English language is important to include students at schools.

To ensure mastery of English among school students, the English Panel for Sekolah Kebangsaan Tok Pelita Pasir Salak, was developed and implemented a number of activities for the purpose of increasing use of English among students. Among the programs that were implemented were the Story Telling and Vocabulary Time activities undertaken during the year.

Educators have long known that the arts can contribute to student academic success and emotional well being. The ancient art of storytelling is especially well-suited for student exploration. As a folk art, storytelling is accessible to all ages and abilities. No special equipment beyond the imagination and the power of listening and speaking is needed to create artistic images. As a learning tool, storytelling can encourage students to explore their unique expressiveness and can heighten a student's ability to communicate thoughts and feelings in an articulate, lucid manner. These benefits transcend the art experience to support daily life skills. In our fast-paced, media-driven world, storytelling can be a nurturing way to remind children that their spoken words are powerful, that listening is important, and that clear communication between people is an art. Through the planning Englis Panel for the purpose of some activities such as a story telling. First ensure the passing percentage of all English papers are increasing each year and to produce more scorers for English papers. Procude more English spoken among the students. The objective of the program based on the activities undertaken. The use of English not only between teachers and students, but also encouraged the students and pupils as young as 7 years old.

Attempt to achieve 80 % of English passes in the UPSR for the coming years reduce the number of pupils who are unable to master the three main skills in language learning (speaking, reading and writing) by the end of Year 6. working with full commitment, equipped with specific skills and requisite knowledge base, to ensure effective teaching and learning process as well as pupils language mastery. To improve pronunciation and fluency, confidence of pupils when presenting the story to audience.

Storytelling is the conveying of events in words, images and sounds, often by improvisation or embellishment. Stories or narratives have been shared in every culture as a means of entertainment, education, cultural preservation and in order to instill moral values. Crucial elements of stories and storytelling include plot, characters and narrative point of view. The duration of program was implemented during the school session begins early. Subject teachers will do it once a week on teaching time. In the next week the students are selected in turn will deliver the weekly gatherings. In the first week of the month was the turn of pupils in one and two, in week two students in years three and four, in the weeks to three pupils in five weeks and the fourth rotation of six students.

The target group of this program is that all school staff, particularly to students in years one to six, and generally to educators of Sekolah Kebangsaan Tok Pelita, Pasir Salak. This program was among the first programs implemented in schools in 2011. Subject teacher for each year are responsible for ensuring each student to read and present stories selected. For year one and six a teacher in charge is Mrs. Azrin, year two Puan Nor Halipa, Mrs. Norazlina for year 3, year 4 and 5 is Mrs. Rohaya. At each week after the official rally implemented, two students will present their stories in five minutes. Ask students to listen carefully to the tale, after the story presented teacher will ask the student. So that afterwards they can answer simple, factual, non-subjective questions such as inquiries related to who, what, where, or when. Who: Describe Where: When: one action that a Name the main characters.What: in the tale did.

character

Describe a detail mentioned in the story that refers to the setting of the tale. Make a linear timeline of the sequence of events of the plot. Pupils answer the

questions will be given as gifts of appreciation. After the session was asked then disperse.

Strength of Storytelling, involves imagination and the use of language and gestures to create scenes in the mind of the listener. The following background information is for teachers. It will prepare them to use the step-by-step approach to teaching storytelling outlined in the

second half of this article. The more teachers know about storytelling, the better they will be able to teach and model it for students. Tellers should use their own natural speech patterns and ways of phrasing and painting with words, letting the words flow around the scenes. As with any new skill, storytelling becomes easier with practice. Like a well-traveled road, the more you tell the story, the better you know its geography. The people become familiar: the way they sound and move, the clothes they wear. The teller may also experiment with different ways of telling a story.

Storytelling has all the benefits of read aloud. It improves language skills such as vocabulary, prediction, sequencing, comprehension, story structure and recall. These skills will also help children become better writers. Just as is the case with read-aloud, children who engage in the activity learn about history and culture, develop emotionally and have better self-esteem. Storytelling stimulates imagination to the nth degree. And storytelling creates a love of story that translates into a potentially life-long love of books the same way read-aloud does. All teachers had played their roles according to organising committee set not many new faces joined activities. Weaknesses that can be detected through story telling is, students who have not mastered and understands English can not understand the story presented. Not all students have the opportunity memnyampaikan story because every week is only two pupils in turn told me. The time allocated for each student is very limited in only five minutes for each story. When answering questions that students can only be active in participating in the question and answer session. While the students are weak just as an observer. Mastery of English is not good to cause delivery of the story is less interesting, because there are a number of students using English in their daily by reference.

For the suggestion and recommendations, Choose the best stories for your classroom and objectives. , Select stories that are a good match for storytelling skills or for the

multimedia techniques . Choose stories that have an interactive element to engage and hold

student interest. Set the scent rather than diving right into the story.Time, place, and background are important to a story's success. Bring the characters to life. Characterization is very important . Use dialog and expression to make it seem as though they are right there with story teller and the audience. Use transitions to reveal the story. Accentuate the plot so the audience can experience the rise and fall pattern of the story. Present it so they are right through your sequence of events. Engage the audience in our story and keep them in view so that story teller can gauge their comprehension and enjoyment of our audience. Pick up on cues from them to check for understanding and interest.

Practice your story before telling it. If we are using a multimedia presentation or digital storytelling, become very familiar with the equipment and program, so that problems don't steal time from our programme. It is hope all ot the student and teacher of sekolah Kebangsaan Tok Pelita Improve and upgrade the quality and effectiveness of language teaching and learning. Through these programs instill confidence among students and teachers. Teachers can identify students with potential to represent the school next year for a story telling contest winner at the district level.