Journal articles on the topic 'Storytelling ability in children – Nigeria'
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1
Gavristova, Tatiana M. "Nigeria as a country of stories." Vestnik Yaroslavskogo gosudarstvennogo universiteta im. P. G. Demidova. Seriya gumanitarnye nauki 15, no. 2 (June 11, 2021): 152. http://dx.doi.org/10.18255/1996-5648-2021-2-152-163.
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The article is dedicated to the phenomenon of storytelling and its evolution in the context of globalization and digitalization. The choice of Nigeria as an object of study is not accidental. The oral tradition in Nigeria has developed dynamically over the centuries. Nigerian literature is considered to be a successor of the traditions of world classics. It was the writers - the «children of Herodotus» - who assumed the function of recording and relaying stories that, being biased, led to the destruction of a number of stereotypes regarding Africa and Africans. The traditions of storytelling appeared in literature and journalism, in television and radio broadcasting, across In-ternet. Nigerians have become active participants in TED conferences. Storytelling in Nigeria has become a profession. Within its framework, famous writers, including women, found application, overthrowing gender inequality.
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Watiningsih, Supatmi Hendra. "UTILIZATION OF ENVIRONMENTAL MEDIA TO IMPROVE CHILDREN'S STORYLING ABILITY IN STUDENTS GROUP A AL FURQON MAESAN BONDOWOSO." Journal of Education Technology and Inovation 5, no. 1 (June 28, 2022): 14–20. http://dx.doi.org/10.31537/jeti.v5i1.691.
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This study aims to improve the storytelling ability of children in group A of Al Furqon Maesan Bondowoso Kindergarten students in the odd semester of the 2020/2021 academic year. Before the action was given, the children's storytelling ability in group A and the teacher had sought alternative solutions by using several methods and media in learning. The application of the media has not been able to improve the storytelling ability of children in group A. The solution offered in this study is to use environmental media in storytelling learning. The research subjects included all 33 students in group A, and teachers in group A. Data collection techniques used observation and interview methods. Interview sheets and observation sheets aim to find out how teachers use environmental media to improve children's storytelling skills in Al Furqon Maesan Bondowoso Kindergarten students, and are expected to be used as guidelines or provisions for me as a teacher in the teaching and learning process, as well as improve and direct students to always speak fluently. The procedure in this study has four stages, namely planning, implementation, observation and reflection. The performance indicators in this classroom action research are, it is hoped that using environmental media to improve children's storytelling skills in group A of AL Furqon Maesan Bondowoso Kindergarten students in the odd semester of the 2020/2021 academic year can improve children's storytelling skills which are shown to increase children's storytelling abilities above the Minimum Mastery Criteria (KKM), minimum 80% of 33 students.
The results of this study indicate that before the action using environmental media in storytelling learning as many as 8 children (36.4%). After the agreed action was taken, namely by using environmental media in the first cycle, the children's storytelling ability increased to 18 children (54.5%) and in the second cycle increased to 29 children (87%). Based on the results of data analysis in this action research, the hypothesis which states It is suspected that using environmental media can improve the storytelling ability of children in group A of Al Furqon Maesan Bondowoso Kindergarten students in the odd semester of the 2020/2021 academic year, which is proven and acceptable
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Skharninda, Rana, and Wahyu Endang Setyowati. "The Effect of Storytelling on Ability to Control Violence Behavior in Early Childhood." Jurnal Ners 15, no. 1Sp (April 1, 2020): 574–77. http://dx.doi.org/10.20473/jn.v15i1sp.22128.
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Introduction:Storytelling is a narrative activity that is close to children. This activity can convey the contents of stories, feelings or ideas without making the children feel like being patronized. Narrators can also convey or teach about the behavior that children should do. Early children often do aggressive or violent actions. Based on the condition, storytelling becomes a way to teach children about good behavior. The purpose of the study was to determine the effect of storytelling on the ability to control violent behavior in early childhood at one of Kindergarten in Semarang.Methods: This research is a quantitative research. Sampling technique used total sampling with 24 students as respondents. The data obtained were processed statistically using the marginal homogeneity test. Using marginal homogeneity test, it was obtained p value of 0,000 (<0.05).Results: It can be concluded that there is a storytelling effect on the ability to control violent behavior in early childhood.Conclusion: There is an effect of storytelling on the ability to control violent behavior in early childhood among students of one of Islamic kindergarten in Semarang. For institutions, the storytelling method can be used as daily learning because learning is not only about academics but also attitudes.
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Darmawan, I. Putu Ayub, and Kiki Priskila. "Penerapan Storytelling Dalam Menceritakan Kisah Alkitab Pada Anak Sekolah Minggu." Kurios 6, no. 1 (April 29, 2020): 35. http://dx.doi.org/10.30995/kur.v6i1.129.
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Learning in Sunday schools requires good innovation in order to produce quality learning. In this study, the authors examined the application of storytelling in telling Bible stories to Sunday school children. Therefore, the authors use a qualitative approach by conducting observations and directed discussions on participants so that data obtained about the application of storytelling methods. The results showed that the application of storytelling-assisted lecture methods was carried out in accordance with the steps. The application of storytelling also provides benefits in the form of Increased ability to understand children, as evidenced by the success of retelling stories, specifically Bible stories; increased listening ability in children; increased ability to remember, so that you can retell; increased listening ability in children. Children can concentrate on listening to the teacher's story. These results can be achieved because of an increase in listening, listening, remem-bering, and understanding so that the memorization process occurs which ultimately helps children retell stories that have been heard.
Abstrak
Pembelajaran pada Sekolah Minggu memerlukan inovasi yang baik agar meng-hasilkan kualitas belajar. Dalam penelitian ini penulis meneliti tentang penerapan storytelling dalam menceritakan kisah Alkitab pada anak Sekolah Minggu. Oleh karena itu, penulis menggunakan pendekatan kualitatif dengan melakukan observasi dan diskusi terarah pada partisipan sehingga diper-oleh data tentang penerapan metode storytelling. Hasil penelitian menunjukkan bahwa penerapan metode ceramah berbantuan storytelling dilakukan sesuai dengan langkah-langkahnya. Penerapan storytelling juga memberikan manfaat berupa: meningkatnya kemampuan memahami pada anak, terbukti dari keber-hasilan menceritakan kembali cerita, secara khusus cerita Alkitab; mening-katnya kemampuan mendengar pada anak; meningkatnya kemampuan meng-ingat, sehingga dapat menceritakan kembali; meningkatnya kemampuan menyi-mak pada anak. Anak dapat berkonsentrasi untuk menyimak cerita guru. Hasil tersebut dapat tercapai karena terjadi peningkatan menyimak, mendengar, mengingat, dan memahami sehingga terjadi proses memorisasi yang akhirnya membantu anak-anak menceritakan kembali cerita yang telah didengar.
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Hariyani, Martika, Dewi Camelia, Yulina Fadilah, and Agustiarini Eka Dheasari. "Meningkatkan Kemampuan Bercerita Anak melalui Media Buku Cerita Gambar." AS-SABIQUN 4, no. 5 (November 1, 2022): 1345–61. http://dx.doi.org/10.36088/assabiqun.v4i5.2259.
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From the observations, it is known that the ability of the Qur'ani 'Aisyiyah 1 Play Group children in telling stories is still lacking, which causes them to be less active in the aspect of answering correctly when asked, and retelling what they have heard. There are several things that cause children to lack the ability to tell stories, one of which is less interesting media so that children feel bored. Therefore, a research was conducted by applying picture storybook media to improve the storytelling ability of group B children. The purpose of this study was to see the activities of teachers and children and increase children's storytelling abilities. in this study the researcher used the Classroom Action Research CAR research method. The subjects of this study were group B children in KB Qur'ani 'Aisyiyah 1 Probolinggo city, totaling 7 children with 5 girls and 2 boys with the object of research being the application of picture storybook media in improving children's storytelling skills. The results of the study indicate that picture storybook media can increase teacher activities, children's activities, and improve children's storytelling abilities. Based on the results of the study, it can be concluded that picture storybook media can improve children's storytelling abilities.
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Azminah, Suhartini Nurul. "Meningkatkan Kemampuan Menyimak Melalui Metode Bercerita pada Anak Kelompok A di TK Siti Khodijah Pucuk Lamongan." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 5, no. 1 (May 17, 2018): 1–9. http://dx.doi.org/10.21107/pgpaudtrunojoyo.v5i1.3686.
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Listening has a fundamental function of life including the preschoolers. Human use more time of listening activities for about 50%, while the rest 50% are used for speaking, reading, and writing. Listening activities should begin early for children in all situations. But,it is not in line with the listening ability of group A children in Kindergarten SitiKhodijahPucukLamongan. They have some difficulties when being asked by the teacher to listen to information given. Listening is a tedious activity for children, especially preschoolers. It is necessary to have similar material and interesting way to practice listening skills in preschoolers.According to the problem, the research questions are formulated as follows (1) How the application of storytelling method to improve the listening ability of children group A in Kindergarten SitiKhodijahPucukLamongan?, (2) How to improve the listening ability through the storytelling method of group Achildren in Kindergarten SitiKhodijahPucukLamongan? The purpose of this study are (1) To find out how the application of storytelling method to improve the listening ability in children group A in Kindergarten SitiKhodijahPucukLamongan, (2) To know the improvement of listening ability through storytelling method of group A in Kindergarten SitiKhodijahPucukLamongan.This study uses a Classroom Action Research in which there are actions of teachers in two cycles. On the first cyclethe percentage of children who are able based on criteria of Exponential Developing Criteria (BSH) reaches 33.33% while in the second cyclethe percentage of children who are able increases to 83.33%. Based on the result of this study, it can be concluded that the method of storytelling can improve the listening ability of children group A in Kindergarten SitiKhodijahPucukLamongan.
