Storytelling Method Research Articles

Влияние мотивационной практики преподавателя на улучшение беглости и точности устной речи учащихся, изучающих английский как иностранный

The current study sought to examine the impact of teacher motivational practice on the improvement of Iraqi high school EFL learners’ fluency and accuracy in speaking. To this end, 50 female Iraqi high school students in Baghdad were selected based on a placement test. To gather the required data, two instruments, namely the Oxford Quick Placement Test (OQPT) and a speaking test were utilized. The study utilized a quasi-experimental pre-test-post-test design in which two dependent variables and one independent variable were applied. The participants joined a regular English teaching course for 18 consecutive sessions, three sessions each week. The last twenty minutes of each session was given to storytelling which was used as a motivational practice. Two different methods of storytelling were used for a cohort of students present in the control and experimental groups. After the intervention, the post-test was given to the participants to evaluate their improvement and to compare their performance with the pre-test. To analyze the data sets, an unpaired samples t-test was used to compare the means of the two groups. The results showed that teacher motivational practice improved Iraqi EFL high school learners’ fluency and accuracy in speaking. Lastly, the results and implications of the study were presented.

Pengaruh Metode Storytelling dalam Meningkatkan Kemampuan Empati Anak Usia Dini

This article aims to determine the influence of the storytelling method in improving the empathy abilities of young children. One method that can be used to improve empathy skills in young children is the storytelling method. Through storytelling, children can take the values in the story and apply them to everyday life. This research uses a qualitative descriptive approach with a literature study method which contains a presentation of theories, findings and other research materials obtained to be used as a reference in this research. The literature source search method uses an electronic database from Goggle Scholar by focusing on articles that have similar discussions regarding the influence of the storytelling method in improving the empathy abilities of young children. Based on the discussion of the results of the literature study, all the articles referred to state that there is an increase in the empathy abilities of young children after implementing learning using the storytelling method and that this method is effective in increasing empathy abilities. Children's empathy abilities increase as indicated by children being able to implement the values contained in the story. In conclusion, the storytelling method influences children's empathy abilities from an early age by providing a positive and effective influence. Thus, the storytelling method can continue to be applied and developed to stimulate children's development.

Penerapan Nilai-Nilai PAK melalui Media Hand Puppet dalam Mengatasi Bullying pada Anak Usia Dini

The phenomenon of bullying is one of the problems that occur quite a lot. This problem has been considered a common problem in society and even schools. As a result, many are negatively affected by the phenomenon of bullying including early childhood. Therefore, this research focuses on one way to deal with early childhood bullying with the storytelling method using hand puppet media. The stories told are Bible stories full of noble Christian values. Using a qualitative method, the author collects scientific sources relevant to the research problem to be analyzed more deeply. The results showed that the storytelling method using hand puppet media is more effective for early childhood because they are very interested in the form of storytelling using media. The Bible stories that can be told include stories that are full of the value of loving each other (Genesis 37-42; Luke 10: 25-37; Matthew 5: 44-45), about the value of human beings who are very valuable because they are in the image and likeness of God (Genesis 1: 26), not hurting other people's feelings with dirty words (Ephesians 4: 29), not judging (Romans 2: 1), and finally emphasizing that hateful actions and feelings are very disliked by God (1 John 3: 15). Thus, the message conveyed in the story using hand puppet media can be more easily understood by children. This can also help children to understand the dangers of bullying so that it is hoped that children's character can be formed for the better by not applying bullying behavior in everyday life. Keywords: bullying, hand puppet, PAK, storytelling method

The Effect of Using the STAD (Student Teams Achievement Division) Cooperative Model Assisted by Finger Puppets on Students' Learning Motivation

Background: The ability of students to listen to stories from teachers and then be able to tell them again is not easy, and it will not be as expected. Because students' comprehension abilities vary when receiving and studying the story's content, teachers need a learning model to improve their students' storytelling abilities. In reality, class III students at State Elementary School 5 Pulang Pisau cannot concentrate and are interested in learning using the storytelling method. Aim: This research aims to determine the effect of using the STAD-type cooperative model assisted by finger puppets on motivation to learn Indonesian, especially in improving the storytelling skills of class III students at State Elementary School 5 Pulang Pisau. Method: This research uses a quantitative experimental approach. The research sample comprised 19 class III students at State Elementary School 5 Pulang Pisau. Results and Discussion: The research results show that (1) There is a positive influence that the STAD type cooperative method assisted by finger puppets has on the storytelling skills of class III students because the results Wilcoxon test analysis on all students has a value of Asymp.Sig. (2 Tailed) of 0.000 > 0.05. (2) There is a difference in the average indicator value for students before treatment, namely 13.5, and after treatment, the average value is 24.05. Conclusion: Based on the discussion, it can be concluded that using the STAD-type cooperative method assisted by finger puppet media positively affects students' motivation and storytelling skills.

