Picture Storytelling Research Articles

Upaya Meningkatkan Kemampuan Membaca Permulaan Anak Kelompok B1 melalui Metode Bercerita Gambar Berseri di TK ABA Brosot II Kulon Progo

Beginning reading is a skill and cognitive process. The storytelling method is a learning strategy that can provide learning experiences to kindergarten students. A series of images is a series of images that form a story. The formulation of the problem in this research is how to improve the beginning reading skills of group B1 children through the serial picture storytelling method at the ABA Brosot II Kulon Progo Kindergarten? The aim is to find out how to improve the beginning reading skills of group B1 children through the serial picture storytelling method at the ABA Brosot II Kulon Progo Kindergarten. The type of research is Classroom Action Research (PTK). The instrument used was an observation sheet, the sample size was 13 children and the data was analyzed using a percentage formula. The results of the study showed an increase in children's initial reading abilities, from pre-cycle 35%, cycle I to 46%, and cycle II to 81%. Based on these data, it can be concluded that the serial picture storytelling method can improve the beginning reading skills of children in group B1 at ABA Brosot II Kindergarten, Kulon Progo.

Unveiling ‘HEREDIAQUA’: An Exploration of Association Picture Storytelling in Documentary Filmmaking

This study explores the application of the “association picture story” genre in documentary filmmaking, particularly focusing on the film “Herediaqua,” to effectively communicate water sustainability issues. The research employs a three-stage methodology: exploration (field research, observation, interviews, and collection of visual materials), experimentation (applying association picture story techniques in short film formats and testing with audiences), and creation (synthesizing findings to produce a cohesive and impactful film).Results indicate that “Herediaqua” successfully uses strong visual symbolism and narrative to convey messages about the interconnectedness between humans and nature, effectively enhancing audience awareness and understanding of water sustainability issues. The film employs powerful visual language to communicate its environmental message, evoking emotional responses from viewers. Positive audience feedback confirms the film’s success in communicating its message, demonstrating the effectiveness of the association picture story technique in visual narration. The conclusion asserts that the “association picture story” technique is a powerful tool for conveying environmental messages through visual storytelling. “Herediaqua” serves not only as a viewing experience but also as an educational medium and a catalyst for inspiring environmental conservation efforts. By leveraging compelling visual narration and engaging storytelling, the film promotes awareness and encourages concrete actions for sustaining the planet’s life. This research contributes to advancing documentary filmmaking by highlighting the effectiveness of combining visual symbolism with strong narrative techniques.

Pengembangan Bahasa Ekspresif Anak Melalui Metode Bercerita Gambar Seri di Taman Kanak-Kanak Santa Theresia 1 Pangkalpinang

This classroom action research aims to develop children's expressive language skills through the serial picture storytelling method at St. Theresia I Pangkalpinang Kindergarten. The method used in this research is classroom action research which is carried out as an effort to overcome problems that arise in the classroom. This method is carried out with three stages, namely planning, implementation, and reflection. The subject of the research was the students of St. Theresia 1 Pangkalpinang Bangka Belitung Kindergarten, totaling 13 children. The object of this research is expressive language skills. The data collection method used was observation. Technical data analysis is done descriptively qualitative. This research was conducted in two cycles. The results showed that from the aspect of assessing children's ability to repeat simple sentences at the beginning of the cycle there were 54% (7 people) who were considered less or not able, but at the end of the cycle after being treated using the serial picture storytelling method, only 8% (1 person) was found who had not been able to repeat simple sentences properly. For the aspect of assessing children's ability to express opinions to others at the beginning of the cycle there were 77% (10 people) who were considered less or not able, but at the end of the cycle only 23% (3 people) of 13 children were found who were not able to express opinions to others. For the aspect of assessing children's ability to retell stories that have been told by the teacher, at the beginning of the cycle there were 69% (9 people) who were considered less or not able, but at the end of the cycle only 15% (2 people) of 13 children who have not been able to retell stories that have been told by the teacher properly. Keywords: expressive language skills, storytelling method, picture series

Childhood Bilinguals: Linguistic Snapshots of the First School Years in Real Time

ABSTRACT The current study examines the bilingual language development of twelve young children. We focus on the use of Spanish as a heritage language among the children while they learn English in an English-majority environment. Data was collected in English and Spanish four times over the first two years of formal schooling. The study focuses on oral language production in Spanish and English using several language-eliciting tasks including vocabulary identification and picture storytelling. Results demonstrated improvement in English oral fluency, vocabulary, and grammatical complexity over the two-year period, as expected. Most of the children maintained roughly the same scores on Spanish vocabulary identification and oral fluency over the same timeframe. The study shows that retention of the first language (L1) is achievable even by children living in English-majority neighborhoods.

