EXAMPLE RELECTION : STORYTELLING 

 Storytelling is an activity to pass the information from person to person and from one generation to   the next generation . Storytelling is simple and practical because stories , which are used as the   media , are easily obtained . ( Hence , the use of storytelling as a teaching tool has been conducted in   the areas of teacher education , higher education , early childhood education , and nursing education . 

 Challenges and Selection : 

 This study found eight benefits of implementing storytelling in teaching literacy . The benefits cover   using two languages as the medium of interaction , the provision of suitable learning materials and   various media , using dramatization to show a character ’s expression , asking moral value of the story   as an evaluation instrument , developing students ’ literacy skills , arousing students ’ imagination ,   helping students to share their experiences , improving students ’ vocabulary mastery , and increasing   students ’ reading awareness and interest . The aforementioned benefits are described below . 

 In implementing storytelling in teaching literacy , there were two challenges that can disturb the   effectiveness of teaching program . The challenges had something to do with students ’ proficiency   and length of texts as described in the following subsections . 

 Applications : 

 All students admitted that the lack of language proficiency , such as vocabularies , grammar , and   pronunciation , was their obstacle in implementing this teaching program . Consequently , it made   students hard in comprehending the text comprehensively and in expressing their opinions , as   stated by student below . I found some difficulties , when teacher asks me to write a sentence that   read by her , for example I still confuse with the meaning of those words . ( To facilitate students in   understanding difficult words , the teacher should let them to write their stories in Indonesian first   before they translated the story into English . After that , teacher also facilitated students to use   English - Indonesian or Indonesian English dictionary to make them easier in writing a story and in   comprehending a text . It is supported by interview result of student below . From storytelling , I do   not like writing , because I do not know yet the words . Luckily , teacher asks me and my friends to   read the story first , after that we understand the story using dictionary so that , I easier in writing a   story . The students ’ reading and writing results in the beginning also indicated that the students   with better language proficiency were able to have higher score . It was because the students with   better language proficiency can comprehend the text better and write their own text properly . Thus ,   this challenge should be considered by teacher in selecting teaching materials to facilitate all   students ’ English proficiency levels . 

 Insight and Approach : 

 Based on data of classroom interview , the data indicated that although there are some restrictions ,   the incorporation of storytelling to the teaching program had assisted students to increase their   reading comprehension ability and to develop their writing skill . On the basis of the data obtained ,   this research revealed that the teaching program spawned some benefits . Firstly , in the process of   implementing storytelling , it was found that students ’ literacy skill was developed . Secondly , the   selection of story and quality of book also gave an impact on arousing their imagination . Moreover ,   students ’ vocabulary , reading awareness , and interest also increased . Nevertheless , the attainment   of those benefits might be constrained by some challenges found in this teaching program . The   challenges had something to do with students ’ proficiency and length of texts . Accordingly , it can be   concluded that the result of the research confirmed possibility of the teaching program which 

 incorporates storytelling in supporting junior high school students to have good awareness in   literacy , both reading and writing . It indicated that storytelling can be applied in EFL junior high   school in Indonesia , especially in suburban area , because there are limited facilities that can support   students learning . Furthermore , the use of media and teacher as an actor can help students to   develop their literacy skill which is highly required in facing globalization era . Based on the findings ,   it is suggested to implement storytelling that has been proved to have various positive impacts on   students ’ learning . Nonetheless , this teaching program will be more effective when applied in the   regular teaching using classroom action research . It is suggested to obtain deep data of the research   and to modify new teaching practice . By considering the suggestion , it is expected that the teaching   process can optimize students ’ reading and writing ability . At last , this program should be tried out   in a variety of level of education , especially young learners to check whether it can develop students ’   literacy skills or not . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: EXAMPLE RELECTION : STORYTELLING 

 Storytelling is an activity to pass the information from person to person and from one generation to   the next generation . Storytelling is simple and practical because stories , which are used as the   media , are easily obtained . ( Hence , the use of storytelling as a teaching tool has been conducted in   the areas of teacher education , higher education , early childhood education , and nursing education . 

 Challenges and Selection : 

 This study found eight benefits of implementing storytelling in teaching literacy . The benefits cover   using two languages as the medium of interaction , the provision of suitable learning materials and   various media , using dramatization to show a character ’s expression , asking moral value of the story   as an evaluation instrument , developing students ’ literacy skills , arousing students ’ imagination ,   helping students to share their experiences , improving students ’ vocabulary mastery , and increasing   students ’ reading awareness and interest . The aforementioned benefits are described below . 

 In implementing storytelling in teaching literacy , there were two challenges that can disturb the   effectiveness of teaching program . The challenges had something to do with students ’ proficiency   and length of texts as described in the following subsections . 

 Applications : 

 All students admitted that the lack of language proficiency , such as vocabularies , grammar , and   pronunciation , was their obstacle in implementing this teaching program . Consequently , it made   students hard in comprehending the text comprehensively and in expressing their opinions , as   stated by student below . I found some difficulties , when teacher asks me to write a sentence that   read by her , for example I still confuse with the meaning of those words . ( To facilitate students in   understanding difficult words , the teacher should let them to write their stories in Indonesian first   before they translated the story into English . After that , teacher also facilitated students to use   English - Indonesian or Indonesian English dictionary to make them easier in writing a story and in   comprehending a text . It is supported by interview result of student below . From storytelling , I do   not like writing , because I do not know yet the words . Luckily , teacher asks me and my friends to   read the story first , after that we understand the story using dictionary so that , I easier in writing a   story . The students ’ reading and writing results in the beginning also indicated that the students   with better language proficiency were able to have higher score . It was because the students with   better language proficiency can comprehend the text better and write their own text properly . Thus ,   this challenge should be considered by teacher in selecting teaching materials to facilitate all   students ’ English proficiency levels . 

 Insight and Approach : 

 Based on data of classroom interview , the data indicated that although there are some restrictions ,   the incorporation of storytelling to the teaching program had assisted students to increase their   reading comprehension ability and to develop their writing skill . On the basis of the data obtained ,   this research revealed that the teaching program spawned some benefits . Firstly , in the process of   implementing storytelling , it was found that students ’ literacy skill was developed . Secondly , the   selection of story and quality of book also gave an impact on arousing their imagination . Moreover ,   students ’ vocabulary , reading awareness , and interest also increased . Nevertheless , the attainment   of those benefits might be constrained by some challenges found in this teaching program . The   challenges had something to do with students ’ proficiency and length of texts . Accordingly , it can be   concluded that the result of the research confirmed possibility of the teaching program which 

 incorporates storytelling in supporting junior high school students to have good awareness in   literacy , both reading and writing . It indicated that storytelling can be applied in EFL junior high   school in Indonesia , especially in suburban area , because there are limited facilities that can support   students learning . Furthermore , the use of media and teacher as an actor can help students to   develop their literacy skill which is highly required in facing globalization era . Based on the findings ,   it is suggested to implement storytelling that has been proved to have various positive impacts on   students ’ learning . Nonetheless , this teaching program will be more effective when applied in the   regular teaching using classroom action research . It is suggested to obtain deep data of the research   and to modify new teaching practice . By considering the suggestion , it is expected that the teaching   process can optimize students ’ reading and writing ability . At last , this program should be tried out   in a variety of level of education , especially young learners to check whether it can develop students ’   literacy skills or not .
### Output: 