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Fauziah, Anisa'ul. "PENGARUH MEDIA BONEKA WAYANG KARDUS TERHADAP KEMAMPUAN BERCERITA ANAK." Incrementapedia: Jurnal Pendidikan Anak Usia Dini 1, no. 02 (January 1, 2020): 1–5. http://dx.doi.org/10.36456/incrementapedia.vol1.no02.a2086.
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This research is motivated by the story-telling ability for language development are designed to develop the potential of communication and vocabulary expansion. Through stories, children receive proper example of how to speak, asked for help, thank you, and defend themselves. Based on this, the media “Wayang Kardus” used as an alternative in learning. This study aims to determine the effect of the Media Wayang Kardus on Storytelling Ability of Student’s Group B TK Sartiasari Wonorejo Surabaya. Indirectly storytelling can improve their language skills. This study is a One-Group Pretest-posttes Design. Results showed before and after exercise there is increased development of language skills of children in group B TK Sartiasari Surabaya. The results show the data t = (23.117) is greater than t table = (2.042) with a significance level of 5%. which means there is significant influence between Media Wayang Kardus on Storytelling Ability of children Group B TK Sartiasari Wonorejo Surabaya. Media Wayang Kardus Influential on Storytelling Ability of Children Group B TK Sartiasari Wonorejo Surabaya.
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Karlina, Dwi Nami. "MENINGKATKAN KEMAMPUAN BERBICARA ANAK TK B USIA 5-6 TAHUN MELALUI DIGITAL STORYTELLING DI TK APPLE KIDS SALATIGA SEMESTER I TAHUN AJARAN 2017/ 2018." JPUD - Jurnal Pendidikan Usia Dini 12, no. 1 (April 30, 2018): 1–11. http://dx.doi.org/10.21009//jpud.121.01.
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This study aims to improve the ability of kindergarten speakers B age 5-6 years through digital storytelling in Kindergarten Apple Kids Salatiga. The type of this research is Classroom Action Research (PTK) which is carried out in two cycles with three meetings in each cycle. The subjects of this study were 10 children in group C TK B Apple Kids Salatiga. The object of research is the ability to speak through digital storytelling. Techniques of collecting data using interviews, observation, and documentation. Data analysis technique used is descriptive quantitative and qualitative descriptive. The indicator of success in this study is that the average speaking ability of children through digital storytelling has achieved a very good developed criterion (BSB) of 80%. The results of this study indicate an increase in the ability to speak children through digital storytelling in TK B Apple Kids Salatiga. This is evidenced by the average increase in the ability of children to speak on a pre-cycle by 40%, increased to 56.33% in the action cycle I, and reached 81.33% in the action cycle II.
Keywords: Speech Capability of 5-6-year-olds, Digital Storytelling.
Penelitian ini bertujuan untuk meningkatkan kemampuan bicara anak TK B Apple Kids Salatiga usia 5-6 tahun melalui digital storytelling. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus dengan tiga kali pertemuan pada setiap siklus. Subyek penelitian ini adalah 10 anak di kelompok C TK B Apple Kids Salatiga. Objek penelitian adalah kemampuan berbicara melalui digital storytelling. Teknik pengumpulan data menggunakan wawancara, observasi, dan dokumentasi. Teknik analisis data yang digunakan adalah deskriptif kuantitatif dan deskriptif kualitatif. Indikator keberhasilan dalam penelitian ini adalah bila rata-rata kemampuan berbicara anak melalui digital storytelling telah mencapai kriteria berkembang sangat baik (BSB) yaitu 80%. Hasil penelitian ini menunjukkan adanya peningkatan kemampuan berbicara anak melalui digital storytelling di TK B Apple Kids Salatiga. Hal ini dibuktikan dengan peningkatan rata-rata kemampuan berbicara anak pada pratindakan sebesar 40%, meningkat menjadi 56,33% pada tindakan siklus I, dan mencapai 81,33% pada tindakan siklus II.
Kata Kunci : Kemampuan Berbicara anak usia 5-6 Tahun, Digital Storytelling.
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Sella Oktarina, Taty Fauzy, and Mardiana Sari. "The Effect of Mind Mapping Media on Group B Storytelling Ability in Ayu Palembang Kindergarten." Jurnal Ilmiah Pendidikan Holistik (JIPH) 1, no. 3 (December 27, 2022): 153–70. http://dx.doi.org/10.55927/jiph.v1i3.2092.
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The storytelling method is a fairly effective method given to the golden age of early childhood, as an effort to improve their cognitive, affective and psychomotor functions. The observation results showed that the storytelling ability of Group B children at Ayu Palembang Kindergarten was still low. This study aims to influence the influence of mind mapping media on storytelling skills and at the same time to find out what factors are the causes of low children's storytelling abilities in the learning process at Ayu Palembang Kindergarten. The research approach uses a quantitative pre-experimental method with a one group pre-test post-test design. Sample 14 people. Data collection is done through observation, observation and documentation. Data analysis techniques through normality and homogeneity tests. To see the effect of each variable and answer the research hypothesis, a t test was carried out with a significant (α) 0.05). The findings prove that tcount = 171.92 > ttable = 1,771. The findings answer the hypothesis that mind mapping media has an effect on the storytelling ability of group B children at Kindergarten Ayu Palembang.
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Phillips, Louise. "Storytelling: The Seeds of Children's Creativity." Australasian Journal of Early Childhood 25, no. 3 (September 2000): 1–5. http://dx.doi.org/10.1177/183693910002500302.
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Storytelling is an effective educational tool that features strongly across all cultures since human language evolved. Today, it is rarely heard in conventional learning environments. This paper describes an educational program based on storytelling. Research shows that storytelling has the ability to build a greater sense of community, enhance knowledge and memory recall, support early literacy development, and expand creative potential in young children. This program explores storytelling's potential for this through a broad range of extension activities. Conclusively, it is argued that storytelling has a highly effective role to play in the education of young children.
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Prasiwi, Agni Ayu. "Meningkatkan Kemampuan Menyimak melalui Metode Bercerita pada Anak Usia Dini." Paedagogie 13, no. 2 (November 30, 2018): 43–50. http://dx.doi.org/10.31603/paedagogie.v13i2.2363.
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The study aims to improve the listening ability through the method of telling the story of the children of group A TK Pertiwi Rejowinangun Selatan Magelang City. Research is a classroom action research consisting of four stages: planning, implementation, observation and reflection. The research was conducted in TK Pertiwi Rejowinangun Selatan Kota Magelang. The subjects of this study are students of Group A of TK Pertiwi Rejowinangun Selatan Kota Magelang, amounting to 12 children. Variables used in the study include input variables (listening ability before action), process variables (storytelling method) and output variables (listening ability after action). Methods of data collection using observation method. Methods of data analysis using descriptive statistical analysis percentage, with success indicator> 75%. The conclusion of the research result proves that storytelling is effective to improve the listening ability in group A TK Pertiwi Rejowinangun Selatan Magelang City. The result of preliminary observation is known that average listening ability only reach 60,9%. After the learning activities using the storytelling method, the average achievement of listening ability of subjects increased to 86.1%, has exceeded the target set that is> 75%.
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Brockington, Guilherme, Ana Paula Gomes Moreira, Maria Stephani Buso, Sérgio Gomes da Silva, Edgar Altszyler, Ronald Fischer, and Jorge Moll. "Storytelling increases oxytocin and positive emotions and decreases cortisol and pain in hospitalized children." Proceedings of the National Academy of Sciences 118, no. 22 (May 24, 2021): e2018409118. http://dx.doi.org/10.1073/pnas.2018409118.
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Storytelling is a distinctive human characteristic that may have played a fundamental role in humans’ ability to bond and navigate challenging social settings throughout our evolution. However, the potential impact of storytelling on regulating physiological and psychological functions has received little attention. We investigated whether listening to narratives from a storyteller can provide beneficial effects for children admitted to intensive care units. Biomarkers (oxytocin and cortisol), pain scores, and psycholinguistic associations were collected immediately before and after storytelling and an active control intervention (solving riddles that also involved social interaction but lacked the immersive narrative aspect). Compared with the control group, children in the storytelling group showed a marked increase in oxytocin combined with a decrease in cortisol in saliva after the 30-min intervention. They also reported less pain and used more positive lexical markers when describing their time in hospital. Our findings provide a psychophysiological basis for the short-term benefits of storytelling and suggest that a simple and inexpensive intervention may help alleviate the physical and psychological pain of hospitalized children on the day of the intervention.
