Storytelling Activities Research Articles

EKSPLORASI PERSEPSI MAHASISWA MENGENAI PENGINTEGRASIAN KEAHLIAN STORY TELLING DALAM PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH KEPARIWISATAAN

With the emerging role of stories in supporting the value of a tourist attraction, a tourism practitioner is required to be able to convey an engaging story regarding the tourism destination. Therefore, Vocational Higher Education is expected to help educating prospective tourism practitioners to meet this demand. This study aims to discuss on how to implement story telling in the English learning process and explore students' perceptions on this specific practice. For this reason, the researcher implemented story telling activities for 4 meetings in a class consisting of 21 people and then collected data afterwards. This research uses qualitative and quantitative approaches to obtain comprehensive results. This study found that in integrating story telling into English learning, various methods can be used to ensure that the learning objectives can be achieved. Students think that it is important to integrate story telling in learning English. In addition, story telling is considered useful for students in the professional world. It also reveals that all students will implement and use the knowledge in this learning process in the professional work later. However, it should also be noted that students experience various difficulties in the learning process while using story telling in tourism. This research is expected to provide further references on using story telling for Englosh for Tourism in tourism vocational higher education.

Augmentative and Alternative Communication in the Context of Dramatic Storytelling: A Single-Case Study of a Pre-schooler With a Cochlear Implant

This single-case study of a pre-schooler with a cochlear implant aimed to integrate an Augmentative and alternative communication (AAC) intervention with dramatic storytelling activities to improve Jenny’s receptive and expressive language ability and communication skills as a means to address her communication needs. The researcher developed a functional communication image-text vocabulary list of 50 items with five categories: people, social interactions, animals, colors, and frequently used verbs. The intervention was conducted during the regular school day in the corner of a regular classroom 3 days a week for 6 weeks. This study demonstrated that AAC developed during dramatic storytelling activities helped Jenny to improve the effectiveness of functional communication vocabulary learning and increase the frequency of oral language communication. Group dramatic storytelling provides opportunities for learning through peer imitation during naturally occurring activities as well as ones for intentional and systematic AAC instruction during activities.

Examining Teachers’ Intention to integrate Robotics-based Storytelling Activities in Primary Schools


 Though expanding computational thinking to primary school students has become more prevalent, there is a lack of appropriate didactics. Educational robotics offers a possible approach. However, innovations can only find their way into the classroom if teachers find them feasible and meaningful. Thus, appropriate training and further education of teachers are becoming a necessity. This paper reports on investigating professional development for teachers in programming robots by integrating the method of storytelling in their teaching. It draws on the Technology Usage Inventory (TUI) model to explore how an interdisciplinary intervention with programmable robots, combined with the storytelling method “Tell, Draw & Code” can influence the intention to use them in the classroom. Comparing the pre-and post-test and the qualitative data analysis shows a significant increase in positive attitudes towards the use of robots. The learning scenarios produced by the participants show how successful implementation can succeed. These findings highlight the need for teachers to explore, reflect, and experience the potential of new technologies as part of their teacher development to implement innovations sustainably. The quasi-experimental study shows that this problem-based and interdisciplinary didactic setting is particularly well received by teachers because it promotes computational thinking, narrative, and reading skills in primary school students in equal measure, and it can be easily taught and transferred.

INCREASING THE EMPATHY OF CHILDREN AGED 5-6 YEARS THROUGH STORYTELLING (ACTION RESEARCH IN TUNAS MANDIRI KINDERGARTEN, BOGOR)

