(2167) STORYTELLING IN HIGH EDUCATION INSTITUTIONS: HOW TO ENRICH THE LEARNING EXPERIENCE IN MULTIDISCIPLINE AREAS?

摘要

This study was aimed at: 1 investigating the implementation of storytelling in 11 study program with multidiscipline area, 2 investigating the impact of storytelling based on students’ perspective towards their learning process, and 3 determining the sustainability of storytelling learning method into further research. 21 teachers were involved in this study that has been running from 19 September to 23 December 2016 in the Faculty of Languages and Arts, Yogyakarta State University (YSU). 13 teachers implemented the storytelling in languages classes and 8 teachers conducted the study in arts classes. There were 545 students registered in this piloting project. All the subjects were mandatory subject of the running semester based on the Indonesia National Curriculum of Qualification 2014. This learning method of storytelling was a part of Indonesian Innovative Pedagogy (INDOPED) project, initiated by University of Seville, Spain and funded by the Erasmus and Program of the European Union 2016. To initiate the storytelling piloting in higher education institution, teachers were deliberately registered to the project. This, followed by the intern meeting in the faculty level to inform about the INDOPED project and make acknowledgment that those certain teachers would conducting 1 of 3 methods which YSU plan to implement in the academic year of 2016-2017. There were steps in storytelling’s learning process such a: 1 workshop for the teacher, 2 teaching practice for the teacher, monitored by the European partner from Seville University, 3 Implementing the method by the teachers, 4 students’ turn become the storyteller, 5 evaluation, 6 findings, and 7 sustainability of the storytelling method in the coming semester. 21 teachers implemented the storytelling method in 21 different subjects. During the implementation, teachers inserted storytelling in 15 minutes in each period. This can be seen from their teaching plan. Twice meetings were held to monitor the running progress of piloting. The implementing of storytelling was documented in the form of video. There were middle and post evaluation during the implementation of storytelling. All the evaluation’s item was provide by INDOPED team from European partners. The study showed that: 1) The 21 teachers implemented the storytelling in 21 different subjects towards 11 study programs. Teachers first applied the method. Since there is no single pattern on storytelling implementation then the students performed their storytelling’s learning in various model based on their study program. Some product of this implementation can be seen in the mind map of literature review, comic online, dance movement, and music composition. The in code barometer was divided into 3 categories of: 1 individual, 2 interpersonal, and 3 networking. The sustainability of storytelling method will be applied into a classroom action research (CAR). The further studies mainly focus on reducing or eliminating the 3 aspects that still found very poor during the piloting program. Those 3 aspects were: 1 respect different opinions, perspectives and values, 2 presentation skills 3 ability to generate creative ideas