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Lestari, Mas Roro Diah Wahyu, Grandi Dwi Setiowati, and Nurlaili Hikmah. "Pengaruh Mendongeng Di Rumah Pada Kemampuan Anak Membaca Nyaring Di Depok." JIKAP PGSD: Jurnal Ilmiah Ilmu Kependidikan 5, no. 1 (January 15, 2021): 31. http://dx.doi.org/10.26858/jkp.v5i1.18009.
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The purpose of this study was carried out to find out the achievements of 12 students in reading aloud before and after the experiment of fairytale method assistance conducted by parents at home and to know how much influence parent storytelling assistance has on the achievements of 12 students who experienced delays in reading aloud. Researchers used quasi-experimental one group pretest n posttes. Data collection using tests that are then processed using the statistic t-test. This research activity collaborates with their parents to be willing to do storytelling assistance activities for their children for 2 weeks. The results of data processing found a difference in the average reading ability of pre-test and post-tests in 12 children who experienced a delay in reading aloud by 5.4. T-test results obtained a significance value of 0.00 less than 0.05 then the test results were received. This research has proven the influence of storytelling treatment on the increasing ability to read aloud children, especially in children who experience delays in reading.
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Rizqiyani, Revina, and Nur Azizah. "Kemampuan Bercerita Anak Prasekolah (5-6 tahun)." PEMBELAJAR: Jurnal Ilmu Pendidikan, Keguruan, dan Pembelajaran 2, no. 2 (October 31, 2018): 116. http://dx.doi.org/10.26858/pembelajar.v2i2.6362.
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Abstract: The purpose of this study is to know the knowledge about the language development of preschoolers, especially in the ability to storytelling. The study involved 60 children consisting of 32 boys and 28 girls ranging in age from 5-6 years and there were 4 teachers. The method used is experiment with pretest-postest control group design. Qualitative descriptive data were obtained from teacher interviews. Quantitative data obtained from the observation sheet of storytelling ability. Children do story-telling activities using a wordless picture book for the experimental group and a picture book with text for the control group. This research reveals that with a wordless picture book is more effective to improve the ability to tell the story of preschoolers than the story books in general. Children are more adept at choice of words and gestures through the images they see.
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Retnowati, Dwi. "IMPLEMENTASI STORYTELLING PADA ANAK UMUR 3-5 TAHUN SEBAGAI UPAYA STIMULASI PERKEMBANGAN." Jurnal Keperawatan Jiwa 7, no. 1 (May 27, 2019): 7. http://dx.doi.org/10.26714/jkj.7.1.2019.7-12.
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Storytelling merupakan suatu proses kreatif anak-anak yang dalam perkembangannya senantiasa mengaktifkan bukan hanya aspek intelektual saja tetapi juga aspek kepekaan, kehalusan budi, emosi, seni, daya berfantasi, dan imajinasi anak yang tidak hanya mengutamakan kemampuan otak kiri tetapi juga kemampuan otak kanan. Berbicara mengenai storytelling, secara umum semua anak-anak senang mendengarkan storytelling, baik anak balita, usia sekolah dasar, maupun yang telah beranjak remaja bahkan orang dewasa. Tujuan penelitian untuk mengetahui pengaruh kegiatan storytelling terhadap tumbuh kembang anak usia 3-5 tahun di TK/KB Petra Kediri. Desain penelitian menggunakan pre eksperimental. Tehnik pengambilan sampel total sampling dengan jumlah sampel 30 responden. Uji Statistik menggunakan wilcoxon sign rank test dengan α = 0,05.Penelitian ini diketahui bahwa dari 30 responden sebelum diberikan storytelling mengalami tumbuh kembang meragukan sebanyak 27 anak (90%) dan 3anak (10%) mengalami tumbuh kembang menyimpang, sedangkan sesudah diberikan storytelling mengalami tumbuh kembang sesuai sebanyak 20 anak (66,7%) dan sebesar 10 anak (33,3%) mengalami tumbuh kembang meragukan. Kesimpulan diperoleh nilai p = 0,000 dengan α =0,05 dimana p<α sehingga Ho ditolak yang artinya ada pengaruh kegiatan storytelling terhadap tumbuh kembang anak.Hasil penelitian setelah dilakukan kegiatan storytelling di dapatkan bahwa ada pengaruh terhadap tumbuh kembang anak. Di harapkan guru di KB-TK Petra kediri untuk meningkatkan kegiatan storytelling. Kata Kunci : Storytelling, Tumbuh kembang, Anak Usia 3-5 Tahun. STORYTELLING IMPLEMENTATION IN AGE CHILDREN 3-5 YEARS AS A DEVELOPMENT STIMULATION EFFORTS ABSTRACTStorytelling is a creative process of children who in its development always activates not only intellectual aspects but also aspects of sensitivity, refinement, emotion, art, fantasy power, andimagination of children who not only prioritize left brain abilities but also the ability of the right brain. Speaking of storytelling, in general all children love to listen to storytelling, both toddlers,elementary school age, and those who have grown up even adults. The purpose of the study was to determine the effect of storytelling activities on the growth of children aged 3-5 years in Petra Kediri Kindergarten / KB. The research design uses pre experimental. Total sampling technique with asample of 30 respondents. The Statistical Test used the Wilcoxon sign rank test with α = 0.05. Thisstudy found that of the 30 respondents before being given storytelling, there were 27 children (90%)and 3 children (10%) experiencing deviant growth and development, while after being given storytelling. experienced growth and development according to as many as 20 children (66.7%) and as many as 10 children (33.3%) experienced dubious growth growth. Conclusions obtained p value =0,000 with α = 0.05 where p <α so that Ho is rejected, which means there is the influence of storytelling activities on child growth and development. The results of the research after storytelling activities are found that there is an influence on child development. It is expected that caregivers at Petra Kediri Kindergarten will improve storytelling activities. Keywords: Storytelling, Growing, Children 3-5 years old
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Sakamat, Norzehan, Siti Nabilah Sabri, and Norizan Mat Diah. "Multimedia Elements of Digital Storytelling for Dyslexic Children." Scientific Research Journal 14, no. 2 (December 31, 2017): 35. http://dx.doi.org/10.24191/srj.v14i2.4904.
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Storytelling is considered as an interactive social arts that uses word and gestures to reveal the elements and images of a story while engaging the listener's imagination. Multimedia based digital storytelling learning approach provides interesting, interactive, engaging and multisensory learning experience to children. Children explore new experience and scenarios as new stories are being told. This study concentrates on determining the best combination of elements for designing effective digital storytelling applications specifically for the usage of dyslexic children. Dyslexic children are known to have a common learning difficulty that can cause problems with reading, writing, spelling and comprehension. These applications are design with the objective to help in improving dyslexic children ability in readings and comprehensions. Four elements were derived from extensive literature studies. The elements are multimedia components, multi-sensory instructional approach, emotional design and games design. The relationship among all the elements were determine and described in details as it will be used to contribute to the design and development of the application in further works. The strength of this study is it models the combinations of technology, psychology and instructional approach as a support components for developing an effective digital story telling learning application for dyslexic children.
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Sakamat, Norzehan, Siti Nabilah Sabri, and Norizan Mat Diah. "Multimedia Elements of Digital Storytelling for Dyslexic Children." Scientific Research Journal 14, no. 2 (December 31, 2017): 35. http://dx.doi.org/10.24191/srj.v14i2.9360.
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Storytelling is considered as an interactive social arts that uses word and gestures to reveal the elements and images of a story while engaging the listener's imagination. Multimedia based digital storytelling learning approach provides interesting, interactive, engaging and multisensory learning experience to children. Children explore new experience and scenarios as new stories are being told. This study concentrates on determining the best combination of elements for designing effective digital storytelling applications specifically for the usage of dyslexic children. Dyslexic children are known to have a common learning difficulty that can cause problems with reading, writing, spelling and comprehension. These applications are design with the objective to help in improving dyslexic children ability in readings and comprehensions. Four elements were derived from extensive literature studies. The elements are multimedia components, multi-sensory instructional approach, emotional design and games design. The relationship among all the elements were determine and described in details as it will be used to contribute to the design and development of the application in further works. The strength of this study is it models the combinations of technology, psychology and instructional approach as a support components for developing an effective digital story telling learning application for dyslexic children.
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Wildawati, Wildawati, Syamsuardi Saodi, and Rusmayadi Rusmayadi. "Pengaruh Metode Bercerita Menggunakan Media Animasi Dalam Meningkatkan Kemampuan Menyimak Anak." WISDOM: Jurnal Pendidikan Anak Usia Dini 3, no. 1 (June 30, 2022): 43–60. http://dx.doi.org/10.21154/wisdom.v3i1.3374.
