Journal articles: 'Reading and story telling'

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Khaerana, Andi ST Aldilah, and Nadya Nurhidayah Nurdin. "THE EFFECTIVENESS OF STORY TELLING AND STORY READING METHODS IN TEACHING SPEAKING." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (December 31, 2018): 181. http://dx.doi.org/10.24252/eternal.v42.2018.a4.

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This research aims to find out the effectiveness of story telling and story reading methods in teaching speaking. The researchers applied comparative study method which aims at finding out the comparative effectiveness between the application of storytelling and story reading method in teaching speaking skill. The researchers apply experimental design that involves two groups; storytelling and story reading method in pretest, treatment and posttest. The subject in this research will consist of the 2nd semester students of Speaking 2 class of STKIP YPUP Makassar. There would be two variables in this research, independent and dependent variable. The independent variable is the effectiveness of story reading and story telling, while the dependent variable includes the students’ speaking ability. The result shows that there is no method which more effective between storytelling and story reading methods in teaching speaking. This conclusion refers to the overall of the students’ speaking achievement score. But based on the speaking categories investigations namely accuracy, fluency and comprehensibility, the storytelling method is more effective in increasing the students’ accuracy and fluency in speaking, while the story reading method is more effective in improving the students’ comprehensibility.

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Khairiyah, Dina. "PENERAPAN METODE BERCERITA DALAM MENGEMBANGKAN MORAL DAN AGAMA ANAK USIA DINI." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 7, no. 2 (January 23, 2020): 175–87. http://dx.doi.org/10.24952/di.v7i2.2236.

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The application of the story-telling method is one method that can develop several aspects of early childhood development, such as moral and religious development. By using the story-telling method a teacher can introduce the moral and religious foundations in early childhood. Our research approach uses library research as a place or source of reference. The aim of this research is to find out the method of developing religious morals in early childhood with the story method. Based on the results of the study, in general the method of storytelling to develop the moral and religious potential of students is to use the method of reading directly from story books, telling stories using picture illustrations from books, telling stories, telling stories using flannel boards, telling stories using puppet media, dramatization a story, and a story while playing fingers. The contents in the story must contain religious aspects, pedagogical aspects, and psychological aspects, which contain material stories about the stories of prophets, friends, scholars, and pious people

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Agosto, Denise E. "Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling." Children and Libraries 14, no. 2 (June 22, 2016): 21. http://dx.doi.org/10.5860/cal.14n2.21.

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Storytelling is a long-standing tradition in US public and school libraries. Storytelling, not to be confused with story reading, involves telling a story from memory without the aid of a book or written script. Some tellers memorize their stories; others memorize the characters and events and freely tell their stories, varying them with each telling.

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Widiyarto, Sigit, Muthia Mubasyira, Leni Tiwinyanti, Lidya Natalia Sartono, Siti Alifah, and Adhis Pamungkas. "Penguatan Pendidikan Karakter dan Budi Pekerti melalui Metode Story Telling Bagi Guru Pondok Darunnadwah Cikarang - Bekasi." Jurnal Pengabdian UntukMu NegeRI 4, no. 2 (November 11, 2020): 222–27. http://dx.doi.org/10.37859/jpumri.v4i2.2137.

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The Strengthening Character Education and Character through Story Telling Method with Darunnadwah Islamic Boarding School partners located at Jln. Gatot Subroto No. 55, Karangasih, North Cikarang, Bekasi, West Java is a community service program with the aim of strengthening the character education and character of students in partner locations due to the lack of understanding of the use of story telling methods in teaching and learning activities in schools. The method used is the lecture and discussion method. Pondok teachers are provided with structured material and the provision of several videos containing examples of story telling. This gives a positive influence in the form of new knowledge and skills, storytelling skills that are useful in teaching in the classroom. The results of this activity are, the enthusiasm or learning motivation of trainees should be appreciated and the teachers already have basic knowledge in applying story telling methods in strengthening character education and students' character and some techniques in reading stories in English. Keywords: Story Telling Method, Character Education, Character,

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Yulianawati, Ida, *Kardi Nurhadi, and Aresta Dian Mayasari. "Elementary Students Reading Engagement: the Impact of Story-Telling in EFL Reading Comprehension." Riwayat: Educational Journal of History and Humanities 5, no. 1 (February 6, 2022): 159–67. http://dx.doi.org/10.24815/jr.v5i1.27726.

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This study is aimed to report elementary students' engagement and perception of the use of storytelling in reading comprehension. The use of storytelling as one of the oldest ways of human communication is already known. It is also one of the pedagogical tools to develop language skills in first, second, and foreign languages regardless of students' age, gender, and ethnicity. Storytelling proved to be more effective in language teaching than traditional teaching material because it is fun, engaging, and raises students' interest in listening to the stories as well as retelling them. Meanwhile, reading is a crucial aspect of life, improving brain performance, increasing knowledge, and sharpening memory. This research employed a case study with a qualitative approach. The participants of the study were 31 elementary school students. The data were derived from classroom observations, questionnaires, and interviews. The results showed that the students engaged in the activity in storytelling class. The questionnaire and observational data indicated that the children responded positively to storytelling activity and engage the students to the reading class, motivating students' behavior and attitudes in EFL reading activity. Drawing on the findings, pedagogically, this study implied story telling can be adopted as the scaffolding to engage students in reading comprehension situated in elementary school context.

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Sabgini, Kharisma, Triastama Wiraatmaja, and Agista Nidya Wardani. "ASSISTANCE IN THE UTILIZATION OF STORY-TELLING BOOK OF CHARACTER BUILDING FOR TEACHERS IN PAUD SURYA GEMILANG, MALANG." Premise: Journal of English Education 10, no. 2 (October 21, 2021): 221. http://dx.doi.org/10.24127/pj.v10i2.4154.

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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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Fowler†, Don. "Lectures on Horace's Epistles." Cambridge Classical Journal 54 (2008): 80–114. http://dx.doi.org/10.1017/s1750270500000580.

