Fairy-tales: The Integration of Values and Language Skills in Teaching

Henny Putri Saking Wijaya

Herwindy Maria Tedjaatmadja

Abstract: As language teachers, we often encounter resources problems in selecting

suitable textbooks which can cover language skills and cultural values under time

constraint. These limitations have led language teachers to have a tendency to refer to

a single reading book with repetitive activities assigned by the school authority. This

phenomenon has gradually created a boring and monotonous classroom atmosphere

which can discourage learners to participate actively. Meanwhile, our rich cultures are

not well-exploited. Some forms of literary works such as folklore, fairy-tales and

legends have the potential to be used in ELT as a valuable source of authentic

material. With appropriate adaptation these stories are suitable for use with all ages

and all levels. Even university students who think they have outgrown fairy-tales are

able to appreciate updated versions and engage in a deeper discussion within the tales.

Moreover, learners can compare similar stories from various cultures. This paper will

focus on the use of fairy-tales as alternative materials that can encourage learners in a

variety of classroom activities: from drama to creative writing. Fairy-tales can also

lend themselves to intercultural values comparisons. It is expected that this paper can

offer insights to other language teachers who are in similar settings.

Keywords: fairy-tales, cultural values, language skills

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Introduction

As language teachers, one of the most frustrating tasks in EFL class is dealing

with time constraint and resource materials. As teachers, we are always in search of

the most suitable material to use in class which can teach students language skills as

well as values under time constraint. The same problem also occurs in Petra Christian

University (PCU), Surabaya. Language teachers in PCU teach English for Academic

Purposes (EAP) to non-English Department students and language skills to English

Department students. In the EAP class, the students focus on integrated language

skills and study skills such as skimming. Meanwhile, the students in the English

Department learn language skills as a separate subject. There are a lot of language

skills teachers need to cover in each meeting. As a result, they will focus more on the

language skills due to the time constraint. Moreover, language teachers have

difficulties to find English textbooks which are not only interesting but also

challenging enough to motivate the students to learn. Most of the times, the school

authorities will make the decision about which books to be used. This decision will

lead to a single reading textbook that contains repetitive activities. Thus, it can create

a boring and monotonous classroom atmosphere which can discourage language

learners to participate actively during the teaching-learning process. In order to make

language learners engage actively in the learning process, teachers should provide a

supportive environment in which students can learn language skills in a meaningful

context. Giving students real-life situation in which the language is used will stimulate

them to use their background knowledge to give comments, opinions, or possibly,

suggestions. In other words, their critical thinking and participation will eventually

increase. These goals can be achieved by teaching cultural values in the language

classroom.

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Language and culture are two inseparable subjects. Before going deeper into

studying any topic, it is good to have a same perception about particular terms.

Culture is ‘a general process of intellectual, spiritual and aesthetic development’, or ‘a

particular way of life, whether of a people, a period or a group’ or ‘the works and

practices of intellectual and especially artistic activity’ (Williams, cited in Storey,

1993: 2). From these definitions, it is obvious that language is one among other

products of cultures.

Several justifications of integrating cultural values in the language teaching

are elucidated as follow:

Studying culture gives learners a reason to study the target language as well as

rendering the study of L2 meaningful (Stainer, 1971 cited in Kitao, 1991). As

stated previously, language and culture are inseparable. If learners can have a

deeper understanding of how the language works in the culture, they will be likely

to understand certain culture. Language can give more description on how certain

group thinks, for example, the use of various tenses in English indicates that

English emphasizes the significance of time while the different use of Javanese

(ngoko, krama madya, and krama inggil) signifies the social status (Mulyana,

2000: vi). To reiterate, studying culture can increase the bond among learners,

language, and the culture.

From the perspective of learners, one of the major problems in language teaching

is to conceive the native speakers of target language as real person. Although

grammar books give so called genuine examples from real life, without adequate

background knowledge those real situations may be considered fictive by the

learners. In addition to providing access into cultural aspect of language, learning

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culture would help learners to relate the abstract sounds and forms of a language

to real people and places (Chastain, 1971 cited in Kitao, 1991).

The effect of motivation in the study of L2 has been proved by experts like

Gardner and Lambert (1959, 1965, 1972 cited in Genc and Bada, 2005). In

achieving high motivation, culture classes does have a great role because learners

like culturally based activities such as singing, dancing, role playing, doing

research on countries and peoples, etc. The study of culture increases not only

learners’ curiosity about and interest in target countries but also their motivation.

