Metode Story Telling dan Role Play untuk Reduksi Stress ADHA (Story Telling and Role Play Methods for ADHA Stress Reduction)

The purpose of this research is to find out how the story telling method implemented and how aspects of students’ development of TK Jabal Ilmi developed by using story telling method. This is a qualitative research. That is why the approach used in this research is a qualitative descriptive. Subjects as data sources in this research are teachers and students of TK Jabal Ilmi. Data collection was done by participative observation, questionnaire, and documentation. Data analysis technique was done by data reduction, data display, data conclusion and verification. Finding of this research reveals in the instructional implementation by using story telling method in TK Jabal Ilmi, students started the activities in the morning from line up in front of the class, sing while moving their bodies, pray before the lesson, read iqro, memorize short verses of Qur’an until they have their breakfast together. In the instructional implementation which covers: preparation, material and the way it is delivered, media, until instructional evaluation which occurs there. Effort to develop aspects of students’ development using story telling method covers: moral and religious values, that is teachers tell about universe and recreation, Development of social emotional aspects: teachers tell about the events which often to be seen and felt. In language aspect development using story telling method, students will be trained to listen, read, write, and speak fluently. Cognitive aspect development, students are capable to solve the problem they have, to improve students’ knowledge, to improve students’ memorization, think in logical and symbolic way. On the basis of this research finding, the implementation of storytelling method in the instructional context, teachers pay are required to pay more attention to their students so that the instructional activities can be done well. In order to improve aspects of students’ development, teachers can design the plan which is in line with standard of competencies.

This study aims to find evidence of the method learning storytelling can improve students speaking ability at SMA Negeri 5 Metro. The total sample involved was 59 students. The method used in this studys a quasi-experimental. The result of Data analysis showed that the post-test mean score was higher than the pre-test (54.06 > 44.27). This shows the results of the analysis which show that the t value obtained is higher than the t table (17,067 > 2,048). then the second data shows that the t-test value obtained is greater than the t-table (3,269 > 2.021), it can be concluded that learning to speak using storytelling in the even semester of class XI SMA Negeri 5 Metro can improve abilities. Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This means that the use of story telling provides an improvement in students' speaking.

The class rooms of global world may be managed by advanced and expert teachers who may apply new innovative methods of teaching. So the students scoring high in academics but performing poor moral values in day to day life. The old method of teaching ie’story telling method can develop good personality among students. So the present study focuses on ‘story telling method’. The study reveals that a significant difference was observed between joint family member and nuclear family member teacher with regard to application of story telling method (t=--3.6642-, p<0.05) at 5% level of significance. Hence, the hypothesis is rejected. It means that, joint family member teacher scores are significantly higher as compare to nuclear family members and a significant difference was observed between rural and urgan old age people with regard to storytelling (t=-- 3.6642-, p<0.05) at 5% level of significance. Hence, the hypothesis is rejected. It means that, rural old age people significantly higher in story telling as compare to urban old people. The study concluded that joint family member teacher shown better performance and rural old age people responded well. It means that nuclear family member teacher should be guided with regard of importance of story telling method and urban old age people need to be awaked to spend time with their grand children by telling stories. Hence story telling can create miracles in the life of our youths. If not our future generation may develop good in academics with help of artificial intelligence or techno-friendly based lessons but they perform very poor in leading moral life.

Dental and oral health is part of physical health that cannot be separated from one another because it will affect the body as a whole (Lossu et al 2015). This study aims to determine the effect of providing health education using the story telling method on the level of dental hygiene knowledge of school children at SDN Inpres Kala in 2022. The experimental research form used in this study was a one group pretest-posttest design. The results of the study obtained data that there was an effect of story telling education on the level of knowledge of dental hygiene, there was a difference between the level of dental hygiene before and after giving the story telling method. There was a significant effect through the provision of the story telling method on the level of knowledge of dental hygiene at SDN Inpres Kala where the value of p = 0.037. Data analysis using the SPSS 16.0 for Windows computer program. Prior to receiving health education through the story telling method, most school children at SDN Inpres Kala had a moderate level of dental hygiene knowledge. After receiving health education through the story telling method, most school children at SDN Inpres Kala have a high level of dental hygiene knowledge. There is an effect of health education through the story telling method which is significant on the level of dental hygiene knowledge of school children at SDN Inpres Kala (p=0.037;p<0.05)

