Storytelling Activities Research Articles

Children’s response accuracy: examining the effect of activity engagement, age, language proficiency, and time elapse

ABSTRACT The present study aimed to examine the effect of activity engagement, age, language proficiency, and time elapse on children’s response accuracy to adult’s questions. A total of 70, 3- to 6-year-old children participated in the study, engaging in a story-telling activity, a proficiency test, and two interviews. Additionally, 57 of these children participated in a delayed interview about the same event one week later. The findings indicated that children’s language proficiency has a significant impact on the accuracy of their answers. Moreover, age appeared to contribute to children’s response accuracy. However, children’s activity engagement and the one-week time elapse did not significantly influence the accuracy of their recall. Results suggest that interviewers should consider children’s age and linguistic proficiency levels while conducting interviews. This research contributes to the existing literature on factors affecting children’s response accuracy.

Pemanfaatan Media Audio Visual pada Kegiatan Bercerita dalam Meningkatkan Perkembangan Bahasa Anak di TK Khalifah 23 Palembang

Language is an important component in early childhood development. Thus, a stimulus is needed to increase this development with various activities, namely storytelling activities using audio-visual media. This research aims to be one way to improve children's abilities in language development through storytelling activities through audio-visual media. This research will be carried out in 2 cycles, using classroom action research methods, improvement plans, objects, and reflection. The place where this research was carried out was TK Khalifah 23 Palembang. Based on the results of research activities that have been carried out, the results obtained are cycle I children's language abilities from a total of 15 children, 8 children (53%) have developed very well, 4 children (27%) have developed as expected. 3 children (20%) have started to develop. In the improvement cycle II, the results obtained were that 13 children (87%) had received very good grades, 2 children (13%) had obtained good grades and were developing according to expectations. So we can conclude that storytelling activities using audio-visual media carried out at TK Khalifah 23 Palembang have been able to improve children's language skills. What can be seen from each cycle is that there is a very significant increase.

Menumbuhkan Minat Baca Anak melalui Penyediaan Pojok Baca dan Metode Reading Aloud di Desa Kutalanggeng Karawang

Reading is one of the types of writing language skills, and the interest and habit of reading among Indonesian society are relatively low. The goal of this Community Service (PkM) is to understand the process, inhibiting factors, driving factors, and teachers' efforts in fostering children's reading interest through the provision of reading corners. The theories underlying this PkM include: non-formal education, the nature of early childhood, reading interest, storytelling methods, storytelling techniques, and storytelling and reading interest. The PkM method used is descriptive method, and the techniques used are observation, documentation study, questionnaire, interview, with a total sampling of 52 children. Based on the PkM findings, it is found that: 1) There is a reading corner and sufficient supporting books, 2) storytelling activities with reading aloud techniques, 3) difficulties in using storytelling methods in the process of fostering reading interest, 4) efforts in fostering children's reading interest carried out by teachers. It can be concluded that within a week, teachers tell stories less than 3 times with a duration of 10-15 minutes. Supporting factors include the availability of storybooks in the reading corner, inhibiting factors include choosing interesting storybooks, and conditioning children during storytelling. Teachers' efforts in fostering children's reading interest are through storytelling with reading aloud techniques and communicating with parents.

Perspektif Paradigma Naratif dalam Aktivitas Mendongeng untuk Menanamkan Nilai Moral Anak Usia Dini: Studi Kasus pada Komunitas Kampung Dongeng Kito Bengkulu

Communication is a basic human activity, both as individuals and as groups. Fairy tales and factual stories are closely related to the formation of character, not only individual human character but human character in a nation, in storytelling activities it is closely related to the delivery of messages between the storyteller or communicator and his listeners or also called communicants, hence the delivery of narratives. The right way to tell a story has a big influence on the message that is created and the moral values that the storyteller wants to convey.

