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Journal articles on the topic 'Reading and story telling'
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1
Kurniawan, Andri, Puji Astuti Amalia, and Indrawati Indrawati. "Improving Students’ Reading Comprehension through Storytelling Frame." Buletin Poltanesa 25, no. 2 (2024): 217–22. https://doi.org/10.51967/tanesa.v25i2.3183.
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Reading is a basic skill that students must master and enjoy. Through reading, students can increase and improve their knowledge. However, reading is a challenging activity. Based on the observation, the author found that Elementary students in SDN 012 had low abilities in reading activities. This low reading ability has an impact on limited student participation in reading activities. Therefore, the author creates a story telling frame and stages of reading activities that can increase student participation in reading activities and improve students' reading skills. There were some stages done by the author. The first was designing a story telling frame, implementing reading activities with students, the second was using a story telling frame with students and teachers and the last was evaluating the story telling frame. The design of storytelling frame used square and round shape stainless in gold color. They were decorated with artificial flowers, dolls and cloth. The story telling frame was designed based on the theme of the story, which is “where is bear?”. There were 20 students who joined the story telling activity using the story telling frame. The pre-test and post-test on students’ reading comprehension revealed that students have better understanding on reading the text by using story telling frame.
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Manita, Rika Jufriazia. "Peran Pustakawan dalam Mengembangkan Layanan Anak dan Remaja di Era Modern." Jurnal Adabiya 24, no. 2 (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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Zuraini, Zuraini, Rahmi Hayati, Fina Meilinar, and Marzuki Marzuki. "The Effect of Digital Story Telling on Students' Reading Literacy to EFL Learning." Ilomata International Journal of Social Science 5, no. 4 (2024): 1261–70. https://doi.org/10.61194/ijss.v5i4.1443.
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The aims of this research to investigate how digital storytelling influences reading literacy among students learning English as a foreign language (EFL). Reading literacy is a multifaceted skill that is crucial in both educational contexts and daily life, enabling individuals to interact effectively with the world around them. The problem of this research how does digital story telling influences students reading literacy. Digital story telling important for English language learning not only reading literacy but also could detail insights into student experiences and perceptions. The method of this research is qualitative research. Utilizing a descriptive case study design, the study employs qualitative methods, including observations and interviews, to gather data on student engagement and learning outcomes. The result of this research are students involved in digital story telling activities demonstrated a better understanding of texts, as they engaged more deeply with the material through the creative process of storytelling, students actively assessed and synthesized reading content, made connections between ideas, and critically evaluated story elements during collaborative discussions.
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Khaerana, Andi ST Aldilah, and Nadya Nurhidayah Nurdin. "THE EFFECTIVENESS OF STORY TELLING AND STORY READING METHODS IN TEACHING SPEAKING." ETERNAL (English, Teaching, Learning, and Research Journal) 4, no. 2 (2018): 181. http://dx.doi.org/10.24252/eternal.v42.2018.a4.
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This research aims to find out the effectiveness of story telling and story reading methods in teaching speaking. The researchers applied comparative study method which aims at finding out the comparative effectiveness between the application of storytelling and story reading method in teaching speaking skill. The researchers apply experimental design that involves two groups; storytelling and story reading method in pretest, treatment and posttest. The subject in this research will consist of the 2nd semester students of Speaking 2 class of STKIP YPUP Makassar. There would be two variables in this research, independent and dependent variable. The independent variable is the effectiveness of story reading and story telling, while the dependent variable includes the students’ speaking ability. The result shows that there is no method which more effective between storytelling and story reading methods in teaching speaking. This conclusion refers to the overall of the students’ speaking achievement score. But based on the speaking categories investigations namely accuracy, fluency and comprehensibility, the storytelling method is more effective in increasing the students’ accuracy and fluency in speaking, while the story reading method is more effective in improving the students’ comprehensibility.
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Khairiyah, Dina. "PENERAPAN METODE BERCERITA DALAM MENGEMBANGKAN MORAL DAN AGAMA ANAK USIA DINI." Darul Ilmi: Jurnal Ilmu Kependidikan dan Keislaman 7, no. 2 (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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Yuliani, Novi Dwi, Fikri Fuadi Azmy, Isnaniah Isnaniah, and Pajrian Noor. "Introduction to Story Telling as A Media to Improve English Learning at SMP Negeri 1 Aluh-aluh." Kayuh Baimbai: Jurnal Pengabdian Masyarakat 1, no. 1 (2024): 24–28. http://dx.doi.org/10.69959/kbjpm.v1i1.6.
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This community service activity aims to introduce the story telling to the teachers and students at SMP Negeri 1 Aluh-aluh as a teaching media to improve English learning. Story telling is a good and complex teaching media for teaching skills in English. Among the benefits of using story telling include: sharpening writing, reading, speaking and listening skills in English, enriching vocabulary, phrases and knowledge of English idioms and proverbs, practicing public speaking skills as well as pronunciation, increasing self-confidence in English and studying various aspects of life contained in stories. The implementation of this community service activity uses the socialization method on how to use story telling in learning, direct teaching practice using story telling, and giving prizes as a form of motivation for students who are able to demonstrate story telling. The conclusion from this service activity is that this service activity ran smoothly and had a positive impact on teachers and students at SMP Negeri 1 Aluh-aluh. Teachers and students can start practicing using story telling media after this community service is carried out.
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Agosto, Denise E. "Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling." Children and Libraries 14, no. 2 (2016): 21. http://dx.doi.org/10.5860/cal.14n2.21.
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Storytelling is a long-standing tradition in US public and school libraries. Storytelling, not to be confused with story reading, involves telling a story from memory without the aid of a book or written script. Some tellers memorize their stories; others memorize the characters and events and freely tell their stories, varying them with each telling.
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Widiyarto, Sigit, Muthia Mubasyira, Leni Tiwinyanti, Lidya Natalia Sartono, Siti Alifah, and Adhis Pamungkas. "Penguatan Pendidikan Karakter dan Budi Pekerti melalui Metode Story Telling Bagi Guru Pondok Darunnadwah Cikarang - Bekasi." Jurnal Pengabdian UntukMu NegeRI 4, no. 2 (2020): 222–27. http://dx.doi.org/10.37859/jpumri.v4i2.2137.