Language development (linguistics) is a child’s development in acquiring words effectively, both spoken and written. Children’s language development from an early age through the story telling method applied at the Muslimat NU 01 Yosowilangun kindegarteen aim to broaden horizon and knowledge as well as as communication tool and help children to interact well wih their sosial environment. The story telling method is an effort to develop language skills in early childhood. So the reasercher raised the problem of how children ‘s language development occour aften an early age through the story telling method at Muslimat NU 01 Yosowilangun Kindegarteen. To answer the research problem, a qualitative descriptive type of research was used. The research subject were teacher and student. The data collection technique were observation, interview, and docomentation. The result of reaserch are the development of story telling methode has been developed for children language development from an early age. In implementation the teacher has optimally used the story telling methode. Qualitative data analysis is inductive in nature namely an analysis based on the data obtained, then developed. The data revealed that out of 10 children, 3 children (20%), were included in the BSB (according to expextation) category, 1 children (6%) was included in the MB (developing) category, and no one children in the BB (not yet developing) showing that 94% of children’s language skills are in very good categoryand developing as expected

This research aims to develop storybooks based on the story telling method. This research is research and development. This research uses the Four D development model, which has four stages including define, design, develop disseminate (Wijayanti et al., 2023). This research has only reached the development stage. The research was carried out at MIS MUSAWIYAH. The research subjects were 18 class III students consisting of 11 male students and 7 female students. The object of the research is a story book based on the story telling method. The data collection techniques used are observation and tests. Data analysis techniques are (1) analysis of the feasibility of story books based on the story telling method (b) analysis of the effectiveness of story books based on the story telling method . Based on the validation results, it is known that the material validation results, namely 93.75%, are categorized as very feasible. The validation results from language experts, namely 80.00%, were categorized as adequate. Meanwhile, the validation results from media experts, namely 92.87%, were categorized as very feasible. Based on these results, it can be concluded that storybooks based on the storytelling method are said to be suitable and effective for use by grade 3 students at Mismusawiyah Elementary School.

This study aims to determine the comparison of the effectiveness of story telling therapy 
 and watching animated cartoons on anxiety levels due to hospitalization in pre-school age children in Raflesia hospital in Bengkulu. This research used quasi experiment two group before after pre-test and post test group design. Sampling was conducted based on inclusion and exclusion criteria, samples taken as many as 10 people in each treatment group with measuring instruments used using the Preschool Anxiety Scale (PAS) questionnaire. The results showed that the treatment by using story telling more significantly decreased anxiety in pre school children at Raflesia hospital in Bengkulu compared to watching cartoon animation, seen from the test result of t test 2 Independent samples got the average value of posttest result to 5 between story telling therapy and animated cartoon watching that is 2.00 and 8.00. So it is highly recommended for nurses who work in the inpatient ward to implement story telling therapy to overcome anxiety problems (Anxiety) in pre-school age children.
 Keywords: Anxiety, Cartoon Animation, Pre School, Story Telling