Perkembangan Moral Dan Keimanan Anak Usia Dini Melalui Metode Bercerita Di TPA Al-Husna Kota Bandung

In the process of instilling moral values and faith in early childhood, we must look at the stage of child development. Instilling morals and faith in children can be realized by participating in school activities, children will get real experiences provided by the teacher. one of the methods used by teachers to instill morals and faith in children through storytelling activities. The need to instill morals and faith in the storytelling method is expected to make the values taught can be lived and interpreted by children without coercion. The research method used is qualitative method with data collection techniques. The findings of this study are that storytelling method activities can affect children's morals and faith when these activities are carried out with the right delivery, the right story selection, and by providing exemplary examples. The storytelling method can influence children's moral behavior and faith, but this activity is not enough. Therefore, teachers and parents must establish good cooperation. The purpose of this study is to determine the effectiveness of the storytelling method in instilling morals and faith in children of TPA Al-Husna, and to find out the supporting and inhibiting factors when the storytelling method is carried out at school. Efforts made by teachers to instill morals and faith in children so that children can understand and practice them in their daily lives. So that the development of morals and faith in early childhood develops well.

Role of digital reading corner in increasing the community's reading interest in Bekasi district

Background: A culture of interest in reading or literacy movement must be fostered in Indonesian society.
 Purpose: The aim is to describe the existence of a Digital Reading Corner (POCADI) managed by the Bekasi Regency Archives and Library Service, which shows an increase in people's interest in reading in the Bekasi Regency.
 Design and methods: This article uses qualitative research and a literature review. Data collection techniques in the field are observation and interviews. The research objects in the field are visitors and officers at the Digital Reading Corner location. Collections of digital media such as computers, Android tablets, e-books, LED TV, and Wi-Fi increase visitors' enthusiasm to increase their interest in reading. The efforts of the Bekasi Regency Archives and Library Service in managing POCADI include outreach to the community, educational visits from schools to POCADI and storytelling activities.
 Results: The results of the research can be concluded that the Digital Reading Corner provides benefits in increasing people's interest in reading in the Bekasi district, namely as a place to read with a collection of reading materials equipped with digital media, a place to read for people who are located far from the Bekasi Regency Public Library

Design requirements for a digital storytelling application for people with mild cognitive impairment (MCI).

The current digital storytelling applications present advantages for individuals with Mild Cognitive Impairment (MCI); however, there exists a notable oversight regarding their potential to facilitate group-based storytelling activities with this population. This study endeavors to identify design requirements for a more inclusive and accessible digital storytelling tool for people with MCI. The methodological framework encompasses distinct stages, commencing with focus groups and interviews (Stage 1), followed by prototyping workshops (Stage 2) and qualitative prototype testing (Stage 3). The comprehensive three-stage research involved participants residing in Beijing, China, including 43 people with MCI aged 65-95 years (M = 79.09, SD = 8.99), with a mean Montreal Cognitive Assessment score of 21.91 (range = 18-26, SD = 2.40). Additionally, 17 care partners and 10 occupational or clinical therapists actively participated. The culmination of the three-stage research process has yielded 12 discernible key design requirements. Preferred storytelling themes center around narratives designed to elicit positive emotions. The narrative material generation process involves a systematic approach, unlocking memories through carefully formulated questions. In memory retrieval, users are provided with hints, bolstering confidence and perpetuating a semblance of face-to-face interaction. The focus in story sharing lies in transcending mere narration and extending it to a wider audience. This case study centers on crafting a digital storytelling application to enhance social connections for people with MCI. It delves into crucial design requirements addressing memory challenges, emphasizing individual preparation and group sharing. The developed digital storytelling application demonstrates potential to offer valuable memory support and foster personal and collective connections. Future research will focus on formal testing to evaluate these outcomes.

