THE IMPLEMENTATION OF STORYTELLING TECHNIQUE USED BY THE ENGLISH TEACHER IN TEACHING SPEAKING (A QUALITATIVE RESEARCH AT SMKN 1 BANDA ACEH)

Abstract Name : Maura Safira Student No. : 1506102020008 Study Program : English Education Department Title : The Implementation of Storytelling Technique Used by The English Teacher in Teaching Speaking (A Qualitative Research in SMKN 1 Banda Aceh) Keywords: Speaking, Storytelling Technique, English Teaching This study aims at analyzing the way the teacher develops students speaking performance by using storytelling technique and observing the steps used by theteacher in teaching English. The researcher applied qualitative study by observingclassroom teaching practice and interviewing an English teacher at SMKN 1 BandaAceh. The results of the observations and interview are consistent with thestorytelling procedure proposed by Jianing (2007), which are formulated and orderedas deciding the material, dividing students into some groups, assessing the students?performance and providing them with some feedback at the end of the meeting. Theteacher perceived that using storytelling technique in teaching speaking makestudents to gain more interest in the English classroom because she used storytellingtechniques in teaching legend topic. Furthermore, through interview it was revealedthat storytelling was believed to have increased student?s vocabulary, confidence anda sense of pleasure in learning English

Once Upon a Teacher: A Phenomenological Investigation of Teachers Who Begin to Use Storytelling in Their Classrooms

It is through our stories that we come to know ourselves, and the world in which we live. For millennia people with no written language have used storytelling to transmit their culture, and to pass on their values, beliefs, and laws to the next generation, in short, to educate. Through recent research we have come to understand that our brains are designed to make meaning through narrative. It is through stories that we shape our personalities and our lives. This is a phenomenological investigation into the lived experiences of teachers who begin to use storytelling in their classrooms. I draw on the works of numerous storytellers, educators and phenomenologists to provide a ground for this study. The narrative that forms the framework of this quest is the phenomenological methodology of Max van Manen. I traveled the path of this phenomenon through conversations with five elementary school teachers who began to use storytelling in their classrooms, and I used thematic analysis to transform the themes and insights that came from those conversations into a textual understanding. The performance nature of storytelling revealed the care that lies at the heart of pedagogy, and the ways in which that care is expressed. By telling stories to their classes, my participants came to understand the richness of their pedagogical knowledge, renewed their confidence in their professional competence and returned them to their authentic teaching selves. Through storytelling my participants expanded their pedagogical horizons. By challenging themselves, they gained a greater awareness of their pedagogical practice, helping them create higher expectations for their teaching. Telling stories creates an understanding of the roles students play in the life of the classroom and an appreciation of the reciprocal nature of teaching. Teaching as storytelling has possibilities for pedagogical benefits for teachers and students. This study explores the insights this pedagogy might have for teacher retention, connections to diversity, and teacher education. The nature of storytelling fosters care, creates community and nurtures more meaningful relationships. It might open opportunities for teachers and students to allow themselves to see and be seen, hear and be heard in mindful and authentic relationships

Researching ELT 4.0 and Transmediality: Fostering Transliterate Reading through Transmedia Storytelling

The notion of Education 4.0 has directed to the utilization of various media platforms in teaching, which, in this context, is the adoption of Transmedia storytelling. Transmedia storytelling is the material presented to the students during the teaching and learning session that aims at fostering students transliterate reading. Through transmedia storytelling students are introduced to reading activities that enable them to read through multiple media platforms presented in class. A number of studies have been done in researching transmediality in the area of communication studies, however only little is known in ELT research. Therefore, this paper endeavors to explore the ways in which transmedia storytelling helps foster students’ transliterate reading. Adopting Transmedia Play and Storytelling theories grounded in transmediality, the paper utilizes a case study as the research design. Employing classroom observation and students’ response sheets, the findings reveal that transmedia storytelling promotes students transliterate reading through facilitating them in engaging with multiple types of visual, audio and interactive media activities. It helps them develop awareness in three areas: 1) awareness of the function of pictures for story comprehension and vocabulary acquisition; 2) awareness of the way sound helps for narrative elements interpretation; 3) awareness of the needs of text-reader transaction through new media for comprehension.     Keywords: Transmedia Storytelling, Transliterate Reading, media platform

