Untitled - Telling Tales from Southeast Asia and Korea - APCEIU

SEAMEO-APCEIUSEAMEO-APCEIUFIGURE 6: TEACHING METHODS AND CLASS ACTIVITIES MOST COMMONLYUSED TO TEACH TRADITIONAL STORIES (%)FIGURE 7: MOST COMMONLY USED CLASS AIDS AND MEDIA FORMATS TOTEACH TRADITIONAL STORIES (%)CLASS AIDS AND MEDIA SUPPORT FOR TEACHINGTRADITIONALFOLKTALESFigure 7 shows that storybooks and audio-video recordings were the most commonclass aids used to support activities and to reinforce the effect of learning folktales.This was followed by the use of chalk and board and of paper-and-pencil tests at50 percent each. In contrast, the respondents expressed the least preference forstorytelling, illustrations, handouts, the use of flashcards, and answering questionsin textbooks.PEDAGOGICAL OBJECTIVES IN TEACHING TRADITIONAL STORIESThe most common objective behind the inclusion of folktales in primary-school lessonswas to improve the learners’ communication skills. In addition, the respondentsindicated “the desire to increase knowledge of one’s culture” as the second mostpopular motivation for integrating folktales into primary-school lessons (see Figure8).With regard to other forms of media support (41.7 percent), the respondents indicatedthe following:In Korea, teachers utilized folktale CDs, computer-aided instructional materials,and television programs to teach their students. The students werethen asked to answer related questions afterward on sheets of paper.Textbooks, on the other hand, were most commonly used in Indonesia.Philippine teachers utilized illustrations or animations and storytellingwhile those from Thailand invited local storytellers to class.The other countries did not specify what means of multimedia supportthey used for teaching traditional folk stories.1415