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Lecture one: Reading Horace, or L'homme et l'oeuvreAll criticism is also biography: and telling a story about a text is also telling a story about oneself. This is particularly true of Horace. When one writes about Horace, one is constructing a Horace, making the man: and constructing a Horace is inevitably also constructing oneself. Consider for example, Colin Macleod, whose last graduate class before his suicide was on Horace's Epistles, and who wrote extensively on Horace. Macleod's Horace was complex, often contradictory, morally serious – which fits Macleod of course.

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Walsh, Julie. "On the seductions of psychoanalytic story-telling: Narcissism and the problems of narrative." Frontiers of Narrative Studies 3, no. 1 (August 8, 2017): 71–88. http://dx.doi.org/10.1515/fns-2017-0005.

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AbstractIn this paper, I argue for a particular reading of narcissism that challenges the privileging of narrative as a sense-making device, with important consequences for an evaluation of the story paradigm in psychotherapeutic work. I lean on the psychoanalytic mechanisms of Nachträglichkeit and trauma to trouble dominant therapeutic logics that support the primacy of the (narcissistically centered) narrative “I.” Rather than endorse the story of “me, me, me” that popular readings of narcissism invoke, I explore the possibility that, in psychoanalysis, narcissism’s modes destabilize the I, making the narrator constitutionally unreliable, and her accounts of all subject-object distinctions uncertain and constantly shifting.

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Arijit, Arijit goswami, and Bhavna Prajapati Bhavna. "A Study on Acceptance Level of Management Faculty Members towards Transmedia Story Telling." International Journal of Marketing & Human Resource Research 3, no. 3 (July 28, 2022): 168–74. http://dx.doi.org/10.47747/ijmhrr.v3i3.709.

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This study is focused on looking into the acceptance level of the teachers relative to transmedia storytelling, views on the modification of reading tasks and activities through transmedia storytelling, and integration of transmedia storytelling in reading tasks and activities. This study focuses and limits only in describing the acceptance level of management faculty members as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities. The study used descriptive research design wherein the data were analyzed through a modified questionnaire on the level of acceptance. The results of the study show a positive acceptance of transmedia storytelling among management faculty members. Furthermore, it was emphasized that transmedia storytelling is a beneficial and educational strategy for teaching reading and integration should be done through adapting and designing various media platforms. This action research presented a new reading strategy for management teachers that can be used in teaching learning aimed for a contextualized and expanded teaching and learning of reading through a matrix that include selected and applicable reading texts with transmedia storytelling media platforms.

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Bukhori, Imam. "METODE PENANAMAN NILAI-NILAI MULTIKULTURAL PADA SISWA KELAS RENDAH (STUDI PADA MI DI MWCNU LP. MAARIF KRAKSAAN)." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (February 3, 2018): 40–51. http://dx.doi.org/10.33650/edureligia.v2i1.233.

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The purpose of the research is to describe the methods of multicultural values implanting for early students in madrasah ibtidaiyahs on MWCNU LP Ma’arif Kraksaan subdistrict. The method that used to succeed the implanting of multicultural values are story telling, playing, study tour, inuring, modelling and reading poems. The most used method is story telling and inuring. The using of those methods are to give mutual understanding for the multicultural values such as openness, humanity, tolerance, mutually help, justness, equality and brotherhood, good thought, and have a great affection to the nation. By using those methods, the students behaviour could be changeable from refusing the others that differents become accepting and friendly with the others. The constrains also appear while impalnting multicultural values, such as the lack of knowledge in story telling techniques media used by teachers, the inconsistency of posture in school and the circumstances where the students live.

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Bukhori, Imam. "METODE PENANAMAN NILAI-NILAI MULTIKULTURAL PADA SISWA KELAS RENDAH (STUDI PADA MI DI MWCNU LP. MAARIF KRAKSAAN)." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (February 13, 2018): 41–52. http://dx.doi.org/10.33650/edureligia.v2i1.756.

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The purpose of the research is to describe the methods of multicultural values implanting for early students in madrasah ibtidaiyahs on MWCNU LP Ma’arif Kraksaan subdistrict. The method that used to succeed the implanting of multicultural values are story telling, playing, study tour, inuring, modelling and reading poems. The most used method is story telling and inuring. The using of those methods are to give mutual understanding for the multicultural values such as openness, humanity, tolerance, mutually help, justness, equality and brotherhood, good thought, and have a great affection to the nation. By using those methods, the students behaviour could be changeable from refusing the others that differents become accepting and friendly with the others. The constrains also appear while impalnting multicultural values, such as the lack of knowledge in story telling techniques media used by teachers, the inconsistency of posture in school and the circumstances where the students live.

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Simmons, Katy. "Children's Story Telling: what it can tell us about reading difficulties." Literacy 21, no. 1 (April 1987): 43–52. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00798.x.

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Cavallaro Johnson, Greer. "Telling Tales." Narrative Inquiry 9, no. 1 (January 1, 1999): 1–23. http://dx.doi.org/10.1075/ni.9.1.02cav.

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This paper presents a progressive understanding of the shifting power relations that are constructed in the telling of a courtship and marriage narrative by an Australian-Italian couple who have been married for well over thirty years. The focus on relations of power is pursued through attention to aspects of the sequenced talk to show how the couple work together to tell the interviewer a newsworthy story that is "old news" to each other. The use of two analytical frames derived from different combinations of narrative analysis (NA), conversational analysis (CA) and critical discourse analysis (CDA) facilitates two readings of the same data. The two frames provide different means of showing how the story tellers negotiate and happily survive specific threats to produce a congenially delivered story in the end. The use of first, a "bottom-up" approach to the data followed by a "top-down" approach enables power relations first at the local level between husband and wife to be inserted later into a wider ideological and discursive context. Overall the paper shows how the application of multiple perspectives to narrative analysis can deepen our understanding of storytelling practices. (Narrative analysis, Conversation analysis, Critical discourse analysis)

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Juangsih, Juju. "Pendekatan Story Telling Dalam Pembelajaran Dokkai: Penelitian Terhadap Mahasiswa Jurusan Pendidikan Bahasa Jepang." Lingua Cultura 6, no. 2 (November 30, 2012): 183. http://dx.doi.org/10.21512/lc.v6i2.405.