ENHANCING STUDENTS’ LISTENING THROUGH DIGITAL STORYTELLING

The researchers pointed out that digital storytelling can be used as supporting materials for the e-learning portal in both departments, English and Indonesian department. It discussed more about the process of designing the material of a digital storytelling as teaching aid for literal listening subject. It has a significant contribution for the effective and fun English learning. Through the qualitative method used to analyze the data. The research also started by collecting sources for creating and designing the digital storytelling on stories entitled “Aunt Polly” and ”Tom Fight” by Mark Twain. It started from inventorying the teaching and learning stuff such as syllabus, lesson plan, software, and the digital contents of the storytelling made. The researchers choose Audacity 3.5 Beta, and Windows Moviemaker 2.6, as the software for editing audio and creating video. The stories were made for enhancing the students listening skills either bottom-up or top down. The result of this research proves digital storytelling can be used in E-learning portal, such as Edmodo. The questionnaires result shows that digital storytelling is an interesting material, but need to be modified more in e-learning.  Article visualizations

Journalism Education 2016 Vol 5(2): Guest Editor

“It’s the story that matters! Teaching journalism’s storytellers” Special Edition of Journalism Education Guest Editor: Karen Fowler-Watt, Bournemouth University, UK. Storytelling is the journalist’s craft skill. Shaped by the tenets of objectivity and accuracy, the news narrative informs the debate and brings us the human stories. If journalism is a craft, then the story is the journalist’s work of art. In a rapidly changing landscape of technological revolution, shifting business models and ethical challenges, one thing remains certain – the story still matters. As award winning BBC foreign correspondent, Fergal Keane reminds us, the journalist is first and foremost a storyteller who is ‘trying to tell them what it is like to stand where I do and see the things I see.’ But this core skill is being challenged on all sides. The demands of the 24/7 news cycle emphasise story – processing, rather than storytelling. Originality – the storyteller’s stock-in-trade - is often sacrificed as newsrooms shrink in size and journalists fail to get out of the office. The online environment moves us away from linear storytelling and focuses on the imperative of interactivity. Stories require simplicity and multi media features to engage an audience consuming in byte-size, whilst on the move. If storytelling lies at the heart of journalism practice, how do journalism educators face these challenges? How do we teach the next generation of journalists to find original stories and to tell them in innovative ways? How do we encourage young journalists to engage audiences through their storytelling techniques? How does investigative, in-depth research and long-form storytelling fit in to this digital context? This special edition of Journalism Education aims to invite discussion and debate about a range of factors currently informing the role of storytelling in journalism education. It will devote particular attention to the ways in which journalism educators are embracing multimedia and new media approaches to storytelling. Possible topics to be examined may include: - Definitions of storytelling in a digital age - Teaching storytelling to journalists: - the role of accuracy, redefining objectivity - reporting human interest, reporting conflict - Original storytelling - Influences of social media on journalistic narrative - Understanding the role of audience in storytelling - Ethical issues in storytelling - Technological innovation, experimentation and teaching multimedia storytelling techniques - Experiential approaches to teaching storytelling - Teaching storytelling using data - Selling stories - teaching entrepreneurship: pitching story ideas, getting stories commissioned Articles will be peer-reviewed in accordance with the JE guidelines for peer review Guest Editor Dr Karen Fowler-Watt is Head of the School of Journalism, English and Communication in the Faculty of Media and Communication at Bournemouth University. She is a former BBC journalist and co-editor (with Stuart Allan) of Journalism: New Challenges (2013, CJCR) Contact Dr Karen Fowler-Watt Head of School, Journalism, English and CommunicationW338, Faculty of Media and Communication Bournemouth University Talbot Campus Fern Barrow Poole. Dorset. BH12 5BB Email: [email protected] Tel: + 44(0) 1202965129 Web: www.media.bournemouth.ac.uk “It’s the story that matters! Teaching journalism’s storytellers” Special Edition of Journalism Education Guest Editor: Karen Fowler-Watt, Bournemouth University, UK. Storytelling is the journalist’s craft skill. Shaped by the tenets of objectivity and accuracy, the news narrative informs the debate and brings us the human stories. If journalism is a craft, then the story is the journalist’s work of art. In a rapidly changing landscape of technological revolution, shifting business models and ethical challenges, one thing remains certain – the story still matters. As award winning BBC foreign correspondent, Fergal Keane reminds us, the journalist is first and foremost a storyteller who is ‘trying to tell them what it is like to stand where I do and see the things I see.’ But this core skill is being challenged on all sides. The demands of the 24/7 news cycle emphasise story – processing, rather than storytelling. Originality – the storyteller’s stock-in-trade - is often sacrificed as newsrooms shrink in size and journalists fail to get out of the office. The online environment moves us away from linear storytelling and focuses on the imperative of interactivity. Stories require simplicity and multi media features to engage an audience consuming in byte-size, whilst on the move. If storytelling lies at the heart of journalism practice, how do journalism educators face these challenges? How do we teach the next generation of journalists to find original stories and to tell them in innovative ways? How do we encourage young journalists to engage audiences through their storytelling techniques? How does investigative, in-depth research and long-form storytelling fit in to this digital context? This special edition of Journalism Education aims to invite discussion and debate about a range of factors currently informing the role of storytelling in journalism education. It will devote particular attention to the ways in which journalism educators are embracing multimedia and new media approaches to storytelling. Possible topics to be examined may include: - Definitions of storytelling in a digital age - Teaching storytelling to journalists: - the role of accuracy, redefining objectivity - reporting human interest, reporting conflict - Original storytelling - Influences of social media on journalistic narrative - Understanding the role of audience in storytelling - Ethical issues in storytelling - Technological innovation, experimentation and teaching multimedia storytelling techniques - Experiential approaches to teaching storytelling - Teaching storytelling using data - Selling stories - teaching entrepreneurship: pitching story ideas, getting stories commissioned Articles will be peer-reviewed in accordance with the JE guidelines for peer review Guest Editor Dr Karen Fowler-Watt is Head of the School of Journalism, English and Communication in the Faculty of Media and Communication at Bournemouth University. She is a former BBC journalist and co-editor (with Stuart Allan) of Journalism: New Challenges (2013, CJCR) Contact Dr Karen Fowler-Watt Head of School, Journalism, English and CommunicationW338, Faculty of Media and Communication Bournemouth University Talbot Campus Fern Barrow Poole. Dorset. BH12 5BB Email: [email protected] Tel: + 44(0) 1202965129 Web: www.media.bournemouth.ac.u

