Video summary

Seri Webinar Guru PAUD Mendongeng: Teknik Dasar Mendongeng

Main summary

Key takeaways

Educational

Main Ideas & Lessons Conveyed

  • Storytelling for PAUD is a learning strategy, not just entertainment

    • Storytelling helps stimulate imagination, enrich vocabulary, foster empathy, support thinking skills, and instill character values in a fun way.
    • Teachers do not need to be “professional storytellers.” The key is to make stories alive, interactive, experiential, and aligned with learning objectives.

  • The 2026 PAUD Mendong webinar series supports teachers before the competition

    • The storytelling competition is framed as not only about performance, but also about preparation through learning webinars.
    • Teachers are encouraged to attend all sessions up to July 24, 2026 and register again for each webinar (registration is repeated across five webinars total).

  • Core theme for the competition (fairy tale + values)

    • Theme: “Tujuh Kebiasaan Anak Indonesia Hebat” (seven habits of great Indonesian children) and love for the homeland.
    • Intended habits mentioned include:
      • waking up early
      • praying
      • exercising
      • eating nutritious food
      • loving to learn
      • living socially
      • going to bed early
      • plus patriotism
    • Storytelling is emphasized as a way to make character education “stick” because children often remember stories better than direct advice.

Methodology / Instruction-Style Content

A) Storytelling Structure / Approach in Class (as described)

  • Overall class flow (high-level)

    • Opening
    • Narrative
    • Interaction
    • Reflection (The video notes this structure can also be discussed in later sessions.)

  • Story composition steps (later teased, but key points explained)

    • Start
    • Conflict/problem appears
    • Resolve the conflict/problem

Story should include:

- **Single, clear conflict** (not necessarily complex)
- **Simple plot** appropriate for PAUD
- **Repeated keywords/rhythm** to strengthen memory

  • Recommended pacing for attention

    • Children’s effective focus span is ~5–10 minutes.
    • Strategy:
      • Keep the “main telling” within 5–10 minutes
      • Use follow-up activities to extend learning and keep children active

  • Maintain forward flow

    • Keep the narrative linear (avoid back-and-forth).
    • Avoid stories that are “too framed” or overly complex for PAUD. (Example: adults’ allegorical framing can confuse young children.)

B) Basic Storytelling Technique Toolkit (Kak Arif’s core instruction)

Kak Arif presents storytelling as “easy” and says the main “capital” of a storyteller is controlling breath and vocals, then adding movement/expressions and feelings.

1) Voice & Breath Control

  • Breathing technique

    • Practice diaphragmatic (abdominal) breathing
      • Breath rises from the stomach/diaphragm, not the chest.
      • Benefits: less fatigue, more relaxed and expressive teaching.
    • Practice method mentioned:
      • inhale, hold in the stomach area, then exhale

  • Vocal technique

    • Ensure clear vowels and consonants (articulation intact).
    • Make sounds audible to all children.
    • Use vocal control for dynamics/volume and tempo.

  • Voice variation

    • Varying character voices is described as helpful but not mandatory.
    • Even with similar teacher voices, you can stay engaging by:
      • narrating clearly
      • using vocabulary clearly and distinctly
      • maintaining consistent characterization through narration

2) Body Language & Facial/Body Expression

  • Movement should be:

    • not monotonous
    • not annoying
    • not excessive
    • used to emphasize meaning, not distract from the story

  • Expression training emphasized:

    • Forehead wrinkles
      • vertical vs horizontal wrinkles indicate different expressions
    • Eye direction
      • glance right/left/up/down as expression cues
    • Cheeks
      • puffing cheeks to depict character/emotion
    • Mouth
      • mouth movement patterns (up/down, side-to-side) for expressions

  • Movement rule clarified in Q&A:

    • Move only what clarifies the story.
    • If movement interferes with the story, don’t move.
    • Principle for movement:
      • natural, beautiful, not “over-beautified”
      • follow what the moment requires (movement for “bigger/specific events,” etc.)

3) Feeling Cultivation (Empathy-Based Performance)

To convey emotion accurately, teachers should practice:

  • empathy and emotional sensitivity
  • observing real-life expressions (children crying/laughing differently depending on cause)
  • using films/appropriate media as references for emotional nuance (with guidance to choose good, meaningful content)

4) Using Tools/Props vs Purely Verbal Storytelling

Two modes:

  • With tools (aids)
  • Without tools (purely verbal)

Important guidance:

  • Props can be decorative only and not used actively; that may be unnecessary.
  • No-tools storytelling helps build imagination if the teacher can clearly describe the imagined atmosphere.

C) Techniques to Keep Attention & Make Stories Interesting

From Q&A and discussion:

  • Use interaction rather than monologue (e.g., involve children as passengers on a train; prompt responses.)

  • Use meaningful, contextual events children experience (related to real life).

  • Keep stories interesting and meaningful, not just gimmicky.
  • Use relatable analogies, but avoid bullying outcomes:
    • Don’t use children’s names as antagonists (it can lead to ridicule/bullying).
  • Encourage:
    • active participation
    • responsiveness to the classroom situation (be flexible if reality differs from plan)

Quiz Segment (Purpose & Example Topics)

  • A short quiz was delivered via kuis.com with a displayed pin: 98233.
  • Purpose: not to rank the “best,” but to map participants’ initial understanding of basic storytelling techniques.

Example quiz topics:

  • Maximum attention span for children listening to fairy tales (~5–10 minutes)
  • Recommended breath type for storytellers
  • Voice/processing elements (e.g., pitch variation to avoid monotony)
  • Facial expressions for depicting characters
  • How to depict walking without tools (imaginative/gestural options)
  • The essence of “feeling processing” (empathy/internalization before voicing)
  • Advantage of purely oral storytelling (imagination/visualization, cost saving)
  • Best way to close storytelling at PAUD (teach through discussion/Q&A/interactivity rather than rigid lecturing)

Speakers / Sources Featured (as Named)

  1. Indro Wiarno (host/presenter)
  2. Mr. Saiful Bari (Director of PAUD and PNF Teachers; opening motivation/message)
  3. Kak Ayu (Ayo Dongeng Indonesia)
  4. Kak Dinu (Ayo Dongeng Indonesia)
  5. Mr. Arif Rahmanto / Kak Arif (main resource person on basic storytelling techniques; children’s literacy/storytelling module team)
  6. Mr. Rosmanto (from Himpau, Central Java)
  7. Mr. Arif (also mentioned as from Muhammadiyah Saban Elementary School, Yogyakarta—present in greetings list; naming in subtitles overlaps with “Mr. Arif”)
  8. Eka Taurusia (participant; asked about permissible character types in fairy tales)
  9. Ibu Aini (participant; from TK Ar-Roja Garut; asked movement-related question)
  10. Mrs. Kristina (participant; from Jember, Rukun Harapan Kindergarten; asked about storytelling when voice variation is difficult)

Other referenced / acknowledged organizations (not individual speakers in subtitles)

  • IGI TKI
  • HIMAudi
  • Aisiah (Aisiah Christian Education Council referenced)
  • Muslimat NU
  • Muhammadiyah (referenced via the school)
  • Himpau (Central Java)
  • Ayo Dongeng Indonesia

Original video