Journal articles: 'Story telling'

1

Trist, Karen, and J. Fiona Peterson. "Story Telling." International Journal of the Humanities: Annual Review 5, no. 9 (2007): 95–114. http://dx.doi.org/10.18848/1447-9508/cgp/v05i09/42213.

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Gullotta, Thomas P. "Story Telling." Journal of Primary Prevention 28, no. 1 (December 7, 2006): 27. http://dx.doi.org/10.1007/s10935-006-0064-6.

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Lule, Jack. "Telling the Story of Story." American Journalism 7, no. 4 (October 1990): 259–74. http://dx.doi.org/10.1080/08821127.1990.10731307.

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Gioia, Dana. "Telling Jeffers' Story." California History 87, no. 2 (January 1, 2010): 50–66. http://dx.doi.org/10.2307/25702954.

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Brophy, Peter. "Telling the story." Performance Measurement and Metrics 9, no. 1 (March 21, 2008): 7–17. http://dx.doi.org/10.1108/14678040810869387.

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Munn, Jean Correll. "Telling the Story." American Journal of Hospice and Palliative Medicine® 29, no. 3 (October 13, 2011): 201–9. http://dx.doi.org/10.1177/1049909111421340.

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Powis, Clare. "Telling My Story." Dramatherapy 18, no. 2 (June 1996): 12–15. http://dx.doi.org/10.1080/02630672.1996.9689417.

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Iannuzzelli, Paul. "Telling a story." Practical Pre-School 2007, no. 75 (April 2007): 1. http://dx.doi.org/10.12968/prps.2007.1.75.38592.

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Lockhart, Lisa, Diana D. Lopez, Mary “Shannon Baker, and Robin Larson. "Telling our story." Nursing Made Incredibly Easy! 14, no. 3 (2016): 14–19. http://dx.doi.org/10.1097/01.nme.0000481444.94985.1c.

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Ashenden, Dean. "Telling Tennant’s Story." History Australia 7, no. 3 (January 2010): 52.1–52.15. http://dx.doi.org/10.2104/ha100052.

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Bjerg, Svend. "Kierkegaard's Story‐Telling." Studia Theologica - Nordic Journal of Theology 45, no. 2 (January 1991): 111–25. http://dx.doi.org/10.1080/00393389108600106.

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Washington, Olivia G. M., and David P. Moxley. "Telling My Story." Journal of Health Psychology 13, no. 2 (March 2008): 154–65. http://dx.doi.org/10.1177/1359105307086702.

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Dias, Rosalynde Vas. "Telling the Story." Christianity & Literature 53, no. 4 (September 2004): 558. http://dx.doi.org/10.1177/014833310405300415.

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Steffey, Kevin L. "Telling a Story." American Entomologist 66, no. 1 (2020): 3. http://dx.doi.org/10.1093/ae/tmaa015.

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Coufal, Jim. "Telling Our “Story”." Journal of Forestry 103, no. 2 (March 1, 2005): 101. http://dx.doi.org/10.1093/jof/103.2.101.

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Manita, Rika Jufriazia. "Peran Pustakawan dalam Mengembangkan Layanan Anak dan Remaja di Era Modern." Jurnal Adabiya 24, no. 2 (August 23, 2022): 162. http://dx.doi.org/10.22373/adabiya.v24i2.14582.

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Story telling program is an activity of story telling or telling stories to users from groups of children. The purpose of story telling in the library is to attract children to want to visit the library and reduce children's desire to play using gadgets. This story telling activity has a positive impact on children's character development and improves children's ability to understand reading material. One of the things that must be prepared in organizing story telling activities is that the librarian must master story telling or story telling techniques so that children feel satisfied and want to always follow story telling activities in the library.

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17

Jackl, Jennifer A. "Rules of telling." Journal of Social and Personal Relationships 35, no. 2 (November 30, 2016): 263–83. http://dx.doi.org/10.1177/0265407516681539.