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The Strengthening Character Education and Character through Story Telling Method with Darunnadwah Islamic Boarding School partners located at Jln. Gatot Subroto No. 55, Karangasih, North Cikarang, Bekasi, West Java is a community service program with the aim of strengthening the character education and character of students in partner locations due to the lack of understanding of the use of story telling methods in teaching and learning activities in schools. The method used is the lecture and discussion method. Pondok teachers are provided with structured material and the provision of several videos containing examples of story telling. This gives a positive influence in the form of new knowledge and skills, storytelling skills that are useful in teaching in the classroom. The results of this activity are, the enthusiasm or learning motivation of trainees should be appreciated and the teachers already have basic knowledge in applying story telling methods in strengthening character education and students' character and some techniques in reading stories in English.
 Keywords: Story Telling Method, Character Education, Character,
 
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Sabgini, Kharisma, Triastama Wiraatmaja, and Agista Nidya Wardani. "ASSISTANCE IN THE UTILIZATION OF STORY-TELLING BOOK OF CHARACTER BUILDING FOR TEACHERS IN PAUD SURYA GEMILANG, MALANG." Premise: Journal of English Education 10, no. 2 (2021): 221. http://dx.doi.org/10.24127/pj.v10i2.4154.
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The aims of this study are: 1) to find out how the teacher training in PAUD Surya Gemilang, Malang, is carried out in implementing the book Let’s Respect Each Other: A Story-Telling Book of Character Building by using various methods and fun learning techniques, and 2) how the practice of using the book of Let’s Respect Each Other: A Story-Telling Book of Character Building. This research was conducted using a qualitative method in which the researcher described the process of the two aims aforementioned. The subjects of this study were all teachers, especially one homeroom teacher at PAUD Surya Gemilang. The results of this study found that in the first phase, namely teacher training, there were three stages. They were the provision of English for Young Learners material, the provision of story-telling material, and the provision of character education material. Then, in the second phase, namely the implementation of Let’s Respect Each Other: A Story-Telling Book of Character Building, it was found that teachers taught stories and character education by reading books in English and Bahasa alternately while showing the pictures that matched the story to students and retelling the stories by using puppets.
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Fowler†, Don. "Lectures on Horace's Epistles." Cambridge Classical Journal 54 (2008): 80–114. http://dx.doi.org/10.1017/s1750270500000580.
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Lecture one: Reading Horace, or L'homme et l'oeuvreAll criticism is also biography: and telling a story about a text is also telling a story about oneself. This is particularly true of Horace. When one writes about Horace, one is constructing a Horace, making the man: and constructing a Horace is inevitably also constructing oneself. Consider for example, Colin Macleod, whose last graduate class before his suicide was on Horace's Epistles, and who wrote extensively on Horace. Macleod's Horace was complex, often contradictory, morally serious – which fits Macleod of course.
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Emert, Toby. "“Hear a Story, Tell a Story, Teach a Story”: Digital Narratives and Refugee Middle Schoolers." Voices from the Middle 21, no. 4 (2014): 33–39. http://dx.doi.org/10.58680/vm201425107.
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In spring 2013, nine ESL refugee middle schoolers participated in the “Hear a Story, Tell a Story, Teach a Story” project, a digital storytelling unit designed as an extended-hours literacy intervention. Working with a lead instructor and five undergraduate interns one afternoon a week for eight consecutive weeks, the refugees learned about traditional story structures by telling an autobiographical story and then translating the narrative to film, using simple moviemaking software. Though they struggled with reading and writing in English, the students exhibited a sense of academic confidence when presented the opportunity to compose a digital story.
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Yulianawati, Ida, *Kardi Nurhadi, and Aresta Dian Mayasari. "Elementary Students Reading Engagement: the Impact of Story-Telling in EFL Reading Comprehension." Riwayat: Educational Journal of History and Humanities 5, no. 1 (2022): 159–67. http://dx.doi.org/10.24815/jr.v5i1.27726.
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This study is aimed to report elementary students' engagement and perception of the use of storytelling in reading comprehension. The use of storytelling as one of the oldest ways of human communication is already known. It is also one of the pedagogical tools to develop language skills in first, second, and foreign languages regardless of students' age, gender, and ethnicity. Storytelling proved to be more effective in language teaching than traditional teaching material because it is fun, engaging, and raises students' interest in listening to the stories as well as retelling them. Meanwhile, reading is a crucial aspect of life, improving brain performance, increasing knowledge, and sharpening memory. This research employed a case study with a qualitative approach. The participants of the study were 31 elementary school students. The data were derived from classroom observations, questionnaires, and interviews. The results showed that the students engaged in the activity in storytelling class. The questionnaire and observational data indicated that the children responded positively to storytelling activity and engage the students to the reading class, motivating students' behavior and attitudes in EFL reading activity. Drawing on the findings, pedagogically, this study implied story telling can be adopted as the scaffolding to engage students in reading comprehension situated in elementary school context.
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Bartan, Murat. "The use of storytelling methods by teachers and their effects on children's understanding and attention span." Southeast Asia Early Childhood Journal 9, no. 1 (2020): 75–84. http://dx.doi.org/10.37134/saecj.vol9.1.6.2020.
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This research was carried out to determine the effect of different storytelling methods on children's understanding and attention span of pre-school education period. The research is a quantitative study that took place in two stages. In the first stage, with the descriptive screening model, it was determined which of the different storytelling methods used by a total of 72 preschool teachers during the education period. In the second stage, the effectiveness of the four different storytelling methods that teachers stated most was examined by using comparative non-synchronized post-test design. The experimental stage was carried out with 40 children, whose ages ranging from five to six, receiving pre-school education. In the research, each of the four separate stories was presented with four different storytelling methods. As a result of the research, it was determined that the method of telling the story most frequently used by the teachers was “By reading from the story-tale book”, and the method they used the least was the telling with the “Shadow puppet”. When looking at the level of children's understanding of stories, it was determined that the most effective method was the method of telling “By reading from the story-tale book”, and the least effective method was the method of telling with the “Story card”. When the effects of the stories on the focus and attention span of the children were analysed, it was determined that the most effective method was the method of “Storytelling using the computer”, and the least effective method was the method of storytelling with the story card. At the end of this research, it was concluded that the effective use of audio-visual elements in storytelling methods was the most effective factor for children to understand the story and focus on it for a long time.
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Walsh, Julie. "On the seductions of psychoanalytic story-telling: Narcissism and the problems of narrative." Frontiers of Narrative Studies 3, no. 1 (2017): 71–88. http://dx.doi.org/10.1515/fns-2017-0005.
