Handling My Difficulties in Telling The Story To Pupils of Kindergarten Level B At Paulus Kindergarten.

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Maranatha Christian University

ABSTRACT

Dalam Tugas Akhir ini, saya membahas mengenai kesulitan menyampaikan cerita kepada anak-anak di kelas TK B di sekolah TK Paulus. Masalah ini berdasarkan pengalaman magang saya sebagai asisten guru Bahasa Inggris di sekolah tersebut. Saya membahas tentang penyebab permasalahan, dampak dari masalah, dan beberapa pilihan solusi berdasarkan analisa dari buku, artikel, dan pengalaman magang. Ada beberapa penyebab yang timbul dari permasalahan yang dihadapi di TKK Paulus. Penyebab yang pertama adalah saya tidak memiliki

pengalaman dalam menyampaikan cerita kepada anak-anak. Kedua, saya tidak mempersiapkan diri dengan baik dalam menyampaikan cerita

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APPENDIX B: THE TRANSCRIPTION OF THE INTERVIEW 1

Name of interviewer : Gladys Stephanie

Name of respondent : Mrs. Diana Pupung Sumiarsih

Day and date of interview : Monday, April 02, 2012

Place of interview : TKK Paulus, at class

Gladys: selamat siang, ibu.. hari ini hmm saya mau hmm menginterview

tentang sejarah Sekolah Paulus.

Mrs. Diana: selamat siang..

Gladys: pertanyaan yang pertama, sudah berapa lama ibu mengajar di

sekolah TK Paulus ini?

Mrs. Diana: sudah 21 tahun.

Gladys: terus, hmm kapan TKK Paulus ini didirikan?

Mrs. Diana: TKK Paulus ini didirikan pada tanggal 17 juni 1971

Gladys: oo iya ok.. pertanyaan yang ketiga siapakah pendiri TKK Paulus?

Mrs. Diana: Ibu Tedjajuwana.

Gladys: Ibu Tedjajuwana yah.. ok.. lalu siapa saja yang pernah menjabat

sebagai kepala sekolah di TK Paulus ini?

Mrs. Diana: ya, untuk mengenai tahunnya saya juga kurang hafal, tapi

yang pertama Ibu Tedjajuawana, yang kedua Ibu Melly L. Y. Warouw,

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Gladys: ok.. hmm, brp lama dari setiap masing-masing kepala sekolah

menjabat? Kurang lebih berapa tahun?

Mrs. Diana: lama yah..ini tidak ditentukan. Seperti Ibu Tedja itu menjabat

dari tahun 1971-1993 sampai beliau berusia 82 tahun. Ibu Melly dari tahun

1993-2003. Yang terakhir Ibu Saduk dari tahun 2003 sampai sekarang.

Gladys: ooo iya, hmm.. lalu bagaimana perkembangan TKK Paulus dari

pertama didirikan smapai dengan sekarang?

Mrs. Diana: hmm, pada saat pertama kali saya mulai mengajar itu

muridnya sangat banyak mencapai 224 siswa, tetapi lama-lama menjadi

berkurang mungkin karena banyak TK yang didirikan di sekitar Paulus dan

di daerah kompleks-kompleks.

Gladys: kalau boleh saya tau, ibu mulai mengajar di sekolah ini dari tahun

berapa?

Mrs. Diana: tahun 1990.

Gladys: berapa jumlah murid yang dimiliki TKK Paulus saat ini?

Mrs. Diana: 38 siswa.

Gladys: hmm, berapa jumlah guru yang dimiliki TK Paulus saat ini?

Mrs. Diana: 3 guru kelas dan 4 guru mata pelajaran?

Gladys: hmm, lalu berapa kelas yang dimiliki TKK Paulus saat ini?

Mrs. Diana: ada 3 kelas, satu playgroup, satu TK A, satu TK B.

Gladys: hmm, pertanyaan yang terakhir, apa visi dan misi dari TKK Paulus

ini?

Mrs. Diana: visinya menjadi sekolah unggulan untuk mewujudkan insane

yang kasih dan cerdas.

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Mrs. Diana: memberikan layanan pendidikan Kristen yang berkualitas dan

berdaya saing. Yang kedua memberikan layanan tata kelola dengan

standar pelayanan prima.

Gladys: terima kasih ibu. Sekian wawancara dari saya.

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APPENDIX C: THE TRANSCRIPTION OF THE INTERVIEW 2

Name of interviewer : Gladys Stephanie

Name of respondent : Mrs. Elsa D. Nian. G

Day and date of interview : Thursday, March 22, 2012

Place of interview : TKK Paulus, at staff office

Gladys: slamat siang, bu. Hmm siang hari ini saya mau menginterview

soal storytelling. Hmm, saya mau menanyakan ibu sudah berapa lama ibu

mengajar di TKK Paulus ini?

