learning of English language in senior secondary schools. It will cover all the Government owned secondary schools in Owerri Municipal of Imo State.
CHAPTER TWO
Review of Related Literature
The review of related literature is presented under the following sub-headings:
· Conceptual Framework
· Theoretical Framework
· Empirical Studies
· Summary of Related Literature
Conceptual Framework
Concept of Folktale Story
According to Grayson (2003) Folktale story is a short narrative handed down through oral tradition, with various tellers
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