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AbstractIn this paper, I argue for a particular reading of narcissism that challenges the privileging of narrative as a sense-making device, with important consequences for an evaluation of the story paradigm in psychotherapeutic work. I lean on the psychoanalytic mechanisms of Nachträglichkeit and trauma to trouble dominant therapeutic logics that support the primacy of the (narcissistically centered) narrative “I.” Rather than endorse the story of “me, me, me” that popular readings of narcissism invoke, I explore the possibility that, in psychoanalysis, narcissism’s modes destabilize the I, making the narrator constitutionally unreliable, and her accounts of all subject-object distinctions uncertain and constantly shifting.
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Bukhori, Imam. "METODE PENANAMAN NILAI-NILAI MULTIKULTURAL PADA SISWA KELAS RENDAH (STUDI PADA MI DI MWCNU LP. MAARIF KRAKSAAN)." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (2018): 40–51. http://dx.doi.org/10.33650/edureligia.v2i1.233.
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The purpose of the research is to describe the methods of multicultural values implanting for early students in madrasah ibtidaiyahs on MWCNU LP Ma’arif Kraksaan subdistrict. The method that used to succeed the implanting of multicultural values are story telling, playing, study tour, inuring, modelling and reading poems. The most used method is story telling and inuring. The using of those methods are to give mutual understanding for the multicultural values such as openness, humanity, tolerance, mutually help, justness, equality and brotherhood, good thought, and have a great affection to the nation. By using those methods, the students behaviour could be changeable from refusing the others that differents become accepting and friendly with the others. The constrains also appear while impalnting multicultural values, such as the lack of knowledge in story telling techniques media used by teachers, the inconsistency of posture in school and the circumstances where the students live.
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Bukhori, Imam. "METODE PENANAMAN NILAI-NILAI MULTIKULTURAL PADA SISWA KELAS RENDAH (STUDI PADA MI DI MWCNU LP. MAARIF KRAKSAAN)." EDURELIGIA; JURNAL PENDIDIKAN AGAMA ISLAM 2, no. 1 (2018): 41–52. http://dx.doi.org/10.33650/edureligia.v2i1.756.
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The purpose of the research is to describe the methods of multicultural values implanting for early students in madrasah ibtidaiyahs on MWCNU LP Ma’arif Kraksaan subdistrict. The method that used to succeed the implanting of multicultural values are story telling, playing, study tour, inuring, modelling and reading poems. The most used method is story telling and inuring. The using of those methods are to give mutual understanding for the multicultural values such as openness, humanity, tolerance, mutually help, justness, equality and brotherhood, good thought, and have a great affection to the nation. By using those methods, the students behaviour could be changeable from refusing the others that differents become accepting and friendly with the others. The constrains also appear while impalnting multicultural values, such as the lack of knowledge in story telling techniques media used by teachers, the inconsistency of posture in school and the circumstances where the students live.
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Arijit, Arijit goswami, and Bhavna Prajapati Bhavna. "A Study on Acceptance Level of Management Faculty Members towards Transmedia Story Telling." International Journal of Marketing & Human Resource Research 3, no. 3 (2022): 168–74. http://dx.doi.org/10.47747/ijmhrr.v3i3.709.
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This study is focused on looking into the acceptance level of the teachers relative to transmedia storytelling, views on the modification of reading tasks and activities through transmedia storytelling, and integration of transmedia storytelling in reading tasks and activities. This study focuses and limits only in describing the acceptance level of management faculty members as to transmedia storytelling and on knowing the teachers’ thoughts on modification of reading tasks and activities. The study used descriptive research design wherein the data were analyzed through a modified questionnaire on the level of acceptance. The results of the study show a positive acceptance of transmedia storytelling among management faculty members. Furthermore, it was emphasized that transmedia storytelling is a beneficial and educational strategy for teaching reading and integration should be done through adapting and designing various media platforms. This action research presented a new reading strategy for management teachers that can be used in teaching learning aimed for a contextualized and expanded teaching and learning of reading through a matrix that include selected and applicable reading texts with transmedia storytelling media platforms.
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Enriquez, Judith. "Becoming-Story." Journal of Awareness-Based Systems Change 4, no. 2 (2024): 15–34. https://doi.org/10.47061/jasc.v4i2.8209.
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The pandemic disrupted a literacy project fully subjected to the discourse of community development, dominated by the English language. The disruption created an encounter with the potentiality of a different cartography—a new way of mapping literacies through reading the world and self, particularly as a colonised academic researcher engaged with decolonial theory. This article explores how concepts of the “I”—both as the individual and the modern subject—along with the notions of “voice” and “literacy,” shape and condition ways of knowing. It gestures towards a decolonial approach to literacy—framed as “becoming story”—involving processes of becoming-imperceptible, becoming-minor-language, and becoming-land. The work serves as an invitation to be companion and kin to a different telling of stories in qualitative research.
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Cavallaro Johnson, Greer. "Telling Tales." Narrative Inquiry 9, no. 1 (1999): 1–23. http://dx.doi.org/10.1075/ni.9.1.02cav.
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This paper presents a progressive understanding of the shifting power relations that are constructed in the telling of a courtship and marriage narrative by an Australian-Italian couple who have been married for well over thirty years. The focus on relations of power is pursued through attention to aspects of the sequenced talk to show how the couple work together to tell the interviewer a newsworthy story that is "old news" to each other. The use of two analytical frames derived from different combinations of narrative analysis (NA), conversational analysis (CA) and critical discourse analysis (CDA) facilitates two readings of the same data. The two frames provide different means of showing how the story tellers negotiate and happily survive specific threats to produce a congenially delivered story in the end. The use of first, a "bottom-up" approach to the data followed by a "top-down" approach enables power relations first at the local level between husband and wife to be inserted later into a wider ideological and discursive context. Overall the paper shows how the application of multiple perspectives to narrative analysis can deepen our understanding of storytelling practices. (Narrative analysis, Conversation analysis, Critical discourse analysis)
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Okta Nur Fadila, Dwi Rohmadi Mustofa, Nurhadi Kusuma, and Amrulloh Khoirul Ma'arif. "THE EFFECTIVENESS OF THE PICTURE STORY METHOD IN INCREASING STUDENT'S READING INTEREST CLASS 2 AT SOURCE STATE ELEMENTARY SCHOOL, BANDUNG." Jurnal Pendidikan Guru Madrasah Ibtidaiyah AL-IBDA' 1, no. 02 (2021): 61–67. http://dx.doi.org/10.54892/jpgmi.v1i02.166.