디지털스토리텔링 활동에서 디지털 리터러시와 창의성 간의 관계 연구

This study aims to validate the relationship between digital literacy and creativity in digital storytelling activities within university education and examine the impact of variables. There is a growing interest in education using digital tools recently. However, research on the relationship between learners' digital literacy and creativity, as well as the influencing factors during digital storytelling activities, is lacking. The analysis of the relationship between these two variables is crucial because digital literacy is an important factor influencing learning outcomes, especially in digital storytelling activities that involve extensive use of digital tools and require creative thinking. Conducting a correlation analysis on the relationship between learners' digital literacy and creativity is deemed academically valuable. The study involves 74 university students currently enrolled at University C in Seoul. The research methods include descriptive statistics, correlation analysis, and simple regression analysis. The correlation analysis results indicate a significant positive correlation between digital literacy and creativity. The simple regression analysis suggests that higher digital literacy corresponds to increased creativity, and higher creativity corresponds to increased digital literacy. Based on the findings of this study, it is hoped that the results will serve as useful information for instructors in designing teaching methods and team learning strategies in digital storytelling activities for university students.

Supporting language diversities through story circles

This current study shows the range of culturally-shaped, storytelling patterns present in three multicultural, multilingual preschool classrooms serving children from families with lower socioeconomic status in the U.S. Stories were collected in the context of a small group, child-led storytelling activity called story circles. Results show that story circles encourage diverse story forms and topics that reflect interdependent conceptions of self in young learners. In their stories, young children demonstrate the early emerging potential for cultivating linguistic and cultural dexterity in early childhood by surfacing and centering multiple meaning-making patterns in the classroom, rather than solely topic-centered, linear, temporal stories that predominate in U.S. schools.

PENGENALAN LITERASI BAHASA INGGRIS PADA ANAK USIA DINI MELALUI MEDIA BILINGUAL PUPPET SHOW

The language environment is a place where everything that the learner can hear and see is related to the target language being studied. In relation to the learning process, habituation is an important process that is needed to encourage young children to capture messages and understand new things. The introduction of English in fun bilingual storytelling activities using interesting props (puppet show) can be a new experience for children, especially in learning English.
 The implementation of this community service activity tries to attract the interest of young children aged 4 - 6 years in listening and understanding fairy tales or stories in English using the bilingual puppet show method. This method is carried out through storytelling activities in English and Indonesian (bilingual) using hand puppets. The fairy tales are delivered in two languages to help children understand English vocabulary. Because English is not the everyday language used by students of Aisyiyah 03 Ngringo Kindergarten, it is hoped that this community service activity can encourage young children's interest in getting to know English literacy through storytelling activities using the bilingual puppet show method. The various methods used in this community service activity are lectures (presentations), storytelling, discussions, and questions and answers on the topic of introducing English literacy to early childhood through the medium of a bilingual puppet show.
 The result of implementing this community service activity (PKM) is that the students of Aisyiyah 03 Ngringo Kindergarten are able to recognize the names of animals in English. Students are also able to learn moral values about cooperation and helping each other through bilingual puppet show, in English and Indonesian.

« Yeah, I am making new stuff! »: responsivity to and negotiations of agency during digital storytelling in preschool

ABSTRACT This study analyses interactions between pairs of children (aged 4–5) together with their teacher during digital storytelling activities in preschool to explore how children express and negotiate their agency and how teachers respond to it. Theoretically, agency is understood as relational and situated meaning that it stems from, and it is shaped by participation in interactions in specific sociocultural settings. Data include 140 h of video recordings in which participants (10 children and 2 teachers) recreate a familiar story using the application Book Creator. The findings show that, even in these activities that were designed by the researcher and the teachers and had a preliminary framework, children expressed their agency by altering the story plot, negotiating the meaning of their drawings with peers, and exploring the design characteristics of the digital tablets. The teachers and digital tables (including the application) mediated the dynamic process of children’s agency. The study concludes by emphasizing a responsive teaching approach that opens up for and encourages children’s agency.