AbstrackThis study aims to improve the behavior of children aged 5-6 years empathy in kindergarten Tunas Mandiri Bogor. The subjects were children kindergarten group B1 Tunas Mandiri Bogor aged 5-6 years as many as 9 people. The method used is action research. Data collection using the instrument, observation, interviews, and documentation. The results showed that results of the analysis of quantitative data obtained empathy percentage of 66% in the first cycle and 74.2% in the second cycle. These results indicate conformity with the hypothesis that an increase in acts of pre-study to the first cycle and second cycle exceeds 71%, then the hypothesis is accepted. Results of the qualitative analysis based on field notes, interview notes, and also records the documentation to prove that the activities of storytelling can increase the empathy of children aged 5-6 years. Behavioral aspects of empathy that appears after getting action in the form of storytelling activity that is able to accept the other person's perspective, sensitive to the feelings of others and willing to listen to others. Based on quantitative data and qualitative data obtained by researchers that the activities of storytelling can increase the empathy of children aged 5-6 years in kindergarten Tunas Mandiri Bogor. Keywords: Empathy, Activity of Storytelling

Parents’ Behaviour in Storytelling and Attaining Information of Child Growth and Development

Early childhood is a critical period for the development of both the physical and mental of an individual. At this age, the growth of a child needs to be monitored so parents can provide correct treatment to their child. This paper depicts parents’ behaviour in accessing information regarding their preschool children’s growth and development and in boosting their storytelling activities as media to support literacy. This claim was revealed from a study because the prevalence of stunting and malnutrition remains high in recent years. The study applied two phases to gain its data, first using questionnaires involving 51 respondents from an urban area, then continuing with focus group discussion to get more profound evidence. The results indicated that parents are close to storytelling activities with their children. They also believe that literation on child growth and development is essential. However, the finding shows that the parents tend to use social media as the source of information and storytelling activities are not related to children’s growth and development. These findings provide preliminary support for policymakers to provide sufficient information through various media. The results also offer that fact storytelling can be used as media to educate parents and children regarding child development.

Digital Storytelling Activities in the Course of Human Rights, Citizenship, and Democracy in Primary School

This study dealt with the analysis of the effects of digital storytelling on students’ entrepreneurship tendency and their attitudes towards the fourth grade course of Human Rights, Citizenship, and Democracy. The participants of the study were 44 fourth grade students attending a public school during the spring semester of the school year 2018-2019. The study employed a mixed research method with the embedded design. In the quantitative dimension of the study, a semi experimental design with pre-test-post-test control group was used. The qualitative data of the study were collected through student diaries. More specifically, the data were collected through student, the researcher diaries and the following scales: “Entrepreneurship Tendencies Inventory for Children” and “Attitude Scale for Human Rights, Citizenship, and Democracy”. In the study, the Wilcoxon Signed Ranks Test and the dependent and independent groups t-tests were used. The findings of the study indicated that the digital storytelling employed in the experimental group was more effective in terms of the students’ attitudes towards the courses and their entrepreneurial tendencies in contrast to the methods and techniques used in the control group. Additionally, it was found that digital storytelling activities were effective in the improvement of student attitudes in the experimental group towards the course related to the Consensus Unit and in the improvement of their entrepreneurial tendencies. Another conclusion of the study was that the descriptive analysis of the student diaries showed that most students had positive opinions about the course which was delivered through digital storytelling.

Elementary Students Reading Engagement: the Impact of Story-Telling in EFL Reading Comprehension

This study is aimed to report elementary students' engagement and perception of the use of storytelling in reading comprehension. The use of storytelling as one of the oldest ways of human communication is already known. It is also one of the pedagogical tools to develop language skills in first, second, and foreign languages regardless of students' age, gender, and ethnicity. Storytelling proved to be more effective in language teaching than traditional teaching material because it is fun, engaging, and raises students' interest in listening to the stories as well as retelling them. Meanwhile, reading is a crucial aspect of life, improving brain performance, increasing knowledge, and sharpening memory. This research employed a case study with a qualitative approach. The participants of the study were 31 elementary school students. The data were derived from classroom observations, questionnaires, and interviews. The results showed that the students engaged in the activity in storytelling class. The questionnaire and observational data indicated that the children responded positively to storytelling activity and engage the students to the reading class, motivating students' behavior and attitudes in EFL reading activity. Drawing on the findings, pedagogically, this study implied story telling can be adopted as the scaffolding to engage students in reading comprehension situated in elementary school context.