Mrs. Elsa: saya mengajar di sini sejak tanggal 01 July 2003.

Gladys: ok.. terus bagaimana pengalaman ibu saat pertama kali ibu

mengajar storytelling?

Mrs. Elsa: hmm, pengalaman pertama saya mengajar storytelling,

kebetulan saya itu guru sekolah minggu dan saya terbiasa bercerita.

Tetapi memang sejak saya masih kecil saya memang sudah senang

sekali bercerita.

Gladys: oohhh begitu. Lalu bagaimana menyampaikan storytelling agar

menarik untuk anak-anak?

Mrs. Elsa: hmm, menyampaikan storytelling agar menarik kita lihat situasi

dan kondisinya. Misalnya seperti ini, jika kita melihat situasinya anak-anak

sedang berisik, kita buat mereka untuk focus tanpa kita harus menegur

mereka. Misalnya ehmm dengan intonasi. Ada tekanan-tekanan nada

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emm ketika si buaya hendak memakan si rusa, jadi kita memberikan tekanan pada, jadi kita memberikan tekanan pada apa yah. Gimana caranya kita menyampaikan dengan intonasi yang berbeda. Jadi, ketika kita berbicara sebagai rusa, hmm intonasi kita berbeda ketika kita

berbicara sebagai buaya dan intonasi ketika kita marah, ketika kita merayu si buaya supaya tidak memakan si rusa. Itu ada perbedaan intonasi yang membuat anak-anak menarik.

Gladys: oo iya.. lalu bagaimana menangani anak yang tidak perhatian pada saat ibu sedang storytelling?

Mrs. Elsa: ya itu seperti saya bilang, ketika anak-anak mulai tidak perhatian kita buat aaaaaa (teriakan) langsung anak-anak seperti kaget wah ada apa yah koq mam bisa teriak seperti itu yah. Jadi seperti itu kira-kira. Kita membuat kehebohan dalam cerita itu sehingga membuat anak-anak bertanya ehh ada apa dalam cerita itu yah.

Gladys: terus materi dan alat bantu mengajar apa yang biasa ibu gunakan untuk storytelling? Materi itu bisa topic dari ceritanya, kalau alat bantu itu seperti teaching aidsnya.

Mrs. Elsa: kalau alat bantu tergantung dari bercerita itu alat peraganya bisa lewat infokus, terus hmm apalagi gambar yang besar, buku, atau puppets.

Gladys: lalu apa tujuan mengajar melalui storytelling?

Mrs. Elsa: tujuannya, kebetulan saya selalu mencari cerita yang selalu mengedepankan moral. Ada pesan-pesan moral yang terdapat di dalam cerita tersebut. Jadi suka ada cerita yang tidak ada pesan moralnya yah, nah cerita seperti itu tidak pernah saya ambil, karena tujuan saya bercerita ada pesan-pesan moral yang akan saya sampaikan ke anak-anak.

Gladys: terus, apa saja yang dapat diajarkan melalui storytelling?

Mrs. Elsa: tentang prilaku yang baik, seperti itu. Oleh sebab itu setelah kita selesai bercerita, saya akan bertanya apakah di dalam cerita tadi tokoh si A berbuat baik atau tidak, kalau dia tidak berbuat baik bagaimana. Jadi emm ada tanya jawab.

Gladys: kalau untuk menambah vocabulary mereka bagaimana? Apakah bisa melalui storytelling atau bagaimana?

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storytelling saya, saya kalau bercerita itu tidak berdasarkan buku semata, jadi ada improvisasi. Jadi sehingga kalau baca sesuai dengan kata-kata yang ada di dalam buku tidak menarik yah buat anak-anak. Tapi kalau kita ada improvisasi, gaya bahasa, ada tekanan, ada intonasi, ada kata-kata yang membuat anak-anak menarik itu justru lebih anak-anak tertarik.

Gladys: lalu bagaimana pemilihan bahan cerita untuk anak-anak? Apakah dari bahan pelajaran yang ibu berikan minggu lalunya atau menggunakan bahan baru?

Mrs. Elsa: biasanya setelah saya mengajarkan tema minggu lalu, nah minggu depannya saya berikan cerita supaya pelajarannya tidak membosankan bagi anak-anak dan lagi dengan bercerita anak-anak kembali diingatkan bahwa minggu lalu tuh kita belajar tentang ini ini ini tanpa mereka sadari ketika saya bercerita mereka mengulang kembali pelajaran yang sudah dilakukan pada minggu sebelumnya.