Fly as One

This article examines sandboxing as a collaborative storytelling method by turning the sandbox into a place of collaborative storytelling to break open existing narratives and create new and different stories. The paper describes the method itself and the steps to be taken for using sandboxing. While simple in its setting, the process creates the foundation for a collective understanding of complex challenges. The second part of the paper analyses the final setting of a sandbox session on collaborative future-making. The analysis shows the need to connect and fuse apparent binaries and opposites, both in individuals and society at large. While the binary mostly relates to humans and gender characteristics, the division and splitting apart of entities into smaller, countable, and definable parts has been and still is part of an ongoing process in Western culture. Material storytelling in the form of sandboxing plays a small, but important role in recreating the idea of wholeness and community.

Instilling Children’s Characters through Storytelling Methods in Preschool Education

This article explores the values contained in traditional children's stories told in the storytelling tradition. Reports have positive values to shape character in children, and the rule of storytelling creates emotional closeness. This research uses qualitative and descriptive methods from Minangkabau children's stories. The story is taken from the documentation collected from oral reports and then written down. Conducting an analysis involves literature studies that focus on and prioritize the values embedded in a story. Preschool and kindergarten children then listen to the selected stories. When telling stories, the teacher emphasizes and adds a message at the end of each level. The success of the storytelling process is shown by the children's activities at the beginning, during the time, and after they eat. Students who experience and implement positive attitudes are marked. This research found that the storytelling tradition is influential in shaping children's character, namely following the teachings of the Islamic religion, especially eating habits, being honest in taking food, exercising discipline, maintaining cleanliness, and showing an attitude of independence.AbstrakArtikel ini bertujuan untuk menggali nilai-nilai yang terdapat dalam cerita anak tradisional yang disampaikan dengan tradisi mendongeng. Cerita memuat nilai-nilai positif untuk membentuk karakter pada anak-anak dan tradisi mendongeng terjalin kedekatan emosional. Penelitian ini menggunakan metode kualitatif dan deskriptif dari cerita-cerita anak Minangkabau. Cerita diambil dari dokumentasi yang telah dikumpulkan dari cerita lisan kemudian dituliskan. Analisis dilakukan dengan studi literatur yang memperhatikan dan memprioritaskan nilai-nilai yang terkandung dalam sebuah cerita tersebut. Cerita yang terpilih didongengkan pada anak di pra sekolah dan TK. Waktu mendongeng guru memberikan penekanan dan menambahkan pesan di setiap akhir cerita. Keberhasilan proses dari bercerita itu diperlihatkan dari aktifitas anak pada awal, waktu berlangsung, dan setelah mereka makan. Siswa yang mengalami dan melaksanakan sikap yang positif ditandai. Hasil penelitian ini mendapatkan bahwa tradisi mendongeng efektif untuk membentuk karakter anak yaitu menjalankan ajaran agama Islam terutama tata cara makan, bersikap kejujuran dalam mengambil makanan, menjalankan kedisiplinan, menjaga kebersihan, dan memperlihatkan sikap kemandirian.

Examination of the fraction addition problems posed by primary pre-service teachers using the digital storytelling method

ABSTRACT The purpose of this study is to assess the fraction addition problems posed by pre-service teachers using digital storytelling and to identify their perspectives on this activity. 69 mathematics teacher candidates participated in the study. The research comprises two sections. Participants were expected to pose a problem via digital storytelling in the first round. After creating digital stories, participants were required to fill out an opinion survey. According to the study's findings, more than half of the participants correctly completed the problem-posing exercise. Additionally, pre-service teachers reported experiencing some difficulties when generating problems, despite their favorable opinions toward the use of digital storytelling to pose problems. Participants could pose problems involving the addition of two or three fractions. Participants encountered issues such as not being a problem or utilizing distinct operations. According to the participants’ opinions, some of their skills had improved and they enjoyed the experience.

