EFFECT OF STORY TELLING METHOD USING BIGBOOK ON THE ABILITY OF EXPRESING LANGUAGES TO CHILDREN 5-6 YEARS
IN GROUP B TK MUTIARA BUNDA BANGKINANG KOTA
Nelti Rizka1, Dadan Suryana2 Universitas Negeri Padang
Jl. Prof Hamka Air Tawar Padang Sumatera Barat
Abstract: The ability of early childhood language is a very important because with the language the child can communicate to friends or people around him. But the problems that occur Often now that speech and language delay experienced by 5-8% of preschool children. At the age of 5 years, 19% of the children identified had speech and language disorders. The purpose of this study is to Determine the effect of storytelling method using bigbook on the ability to express the child Language. This research uses pre-experimental type with one group pretest-posttest design. The study was conducted on 5-6 years old in Group B TK Mutiara Bunda Bangkinang Kota in November 2017. Data analysis techniques used paired t-test. Result of analysis comperative between pretest posttest value with child ability to express language at the significant level of 0.05 Obtained t test equal to -17.515 and P value to 0.000, can be concluded that there is effect of story telling method using bigbook on the ability of expressing languages to children 5-6 years. It is expected that kindergarten teachers can apply the Story telling method using bigbook in improving the ability to express the child Language.
Keywords: Language, Storytelling, Big Book, Early Childhood
Introduction
Ability of children is something that is very important because with the language the child can communicate with friends or people around him. Language development consists of the ability to speak, listen, read and write. Potential language can be stimulated through active communication by using language that is good and true.
Mastery of the language as a means of communication must go through its own developmental stage. Talking is a very important communication tool, so as to have a role in the development of intellectual, social and emotional. In
1 Writer 1
2 Writer 2
childhood, the child gradually changing from communicating with a voice just like:
laugh, cry, and then communicate with movements such as nodding, shaking (Kurniawati Yanti and Sri Setyowati, 2014) According to the Ministry of Education (2001) functions of language development for children an early age as a tool to communicate with the environment, as a tool to develop the intellectual abilities of children, as a means to develop the expression of the child, as a tool to express feelings and fruit pikiłan to others.
Readiness of children to interact with adults means of developing their understanding of
the rules and functions of language by adults would provide a link with the concept, in this case the child will get the experience of learning about the language of the neighborhood where he lives by imitating the style of the adults around too.
Therefore That language skills in early childhood or after adolescence will be highly dependent on pemecolehan language skills acquired since childhood, it will result in success in speaking in the future (Santrock, 2007)
One of the problems that often occur when it is many early childhood language disorder or delay. Speech and language delays experienced by 5-8% preschoolers.
Nearly 20% of children aged 2 years have delays in speech disorders and language disorders. At the age of 5 years, 19% of children identified as having speech and language disorders (6.4% weakness to speak, of 4.6% drawback of speech and language, and 6% of the weakness of the language). A developmental disorder that is often complained parents are speech delays.
However, children with speech and language disorders overdue attention.
Seeing such a large impact arising from language delay in preschool children, it is important to optimize the process of language development in this period (Soebadi, 2013).
Conditions that occur in the field, in TK Mutiara Bunda Bangkinang during the past three years also shows that many children who have keterlamabatan talk.
Every year there are children who have keterlamabatan talk. Seeing these conditions it is very important to do a method to stimulate the development of early childhood language, especially in expressing language is through storytelling usingmedia. bigbook
According Permendikbud 137 2014, Level Achievement 5-6 Years Childhood Development in expressing the language that is able to answer more complex questions, mentioning groups of images that have the same sound to communicate verbally, vocabulary, and recognize the symbols for preparatory reading, writing and arithmetic, compose a simple sentence in the complete structure (basic sentence- predikatketerangan), had more words to express their ideas on others, continued part of the story / fable that has been played and indicating understanding of concepts in books ,
Every child has the speed and rhythm of development is different, but in general have the same developmental stage.
Early childhood learning, educators need to provide activities that correspond
to the stages of child development, and to provide support in accordance with
the development of each child. For this reason the importance of educators understand the stages of child development.
In addition, the use of various media and learning resources are also important for the development so that children can explore the objects in the surrounding environment.
Children who are accustomed to using natural and local environment for learning, will grow more sensitive to the awareness to preserve the environment (Suryana et al, 2015).
Optimization of child development can be done by stimulating the ability of children according to age. One way to stimulate early childhood language ability is to use a storytelling method, namely the delivery of learning materials orally in the form of a story to children. By using storytelling can train visibility, comprehension, children's cognitive, attention span of children, a child's imagination, and help the development of children's language in communicating disrupt social interaction. Stories with pictures to attract children to speak. Colors and pictures are kid appeal. With focused attention on children, will affect the ability of cognition so that the child would be better to remember and continue with good language development (Suyanto, 2003).