Teaching Children to be Storytellers: A Handbook for Educators

The purpose of this project was to design a handbook for second grade teachers interested in teaching storytelling. By introducing children to the world of storytelling, teachers can bring the true nature of storytelling into the classroom and take full advantage of its educational benefits. Through the storytelling process, children\u27s listening, reading, and oral language skills are enhanced. Although storytelling is only one part of a literacy program, it is the means to a very important literacy goal: the development of independent, lifelong readers. The handbook includes a five-week storytelling unit that gives an explanation of how to realize and implement the benefits of storytelling in a second grade classroom

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

DIGITAL STORYTELLING IN TEACHING WRITING

The study entitled “Digital Storytelling in Teaching Writing” aimed to investigate the use of digital storytelling in helping junior high school students’ in learning writing recount text, students’ responses toward the use of digital storytelling, and to find out students’ difficulties during writing recount text through digital storytelling. This study used online-based digital storytelling named Zimmertwins. The mixed method-exploratory design was employed to obtain the data. Furthermore, the classroom observation, interview, and questionnaire were chosen as the instruments of the research in gaining the data. The results from the classroom observation presented that digital storytelling helped students in understanding the material, and it also helped them to write recount text. The result from questionnaire revealed 89% of the students stated that digital storytelling helped them in learning writing recount text. However, 61% of the students stated that bad internet connection hindered the process of producing stage. Therefore, the use of digital storytelling was beneficial for the junior high school students, it helped students to understand the material easily and helped the students to write recount text

THE USE OF STORYTELLING IN TEACHING LISTENING : A Case Study of Eighth Grade at One Junior High School in Bandung