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The research was conducted in accordance with the phenomenon occurred in Dokkai learning in which the students show lack understanding on reading. The aims of the research are: (1) to obtain clear description of the findings comprehensively about the reality in Dokkai learning of the students of JPBJ FPBS UPI as the learning goals through the story telling approach; (2) to figure out the difficulties and factors influencing the low level of understanding Japanese reading (Dokkai). The population of the research is the third semester students of Japanese Education Department FPBS UPI Bandung as 19 students taken randomly from Chuukyuu Dokkai I course. Qualitative method is employed using quasi experimental design. Thus, in the research, there is no control group as the comparing class. From the result of data analysis, we find that (1) according to the questionnaire result, 90% of the respondents respond that the story telling approach in Dokkai course is interesting; (2) the students must be able to comprehend the reading text and then retell it; (3) the class becomes more active and effective.

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Okta Nur Fadila, Dwi Rohmadi Mustofa, Nurhadi Kusuma, and Amrulloh Khoirul Ma'arif. "THE EFFECTIVENESS OF THE PICTURE STORY METHOD IN INCREASING STUDENT'S READING INTEREST CLASS 2 AT SOURCE STATE ELEMENTARY SCHOOL, BANDUNG." Jurnal Pendidikan Guru Madrasah Ibtidaiyah AL-IBDA' 1, no. 02 (September 25, 2021): 61–67. http://dx.doi.org/10.54892/jpgmi.v1i02.166.

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Abstract Student’s reading interest Elementary school, especially grade 2 SD Sumber Bandung, is still low because they prefer to play online games, watch television, etc. This factor causes their reading ability is still lacking. In addition, there are reading books in school institutions that are still monotonous without pictures so that children get bored easily and are not interested in reading them. This study purposed to see how effectiveness of pictural story book in increasing reading inters of grade 2 students at SD Sumber Bandung. The method has been use in this research is an experimental research method with one group pre test – post test design. The use of learning media to foster children's interest in reading is by using picture story books. This picture book is more developed if the teacher dares to be creative. This picture story book is effectively used in the second grade students of SD Sumber Bandung because it includes games and education. In the picture story book there are several learning activities including observing, telling, reading and sorting the pictures so that they become a complete story. Furthermore, the teacher can add / collaborate on strategies or methods that can support the use of other picture story books to be more innovative in each lesson. The result of this research is that picture story books are very effective in increasing reading interest of student Grade 2 SD sumber bandung Keywords :; Story book; interest in reading, SD Sumber Bandung

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Ittensohn, Mark. "“A Story Telling and a Story Reading Age”: Textuality and Sociability in the Romantic Frame Tale." Studies in Romanticism 55, no. 3 (2016): 393–415. http://dx.doi.org/10.1353/srm.2016.0016.

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Lopez, Antonio M. "Fostering Thinking with Declarative Programming and Story Telling: A Microworld of Space Travel and Robots." Journal of Educational Technology Systems 21, no. 3 (March 1993): 239–50. http://dx.doi.org/10.2190/tfkv-17ju-bnxw-7an9.

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Due to pervasively poor test scores around the country in mathematics and reading, educators are seeking to foster thinking across the curriculum. This article shows that a declarative programming environment and story telling can be used for the knowledge restructuring required to stimulate and motivate higher order thinking skills.

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Yappi, Shierly Novita, and Dina Astriana. "Using Story Telling for Teaching Language Skills to Intermediate Level Students." JournEEL (Journal of English Education and Literature) 1, no. 1 (June 28, 2019): 31–44. http://dx.doi.org/10.51836/journeel.v1i1.39.

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Storytelling is a compelling tool for students to learn English through stories. Encouraging students to read or listen to stories sould therefore help them to learn a second language in a way that is not only fun, but memorable.Learners of English should practice and improve their skills in Reading, listening, writing, and speaking. Some materials may promote the completeness of learning this second language acquisition. However, using storytelling for intermediate level students is a creative way to have the students reinforce more on listening the story, re-writing the script, comprehending the chronological order, and speaking the opinion on the content. In addition, telling a folklore or fairytale is interesting and easy to comprehend. These student’s presentation show how they can manage the body movement, facial expression, and inflexion for making the story understandable by the listeners. The activities may be varied for individual or group based on the situation of the classroom teaching and learning. Thus, the teacher should guide them with detail instruction, as consequence, the students know what to do and what to learn. This technique is known as learning by doing in which learners gradually improve the fluency of speaking, the reading comprehension, and writing performance. Furthermore, the analysis shows how the effects of using storytelling enhance the areas of students’ weaknesses in English to be their strengths.

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Fitriyyah, Diamah. "PENDIDIKAN KARAKTER MELALUI KEGIATAN MENDONGENG DI TK ABA KARANGDUWUR DAN TK MASYITHOH PETANAHAN KABUPATEN KEBUMEN." Jurnal Pendidikan Agama Islam 11, no. 2 (February 9, 2017): 169–84. http://dx.doi.org/10.14421/jpai.2014.112-02.

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This study was aimed to describe (1) character values of fairy tales, (2) the presentation of tales by the teacher, and (3) character values that affect daily life of the students. This was a naturalistic qualitative study. Data collection was done through observation, interviews, and documents. The results of this study show the following. (1) Character education that appears in fairy tales is religious values, honesty, discipline, hard working, creative, independence, curiosity, taking pleasure in reading, responsibility, tolerance, democracy, love of peace, communicativeness, awareness of environment and society. (2) The presentation of the fairy tale is by reading the fairy tales from a book, directly telling stories without props, and telling stories with props. The style of telling story with the sounds of figures, inserting chant in fairy tale, and ending by Al Quran, Hadis, or Arab proverb. (3) Character values that affect in dialy life of student are religious values, honest, discipline, hard working, independence, curiosity, responsibility, love of peace, communicativeness, awareness of environment and society.

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Kaprisma, Hendra, and Zulidyana Dwi Rusnalasari. "Love-Death Hanna Schmitz in Bernhard Schlink's The Reader Novel." NOBEL: Journal of Literature and Language Teaching 9, no. 2 (September 30, 2018): 88–95. http://dx.doi.org/10.15642/nobel.2018.9.2.88-95.