Strengthening Early Childhood Literacy Through Storytelling Activities

Abstract. The early childhood literacy strengthening program through storytelling activities is aimed at supporting the basic fundamental quality of early childhood in Kindergarten. The object of this program is a Kindergarten of 'Aisyiyah Bustanul Athfal (ABA) Ngentak, Pringinan, Tirtorahayu, Galur, Kulon Progo. Preliminary observations indicate the need to improve the quality of fundamental literacy through structured and measured storytelling activities. Therefore, the community development team strengthened fundamental literacy through storytelling activities using Gagne's event instructional design to focus students on storytelling activities. Afterward, students will be brought to discuss the stories and followed up with developing activities in the form of structured individual and class projects. Pre-test and post-test are given before and after the implementation of the storytelling activities targeting the components of alphabet knowledge, print awareness, and students' socio-emotional skills. The result shows that this program succeeded in improving the socio-emotional skills of students. This program has also succeeded in increasing students' interest in the letters of the alphabet and the print words listed in the book.

Strengthening Family Literacy Through Gerakan Ibu Mendongeng

Abstract. The family literacy strengthening program through Gerakan Ibu Mendongeng (the Mother Storytelling Movement) is aimed at improving the quality of the community's socio-cultural capital through family literacy activities that are in line with the efforts to strengthen family resilience and national character education. This activity is part of an empowerment program that specifically targets women and children in Tirtorahayu Village, Jogonalan Hamlet. The results of initial observations show that as many as 42.74% of the population in Tirtorahayu Village, Kapanewon Galur, Kulon Progo are still in the category of not completing elementary school, graduating from elementary school, and graduating from junior high school. However, interestingly, in Jogonalan Hamlet, community literacy activities, especially those related to Islamic aspects, have been going well. Nonetheless, studies that specifically focus on early childhood character education through storytelling activities have not occurred significantly. The implementation method includes the preparation stage, promotion of family literacy and Gerakan Ibu Mendongeng, promotion of some storytelling techniques, monitoring and evaluation of the movement activities by Teman Dongeng from the community service team, the inauguration of the Literacy Corner, and the mother’s storytelling stage. The results of the program showed an increase in family literacy activities through mother's storytelling activities for children, an increase in literacy activities for mothers in Posyandu (Integrated Service Post) through the literacy corner, and Ibu Mendongeng's performance on the literacy stage of the Jogonalan Hamlet community

The promise of digital storytelling for kindergarteners: language and technology skills

ABSTRACT This study aims to investigate the impact of digital storytelling activities on children's language skills, specifically focusing on expressive, receptive, and narrative abilities, as well as their utilization of technological elements in their stories. The study involved 18 children who were enrolled in a public kindergarten classroom, and it employed a mixed-methods design. Over six weeks, the children participated in digital storytelling activities twice a week. Pre- and post-intervention assessments measured children's language skills, and digital stories were evaluated for technical elements. Semi-structured interviews were also conducted to gain insights into the children's experiences. The findings revealed significant improvements in the participants’ receptive, expressive, and narrative skill scores following the six-week digital storytelling intervention. The children expressed high levels of enjoyment and interest in the digital storytelling activities. These results were discussed in relation to existing literature, and the implications of the findings were explored.

Indicating intellectual and emotional states in narrating

The focus of this study is on how children in their retelling of oral stories indicate their understanding of the intentions and feelings of fictional characters. The method used is video documentation of storytelling activities in a preschool, involving 15 children aged 3–5 years and their teachers. The findings clarify how the children indicate the intellectual and emotional states of the fictional characters of stories in three ways: through (i) explicating, (ii) certain forms of gesturing and facial expressions, and (iii) sound symbolism. The educational implications of the findings are discussed in terms of how sound symbolism and gesturing in storytelling are critical to social justice – in allowing children not speaking the majority language to participate in storytelling.

