Students Participation On Reading Comprehension Class Taught By Paired Storytelling Strategy

: This thesis discusses students participation in teaching learning process taught by Paired Storytelling Strategy. This thesis answered the research question How is the students participation on reading comprehension class taught by Paired Storytelling Strategy. It was a descriptive study. The data were collected through clasroom observation. The students participation were tallied and then classified into four categories based on the rating scale of the percentage of students participation. They are very active, active, less active, and passive. The research findings indicate that the students showed active participation in the reading comprehension class taught by paired story telling strategy

The Effects of Combined Movement and Storytelling Intervention on Motor Skills in South Asian and White Children Aged 5–6 Years Living in the United Kingdom

Early motor development has an important role in promoting physical activity (PA) during childhood and across the lifespan. Children from South Asian backgrounds are less active and have poorer motor skills, thus identifying the need for early motor skill instruction. This study examines the effect of a movement and storytelling intervention on South Asian children’s motor skills. Following ethics approval and consent, 39 children (46% South Asian) participated in a 12-week movement and storytelling intervention. Pre and post, seven motor skills (run, jump, throw, catch, stationary dribble, roll, and kick) were assessed using Children’s Activity and Movement in Preschool Study protocol. At baseline, South Asian children had poorer performance of motor skills. Following the intervention, all children improved their motor skills, with a bigger improvement observed for South Asian children. Early intervention provided remedial benefits to delays in motor skills and narrowed the motor skills gap in ethnic groups

Decide wisely: Interactive videos as appealing educational element to attract students to information security

Educational videos play an important role in university education. However, they are often not designed to foster active learning and the learning process is not immersive. Interactive digital storytelling is a promising game design element but requires a rigorous evaluation to avoid negative side effects. Therefore, we adopt a design science research approach to design and evaluate an interactive video that includes interactive storytelling and real-world recordings. The proposed artifact aims to raise information security awareness among bachelor students at a German university for malicious USB sticks and the reporting of incidents. In our evaluation, we focus on learning progress before and after using the video as well as qualitative feedback about the experience with the learning object. Our results show that videos that are based on interactive choice-based storytelling can foster an active and immersive process, and significant learning outcomes

STORYTELLING TO IMPROVE STUDENTS' SPEAKING ABILITY

Storytelling is a kind of teaching method which can help students learn to speak English. This study describes the implementation of storytelling to improve students’ speaking ability. The objective of the study is to investigate whether there is an improvement in the use of storytelling and to find out students’ opinions towards the implementation of storytelling in teaching speaking. This study was undertaken with 31 students in junior high school. This study employed a classroom action research, it was done in two cycles and every cycle consists of four stages, including planning, acting, observing, and reflecting. The data were collected through observation, students’ test, and interview with the students. The data analysed by using qualitative and quantitative. The result of the study revealed that storytelling has successfully improved eighth-grade students’ speaking ability which can be seen from the mean scores of preliminary (48.25), test in cycle 1 (56.51), and test in cycle 2 (64.77). There were some students’ opinions towards the implementation of storytelling. The students became active and confident to speak English and they have been engaged in learning activities

Storytelling Workshops Based on Babad Banyumas Stories for Local Tourism Community to Support Storynomics Tourism Development in Banyumas Regency

Storytelling-based tourism or Storynomics tourism is being promoted by the government as a quick win strategy for economic recovery. Banyumas has a valuable historical heritage that is Babad Banyumas. These manuscripts are sources for interesting stories that add the attractiveness of tourist destinations. Unfortunately, the ability of local tour guides in storytelling are still low. Therefore, this training is intended to develop their skills in oral and digital storytelling of Babad Banyumas. The method is active learning that combines lectures, discussions, group assigment and presentation. Storybook and puppet form of figures in Babad Banyumas are provided as instruments for oral storytelling, and cameras and supporting devices for digital storytelling. Based on observation, mostly the participants were able to perform well in oral storytelling. Observation of photos and videos story of participants also showed encouraging result. The results of pre and post tests analysis show that both trainings have had a significant impact on increasing the knowledge and skills of participants. This findings support the idea of functioning community development and tourism strategy as global perfect merge for social economic development

Engaging with 'impact' agendas? Reflections on storytelling as knowledge exchange

The ‘impact agenda’, that is the whole gamut of initiatives related to knowledge exchange and public engagement that have been articulated in recent years, has had and continues to have a significant shaping influence on the way in which academics carry out their research. Within a UK context, the Research Excellence Framework (2008-2013) has made an explicit engagement with this agenda virtually compulsory for research-active academics by introducing ‘impact’ as a new criteria on which the research performance of universities, departments and individual researchers is assessed. The new emphasis on impact, defined as the ‘demonstrable contribution’ that research makes ‘to society and the economy’ beyond specialist academic audiences, has generated much discussion and controversy among academics. The ‘impact agenda’ has been critiqued on a number of grounds, ranging from diluting standards of academic excellence (Jump 2012), to limiting academic freedom by tying fundable academic enquiry to policy objectives, to concerns about the difficulties and costs involved in assessing ‘impact’ (Martin 2011). The widespread perception that academic autonomy is increasingly threatened by the twin forces of ‘audit culture’ and the commodification of higher education has been exacerbated by the broader climate of economic austerity and related cuts in university funding. Meanwhile, ‘impact’ itself remains a poorly understood and nebulous concept even as ‘impact case studies’ are embedded within REF criteria and scores. The difficulty in clearly defining the rules of the game stems from the fact that each discipline, research community and individual researcher has their own notion of ‘impact’ as it pertains to their work. Nonetheless, there is a real danger that lack of clarity, compounded with the obligatory compliance to impact assessment, may encourage a strategic ‘game-playing’ and a random incentivisation of short-term ‘impact’ activities by university management, rather than a vision of what meaningful engagement with non-academic publics may look like. In the light of this, the basic aim of this chapter is to reflect critically on the difficulties of implementing impact agendas with recourse to a Research Networking initiative (Translating Russian and East European Cultures), funded by the Arts and Humanities Research Council (AHRC). The chapter focuses on knowledge exchange, since a key and recurring point of reflection throughout the initiative concerned the nature and practice of knowledge exchange (cf. Mitton et al. 2007) across academic and non-academic ‘communities of practice’ (Wenger 1998). This topic is explored here though a case study of one particular strand of the TREEC Network Initiative dedicated to storytelling. The heart of the chapter reflects on storytelling as a way to facilitate ‘knowledge exchange’, as well as on the ability of the storytelling events organised to bring together different publics. Whilst critical of ‘impact agendas’, I proceed from the position that, as publicly funded researchers, academics have a responsibility to contribute to the wider society through their knowledge, skills and resources, and that beyond strategic compliance to impact assessment ‘knowledge exchange’, broadly defined, has always been and should remain an integral part of university activities