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Abstract: The problem in this research is the low listening ability of children. The question is whether there is an effect of storytelling activities using animated media on children's listening skills. This study aims to determine the effect of storytelling using animation media on children's listening skills. The hypothesis in this study is that children's listening skills can develop if the storytelling method with animated media based on idol characters is applied in learning. This research approach is quantitative where the type of research is a quasi-experimental design consisting of two groups, namely the experimental group and the control group, with a non-equivalent control group design research design. The research variables were storytelling method using animation media (independent variable) and children's listening skills (dependent variable). This study took place at Al-afiah Islamic Kindergarten in Makassar, with research subjects consisting of 10 children, namely 5 children (control group) and 5 children (experimental group). Test data collection techniques, observation and documentation, with quantitative analysis. The conclusion of this study is that children's listening skills are developing
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Karnemi, Dedeh, Debibik Nabilatul Fauziah, and Rina Syafrida. "IMPLEMENTASI METODE BERCERITA TERHADAP KEMAMPUAN BAHASA ANAK USIA 4-5 TAHUN DI PAUD SAHABAT KECAMATAN RAWAMERTA." PRATAMA WIDYA : JURNAL PENDIDIKAN ANAK USIA DINI 6, no. 2 (October 11, 2021): 152. http://dx.doi.org/10.25078/pw.v6i2.2803.
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<p><em>Learning activities with the stortelling methood is a learning process that teachers try to develop children’s language skills. Storytelling can foste courage in children by continuing to provide stimulation from direct experience that involves children in learning activities, so it is necessary to prepare storytelling themes so that learning is more creative. The benefits of storytelling are that it helps children’s ability tio listen, children’s imagination power is trained, adds a sense of joy, children will be active and dare to appear in learning. Storytelling is one of the ways children communicate with their peers. The problem in this study is that the child has not paid attention to the words of others, has not been able to understand the contents of the reading that is told, the child has not retold the story that has been heard. This study aims to describe the implementation of language skills through the storytelling method for early childhood friends. Qualitative descriptive is the method used in this research. Data collection techniques using observations, interviews, documentation. The results of data analysis show the implemetation. The results of data analysis show the implementations of the storytelling method in improving children’s language, namely by making lesson plans that can make teaching, directing and educating and stimulating, motivating, by setting a good example to children so that they have languange skill and can increase children’s self-confidence</em></p>
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Rafiola, Ryan Hidayat, Dian Anggraini, and Vivi Nila Sari. "The Effectiveness of Storytelling Method To Increase Language Development In Early Childhood." JED (Jurnal Etika Demokrasi) 7, no. 3 (July 31, 2022): 461–71. http://dx.doi.org/10.26618/jed.v7i3.8140.
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Language is an effective medium for children in establishing social communication. Children's language development is a combination of social interaction, emotional development, intellectual ability, as well as physical and motor development. Early education has an important role in developing children's potential. Teachers must be able to choose what methods are effective for developing language in children. This study aims to determine the effect of using the storytelling method on the development of language and language skills of early childhood. The research method used is an associative research type. Respondents in this study amounted to 30 children. Data collection techniques used by observation techniques, the research instrument used was an observation sheet in the form of an assessment rubric. The data analysis technique used a simple linear regression test. The results of the simple linear regression test showed that there was an effect of using the storytelling method on the development and language skills of early childhood. Children are able to speak fluently, word choice and sentence structure are also very good. The storytelling method can improve language development and skills in early childhood. Using the storytelling method can help improve language development and skills in early childhood.
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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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Eden, Sigal. "Virtual intervention to improve storytelling ability among deaf and hard-of-hearing children." European Journal of Special Needs Education 29, no. 3 (April 25, 2014): 370–86. http://dx.doi.org/10.1080/08856257.2014.909177.
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Lestari, Ika. "ANALISIS AWAL KEMAMPUAN BERCERITA PADA ANAK USIA 5 - 6 TAHUN." JIV-Jurnal Ilmiah Visi 13, no. 2 (December 4, 2018): 165–77. http://dx.doi.org/10.21009/jiv.1302.10.
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The ability to tell stories needs to be trained in early childhood to learn to express their thoughts, needs, and emotions. The purpose of the study was to analyze the initial ability of storytelling that is owned by children aged 5-6 years so that it can be taken into consideration in determining the learning media to be made. The place of the study was conducted at Al Iman Kindergarten in East Jakarta from January - December 2016. The research method used was quantitative by using a storytelling ability test that was distinguished by language and non-language aspects. Data analysis techniques are carried out using descriptive statistics. The results of the research are indicators of storytelling abilities derived from language and non-language aspects. Based on the results of the storytelling ability test obtained if most children are still not good in the language and non-language aspects. Recommendations for further research are expected to develop learning media that train children’s storytelling skills for the better.
References:
Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem-solving. YC Young Children, 66(2), 36-41. https://eric.ed.gov/?id=EJ930387
Djaali & Muljono, (2008). Pengukuran dalam bidang pendidikan. Jakarta: Grasindo.
Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.doi:10.1080/13502930903520058
Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), http://www.iier.org.au/iier26/kervin.pdf
Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97–103. doi:10.1023/a:1009599320835
Maidar G. A. & Mukti U.S. (1988). Pembinaan kemampuan berbicara. Jakarta: Erlangga.
Miller, S. & Pennycuff. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36 – 43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling
Nurgiyantoro, B. (2010). Penilaian pembelajaran bahasa berbasis kompetensi. Yogyakarta: BPFE.
Pekdoğan, S. (2016). Investigation of the effects of story-based social skills training program on the social skill development of 5-6-year-old children. Education and Science, 41, 183, 305-318. https://eric.ed.gov/?id=ED573653
Schneider, P., Rivard, R., & Debrueil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures?. Child Language Teaching and Therapy, 27, 2-3. https://rehabilitation.ualberta.ca//media/rehabili-tation/faculty-site/departments/csd/documents/enni/bw-colour-final-version.pdf
Setiati, L., Sunarto, P. & Setiawan, P. (2011). Komunikasi gambar bercerita pada buku belajar baca anak taman kanak-kanak. ITB J. Vis. Art & Des, 5(1), http://download.portalgaruda.org/article.php?article=312143&val=7392&title=Komunikasi%20Gambar%20Bercerita%20 pada%20Buku%20Belajar%20Baca%20Anak%20Taman%20Kanak-Kanak
Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives. Early Childhood Research Quarterly, 29, 205–213 http://repositorio.uchile.cl/bitstream/han-dle/2250/124436/Early-narrative-skillsin-Chilean-preschool-Questions-scaffoldthe-production-of-coherent-narratives.pdf?sequence=1
Stadler, M. A., & Ward, G. C. (2006). Supporting the Narrative Development of Young Children. Early Childhood Education Journal, 33(2), 73–80. doi:10.1007/s10643-005-0024-4
Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘learning to be.’ European Journal of Education. 50(2). http://onlinelibrary.wiley.com/doi/10.1111/ejed.12117/full
Whorrall, J., & Cabell, S. Q. (2015). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0
Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC young children, 66(1), 42-49. CCCNS NoG-090-Wil/YC.
Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41, 197–210. doi: http://dx.doi.org/10.4135/9781483340333.n391
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Dheasari, Agustiarini Eka. "Pengembangan Media Bigbook Cerita Rakyat untuk Meningkatkan Empati dan Kemampuan Bercerita Anak Usia Dini." Edukasi: Jurnal Penelitian dan Artikel Pendidikan 12, no. 1 (June 30, 2020): 41–54. http://dx.doi.org/10.31603/edukasi.v12i1.3705.
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The purpose of this research is to develop bigbook folklore media to improve the empathy and storytelling ability of early childhood, especially age 5-6 years. This research is research and development (R&D) using ADDIE development model (Analyze, Design, Develop, Implementation, and Evaluate). Collecting data used interview guides, validation, observation sheets and teacher questionnaires. Data analysis techniques in this study used Independent t-test with a significance level of 0.05. Based on the results of the assessment experts showed that the product developed "very good". This shows that the bigbook media is appropriate to be used to increase empathy and storytelling skills of children aged 5-6 years. Based on the results of the study, there was a difference improvement of storytelling and empathy skills in the final outcomes between post treatment of the control group without bigbook media and post treatment of experimental group using bigbook media. The sig (2-tailed) value of the storytelling is 0,000 (very good) and empathy children received a sig (2-tailed) value of 0,000 (very good). The result of this study that the bigbook media based on folklore is effectively used to increase empathy and storytelling skills of children aged 5-6 years.
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Hu, Ran, Xiaoming Liu, and Xun Zheng. "Examining meaning making from reading wordless picture books in Chinese and English by three bilingual children." Journal of Early Childhood Literacy 18, no. 2 (April 25, 2016): 214–38. http://dx.doi.org/10.1177/1468798416643357.
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This qualitative study examined three bilingual children’s (aged 2, 3 and 4) meaning making and storytelling in relation to five wordless picture books over a period of 10 weeks. Guided by the Gradual Release of Responsibility Model the children were asked to read each book through four stages in both English and Chinese: I Read You Listen, I Read You help, You Read I help and You Read I Listen. The results suggested that the children applied a variety of techniques in their meaning-making process and that there were commonalities among the strategies they used as well as differences due to age, personal experiences and language ability. The children interacted with these books by making different connections and prompts from adults were also useful in facilitating their storytelling. Finally, the children’s preferences for language use and their unique characteristics in storytelling were also discussed.
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de Lima, Cristiana Normalita, Nurlayli Hasanah, Margaretha F. Narahawarin, and Hariani Fitrianti. "The Series Pictures as Media Story to Developing Language Children Ability Group a Kindergarten in Merauke." SHS Web of Conferences 149 (2022): 01045. http://dx.doi.org/10.1051/shsconf/202214901045.