Gladys: jadi ibu mereview pelajaran minggu sebelumnya. Lalu bagaimana kriteria pemilihan cerita yang digunakan untuk mengajar anak umur 5-6 tahun?

Mrs. Elsa: kriterianya pertama satu ada pesan moralnya atau tidak, kedua dari gambar. Kadang-kadang buku cerita itu ada yang gambarnya tidak menarik. Anak-anak itu senang sekali dengan gambar-gambar yang menarik. Justru itu yang membantu kita untuk bercerita. Begitu kira-kira.

Gladys: kegiatan apa yang digunakan sebelum dan sesudah storytelling?

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Gladys: bagaimana sitting arrangement yang paling baik untuk storytelling?

Mrs. Elsa: hmm, saya selalu menggunakan posisi setengah lingkaran. Jikalau menggunakan posisi lingkaran, maka yang di belakang tidak bisa melihat gambar dan melihat ekspresi muka saya, karena ketika saya bercerita marah, saya akan menunjukan ekspresi marah, jika tertawa saya akan tertawa terbahak-bahak sampai akhirnya mereka pun ikut tertawa. Karena ekspresi juga membantu yah. Ekpresi, gerakan kita, atau apapun yang kita lakukan, nada yang keras sangat mempengaruhi cerita tersebut.

Gladys: lalu pertanyaan terakhir, bagaimana menggunakan gestures, suara, body language, ekspresi muka pada saat storytelling?

Mrs. Elsa: ya itu seperti yang tadi saya bilang harus berbeda-beda yah. Ketika saya memerankan, emm saya biasanya kalau bercerita itu saya ga diem. Ketika saya berdiri saya bergerak ke sana kemari layaknya seorang apa yah, emm pemain sinetron tunggal kali yah karena ketika saya

menjadi rusa saya bersuara sangat lembut, tetapi ketika saya berperan menjadi buaya saya langsung menegaskan suara saya. Jadi ada intonasi, ekpresi. Biasanya ekspresi menjadi buaya akan seram, tetapi kalau rusa saya pasang muka ceria selalu dan lincah, lari ke sana lari ke sini. Jadi memang saya terbawa oleh cerita tersebut. Saya jadi seolah-olah menjadi tokoh yang ada pada cerita tersebut.

Gladys: ok kalau begitu. Terima kasih atas waktunya. Selamat siang ibu.

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CHAPTER I

INTRODUCTION

A. Background of the Study

In this term paper I would like to analyze a problem related to

storytelling to children. Based on an article entitled "What is Storytelling", it

is stated that, "Storytelling is the art of using language, vocalization, and

physical movement and gesture to reveal the elements and images of a

story to specific, live audience" (par. 1). Storytelling can be entertaining

and motivating for the children. According to an article "The Benefit of

Storytelling", it is stated that, "The story consists [of] manners, values, and

moral messages" (par. 1). Therefore, it is suitable for teachers to use

stories to teach children.

Storytelling is necessary for teaching English to children. Wright

explains that, “Stories, which rely so much on words, offer a major and

constant source of language experience for children” (3). Storytelling can

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storytelling is important for children to develop: “Self awareness” (par. 6),

“empathy” (par. 10), “social skills” (par. 11), “language skills” (par. 13),

“attention skills” (par. 15), “thinking skills” (par 17), and “creativity” (par.

18). It can be seen that storytelling is beneficial for children’s learning.

I had an experience in storytelling during my internship at Paulus

Kindergarten (henceforth, PK) in July-September 2011. I taught pupils of

Kindergarten level B aged 5-6 years old and the number of the pupils was

18; there were 10 girls and 8 boys. The characteristics of children aged

5-6 years, according to an article "Raising Children Network", are as follow:

they are “more independent and in control of his behavior” (par. 5), they

“like rules” (par.8), they “understand a lot more about things” (par.9), they

“become a very good at sorting things” (par. 9), and they “like to tell stories

and give short talks” (par. 18). Knowing the characteristics of the children

is important for the teacher to teach them effectively and choose the right

activities for them, such as choosing key new words, drawing and coloring,

and retelling the story.

When I did my internship in PK, there was a storytelling lesson. That

was my first time to deliver the story to the children in Kindergarten level B.

I had to deliver the story for 30-45 minutes, but in fact, I did not know how

to tell the story correctly. I felt nervous when I had to tell the story to the

children, because I was afraid that the story would not be interesting.