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This study sought to gain a better understanding of the process narrators embark upon when deciding what version of a story to tell to a particular audience; a process, hereafter, referred to as narrative adaptation. Inductive, open coding of 25 semi-structured interviews resulted in six rules of telling: (1) If an emotionally close relationship exists with the listener(s), then a more detailed story is told; (2) If it is believed that the listener(s) will not wrongfully judge the storyteller, then a more detailed story is told; (3) If the listener(s) display interest in the story, then a more detailed story is told; (4) If the physical setting is not appropriate, then the story is condensed; (5) If the conversational context is not appropriate, then the story is condensed; and (6) If a meaningful purpose will be fulfilled by telling the story, then a more detailed story is told. Implications of studying the process of narrative adaptation are discussed.

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18

Lorand, R. "Telling a Story or Telling a World?" British Journal of Aesthetics 41, no. 4 (October 1, 2001): 425–43. http://dx.doi.org/10.1093/bjaesthetics/41.4.425.

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19

Groenewald, P. S. "Story-telling and the telling of stories." South African Journal of African Languages 9, no. 1 (January 1989): 14–18. http://dx.doi.org/10.1080/02572117.1989.10586773.

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20

Lestari, Siti, Sri Hartini Mardi Asih, and Mudyaningsih Mudyaningsih. "Storytelling dan Terapi Musik Ceria Menurunkan Kecemasan Hospitalisasi pada Toddler." Jurnal Kesehatan Hesti Wira Sakti 10, no. 2 (November 23, 2022): 106–12. http://dx.doi.org/10.47794/jkhws.v10i2.449.

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Pendahuluan: Kecemasan hospitalisasi merupakan suatu keadaan krisis pada anak sakit yang harus menjalani rawat inap karena proses adaptasi terhadap stressor lingkungan baru, orang asing, ketakutan dan prosedur keperawatan yang menyakitkan. Sebesar 80% toddler yang dirawat di SMC RS Telogorejo Semarang menunjukkan kecemasan akibat hospitalisasi berupa ketakutan saat melihat perawat, menangis, menendang, memberontak, serta memukul saat dilakukan tindakan keperawatan, sehingga menyebabkan terhambatnya proses pengobatan dan pemberian asuhan keperawatan. Penelitian ini bertujuan untuk menganalisis pengaruh terapi bermain story telling dan terapi musik CERIA terhadap tingkat kecemasan toddler yang mengalami hospitalisasi. Metode: Penelitian ini menggunakan pendekatan quasi experiment dengan two group pretest-posttest design. Populasi penelitian ini adalah toddler yang dirawat di ruang rawat inap SMC RS Telogorejo Semarang berjumlah 110 anak. Sebesar 86 responden diperoleh berdasarkan teknik purposive sampling dan besaran sample telah dihitung menggunakan rumus slovin dengan toleransi eror 5%. Data kecemasan dikumpulkan menggunakan kuesioner DASS 42. Group pertama mendapatkan intervensi storry telling dan group kedua mendapatkan terapi musik ceria. Data dianalisis menggunakan paired t-test untuk mengetahui pengaruh masing-masing varibel dan independent T-test untuk mengalisis perbedaan efektifitas kedua intervensi. Hasil: Analisis independent T-test memperoleh hasil p-value 0.0001dengan penurunan rerata tingkat kecemasan setelah responden diberikan story telling sebesar 7.4, dan penurunan rerata tingkat kecemasan setelah repsonden diberikan musik ceria sebesar 10.33, sehingga terapi musik ceria lebih efektif menurunkan kecemasan hospitalisasi pada toddler. Kesimpulan: terapi musik ceria lebih efektif menurunkan kecemasan hospitalisasi pada toddler dibandingkan dengan storry telling. Kata kunci: toddler, hospitalisasi, terapi musik ceria, kecemasan, storry-tellingn terapi musik CERIA terhadap tingkat kecemasan toddler yang mengalami hospitalisasi. Metode: Penelitian ini menggunakan pendekatan quasi experiment dengan two group pretest-posttest design. Sebesar 86 responden diperoleh berdasarkan teknik purposive sampling. Data kecemasan dikumpulkan menggunakan kuesioner DASS 42. Group pertama mendapatkan intervensi storry telling dan group kedua mendapatkan terapi musik ceria. Data dianalisis menggunakan paired t-test untuk mengetahui pengaruh masing-masing varibel dan independent T-test untuk mengalisis perbedaan efektifitas kedua intervensi. Hasil: Analisis independent T-test memperoleh hasil p-value 0.0001dengan penurunan rerata tingkat kecemasan setelah responden diberikan story telling sebesar 7.4, dan penurunan rerata tingkat kecemasan setelah repsonden diberikan musik ceria sebesar 10.33, sehingga terapi musik ceria lebih efektif menurunkan kecemasan hospitalisasi pada toddler. Kesimpulan: terapi musik ceria lebih efektif menurunkan kecemasan hospitalisasi pada toddler dibandingkan dengan storry telling.