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This research was conducted on 7 Kindergartens in Merauke District, with a total of 200 children as research subjects. A small-scale trial was conducted on 50 children from 2 kindergartens in Merauke, namely Gotong Royong Kindergarten and Tunas Melati Kindergarten. The research method used in this study is research and development, which is a research method to develop or produce a learning product with the following steps: (1) determining potential and problems, (2) gathering information, (3) designing products, (4) design validation, (5) design improvement, (6) small-scale product trials, (7) product revisions, (8) large-scale product trials, (9) product revisions, (10) mass production. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke. Maria Goreti Kindergarten, Motherland XI Kindergarten, Pembina State Kindergarten and Kartika VI9 Kindergarten. The researcher found that the implementation of the serial picture media as a storytelling medium could develop the language skills of the children of group A Kindergarten in Merauke.
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Zahro, Indah Fajrotuz. "Meningkatkan Perilaku Prososial Anak Dengan Teknik Islamic Storytelling Finger Doll." Nazhruna: Jurnal Pendidikan Islam 1, no. 1 (April 25, 2018): 60–79. http://dx.doi.org/10.31538/nazhruna.v1i1.112.
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Development of technology era replaces existence human orientation. Children tend to be individualized and difficult to adapt theirself in their environment. Beside that, the condition of emotion are difficult to control. In this condition, the children tend not to be able to attention and consider to the obtaining norms. Some less behaviors adaptif often arise when the children are in negatif emotion, for instance aggressive. Emotion and social development are important aspects to be noticed in childhood. The ability of children to recognize theirself depend on theirs ability for adapting and engaging their social environment. The children with low social skills tend to have unsatisfactory relationships and receiving negative feedback from the social environment. One of the things that can be done to develop children's emotional social skills is to practice social behavior. This article aims to explain the relevance of islamic storytelling finger doll techniques to increase the children's prosocial behavior. The implementation stage of islamic story telling finger doll is to identify the characters, determine the setting of the story, interpret the story and the value contained, reflection and observation. Based on the Qur'an and hadith, human beings are perfected by sighting, hearing and heart to be grateful as human beings. The role of educators are to stimulate the mind and mentality of children to be able to know the feelings of self and others, so that it becomes an altruistic generation and make a good relationships with the others.
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Zahro, Indah Fajrotuz. "Meningkatkan Perilaku Prososial Anak Dengan Teknik Islamic Storytelling Finger Doll." Nazhruna: Jurnal Pendidikan Islam 1, no. 1 (August 16, 2018): 80–95. http://dx.doi.org/10.31538/nzh.v1i1.43.
Full textAbstract:
Development of technology era replaces existence human orientation. Children tend to be individualized and difficult to adapt theirself in their environment. Beside that, the condition of emotion are difficult to control. In this condition, the children tend not to be able to attention and consider to the obtaining norms. Some less behaviors adaptif often arise when the children are in negatif emotion, for instance aggressive. Emotion and social development are important aspects to be noticed in childhood. The ability of children to recognize theirself depend on theirs ability for adapting and engaging their social environment. The children with low social skills tend to have unsatisfactory relationships and receiving negative feedback from the social environment. One of the things that can be done to develop children's emotional social skills is to practice social behavior. This article aims to explain the relevance of islamic storytelling finger doll techniques to increase the children's prosocial behavior. The implementation stage of islamic story telling finger doll is to identify the characters, determine the setting of the story, interpret the story and the value contained, reflection and observation. Based on the Qur'an and hadith, human beings are perfected by sighting, hearing and heart to be grateful as human beings. The role of educators are to stimulate the mind and mentality of children to be able to know the feelings of self and others, so that it becomes an altruistic generation and make a good relationships with the others.
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Fransiska Jaiman Madu, Mariana Jediut, and Maria Rahayu Anwar. "MELESTARIKAN KEARIFAN LOKAL DAERAH MANGGARAI MELALUI KEGIATAN MENDONGENG PADA ANAK SEKAMI USIA SD DI PAROKI SANTU NIKOLAUS KELURAHAN GOLO DUKALMELESTARIKAN KEARIFAN LOKAL DAERAH MANGGARAI MELALUI KEGIATAN MENDONGENG PADA ANAK SEKAMI USIA SD DI PAROKI SA." JIPD (Jurnal Inovasi Pendidikan Dasar) 4, no. 1 (January 31, 2020): 62–70. http://dx.doi.org/10.36928/jipd.v4i1.360.
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MELESTARIKAN KEARIFAN LOKAL DAERAH MANGGARAI MELALUI KEGIATAN MENDONGENG PADA ANAK
SEKAMI USIA SD DI PAROKI SANTU NIKOLAUS
KELURAHAN GOLO DUKAL
Abstract: Storytelling is a form of oral tradition as a means of communication and recording the events of life or human civilization of the past. Fairy tales are one of the places to preserve local wisdom. As for the fairy tale here is the fairy tale of the Manggarai area. Manggarai fairy tales were chosen with the aim of introducing various local wisdoms contained in these tales. this activity aims to; 1) introducing various local wisdoms in the Manggarai area to children of primary school age; 2) growing love for various local wisdoms in the Manggarai area; 3) grow and develop children's mental and ability to speak in frontother friends.in its implementation, this activity goes through several stages namely; 1) preparation stage which includes coordination of the service team, contacting partners, determining the schedule of activities, and procuring Manggarai folklore books; 2) the stage of implementation of activities which includes mentoring and training fordevelop the ability of children SEKAMI in knowing tales and storytelling.this activity aims to improve the ability of children SEKAMI in knowing more stories and good ways of storytelling; 3) the final stage includes storytelling and evaluation activities related to the effectiveness of service activities. this activity went well and the objectives of the activity were achieved.
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Hardiningrum, Andini, and Jauharotur Rihlah. "KEMAMPUAN MENYIMAK ANAK USIA 3-4 TAHUN DALAM KEGIATAN BERCERITA DI PPT TANJUNG IX KENJERAN SURABAYA." MOTORIC 3, no. 2 (December 16, 2019): 78–82. http://dx.doi.org/10.31090/m.v3i2.942.
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Language skills affect each other. Before the child is able to speak, read, and write the child first listens. Listening is the earliest ability a child learns among the three other abilities. This is explained also by Tarigan (2008: 2) "in childhood we learn to listen to language then speak, after that we read and write". PPT activities that are able to develop the ability to listen to children through storytelling activities. By telling a child's hearing can be functioned well to help the ability to speak, by increasing vocabulary vocabulary, the ability to say words, train stringing sentences in accordance with the stage of development. The research design used is qualitative descriptive research. The subjects of this study were children aged 3-4 years in PPT Tanjung IX Kenjeran Surabaya. From the results of research the ability to listen is the ability that can be possessed by children through guidance, in group A PPT Tanjung IX Kenjeran Surabaya children the ability to listen to children based on research results is still in the developing stages. To reach the stage it has developed and is developing very well the teacher must guide and train the child. The data analysis technique of the Miles and Huberman model consists of 3 steps namely, data reduction, data display, and conclusion drawing / verification. The conclusion of this study is that the child is in the stage of developing according to the expected indicators. Situation factors are the factors that most influence the ability to listen to children in storytelling activities. The method used by teachers in PPT Tanjung IX Kenjeran Surabaya is the method of recounting, working on it, answering questions and paraphrase
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Morita, Emi. "Japanese two-year-olds’ spontaneous participation in storytelling activities as social interaction." Research on Children and Social Interaction 3, no. 1-2 (August 29, 2019): 65–91. http://dx.doi.org/10.1558/rcsi.37312.
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The present study observes the very early stages of children’s storytelling activities in order to investigate how children younger than 3 years old participate in this socially complex activity at a time when both their linguistic and their interactional repertoires are still less than fully developed. Child language acquisition research has reported that children become skilful with narratives around 4 or 5 years of age, and suggests that younger children’s ability to talk about past experience is relatively underdeveloped before that time, when they are still generally poor at providing orientating information about who, when and where. Drawing upon a corpus of naturally occurring interactions in Japanese, my analysis of children’s spontaneous storytelling reveals that despite their limited linguistic resources, 2-year-old children’s participation in storytelling activities are skilfully organized into particular participation frameworks by using the various resources that are presently available to them. This paper thus argues that children’s competence in supplying specific information in their storytelling is not just a function of their developmental trajectory, but is also heavily influenced by the interactional environment that they find themselves in and motivated by the knowledge statuses of themselves and others. It shows conclusively, too, that some 2-year-old children are already quite capable in initiating or in participating in storytelling activity without the adult provision of a scaffolding for content.
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Wahyuni, Sri, Suharni Suharni, and Retanida Retanida. "Storytelling method using big book to improve children's listening skill." Journal of Early Childhood Care and Education 3, no. 1 (June 5, 2020): 49. http://dx.doi.org/10.26555/jecce.v3i1.1692.
