The Use of the Story Telling Method to Improve Student Speaking Ability

Children with HIV/AIDS (ADHA) tend to be affected by social discrimination from the environment in which they live. The social discrimination experienced is always repeated. This is because ADHA are often ostracized, often receive negative stigma, and are often neglected. This social discrimination makes ADHA feel easily stressed. Therefore, efforts are needed to overcome the stress problems experienced by ADHA. Efforts that can be made include using the story telling method and role playing. The novelty of this research lies in the use of story telling and role play methods in an integrated manner. This research aims to determine the extent to which story telling and role playing treatment can reduce stress in HIV/AIDS children in Tulungagung Regency. The research design used is a Mix Method Explanatory Sequential Design approach, with two sequential or interactive sequential phases. The first stage carried out quantitative data collection and analysis as a priority to answer research questions. The next stage of qualitative data collection is carried out following the previous phase. The subjects of this research were children with HIV/AIDS who experienced stress and entered the concrete operational and formal operational cognitive development phase (7 to 17 years) with a sample of 15 children. The measuring tool used is the Perceived Stress Scale (PSS) questionnaire with 10 question items (PSS-10) and 2x story telling therapy. The research results obtained show that t count is 6.6647 > t table 2.145 so that providing treatment to children with HIV/Aids using a combination of story telling and role play can reduce stress levels significantly.

The article presents the results of scientific analysis of the concept of "storytelling" as a method of teaching, and substantiates its effectiveness in the process of teaching social science and humanitarian disciplines in medical institutions of higher education. Based on the analysis of scientific sources conducted, it was concluded that the method of storytelling provides a wide space for teachers and students allowing their creative cooperation, which results in deep knowledge and personal development of the student. It also helps to increase motivation to learn, creates a healthy psychological microclimate in the team, amplifies and stimulates students’ achievement. The importance of storytelling in the formation of communication skills in future medical professionals is determined; the effectiveness of using this innovative method at different stages of practical training is substantiated; the approximate structure of sample story is determined, as well as the variants of plot that can be used in accordance with the educational purpose are described in detail, and examples of practical implementation of stories in the context of teaching social sciences and humanities in medical institutions of higher education are provided, namely: "Ukrainian language (professionally oriented)", "History of medicine". The possibilities of using technical teaching aids, online tools and mobile applications to create stories and their use in pedagogical practice are identified. The further prospects of scientific research in a certain direction, which may relate to measuring the effectiveness of the method of pedagogical storytelling by conducting a survey among students and/or teaching staff with the further statistical analysis of the data obtained, as well as the formation of guidelines for effective use of storytelling in educational sphere of the Healthcare industry.

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)

Learning in class tenth TKJ 1 about speaking is very low, students look embarrassed and are not confident in speaking English, this is due to the lack of opportunities for students to speak. With the total 32 of students and carried out starting on july 17 to 1 august through the method of classroom action that researchers do 2 cycle of the cycle 1 and cycle 2. The researcher use story telling method for train students speaking, PTK (Penelitian Tindakan Kelas) or Action Research is research practice for improve learning in the class. Iam is the researcher do PTK (Penelitian Tindakan Kelas). Score KKM (Criteria Completeness Minimum) in SMK BNI 76 and 75% total from the students, then the results of the test are pre-test tell stories directly without preparation in front of the the classroom only 8 students that reaches KKM, 25% from 32 students with average 66. Cycle 1 tell stories about holiday there are 19 students that reaches KKM, 59,3% with average 72,75, on cycle 1 not yet reaches KKM so the next on cycle 2. Cycle 2 tell stories about experiences the result 24 students that reaches KKM, 75% from 32 students with the mean 80,25.
 Keyword: Speaking Ability, Story Telling, Activity

Vocabulary is one of the most important things to teach English to young learners, however in the practice it faced some issues especially on the use of medias, the use of media which is not interesting can make students’ easy to get bored in learning. This research paper is intended at increasing vocabulary mastery and describing the implementation of teaching vocabulary by using storytelling to teach vocabulary to the fifth grader students of Jamaras elementary school. This research focused to get insight on the implementation of storytelling by using finger puppet in teaching vocabulary to young learners, to find out the strength and weaknesses of teaching vocabulary through story telling using finger puppet, and to find out the students response in teaching vocabulary through storytelling using finger puppet. This study employed a qualitative design. The researcher used two narrative stories to gather the data. Concerning the qualitative data, this research collected and analyzed data from classroom observation, guided interview, and guided questionnaire. This research was conducted in elementary school in Cianjur, involving a teacher and students of Jamaras elementary school. The participants were ten students of the fifth grade. The findings show, that storytelling by using finger puppet is beneficial to teach vocabulary, because it made the student easy to get new vocabulary. Whereas the strengths of the use of storytelling using puppet in teaching vocabulary were the students were more interested and not bored in the learning process. The weaknesses of the use of implementation storytelling using puppet was the students more focus on puppet than on the story that conveyed by the teacher and also from the students response from the questionnaire teaching vocabulary through storytelling can help them to get the new vocabulary in a fun way.

Although the Code of Federal Regulations (21 CFR 312.21) defines phase II studies as “controlled clinical studies,” the vast majority of phase II oncology trials have been single-arm investigations. Granted, a liberal definition of the word “controlled” would allow the use of historical

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.

