Development of Storytelling Methods in Microteaching for Strengthening Prospective Teacher Competencies
- 10.2991/assehr.k.210120.122How to use a DOI?
- Storytelling Method, Micro-teaching, Teacher Competence
Storytelling is a process in which every prospective teacher of Islamic Religious Education (as a teller) uses vocalization, narrative structure, and mental imagery to communicate with others who also use mental imagery and, in turn, communicate back through body language and facial expressions. The research objective is to find out and develop students’ abilities in design planning and storytelling methods to strengthen their competence as prospective teachers. This research uses a Research and Development (R & D) approach and has gone through a series of preliminary studies, ranging from theoretical studies and relevant research results as well as research location surveys. In this study, it was found that all respondents (student-teacher candidates participating in the Teaching Practice III course or Micro Teaching) in Islamic Education Department had difficulty using vocalizations, narrative structures and building mental images when they had to communicate a story that was assembled in the learning material of Islamic Religious Education (PAI). The development of the method of storytelling can be done in 7 steps, namely (1) the practice of compiling, studying, understanding and reciting self-compiled fables; (2) the practice of compiling fairy tale scripts into a core outline or fable outline; (3) the practice of controlling the length of the fable according to the duration available in a Micro Teaching program; (4) practice controlling vocabulary; (5) the practice of perfecting storytelling style; (6) practice of increasing the intensity of storytelling practice; and (7) practice forming relaxed habits before performing in class. The development of storytelling methods in a single unit with the learning package in a Learning Implementation Plan (RPP) is assumed to be useful for developing the competency of PAI teacher candidates as long as the application is following the ideal provisions of the implementation of microlearning, which includes a small number of practicing students and sufficient face-to-face time so every instructed student can appear to teach in class maximally.
- © 2021, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Yusuf Abdul Hasan AU - Anisa Dwi Makrufi AU - Midawati PY - 2021 DA - 2021/01/21 TI - Development of Storytelling Methods in Microteaching for Strengthening Prospective Teacher Competencies BT - Proceedings of the 4th International Conference on Sustainable Innovation 2020–Social, Humanity, and Education (ICoSIHESS 2020) PB - Atlantis Press SP - 175 EP - 182 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210120.122 DO - 10.2991/assehr.k.210120.122 ID - Hasan2021 ER -