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Literary research, essentially is a process of meeting between literary works and researchers. In this case, it is necessary to pay attention to the reader's situation and reading situation when dealing with literary works. The reader already has a certain amount of knowledge that is realized or will not equip the reading. The knowledge will fill the horizon of understanding when reading the text (novel) with its contextuality. That horizon then directs the reading. Therefore, reading is not a process that runs in one direction, but rather a form of dynamic interaction between the text and the reader. Likewise in the novel The Reader by Bernhard Schlink, readers / researchers will not be able to be separated from the context behind the work. The history of the holocaust sets the stage for telling love stories between Hanna and Michael. The history and love story are interrelated. Literary writers provide a strong setting in the narrative of telling the novel. In the end, the novel became a documentary of the imagination and creativity of the writer in relation to social relations.

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Zadeh, Mohammad Reza Modarres. "A Reading of Joseph Conrad's The Tale." International Letters of Social and Humanistic Sciences 4 (September 2013): 45–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.4.45.

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The Tale is a short story by Joseph Conrad. Typical of a Conrad story it is set at sea. The sea is symbolic of the unconscious and this story may be read as a story of the unconscious. On the outside, it seems simple; a man tells a woman a tale of the commanding officer of a patrol ship who gives false directions to another ship and sends it to its doom. In between the lines of the seemingly simple plot, however, can be read another tale; one which speaks of a human sea deeper than the sea of water; deeper, darker, and infinitely more mysterious. Man has navigated the sea of water but the unfathomed sea of his own being remains, for the most part, undiscovered. This is a sea different from the sea of this world and Conrad sets sail on it by telling a tale from another world. Sailing with Conrad, the reader can look out on the infinite vastness and try to form a picture of the infinite depth of a sea which is not visible to the human eye.

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Vidić, Adrijana. "Tender Fictions, Exemplary Choices." Transcultural Studies 11, no. 1 (December 23, 2015): 124–48. http://dx.doi.org/10.1163/23751606-01101013.

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This paper deals with the reconceptualization of martyrdom in Želimir Periš’ short story collection Martyrs (2013). A close reading demonstrates a link between these texts and some hagiographic features, such as celibacy, asceticism, and visions. Special attention is given to the aspect of exemplarity, which is emphasized as a result of diverse repetitions. Also, the implications of the cyclical structure of this collection are examined. In conclusion, the analysis of the role of the story and story-telling indicates choice to be the shared motivation of these texts and the essence of martyrdom as it appears here.

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Mullins, Ricky, and Brooke Mullins. "Everybody Lives Near Appalachia." Theory & Practice in Rural Education 11, no. 2 (November 9, 2021): 113–17. http://dx.doi.org/10.3776/tpre.2021v11n2p113-117.

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Hillbilly Elegy has had a profound impact on contemporary views and opinions of Appalachia. In this review, the authors discuss this impact and provide key critiques that help readers make sense of the generalizations made in the book by placing Hillbilly Elegy in conversation with other contemporary Appalachian scholarship. The authors conclude that J. D. Vance has a right to tell his story but telling the story of the Appalachian people is more complex and nuanced than Vance acknowledges, and the authors caution readers to consider this when reading Hillbilly Elegy.

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Hasra, Hasnini, Ellita Permata Widjayanti, Rahayu Purbasari, and Diyantari. "Exposure of Gender Equality through Children Stories for Students of Kranggan Lembur Mandiri Kindergarten, Jatirangga, Bekasi." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 5, no. 1 (June 8, 2021): 143–59. http://dx.doi.org/10.21009/10.21009/jpmm.005.1.11.

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This community service activity aims to expose students to understanding the concept of gender and gender equality in order to minimize oppression, discrimination and bullying that mostly occurs against girls. This activity also aims to improve students' understanding of the value of character education and positive attitudes. The partner of this community development are students and teachers of Kranggan Lembur Mandiri Kindergarten, Jatirangga, Jatisampurna District, Bekasi. This community service activity is carried out through the method of assisting story reading, designing syllabus of story reading based on thematic reading, and providing material in the form of children's story books, as well as making children's story telling videos about gender equality, which can be used for students' independent learning. Monitoring and evaluation activities are carried out through observation and interviews. This activity helps improve students' understanding of the role and empowerment of women through education, enrichment of character and positive attitudes on gender justice (can work together, competence, active, empathize, problem solving), improve linguistic competence and visual literacy (recognition of colors and images), and also understanding of cultural literacy through children's stories containing local Indonesian culture and gender perspective.

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Andrian, Andrian, and Faudi Faudi. "Enhancing Students’ Speaking Ability by Using Story Telling Technique (STT)." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (November 6, 2020): 3314–32. http://dx.doi.org/10.33258/birci.v3i4.1365.

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Enhancing Students’ Speaking By Using Story Telling Technique (STT) (An Experimental Research at MTsN 2 Aceh Besar). This research aimed to find out the students’ speaking ability by using story telling technique, the focus is on fluency and vocabulary in speaking. The instruments of the researcher is test and questionnaires. The main subjects of this researcher are 32 students of VIII-I at MTsN 2 Aceh Besar. The data quantitative and qualitative. The quantitative data is gained from test and the qualitative data is gained from questionnaires. After analyzing data, the score of pre-test the lowest score is 20 and the higher score is 50. After applying the technique she give the students post-test score could be seen in the table 4.1.6 (60 and 85). While the lowest value of questionnaires is 0% and the highest value is 68.75%. Based on the score, it is suggested that the teacher should help and understand their students before teaching them. This can be done by giving the students’ chose to ask questions, involve in discussing, express their ability in English, and try to help the students to investigate and solve their problems in learning English. Moreover, the students should increase their ability in English by trying to enrich their knowledge and reading related books.

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Kimura, Midori. "Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (January 2012): 1–12. http://dx.doi.org/10.4018/ijcallt.2012010101.