Background: Children aged 4 to 6 years. Called preschool children, at this time children have a great sense of curiosity, children are unique, like to imagine, and believe that they have power. At this stage, one of the characteristics of psychosocial development at this age is the expansion of the child's social environment, children begin to feel the need to have playmates, and have regular activities outside the home environment. With activities that often play outside the home, children are usually very susceptible to disease because children are lazy to wash their hands because washing hands for children is boring. Therefore, hand washing health education is needed with the Story Telling Method which can provide an understanding that washing hands is fun. Purpose: The purpose of this study was to identify the Effectiveness of the Story Telling Method in Providing Correct Hand Washing Health Education on the Abilities of Pre-School Early Childhood in the Jembatan Kecil Health Center Work Area Method: This study uses quantitative methodology using quasi-experimental techniques. A total of 32 preschool children aged 4 to 6 years in the work area of ​​the small bridge health center using a random sampling method. We used a univariate test, namely a paired t-test to assess the effect, and an independent t-test to assess the effectiveness of the Results: This study found that handwashing health education is effective with the Story Telling method in Preschool Early Childhood. 95% confidence interval. handwashing ability before being treated was 1.00 with SD = 0.000 and handwashing ability after being treated was 2.30 with SD = 0.520. The p-value = 0.000, it can be concluded that there is a difference between handwashing ability before and after being given health education with the story telling method. Conclusion: Handwashing health education with the Story Telling method can be used to change children's perceptions, allowing knowledge to be the basis for evaluating the actions taken.

Children need to be equipped with the ability to navigate the world and to think independently, not just recite facts. One of the thinking ability dimensions is creating thinking associated with the ability to explore ideas, conclude possibilities, and find correct answers more than one answer. In this era of globalization and advances in technology, where changes rapidly occur in community, creative thinking ability is a need for every human being who want to succeed in a variety of competitions. Therefore, the ability to think creatively should be given since the age of early childhood.One way to develop critical and creative thinking is to give children experiences in thinking critically and creatively and it is known as high order thinking skills (HOTS). As basic of developing HOTS we can learning domains created by Benjamin Bloom. Accordingly there are three domains, these are cognitive, effective, and psychomotorIn Kindergarten level, to train high order thinking to children is through joyful activities and not through hard thinking exercices and it is satisfying kindergarten motto that is learn by playing and play while learning. One of joyful activities for children in which we can develop high order thinking skills is story telling. A structured and systematic story telling activity is story telling method, This method has been broadly used in many kindergarten because naturally there is no child who doesn't like a story. The purpose of this method generally is to develop language aspect of children development. However, other aspects can also be developed in line with the development of language, one of them is cognitive aspectUsually, story telling method is attributed by ask and answer activities that can take place before, while, and after story telling. In this activities teacher ^k the children what they have heard to check their understanding. .Sometimes, the teacher ask them about the story before the story is delivered to them. This strategy is to train them to predict a story by thinking about the title of the story. However, observations to some kindergarten classes - showed that most of the teachers questions were about remembering something rather than asking them to think critically. This paper will describe how teacher can make children think creatively and critically by using High Order Thinking Skills (HOTS) questions in a story telling activity.

Children need to be equipped with the ability to navigate the world and to think independently, not just recite facts. One of the thinking ability dimensions is creating thinking associated with the ability to explore ideas, conclude possibilities, and find correct answers more than one answer. In this era of globalization and advances in technology, where changes rapidly occur in community, creative thinking ability is a need for every human being who want to succeed in a variety of competitions. Therefore, the ability to think creatively should be given since the age of early childhood. One way to develop critical and creative thinking is to give children experiences in thinking critically and creatively and it is known as high order thinking skills (HOTS). As basic of developing HOTS we can learning domains created by Benjamin Bloom. Accordingly there are three domains, these are cognitive, effective, and psychomotor In Kindergarten level, to train high order thinking to children is through joyful activities and not through hard thinking exercices and it is satisfying kindergarten motto that is learn by playing and play while learning. One of joyful activities for children in which we can develop high order thinking skills is story telling. A structured and systematic story telling activity is story telling method, This method has been broadly used in many kindergarten because naturally there is no child who doesn't like a story. The purpose of this method generally is to develop language aspect of children development. However, other aspects can also be developed in line with the development of language, one of them is cognitive aspect Usually, story telling method is attributed by ask and answer activities that can take place before, while, and after story telling. In this activities teacher ^k the children what they have heard to check their understanding. .Sometimes, the teacher ask them about the story before the story is delivered to them. This strategy is to train them to predict a story by thinking about the title of the story. However, observations to some kindergarten classes - showed that most of the teachers questions were about remembering something rather than asking them to think critically. This paper will describe how teacher can make children think creatively and critically by using High Order Thinking Skills (HOTS) questions in a story telling activity. Â