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

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 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.

Like Klonipin. [Laughing.] That's exactly what it would feel like. No really, it was just, it absolutely, it was the best.-Kate, physical therapistIt was definitely a whoa experience. The description would be one that I would liken to meditating or taking hallucinogens. When you came back to reality you're not sure if the other place you were in was the reality or this is.-Lawrence, playwrightI can remember the rug and then the voice and then coming to 20 minutes later with rug marks on my hands, my hands hurt and my feet were stiff. I remember thinking, Wait . . . was I asleep?-Colleen, nursery school teacher1What Does the Listener Experience While Hearing a Story?The above quotations came from adults, recalling a weekly story time in their school library. The story program and its effects are the focus of this article, a precis of our research thus far. This study came out of the desire to examine three things: the history of storytelling in education in the United States, the reasons storytelling seems to have been abandoned as a teaching tool by many, and finally, unique educational benefits that may occur when storytelling is used as part of a curriculum. We chose to do this by tracing the general history of storytelling in education and then examining closely the longest continuously running formal storytelling program in the United States.2 Comments by this program's current and former students, considered alongside the historical rationale for educational storytelling, provide insight into a distinctive role for storytelling in education.Storytelling as an educational tool has been mentioned at least as far back as Plato and Aristotle, who spoke of using story to convey moral values to young children. However, few historical studies have investigated the uses of storytelling in education or the impact that listening to stories has had on individuals as children or adults. In Storytelling: Art and Technique, Ellin Greene and Janice Del Negro write that stor ytelling fulfills a human impulse to communicate feelings and experiences (3). In The Cool Web, the philosopher Barbara Hardy (12) asserts that narrative is a primary act of the mind. Jonathan Gottschall (57-59) says that story is how we simulate life. Jerome Bruner, Jack Zipes, and other academics have described stories as being imbued with cultural meaning that helps people to remember and relate information (Bruner, Actual Minds, Culture, Mind, and Narrative; Hermansen; Zipes, The Irresistible Fairy Tale, Why Fairy Tales Stick). Yet educators and those training them in the United States have, for the most part, moved away from the use of oral story as a teaching tool.Historical BackgroundPrior to the Civil War, American educators extolled the use of storytelling in schools (Barnard, Papers of Froebel's Kindergarten 346, 248-49; Peabody), and by the late nineteenth century storytelling had become an essential part of education. Henry Barnard, a leading American educator in the mid-nineteenth century stated thatthere should be pauses to be devoted to unconstrained oral intercourse . . . which are filled up most suitably by stories. A little story often does more than a long sermon. But it is difficult to tell a story well, and the art must be practiced. More difficult still is the choice of material which must be adapted to the children's point of view. (Papers of Froebel's Kindergarten 88)Martha Gregor, in a historical study of storytelling in the United States, noted that there were urgent calls in the 1890s for the widespread use of storytelling in both society and education. This led to a large increase in the number of books on the art and uses of storytelling published from the 1890s through the 1920s (Alvey; Gregor; Heywood; Sobol, Oracy in the New Millennium, The Storytellers' Journey). Records from this period indicate that listening to and telling stories became commonplace experiences for elementary school students, suggesting that educators felt that there was pedagogical merit in the use of storytelling in the classroom. …

This study was aimed to investigate whether or not the use of storytelling has positive effect towards the students' speaking skills at the tenth-grade students of MA Nurul Haramain. The form of this research was pre-experimental study with comparing the scores in pre-test and post-test. The population of this research is the tenth-grade students of MA Nurul Haramain Narmada, with the sample is class X B that consists of 21 students. The research findings show that the mean score of the pre-test is 59.05 and the mean score of post-test is 78.48. It shows that storytelling has a significant impact towards the students' speaking skill. The result of sig. 2-tailed (0.00) is lower than sig. level (0.05), also the result of the t-test is higher than t-table, the value is 4.1 >1.6 it means that the alternative hypothesis (Ha) is accepted. It can be concluded that there is a highly significant effect of storytelling technique towards students' speaking skill on the tenth-grade students of MA Nurul Haramain.

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 study was conducted to know the effectiveness of song lyric text on students’ vocabulary mastery at SMPI Al Ikhlash Kasembon in seventh grade. This study used pre-experimental research design with one experimental group only. The population in this research was seventh grade of SMPI Al Ikhlash Kasembon Malang consisting 24 students. The researcher used pre-test and post-test in multiple choice consisting 21 items format then the data was analyzed by t-test using SPPS version 30.After collecting data, the calculation of the data resulted the average (mean) score of pre-test and post-test.The mean score of pre-test was 25.0 with standard deviation was 14.166. Meanwhile, the mean score of post-test was 76.0 with standard deviation was 25.160. In testing hypothesis, the researcher used t-test formula. The result of t-test is -10.345 at the level of significance of DF is 23 and the Sig. (2-tailed) is 0.00 at the 95% confidence interval of the difference. Based on SPSS, the result is 0.00<0.05. The Sig. (2-tailed) was lower than 0.05 so it means that there was significant between pre-test and post-test. So, the null hypothesis (H0) was rejected and the alternative hypothesis could be accepted. It means that the using of Song lyric text give positive effect to the students’ vocabulary. Keywords: Song Lyric Text, Vocabulary