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The purpose of this study is to examine the effectiveness of digital storytelling (DST) in improving oral reading fluency by using the preview function of the software Photo Story 3. This application easily handles the recording and revising of a narration, which is an essential part of oral reading. DST is the art of telling stories through the use of various multimedia, such as text, still images, audio, and video. DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading/translation teaching method.

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Octaviani, Arini, and Vega Hesmatantya. "Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners." Tell : Teaching of English Language and Literature Journal 6, no. 2 (November 9, 2018): 78. http://dx.doi.org/10.30651/tell.v6i2.2134.

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This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

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Goldhill, Simon. "Reading Differences: The Odyssey and Juxtaposition." Ramus 17, no. 1 (1988): 1–31. http://dx.doi.org/10.1017/s0048671x00003179.

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This article comprises a discussion of four separate passages in Homer and some of the critical problems which each involves. My intention is not to produce a blueprint or set of rules for the interpretation of Homer, but rather — a more limited aim — to increase attention to the complex texture of the poetry of the Odyssey, and to the need for a critical practice alive to such complexity. The four passages are the speech of Amphimedon's ghost; the recognition scene between Odysseus and Argus; the story telling of Menelaus and Helen; and, finally, Odysseus' first speech to Nausicaa. Each passage opens questions about how Homer is read, and, in particular, about how what is often referred to as Homer's juxtapositional technique interrelates with the role of the reader in the activity of interpretation.

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Herleni, Sari. ""WEWE MERENTAS GUNUNG": MITOLOGI MASYARAKAT BESEMAH SUMATERA SELATAN." Madah: Jurnal Bahasa dan Sastra 6, no. 1 (January 29, 2017): 83. http://dx.doi.org/10.31503/madah.v6i1.358.

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This study is based on the assumption that by reading literary works, we can enjoy a culture of a society. By discussing the elements of mythology stories Wewe Merantas Gunung, it is expected to be able to understand what the source of mythology of the story is. It includes four elements of understanding such as the types, characters, functions, and methods of telling the story. The result of the study showed that the source of mythology of the environment of Besemah society itself is hilly. This kind of mythology is a myth that the story is considered really existed by the community, even it is considered to be the taboo matter. The main character is Wewe while the subordinate characters are is the old brother and the middle brother. Mythology has functions as moral controlling and as reminder something and the method of story telling is narrative, the story telling is expressed by the author completely.Abstrak Penelitian ini dilandasi anggapan bahwa dengan membaca karya sastra kita dapat menikmati kebudayaan dari suatu masyarakat. Dengan membahas unsur mitologi cerita "Wewe Merentas Gunung" diharapkan dapat mampu memahami apa yang menjadi sumber mitologi dan meliputi empat unsur pemahaman yaitu jenis, tokoh, fungsi, dan cara penyampaian. Dari hasil penelitian ditemukan bahwa sumber mitologi Masyarakat Besemah adalah dari lingkungannya sendiri yaitu perbukitan. Jenis mitologi adalah mite yaitu cerita ini dianggap benar-benar ada oleh masyarakat pendukungnya bahkan dianggap tabu. Tokoh utama adalah Wewe sedangkan tokoh bawahan adalah kakak tua dan kakak tengah. Fungsi mitologi adalah sebagai pengendali moral dan penginggat sesuatu dan cara penyampaian bersifat naratif yaitu penyampaian cerita diungkapkan oleh pengarang sepenuhnya.

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Leneman, Helen. "Re-visioning a Biblical Story through Libretto and Music: Debora e Jaele by Ildebrando Pizzetti." Biblical Interpretation 15, no. 4-5 (2007): 428–63. http://dx.doi.org/10.1163/156851507x216490.

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AbstractBoth music and librettos are a form of midrash (creative re-telling), because they retell all or part of a story by creating a particular mood or feeling musically. The re-telling is in both the altered text and in the language of music. Ildebrando Pizzetti (1880-1968) wrote both the libretto and music of Debora e Jaele from 1917-1921. In this libretto, motivations are completely reversed. Characters perceived in the biblical account as "good" and "bad" seem to be switched. Our previous presumptions about the story and its characters are challenged: the belief that Sisera is evil and powerful, and has no positive qualities; that Deborah and Jael never met; and that Jael and Sisera had had no prior encounters. The libretto and the music succeed in depicting three-dimensional characters with conflicting motives and feelings. The addition of dimensions to the characters amplifies the moral ambiguities found in the original narrative. Sisera becomes a dominant and central character of this opera. Pizzetti is offering a counter-reading, in which the "villain" becomes a kind of hero and the listener can understand why Jael succumbs to his charms. A recurrent theme in this work is the testing of and by God. The viewpoints of Jael and Deborah depict what Pizzetti described as "human" justice (Jael) and "divine" justice (Deborah). An encounter with this opera will alter forever our reading of this biblical story.

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Symons, Douglas K., Candida C. Peterson, Virginia Slaughter, Jackie Roche, and Emily Doyle. "Theory of mind and mental state discourse during book reading and story-telling tasks." British Journal of Developmental Psychology 23, no. 1 (March 2005): 81–102. http://dx.doi.org/10.1348/026151004x21080.

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Sahibzada, Javed, Yar Mohammad Bahrami Ahmadzai, Azadkhan Niaz, and Susan Hussein Laftah. "Effects of Storytelling on Improving EFL Students’ Critical Thinking and Reading Comprehension." American International Journal of Social Science Research 5, no. 1 (February 20, 2020): 33–47. http://dx.doi.org/10.46281/aijssr.v5i1.485.

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The purpose of this study is to find the effects of storytelling (ST) on improving critical thinking and reading comprehension of EFL students at Kandahar University. The design of the study was quasi-experimental with critical thinking and reading comprehension pre and posttests. Total 27 Afghan EFL students were selected based on their performance on Placement test. The participants of experimental group listened to their teacher telling the story. In order to find the improvement and different between these variables is significant the Paired Sample T-Test was administrated and the result indicates that there is significant improvement in post-tests in areas of reading comprehension and critical thinking in group of storytelling. However, improvement is higher in reading comprehension section than critical thinking.