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Abstract
 
 Student’s reading interest Elementary school, especially grade 2 SD Sumber Bandung, is still low because they prefer to play online games, watch television, etc. This factor causes their reading ability is still lacking. In addition, there are reading books in school institutions that are still monotonous without pictures so that children get bored easily and are not interested in reading them. This study purposed to see how effectiveness of pictural story book in increasing reading inters of grade 2 students at SD Sumber Bandung. The method has been use in this research is an experimental research method with one group pre test – post test design. The use of learning media to foster children's interest in reading is by using picture story books. This picture book is more developed if the teacher dares to be creative. This picture story book is effectively used in the second grade students of SD Sumber Bandung because it includes games and education. In the picture story book there are several learning activities including observing, telling, reading and sorting the pictures so that they become a complete story. Furthermore, the teacher can add / collaborate on strategies or methods that can support the use of other picture story books to be more innovative in each lesson. The result of this research is that picture story books are very effective in increasing reading interest of student Grade 2 SD sumber bandung
 Keywords :; Story book; interest in reading, SD Sumber Bandung
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Juangsih, Juju. "Pendekatan Story Telling Dalam Pembelajaran Dokkai: Penelitian Terhadap Mahasiswa Jurusan Pendidikan Bahasa Jepang." Lingua Cultura 6, no. 2 (2012): 183. http://dx.doi.org/10.21512/lc.v6i2.405.
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The research was conducted in accordance with the phenomenon occurred in Dokkai learning in which the students show lack understanding on reading. The aims of the research are: (1) to obtain clear description of the findings comprehensively about the reality in Dokkai learning of the students of JPBJ FPBS UPI as the learning goals through the story telling approach; (2) to figure out the difficulties and factors influencing the low level of understanding Japanese reading (Dokkai). The population of the research is the third semester students of Japanese Education Department FPBS UPI Bandung as 19 students taken randomly from Chuukyuu Dokkai I course. Qualitative method is employed using quasi experimental design. Thus, in the research, there is no control group as the comparing class. From the result of data analysis, we find that (1) according to the questionnaire result, 90% of the respondents respond that the story telling approach in Dokkai course is interesting; (2) the students must be able to comprehend the reading text and then retell it; (3) the class becomes more active and effective.
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Simmons, Katy. "Children's Story Telling: what it can tell us about reading difficulties." Literacy 21, no. 1 (1987): 43–52. http://dx.doi.org/10.1111/j.1467-9345.1987.tb00798.x.
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Lopez, Antonio M. "Fostering Thinking with Declarative Programming and Story Telling: A Microworld of Space Travel and Robots." Journal of Educational Technology Systems 21, no. 3 (1993): 239–50. http://dx.doi.org/10.2190/tfkv-17ju-bnxw-7an9.
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Due to pervasively poor test scores around the country in mathematics and reading, educators are seeking to foster thinking across the curriculum. This article shows that a declarative programming environment and story telling can be used for the knowledge restructuring required to stimulate and motivate higher order thinking skills.
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Abisado, Jimboy Abad. "Improving The Levels of Reading Skills Of Grade 1 Learners Through Story-telling Via Phone Calling." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 4 (2024): 1195–98. http://dx.doi.org/10.11594/ijmaber.05.04.07.
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The study aimed to assess the effectiveness of storytelling via phone calling strategy to improve the levels of reading skills of Grade 1 pupils at San Miguel Elementary School, Schools Division of Zambales during the School Year 2022-2023. Further delimitation included the following: (1) levels of reading skills based on pre-test and post-test results of reading inventory; and (2) significant difference in the reading levels of the learners in pre-test and post-test result of reading inventory. This research undertaking used the One-Group Pre-Test and Post-Test Experimental Design where a single group was measured or observed before and after the intervention program. After careful evaluation of parental consent and the willingness of the students to undergo intervention program, the researcher purposively selected twenty-eight students under “frustration reading level”. The study used a two-tailed Wilcoxon Signed Ranks Test with an alpha level of 0.05. It means that there is a significant difference between learners’ reading levels in pre-reading and post-reading inventory indicating a positive effect of the intervention used to the learners in the “frustration reading level”. The marked increase of the performance of the Grade 1 pupils in the pre-test and post-test can be concluded that the intervention used came to play as factor. With that, storytelling via phone calling is effective and responsive as one of the strategies to use in reading. One of the recommendations is Storytelling via phone calling reading strategy could be used by other teachers also to improve the levels of reading skills of their learners as well, especially amidst pandemic where there is no face-to-face interaction between students and teachers.
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Fitriyyah, Diamah. "PENDIDIKAN KARAKTER MELALUI KEGIATAN MENDONGENG DI TK ABA KARANGDUWUR DAN TK MASYITHOH PETANAHAN KABUPATEN KEBUMEN." Jurnal Pendidikan Agama Islam 11, no. 2 (2017): 169–84. http://dx.doi.org/10.14421/jpai.2014.112-02.
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This study was aimed to describe (1) character values of fairy tales, (2) the presentation of tales by the teacher, and (3) character values that affect daily life of the students. This was a naturalistic qualitative study. Data collection was done through observation, interviews, and documents. The results of this study show the following. (1) Character education that appears in fairy tales is religious values, honesty, discipline, hard working, creative, independence, curiosity, taking pleasure in reading, responsibility, tolerance, democracy, love of peace, communicativeness, awareness of environment and society. (2) The presentation of the fairy tale is by reading the fairy tales from a book, directly telling stories without props, and telling stories with props. The style of telling story with the sounds of figures, inserting chant in fairy tale, and ending by Al Quran, Hadis, or Arab proverb. (3) Character values that affect in dialy life of student are religious values, honest, discipline, hard working, independence, curiosity, responsibility, love of peace, communicativeness, awareness of environment and society.
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Ittensohn, Mark. "“A Story Telling and a Story Reading Age”: Textuality and Sociability in the Romantic Frame Tale." Studies in Romanticism 55, no. 3 (2016): 393–415. http://dx.doi.org/10.1353/srm.2016.0016.
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Vidić, Adrijana. "Tender Fictions, Exemplary Choices." Transcultural Studies 11, no. 1 (2015): 124–48. http://dx.doi.org/10.1163/23751606-01101013.
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This paper deals with the reconceptualization of martyrdom in Želimir Periš’ short story collection Martyrs (2013). A close reading demonstrates a link between these texts and some hagiographic features, such as celibacy, asceticism, and visions. Special attention is given to the aspect of exemplarity, which is emphasized as a result of diverse repetitions. Also, the implications of the cyclical structure of this collection are examined. In conclusion, the analysis of the role of the story and story-telling indicates choice to be the shared motivation of these texts and the essence of martyrdom as it appears here.