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The low of listen ability in children aged 5-6 years is the background of this action research, so this research aims to improve these abilities. One method that has proven to be effective solve that problem is the method of storytelling with a big book. Data on classroom action research was collected using observation techniques and analyzed in quantitative descriptive. This study involved ten students as participants. The result of the study showed that storytelling with a big book can improve the listening skill of 5-6 years old children in PAUD Bintang Mutiara, Pekanbaru. Before applying storytelling method with big book, the participants’ listening skill was categorized as ‘has not been developed”. After applying the storytelling method with big book, their listening skill was categorized as “Developed as expected” with a score of 71.67%. The improvement of participants’ listening skill from ‘pre-cycle’ to ‘cycle 1’ was 21%. From cycle I to cycle II, their listening skill was improved by 64%. From pre-cycle to cycle II, the improvement was 89%. Overall, the improvement of listening skills was 75.56%.
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Raodah, Raodah, Sri Milfayetty, and Aman Simare-mare. "THE EFFECT OF STORYTELLING AND SOCIAL SKILLS METHODS ON SPEAKING SKILLS AGE 5-6 YEARS AT PAUD RA AL-MAHIR PERCUT SEI TUAN." Sensei International Journal of Education and Linguistic 1, no. 2 (May 10, 2021): 321–37. http://dx.doi.org/10.53768/sijel.v1i2.25.
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Research it aims to: (1) MKnowing the difference in the speaking ability of children taught by the storytelling method compared to children taught using the conversation method; (2) Knowing the difference in speaking ability of children with high social skills and children with low social skills; and (3) Knowing the interaction of learning methods and social skills in influencing early childhood speech skills.The sample in this study is children in grades B1 and B2 as many as 32 students. Collecting data in this study used the observation guidelines for social skills and observation guidelines for early childhood speaking skills. Hypothesis testing is done by using the Two Way Anova test. The results showed that: (1)There is a significant difference between the children's speaking skills taught by the storytelling method compared to the conversational method (Fcount = 26.925 and sig. 0.000> 0.05); (2) The speaking skills of children who have high social skills are higher than those who have low social skills (Fcount = 11.867 and sig. 0.043> 0.02); and (3) There is an interaction between learning methods and social skills in influencing children's speaking skills (Fcount = 13.618 and sig. 0.001> 0.05)
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Azminah, Suhartini Nurul. "Meningkatkan Kemampuan Menyimak Melalui Metode Bercerita pada Anak Kelompok A di TK Siti Khodijah Pucuk Lamongan." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 5, no. 1 (May 17, 2018): 1. http://dx.doi.org/10.21107/jpgpaud.v5i1.3686.
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<p><em>Listening has a fundamental function of life including the preschoolers. Human use more time of listening activities for about 50%, while the rest 50% are used for speaking, reading, and writing. Listening activities should begin early for children in all situations. But,it is not in line with the </em><em>listening </em><em>ability of group A children in Kindergarten SitiKhodijahPucukLamongan. </em><em>They </em><em>have some difficulties when </em><em>being </em><em>asked by </em><em>the </em><em>teacher to listen to information given. Listening is a tedious activity for children, especially preschoolers. It is necessary to have similar material and interesting way to practice listening skills in preschoolers.</em></p><p><em>According</em><em> to the problem, </em><em>the research questions are formulated as follows</em><em> (1) How the application of storytelling method to improve the listening ability of children group A in Kindergarten SitiKhodijahPucukLamongan?, (2</em><em>)</em><em> How to improve the listening ability through the storytelling method of group </em><em>A</em><em>children in Kindergarten SitiKhodijahPucukLamongan? The purpose of this study are (1) To find out how the application of storytelling method to improve the listening </em><em>ability </em><em>in children group A in Kindergarten SitiKhodijahPucukLamongan, (2) To know the improvement of listening ability through storytelling method of group A in Kindergarten SitiKhodijahPucukLamongan.</em></p><p><em>This study uses a Classroom Action Research in which there are actions of teachers in two cycles. On the </em><em>first </em><em>cycle</em><em>the </em><em>percentage of children who </em><em>are able based on criteria of</em><em> Exponential Developing Criteria (BSH) reaches 33.33% while in the </em><em>second </em><em>cycle</em><em>the </em><em>percentage of children </em><em>who are able</em><em> increase</em><em>s</em><em> to 83.33%</em><em>. Based on</em><em> the result of this study, it can be concluded that the method of storytelling can improve the </em><em>listening </em><em>ability o</em><em>f</em><em> children group A in Kindergarten SitiKhodijahPucukLamongan.</em><em></em></p>
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Mulyani, Dewi, Imam Pamungkas, and Dinar Nur Inten. "Al-Quran Literacy for Early Childhood with Storytelling Techniques." Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini 2, no. 2 (December 6, 2018): 202. http://dx.doi.org/10.31004/obsesi.v2i2.72.
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Muslim children are part of the Muslims. They are the successors and propagators of the da'wah of the Muslims. It is an obligation for parents and teachers to provide them with the ability to read, write and understand the Qur'an as a guide for the lives of Muslims. With the literacy of Al-Quran from an early age, it is expected the generations of Muslims to understand and literate the guidelines of his life. However, children are different from adults. Early childhood teachers should choose the right techniques for early childhood. Children love the sound playing, fun, and freedom from stress. In this case, is offered one of the techniques favored by early childhood, that is storytelling techniques. This research method descriptive analytic with a qualitative approach. So that's this method can produce a clearer picture of Al-Quran literacy strategies for early childhood. In operational research, researchers conduct interviews, observation literature studies. The results showed that 75% of children in group A enjoyed Quranic literacy with storytelling techniques and in group B children 41,6% liked it too. Thus Al-Quran literacy through storytelling techniques is a fun and meaningful activity.
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Indriasari, Fika Nur, Linda Widyarani, and Prima Daniyati Kusuma. "Emergency Preparedness for Children with Autism Spectrum Disorder (ASD) in Yogyakarta." Jurnal Keperawatan Soedirman 13, no. 3 (December 26, 2018): 155. http://dx.doi.org/10.20884/1.jks.2018.13.3.747.
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<p><strong>ABSTRACT</strong><br />Indonesia lies on the ring of fire and this includes Yogyakarta province which had experienced some earthquakes. The earthquake that occurred in 2006 caused thousands of people died. Most of the survivors were elderly people and children. Children are a vulnerable group, especially those with special needs. School is the first reference to teach earthquake disaster preparedness to children. This research used observational descriptive design. Purposive sampling technique was used, and data was collected through observation sheet. Respondents were with autism in Special School of Negeri Pembina Yogyakarta (n=23). Storytelling and Simulation on Earthquake Disaster Preparedness gave positive influence towards the mitigation ability by children with special needs, especially those with autism. There were nine children with autism in the category of low IQ, six in the category of average IQ and eight children in the category of superior IQ. Before the storytelling was conducted, children’s ability and involvement in the simulation was 35% (8 children). Conversely, the children’s ability and involvement raised to 78% (18 children) after being given five times (5x) simulation and storytelling. Storytelling and simulation method were effective as training methods in earthquake disaster mitigation on children with autism. There was 43% increase of mitigation level before and after intervention.</p><p><strong><em>ABSTRAK</em></strong><br /><em>Daerah di Indonesia merupakan ring of fire dan Yogyakarta merupakan salah satu daerah yang mengalami gempa bumi. Gempa yang terjadi pada tahun 2006 menimbulkan banyak korban, mayoritas adalah orang lanjut usia dan anak-anak. Anak-anak merupakan kelompok rentan terlebih anak dengan berkebutuhan khusus. Sekolah sebagai tempat rujukan pertama untuk memberikan edukasi siaga bencana terhadap anak-anak.Desain penelitian adalah deskriptif observasional. Teknik pengambilan sampel dengan purposive sampel sedangkan teknik pengumpulan data dengan lembar observasi. Metode pengambilan sampel dengan purposive sampling. Responden yang mengikuti penelitian ini sebanyak 23 anak autis. Pemberian simulasi siaga bencana gempa bumi memberikan pengaruh positif terhadap kemampuan mitigasi anak berkebutuhan khusus dengan autis. Anak autis dengan kategori IQ rendah 9 orang, IQ sedang 6 orang dan IQ tinggi 8 orang. Sebelum diberikan pembelajaran story telling, kemampuan dan keterlibatan anak dalam melakukan simulasi sebanyak 35% (8 anak) namun setelah diberikan pembelajaran dan simulasi sebanyak 5x, kemampuan dan keterlibatan anak meningkat sebanyak 78% (18 anak). Metode simulasi efektif sebagai pembelajaran mitigasi bencana gempa bumi pada anak autis. Peningkatan kemampuan mitigasi sebelum dan sesudah diberikan pembelajaran sebanyak 43%.</em></p>
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Rosyid, Novi Utami. "DEVELOPMENT OF MANGROVE ECO-LITERACY STORYTELLING AS ENVIRONMENTAL EDUCATION LEARNING MEDIA FOR COASTAL CHILDREN IN BANTEN." GeoEco 6, no. 2 (August 10, 2020): 162. http://dx.doi.org/10.20961/ge.v6i2.42488.
