Storytelling Method Research Articles

Enhancing Children's Language Skills Through Storytelling Method with Audio-Visual Media

Early childhood education is an important period in language development, which is one of the fundamental aspects in the formation of communication and interaction of children. This study aims to improve the language skills of children aged 5-6 years through the storytelling method with audio-visual media. The research used the literature study method by collecting data from various related scientific journals. The results showed that the storytelling method using audio visual media can significantly improve children's language skills, both in the aspects of listening, speaking, reading, and writing. Audio-visual media attracts children's attention, makes the learning process more fun, and provides interactive experiences that motivate children to actively participate. The conclusion of this study is that the storytelling method using audio visual media is an effective learning approach in developing early childhood language skills.

Flow and Digital Storytelling in Classes of French as a FL

This paper explores the teaching method of digital storytelling and its effect on the potential occurrence of flow in pupils in classes of French as a foreign language. The underlying hypotheses are that pupils will experience flow through digital storytelling and that there will be differences in the experience of flow with regard to an individual’s personal characteristics. The research was conducted in French classes held at two Croatian grammar schools during the 2022/2023 school year, wherein 51 pupils took part. The data was collected via (1) a questionnaire distributed prior to the implementation of the teaching method (educational experience and personal interests), (2) a questionnaire distributed during the implementation of the activity (standardized questionnaire regarding the research of flow in FL learning; see Egbert, 2003; Almetev, 2018) and (3) the teacher’s observation method. The results show that pupils did feel flow during the performance of the activity. Less-skilled pupils felt as much flow as the skilled ones, with a stronger sense of flow evident in pupils who prefer working in a group. None of the research hypotheses related to the relationship between an individual’s personal and education-related characteristics and the experience of flow proved to be statistically significant.

Interactive Storytelling and Digital Narratives in Contemporary Literature: A Postmodern Analysis

This study examines the role of digital narratives and interactive storytelling in contemporary literature, with a focus on a postmodern perspective. As digital technologies evolve, they challenge traditional linear storytelling by introducing innovative forms that integrate interactivity and multimedia elements. In the postmodern literary context, where norms are constantly deconstructed, digital narratives provide a space for both authors and readers to explore new storytelling methods, where the reader's agency is key. Interactive storytelling, as seen in hypertext fiction, digital novels, and online narratives, allows readers to influence the story by making choices that alter its direction and outcome. This shift from passive consumption to active engagement reflects postmodern themes of fragmentation, multiplicity, and subjectivity, which resonate in both digital formats and postmodern thought. By analyzing significant works that merge digital media with narrative structures, this paper explores how interactive storytelling challenges traditional notions of authorship, agency, and meaning. It also investigates how these digital texts subvert conventional narrative forms, providing a more immersive and personalized experience. Ultimately, the study seeks to demonstrate how digital narratives and interactive storytelling not only reflect postmodern ideals but also reshape the future of literary form and reader involvement in an increasingly digital world.

STORYTELLING METHOD USING HAND PUPPET MEDIA: COGNITIVE DEVELOPMENT OF CHILDREN AGED 4-6 YEARS

The main purpose of the study on storytelling methods with hand puppet media in relation to the cognitive development of children aged 4-6 years is to understand and analyze the impact of using hand puppets as an aid in storytelling activities on various aspects of cognitive abilities in preschool children and to explore how children's interactions with hand puppets in the context of stories can improve language skills, conceptual understanding, information processing, logical thinking skills, problem-solving skills, emotional intelligence, and literacy basics. This study uses a quantitative quasi-experimental design approach. The subjects of the study were 19 students aged 4-6 years at Labscool Kindergarten in the form of one group pretest-posttest design analyzed using the Paired Samples Test. The results of the Paired Samples Test data analysis, it can be concluded that there is a significant difference between the pre-test and post-test scores. showing an average decrease of 8,474 points in the cognitive development of children aged 4-6 years. Because the p value is very small (0.000), this difference is very statistically significant. This means that there is a clear impact of using this method in improving children's cognitive development. cognitive enhancement in children through storytelling methods with hand puppet media in accordance with existing theories regarding cognitive stimulation at an early age. This method is very effective in improving various aspects of child development, especially in terms of thinking skills, speaking skills, and their understanding of the social world around them