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Yappi, Shierly Novita, and Dina Astriana. "Using Story Telling for Teaching Language Skills to Intermediate Level Students." JournEEL (Journal of English Education and Literature) 1, no. 1 (2019): 31–44. http://dx.doi.org/10.51836/journeel.v1i1.39.
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Storytelling is a compelling tool for students to learn English through stories. Encouraging students to read or listen to stories sould therefore help them to learn a second language in a way that is not only fun, but memorable.Learners of English should practice and improve their skills in Reading, listening, writing, and speaking. Some materials may promote the completeness of learning this second language acquisition. However, using storytelling for intermediate level students is a creative way to have the students reinforce more on listening the story, re-writing the script, comprehending the chronological order, and speaking the opinion on the content. In addition, telling a folklore or fairytale is interesting and easy to comprehend. These student’s presentation show how they can manage the body movement, facial expression, and inflexion for making the story understandable by the listeners. The activities may be varied for individual or group based on the situation of the classroom teaching and learning. Thus, the teacher should guide them with detail instruction, as consequence, the students know what to do and what to learn. This technique is known as learning by doing in which learners gradually improve the fluency of speaking, the reading comprehension, and writing performance. Furthermore, the analysis shows how the effects of using storytelling enhance the areas of students’ weaknesses in English to be their strengths.
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Kaprisma, Hendra, and Zulidyana Dwi Rusnalasari. "Love-Death Hanna Schmitz in Bernhard Schlink's The Reader Novel." NOBEL: Journal of Literature and Language Teaching 9, no. 2 (2018): 88–95. http://dx.doi.org/10.15642/nobel.2018.9.2.88-95.
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Literary research, essentially is a process of meeting between literary works and researchers. In this case, it is necessary to pay attention to the reader's situation and reading situation when dealing with literary works. The reader already has a certain amount of knowledge that is realized or will not equip the reading. The knowledge will fill the horizon of understanding when reading the text (novel) with its contextuality. That horizon then directs the reading. Therefore, reading is not a process that runs in one direction, but rather a form of dynamic interaction between the text and the reader. Likewise in the novel The Reader by Bernhard Schlink, readers / researchers will not be able to be separated from the context behind the work. The history of the holocaust sets the stage for telling love stories between Hanna and Michael. The history and love story are interrelated. Literary writers provide a strong setting in the narrative of telling the novel. In the end, the novel became a documentary of the imagination and creativity of the writer in relation to social relations.
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Zadeh, Mohammad Reza Modarres. "A Reading of Joseph Conrad's The Tale." International Letters of Social and Humanistic Sciences 4 (September 2013): 45–48. http://dx.doi.org/10.18052/www.scipress.com/ilshs.4.45.
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The Tale is a short story by Joseph Conrad. Typical of a Conrad story it is set at sea. The sea is symbolic of the unconscious and this story may be read as a story of the unconscious. On the outside, it seems simple; a man tells a woman a tale of the commanding officer of a patrol ship who gives false directions to another ship and sends it to its doom. In between the lines of the seemingly simple plot, however, can be read another tale; one which speaks of a human sea deeper than the sea of water; deeper, darker, and infinitely more mysterious. Man has navigated the sea of water but the unfathomed sea of his own being remains, for the most part, undiscovered. This is a sea different from the sea of this world and Conrad sets sail on it by telling a tale from another world. Sailing with Conrad, the reader can look out on the infinite vastness and try to form a picture of the infinite depth of a sea which is not visible to the human eye.
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Mullins, Ricky, and Brooke Mullins. "Everybody Lives Near Appalachia." Theory & Practice in Rural Education 11, no. 2 (2021): 113–17. http://dx.doi.org/10.3776/tpre.2021v11n2p113-117.
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Hillbilly Elegy has had a profound impact on contemporary views and opinions of Appalachia. In this review, the authors discuss this impact and provide key critiques that help readers make sense of the generalizations made in the book by placing Hillbilly Elegy in conversation with other contemporary Appalachian scholarship. The authors conclude that J. D. Vance has a right to tell his story but telling the story of the Appalachian people is more complex and nuanced than Vance acknowledges, and the authors caution readers to consider this when reading Hillbilly Elegy.
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Aris Pangestu, Aditya, Mei Fita Asri Untari, and Ikha Listyarini. "ANALISIS KEMAMPUAN BERCERITA SISWA KELAS IV SDN 4 KERTOSARI KABUPATEN KENDAL." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 9, no. 1 (2023): 259–72. http://dx.doi.org/10.36989/didaktik.v9i1.699.
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This study aims to determine and analyze the storytelling skills of students. This type of research is qualitative research. Sources of data used are interviews, observation and documentation. The problem in this study is how the storytelling ability of class students. The results of this study showed that there were 30 students' storytelling abilities, most students around 60% or 18 students were able to tell stories fluently. The child's pronunciation when telling stories is good, the fluency when telling stories is quite good, the style of expression is sufficient, the students' appreciation of the story is sufficient and the mastery of the contents of the story is carried out according to the storyline well. About 40% or 12 students have not been able to meet the set storytelling criteria, namely students are only able to read stories with a little spelling, with a flat style/expression, appreciation that has not yet appeared, pronunciation that is not clear and by reading without paying attention to the appreciation of the story.
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Hasra, Hasnini, Ellita Permata Widjayanti, Rahayu Purbasari, and Diyantari. "Exposure of Gender Equality through Children Stories for Students of Kranggan Lembur Mandiri Kindergarten, Jatirangga, Bekasi." Jurnal Pemberdayaan Masyarakat Madani (JPMM) 5, no. 1 (2021): 143–59. http://dx.doi.org/10.21009/10.21009/jpmm.005.1.11.
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This community service activity aims to expose students to understanding the concept of gender and gender equality in order to minimize oppression, discrimination and bullying that mostly occurs against girls. This activity also aims to improve students' understanding of the value of character education and positive attitudes. The partner of this community development are students and teachers of Kranggan Lembur Mandiri Kindergarten, Jatirangga, Jatisampurna District, Bekasi. This community service activity is carried out through the method of assisting story reading, designing syllabus of story reading based on thematic reading, and providing material in the form of children's story books, as well as making children's story telling videos about gender equality, which can be used for students' independent learning. Monitoring and evaluation activities are carried out through observation and interviews. This activity helps improve students' understanding of the role and empowerment of women through education, enrichment of character and positive attitudes on gender justice (can work together, competence, active, empathize, problem solving), improve linguistic competence and visual literacy (recognition of colors and images), and also understanding of cultural literacy through children's stories containing local Indonesian culture and gender perspective.