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Yusup, Pawit M., Tine Silvana Rachmawati, Ninis Agustini Damayani, and Evi Nursanti Rukmana. "Koleksi buku cerita bergambar (picture storybooks) di Perpustakaan Desa Sukamukti." Berkala Ilmu Perpustakaan dan Informasi 16, no. 1 (June 23, 2020): 83–96. http://dx.doi.org/10.22146/bip.v16i1.151.

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Introduction. The teachers at Kelompok Belajar Islam Terpadu (KBIT) Sukamukti village have used picture storybooks from the Library of Sukamukti village and reading them in a story telling session to their students. Two of this activities as a basic in the pre-reading activity to early childhood, so that the purpose this reaserch is to understand how the teachers use the picture storybooks, reading technique, and storytelling. Data Collection Method. This paper used a qualitative perspective with phenomenology by using observations, interviews, focus group discussions, and literature study. Analysis Data. Data from interviews were transcribed for further analysis Results and Discussion. The teachers at KBIT Sukamukti village used the picture of storybooks with fables. The teachers also discussed plot, animal activities, themes and morality based on the story. The language in the story is easy to understand by the children, book illustrations explain the reality of the character in the forest. Activities read aloud by introducing the identity of the book used, and storytelling activities through self-assement, stories, sounds, expressions, gestures, and other abilities. Conclusion. The teachers read and tell stories to educate young children in alphabet, vocabularies, and creativity. This helps early children in the process of learning pre-reading.

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Harris, Anne M. "A Story Is Not a Thing (but It Does Have a Life)." Departures in Critical Qualitative Research 7, no. 4 (2018): 25–29. http://dx.doi.org/10.1525/dcqr.2018.7.4.25.

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This essay creatively evidences the materiality of a story and its ability to migrate and evolve. It does so by critiquing the non-human limitations of binary onto-epistemologies, especially visual/discursive ones. Here stories and words have lives, bodies, and agency and as such they matter, but that matter is not material. The mattering of stories is not contingent upon human telling or hearing. Stories linger where humans disappear. An ecomaterialist reading suggests we might productively decouple storytelling (stories about us) from storied matter (stories with autonomy).

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Andersson, Therése. "Costume Cinema and Materiality: Telling the Story of Marie Antoinette through Dress." Culture Unbound 3, no. 1 (April 19, 2011): 101–12. http://dx.doi.org/10.3384/cu.2000.1525.113101.

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In ’Costume Cinema and Materiality: Telling the Story of Marie Antoinette through Dress’ a materiality-based approach for analysing film narratives through costumes is examined. Sofia Coppola’s film Marie Antoinette (2006) serves as the empirical starting point and the theme of dressing and redressing is pursued throughout the film, crystallizing costume as a significant feature for reading the movie. The article argues that costumes, on a symbolic level, work as agents. It thus focuses on the interdependence between costume and interpretations of the screenplay’s main character. A theoretical notion of costumes and materiality is explored, and the idea is further developed in relation to stylistics constituted as emotions materialised in costume. As costumes are the main object for analysis, the discussion immediately centres on costumes produced by professional costume designers for the two-dimensional format of the film frame. In other words, costumes made for the moment: for a specific narrative and aesthetic expression.

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BERRARBI, Amina. "Exploring the Potential of Literature in Shaping EFL Learners’ Critical Mind." ALTRALANG Journal 2, no. 02 (December 31, 2020): 63–77. http://dx.doi.org/10.52919/altralang.v2i02.76.

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ABSTRACT: The present paper seeks to examine the usefulness of literary texts in enhancing the students’ critical abilities. It also attempts to shed light on the way literature leads students to think, reflect, question and analyse what they read and respond to it critically. This study addresses the following questions: What importance can be accorded to literary texts in developing critical thinking? How can literature reading re-shape students’ critical mind? Are literary texts worth reading for improving critical thinking? To find answers to these questions an experimental study was undertaken with a sample of Algerian EFL undergraduate students at Mostaganem University. The results obtained from the fieldwork analysis reveal that the literary discussions provided in literature classes, student’ written assignments and the oral exchanges about a literary text contribute to the progress of the students’ analytical skills and help them to shape their own critical mind. Yet, in order to enhance EFL students reading strategies, the reading atmosphere should be facilitated by the teacher and used as a free discussion ground where learners can freely debate, question and interpret. So, Literature does not only imply telling stories, it is telling a story which can create a feeling, an impression, develop ideas, and comment on a specific culture or a human behavior.

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Puryanti, Lina. "Model Narasi Dalam Novel The Satanic Verses Karya Salman Rusdhie." ATAVISME 11, no. 2 (December 31, 2008): 89–96. http://dx.doi.org/10.24257/atavisme.v11i2.337.89-96.

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This paper aims to analyze the narrative model used in The Satanic Verses novel by Salman Rusdhie as a writing strategy. The analysis shows that, in telling his narration, Rusdhie uses a hidden narrator as an actor who significantly controls the story and, in this way, magical realism is purposely employed to convey his messages. This narrative model produces a reading that the novel is offering a discourse of 'doubt' as an alternative over the text's single interpretation

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Peña-Guzmán, David M. "Beauvoir's Reading of Biology in The Second Sex." Journal of French and Francophone Philosophy 24, no. 2 (December 21, 2016): 259–85. http://dx.doi.org/10.5195/jffp.2016.726.

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This article offers a systematic treatment of Beauvoir's reading of biology in The Second Sex. Following Gatens (2003)'s suggestion that this chapter has not received the scholarly consideration it demands and deserves, it explains key aspects of Beauvoir's relationship to biological reason by (i) re-telling the story of Beauvoir's early life from the perspective of her scientific education, (ii) rationally reconstructing her argument in the chapter on "Biological Data," and (iii) exploring the philosophical orientation of her argument using the Frankfurt School model of 'immanent critique.' By illuminating Beauvoir's reading of biology (including evolutionary theory, developmental biology, and physiology), this article contributes to our understanding of her philosophy while also deflating the widespread assumption that existentialist philosophy (including Beauvoir's brand of it) is inherently 'anti-science.'

