1.1 Introduction
Folktales develop students’ ability in effective decision-making (Mantra, 2017). Characters in folktales consistently encounter conflicts which require higher skill in decision making to resolve a conflict. Consequently, folktales can demonstrate the importance of making appropriate decisions under challenging circumstances. Making students get involved in understanding folktales, it helps them to see the important of making appropriate decision although through difficult situation. The experiences that students learn from folktales helps them understand the importance of making effective decisions in their lives in order they are successful in living (Lwin, 2009; Mantra & Maba, 2018). Using folktales in teaching English recently becomes more popular among language teachers (Mantra, & Kumara, 2018).
As a prelude to other parts of this study, this chapter will discuss the background upon which this study was initiated, the statement of problems that led to this study, the Aim and Objectives of the study. Others are Significance of the study, Scope of work, Research hypothesis and questions, Limitations of the Study and Definition of technical terms.
1.2 Background of Study
The concept of literature is seen from different points of view. Putting the notion of literature in a single term is not appropriate, because literature does not lend itself to a single tidy definition since its evolution over the centuries has been as complex, heavy, and natural as life itself Meyer (2005). Furthermore, Lombardi (2013) defines literature as a work that uses creative thinking in expressing thoughts and ideas. Meyer also explains literature as fiction consisting of carefully arranged words designed to show imagination, stories, poems, and plays. These genres represent imagination based on actual historical events. Imaginative writing differs from other kinds of writing. Like other art forms, imaginative literature offers pleasure and usually attempts to convey a perspective, mood, feeling, or experience. Writers transform the facts the world provides people, places, and objects into experiences that suggest meanings (Meyer, 2005). Literature also includes the oral traditions, legends, myths and saga from classical time’s right through to the folktales’ of non-literate societies.
Folk stories are conducive to the inheritance of national culture and the cultivation of children’s local feelings. There are many works in folk tales that reflect ethnic customs and national character. Folktales often transcend time and space with twisted and bizarre stories. They are often fantastic, creating a mysterious adventure atmosphere, which is conducive to children’s imagination, aesthetic ability and creative spirit. Folktales are magical, fantastic and mysterious, which is in line with the characteristics of student’s physical development. Folktales are attractive and appealing to student and can arouse student’s curiosity. They provide children with a beautiful space for free imagination, and they are in line with student’s mental development rules and can stimulate student’s will to study independently. In using literature students are significantly benefited in terms of language skills, raising cultural awareness, and changing views towards native and target societies.
Folktales are considered as one of the literary genres that can be used in the reading classroom to enhance language skill, motivate students, and increase their cultural awareness and tolerance (Mantra, & Kumara, 2018). Folktales can be generated as a powerful and motivating source to make the students willing to read and practice English to develop their ability in vocabulary and grammar. Folktales are in a great extent, motivating and fun, they can help students develop positive attitudes towards the English language, willingness to read and may develop their extensive reading skill (Mantra, & Kumara, 2018).
Engaging students to reading activity using folktales provides them with memorable experiences. Moreover, it also helps students learn how to make predictions, inferences and draw conclusions about actions, behaviors of characters of the folktales (Mantra, & Kumara, 2018). Many studies have been conducted concerning the use of folktales in the language classroom which revealed that folktales may increase students’ language awareness, motivation, personal reflection and cultural understanding. Unfortunately, little attention is given to folktales in the EFL reading classroom. Some teachers refuse teaching reading using folktales because they believe that folktales may contain linguistic difficulty and cultural complexity.
Therefore, in Nigeria where the research was carried out, the activities that was conducted is to know the Relevance of Folktale in the Teaching and Learning of Literature in Senior Secondary Schools.
1.3 Statement of Problems
Investigation revealed that the content of some folk tales has a clear historical gap with today’s real life. Whether it is the expression of certain words in life at the time, or the life events in the story at the time, they can be hardly understood by children. Most teachers only use folk tales in the language fields which most of them are conducted in the form of storytelling and performance. With single forms, it is difficult to attract children’s interest. This requires teachers to flexibly process folk stories, select appropriate themes for teaching, and carry out educational activities, so that folk stories can be better applied and developed at secondary schools.
1.4 Aim and Objectives of Study
The aim of the study is to examine the Relevance of Folktale in the Teaching and Learning of Literature in Senior Secondary Schools. In achieving this aim, the following specific objectives were laid out as follows:
- To investigate the effects of folktales in teaching of literature in secondary school of Owerri municipal council;
- To examine the relationship folktale and understanding literature in secondary school; and
- To ascertain the view of students towards' using folktales in teaching literature in secondary school in Owerri municipal council.
1.5 Research Questions
The study came up with research questions so as to be able to ascertain the above stated objectives. The specific research questions for the study are stated below as follows:
- What are the effects of folktales in teaching of literature in secondary school of Owerri municipal council?
- What is the relationship folktale and understanding literature in secondary school?
- What is the view of students towards' using folktales in teaching literature in secondary school in Owerri municipal council?
1.6 Research Hypothesis
In order to pursue the objective of this study, the following generalized statements have been designed to guide and aids in obtaining the result for the experiment to be conducted. For this work, the null hypothesis will be represented with H0 while the alternative hypothesis will be represented with hypothesis H1.
Hypothesis One
- H0: There are no effects of folktales in teaching of literature in secondary school of Owerri municipal council
- H1: There are effects of folktales in teaching of literature in secondary school of Owerri municipal council
Hypothesis Two
- H0: There is no significant relationship folktale and understanding literature in secondary school
- H1: There is significant relationship folktale and understanding literature in secondary school
1.7 Significance of Study
The study will be very significant to students and teachers. It will give a clear the relevance of folktale in the teaching and learning of literature in secondary schools. The study will give a clear insight on the benefit of using folktale in teaching of literature in secondary school.
This study will be of immense benefit to other researchers who intend to know more on this study and can also be used by non-researchers to build more on their research work. This study contributes to knowledge and could serve as a guide for other study.
1.8 Scope of Study
The scope of the research is focused on the Relevance of Folktale in the Teaching and Learning of Literature in Senior Secondary Schools using Owerri municipal council, Imo State as a case study.
1.9 Limitations of the Study
During the course of this study, many things militated against its completion, some of which are:
- Time Constraint: The time frame given to accomplish this project was very short due to school academic calendar and it was carried out under pressure which made the researcher not to implement some necessary features.
- Research material: availability of research material is a major setback to the scope of the study.
- Frequent power failure: This made the researcher append more money on fuel to ensure sustainable power.
- Financial Constraint: Insufficient fund tends to impede the efficiency of the researcher in sourcing for the relevant materials, literature or information and in the process of data collection (internet, questionnaire and interview).
1.10 Definition of Terms
Folktale: a story originating in popular culture, typically passed on by word of mouth
Teaching: Teaching can be defined as engagement with learners to enable their understanding and application of knowledge, concepts and processes. It includes design, content selection, delivery, assessment and reflection
Literature: Literature broadly is any collection of written work, but it is also used more narrowly for writings specifically considered to be an art form, especially prose fiction, drama, and poetry. In recent centuries, the definition has expanded to include oral literature, much of which has been transcribed.