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Kimura, Midori. "Digital Storytelling and Oral Fluency in an English Reading Class at a Japanese University." International Journal of Computer-Assisted Language Learning and Teaching 2, no. 1 (2012): 1–12. http://dx.doi.org/10.4018/ijcallt.2012010101.
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The purpose of this study is to examine the effectiveness of digital storytelling (DST) in improving oral reading fluency by using the preview function of the software Photo Story 3. This application easily handles the recording and revising of a narration, which is an essential part of oral reading. DST is the art of telling stories through the use of various multimedia, such as text, still images, audio, and video. DST combines the functions of visualizing and verbalizing, which are essential for language comprehension and thinking from the perspective of cognitive neuroscience. The participants were 35 Japanese nursing students in Japan, who carried out DST utilizing nursing episodes from a textbook. Undertaking DST enabled the participants to learn to read deeply, visualize the story, and enjoy verbalizing their interpretation of the context, which is a skill lacking in most Japanese students due to the reading/translation teaching method.
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Herleni, Sari. ""WEWE MERENTAS GUNUNG": MITOLOGI MASYARAKAT BESEMAH SUMATERA SELATAN." Madah: Jurnal Bahasa dan Sastra 6, no. 1 (2017): 83. http://dx.doi.org/10.31503/madah.v6i1.358.
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This study is based on the assumption that by reading literary works, we can enjoy a culture of a society. By discussing the elements of mythology stories Wewe Merantas Gunung, it is expected to be able to understand what the source of mythology of the story is. It includes four elements of understanding such as the types, characters, functions, and methods of telling the story. The result of the study showed that the source of mythology of the environment of Besemah society itself is hilly. This kind of mythology is a myth that the story is considered really existed by the community, even it is considered to be the taboo matter. The main character is Wewe while the subordinate characters are is the old brother and the middle brother. Mythology has functions as moral controlling and as reminder something and the method of story telling is narrative, the story telling is expressed by the author completely.Abstrak Penelitian ini dilandasi anggapan bahwa dengan membaca karya sastra kita dapat menikmati kebudayaan dari suatu masyarakat. Dengan membahas unsur mitologi cerita "Wewe Merentas Gunung" diharapkan dapat mampu memahami apa yang menjadi sumber mitologi dan meliputi empat unsur pemahaman yaitu jenis, tokoh, fungsi, dan cara penyampaian. Dari hasil penelitian ditemukan bahwa sumber mitologi Masyarakat Besemah adalah dari lingkungannya sendiri yaitu perbukitan. Jenis mitologi adalah mite yaitu cerita ini dianggap benar-benar ada oleh masyarakat pendukungnya bahkan dianggap tabu. Tokoh utama adalah Wewe sedangkan tokoh bawahan adalah kakak tua dan kakak tengah. Fungsi mitologi adalah sebagai pengendali moral dan penginggat sesuatu dan cara penyampaian bersifat naratif yaitu penyampaian cerita diungkapkan oleh pengarang sepenuhnya.
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Octaviani, Arini, and Vega Hesmatantya. "Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners." Tell : Teaching of English Language and Literature Journal 6, no. 2 (2018): 78. http://dx.doi.org/10.30651/tell.v6i2.2134.
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This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.
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Leneman, Helen. "Re-visioning a Biblical Story through Libretto and Music: Debora e Jaele by Ildebrando Pizzetti." Biblical Interpretation 15, no. 4-5 (2007): 428–63. http://dx.doi.org/10.1163/156851507x216490.
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AbstractBoth music and librettos are a form of midrash (creative re-telling), because they retell all or part of a story by creating a particular mood or feeling musically. The re-telling is in both the altered text and in the language of music. Ildebrando Pizzetti (1880-1968) wrote both the libretto and music of Debora e Jaele from 1917-1921. In this libretto, motivations are completely reversed. Characters perceived in the biblical account as "good" and "bad" seem to be switched. Our previous presumptions about the story and its characters are challenged: the belief that Sisera is evil and powerful, and has no positive qualities; that Deborah and Jael never met; and that Jael and Sisera had had no prior encounters. The libretto and the music succeed in depicting three-dimensional characters with conflicting motives and feelings. The addition of dimensions to the characters amplifies the moral ambiguities found in the original narrative. Sisera becomes a dominant and central character of this opera. Pizzetti is offering a counter-reading, in which the "villain" becomes a kind of hero and the listener can understand why Jael succumbs to his charms. A recurrent theme in this work is the testing of and by God. The viewpoints of Jael and Deborah depict what Pizzetti described as "human" justice (Jael) and "divine" justice (Deborah). An encounter with this opera will alter forever our reading of this biblical story.
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Andrian, Andrian, and Faudi Faudi. "Enhancing Students’ Speaking Ability by Using Story Telling Technique (STT)." Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences 3, no. 4 (2020): 3314–32. http://dx.doi.org/10.33258/birci.v3i4.1365.
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Enhancing Students’ Speaking By Using Story Telling Technique (STT) (An Experimental Research at MTsN 2 Aceh Besar). This research aimed to find out the students’ speaking ability by using story telling technique, the focus is on fluency and vocabulary in speaking. The instruments of the researcher is test and questionnaires. The main subjects of this researcher are 32 students of VIII-I at MTsN 2 Aceh Besar. The data quantitative and qualitative. The quantitative data is gained from test and the qualitative data is gained from questionnaires. After analyzing data, the score of pre-test the lowest score is 20 and the higher score is 50. After applying the technique she give the students post-test score could be seen in the table 4.1.6 (60 and 85). While the lowest value of questionnaires is 0% and the highest value is 68.75%. Based on the score, it is suggested that the teacher should help and understand their students before teaching them. This can be done by giving the students’ chose to ask questions, involve in discussing, express their ability in English, and try to help the students to investigate and solve their problems in learning English. Moreover, the students should increase their ability in English by trying to enrich their knowledge and reading related books.
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Elvisa, Martina. "Engaging Students’ Literacy Participation Using Audio Visual Storytelling." Journal of English as a Foreign Language Education (JEFLE) 1, no. 1 (2024): 51. http://dx.doi.org/10.26418/jefle.v1i1.41670.