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21

Adam, Andi Muhammad, Sulistyani Prabu Aji, Santalia Banne Tondok, Dian Meiliani Yulis, Rahmat Pannyiwi, and Hairuddin K. "Metode Story Telling Terhadap Tingkat Pengetahuan Siswa Tentang Kebersihan Gigi Dan Mulut." Barongko: Jurnal Ilmu Kesehatan 1, no. 2 (January 1, 2023): 72–74. http://dx.doi.org/10.59585/bajik.v1i2.22.

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Story Telling merupakan motivasi untuk mengembangkan daya kesadaran, memperluas imajinasi anak, orang tua. Story telling adalah metode yang menarik bagi anak. Sebab anak menyukai bentuk gambar dan warna yang menarik. Kelebihan story telling mampu mengajari anak untuk mendengar, membantu membangun keterampilan komunikasi oral dan tulisan, dan mengembangkan kelancaran, menambah perbendaharaan kata dan membantu meningkatkan kata. Kegiatan penyuluhan kesehatan gigi dan mulut adalah upaya-upaya yang dilakukan untuk merubah perilaku seseorang, sekelompok orang atau masyarakat sehingga mempunyai kemampuan dan kebiasaan untuk berperilaku hidup sehat di bidang kesehatan gigi dan mulut. Jenis penelitian yang digunakan adalah penelitian deskriptif untuk memberikan suatu keefektifan penyuluhan dengan metode story telling terhadap tingkat pengetahuan siswa tentang kebersihan gigi dan mulut. Hasil penelitian yang telah dilaksanakan tentang story telling terhadap tingkat pengetahuan siswa tentang kebersihan gigi dan mulut sebanyak 29 responden. Kesimpulan bahwa kurangnya pengetahuan siswa tentang kebersihan gigi dan mulut sebelum dilakukan penyuluhan dengan metode story telling dan pengetahuan siswa meningkat sesudah dilakukan penyuluhan dengan metode story telling. Jadi, dari hasil penelitian tersebut menunjukkan bahwa penyuluhan dengan metode story telling lebih efektif digunakan untuk meningkatkan pengetahuan pada siswa.

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22

Prabu Aji, Sulistiyani, Elisabeth Gultom, Dian Meiliani Yulis, and Rahmat Pannyiwi. "Penyuluhan Metode Story Telling Terhadap Kebersihan Gigi Dan Mulut." Sahabat Sosial: Jurnal Pengabdian Masyarakat 1, no. 2 (January 25, 2023): 37–39. http://dx.doi.org/10.59585/sosisabdimas.v1i2.27.

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Penyuluhan Metode Story Telling merupakan motivasi untuk mengembangkan daya kesadaran, memperluas imajinasi anak, orang tua. Story telling adalah metode yang menarik bagi anak. Sebab anak menyukai bentuk gambar dan warna yang menarik. Kelebihan story telling mampu mengajari anak untuk mendengar, membantu membangun keterampilan komunikasi oral dan tulisan, dan mengembangkan kelancaran, menambah perbendaharaan kata dan membantu meningkatkan kata. Kegiatan penyuluhan kesehatan gigi dan mulut adalah upaya-upaya yang dilakukan untuk merubah perilaku seseorang, sekelompok orang atau masyarakat sehingga mempunyai kemampuan dan kebiasaan untuk berperilaku hidup sehat di bidang kesehatan gigi dan mulut. Jenis penelitian yang digunakan adalah penelitian deskriptif untuk memberikan suatu keefektifan penyuluhan dengan metode story telling terhadap tingkat pengetahuan siswa tentang kebersihan gigi dan mulut. Metode penyuluhan kepada pengabdian Masyarakat yang telah dilaksanakan tentang story telling terhadap kebersihan gigi dan mulut. Kesimpulan bahwa setelah dilakukan penyuluhan dengan metode story telling dan pengetahuan siswa meningkat sesudah dilakukan penyuluhan dengan metode story telling. Jadi, dari hasil tersebut menunjukkan bahwa penyuluhan dengan metode story telling lebih efektif digunakan untuk meningkatkan pengetahuan pada siswa.