PENINGKATAN KEMAMPUAN BERBICARA MELALUI METODE BERCERITA MENGGUNAKAN CERITA BERGAMBAR DI TK NURUL IMAN UJAN RINTIS

The purpose of this study was to investigate how storytelling using picture storytelling can improve children's speaking skills in a kindergarten of Nurul Iman Ujan Rinti. This study uses a qualitative approach with a classroom action research design. The research environment was in a kindergarten of Nurul Iman Ujan Rinti, and the research subjects were 2 teachers and 15 children in Group A. The action plan provided was the use of illustrated stories to improve children's speaking ability which was carried out for 2 cycles consisting of planning, implementing, observation and reflection, where each cycle consists of two meetings. Data collection techniques through observation and documentation are processed qualitatively. The results of the study show that through the storytelling method using picture stories, children's speaking ability can improve. This can be seen in cycle I which shows that most of the children are in the category of starting to develop, then experiencing an increase in cycle II by being in the category of developing according to expectations and developing very well. The indicators of speaking ability are 1) the child's ability to answer questions, 2) the child's ability to tell about experiences related to the pictures that have been provided.

Development of Picture Storytelling Books to Enhance Morality and Word Reading Ability of Special Needs Students in Thailand

Development of Picture Storytelling Books to Enhance Morality and Word Reading Ability of Special Needs Students in Thailand

Enhancing Narrative Writing Ability of A Ci Learner With The Help of Picture Stories and Mind Maps

The present research aimed at investigating the impact and benefits of picture storytelling and mind maps on the narrative abilities of a CI student. Action research was conducted to improve help CI learner write better narratives using picture stories and mind maps. An action-research was conducted to help CI learners to improve their narrative writing skills. The data was collected over a period of six months, during which the participant was taught for 30-40 minutes daily. The overall results showed a significant improvement in narrative writing ability of the participant. The result also depicted efficacy of picture storytelling and mind maps leading to essential need to incorporate them in English classes in order to help the CI learner to write to narratives to her best of her abilities. This research also showed the effectuality of these strategies as a guide to teachers providing guidance in planning and conducting English language lessons.

Using Picture Stories and Mind Maps to Improve Narrative Ability of a CI Student

This study aimed at investigating the impact of picture storytelling and Mind Maps as pre-writing tools for cochlear implanted student. Action research was conducted to improve cochlear implanted learner’s narrative writing skills with the aid of picture storytelling and mind maps. Number cycles of action-research were carried out to teach narrative writing and mind mapping over a period of two months. Data were collected at three stages of the study which included: pre-intervention, intervention and post intervention. In the pre-intervention stage, data were collected by using pre-writing samples. During the intervention stage, the data were collected through observations. In the post-intervention stage, data were collected by using two post writing samples. This strategy was developed on the assumption that while initially, the cochlear implanted learner would show difficulty in writing narratives and constructing mind maps but gradually the cochlear implanted learner would show less difficulty when the learner would become more acquainted with the strategies. The findings depicted positive outcomes in the writing ability of the participant. The result also showed a sound level of the effectiveness of picture storytelling and mind maps suggesting imperative need to incorporate them in educational settings in order to help cochlear implanted learners to write to their maximum potential.