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The aim of this study is to engage students literacy participation using audio visual storytelling to the students of primary school in the fourth grade. Every day in the first period time of school activities, students would have literacy time whether it was reading stories, books, telling stories, and sharing experiences in front of the classroom. Day by day this kind of activities bored the students. Many students preferred to talk to each other rather than spent the literacy time properly. In this case, the researcher gave another way to engage students literacy participation by giving them audio visual storytelling in order to make all students got the benefit of literacy. The participants of this research were 27 students of fourth grade in primary school. Before the audio visual story telling was given to the students, there were 68% of the students were not participated in the literacy time. After the audio visual story telling was given, all of the students got participated (90%) in the literacy. This research was held at the third months of the odd semester. Literacy was given every day. Audio visual storytelling was given for a week. This is a descriptive research because which described systematically the existing phenomena under the study. Engaging students participation in literacy, in order to motivate them in English literacy time would improve their capability in other skills as well such as: listening, reading, vocabulary, writing, speaking and grammar. The researcher found out that audio visual storytelling is useful to engage students literacy participation in the classroom.
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Goldhill, Simon. "Reading Differences: The Odyssey and Juxtaposition." Ramus 17, no. 1 (1988): 1–31. http://dx.doi.org/10.1017/s0048671x00003179.
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This article comprises a discussion of four separate passages in Homer and some of the critical problems which each involves. My intention is not to produce a blueprint or set of rules for the interpretation of Homer, but rather — a more limited aim — to increase attention to the complex texture of the poetry of the Odyssey, and to the need for a critical practice alive to such complexity. The four passages are the speech of Amphimedon's ghost; the recognition scene between Odysseus and Argus; the story telling of Menelaus and Helen; and, finally, Odysseus' first speech to Nausicaa. Each passage opens questions about how Homer is read, and, in particular, about how what is often referred to as Homer's juxtapositional technique interrelates with the role of the reader in the activity of interpretation.
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Melika, Della, Jaya Nur Iman, and Badriyah Ulfah. "EFFECTIVENESS OF STORYTELLING TO IMPROVE WITH DESCRIPTIVE TEXT OF STUDENTS’ READING ACHIEVEMENT." Global Expert: Jurnal Bahasa dan Sastra 11, no. 1 (2023): 1–6. http://dx.doi.org/10.36982/jge.v11i1.2913.
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Storytelling is the process of someone conveying and receiving a story through various media, such as words, pictures or sound. Therefore, it can be said that storytelling can improve students' reading skills. This study aims to examine whether the story telling learning method is effective in improving students' reading skills. Researchers conducted research at SMP Negeri 3 Palembang Class VII.10 with a total of 31 students. Using pre-test and post-test designs as pre-experimental procedures, data collection techniques used in this study were pre-test and post-test. Then the data was tested with a normality test of 0.00 less than 0.05 (0.00 <0.05). Then all pre and post test data are normally distributed. From the results of the analysis of single paired t-test data, it can be seen that the results of the t-analysis obtained -7,803 df 30 significance value for the control group 0.000 H0 was rejected He was accepted, t was obtained for the experimental group -14.351 df 30 for the experimental group a significance value of 0.000 H0 was rejected Accepted independent t-test with a t-test of 10.015 df 60 and a significance value of 2 with 0.000. It can be concluded that telling stories can increase vocabulary in class VII.10 of SMP Negeri 3 Palembang, and this research shows that students always increase their English vocabulary because vocabulary plays an important role in everyday life.
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Sahibzada, Javed, Yar Mohammad Bahrami Ahmadzai, Azadkhan Niaz, and Susan Hussein Laftah. "Effects of Storytelling on Improving EFL Students’ Critical Thinking and Reading Comprehension." American International Journal of Social Science Research 5, no. 1 (2020): 33–47. http://dx.doi.org/10.46281/aijssr.v5i1.485.
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The purpose of this study is to find the effects of storytelling (ST) on improving critical thinking and reading comprehension of EFL students at Kandahar University. The design of the study was quasi-experimental with critical thinking and reading comprehension pre and posttests. Total 27 Afghan EFL students were selected based on their performance on Placement test. The participants of experimental group listened to their teacher telling the story. In order to find the improvement and different between these variables is significant the Paired Sample T-Test was administrated and the result indicates that there is significant improvement in post-tests in areas of reading comprehension and critical thinking in group of storytelling. However, improvement is higher in reading comprehension section than critical thinking.
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Yusup, Pawit M., Tine Silvana Rachmawati, Ninis Agustini Damayani, and Evi Nursanti Rukmana. "Koleksi buku cerita bergambar (picture storybooks) di Perpustakaan Desa Sukamukti." Berkala Ilmu Perpustakaan dan Informasi 16, no. 1 (2020): 83–96. http://dx.doi.org/10.22146/bip.v16i1.151.
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Introduction. The teachers at Kelompok Belajar Islam Terpadu (KBIT) Sukamukti village have used picture storybooks from the Library of Sukamukti village and reading them in a story telling session to their students. Two of this activities as a basic in the pre-reading activity to early childhood, so that the purpose this reaserch is to understand how the teachers use the picture storybooks, reading technique, and storytelling.
 Data Collection Method. This paper used a qualitative perspective with phenomenology by using observations, interviews, focus group discussions, and literature study.
 Analysis Data. Data from interviews were transcribed for further analysis 
 Results and Discussion. The teachers at KBIT Sukamukti village used the picture of storybooks with fables. The teachers also discussed plot, animal activities, themes and morality based on the story. The language in the story is easy to understand by the children, book illustrations explain the reality of the character in the forest. Activities read aloud by introducing the identity of the book used, and storytelling activities through self-assement, stories, sounds, expressions, gestures, and other abilities.
 Conclusion. The teachers read and tell stories to educate young children in alphabet, vocabularies, and creativity. This helps early children in the process of learning pre-reading.
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Malau, Julita, Mula Sigiro, Hebron Pardede, Bangun Munthe, and Bloner Sinurat. "PENINGKATAN LITERASI BAHASA INGGRIS ( STORY TELLING) DI SDN PAMAH MELALUI KAMPUS MENGAJAR ANGKATAN 3." BUGUH: JURNAL PENGABDIAN KEPADA MASYARAKAT 2, no. 4 (2022): 100–105. http://dx.doi.org/10.23960/buguh.v2n4.1218.