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<p><em>One of the ecological problems on the Serang Coast is the degradation of mangrove ecosystems. Coastal communities suffer various losses due to damage to mangrove ecosystems. Mangrove degradation is triggered by the people's ignorance in utilizing mangrove ecosystems in a sustainable manner. for this reason, preventive solutions through environmental education are needed to increase the understanding of coastal communities about importance of the mangrove ecosystems through eco-literacy. Eco-literacy is environmental education approach to increase the ecological awareness of the community and create an environmental balance. This study aims to create and develop mangrove eco-literacy storytelling as learning media of environmental education for coastal children at SDN Lontar 2 – Serang. The research method used Research and Development by Borg and Gall (2008). The result of this study was learning media for the mangrove eco-literacy storytelling which has been through feasibility testing and field trials. The feasibility testing resulted 83.34 % with a very good category. Field trials showed that there was a significant effect with the pretest and post-test based on the t-test 0.02 < p = 0.05 which means that users of mangrove eco-literacy storytelling influences to increase of mangrove eco-literacy students. The conclusions show that eco-literacy of mangrove storytelling media is very feasible to use for the learning process and mangrove eco-literacy storytelling is proven to be able to improve the ability of eco-literacy mangroves of students in environmental theme learning at SDN Lontar 2 - Serang.</em></p>
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Satriani, Intan. "Storytelling to teach literacy: The implementation in an EFL classroom." EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English 6, no. 2 (December 28, 2021): 87–99. http://dx.doi.org/10.26905/enjourme.v6i2.6433.
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Storytelling can become a part of literacy practice. It improves children listening skills, increases language appreciation, and more thoughtful organization in their writing. On the point of that, this research aims to find out stages in implementing storytelling in teaching literacy. The research employed a qualitative case study research design. This method was used to investigate the phenomenon which is seen from the participants’ point of view. In line with that definition, this research was conducted to explore how storytelling can develop the literacy ability of second-grade students of junior high school. The data were collected through classroom observations and students’ writing products. The findings obtained that the teaching program which was conducted in seven units was successful to develop students’ literacy ability. Mainly, they showed some improvement in reading comprehension and interest. Besides, they showed their development in writing especially schematic structure, grammar roles, and graphic features. DOI: 10.26905/enjourme.v6i2.6433
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Ingber, Sara, and Sigal Eden. "Enhancing Sequential Time Perception and Storytelling Ability of Deaf and Hard of Hearing Children." American Annals of the Deaf 156, no. 4 (2011): 391–401. http://dx.doi.org/10.1353/aad.2011.0033.
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Rahmat, Acep Saeful, and Dika Zuchdan Sumira. "Peningkatan Kemampuan Menyimak Dasar Melalui Metode Mendongeng Interaktif Komunikatif." Jurnal Pendidikan Anak 6, no. 1 (June 3, 2020): 10–20. http://dx.doi.org/10.23960/jpa.v6n1.20862.
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This study aimed to improve listening skills through an integrated interactive storytelling method in students of group B (5-6 years old), PAUD Al-Muqorrobin, Cigalontang District, Tasikmalaya Regency. This research was classroom action research using the Kemmis and McTaggart models. Data were collected by using observations of behavior, as well as oral tests in the form of questioning and documentation. Data were analyzed by using quantitative descriptive (percentages and averages). Based on data analysis, it was found that teacher and student activities increased each cycle. The average ability to listen to children in each indicator increased by 46.66%. The average for the lowest score increased by 56.66% and for the highest score an increase of 43.33%. In addition, 90% are said to meet the achievement and exceed the target and declared complete. Therefore the integrated communicative interactive storytelling method affects children listening ability in Almuqorrobin Tasikmalaya PAUD.
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Winangsih, Wiwin, Lastri Yuniarti, and Ema Aprianti. "MENINGKATKAN SIKAP EMPATI MELALUI METODE MENDONGENG PADA ANAK USIA DINI." CERIA (Cerdas Energik Responsif Inovatif Adaptif) 1, no. 3 (July 26, 2018): 42. http://dx.doi.org/10.22460/ceria.v1i3.p42-47.
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Empathy is the ability of someone to put themselves in the position of others, to understand the views and feelings of people or to experience what the person experienced. Storytelling method is a way of delivering the learning done orally and by engineered by the storyteller of movement and body expression, the fairy tale has a specific meaning that is something related to the world of fantasy.the empathy ability of children of A group Bustanul Arifin Kindergarten is still low. The purpose of this study is to obtain an overview of the improvement of empathy ability of children through the application of storytelling method. The research was done by research method of class action of this research data collected through observation and documentation of data which have been collected analyzed by description.In accordance with the results of the research we have analyzed and it can be concluded that the development of empathy of Group A children from the number of children 25 consisting of 12 males and 13 girls in fact has increased, this is derived from the final result after the implementation of the action on cycle 2 which can be explained from each number of children in the category of BB as many as 3 children, in the MB category, as many as 7 children, in the category of BSH, as many as 11 children, and on BB category, a number of 4 children.
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Faiz, Alfin Zainun. "Meningkatkan Kemampuan Membaca Permulaan Melalui Kegiatan Mendongeng dengan Variasi Media di KB PAUD PKK Wonojoyo Kediri." Jurnal PG-PAUD Trunojoyo : Jurnal Pendidikan dan Pembelajaran Anak Usia Dini 4, no. 1 (April 19, 2017): 39. http://dx.doi.org/10.21107/jpgpaud.v4i1.3564.
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<p class="Default">This study aims to improve the ability to read the beginning through the activities of storytelling with media variations and know the process of improving the ability to read the beginning through the storytelling activities with media variations. The research method used is action research with Kemmis and Taggart model. Research subjects were 16 KB children. This study was conducted in two cycles consisting of eight meetings in a cycle so that there were sixteen meetings. Technique of collecting data is done through observation, interview, and documentation. Data analysis technique used in this research is qualitative and quantitative data analysis. Qualitative data analysis used is data reduction, data display, and verification. Quantitative data analysis is used to find out the percentage of reading ability improvement after the beginning of the implementation of the action using the graph. The result of the research shows that the improvement of the understanding of children's geometry can be seen from the average prasiklus value of 58, the average of cycle I average 77, and cycle II with an average of 90. So it can be concluded that the activities of storytelling with media variations can improve the ability to read the beginning</p>
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Aprilia, Mia Nur. "Ke Kemampuan Bercerita Pada Anak Usia 5 Tahun: Kajian Psikolinguistik." Jubindo: Jurnal Ilmu Pendidikan Bahasa dan Sastra Indonesia 5, no. 1 (June 4, 2020): 50–56. http://dx.doi.org/10.32938/jbi.v5i1.429.
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This study analyzes the ability to tell stories to children aged 5 years. The ability to tell stories in children will improve speaking skills, such as at the phonological, morphological, and syntactic levels. In addition to improving speech, we can see how structural errors occur in children aged 5 years. The data used in this study is a voice recording of a 5-year-old boy named Abizar. The purpose of this study was to determine the language development of children at the age of 5 years through storytelling, knowing word mistakes in children aged 5 years. The method used in this study is a qualitative method with naturalistic techniques. The ability to tell will produce sentences spoken by the child and find the factors that exist.
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Soetikno, Naomi, Roslina Verauli, and Agustina. "Pengaruh Mendongeng Terhadap Kemampuan Adaptif Anak Keterbelakangan Mental." EduHumaniora | Jurnal Pendidikan Dasar Kampus Cibiru 9, no. 2 (July 13, 2017): 84. http://dx.doi.org/10.17509/eh.v9i2.7033.
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Abstract:. Adaptive ability is necessary to help individuals interact in their environment, only in children with mental retardation of adaptive ability is growing far below his age. One of the adaptive abilities is the ability of language which is the ability of language in social sense. Speaking can evolve through a variety of methods and approaches and one of them is storytelling. Very little research into fairy tales, so that researchers want to know the role of it. This study aims to determine the effect of storytelling on the adaptive ability of the development of language mentally mentally retarded. This research is useful for the development of developmental, clinical, and educational psychology science as well as for parents who have children with mental retardation as well as for teachers and professionals who help provide treatment in children mentally retarded. This research is experimental with Repeated Measures Design technique. Statistical analysis technique used is Friedman repeated measurement method. The subjects of this study were 3 children aged 9-12 years with the level of intelligence MR Ringan. Measurement of adaptive ability in research subjects is by adaptive behavior scale from AAMD which is repeated three times after the storytelling session is carried out. The results showed that giving the handling with fairy tale regularly as many as nine times in a row for three weeks have a significant effect on the ability of adaptive child development language with mental retardation.Keywords: Storytelling, adaptive ability, mentally retarded child Abstrak: Kemampuan adaptif sangat diperlukan untuk membantu individu berinteraksi di lingkungannya, hanya saja pada anak dengan keterbelakangan mental kemampuan adaptif ini berkembang jauh di bawah usianya. Salah satu kemampuan adaptif adalah kemampuan berbahasa yang merupakan kemampuan berbahasa dalam artian sosial. Berbahasa dapat berkembang melalui beragam metode dan pendekatan dan salah satunya adalah mendongeng. Masih sangat sedikit penelitian yang mendalami dongeng sehingga peneliti ingin mengetahui peran darinya. Penelitian ini bertujuan untuk mengetahui pengaruh mendongeng terhadap kemampuan adaptif yakni pada perkembangan berbahasa anak keterbelakangan mental. Penelitian ini bermanfaat bagi pengembangan ilmu pengetahuan psikologi perkembangan, klinis, dan pendidikan serta bagi para orang tua yang memiliki anak dengan keterbelakangan mental juga bagi para guru dan professional yang membantu memberikan penanganan pada anak keterbelakangan mental. Penelitian ini bersifat eksperimental dengan teknik Repeated Measures Design. Teknik analisis statistik yang digunakan adalah metode Friedman repeated measurement. Subyek penelitian ini adalah 3 orang anak usia 9-12 tahun dengan taraf kecerdasan MR Ringan. Pengukuran kemampuan adaptif pada subyek penelitian adalah dengan skala perilaku adaptif dari AAMD yang dilakukan berulang sebanyak tiga kali setelah sesi mendongeng dilaksanakan. Hasil penelitian menunjukkan bahwa memberikan penanganan dengan dongeng secara rutin sebanyak sembilan kali berturut-turut selama tiga minggu berpengaruh secara signifikan terhadap kemampuan adaptif yaitu perkembangan bahasa anak dengan keterbelakangan mental.Kata kunci: Mendongeng, kemampuan adaptif, anak keterbelakangan mental.