STORYTELLING METHOD: APPLICATION FOR CHILDREN WITH SPEECH DELAY DISORDER

Speech delay is a condition where a child's speech development does not match the developmental stages at his age. This research aims to determine the application of the storytelling method for children with speech delay disorders and to find the factors that cause children with speech delay disorders at Al Mubarak Kindergarten, Langsa City. The method used in this research is a qualitative approach. This data was obtained through in-depth interviews with 1 teacher and 2 students who experienced speech delay at Al Mubarak Kindergarten. Meanwhile, secondary data is obtained from books, scientific works and other documents to answer all the problems in this thesis. The data analysis techniques used are data reduction, data presentation and drawing conclusions. The research results show that the application of the storytelling method in Al Mubarak Kindergarten can be said to be very good for children with speech delay disorders. Because with the storytelling method, children feel interested in learning and understand what they are learning based on the stories told by their teacher so that children become active in everything. Here they are trained to dare to express opinions, answer questions and tell whatever they know without any restrictions. It can be seen from the learning progress of students that initially they did not want or were not confident to interact, communicate with their classmates and teachers. After conducting research, they have the courage to express their opinions or talk to friends and teachers in their language, and they also have the courage to play together. The factor that causes speech delay disorders is that children are often allowed to play with cellphones and watch television, without being accompanied by questions and answers. The conclusion is that the storytelling method applied by Kindergarten Al Mubarak for students, especially children with speech delay disorders, is working well.

TRANSMEDIA STORYTELLING IN JOURNALISM

This article substantiates the feasibility of using transmedia storytelling methods and techniques in the practice of domestic journalism. A theoretical analysis of the genesis and development of storytelling procedures is carried out, clear criteria for defining the concept are identified, and a methodological justification for studying this phenomenon from the standpoint of structuralism is given. An important contribution of domestic researchers to the development of the concept of multi-format narration is noted. A historical review shows the importance of interactivity as a means of engaging the audience and giving impetus to the development of history. In the course of content analysis and structural and functional analysis of the results of the creative activity of the portals: “Takie Dela” and “Antropogenez.ru”, a list of effective tools of transmedia storytelling in journalism was formed and the features of their application were described. In addition, the study allows us to conclude that the strategy of engaging the audience in charitable activities is an effective tool for interactivity and a driver for the development of storytelling beyond the digital environment.

Implementasi Metode Cerita Pada Pembelajaran Sejarah Kebudayaan Islam di MTsN 4 Mandailing Natal

This article aims to understand how a teacher can implement the story method in Islamic cultural history subjects. This research uses a qualitative approach to get an overview of the events. For the research results, in this case, a teacher to implement the storytelling method must pay attention to the steps, the first step is the planning step, which consists of the teacher having to prepare, a syllabus, and lesson plan, provide motivation, and arrange the students' seats, for implementation, which consists of, the place to tell the story, sitting position, the character's intonation, emotional display, and voice imitation

QUR'ANI MORAL LEARNING METHODS IN SOCIETY

This research aims to identify the Qur'anic moral learning method applied in the community and analyze its effectiveness in shaping the character of students. This study uses a qualitative descriptive approach to provide an in-depth overview of the diversity of learning methods, their effectiveness, and their application in the social context of the community. Data were collected through in-depth interviews, participatory observations, and documentation studies of various formal and non-formal educational institutions. The results of the study show that the habituation and exemplary methods are effective in building students' character through real examples, while the ibrah-mauizhah and amtsal methods provide a deep understanding of Qur'ani values. The discussion and storytelling method creates interactive learning and encourages active student engagement. This study also emphasizes the importance of integrating learning methods with community activities to increase the relevance and impact of learning. The diversity of methods found reflects the flexibility of Islamic teachings in educating noble morals according to the social context. This study recommends the use of a combination of methods to create varied, integrative, and relevant learning, so that Qur'ani values can be well embedded in students' lives. The results of the research are expected to be a reference for educators, community leaders, and educational institutions in developing more effective and applicable learning strategies.