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Bahasa Inggris sebagai salah satu bahasa internasional diperlukan dalam masyarakat untuk saling bersosialisasi. Oleh karena itulah diperlukan pembelajaran yang baik, formal dan informal, sejak anak-anak agar tercapai target pembelajaran bahasa Inggris sesuai dengan tuntutan kurikulum. Untuk itulah diperlukan penerapan pembelajaran yang menyenangkan untuk anak-anak (young learners). Multiple Stories-reading merupakan salah satu metode yang bisa diterapkan untuk anak-anak melalui beberapa tahapan yaitu: stimulus melalui novel words, stories dan ilustrasi, dilanjutkan dengan story exposure (pembacaan cerita dan anak-anak mendengarkan), animasi task (integrasi kata-kata baru yang didengar), dan phonological recall (pengulangan cara membaca), serta definisi kata-kata. Pengabdian kepada masyarakat di desa Pamah Lau gunung, Tanah Pinem Dairi, bertujuan untuk membantu masyarakat, khususnya anak-anak dalam rangka meningkatkan kemampuan berbahasa Inggris dengan penguatan literasi Bahasa Inggris melalui multiple stories-reading. Dengan didahului dengan observasi, implementasi metode ini dilaksanakan dengan diawali dengan sosialisasi, tahap persiapan, dan tahap pelaksanaan. Hasil dari penerapan metode ini antara lain; anak-anak mendapatkan kosa-kata baru dari berbagai cerita dan mampu menerapkannya dengan mentransfer ide, nilai dan karakter pada cerita.
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Symons, Douglas K., Candida C. Peterson, Virginia Slaughter, Jackie Roche, and Emily Doyle. "Theory of mind and mental state discourse during book reading and story-telling tasks." British Journal of Developmental Psychology 23, no. 1 (2005): 81–102. http://dx.doi.org/10.1348/026151004x21080.
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Harris, Anne M. "A Story Is Not a Thing (but It Does Have a Life)." Departures in Critical Qualitative Research 7, no. 4 (2018): 25–29. http://dx.doi.org/10.1525/dcqr.2018.7.4.25.
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This essay creatively evidences the materiality of a story and its ability to migrate and evolve. It does so by critiquing the non-human limitations of binary onto-epistemologies, especially visual/discursive ones. Here stories and words have lives, bodies, and agency and as such they matter, but that matter is not material. The mattering of stories is not contingent upon human telling or hearing. Stories linger where humans disappear. An ecomaterialist reading suggests we might productively decouple storytelling (stories about us) from storied matter (stories with autonomy).
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Puryanti, Lina. "Model Narasi Dalam Novel The Satanic Verses Karya Salman Rusdhie." ATAVISME 11, no. 2 (2008): 89–96. http://dx.doi.org/10.24257/atavisme.v11i2.337.89-96.
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This paper aims to analyze the narrative model used in The Satanic Verses novel by Salman Rusdhie as a writing strategy. The analysis shows that, in telling his narration, Rusdhie uses a hidden narrator as an actor who significantly controls the story and, in this way, magical realism is purposely employed to convey his messages. This narrative model produces a reading that the novel is offering a discourse of 'doubt' as an alternative over the text's single interpretation
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BERRARBI, Amina. "Exploring the Potential of Literature in Shaping EFL Learners’ Critical Mind." ALTRALANG Journal 2, no. 02 (2020): 63–77. http://dx.doi.org/10.52919/altralang.v2i02.76.
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ABSTRACT: The present paper seeks to examine the usefulness of literary texts in enhancing the students’ critical abilities. It also attempts to shed light on the way literature leads students to think, reflect, question and analyse what they read and respond to it critically. This study addresses the following questions: What importance can be accorded to literary texts in developing critical thinking? How can literature reading re-shape students’ critical mind? Are literary texts worth reading for improving critical thinking? To find answers to these questions an experimental study was undertaken with a sample of Algerian EFL undergraduate students at Mostaganem University. The results obtained from the fieldwork analysis reveal that the literary discussions provided in literature classes, student’ written assignments and the oral exchanges about a literary text contribute to the progress of the students’ analytical skills and help them to shape their own critical mind. Yet, in order to enhance EFL students reading strategies, the reading atmosphere should be facilitated by the teacher and used as a free discussion ground where learners can freely debate, question and interpret. So, Literature does not only imply telling stories, it is telling a story which can create a feeling, an impression, develop ideas, and comment on a specific culture or a human behavior.
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Höller, Lisa. "Reading Matters - Materiality and (Il)legible Inscriptions in Yoko Tawada’s Das Bad." focus on German Studies 29 (March 24, 2023): 55–84. http://dx.doi.org/10.34314/fogs2022.00005.
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In Das Bad, Yoko Tawadacreates a narrative that opens up to the physical materiality of language and text. Several pages of this short novel present images alongside text engaging the reader in a multi-layered process of meaning making that challenges conventional reading practices. Language is not only telling a story but also points to and connects with its own materiality spilling out onto the pages. In her novel, Tawada explores the psychological and physical violence of inscribing bodies to make them legible. The only escape for Tawada’s protagonist is illegibility, a water-like transparency that offers material existence while resisting inscription. Reading Das Badin conversation with new materialist theories of materiality, I aim to show how Tawada’s short novel envisionsbodies, identities, language as something fluid and open, something that reaches beyond its pre-conceived bounds and instead forges unexpected connections. If we are taking the violence experienced by the protagonist in the story seriously, we, as readers, have to contend with our own involvement in the process of making legible and inscribing meaning. Das Badchallenges conventional ways ofreading and meaning making by entangling sense and senses asking its reader to read more than just the story.
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Putri Kesawan, Junita Ningsih, and Ali Masran. "Penerapan Teknik Bercerita menggunakan Media Boneka untuk Meningkatkan Minat Membaca AUD." Inovasi Pendidikan dan Anak Usia Dini 2, no. 1 (2024): 86–94. https://doi.org/10.61132/inpaud.v2i1.85.
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Applying storytelling techniques using puppet media is an interesting method for increasing interest in reading in young children. This technique uses dolls as a visual medium that can attract children's attention, thus making the storytelling process more interactive and fun. Dolls, which act as characters in the story, are able to make the story more alive and make it easier for children to understand the message they want to convey. Apart from that, this technique encourages children to participate more actively, both in listening to stories and in responding to the stories being told, which in turn increases their interest in books and reading activities.The use of puppet media in telling stories can enrich children's learning experiences, because it not only develops listening and speaking skills, but also stimulates children's imagination, introduces new vocabulary, and forms a more creative way of thinking. With a more enjoyable atmosphere, children become more interested in reading books that contain similar stories, which helps strengthen their relationship with the world of literacy. Therefore, storytelling techniques using puppet media are an effective approach to introduce literacy from an early age, increase children's interest in reading, and develop their language skills.