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made me feel sad and become not confident during the storytelling. It can

be seen that I had problem in delivering the story to the pupils of level B at

PK.

Based on this problem, I would like to discuss how to overcome my

difficulties in storytelling to children at PK and find the best solution. This

term paper will help me to overcome my problem in storytelling to children.

B. Identification of the Problem

The analysis of this problem is formulated in the following research

questions:

1. Why did I have difficulties in storytelling in English to pupils of

kindergarten level B at Paulus Kindergarten?

2. How could I overcome my difficulties in storytelling effectively?

C. Objectives and Benefits of the Study

The first objective of the study is to find the causes of the problem of

my difficulties in storytelling in English to pupils of kindergarten level B at

PK. The second objective is to find the best solutions to overcome my

difficulties in storytelling to children.

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storytelling and they can develop their ability to be more creative in doing

it. Then the benefit for the readers is to improve their knowledge about

storytelling. As for me, the benefit is to develop my ability and knowledge

in storytelling.

D. Description of the Institution

Based on the interview with Mrs. Diana Pupung Sumiarsih, S.Pd, as

the home teacher of Kindergarten level B, it is stated that Paulus

Kindergarten (henceforth PK) was established on 17 June 1971. PK is

located at Jl. Dr. Rajiman No. 11. The founder of Paulus Kindergarten was

Mrs. Tedjajuwana. She also became the Headmistress at Kindergarten

and Primary School Paulus from 1971-1993. The second Headmistress

was Mrs. Melly L. Y. Warouw who served from 1993-2003, and since 24

February 2003 the Headmistress has been Mrs. Dra. Zifora Saduk

Tolamanu Adutai. The number of teachers in PK is 7 and the number of

the pupils is 38. The number of pupils in Playgroup is 8 children, 12

children in level A, and 18 children in level B. The Vision of PK is to

become an excellent school which educates the students to be loving and

intelligent. The first mission of PK is to provide qualified and competitive

Christian education services. The second mission is to provide

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E. Method of the Study

The data for this study is based on my teaching experiences in PK

during my internship in July-September 2011, the interview with the

English teacher, the observation at class, my internship journal, and library

research. The data of library research are from printed sources and

electronic sources. The data that I found is used to analyze the causes,

the effects and the potential solutions.

F. Limitation of the Study

In this research, the subjects are me, as the assistant of English

teacher at PK, and 18 children aged 5-6 years old as pupils in

Kindergarten level B at PK. The period of teaching is from 21 July 2011

until 15 September 2011. The respondent of the interview is Mrs. Elsa D.

Nian G. as the English teacher at PK. The focus of this study is on

storytelling to children.

G. Organization of the Term Paper

The first part of this term paper is the Abstract, the overall summary of

the final paper in Bahasa. Second is the Declaration of Originality, and

then the next parts are Acknowledgements and Table of Contents. Chapter

One is the Introduction, containing Background of the Study, Identification

of the Problem, Objectives and Benefits of the Study, Description of the

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of the Term Paper. Chapter Two is about Problem Analysis. In this chapter

I explain the causes and the effects of my problem. Chapter Three is about

Potential Solutions to overcome my problem. In Chapter Four, I explain the

conclusion of all the analysis. The last part is the Bibliography and the

Appendices which contain the flowchart, the transcription of the interview

with Mrs. Diana Pupung Sumiarsih, S.Pd, and the transcription of the

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CHAPTER IV

CONCLUSION

Before presenting the best solution for the problem in this chapter, I

would like to present the summary of the previous chapters. The problem

that I discuss is I had difficulties in storytelling to pupils of kindergarten

level B at PK. There are three causes of the problem; namely, I did not

have any experience in storytelling with children, I was not well-prepared

to deliver the story, and I was not confident when telling the story to the

children. There are also two effects of the problem; namely, the story was

not interesting for the children, and children did not understand the story.

Besides the causes and the effects of the problem, there are three

potential solutions to solve the problem. The first potential solution is I will

prepare my materials, including practicing using visual aids. Second

potential solution is I will include the pre-activity, during, and post-activity

for storytelling. Third potential solution is I will practise to deliver the story

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analysis in the previous chapters, I would like to choose the best solution

to solve the problem. The best solutions are the combination of all

potential solutions, namely, I will prepare my materials, including practicing

using visual aids; I will include activities before, during, and after

storytelling; and I will practise to deliver the story at home using intonation,

gestures, and facial expressions.

I have chosen all potential solutions because the combination of three

solutions will be effective for me to become a good storyteller. First, I will

do the preparation. The preparation will not be effective without practice.

Second, I will use activities before, during, and after the story. The

activities will not go well without any preparation. The last is practicing.