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Gryz, Iwona. "Write or tell the story? - linguistic application of the online tools in developing writing and reading skills." Radomskie Studia Filologiczne. Radom Philological Studies 1, no. 10 (December 31, 2021): 129–48. http://dx.doi.org/10.24136/rsf.2021.009.

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The first part of the article is devoted to the presentation of a wide range of advantages of using the storytelling technique in language classes with students of different language levels and age ranges. Then, the author introduces the basic principles used in making the right choice of a story for individual groups of students. Another aspect discussed in the article concerns the effective preparation of the teacher for the presentation of stories and practical advice helpful in the course of telling the selected story to students. The author also presents examples of exercises that are worth using after presenting the stories, which are a further part of the lesson. The article ends with an example of multimedia tools that are helpful for writing, creating your own stories, as well as supporting both reading and listening to stories at different educational levels. She lists, among others, story generators, applications and online platforms presenting the wealth of linguistic resources needed to create interesting stories.

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Sahroni. "PENGEMBANGAN MADRASAH BERBASIS LITERASI (PENDAMPINGAN GURU DALAM MENINGKATKAN MINAT BACA PESERTA DIDIK DI MTS MIFTAHUL ULUM 2 LUMAJANG)." SIRAJUDDIN : Jurnal Penelitian dan Kajian Pendidikan Islam 2, no. 1 (June 29, 2022): 46–53. http://dx.doi.org/10.55120/sirajuddin.v2i1.565.

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Indeks minat baca di Indonesia baru mencapai 0,001. Artinya, setiap 1.000 penduduk, hanya satu orang yang memiliki minat baca. Kondisi ini tentu sangat memprihatinkan.Sehingga diperlukan kajian mengenai pendampingan guru dalam meningkat kan minat baca peserta yaitu di Mts MiftahulUlum 2 Lumajang. Dalam penelitian ini, analisis data dilakukan sejak pengumpulan data secara keseluruhan, dicek kembali guna memastikan keabsahan data. Pendampingan guru dalammeningkatkanbudaya literasi berdampak pada meningkatnya minat baca peserta didik untuk membaca yang dapat dilihat di Mts 2 Banyuputih Kidul Lumajang melalui: 1) strategi survei, question, read, recite, review, 2) strategi membaca-tanya jawab/MTJ atau request (reading-question), 3) Story Telling dan Guide Readling. Kepala madrasah sebagai melaksanakan fungsinya sebagai manajer dengan menggunakan teori manajemen, yaitu perencanaan, pengorganisasian dalam implementasi dan pengukuran ketercapaian program melalui monitoring.

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Graves, Mike. "Book Review: John C. Holbert, Telling the Whole Story: Reading and Preaching Old Testament Stories." Review & Expositor 111, no. 4 (November 2014): 435–36. http://dx.doi.org/10.1177/0034637314554762t.

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Gaspersz, Sherly, Lulu Jola Uktolseja, Natasya Virginia Leuwol, and Melda Agnes Manuhutu. "PENGUATAN MINAT BACA DAN KOSA KATA BAHASA INGGRIS MELALUI STORY TELLING PADA ANAK DITAMAN BACA INOVATOR ROBERT FOULTON KOTA SORONG." Ekalaya: Jurnal Pengabdian Kepada Masyarakat Indonesia 2, no. 1 (January 30, 2023): 126–32. http://dx.doi.org/10.57254/eka.v2i1.28.

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Language is known as a communication tool that can be used by one person or more in spoken or written forms. Efforts to support the presence of language as a means of communication need to be proven with language skills such as: reading, listening, writing, and speaking. One of the problems that exist in the environment of the Robert Fulton Reading Park Km. 9.5 The city of Sorong is still lacking in terms of increasing children's interest in reading and mastering English vocabulary. Therefore, the Community Serving Movement Team (GRAMMAR) is here to provide encouragement and enthusiasm for children through the methods used to try to strengthen children's interest in reading and English vocabulary with the story telling method. This activity begins with the processes of initial observation, permits, implementation of activities, and reports and evaluation of those activities. The results of the activities carried out provide enthusiasm and encouragement for children in an effort to strengthen interest in reading through a commitment to reflection sessions, which are packaged in one unit of these community service activities. It is hoped that the efforts that have been implemented will continue to synergize in efforts to support the national education goal of educating the lives of the nation’s children

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Batsila, Marianthi, and Charilaos Tsihouridis. ""Once upon a Time there was..." A Digital World for Junior High School Learners." International Journal of Emerging Technologies in Learning (iJET) 11, no. 03 (March 30, 2016): 42. http://dx.doi.org/10.3991/ijet.v11i03.5370.

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This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.

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Saracho, Olivia N. "Teachers' Roles in Supporting Children's Literacy Development through Play." Perceptual and Motor Skills 94, no. 2 (April 2002): 675–76. http://dx.doi.org/10.2466/pms.2002.94.2.675.

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This study focused on the roles five kindergarten teachers assumed to promote literacy. Data were collected through systematic videotaped observations during the children's play periods. Saracho's analysis of the transcriptions in identifying the roles of the teachers suggested teachers' roles in the children's literacy-play include director of instructions (instructing students to follow directions and learn concepts), transition director (directing students to make smooth transitions), supporter of learning (acknowledging and praising students' work to promote learning), storyteller (reading or telling a story and encouraging children to respond), and instructional guide (providing instructional guidance for learning).

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Kalantari, Farzaneh, and Mahmood Hashemian. "A Story-Telling Approach to Teaching English to Young EFL Iranian Learners." English Language Teaching 9, no. 1 (December 20, 2015): 221. http://dx.doi.org/10.5539/elt.v9n1p221.