Improving Student Literacy in Indonesian Language Learning Storytelling Method for Class V SDN Nyormanis 02

The aim of this research is to find out what factors cause students to be less interested in learning literacy and to find out whether there is an increase in student literacy when learning Indonesian using the storytelling method. This research was carried out in class 5 at SDN Nyormanis 2 using the classroom action research method. This method is implemented through cycle I and cycle II. Cycle I was carried out by giving a test without any action, in cycle II before being given the test the researcher carried out an action where the researcher told a short story, explained the material using the storytelling method, then the researcher gave the test. In the first cycle, it was discovered that there were still students who got lower grades. In cycle II, it is known that students get increased grades. Based on field conditions, the internal factor causing the low literacy interest of students at SDN Nyormanis 02 class V is the students' low reading ability. Lack of parental awareness of the importance of education for children. It can be concluded that the storytelling method is effective in improving students' literacy skills in Indonesian language subjects.

THE EFFECT OF STORYTELLING METHOD ON STUDENTS’ LEARNING OUTCOMES OF SDN 2 BANGUN JAYA

This research aims to determine the effect of the storytelling method on the learning outcomes of second grade elementary school students. The data collection technique used in this research was an essay test. This research uses a type of experimental research with a pre-experimental design. Data analysis used the SPSS program with Cronbach's alpha test. The results of this research show that there is a significant influence on students' listening learning outcomes. By using the t-test formula, it can be seen that the calculated t value is 7.437 at a significance level of 0.05, resulting in a t table of 2.051. Therefore, t count > t table at a significance level of 0.05, then Ho is rejected and Ha is accepted, which means that there is an influence of the application of the storytelling method on the listening learning of class II students at SDN 2 Bangun Jaya.

On Becoming a Boffinhack: The Research-Based Reporting (ReBaR) Framework for Concurrent Scientific and Journalistic Investigation

Scientific and journalistic investigations are complementary pursuits, involving a search for truth through the collection and analysis of evidence, good-faith endeavors of objectivity, and a commitment to transparency and reproducibility. Yet scientists do not often embrace journalistic methods of storytelling, and journalists rarely engage in scientific research. Described here through three recent experiences, the Research-based Reporting (ReBaR) framework for scientific storytelling is introduced as a model for concurrent journalistic and scientific investigation with publishing outcomes in peer-reviewed and lay press, and in which there are symbiotic benefits to both parts of the process.

English Introduction Activities for Children Aged 5-6 Years Through Storytelling Methods at TK Negeri Pembina, Baubau City

English is an international language that dominates today's digital-era society. English needs to be applied early on to children because it can benefit them greatly. This Community Service (PkM) activity aims to introduce English to children aged 5-6 years by using the storytelling method in class. The English focus on this PkM activity was one of the components of English, namely vocabulary. This Community Service is carried out by lecturers and students of the PGPAUD Study Program at the Muhammadiyah University of Buton at the Pembina State Kindergarten in Baubau City. Children of the Pembina State Kindergarten in Baubau City aged 5-6 years are the target of this PkM activity. The application of the storytelling method and coloring animal characters from the story were combined in this PkM activity to help children get to know English, especially increasing children's English vocabulary and making children enthusiastic about learning English. The results obtained from this PkM activity were by using the storytelling method and after coloring animal characters from the story, children's English vocabulary about animal names increased. The results were taken from questions and answers about the vocabulary of animal names in English to children. The storytelling method can improve children's English vocabulary and make children enthusiastic about getting to know and learn English.