EFEKTIVITAS METODE PEMBELAJARAN READ ALOUD DENGAN MEDIA BUKU CERITA GAMBAR SERI UNTUK MENINGKATKAN KEMAMPUAN BERBAHASA RESEPTIF DAN EKSPRESIF PADA ANAK USIA DINI

Penelitian ini bertujuan untuk melakukan kajian empiris guna mengetahui perbedaan keefektifan antara metode pembelajaran read aloud berbasis media gambar seri dengan metode lain yang biasanya digunakan oleh guru untuk meningkatkan kemampuan berbahasa reseptif pada anak usia dini. Jenis penelitian ini menggunakan rancangan eksperimen nonequivalent control group dengan pendekatan kuantitatif. Variabel dalam penelitian ini terdiri dari satu variabel bebas dan dua variabel tak bebas. Variabel bebas dalam penelitian ini adalah metode pembelajaran read aloud dengan media cerita gambar seri (X), sedangkan variabel tak bebas dalam penelitian adalah kemampuan bahasa ekspresif (Y1) dan kemampuan berbahasa ekspresif (Y2). Hasil penelitian menunjukkan bahwa (1) Metode pembelajaran read aloud dengan media cerita gambar seri lebih efektif dibandingkan metode pembelajaran yang biasa digunakan oleh guru untuk meningkatkan kemampuan berbahasa reseptif pada anak usia dini, secara statistik nilai Fhitung =5.766 dengan tingkat signifikan p = 0.022 lebih kecil dari 5%; (2) Metode pembelajaran read aloud dengan media cerita gambar seri lebih efektif dibandingkan metode pembelajaran yang biasa digunakan oleh guru untuk meningkatkan kemampuan berbahasa ekspresif pada anak usia dini, secara statistik nilai Fhitung = 1.028 tingkat signifikan p = 0.012 lebih kecil dari 5%. Pada hasil studi ini dapat memberikan wawasan serta inovasi baru dalam keefektifan pemeblajaran metode read aloud pada kegiatan bercerita gambar seri bermanfaat untuk mengembangkan kemampuan berbahasa reseptif dan ekspresif anak

Pengembangan Model Layanan Pendidikan Creative Art Play Therapy bagi Anak Berkebutuhan Khusus

This study aims to design a model of creative art play therapy education services to overcome various basic problems in providing friendly services for children with special needs (ABK) at Azura Sejati Inklusif PAUD Lhokseumawe. This study uses the Research and Development Borg and Gall method. The subjects in this study were teachers at the Azura Sejati Inklusif PAUD Lhokseumawe. The data used are qualitative and quantitative data, with data collection techniques through observation, interviews, documentation, questionnaires, and Focus Group Discussions (FGD). The data analysis technique used descriptive statistical analysis and inferential statistics. The results showed that the creative art play therapy educational service model was effectively used to provide friendly services for children with special needs (ABK) in dealing with social problems and self-control. All creative art play processes (1) creative visualization can stimulate children's understanding and thought processes; (2) storytelling activities can develop moral and spiritual; (3) drama can improve social relations, hand puppets and masks have been used to protect themselves; (4) art to develop creativity and aesthetic experience; (5) music to communicate; (6) dance and movement to develop physical motor skills.

Digital storytelling in the internationalization context: towards English learning

Telecollaboration refers to online encounters between students from different geographical locations (O’DOWD, 2021), which can foster Internationalization at Home (IaH) (LUNA, 2018a). This study sought to investigate narratives about a digital storytelling activity in the IaH context. For the analysis, data from experience reports, semi-structured interviews and reflective diaries were included. The results indicated that the activity allowed for (1) opportunities for transformation and overcoming challenges and (2) socialization in the remote context.

