The effectiveness of storytelling in enhancing empathy in bilingual kindergarten students

Adinda Daniel Tetrawan; Yulia Ayriza; Deni Hadiana; Tri Anggono; Hana Ayu Amalia

doi:10.26486/psikologi.v26i1.3607

Authors

Adinda Daniel Tetrawan Yogyakarta State University
Yulia Ayriza Yogyakarta State University
Deni Hadiana National Research and Innovation Agency
Tri Anggono Yogyakarta State University
Hana Ayu Amalia Yogyakarta State University

DOI:

https://doi.org/10.26486/psikologi.v26i1.3607

Abstract

The primary objective of this research was to investigate the influence of storytelling as a pedagogical approach on the development of empathy in a group of bilingual kindergarten students. To achieve this, an experimental research design was employed, utilizing a one-group pretest-posttest comparative methodology. The study involved 12 bilingual kindergarten students; all of them were part of the experimental group. An initial examination of descriptive statistical data revealed that the average pretest score was 43.08, which increased to 45.00 in the post-test, indicating a notable improvement in the student's scores. Further statistical analysis, specifically the Wilcoxon test, confirmed the significance of the impact of storytelling on the students' empathy levels. The test resulted in a significance value of p = 0.002 (p < 0.01), providing compelling evidence that storytelling as a teaching method had a substantial and positive effect on enhancing empathy in bilingual kindergarten students. These findings suggest that incorporating storytelling into the curriculum can be a valuable tool in nurturing empathy in young learners, with potential implications for enhancing their social and emotional development.

Keyword: Language; empathy; storytelling; students; kindergarten; experiment.

Author Biography

Adinda Daniel Tetrawan, Yogyakarta State University

Magister's Student

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