For instance, when some professors introduced the cultures of the L2s they taught,

the learners’ interests in those classes increased significantly and the classes based

on culture became to be preferred more highly than traditional classes. In an age

of post-modernism, in an age of tolerance towards different ideologies, religions,

sub-cultures, we need to understand about not only other cultures but also our own

culture. Most people espouse ethnocentric views due to being culture bound,

which leads to major problems when they confront a different culture. Being

culture bound, they just try to reject or ignore the new culture. As if it is possible

to make a hierarchy of cultures they begin to talk about the supremacy of their

culture. This is because they have difficulty understanding or accepting people

with points of view based on other views of the world.

Studying culture also plays a useful role in general education because we can also

learn about the geography or history of the target culture (Cooke, 1970 cited in

Kitao, 1991).

According to Tomalin & Stempleski (1993 cited in Thanasoulas, 2001), the

teaching of culture has the following goals:

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To help students to have a deeper understanding of the fact that all people exhibit

culturally-conditioned behaviors. Students are expected to become more aware of

conventional behavior in common situations in the target culture. Each culture has

different norms about what is appropriate or not, in which violation to these norms

can result in misunderstanding and even worse, create conflicts. This cultural

awareness will be useful when students are exposed to different kinds of people or

cultures. In order to be able to adapt to new cultures, it is important for students to

develop the necessary skills to locate and organize information about the target

culture. They need to analyze these differences so that they are able to respond to

the different cultures appropriately. Teaching of culture will, at least, give students

some basic preparation to deal with this phenomenon.

To encourage students to develop an understanding that social variables such as

age, sex, social class, and place of residence influence the ways in which people

speak and behave. In other words, teaching culture will help them to highlight the

importance of tolerance.

To provide students an initial help to increase their awareness of the cultural

connotations of words and phrases in the target language. The use of words can

carry implicit meanings which are open for many interpretations. The word ‘very’

in English apologizing ‘I’m very sorry’, for example, creates a formal atmosphere

but not sincere whereas the word ‘really’ as in ‘I’m really sorry’ indicates

sincerity (Cohen, 1990).

To stimulate students’ intellectual curiosity about the target culture. Knowing

more about certain culture can help students to develop the ability to evaluate and

refine generalizations about the target culture, in terms of supporting evidence.

Certain behaviors in other culture can be totally different and sometimes,

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unacceptable in our own culture. Studying the background of these behaviors can

eventually encourage empathy towards its people.

Fairy-tales as Alternative Materials

Fairy-tales are fictional stories that may feature folkloric characters (such as

fairies, talking animals) and enchantments, often involving a far-fetched sequence of

events (http://en.wikipedia.org/wiki/Fairy_tale). Fairy tales are part of folklore and

these are some of their main characteristics (www.readwritethink.org):

Fairy tales will usually begin with "Once upon a time...”

Fairy tales happen very long time ago.

Fairy tales create fantasy and make the readers believe in them unconsciously.

Fairy tales often describe extreme opposites such as good and evil characters

or rich and poor family.

Royalty usually exists in a fairy tale, usually in the form of a beautiful princess

or a handsome prince.

Magic is present in fairy tales, for example, there are dwarfs, giants, elves,

talking animals, witches, or fairies.

Fairy tales have a problem that needs to be solved.

It often takes three tries to solve the problem.

Fairy tales have happy endings as indicated by their most repeatedly last

sentence “they all lived happily ever after.”

Fairy tales usually teach certain lessons or have particular themes, most of the

times, wisdom through suffering and the triumph of kindness over evil.

After looking at their main characteristics, these are several justifications of

using fairy tales in teaching language skills and cultures:

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1. Fairy tales as part of folklore can be found everywhere in various forms

(Danandjaja, 1984 and Greenia, 2007). Every culture has various kinds of

fairy tales which provide a vast array of source for teaching material. In

addition, most familiar tales have been reproduced or adapted and are widely

available; thus, these have added their popularity.

2. Fairy tales have universal values and plots which add familiarity to students

(Danandjaja, 1984 and Hanlon, 1999). Although each culture has its particular

fairy tales, it is fascinating to recognize that there are some resemblances

among certain fairy tales in different societies. “Cinderella” in Germany and

“Bawang Merah Bawang Putih” in Indonesia share similar themes of a girl

who is being mistreated by her step-mother. Therefore, students can compare

and contrast those cultures, events, or characteristics in these stories.

3. Fairy tales are enjoyable but meaningful (Hanlon, 1999). They signify human

experience, values, and history; hence they can provide both entertainment and

opportunities for further discussion. They set as an excellent example of the

multifaceted mixture of history and fantasy. Moreover, they can be analyzed in

short essays as well as in some more complicated research. Because of their

universal values, similar plots and values, most people find it easy to

remember fairy tales.