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23

Yoder-Wise, Patricia S. "On Telling a Story." Journal of Continuing Education in Nursing 51, no. 4 (April 1, 2020): 147–48. http://dx.doi.org/10.3928/00220124-20200317-01.

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24

Hodges, Blair Dee. "A Story-Telling Folk." Dialogue: A Journal of Mormon Thought 45, no. 4 (December 1, 2012): 138–46. http://dx.doi.org/10.5406/dialjmormthou.45.4.0138.

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25

Peterat, Linda, and Kieran Egan. "Teaching as Story Telling." Canadian Journal of Education / Revue canadienne de l'éducation 13, no. 3 (1988): 452. http://dx.doi.org/10.2307/1494927.

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26

Eriksson, Mats. "Story-telling as drama." YOUNG 2, no. 4 (November 1994): 47–64. http://dx.doi.org/10.1177/110330889400200404.

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27

Avery, Jonathan. "A Story Worth Telling." Journal of Palliative Medicine 12, no. 3 (March 2009): 263. http://dx.doi.org/10.1089/jpm.2008.0266.

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28

Staller, Karen M. "Review Essay: Story Telling." Qualitative Social Work: Research and Practice 8, no. 4 (December 2009): 525–27. http://dx.doi.org/10.1177/1473325009346530.

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29

Cheryl, S. Mc_W, and Yannick Lemarchand. "Accounting as story telling." Accounting, Auditing & Accountability Journal 23, no. 1 (January 5, 2010): 14–54. http://dx.doi.org/10.1108/09513571011010592.

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30

Hollibaugh, Amber, and Dorothy Allison. "Telling a Mean Story." Women's Review of Books 9, no. 10/11 (July 1992): 16. http://dx.doi.org/10.2307/4021322.

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31

Sumpter, Randall S., and Johny T. Garner. "Telling the Columbia Story." Science Communication 28, no. 4 (June 2007): 455–75. http://dx.doi.org/10.1177/1075547007302306.

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Johnson, J. L., and L. H. Matthews. "Story-telling in dementia." Archives of Clinical Neuropsychology 6, no. 3 (January 1, 1991): 197. http://dx.doi.org/10.1093/arclin/6.3.197.

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33

Gülich, Elisabeth, and Uta M. Quasthoff. "Story-telling in conversation." Poetics 15, no. 1-2 (April 1986): 217–41. http://dx.doi.org/10.1016/0304-422x(86)90041-0.

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34

Cafaro, Philip. "Telling the Better Story." Conservation Biology 20, no. 1 (January 23, 2006): 255–57. http://dx.doi.org/10.1111/j.1523-1739.2006.00357_2.x.

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Zanatta, Alberto, Elisa Carturan, Stefania Rizzo, Cristina Basso, and Gaetano Thiene. "Story telling of myocarditis." International Journal of Cardiology 294 (November 2019): 61–64. http://dx.doi.org/10.1016/j.ijcard.2019.07.046.

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36

Mcelver, Linda J. "Telling a Clean Story." Science News 167, no. 5 (January 29, 2005): 79. http://dx.doi.org/10.2307/4016076.

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37

Lenzer, Jeanne. "Telling the inside story?" BMJ 334, no. 7587 (February 1, 2007): 261. http://dx.doi.org/10.1136/bmj.39108.525810.59.

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38

McMahon, Mary, and Mark Watson. "Story telling: crafting identities." British Journal of Guidance & Counselling 41, no. 3 (June 2013): 277–86. http://dx.doi.org/10.1080/03069885.2013.789824.