Concepts and Methods of Story telling Al-Qur'an Stories for Early Childhood: A Study of the Book of Kisah Kota-Kota Dalam al-Qur’an by Rani Yulianty

The world of children is always close to the world of stories. However, it is unfortunate that today the stories that are very close to children are imaginative stories so that children are more familiar with the characters of fictional characters compared to the characters and cities that they should really know. Stories in the Qur'an should always be presented to children in a style and presentation that suits them. One of the efforts that have been made is the book Tales of Cities in the Qur'an by Rani Yulianty. This study was conducted using library research method by taking samples from 12 city stories contained in the book. This research focuses on the method of storytelling in the book and its advantages and disadvantages. This research reveals something new in the delivery of stories for early childhood, especially in terms of the story of the cities in the Qur'an. The results of this study indicate that the method of delivering the story of the Cities in the Qur'an by Rani Yulianty uses visualization, pictures, ornaments, and comic methods. The advantages of this book use light language so that it is easy to understand for children, has good visualization by displaying the location and description of the city and many interesting games for children. This book is lacking in terms of not including important lessons or taking conclusions at the end of each city story presented, the author is more likely to convey it in general on the last page of the book.

Эффективность нарративно-интегративного метода как способа формирования речевого компонента коммуникативной компетенции у студентов языковых вузов при обучении французскому языку

The purpose of the study is to create an experimentally tested set of exercises aimed at forming the speech component of communicative competence among students of language universities studying French within the framework of a narrative-integrative method combining elements of the storytelling method with elements of traditional analytical reading. The scientific novelty of this study lies in the fact that the proposed set of exercises aimed at the formation of communicative competence in teaching French to students combines elements of a traditional teaching method, such as analytical reading, with the storytelling method for the first time. As a result of the research, a set of exercises has been developed aimed at the formation of language and speech components of communicative competence among students of language universities studying French. The experimental verification of the application of this set of exercises proved the effectiveness of using the narrative-integrative method in the formation of students' communicative competence.

Enhancing group interactions and story quality in primary school students: an investigation into the impact of collaborative storytelling methodologies

AbstractThis study examines the impact of collaborative storytelling methods on group interactions and story quality in primary school students. Participants (97 students, grades 1–3) engaged in tangible digital collaborative storytelling (TDST), collaborative digital storytelling (DST), and traditional storytelling (TST). The research explored three hypotheses: (1) TDST promotes more inclusive and prosocial interactions than DST, (2) collaborative stories show higher formal and content quality than individual stories, and (3) collaboration parameters influence story quality across methodologies. Employing a cross-sectional design, the findings demonstrated significant differences in group interactions and story characteristics In our study, students engaged in tangible digital collaborative storytelling (TDST) demonstrated reduced interruptions and enhanced task focus compared to traditional methods. Collaborative stories, particularly in TDST, were concise, with fewer off-task elements and higher narrative cohesion than individual stories. Notably, a significant correlation between story cohesion and inclusive space was observed. These findings highlight the significance of integrating tangible digital tools, providing valuable insights into enhancing collaborative storytelling for positive group dynamics and improved story quality among young students. This research holds implications for educational environments and therapeutic interventions, emphasizing the role of collaborative storytelling in fostering communication and group cohesion.

PENGGUNAAN STORYTELLING UNTUK MEMBANTU SISWA MTS HUSAINIYAH CICALENGKA MENGENAL PROFESI TEKNOLOGI INFORMASI

Mts Husainiyah is an educational institution located in Panenjoan Cicalengka, Bandung Regency with a total of 152 female students. In facing this digital era, teenagers who have just reached an early age will be faced with changes field in the rapidly evolving fin the field of information technology that is rapidly evolving. The purpose of this community service project as an initial introduction to professions related to the field of information technology, so it is hoped that it will be useful in this digital era. The method used to provide an introduction to any profession related to the field of information technology is the Storytelling Method, which is a method of telling stories and providing real examples based on the experiences of volunteers who work in the field of information technology. Students will write their goals on a goal tree sheet. Based on the recapitulation results of the dream tree, it turns out that 25.27% of the students chose professions related to the field of information technology as many as 25.27% of the 91 students who were given an introduction. The initial target for students who choose a profession in the field of information technology is 20%, so this exceeds the target and the Storytelling Method is effective for use in this community service activity.