4. Fairy tales are short (Bagg, 1991). This advantage has added more

opportunities to use fairy tales in language classroom since teachers do not

have to be afraid of adjusting most of their lesson plans when using fairy tales.

Alternatively, teachers can assign their students to read them at home before

further discussion in the next meeting.

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5. Fairy tales are rich in terms of language yet less grammatically complex and

syntactically speaking than many other forms of literature (Bagg, 1991). Their

simplicity have made fairy tales consistent in style and form

However, although fairy tales own many advantages, there are some

drawbacks of using them in language classrooms in which teachers have to be aware

of.

1. It is very possible for fairy tales to contain some grammatical mistakes,

vernacular or unfamiliar words (which can lead to confusion) because they

might come from unfamiliar cultures.

2. Fairy tales are open for cultural interpretations that can make students have

certain prejudice or stereotypes about particular cultures. Some students might

think that certain culture or society is weird, nonrealistic, mystical or pagan

which can lead to racism (Dundes, 1968).

3. Some students might think that fairy tales are childish, nonrealistic, or

irrelevant to the modern era (Hanlon, 1999). They might associate fairy tales

with childhood stories; thus, assuming that the content should be interesting

and entertaining only for children.

4. As a part of folklore that is “orally transmitted” from generation to generation,

many versions of fairy tales might be created (Danandjaja, 1984). It means

that different variants might be mixed up in both teachers’ and students’ minds

during the discussion. Therefore, it is suggested to make it clear about which

variety is used in classrooms.

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Integrating Fairy-tales in Language Classrooms

After considering both the advantages and disadvantages of fairy tales as

teaching materials, it is the teachers who play important roles to make some proper

modifications or adaptations before bringing them into classrooms. These are some

possible activities to incorporate fairy tales in teaching.

A. Activity 1

Subject : EAP

Teaching Point : Adjectives and Adverbs (Language Focus)

Skimming and scanning (Reading skills)

Group Discussion (Speaking skill)

EFL level : Pre-intermediate

Teaching method : Deductive and Inductive method

Material : Appendix 1 (Timun Mas)

Activities

1. T asks Ss to sit in a group of 3.

2. T shows a passage about ‘Timun Mas’ on transparencies and asks Ss to

read in 5 minutes and take important notes on the information given

(skimming and note-taking skills).

3. T distributes the passage (one group gets one passage).

4. T gives 1 question related to the passage to each group and the group has 1

minute to answer the question (scanning skill).

5. T explains the theory of skimming, note-taking, and scanning skills.

6. T explains the theory of adjectives and adverbs.

7. T asks Ss to identify the adjectives and adverbs in the passage.

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8. In the same groups, Ss are asked to discuss about the role of parents in

their children’s life for 15 minutes.

9. Each group has to present the results of their discussion in front of the

class and let their classmates ask questions or give comments on their

ideas.

10. T explains the roles of parents in different cultures.

B. Activity 2

Subject : Reading 2

Teaching Point : Summarizing (Reading skill)

Creative Writing (Writing skill)

EFL level : Pre-Intermediate

Teaching method : Inductive method

Material : Appendix 2 (Cinderella)

Activities

1. T asks Ss to read a passage about ‘Cinderella’ for 10 minutes.

2. T asks Ss to make a summary of the passage.

3. T discusses some guidelines of writing a good summary.

4. Ss are asked to check their work whether they have produced a good

summary based on the guidelines explained.

5. T divides Ss into groups of 3.

6. Each group is required to produce a different ending of ‘Cinderella’ on a

transparency in 20 minutes.

7. Each group has to present their work and give reasons why they choose

such endings.

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8. T relates the discussion to the issue of gender equality.

Conclusion

To sum up, integrating cultural values in the language teaching is highly

recommended due to its significances. Amidst the demand of teaching values and

cultures under time constraints in language classrooms, fairy tales have the potential

to become a rich resource for teaching both values and language skills. Two lesson

plans have been provided and it is encouraged that teachers in similar problems can

find them helpful for further adaptation in their own contexts.

References

Bagg, M.B. (1991). Folk Literature in the Foreign Language Classroom.

http://eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?

accno=ED343432 (Last retrieved on November 1, 2008).

Cohen, A. (1990). Language Learning. Boston: Massachusetts: Heinle & Heinle

Publishers.

Danandjaja, J. (1984). Folklore Indonesia Ilmu gosip, dongeng, dan lain-lain. Jakarta:

PT Pustaka Utama Grafiti.