INCORPORATING MULTILITERACY PEDAGOGY ELEMENTS INTO EFL SPEAKING CLASS THROUGH DIGITAL STORYTELLING

In a globalised world where cross-cultural communication is becoming increasingly
 important, the ability to communicate effectively in various contexts through spoken
 language is crucial. Multiliteracy enables individuals to communicate effectively and
 confidently in a variety of contexts, both within their own culture and across cultures.
 Digital storytelling utilises diverse modes of communication, promotes creativity and
 global communication, and integrates technology in the learning process, making it a
 valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy
 pedagogy elements are incorporated into English as a Foreign Language speaking class
 through digital storytelling. This is a pilot study in which thematic analysis is used to find
 the themes within four knowledge processes of multiliteracy pedagogy in digital
 storytelling activity. The findings show that through experience, the students can practise
 speaking in an authentic context, develop their language skills through conceptualising
 and analysing their stories, and receive feedback from peers and teachers. Therefore,
 digital storytelling achieves the purpose of representing all four elements of multiliteracy
 pedagogy, namely, situated practice, overt instruction, critical framing, and transformed
 practice which facilitate the growth of speaking proficiency.

Pengaruh Metode Bercerita terhadap Kemampuan Menulis Narasi pada Siswa Kelas 3 Sekolah Dasar

In this research, we examined the influence of storytelling methods on the narrative writing abilities of third-grade students. The study involved students participating in various storytelling activities as a teaching approach. Data were collected through narrative writing tests before and after the intervention. The data analysis results indicated a significant improvement in narrative writing skills after the introduction of storytelling methods. Evaluation took into account factors such as creativity, narrative structure, and vocabulary usage. Implications of these findings include recommendations to incorporate storytelling methods as a learning strategy to enhance narrative writing skills at the elementary school level. This study contributes to a practical understanding of the implementation of storytelling methods in elementary education and emphasizes the importance of developing engaging learning strategies to enhance students' literacy skills.

The Use of Storytelling to Develop The Cognitive Aspects of High Order Thinking Skills (HOTS) in Ninth Grade Junior High School

This study investigates how storytelling techniques can help students enhance their cognitive aspects of HOTS. The data for this study were gathered through class observations, teacher and student interviews, and field notes with one participant teacher and thirty-three ninth-grade students. According to the previous research, students can improve their cognitive aspects ability through a variety of methods, one of which is storytelling. Storytelling can help students to hone their ability to analyze, evaluate and create well. However, there are certain students who have yet to master this skill. And the results show that storytelling techniques can increase HOTS cognitive abilities when people are more fully involved in storytelling activities and subsequently have talks about analyzing stories together. The teacher asked them to find stories and tell stories in front of the class. This practice is another solution for how to apply storytelling technique to develop students' cognitive aspects of HOTS in schools with limited of facilities and infrastructure. Then it was found that they could master the material and analyze and evaluate the problems in the story through this application. Students stated that the storytelling technique made it easier to understand the learning material and seemed exciting.

The Effects of Knowledge-Building-Based Digital Storytelling Activities on Third Graders’ Perception of Learning Environment, Oral Narrative Performances, and Knowledge Building Behaviors

The Effects of Knowledge-Building-Based Digital Storytelling Activities on Third Graders’ Perception of Learning Environment, Oral Narrative Performances, and Knowledge Building Behaviors

Evaluating an intergenerational art and storytelling program with older adults and medical students

Older adults in residential communities face loneliness and isolation, challenges exacerbated by COVID-19, leading to adverse physical and mental health outcomes. Intergenerational arts and humanities programs have been successful in addressing these challenges while also enabling medical learners to better understand aging populations. Draw YOUR Story, a program at a Houston residential senior living community, connects premedical and medical student volunteers with older adults through an art and storytelling activity. To evaluate the program, we conducted a focus group with older adults and pre and post-volunteering student surveys with questions about attitudes towards older adults and an Interpersonal Reactivity Index. Student surveys (n = 18) showed increased comfort working with older adults after volunteering (p = 0.02). Students who spent less time volunteering reported a decline in their perceptions of older adult quality of life, when compared to more frequent volunteers (p = 0.02). Older adults shared that the program encouraged learning new skills, offered time for reflection, connected them to medicine, and furthered desire for community. Draw YOUR Story benefitted students and older adults, increasing student comfort with older adults, providing aging adults opportunities to learn new skills and reflect, and building intergenerational connections.