This study is aimed to investigate the use of storytelling in teaching listening in one junior high school. It examined the implementation of teaching listening through using storytelling which were focused on finding out the advantages of storytelling and described students’ responses toward using storytelling in their listening activity. This study was conducted based on the current concern regarding to listening practice which is often neglected from teaching and learning process in the classroom, particularly in the context of foreign language learning (Brown and Yule: 1983). The analysis of the previous studies revealed that listening is considered as one of the most difficult skills to acquire (Field: 2008). In accordance with it, Haven (2007), states that the use of storytelling is considered as a valuable technique to enhance listening skill (Haven: 2007). Moreover, the use of storytelling is appropriate to be implemented since it has pedagogical value, particularly on listening activity (Castro, 2002; cited in Verdugo and Belmonte, 2007). A case study was employed as research design in this study, and the data were collected through observation, interview, and written documents. The data from these three instruments were analyzed qualitatively, specifically using triangulation technique. The results of the study were based on the previous findings from the studies conducted by Skhela (2010) who states that storytelling is an effective technique to be used in teaching listening. The research findings of the study indicates some advantages on using storytelling in teaching listening, as follows: (1) it keeps students’ engagement during listening activity; (2) it generates enthusiasm and motivation among the students; (3) it increases students’ willingness to communicate thoughts and feelings; (4) it triggers learners’ participation to get involved with the story of being told; (5) it encourages cooperation between students;(6) it enhances listening skill; (7) it helps students to develop listening strategies; and (8) it helps learners to acquire new vocabularies purposefully. In other words, storytelling is recommended to be used on teaching listening particularly at junior high school level. Key words: storytelling, listening skill, and case study Penelitian ini menguji penggunaan mendongeng dalam pengajaran tingkat SMP. Penelitian ini ditujukan untuk meneliti pelaksanaan pengajaran mendengarkan melalui mendongeng yang difokuskan untuk mencari keunggulan dari penggunaan mendongeng dalam pengajaran mendengarkan dan mendeskripsikan respon siswa terhadap penggunaan mendongeng dalam kegiatan mendengarkan. Penelitian ini dilakukan berdasarkan permasalahan dalam praktek mendengarkan yang jarang diimplementasikan dalam proses pembelajaran dan pengajaran di kelas, terutama pada konteks pembelajaran bahasa asing (Brown dan Yule: 1983). Analisa dari penelitian sebelumnya menunjukkan bahwa kegiatan mendengarkan dianggap sebagai salah satu keterampilan yang paling sulit untuk dikuasai (Field: 2008). Berkaitan dengan hal tersebut, mendongeng dinilai sebagai teknik yang tepat untuk meningkatkan keterampilan mendengarkan. Selain itu. penggunaan mendongeng cocok untuk diimplementasikan karena memiliki nila pedagogis, terutama dalam kegiatan mendengarkan (Castro, 2002; dikutip dari Verdugo and Belmonte, 2007). Dalam penelitian ini, studi kasus digunakan sebagai desain penelitian dan data yang digunakan meliputi observasi, wawancara, dan dokumen tertulis. Dari tiga instrumen ini dianalisis secara kualitatif, terutama menggunakan teknik triangulasi. Hasil dari penelitian didasarkan pada penemuan dari penelitian sebelumnya yang dilakukan oleh Skhela (2010) yang menyatakan bahwa mendongeng merupakan teknik yang efektif untuk digunakan dalam pengajaran mendengarkan. Dari hasil penelitian ini menunjukkan beberapa kelebihan dalam penggunaan teknik mendongeng dalam pengajaran mendengarkan, sebagai berikut: (1) menjaga keterikatan siswa selama kegiatan mendengarkan; (2) memicu antusias dan motivasi siswa antar siswa; (3) meningkatkan minat siswa untuk mengkomunikasikan idenya; (4) memicu partisipasi siswa untuk terlibat dengan cerita dalam kegiatan mendongeng; (5) mendorong kerja sama antar siswa antar siswa; (6) meningkatkan kemampuan mendengarkan; (7) membantu siswa mengembangkan strategi mendengarkan; (8) dan membantu siswa memperoleh kosa kata baru secara bermakna. Dengan kata lain, teknik mendongeng direkomendasikan untuk digunakan dalam pengajaran mendengarkan, terutama pada tingkat SMP. Kata kunci: mendongeng, keterampilan mendengarkan, dan studi kasu

DIGITAL STORYTELLING AS A POST–LISTENING ACTIVITY IN TEACHING NARRATIVE TEXT TO THE 5 GRADE STUDENTS: THE IMPLEMENTATION AND STUDENTS’ RESPONSES

Digital Storytelling is a modern form of the storytelling art. The implementation of digital storytelling is expected to provide an alternative classroom activity in teaching listening and help the students in understanding a text as well as learning the value, particularly in narrative text. This study presented the description of the implementation of digital storytelling as a post–listening activity to teach narrative text to the fifth grade students. The data of the study gathered from the result of observation that was obtained through observation sheet and field notes, and interview in order to find out the students’ responses toward the activity. The data were collected by observing the teacher’s and students’ activities during the teaching and learning processes in the classroom, and interviewing the students’ opinions and teacher’s perception after implementing digital storytelling. The result of the observation showed that the fifth grade students were able to create their digital storytelling, even though one step was omitted and the other two steps were conducted at the same time. Meanwhile, from the result of interview, it was found that the students enjoyed in joining the lesson. Thus, the implementation of digital storytelling had improved the students’ mastery in understanding narrative text