Practicing can help me deliver the story well. Therefore, the three of the

potential solutions are related and necessary to be implemented together.

From the books and articles I can know how important the preparation for

storytelling is. By having preparation, I can deliver the story well and feel

confident during storytelling. Besides the preparation, I also learn about

how to make the story more interesting for children with activities. I can

apply the activities before, during, and after storytelling. Moreover, I can

choose suitable activities for the children. Activities also make the children

understand the story and the children can learn new vocabulary from the

story. Besides, I learn how to deliver the story well with practice at home

using intonation, gestures, and facial expressions. While practising, I can

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also helps me to improve my ability in storytelling. Based on an article

“Storytelling for Preschooler, Guidelines, and How-to Tell a Story”, it is

stated that, “Story should be well-prepared before presenting” (par. 4).

McWilliams states that, “Stories paint word pictures and use the sound and

rhythm and repetition of words” (par. 11), “...and most importantly: The

more you practice- the more skilled you will become” (par. 24).

These three solutions are helpful for me to deliver the story well to the

children. From my analysis and my experience, preparing materials and

suitable visual aids for storytelling are really helpful deliver the story

successfully. The children can also understand the story based on the

visual aids that they see. Activities help the children to improve their ability

in vocabulary and help the children to understand the story. From

practicing, I learn to deliver the story well. I choose all of the solutions

because I believe that applying all the solutions will improve my ability in

storytelling to children at Paulus Kindergarten. The activities also can help

the children to improve their language skills.

After discussing the previous chapters, I conclude that storytelling is

important for teaching English. Storytelling provides many language

experiences. Through storytelling, children can learn to improve English

language and vocabularies. Storytelling also help children to understand

themselves and relate to others. With many benefits of storytelling,

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storytelling activities and can provide more materials and visual aids for

storytelling. The teachers also have to learn how to tell stories effectively.

Therefore, it can increase the quality of English language in Paulus

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BIBLIOGRAPHY

Printed Sources

Slattery, Mary and Jane Willis. English for Primary Teachers. New York:

Oxford University Press, 2005.

Wright, Andrew. Storytelling with Children. New York: Oxford University

Press, 2002.

Electronic Sources

“Community Reading Program.” Community-reading. 2012. 14 June 2012.

<http://www.dlsl.edu.ph/projectk/pdf/documents/community_reading.pdf>

England, David. “Storytelling: Children, School and Families.” Children

Families Schools. 2008. 7 March 2012.

<http://www.davidengland.co.uk/StoryCollection.html>

“How to Control a Loud Classroom.” Control-loud-classroom. 2012.

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<http://www.ehow.com/how_7651732_ control-loud-classroom.html>

James, Steven. Creative Storytelling Guide for Children's Ministry. Ed.

Theresa Hayes. 2002. Books.google.co.id. 25 April 2012.

<http://books.google.co.id/books?id=Vn40Q00vOvwC&pg=PA12&lpg=P

McWilliams, Barry. “Effective Storytelling.” The Art of Storytelling. 2009. 4

April 2012. <http://www.eldrbarry.net/roos/eest.htm>

“Project K.” Community Reading Program. 2012. 18 April 2012.

<http://www.dlsl.edu.ph/projectk/pdf/documents/community_reading_pr ogram.pdf>

“Raising Children Network.” Child Development. 2012. 7 April 2012.

<http://raisingchildren.net.au/articles/child_development_5-

6_years_cyh.html/context/510>

“Storytelling and Drama.” Storytelling and drama. 2012. 27 April 2012.

<http://www.onestopenglish.com/children/stories-and- poems/storytelling-and-drama/>

“Story Telling for Preschoolers, Guidelines and How-to Tell a Story.” Story-telling. 2010. 22 April 2012.

<http://www.preschool-lessonplans-and-activities.com/storytelling.html>

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30 March 2012.

<http://prasetio30.hubpages.com/hub/The-Benefit-Of-Storytelling-For-

Children>

“What is Storytelling.” The Art of Storytelling. 2009. 7

March 2012. <http://www.eldrbarry.net/roos/st_defn.htm>

Zalud, Garreth G., Robert W. Wood, Constance L. Hoag. “Elementary

School

Teachers' Out of Pocket Expenditures.” 2008. Findarticles.com. 18 April 2012.

<http://findarticles.com/p/articles/mi_qa3673/is_n2_v116/ai_n28666866/ >

Personal Interviews

Nian G. Elsa D. Personal interview. 22 March 2012.

Sumiarsih, Diana Pupung. Personal interview. 2 April 2012.