Provoking critical awareness and intersubjectivity through ''transformative storytelling''

Theories that inform pedagogical practices have positioned young children as innocent, pre-political and egocentric. This paper draws from an action research study that investigates the impact of “transformative storytelling”, where stories purposefully crafted to counter metanarratives, revealed the impact of human greed with one class of children aged five to six years of age. Derrida’s notion of “cinders” provided a concept for investigating the traces or imprints the language of story left behind, amidst the children’s comments and actions, enabling the possibilities of the history of these “cinders” (that is what informed these comments and actions) to be noticed. Readings of some of the children’s responses suggest that children aged five and six years can engage in political discourse through the provocation of “transformative storytelling”, and that their engagement demonstrated the consideration of others through critical awareness and intersubjectivity. These early readings raise questions regarding curriculum content and pedagogical practices in early years education and the validity of ongoing educational goals that incorporate critical awareness and intersubjectivity to equip students with communitarian strategies to counter the individualistic outlook of neoliberalist societies

The implementation of digital storytelling in an online classroom to help promoting students’ critical thinking skills

Over the last few months, the Covid-19 pandemic has turned traditional learning into online learning. As a result, EFL teachers are expected to utilize digital technology to aid students to meet learning objectives. Through digital technology, EFL teachers could select their learning strategy, including storytelling, in their instructional practices. This study portrays the implementation of digital storytelling in EFL online classrooms and the student's critical thinking skills promoted by the learning strategy. The study employs the case study qualitative method. The data was collected through observation and interview by utilizing an observation checklist as well as a list of questions. The study reveals that the implementation of digital storytelling was conveyed in a proper step by optimizing various media. The students also show positive responses through their active engagement during the learning process. In addition, students can develop their critical thinking skills by presenting their ideas and active discussion with their friends

PENERAPAN METODE DIGITAL STORYTELLING PADA KETERAMPILAN MENCERITAKAN TOKOH IDOLA MATA PELAJARAN BAHASA INDONESIA SISWA KELAS VII DI SMP NEGERI 1 KEDAMEAN, GRESIK

Kondisi yang terjadi dalam proses belajar mengajar adalah penggunaan metode dalam pemberian tugas bercerita masih belum memberikan rangsangan kepada siswa untuk menggunakan media sehingga siswa cenderung tidak termotivasi dalam bercerita. Tujuan penerapan metode digital storytelling ini adalah Untuk mendeskripsikan proses penerapan metode digital storytelling pada keterampilan menceritakan tokoh idola Mata Pelajaran Bahasa Indonesia siswa kelas VII di SMP Negeri 1 Kedamean Gresik. Penerapan metode digitalstorytelling menggunakan penelitian kualitatif. Metode dalam pengumpulan data menggunakan metode observasi, dokumentasi dan wawancara. Berdasarkan hasil penelitian, diketahui penerapan pembelajaran dengan metode digital storytelling berjalan dengan baik sesuai dengan rencana pelaksanaan pembelajaran yangtelah disusun sebelumnya. Penelitian menghasilkan 29 draf cerita, 29 storyboard, dan 29 digital storytelling. Hal tersebut didukung dengan data hasil wawancara dengan guru dan data dokumentasi. Melalui observasi, juga diketahui bahwa guru membimbing dan memotivasi siswa utuk aktif serta antusias saat pembelajaran berlangsung. Kata Kunci: penerapan, metode digital storytelling, keterampilan menceritakan tokoh idola, Bahasa Indonesia   Abstract Conditions that occur in the learning process is the use of the method in the storytelling task is still not giving a disincentive to students to use media that students tend not to be motivated in storytelling. The purpose of the application of this digital storytelling method is to describe the process of implementing a digital storytelling methods to tell the skills idol Subjects Indonesian students of class VII in SMP Negeri 1 Gresik Kedamean. The application of digital storytelling methods using qualitative research. Methods in data collection using observation, documentation and interviews. Based on the research results, it is known the application of learning with digital storytelling method goes well according to the lesson plan that had been developed previously. The study resulted 29 draft stories, 29 storyboards, and 29 digital storytelling. This is supported by data from interviews with teachers and data documentation.   Through observation, it is also known that the teacher guide and motivate the students to active and enthusiastic when learning takes place   Keywords: implementation, digital storytelling method, idol telling skill, Bahasa Indonesi