The Strengthening Character Education and Character through Story Telling Method with Darunnadwah Islamic Boarding School partners located at Jln. Gatot Subroto No. 55, Karangasih, North Cikarang, Bekasi, West Java is a community service program with the aim of strengthening the character education and character of students in partner locations due to the lack of understanding of the use of story telling methods in teaching and learning activities in schools. The method used is the lecture and discussion method. Pondok teachers are provided with structured material and the provision of several videos containing examples of story telling. This gives a positive influence in the form of new knowledge and skills, storytelling skills that are useful in teaching in the classroom. The results of this activity are, the enthusiasm or learning motivation of trainees should be appreciated and the teachers already have basic knowledge in applying story telling methods in strengthening character education and students' character and some techniques in reading stories in English.
 Keywords: Story Telling Method, Character Education, Character,
 

This research aims to determine the effectiveness of using story telling in improving students’ speaking ability in English. This study adapted a mixed method research with a sample of 29 students from IX Al Farabi class using cluster random sampling technique. In this study, data collection was carried out by conducting pre-test, post-test, observation sheets, and questionnaires. The result of this study found that story telling was effective in improving students’ speaking ability in English as seen from the t-test scores, that the t-test was greater than the t-table. The researcher found all the students actively participated in this research. The researcher also found that students gave good feedback on the use of story telling in improving their English-speaking skill.Keywords – Story telling, Speaking ability, Students’ participation and response

Introduction: Hospitalization is a condition that requires children to be hospitalized, this situation can cause children to feel anxious, anxiety due to hospitalization in pre-school aged children can cause excessive fear which causes children to be uncooperative, decreased appetite and decreased sleep quality so that the process of healing becomes obstructed and affects the child's growth and development if not treated immediately. Purpose: dig deeper into the effect of story telling therapy in reducing anxiety in pre-school aged children who experience hospitalization. Method: the method used in preparing the Literature review uses the PRISMA checklist and PICOS. The secondary data obtained comes from journals with predetermined discussions. Based on the results of a literature search through six databases. Researchers get 342 articles that match the keywords. The researcher then screened based on the title (n= 119), abstract (n= 59) and full text (n= 17) adjusted for inclusion criteria. Result : story telling therapy by means of storytelling which is carried out for three days starting on the first day the child enters the children's room, carried out for 10-20 minutes independently with the assistance of parents. Conclusion: Story telling therapy by telling stories can reduce anxiety, which has an influence on overcoming anxiety caused by hospitalization in preschool-aged children by controlling children's negative thoughts through stories and changing their negative outlook to a positive one through the stories told.

Early childhood is the start of all children growth and rapid development, in many aspects. One of the most important development aspects is the language capacity. Language capacity is a crucial matter as it later becomes the foundation for children to develop other capacities. An important early childhood language capacity is listening comprehension. Listening comprehension can be developed through story telling method. Story telling is a pleasant and fun method to do as it facilitates the children to naturally learn in order to improve their language ability. The story telling method applies various media to grow interest for the children’s sake. It is then hoped that the young children listening comprehension is significantly developed through the various media-based story telling method.

Story telling is one method of speaking in the form of telling activities or telling about an event, and is delivered orally which aims to share stories with others and become a method that can be used in fabel’s learning. Retelling the fable text from read or heard is one of the basic competencies that students are expected to be able to do optimally. The purpose of this research is to reconstruct the story telling method with the help of visual aids in class VII SMP Al-Hidayah Medan. This research was conducted by analyzing (1) the conditions of the application of the story telling method (2) the impact of creative teaching aids. The method used in this research is descriptive qualitative method. Data collection techniques in research were conducted by interviews and literature study. The results showed that the application of the method in learning to retell fable texts in grade VII of Al-Hidayah Junior High School still did not get optimal results and responses both in terms of student response, speaking skills, and the absence of media support, so there is a need for reconstruction to achieve better learning outcomes and student responses.