Letter Gloves Media with Storytelling : Effect on Letter Recognition in Children in Kindergarten Pekanbaru

Language is a verbal communication medium that humans use to interact with each other. Basically, early childhood language development includes four developments, namely listening, speaking, reading, writing, and recognizing letters by reading. The purpose of this study was to find out how much influence the letter glove media has on the ability to recognize letters in children aged 4-5 years in Kindergarten. This type of research is experimental research using a one group design with pretest and posttest through observation sheets. From the results of the research and from the discussion, it was concluded that the ability to recognize children's letters before being given treatment through the media of letter gloves with the storytelling method was considered low, this was seen from the individual categories of children, namely 20 children who were categorized as medium 25%, low 75%, and high 0%. After going through the letter glove media with the storytelling method, the child's ability to imprint letters increased, namely 60% Medium was categorized as high, 40% was categorized as medium and no children were in the low category.

Pengenalan Bahasa Inggris dengan Metode Story Telling pada Anak Usia Dini di RA Bakti Telang Bangkalan Madura

This activity aims to introduce young children to English by using storytelling in classroom learning. This activity was carried out at one of the kindergarten schools in Bangkalan, Madura, namely RA Bakti Telang. The target participants were students in group B. Theory and practical methods were combined in this activity to stimulate young children's curiosity in learning English. The results showed that the storytelling method could increase young children vocabularies. This is proven based on the results of the pre-test and post-test comparative evaluation. Storytelling could make young children understand new vocabularies in English easier.

EFFORTS TO IMPROVE THE SHOW AND TELL METHOD ON SPEAKING SKILLS IN CLASS V STUDENTS

StudyThis aims to: 1) improve speaking skills through learning activities and 2) improve speaking skills using the show-and-tell method for fifth-grade students at SD Negeri 12 Selat Penuguan. This type of research is classroom action research. The subjects in this research were class V students at SD Negeri 12 Penuguan Strait for the 2022/2023 academic year, totaling 32 students. The research design refers to classroom action research according to Kemmis which includes 1) planning 2) action implementation 3) observation and 4) reflection. The data collection methods used in this method are: 1) test 2) observation 3) documentation. Descriptive statistical data analysis techniques were used to analyze quantitative data, namely the average value, while the flow model was used for qualitative data analysis. The research results show that the use of the storytelling method can improve learning activities and speaking skills through the show and tell method. This is characterized by increased speaking skills in the aspects of pronunciation, intonation, word choice, sequence, courage, fluency, attitude, and mastery of themes

Innovative Methods of Teaching Urdu Language in Digital Era

Teaching is one of the challenging professions in the era of advanced technology. It is not a cup of tea to everyone. Especially to untrained teachers though they are working in the field of teaching. Adaption of suitable method is also one of the challenges in the profession. It is called as a noble profession. According to a model teacher Sri Sarve Pally Radha Krishnan, “Teacher is the person before whom the entire universe bows”. In order to teach effectively, language is one of the important tool for students for all disciplines. Teaching of Urdu is a challenging task in the era of technological advancement. Urdu is an attractive and sweet language for most of the speakers. Difference innovative methods can be used for creating interest among the teachers and learners such as lecture method, story telling method, interactive method, discussion method, problem solving method. Krashen (1982 : 125) discusses several approaches or what he calls “the most widely used methods” to language teaching, with the questions – on each approach to classroom teaching: what extent it satisfies the requirements for optimal input”, and “what extent it puts learning in its proper place”. These approaches have positively advanced the course of language teaching and learning so much so that there is the need to have more insight on the approaches and what contribution they can still make to our contemporary language study. The present paper focuses and discusses on various innovative methods of teaching Urdu language with reference to digital advancements.

Digital Storytelling and Multimedia Tools for Teaching Language and Literature

This study explains how digital stories are used in teaching language and literature. This paper shows how the art of storytelling can be effectively used with growing digital technology. There is a tremendous shift from print to digital media in the 21st century. The traditional oral storytelling method has changed to visual digital media stories with video, audio, and 3D objects, this helps the readers to interact with stories currently. Digital storytelling is the result of combining different media elements into a coherent story. The digital story presentation is short but it is attractive. They stimulate the senses and imagination and are suitable for different learning styles. Nowadays our student curriculum is different, they have distance education, online education, and direct education. Because of this, we have to blend our classroom education with computers and new technologies. Teachers and professors use computers, scanners, printers, cameras, and the Internet in classrooms. Teachers use effective technology to increase student learning and understanding. In the olden days, people tell stories to children at bedtime, nowadays computers are creating multiple stories, and humans need not want to break their heads to tell stories. Everything is digital now, so it is much easier to create stories for our written literature and second language teaching. The students are very interested in seeing visual stories for their lessons.