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39

Foley, Robert. "Telling the Human Story." Current Anthropology 28, no. 2 (April 1987): 228–30. http://dx.doi.org/10.1086/203522.

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40

Moggridge, Bill. "Design by story-telling." Applied Ergonomics 24, no. 1 (February 1993): 15–18. http://dx.doi.org/10.1016/0003-6870(93)90154-2.

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Denning, Stephen. "Telling your leadership story." Leader to Leader 2005, no. 37 (2005): 21–25. http://dx.doi.org/10.1002/ltl.136.

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42

Luckert, Erika. "“A Story We're Telling”." Pedagogy 24, no. 2 (April 1, 2024): 215–38. http://dx.doi.org/10.1215/15314200-11030792.

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Abstract This essay suggests that our understanding of writing workshop pedagogy has been limited by a divide between composition and creative writing, and by the ways we've narrated this pedagogy in our respective fields, leaving us with little knowledge of what actually happens in writing workshops. To open new possibilities within workshop pedagogy, the author argues, we need to tell our workshop stories differently: not as method or myth, but as a complex classroom scene.

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43

Sari, Dina Merris Maya. "Pemberdayaan Mahasiswa dalam Pendampingan Kegiatan Storytelling untuk Siswa Kejuruan." Jurnal Penelitian dan Pengabdian Kepada Masyarakat UNSIQ 6, no. 3 (September 30, 2019): 186–90. http://dx.doi.org/10.32699/ppkm.v6i3.566.

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Kegiatan Pengabdian Kepada Masyarakat ini terfokus pada pemberdayaan mahasiswa dalam pendampingan kegiatan story telling. Storytelling adalah alat pengajaran yang praktis dan kuat, terutama untuk pembelajaran bahasa. Kegiatan ini dilakukan dalam upaya mengatasi kendala-kendala dalam pelaksanaan kegiatan story telling. Kendala-kendala tersebut antara lain teknik story telling yang kurang variatif, sumber daya manusia yang kurang memadai, serta resources yang kurang tersedia. Sasaran kegiatan ini adalah siswa-siswi sekolah menengah kejuruan. Tujuan kegiatan ini adalah menyajikan teknik story telling yang baik dan benar, menyediakan sumber daya manusia (pelatih) yang berpengalaman serta resources tentang story telling. Kegiatan ini dilakukan dalam 3 tahapan. Pada tahap pertama, dilakukan obervasi pada sasaran program kegiatan untuk menentukan metode pendampingan story telling yang sesuai dengan kondisi dan situasi sasaran. Selain itu juga dilakukan koordinasi dengan sekolah untuk masalah perizinan sekaligus mempersiapkan berbagai hal berkaitan dengan kegiatan. Pada tahap kedua yaitu tahap pelaksanaan, dilakukan pendampingan story telling pada sasaran. Pada tahap terakhir, dilakukan kegiatan lanjutan berupa konsultasi atau bimbingan lanjutan bagi siswa-siswi maupun guru-guru yang ingin memperdalam wawasan tentang story telling. Setelah semua kegiatan dilaksanakan, pengusul menyusun laporan kegiatan. Luaran yang diharapkan dalam kegiatan ini adalah sasaran dapat menerapkan teknik story telling yang baik dan benar sehingga dapat meningkatkan kemampuan berbahasa khususnya bahasa Inggris.

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DongYup Yoo. "Research Trends on the Story Telling Ability and Story Telling Ability Development." Journal of Korean Language Education ll, no. 36 (December 2015): 211–38. http://dx.doi.org/10.17313/jkorle.2015..36.211.

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Brenner, Judith M. "Annals Story Slam - Telling the Untold Story." Annals of Internal Medicine 170, no. 9 (April 12, 2019): SS1. http://dx.doi.org/10.7326/w19-0001.

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Duncan, Michael, Anna Cunningham, and Emma Eyre. "A combined movement and story-telling intervention enhances motor competence and language ability in pre-schoolers to a greater extent than movement or story-telling alone." European Physical Education Review 25, no. 1 (June 22, 2017): 221–35. http://dx.doi.org/10.1177/1356336x17715772.

