HAND PUPPET: A TEACHING – LEARNING STORYTELLING MEDIA

M. Nur Hakim, Zuriyati Zuriyati, Saifur Rohman

Abstract


The media has an important role in learning activities to be able to arouse interest, motivation, and provide stimulation to increase students learning activities. The benefit of the media in the learning process is facilitating interactions between the teacher and students, so that the learning will be more effective and efficient. Generally, the purpose of this study describes the process of applying hand puppet media to improve students’ skills in storytelling. This study uses the design of the Kemmis and McTaggart model which includes the stages of planning, action, observation, and reflection. The technique used in collecting data is through observation and interviews, while the data analysis is done by descriptive qualitative. The findings of this study reveal an increasing in the students’ ability in storytelling for each cycle which is characterized by self-confidence, the ability to master the story, and mastery of expression. The use of hand puppets as a tool in storytelling activities can be communicative interactions and creative ideas, so that the students can focus on storytelling well. Thus, it can be concluded that hand puppets can help students improve their storytelling abilities.

 

Keywords: Hand Puppet, Instructional Media, Storytelling Learning

 


Full Text:

PDF

References


Baumfield, Vivienne., Hall, E., & Wall, K. (2009). Action Research di Ruang Kelas.Translated by Didik Prayitno.Index.

Campbell, T., & Hlusek, M. (2015).Storytelling for Fluency and Flair. The Reading Teacher, 69(2), 157-161.

Di Blas, N., & Boretti, B. (2009, June). Interactive storytelling in pre-school: a case-study. In Proceedings of the 8th International conference on interaction design and children (pp. 44-51).ACM.

Dudacek, O. (2015). Transmedia Storytelling in Education. Procedia Social and Behavioral Sciences, 2015, vol. 197, p. 694-696.

Edosomwan, S., & Peterson, C. M. (2016).A History of Oral and Written Storytelling in Nigeria. Commission for International Adult Education.

Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of research on Technology in Education, 42(3), 255-284.

Farmer, L. (2004). Using Technology for Storytelling: Tools for children. New review of children's literature and librarianship, 10(2), 155-168.

Mahnun, N. (2012). Media pembelajaran (kajian terhadap langkah-langkah pemilihan media dan implementasinya dalam pembelajaran) [Instructional Media (review of media selection steps and their implementation in learning)]. An-Nida', 37(1), 27-34.

Mayora, O., Costa, C., & Papliatseyeu, A. (2009). iTheater Puppets Tangible Interactions for Storytelling. Intelligent Technologies for Interactive Entertainment, 110–118. doi:10.1007/978-3-642-02315-6_11.

Nguyen, K., Stanley, N., Stanley, L., Rank, A., & Wang, Y. (2015).A Comparative Study on Storytelling Perceptions of Chinese, Vietnamese, American, and German Education Students. Reading Psychology, 37(5), 728-752.

Niemi, R. (2018). Five Approaches to Pedagogical Action Research. Educational Action Research, 1–16.Doi:10.1080/09650792.2018.1528876.

Gibson, W., Hall, A., & Callery, P. (2006). Topicality and the structure of interactive talk in face‐to‐face seminar discussions: implications for research in distributed learning media. British Educational Research Journal, 32(1), 77-94.doi:10.1080/01411920500402029.

Kemmis, S., McTaggart, R., & Nixon, R. (2014). The Action Research Planner: Doing Critical Participatory Action Research. Springer Science & Business Media.

Karakurt, G. (2012). Puppet Play With a Turkish Family. Journal of Family Psychotherapy, 23(1), 69–78.doi:10.1080/08975353.2012.654092.

Kurniawan, H. (2016). Kreatif Mendongeng untuk Kecerdasan Jamak Anak. [Creative Storytelling for Children's Multiple Intelligences]. Persada.

Ge, Z.-G. (2019). Does mismatch between learning media preference and received learning media bring a negative impact on Academic performance? An experiment with e-learners. Interactive Learning Environments, 1–17.doi:10.1080/10494820.2019.1612449.

Lenox, M. F. (2000). Storytelling for Young Children in a Multicultural World. Early Childhood Education Journal, 28(2), 97-103.

Li, E. H., & Hew, S. H. (2017). Better Learning of Chinese Idioms through Storytelling: Current Trend of Multimedia Storytelling. Electronic Journal of e-Learning, 15(5), 455-466.

Staley, B., & Freeman, L. A. (2017). Digital Storytelling as Student-Centred Pedagogy: Empowering High School Students to Frame Their Futures. Research and Practice in Technology Enhanced Learning, 12(1), 21.

Yüksel, P. (2011). Using digital storytelling in early childhood education: A phenomenological study of teachers’ experiences. Unpublished Doctoral Dissertation.Middle East Technical University, Ankara.

Zipes, J. (2012). Fairy tales and the art of subversion. Routledge.


Article Metrics

Abstract views: 9   PDF views: 18