Nomınal and Verbal Predıcate Use in Schızophrenıa

Objective. Schizophrenia’s first characteristics invokes the notion of disordered thought and language. Accordingly one of several diagnostic characteristics of schizophrenia is an impairment of verbal communication. To determine the detailed nature of language impairments taking into consideration these problems the aim of the present study was to analyze nominal and verbal predicate use produced by schizophrenic patients and control group during their speech as both predicates require different processings.
 Materials & Methods. Fifty patients with schizophrenia diagnosed according to DSM-IV criteria were included into the study and compared to fifty healthy subjects matched for age, sex and education level with the patients participated in the study. The subjects’ speech was evaluated by using picture description test, picture story telling test, subject-based narration test and free verbal narration test. The data consisted of 8–10 minute recorded interviews. The recordings were transcribed based on Du Bois’ Discourse Transcription Symbols and analyzed statistically and linguistically.
 Results. The results showed that the number of nominal and verbal predicates used by the patients with schizophrenia differed from the control group. Schizophrenia patients preferred nominal predicates more than control group in all tests. However, control group used significantly more verbal predicates in all tests.
 Conclusions. In this study it was hypothesized that language used by the patients with schizophrenia plays a central role in the this disease than commonly supposed and the phenomena of schizophrenic language can be regarded as reflections of a more basic disturbance of thought. At the end of the study based on this hypothesis patients were concluded to have simplified speech in addition to the disorganized speech defined in the field. The reason for this simplification is thought to be because of the predicate processing in the brain. The complement of a verb is always a noun phrase, which can be simple or complex, the patients tended to use nominal predicates more as it did not require any constituents and thus they simlified their speech because of their language and thought disorders.

PERBANDINGAN KEMAMPUAN MENULIS KARANGAN NARASI MENGGUNAKAN TEKNIK REKA CERITA GAMBAR DENGAN TEKNIK PARAFRASE PUISI SISWA KELAS X SMA NEGERI 3 KOTA BENGKULU

This study aims to see the description of the following. First, the ability to write a narrative essay using the technique of making pictures of class X students of SMA Negeri 3 Kota Bengkulu. Second, the ability to write narrative essay using poetry paraphrase technique of grade X SMA Negeri 3 Bengkulu. Third, the comparative ability to write narrative essay using the technique of picture storytelling with poetry paraphrasing technique of class X students of SMA Negeri 3 Kota Bengkulu. The subjects of this study were the students of grade X SMA Negeri 3 Kota Bengkulu which amounted to 30 people. The type of research used is quantitative research with descriptive method. This research data is obtained through narrative writing test using image-making techniques and narrative writing test using poetry paraphrase technique. The test of narrative writing ability is used to know the comparative ability to write narrative essay using the technique of picture storytelling with poetry paraphrasing technique of grade X students of SMA Negeri 3 Kota Bengkulu with data analysis technique done descriptively. Based on the results of the study, the following conclusions are obtained. First, the ability to write a narrative essay using the technique of making pictures of class X students of SMA Negeri 3 Kota Bengkulu is generally quite good (76.67). Second, the ability to write a narrative essay using poetry paraphrase technique of grade X SMA Negeri 3 Bengkulu is generally more than enough (69,5).

Examining the Oral Communication Strategies Used by a Group of Nepalese Adult Learners in an ESL Context

This paper sought to examine the oral communication strategies (CSs) used by a group of Nepalese adult learners in an oral task in an ESL context. There has been a long history of CS studies in L2 acquisition research; however, there are no studies yet reporting the CSs employed by Nepalese learners in an ESL context. Hence, six Nepalese learners with intermediate language proficiency were engaged in a picture storytelling task . Their narrations were recorded and transcribed, and their responses during the interview were elicited. Four significant results were revealed. Firstly, the Nepalese learners experienced a considerable amount of communication difficulties as manifested by various gap markers. To overcome these problems, the learners simultaneously used a variety of non-verbal CSs alongside verbal CSs. Secondly, linguistic errors were abound in their narrations but were ignored due to their communication goal. Hence, there are areas of communication (e.g., vocabulary and sentence structure) where the learners were having trouble, and these concerns should require instructional attention. Thirdly, the majority of the verbal CSs were avoidance strategies while most of the non-verbal CSs were achievement strategies. Lastly, examining the CSs used by the learners paved the way to culture-based strategies that were employed during storytelling. These CSs provided new inputs to the existing CS frameworks used by English language learners. Implications for language teaching and learning as well as future research are discussed. Keywords: oral communication; communication strategies; gap markers; Nepalese adult learners in an ESL context; culture-based strategies

Tell it to a child! A brain stimulation study of the role of left inferior frontal gyrus in emotion regulation during storytelling