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This study examined the effect of a six week combined movement and story-telling intervention on motor competence and naming vocabulary in British pre-schoolers. Using a cluster randomised design, three pre-school classes were allocated to one of a combined movement and story-telling intervention ( n = 22), or a movement only ( n = 25) or story-telling only ( n = 27) intervention. Motor competence and language ability were assessed pre, post and eight weeks post intervention. Results from repeated measures ANOVA indicated significantly greater improvement in both motor competence and language ability pre to post intervention for the combined movement and story-telling group compared to the movement only or story-telling only groups. However, for the period post intervention to eight weeks post intervention the magnitude of change for motor competence and language ability was significant for all groups and similar in magnitude. The results of this study demonstrate the efficacy of combining movement and story-telling, over movement or story-telling alone, to benefit both motor competence and language ability in pre-schoolers. Combining both movement and story-telling appears to offer synergistic benefits in relation to physical and communication development, which are critical for good development in the early years.

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47

Rahmah, Rahmah. "HUBUNGAN PELATIHAN BERCERITA TERHADAP KEMAMPUAN GURU DALAM BERCERITA DI TAMAN KANAK-KANAK." JIV-Jurnal Ilmiah Visi 11, no. 1 (June 25, 2016): 36–40. http://dx.doi.org/10.21009/jiv.1101.5.

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The purpose of this research is to discover the correlation of story telling training with the teacherâ€™s story telling skill in Kindergarten. Applying quantitative paradigm, this research used the 37 teachers of the Kindergartens in Simpang Tiga Subdistrict, Pekanbaru, as the subjects. The data were collected by distributing questionnairer. The results showed, t counted was higher than t table, so Ho was rejected meaning that there is a significant correlation between story telling training with the teacherâ€™s story telling skill in Kindergartens in Simpang Tiga Sub-district, Pekanbaru. Then the result of reliability test of each variable showed variable X (story telling training) is higher indicating all data analyzed with Alpha method was reliable. The result for variable Y (teacherâ€™s story telling skill) was higher indicating all data analyzed with Alpha method was reliable.

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48

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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49

Shapley, Marian, and Livia Polanyi. "Telling the American Story: A Structural and Cultural Analysis of Conversational Story Telling." Language 62, no. 3 (September 1986): 734. http://dx.doi.org/10.2307/415533.

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50

Dibia, I. Ketut, I. Putu Mas Dewantara, and I. Wayan Widiana. "Pemberdayaan Teknik Bercerita Berbasis Budaya Bali Dalam Pembelajaran Keterampilan Menulis Karangan Pribadi Siswa Kelas V SD Mutiara Singaraja." Journal of Education Research and Evaluation 1, no. 2 (May 2, 2017): 113. http://dx.doi.org/10.23887/jere.v1i2.10075.

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The aim of this research were to find out (1) the steps of story telling technique based Balinese culture in teaching writing pesonal story skill of fifth-grade students in SD Mutiara Singaraja, (2) students’ learning outcome of fifth-grade students in SD Mutiara Singaraja by empowering of story telling technique based Balinese culture in teaching writing pesonal story skill. This research was descriptive qualitative. The subject of this research were teacher and fifth-grade students’ of SD Mutiara Singaraja. The object of this study were the steps of story telling technique based Balinese culture in teaching writing pesonal story skill of fifth-grade students in SD Mutiara Singaraja, students’ learning outcome of five-grade students in SD Mutiara Singaraja by empowering of story telling technique based Balinese culture in teaching writing pesonal story skill. The data were collected by observing and testing. The result of the analysis showed that (1) the teacher did the learning activity effectively by story telling technique based Balinese culture, in preliminary, main activity , and closure, those the learning objectives could be achieved. (2) The students’ learning outcome of five-grade students in SD Mutiara Singaraja by empowering of story telling technique based Balinese culture in teaching writing pesonal story skill were in spendid category, that was about 93.7. Therefore, it could be concluded that the story telling technique based Balinese culture was effective to be applaid in teaching writing pesonal story skill, those the students could show the optimal learning out come.

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Journal articles on the topic 'Story telling'

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