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Parfitt, Emma Louise, and Emma Louise Parfitt. "Storytelling as a trigger for sharing conversations." Exchanges: The Interdisciplinary Research Journal 1, no. 2 (April 1, 2014): 206–19. http://dx.doi.org/10.31273/eirj.v1i2.86.
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This article explores whether traditional oral storytelling can be used to provide insights into the way in which young people of 12-14 years identify and understand the language of emotion and behaviour. Following the preliminary analysis, I propose that storytelling may trigger sharing conversations. My research attempts to extend the social and historical perspectives of Jack Zipes, on fairy tales, into a sociological analysis of young people’s lives today. I seek to investigate the extent that the storytelling space offers potential benefits as a safe place for young people to share emotions and experiences, and learn from one another. My research analysis involved NVivo coding of one hour storytelling and focus group sessions, held over five weeks. In total, there were six groups of four children, of mixed ethnicity, gender, ability, and socio-economic background, from three schools within Warwickshire. The results confirmed that the beneficial effects of the storytelling space include a safe area for sharing emotions and experiences, and in general for supporting young people outside formal learning settings.
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Latief, Fadhilah, Wa Wiwin Ali, and Munirah Munirah. "PENGARUH METODE BERCERITA MENGGUNAKAN MEDIA BUKU BERGAMBAR 3D TERHADAP KEMAMPUAN MENYIMAK ANAK USIA 5-6 TAHUN." Jurnal Panrita 3, no. 1 (December 31, 2022): 11–18. http://dx.doi.org/10.35906/panrita.v3i1.199.
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This study aims to determine the effect of the storytelling method using 3D picture book media on the listening ability of children in the B3 group aged 5-6 years at TK Aisyiyah Bustanul Athfal 1 Tello Baru, Makassar city. This type of research is an experimental research method with pre-experimental designs that use the One Group Pretest-posttest design consisting of pretest, treatment and posttest, with the subjects in this study being group B3 children, totaling 10 children. The results of the study are based on the results of calculations using the Wilcoxon Signed Rank Test. In the SPSS program, the Asymp sig (2-tailed) value is 0.003, here the probability is below 0.05 or p <0.05, which means H0 is rejected. In accordance with if the probability (Asymp.sig) < 0.05 then H0 is rejected and H1, and if the probability (Asymp.sig) > 0.05 then H1 is accepted and H0 is rejected. So there is an effect of the storytelling method using 3D picture book media on the listening ability of group B children aged 5-6 years at Aisyiyah Bustanul Athfal 1 Tello Baru Kindergarten, Makassar city.
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Widyastuti, Ana. "THE USE OF STORYTELLING METHOD TO IMPROVE STUDENTS' ABILITY IN WRITING STORIES AND TEACHER’S ABILITY IN TELLING STORIES." Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia 3, no. 2 (January 22, 2020): 133–46. http://dx.doi.org/10.30998/jh.v3i2.226.
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Abstract: This study is to improve children's story writing skills and to tell stories using the method of attracting kindergarten teachers in Depok city. This research is a form of methods classroom action research. The research subjects are kindergarten teacher in Limo and Cinere sub-district is 20 people.The research object is children's story writing skill and teacher performance telling story with interesting method of creative media. Data collection method using method of test, observation, and documentation Data analysis technique that is quantitative and qualitative technique by finding the average value of teacher's story The result of this research show that this can improve children's story writing skill and teacher story.The improvement of writing this story is: the story material of children, linguistic material, how to write stories, techniques and methods of interesting storytelling.The improvement is shown by the average value of children's story writing skills.A pre cycle from 41.55 to 53.35, an increase of 12.2.Cycle II to 79, an increase of 25.5 The ability to tell a story is indicated by the average pre-siklus value 50.05 to 62.3, an increase of 12.25. While the second cycle became 80.10, the increase to 17.8. Keywords: writing children story, story telling method, telling kindergarten teacher
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Sukri, Sukmawati. "PENGARUH FILM KARTUN TERHADAP KEMAMPUAN BERCERITA ANAK USIA 4 SAMPAI 5 TAHUN PADA PAUD NURHIDAYAH." JURNAL ILMU BUDAYA 8, no. 2 (October 25, 2020): 379–86. http://dx.doi.org/10.34050/jib.v8i2.7978.
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This study aims to describe the effect of cartoon films on the ability to tell children aged 4 to 5 years and other factors that affect the ability to tell children aged 4 until 5 years. The method used in this study is a method that combines qualitative and quantitative methods using experimental design. The population of 30 PAUD Nurhidayah students in Barru Regency and the number of samples in this study were 46% of the population, which consisted of two groups, namely the experimental group and the control group. The instruments used in this study were observation, preliminary and final tests, interviews for the control group and the experimental group, interviews with class teachers and students' parents. The results of this study indicate that the influence of cartoon films on the ability to tell children aged 4 until 5 years has increased. Both in the experimental group and in the control group. This is evidenced that in the experimental group 42.86% of children scored very good categories, 57.14% with good categories, while in the control group 37.50% the categories were not good, 5.88% categories failed. The average increase in the experimental group from pretest to posttest was 14.29%. The average pretest value of the experimental group was 58.29%, while the mean score of the posttest was 86.86%. The mean score of the pretest in the control group was 35.43% and the posttest mean score was 44.00%. Another factor that affects the ability to tell children aged 4 until 5 years is habit. The habit of storytelling at home and the habit of storytelling during the research fostered courage and confidence in children to tell stories.
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Nuzula Apriliyana, Firdausi. "Mengoptimalkan Kemampuan Berbahasa Anak Usia Dini Melalui Metode Bercerita." PINUS: Jurnal Penelitian Inovasi Pembelajaran 6, no. 1 (November 27, 2020): 109–18. http://dx.doi.org/10.29407/pn.v6i1.14594.
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Children's language skills in listening and speaking activities are not optimal, children's vocabulary is still limited, so that children in conveying ideas, answering questions, repeating stories and telling stories about their experiences have not been achieved as expected. The purpose of this research is to analyze the effect of storytelling methods on the development of language skills in early childhood. This type of research is an experimental study with a nonequivalent control group design. The research was carried out in KB 'Aisyiyah Mentari Tuban with 32 children as subjects. The number of subjects was divided into 2 groups, namely the control and experimental groups as a comparison of the development of language skills. Collecting research data using observation and documentation techniques. The validity test with the Pearson correlation and the reliability test with Cronbach Alpha were carried out first then analyzed the data with the t test. The results of this study were proven by using the storytelling method to optimize early childhood language skills. Calculation using the t-test for all indicators> t critical 1.7530, it can be concluded that H0 is rejected, H1 is accepted. This means that there is an effect of storytelling methods for all indicators on children's language skills. Suggestions for educators and PAUD institutions to implement storytelling methods as a method that can stimulate children's language skills.
Keywords: Storytelling Method, Language Ability
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Khasanah, Ismatul, Aries Tika Damayani, Qoriati Mushafanah, and Venty . "IbM PEMBELAJARAN RAMAH ANAK BAGI ORANG TUA DAN GURU TK-PAUD DI KEC. GODONG KABUPATEN GROBOGAN." E-DIMAS 5, no. 1 (March 1, 2014): 35. http://dx.doi.org/10.26877/e-dimas.v5i1.742.
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Abstract Children are a gift from the Almighty so that every person who shall be blessed with a child to love , guide , provide the best education and welfare efforts in accordance with the ability of the child's parents have since also the future of the family role of the teacher is also a central factor that will deliver learners . Analysis of the situation described above , we can identify some partner issues , among others : 1 ) Potential - kindergarten early childhood teachers in the district are still in need of assistance Godong in improving skills in educating children . So it takes a child-friendly learning activities for parents to students to be smart and love to learn . 2 ) lack of skills in using instructional media in AUD. 3 ) Lack of storytelling skills / storytelling for children . Storytelling is a skill that must be honed so often the message will be delivered at the time told me to be accepted by the students . Ape is as a medium for membelajarkan children to play and learn fun activities and messages to be delivered to be well received by the students . The role of the teacher is also a central factor that will lead learners . Skills necessary to educate very very well to the teaching and learning activities for children early childhood / kindergarten , educators are required to understand the child's character and desire not the desire of parents . Keywords :IbM, Friendly teaching children, parents and teachers