In everyday life we need to continuously regulate our emotional responses according to their social context. Strategies of emotion regulation allow individuals to control time, intensity, nature and expression of emotional responses to environmental stimuli. The left inferior frontal gyrus (LIFG) is involved in the cognitive control of the selection of semantic content. We hypothesized that it might also be involved in the regulation of emotional feelings and expressions. We applied continuous theta burst stimulation (cTBS) over LIFG or a control site before a newly-developed ecological regulation task that required participants to produce storytelling of pictures with negative or neutral valence to either a peer (unregulated condition) or a child (regulated condition). Linguistic, expressive, and physiological responses were analyzed in order to assess the effects of LIFG-cTBS on emotion regulation. Results showed that the emotion regulation context modulated the emotional content of narrative productions, but not the physiologic orienting response or the early expressive behavior to negative stimuli. Furthermore, LIFG-cTBS disrupted the text-level structuring of negative picture storytelling and the early cardiac and muscular response to negative pictures; however, it did not affect the contextual emotional regulation of storytelling. These results may suggest that LIFG is involved in the initial detection of the affective arousal of emotional stimuli.

Kamishibai as Propaganda in Wartime Japan

Kamishibai is a form of picture storytelling that evolved in Japan at the beginning of the twentieth century. With the coining of World War II, it became one of the most widely used mediums for propaganda, targeting both children on the homefront and newly colonized nations. This paper examines some of the types of wartime kamishibai, and the ideologies of the warrior code and the “nationstate as family” that pervaded them, within the context of the history of kamishibai as a whole.

Einfluss verschiedener Methoden zur Bestimmung der mittleren Sprechstimmlage

The aims of the study were to investigate the effects of different tasks on determination of the speaking fundamental frequency (SFF) using acoustic measurements and to formulate a tentative proposal based on the results of the current and other studies on this topic. A total of 36 normophonic German subjects were examined. Nine different tasks commonly used in science and in clinical work for determination of the SFF were used. The maximum deviation in F0 across all methods was 18 Hz in women and 8 Hz in men. Women revealed significantly lower F0 values in spontaneous speech, reading, counting from both 1-10 and 1-60, as well as in the vowel [i:] and the "um Hm" utterances, when compared with the vowel [a:] using the procedure of Awan (p < 0.05). Furthermore, significantly lower F0 values were found in the reading and the picture storytelling task (p < 0.05). Men revealed significantly higher F0 values in spontaneous speech, reading and the picture storytelling task in comparison to the vowel [a:] and the counting tasks (p < 0.05). In line with findings of other recent studies, this study confirms the validity of the proposal that there is a significant difference in F0 values as it pertains to vowels, counting, and continuous speech. Thus, it follows that continuous speech should be used for determining the SFF.

Textpragmatic impairments of figure-ground distinction in right-brain damaged stroke patients compared with aphasics and healthy controls

Abstract Following previously published work on aphasic texts and unpublished pilot studies on textpragmatic impairments in right-brain damaged stroke patients (RBDs), we present an exploratory study on textpragmatic dimensions of several text classes produced by RBDs as compared with aphasics and healthy controls. In contrast to the main thrust of published research on (text)pragmatic impairments in RBDs, we assume for them the existence of a specific major impairment of figure-ground segregation, with consequences in defective textual organization, in inferencing, and in metalinguistic behavior. In this way we explain the RBDs’ deficits in producing (but not in comprehending) the essential textual core and emotional elements, and essential inferences. Difficulties in figure-ground distinction also result in RBDs’ insecurity about how well they solve discursive problems. These deficits appeared in the tests that we administered to 4 RBDs, 5 controls, 3 Broca and 2 Wernicke aphasics. Subjects had to carry out the following tasks: (a) oral production of a longer and a shorter picture story, (b) oral and written reproduction of a longer and a shorter oral narrative, (c) productions of telegraphic versions, of titles and of punch lines for (a) and (b). Differences in the RBDs’ performances in these distinct tasks are traced back to different cognitive demands on oral vs. written vs. reductive reproduction vs. picture story telling.

Computer art in the new millennium

The concept of art in the twentieth century differs drastically from that of earlier periods. What began as picture storytelling in caves has evolved into elaborate conceptual art experiences. Computer technologies and graphic techniques have made this development possible. Artmaking with technology will continue to expand our ability to experience ideas. The author considers how the art-historical contributions from computer art to a broader aesthetic experience will include algorithmic and heuristic processes, interaction, and telemetric art.