Tell me an (un)fortunate story: Advancing storytelling methods in energy futures research

This article explores the potential of storytelling as a method in energy futures studies, advancing creative and participatory practices to envision alternative energy visions of the future. It addresses the challenges and opportunities of using storytelling, highlighting its ability to engage diverse people, deepen our understanding of socio-technical energy systems, and centre community perspectives on energy discussions. To demonstrate this approach, I examine a storytelling game called “Tell me an (un)fortunate story”, which was used to explore the futures of Mexico City’s municipal public markets and their energy systems, during the COVID-19 pandemic. I conclude that storytelling is a valuable tool for exploring the futures of energy systems, as it can be a playful and flexible method with unique strengths when it comes to positioning laypeople’s visions and voices at the centre. This article advances storytelling as a valuable yet underutilized mode of inquiry and contributes to the development of creative and participatory tools in interdisciplinary and transdisciplinary energy futures research.

Indigenizing pre-teacher education: reflections on utilizing traditional storytelling to gather language data from Sámi children

The aim of this study was to develop research-based pre-teacher education pedagogies in the context of Indigenous teacher education, focusing on Sámi (Indigenous people of Sápmi—northern Scandinavia and northwest Russia) communities and investigating the reflections of preservice teachers on their participation in research-based pre-teacher education as part of a Sámi teacher education development project in Norway. Utilizing the storytelling method, preservice teachers collected language data from Sámi children in kindergartens and schools. The study sought to understand the experiences of five participative preservice teachers during the data collection process, as recorded in their diaries. This study proposes a method to indigenize research courses within Indigenous teacher education programmes at tertiary education levels. Research in higher education practices within Indigenous institutions contributes to the advancement of Indigenous higher education and provides critical insights into diverse methods, goals, and contexts of conducting research in higher education settings.

Presentation of a Video Animation with a Feminist Approach: An Exploration of Turkish Shadow Play

Istanbul-born visual artist and activist Canan Şenol-CANAN (1970-) created the video animation Ibretnüma-Exemplary (2009), which tells the story of a young girl who moves from an Anatolian village to a big city. The animation addresses themes such as marriage, motherhood, and old age, focusing on the current status of women in Turkish culture. It critiques the oppression created by marriage and family structures and highlights how the female body is reduced to a political and religious commodity in the protagonist's life. It also criticizes the orientalization of female beauty and its use for consumer exploitation, with any subjective evaluations clearly marked as such. The narrative is delivered by a narrator using the fairy-tale storytelling method, rooted in Anatolia's centuries-old oral narrative tradition. The piece dismantles patriarchal ideologies and non-verbal restrictions imposed on women during Türkiye's modernization process, merging an avant-garde and feminist approach in its representation technique. To illustrate the representation of every aspect of the female body, the video employs a varied visual range, incorporating traditional Turkish shadow play, largely sourced from original works and combined with collage elements.

Shaping the Quranic Generation from an Early Age (Study of Imtaq Programme Management in PAUD Akbar, Kaur Regency, Bengkulu)

This study discusses the management of the imtaq program at PAUD Akbar. The problems discussed in this study are planning, implementation, and assessment of the imtaq program at PAUD Akbar. This study uses descriptive qualitative research. Data collection techniques include interviews, observation, and documentation studies. Data analysis techniques using data reduction, data presentation, and conclusion drawing. The results of the research are: First, Akbar PAUD has formulated imtaq program planning. The imtaq program is a flagship program because it is in accordance with the need to obtain religious education in line with the vision and mission of PAUD Akbar. Program planning consists of daily, weekly, and annual programs. Secondly, the implementers of the imtaq program include the principal, teachers, parents, and the community who work together in implementing the program. Teachers apply four learning methods, namely, the play method, the storytelling method, the singing method, and the demonstration method. Third, teacher assessment is carried out in the form of assessments on aspects of child development and cognitive, affective, and psychomotor aspects. The assessment is carried out by teachers by conducting observations, children’s self-assessment, and portfolio assessment. The results of the follow-up of the program are still continued, but there are some improvements in improving facilities and infrastructure, teacher competence, and variations in learning models.