Danandjaja, J. (2003). Folklor Amerika: Cermin Multikultural yang Manunggal.

Jakarta: PT Pustaka Utama Grafiti.

Dundes, A. (1968). Ways of Studying Folklore. In Tristram Coffin, III American

Folklore (ed.). Voice of America: 41-50.

Greenia, C (2007). A Folklore Approach to Teaching Spanish Exploratory Classes.

http://www.yale.edu/ynhti/curriculum/units/1984/3/84.03.04.x.html. (Last

retrieved on November 20, 2007).

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Genc, B. and Bada, E. (2005). Culture in Language Learning and Teaching. The

Reading Matrix 5/1, pp.73-84.

Hanlon, T. L (1999). General Guidelines for Teaching with Folk Tales, Fairy

Tales, Fables, Ballads, and Other Short Works of Folklore

http://www.ferrum.edu/applit/studyg/studygfolk.htm (Last retrieved on

November 7, 2007).

Kitao, K. (1991). Teaching Culture in Foreign Language Instruction in the United

States.

http://elib.doshisha.ac.jp/cgi-bin/retrieve/sr_bookview.cgi/U_CHARSET.EUC

-JP/BD00001685/Body/e05314.pdf (Last retrieved on November 5, 2008).

Mulyana, D. (2000). Mengapa dan Untuk Apa Kita Mempelajari Komunikasi Antar

Budaya? In Mulyana, D and Rakhmat, J. (eds.) Komunikasi Antar Budaya.

Bandung: PT Remaja Rosdakarya: v-xiii.

Storey, J. (1993). An Introductory Guide to Cultural Theory and Popular Culture.

Hertfordshire: John Storey.

Thanasoulas, D. (2001). The Importance of Teaching Culture in the Foreign

Language Classroom. http://radicalpedagogy.icaap.org/content/issue3_3/7-

thanasoulas.html (Last retrieved on November 6, 2008).

http://en.wikipedia.org/wiki/Fairy_tale

http://www.readwritethink.org/lesson_images/lesson1/RWTa51-4.pdf

http://www.geocities.com/kesumawijaya/ceritarakyat/centraljava1.html

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Appendix 1

Timun Mas

Long long time ago, there was a farmer couple. They were staying in a village

near a forest. They lived happily. Unfortunately, they hadn’t had any children yet.

Every day they prayed to God for a child. One day a giant passed their home. He

heard what they were praying. Then the giant gave them a cucumber seed.

"Plant this seed, then you’ll get a daughter,” said the giant. “Thank you, Giant,” said

the couple. “But in one condition, in her 17-th birthday, you must give her to me,”

said the Giant. The couple wanted a child so much that they agreed without thinking

first.

Then the couple planted the cucumber seed. Each day they took care the

growing plant so carefully. Months later, a golden cucumber grew from the plant. The

cucumber was getting heavier and bigger each day. When it was ripe, they picked it.

Carefully they cut out the cucumber and how surprised were they when they found a

beautiful baby inside. They were so happy. They named the baby Timun Mas, or

Golden Cucumber.

Years were passing by and Timun Mas had grown into a beautiful girl. Her

parents were very proud of her. But their happiness turned to fear when her 17th

birthday came. The giant returned to ask for their promise. He was going to take

Timun Mas away.

The farmer tried to be calm. “Just a moment, please. Timun Mas is playing.

My wife will call her,” he said. Then the farmer came to his daughter. “My child, take

this,” as he was giving a little bag to Timun Mas. “This will help you from the giant.

Now, run as fast as you can,” he ordered. So Timun Mas ran away.

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The couple was very sad about her leaving. But they didn’t want the giant to

eat Timun Mas. Meanwhile, the giant had been waiting for too long. He became

impatient. Somehow he knew that the couple had lied to him. So he destroyed their

house and ran for Timun Mas.

The giant was chasing Timun Mas and he was getting closer and closer.

Timun Mas then took a handful of salt from her little bag. She spread out the salt

behind her. Suddenly a wide sea appeared between them. The giant had to swim to

reach her.

Timun Mas was still running, but now the giant almost caught her. Then she

took some chilly and threw them to the giant. The chilly suddenly grew into some

trees and trapped the giant. The trees grew some thorns as sharp as a knife. The giant

screamed painfully. At the mean time, Timun Mas could escape again.

But the giant was very strong. Again he almost caught Timun Mas. So Timun

Mas took the third magic stuff, the cucumber seeds. She threw the seeds and suddenly

they became a wide cucumber field. The giant was very tired and hungry so he ate

those fresh cucumbers. He ate too much that he felt sleepy and fell asleep soon.