Peningkatan Kemampuan Bahasa Ekspresif Anak Melalui Metode Bercerita dengan Media Audio Visual pada Anak Kelompok B.1 di TK Bakti Pertiwi Kecamatan Baras Kabupaten Pasangkayu

The main problem in this research is whether using the storytelling method through audio-visual media can improve the expressive language skills of group B.1 children at TK Bakti Pertiwi Kab. Pasangkayu. The aim of this research is to improve children's expressive language skills through storytelling using audio-visual media for Group B.1 children at Bakti Pertiwi Kindergarten, Baras District, Kab. Pasangkayu. The benefits of this research can increase knowledge, especially in improving expressive language skills and it is hoped that it will be beneficial for children, teachers and schools. This type of research is class action research (Class Action Research) which consists of two cycles carried out in 3 meetings each cycle, research procedures include planning, implementation, observation and reflection. The subjects in this research were students of group B.1 TK Bakti Pertiwi Kab.Pasangkayu as many as 16 children. The results of this study showed that in the first cycle after being given action at meetings I, II, and III, there was an increase in children in the Starting to Develop (MB) criteria with a percentage of 43.74%, and in the second cycle after being given action at meetings I, II , and III, there is an increase in children with the criteria of Developing According to Expectations (BSH) with a percentage of 70.13%, which means that they have reached the target of children's development achievements with the criteria of Already Developing According to Expectations (BSH). Based on the research results, it can be concluded that applying the storytelling method through audio-visual media can improve expressive language skills in Group B.1 children at Bakti Pertiwi Kindergarten, Baras District, Kab. Pasangkayu with an average gain of 70.13% with the criteria of Developing According to Expectations (BSH).

Methode des Geschichtenerzählens - Storytelling - als Werbemittel für touristische Reiseziele

In today's rapid era of globalisation and internationalisation, it is essential to respond to the changed conditions. Tourism is one of the fastest growing sectors of the economy. In order to remain competitive, it is important to respond to the new challenges that the current situation brings. Every tourist destination is interested in increasing its attractiveness, attracting more tourists, improving its market position and increasing its income. One of the ways to increase attractiveness and improve the promotion of tourist destinations is the method of storytelling. The aim of our paper is to introduce the method of storytelling as an effective tool to promote tourist destinations. In our study, we conclude that this method is effective in attracting new customers and increasing the attractiveness of a given tourist destination. To achieve relevant results, we used the method of analysis, synthesis, literature study, exemplification and generalisation.

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.

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

Changing climates, compounding challenges: a participatory study on how disasters affect the sexual and reproductive health and rights of young people in Fiji

Pacific youth are at the forefront of the climate crisis, which has important implications for their health and rights. Youth in Fiji currently bear a disproportionate burden of poor experiences...

The Influence of the Storytelling Method on the Speaking Ability of Children Aged 5-6 Years in Kindergarten St-Antonius 1 Medan

The purpose of this study was to determine the presence or absence of the influence of the storytelling method on the ability to speak children aged 5-6 years in TK ST-Antonius 1 Medan. This research was conducted at the St-Antonius 1 Medan TK which is located at Jalan HM Joni No. 52 A Medan. The population in this study was all children in TK ST-Antonius 1 Medan with a total of 103 children. The research design used is pretest-post-test design. Sampling techniques, namely with Purposive Sampling techniques in class B3 as many as 28 children. The data obtained were analyzed using non -parametric statistics Wilcoxon signs rank test. The results of the analysis obtained the average class value using a conventional storytelling method of 16.21 with SD = 3.26 and the average class value with an interactive storytelling method of 25.78. With SD = 2.10. From the hypothesis calculation data obtained asymp. Sig. (2-tailed) worth 0,000. smaller than 0.05 (<0.05), it can be concluded that there is a significant effect of the interactive storytelling method on the ability to speak in children aged 5-6 years in kindergarten. St. Antonius 1 Medan compared to the ability to speak children taught by conventional storytelling methods.

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

This study aims to find evidence of the method learning storytelling can improve students speaking ability at SMA Negeri 5 Metro. The total sample involved was 59 students. The method used in this studys a quasi-experimental. The result of Data analysis showed that the post-test mean score was higher than the pre-test (54.06 > 44.27). This shows the results of the analysis which show that the t value obtained is higher than the t table (17,067 > 2,048). then the second data shows that the t-test value obtained is greater than the t-table (3,269 > 2.021), it can be concluded that learning to speak using storytelling in the even semester of class XI SMA Negeri 5 Metro can improve abilities. Therefore, the alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. This means that the use of story telling provides an improvement in students' speaking.

Primary School Teachers' Experiences on The Process of Teaching Mathematics with The Digital Storytelling Method

Primary School Teachers' Experiences on The Process of Teaching Mathematics with The Digital Storytelling Method