Storytelling in Teaching Literacy: Benefits and Challenges

Satriani, Intan

doi:10.25134/erjee.v8i1.1924

Cited by 32 publications

(36 citation statements)

References 7 publications

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“…Further, from the teacher's spoken language, it can be seen that she ensures how to use bilingual in story-telling to young learners. As it is in line with some of the benefits of using story-telling that were improving vocabulary level and literacy level (Satriani, 2019). In other words, she expected that she could deliver the story well to the students.…”

Section: Discussionmentioning

confidence: 53%

“…Therefore, the researchers perceive that storytelling was highly regarded as a pedagogical tool that can motivate students, giving encouragements, enabling them to learn English as well as moral value, improving vocabulary level and literacy level (Satriani, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, story-telling encourages, makes the students learn English, and at the same time learn moral value, as well as increasing vocabulary level and literacy level (Satriani, 2019). This, of course, makes it even more challenging for teachers and students to master English well.…”

Section: Introductionmentioning

confidence: 99%

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Assistance in the Utilization of Story-Telling Book of Character Building for Teachers in Paud Surya Gemilang, Malang

Sabgini

Wiraatmaja

Wardani

2021

PJEE

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The aims of this study are: 1) to find out how the teacher training in PAUD Surya Gemilang, Malang, is carried out in implementing the book Let’s Respect Each Other: A Story-Telling Book of Character Building by using various methods and fun learning techniques, and 2) how the practice of using the book of Let’s Respect Each Other: A Story-Telling Book of Character Building. This research was conducted using a qualitative method in which the researcher described the process of the two aims aforementioned. The subjects of this study were all teachers, especially one homeroom teacher at PAUD Surya Gemilang. The results of this study found that in the first phase, namely teacher training, there were three stages. They were the provision of English for Young Learners material, the provision of story-telling material, and the provision of character education material. Then, in the second phase, namely the implementation of Let’s Respect Each Other: A Story-Telling Book of Character Building, it was found that teachers taught stories and character education by reading books in English and Bahasa alternately while showing the pictures that matched the story to students and retelling the stories by using puppets.

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Section: Discussionmentioning

confidence: 53%

Section: Discussionmentioning

confidence: 99%

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Assistance in the Utilization of Story-Telling Book of Character Building for Teachers in Paud Surya Gemilang, Malang

Sabgini

Wiraatmaja

Wardani

2021

PJEE

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“…Story in this case folklore is still a good medium for the introduction and development of language, especially English for children [18], [19]. Language skills, vocabulary, and good communication will develop well according to their age development.…”

Section: Introductionmentioning

confidence: 99%

Engaging Early Childhood Learners of EFL through Balinese Folklore Picture Books during Distance Learning in Singaraja Bali

Purandina¹,

Ar²

2022

Proceedings of the 67th TEFLIN International Virtual Conference &Amp; The 9th ICOELT 2021 (TEFLIN ICOELT 2021)

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Balinese folklore is an attractive English learning medium for children. During distance learning, in several kindergartens in Singaraja, the teachers provided illustrated storybooks to children, in the form of Balinese folklore as reading material at home for the introduction of English as a foreign language. This study aims to describe the stages of introducing English to early childhood through Balinese folklore Picture Books during distance learning in Singaraja, Bali. As well as describing how early childhood vocabulary development in the introduction of English as a foreign language through Balinese Folklore Picture Books during distance learning in Singaraja Bali. The research was designed using a qualitative approach. The data was the children in three kindergartens in Singaraja Bali, amounting to 34 children who were taken randomly. Supporting data is also obtained from the teachers and parents of the child as additional data. The data were collected through observation, interview, and questionnaire then analyzed qualitatively. The result showed that the stages of introducing English as a foreign language were initiated by compiling a weekly learning plan containing collaborative activities between children and parents. By giving Balinese Folklore picture books written in English, both printed and digital. Then given training in the form of matching pictures with vocabulary, mentioning story characters, and finding moral values that can be taken from the stories. The development of children's vocabulary in English can develop properly where children were able to mention some vocabularies in English and also children are motivated to increase their enthusiasm for learning English during distance learning.

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“…Penerapan tersebut dapat didasari oleh (Gürsoy, 2021), bahwa storytelling dapat berupa narasi yang berisi pengalaman, tradisional, atau budaya leluhur dengan menggunakan bahasa, vokalisasi, dan gerak-isyarat untuk menyimulasi adegan peristiwa. Storytelling dapat digunakan sebagai perangkat pengajaran dalam bidang pendidikan guru, sekolah tinggi, pendidikan anak usia dini, dan pendidikan keperawatan (Satriani, 2019).…”

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Pengejawantahan Pendekatan Storytelling dalam Pemahaman Membangun Diagram Alir Data

2021

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Throughout the System Development Life Cycle (SDLC), establishment the software through various phases. System design is one of the most crucial aspects of the SDLC. The Data Flow Diagram (DFD) is a model to build the system. The purpose of the research was to make it easier for people to comprehend the diagram by carefully preparing DFD, then it created software according to the DFD design. Storytelling is the method employed, and it pertains to qualitative ways for creating language patterns. As a design reference, it needs to make the DFD pattern subsequently. The research mimics two scenarios to reflect previous research on the same principle. According to the findings of this study, there are two significant disparities. The first scenario concerns system user activity, whereas the second concerns software performance. Therefore, it corresponds to the core notion of input-process-output; narrative scenario 1 is more consistent and easier to design in the processed results created from sentence patterns to DFD patterns. Scenario 2, on the other hand, connects many process symbols to processes, complicating the DFD design. Finally, scenario 2 is beneficial for requirement's elicitation, whereas scenario 1 applies to business procedures.

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Storytelling in Teaching Literacy: Benefits and Challenges

Cited by 32 publications

References 7 publications

Assistance in the Utilization of Story-Telling Book of Character Building for Teachers in Paud Surya Gemilang, Malang

Assistance in the Utilization of Story-Telling Book of Character Building for Teachers in Paud Surya Gemilang, Malang

Engaging Early Childhood Learners of EFL through Balinese Folklore Picture Books during Distance Learning in Singaraja Bali

Pengejawantahan Pendekatan Storytelling dalam Pemahaman Membangun Diagram Alir Data

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