Bercerita di Depan Kelas untuk Meningkatkan Kemampuan Bahasa Anak Usia 5-6 tahun

Language advancements that occur in childhood, provide a foundation for further child development in elementary school To use language effectively, you need to know how to combine words to form meaningful expressions. This research was carried out on the basis of improving the language skills of group children. B3 Kindergarten M NU Maryithob 0S Banyurip Alit, Pekalongan City, which is diverse and classified as old, has not lived up to expectations. Therefore, one of the solutions offered is to use the storytelling method in front of the class to provide a more enjoyable and meaningful learning experience. This research is a qualitative research, with data collection techniques sourced from observation, interviews, documentation, and data triangulation. The purpose of this study was to describe and analyze storytelling in front of the class to improve language skills in early childhood. The results of the study concluded that storytelling activities in front of the class can improve the language skills of students in the B3 group of TK M NU Masyithoh 05 Banyunp Alit. In addition, storytelling activities in front of the class are interrelated in improving children's language skills. Storytelling activities in front of the class can improve language skills in group B3 TKM NU Masyithoh 05 Banyurip Alit students. This can be seen from the results of increased abilities in the four aspects of the assessment, namely large vocabulary, fluency in pronunciation, word pronunciation, and simple sentence formation

Pendidikan Orang Tua terhadap Kemampuan Literasi Membaca pada Anak Usia Dini di Masa Pandemi

<p>Children’s learning while at home requires guidance from parents. One of them is in the use of gadgets and parental knowledge as the main factor in developing children’s literacy skills. The ability of children’s literacy is the ability to read. The purpose of this study is to determine the effect of parental education on children’s reading literacy skills during pandemics. The method used in this study is quantitative method. The data were collected by using questionnaire, observation, and interviews. The results of the study are that parental education has an influence on early childhood reading literacy skills in pandemic times. Parental education plays a role in helping children in learning, especially in improving children’s reading skills. Learning can be applied through storytelling activities.</p>

The Effect of Robotics-Based Storytelling Activities on Primary School Students’ Computational Thinking

Robotics is needed as education keeps up with challenges students are facing in a technological environment. A long-term research project focuses on developing a feasible robotics-based learning environment that enables primary school teachers to introduce computer science education. This paper shows educational robotics combining storytelling to promote computational thinking through the method of Tell, Draw, and Code. The study was conducted via pre–post test, using the Beginners Computational Thinking test (BCTt), with third and fourth graders (N = 40) to determine if the integration of robotics-based storytelling activities enhances computational thinking skills. Results show that an increase in computational thinking is evident after the intervention is implemented. The approach of combining stories, texts, and literature with educational robotics seems to be a promising concept to equip students with the required skills.

Developing Student's Speaking Competence Through Storytelling at the Second Grade Student's of SMK Negeri 1 Magelang in Academic Year 2013 / 2014

This research is aimed to describe the development of a model of teaching speaking competence called Storytelling, a model of teaching English to enhance the students’ speaking competence. Further, the research also reveals the strengths and limitations of aims at Storytelling activity in SMK Negeri 1 Magelang. This research belongs to an educational research and development (or called R & D). The model was developed adapting Borg and Gall’s Model (1983) simplified into six steps. The steps are (1) Theories and Studies related to Storytelling Technique or Product Analysis, (2) Planning and Preparation for doing Storytelling Technique, (3) Expert Validation and Revision Related to Storytelling Technique , (4) Developing Storytelling Technique in class, (5) Revision of Product , and (6) Final Product . The field tryout was conducted in one class of grade XI students of SMK Negeri 1 Magelang . The instruments used in this research were classroom observation sheet, students’ opened-questionnaire sheet and questions of students’ interview. The collecting data in this research were analyzed by using qualitative and analysis from Miles and Huberman (1994) consisting of four steps of collecting data, reducing data, displaying data, and verifying conclusions. Findings show that Storytelling as a model of teaching speaking shows some strengths; in development stage students’ speaking competence, students’ willingness to voluntary tell their experience in front of the class, the class’ participation in asking questions to the presenters, their willingness to attend the storytelling activity patiently, and also their disappointment due to not being given a chance to perform in front of the class get improvement. Furthermore, Storytelling is a meaningful activity which gives some benefits to the students such as developing feeling of self confidence and braveness and providing more chance to speak that can develop students’ speaking competence.