Timun Mas kept on running as fast as she could. But soon she was very tired

herself. To make things worse, the giant had woken up! Timun Mas was so scared.

Desperately she then threw her last weapon, terasi (a kind of shrimp pasta). It did a

miracle again. The pasta became a big swamp. The giant fell into it but his hands

almost reached Timun Mas. Suddenly the lake pulled him to the bottom. The giant

panicked and he couldn’t breathe. At last he was drown.

Timun Mas was very relieved. She was safe now. Then she returned to her

parents’ house. Her parents were of course very happy to see their daughter safe and

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sound. “Thanks God. You have saved my daughter,” they cried happily. From then

on, Timun Mas lived happily with her parents with no fear anymore.

Appendix 2

Cinderella

Once upon a time there was a beautiful girl called Cinderella and she had two

ugly step sisters who were very unkind who made her do all the hard work. She had to

sweep the floors, do all the dishes, while they dressed up in fine clothes and went to

lots of parties.

One day a special invitation arrived at Cinderella's house. It was from the

royal palace. The king's only son was a truly handsome prince was going to have a

grand ball. Three girls were invited to come. Cinderella knew she wouldn't be allowed

to go to the ball. But the ugly sisters, ho ho ho, they were excited. They couldn't talk

about anything else.

When the day of the ball came, they made such a fuss. Poor Cinderella had to

rush about upstairs and downstairs. She fixed their hair in fancy waves and curls. She

helped them put on their expensive new dresses. And she arranged their jewels just so.

As soon as they had gone, Cinderella sat down by the fire and she said. "Oh I do wish

I could go to the ball". The next moment, standing beside her was a lovely old lady

with a silver wand in here hand. "Cinderella, she said " I am your fairy godmother and

you shall go to the ball. But first you must go into the garden and pick a golden

pumpkin, then bring me six mice from the mousetraps, a whiskered rat from the rat

trap, and six lizards. You'll find the lizards behind the watering can.

So Cinderella fetched a golden pumpkin, six grey mice, a whiskered rate, six

lizards. The fairy godmother touched them with her wand and the pumpkin became a

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golden coach, the mice became six grey horses, the rat became a coachman with the

most enormous moustache, and the lizards became six footmen dressed in green and

yellow, then the fairy godmother touched Cinderella with the wand and her old dress

became a golden dress sparkling with jewels while on her feet was the prettiest pair of

glass slippers ever seen. Remember said the fairy godmother you must leave the ball

before the clock strikes twelve because at midnight the magic ends. "Thank you fairy

godmother" said Cinderella and she climbed into the coach.

When Cinderella arrived at the ball she looked so beautiful that everyone

wondered who she was! Even the ugly sisters. The Prince of course asked her to

dance with him and they danced all evening. He would not dance with anyone else.

Now Cinderella was enjoying the ball so much that she forgot her fairy godmothers

warning until it was almost midnight and the clock began to strike. One. Two. Three.

She hurried out of the ballroom. Four. Five. Six. As she ran down the palace steps one

of her glass slippers fell off. Seven. Eight. Nine. She ran on toward the golden coach.

Ten Eleven Twelve. Then there was Cinderella in her old dress. The golden pumpkin

lay in her feet. And scampering down off down the road were six grey mice, a

whiskered rat and six green lizards.. So Cinderella had to walk home and by the time

the ugly sisters returned home was sitting quietly by the fire.

Now when Cinderella ran from the palace, the prince tried to follow her and he

found the glass slipper. He said, "I shall marry the beautiful girl whose foot fits this

slipper and only her. IN the morning the prince went from house to house with the

glass slipper and every young lady tried to squeeze her foot into it. But it didn't' fit any

of them.

At last the prince came to Cinderella's house. First one ugly sister tried to

squash her foot into the slipper. But her foot was too wide and fat. Then the other ugly

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sister tried but her foot was too long and thin. Please said Cinderella, let me try. "The

slipper won't fit you", said the ugly sisters. "You didn't go to the ball!" But Cinderella

slipped her foot into the glass slipper and it fit perfectly. The next moment standing

beside her was the fairy godmother. She touched Cinderella with the wand and there

she was in a golden dress sparkling with jewels and on her feet was the prettiest pair

of glass slippers ever seen. The ugly sisters were so surprised that, for once they

couldn't think of anything to say. But the Prince knew what to say. He asked

Cinderella to marry him.

And then there was a happy wedding. Everyone who had gone to the ball was

invited, even the ugly sisters. There was wonderful food, lots of music and dancing.

And the Prince of course danced every dance with Cinderella. He would not dance

with anyone else.

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