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<p>This study investigated the effects of the storytelling approach on improving of EFL learners’ vocabulary knowledge. To this end, 30 upper-beginner EFL learners (out of a population of 134) were selected by means of an OPT test and were assigned to 2 groups: 1 experimental and 1 group. The participants were selected from among young EFL learners who were between 8 and 14 years old. They had already registered for English classes in Paya Language Center, Isfahan, Iran. As for the materials, they were mainly prepared by the teacher/researcher. Based on the units of <em>Backpack</em> books—taught in Paya Language Center—some stories were prepared and adopted by the teacher/researcher along with a visual presentation using the PowerPoint software. In carrying out the study, the participants were taught the key vocabulary via pictures and gestures. Once the participants had identified the new words, the teacher started telling and introducing the stories. While reading the stories, the teacher directed the participants’ attention to the PowerPoint presentation that included the visual representation of the story to facilitate the comprehension process. After the treatment, there was a posttest to assess the participants’ improvement. Results of data analysis revealed that the storytelling approach to teaching vocabulary proved effective for the experimental group. All the experimental group participants experienced a significantly meaningful increase in their vocabulary knowledge, compared to the control group. Finally, there was a boost in the interest rate of the experimental group participants in terms of motivation.</p>

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BOSMA, Evelyn, and Elma BLOM. "Language activities in a minority–majority language context: book-reading at home is more important for Frisian than for Dutch." Journal of Child Language 47, no. 2 (February 18, 2019): 289–308. http://dx.doi.org/10.1017/s0305000919000023.

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AbstractPrevious research has shown that in a minority–majority language context, the quantity of language input at home is more important for the development of the minority language than for the development of the majority language. In the current study, we examined whether the same holds true for the frequency of specific language activities at home. In a group of five- and six-year-old Frisian–Dutch bilingual children (n = 120), we investigated to what extent vocabulary and morphology knowledge were predicted by reading activities, watching TV, and story-telling activities in both languages. The results showed that reading in Frisian predicted both Frisian vocabulary and morphology, while reading in Dutch only predicted Dutch vocabulary. This shows that reading at home is most important for the development of the minority language. This especially holds true for the acquisition of Frisian morphology, a domain that is known to be vulnerable in language acquisition.

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Busyra, Sarah, and Nur Azizah. "URGENSI KISAH NABI TERHADAP PENDIDIKAN ANAK USIA DINI." AL-AUFA: JURNAL PENDIDIKAN DAN KAJIAN KEISLAMAN 3, no. 1 (November 30, 2022): 29–41. http://dx.doi.org/10.32665/alaufa.v3i1.1199.

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The phenomenon occurs in Indonesia is that many people have high reading interest, but have low reading power. This is due to the educational pattern since childhood which the parents did not pay attention to reading habits and also what materials were read. Based on Montessori's theory, children's fantasies must be limited, so she recommends stories based on true stories. In this study, the researchers would like to present recommendations for building reading habits by providing stories of the prophet from an early age as well as its influence on children's cognitive, emotional and spiritual development. This research uses qualitative descriptive phenomenology research. The subjects of this study were two housewives who gave stories of the prophet to their children. The results of this study indicate that the telling of the prophet's story from a child at an early age is an urgent thing for parents to do in order to form a child who is not only good in character, but also mentally and spiritually.

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Griffin, Susan M. "Awful Disclosures: Women's Evidence in the Escaped Nun's Tale." PMLA/Publications of the Modern Language Association of America 111, no. 1 (January 1996): 93–107. http://dx.doi.org/10.2307/463136.

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Popular American tales of women's escapes from Roman Catholic convents were important manifestations of the virulent anti-Catholicism of the 1830s and 1850s. These stories also reveal how questions of evidence were imbricated with the woman question in nineteenth-century American culture. “Fictional” and “nonfictional” versions of these narratives attempt to prove their veracity, using a common standard of evidence and shared methods of authentication, documentation, and corroboration—including a reliance on their Protestant audience's reading history. Yet the multiple voices and forms and the visual, as well as verbal, rhetoric that the telling of the escaped nun's story entails work to destabilize feminine spiritual, religious, and moral authority. The escaped nun's intertextual story expresses and contains a cultural anxiety about young Protestant women and their influence in the remaking of American Protestant religious practices.

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Deiniatur, Much. "PEMBELAJARAN BAHASA PADA ANAK USIA DINI MELALUI CERITA BERGAMBAR." Elementary: Jurnal Ilmiah Pendidikan Dasar 3, no. 2 (December 31, 2017): 190. http://dx.doi.org/10.32332/elementary.v3i2.882.

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Language Skill consists of four components of speaking, writing, listening and reading. The most important thing for children is speaking, because it provides enormous benefits, one of which so that children can interact with peers and others around them and add new knowledge. Storytelling is a popular communication medium for children, training their ability to focus attention for some time on certain objects. Children are able to express themselves through a process that makes them happy and fosters a sense of satisfaction that makes them more confident. Tale or story telling is something human, that is, fairy tale or story using eye, hearing, motion, and touching heart. The benefits of storytelling activities are: 1.) Storytelling can develop children's imagination, 2.) Increasing experience, 3.) Train concentration power, 4.) Increasing the vocabulary, 5.) Creating a familiar atmosphere, 6.) comprehending, 7.) Developing social feelings, 8.) Developing children's emotions, 9.) Practicing listening, 10.) Knowing positive and negative values. 11.) Adding knowledge Keywords: language, early childhood, story, picture

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Gashti, Zeynab Rezaei. "The Impact of Storytelling and Cooperative Learning on Iranian EFL Learners Vocabulary Achievement." International Journal of Linguistics, Literature and Translation 4, no. 5 (May 30, 2021): 63–76. http://dx.doi.org/10.32996/ijllt.2021.4.5.5.

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The researcher investigated the effect of using short stories and cooperative learning together in one class and compared its effect with the existing traditional methods and cooperative program as well as contextualized short-story-based program. To do so, 75 Iranian female EFL learners participated in the study after a homogeneity test. They were divided into three groups i.e., storytelling, cooperative, and mixed. The learners in the cooperative group followed the above procedures of cooperative learning for reading short stories and the short story group was engaged in a question and answering activity was guided by the teacher, as mentioned earlier. Moreover, the mixed group covered the short stories extensively out of the class as described for the short story group and did the cooperative group work activity in class. After the treatment lasted 12 sessions, the learners took the test again. The study's findings reveal that using story-telling can be a good strategy to bypass the difficulty of vocabulary instruction insomuch it gives leaners chances of using new words communicatively to produce target forms in meaningful real-world contexts.

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Journal articles on the topic 'Reading and story telling'

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