Children's Online Collaborative Storytelling during 2020 COVID-19 Home Confinement.

Digital collaborative storytelling can be supported by an online learning-management system like Moodle, encouraging prosocial behaviors and shared representations. This study investigated children’s storytelling and collaborative behaviors during an online storytelling activity throughout the 2020 SARS-CoV-2 home confinement in Spain. From 1st to 5th grade of primary school, one-hundred-sixteen students conducted weekly activities of online storytelling as an extracurricular project of a school in Madrid. Facilitators registered participants’ platform use and collaboration. Stories were audio-recorded, transcribed verbatim, and analyzed using the Bears Family Story Analysis System. Three categories related to the SARS-CoV-2 pandemic were added to the story content analysis. The results indicate that primary students worked collaboratively in an online environment, with some methodology adaptations to 1st and 2nd grade. Story lengths tended to be reduced with age, while cohesion and story structure showed stable values in all grades. All stories were balanced in positive and negative contents, especially in characters’ behavior and relationships, while story problems remained at positive solution levels. In addition, the pandemic theme emerged directly or indirectly in only 15% of the stories. The findings indicate the potential of the online collaborative storytelling activities as a distance-education tool in promoting collaboration and social interactions.

A Study on the Relationship between Mental Well-Being and Cultural Tourism Guides Based on the Interview Methodology.

The purpose of this study was to find a way for modern tourists to enjoy increased well-being while being provided with high-quality information about cultural assets. In order for tourists to enjoy well-being, cultural tourism guides must provide quality services while using various storytelling techniques. As the number of tourists who are interested in cultural assets and use their leisure time for this purpose increases, quality cultural tourism commentary can be directly connected to the well-being of tourists. Modern tourists can experience richness of life and emotional stability while being provided with cultural tourism commentary services through various storytelling techniques rather than professional knowledge. In order for tourists to effectively experience well-being through cultural tourism commentary, cultural tourism guides need to implement the following effective commentary. First, culture tourism guides should try to have sense of unity with visitors. Second, they should encourage humanistic imagination through related information. Third, they should provide customized explanations for tourists’ understanding because tourists consist of various classes and ages. Cultural tourism guides who attract tourists’ interest, have appropriate wit, skillful responses to cope with unexpected situations, cheerful laughter, and a loud voice gained satisfaction from many tourists. In modern society, cultural tourism commentators are not limited to simply explaining tourist destinations, but play an important role in satisfying the well-being of modern tourists who seek leisure and emotional stability. The external environment that refers to outdoor atmospherics is also crucial as it influences visitor experiences. In museums, external physical environment factors such as architectural style, positioning of entrances, and exterior décor and signage can be a crucial facet of external ambiance affecting visitor experiences. The external environment (e.g., spacious design, pretty landscape design, outdoor natural surroundings) is a constituent of the tangibility aspect of museum performances. These external environment factors and internal factors together create perceived physical environments that visitors and staff cognitively/emotionally/physiologically respond to. The significance of this study is that various cultural storytelling activities performed by tour guides are examining the possibility of experiencing increased psychological well-being while making tourists as well as themselves aware of the happiness and joy of life.

Strategi Perkembangan dan Indikator Pencapaian Bahasa Reseptif dan Bahasa Ekspresif pada Anak Usia Dini

This study aims to determine language development strategies and indicators of achievement of receptive and expressive language in early childhood. This type of research is qualitative descriptive research, research using literature study research methods or literature study. Studying literature in this study, researchers used various written sources, namely, books, articles, journals and various documents that were relevant to the issues studied. There are several languages that must be developed in children, some of which are receptive language and expressive language. Receptive language is related to the ability to distinguish meaningful and meaningless sounds, receptive language is the ability to listen and read. Children's expressive language is the ability to express language verbally and non-verbally. From the research results, there are several strategies to help the development of receptive language, namely: (1) Storytelling activities; (2) Flashcards; (3) Language games (rehearse words, listen-do, listen-guess, whisper chain and tell stories). And some strategies to help children's expressive language development are: (1) Finger Puppet Play; (2) Role Playing.

When it’s “now or never”

Abstract Individuals who share knowledge of past events may encounter different practical problems when engaging in the co-telling of those events. Drawing upon conversation analysis, this article investigates how co-tellers manage interpolated opportunities to initiate other-repair in collaborative storytelling. The analysis focuses on the placement of different repair operations on the story-in-progress and shows that co-tellers monitor the progressivity of the storytelling activity to identify proper places to initiate repair. Repairs that are initiated out of place can be oriented to as inappropriate and require more interactional work from participants. When tellers project the continuation of the story beyond a proper place, co-tellers display urgency for halting the story’s current trajectory, which shows their orientation to this moment as a last opportunity to initiate repair. This last possible point to repair the story-in-progress is what I call a “now or never” moment. Data stem from video-recorded collaboratively told stories in Spanish.

PERKEMBANGAN KEMAMPUAN BAHASA ANAK USIA 4-5 TAHUN MELALUI BERCERITA SEDERHANA DITINJAU DARI SEGI ASPEK SINTAKSIS DAN SEMANTIK

The development of language skills in children aged 4-5 years often experience obstacles in conversation, delivery or expression and talking to other people. The problem that occurs in children aged 4-5 years in the A6 group RA Muslimat NU Masyithoh 05 Banyurip Ageng Pekalongan City is that the development of children's language skills in terms of syntactic and semantic aspects of children is still not well developed. The purpose of simple storytelling activities is to determine the development of children's language skills, especially in the syntactic and semantic aspects. The research method uses a qualitative descriptive method. The research site is at RA Muslimat NU Masyithoh 05 Banyurip Ageng, Pekalongan City. The research period is from May 29 to June 11, 2021. The research subjects were 2 students in group A6 with an age range of 4-5 years with data sources from 15 students. Data collection techniques using observation, interviews, and documentation. The results of a study conducted for approximately 2 weeks with a sample of 2 children showed that through simple storytelling, children aged 4-5 years old could develop language skills.

Shaping and Sharing Imagination


 
 
 Changes in business and social environments have led society towards a complex landscape in which the relationship between mainstream media and participatory culture is completely changed, with a consequential blurring of boundaries between public and virtual space. As audience media habits are changing, a digital vision of reality is rising and engagement practices are evolving. As a consequence, there is the need for a new design methodology based on different skills working together. It is then necessary to adopt a disruptive approach to overcome the contemporary complexity, assuming storytelling activities, narrative practice and relationships among people as driving forces for innovation. The cases of Imagine Milan (2009-2012) and Plug Social TV (2013-ongoing), in which we tested listening and expressive tools, and communication strategies in order to activate a dialogue among communities. On the one hand, there is the aim of experiencing audiovisual languages through different narrative formats. On the other hand, we explored the use of stories in a collaborative process, spreading the narrative worlds across different channels. The aim of this paper is to describe our design approach, merging together tools and skills from different areas: communication design strategies as participative methods are linked to codesign actions; branding strategies, coming from the advertising field, as tools for identity development; audiovisual language considered as a cultural interface for listening to reality; transmedia practice as a cultural paradigm able to involve the audience into meaning-making processes; ultimately, social media advocacy is used to build relationships between virtual and real communities.