One medium that can be used to tell young children by using the Big Book, the
picture book selected to be augmented, have their special characteristics magnification of text and pictures. This was deliberately done so happens reading together (shared reading) between students and teachers or parents and children. This book has a special characteristic that is full of colorful, exciting pictures, and words can be repeated, has a plot that is predictable, and it has a rhythmic pattern of the text to be sung, Fitrian & Floreal (2014) in Madyawati (2016). The use of media stories Big Book can develop basic abilities of children in all aspects of the language, especially in the aspect of language development (express language of the child), for example by teachers to stimulate comment children about the contents of the image or story in the Big Book, but it also is the activities to discuss and tell back story in the Big Book that can hone children's language development, especially in the express language.
Given the importance of language ability for young children and the problems mentioned above, the writer can formulate the research problem that Is there any influence of storytelling using bigbook to the ability to express language of children aged 5-6 years in group B TK Bangkinang Mother of Pearl City?
Methods
This study is a quantitative research usingmethod. pre-experimental The design used in this study is one group pretest- posttest, in this design are given treatment without their kotrol class (Sugiyono, 2013).
Pre-test Intervention Post-test Group
Experimental
In the design of this study, researchers conducted observations early to determine the ability of a child beginning to reveal the language. Furthermore, children are given the treatment of the application of storytelling usingmedia. bigbookAfter the treatment we then researchers conducted a final observation.
The experiment was conducted in group B TK Bangkinang Mother of Pearl City on November 6 to 30, 2017. The subject of research are learners aged 5-6 years in Group B Kindergarten Mother of Pearl Bangkinang totaling 15 children, consisting of seven boys and 8 girls.
Collecting data in this study using the method of observation. According Arikunto (2002), the observation methods, the most effective way is complete with blank format or as an instrument of observation.observation sheets Pretest and posttest are arranged in the form of seven indicators of achievement express language
development of children 5-6 years old children in accordance with Permendikbud 137 2014. The scores given 1 if Not Evolve (BB), 2 if Start Evolving (MB) 3 if Evolving accordance Hope (BSH) and 4 if Evolving Very Good (BSB). The total score is divided according to the number of indicators and the average value of child language are grouped into three categories as follows:
Range of Value Average (Mean)
Category
1-2 Good Enough
2.1 to 3 Good 3.1 to 4 Very Good
Technique Data were analyzed using normality test data and test hypotheses. Test data normality using the Shapiro-Wilk formula, because the sample is small (≤50), said normal data when the value of significance (P)> 0.05. After that, if the data is normal, then the hypothesis testing using t-test statistical parametric (Dahlan, 2013).
To determine the significance of the influence of the independent variable is the storytelling method (X) on the dependent variable is the ability to express language (Y) children aged 5-6 years by comparing
O1 X O2
the initial state (before treatment) and a final state (after treatment), so they can know whether alleged that already exist can be accepted or rejected. To test the hypothesis that it is used pairedt-test if the data normality test results normal, but if the data is not normal then used the Wilcoxon test using MannWhitney Utest.
Results
After data collection in accordance with the procedure described, then the next step is the presentation of data and research results in accordance with the results of observation, these results reveal the average value of language that has been carried out by researchers as follows:
Kid’s number
Pre-test Post-test
1 1,43 3,29
2 1,71 3,14
3 1,86 2,71
4 1,86 3,00
5 1,57 3,43
6 2,14 3,43
7 1,71 2,86
8 2,29 3,43
9 1,71 2,86
10 1,86 3,57
11 1,71 3,43
12 1,71 3,14
13 1,57 3,29
14 1,57 3,29
15 2,14 3,43
Table observations Reveal Language CapabilitiesOlds
5-6 Year
Category Pre-test Post-test
F% F%
Pretty Good 12 80 0 0
Good 3 20 4 27
Very Good 0 0 11 73
Total 15 100 15 100
Test normality using the Shapiro- Wilk formula shows that the value of significance (P)> 0.05 so that it can be concluded that the data were normally distributed.
Data Normality Test Results Table Shapiro-Wilk Statistic df Sig.
Pretest .909 15 .130
posttest .900 15 .096
Based on the data normality test the normal distribution then the hypothesis test used was paired t-test and showed the following results:
Table Effect Using Storytelling Method Bigbook against Ability Children Reveal Language 5-6
year
N Mean t P value
Pre test 15 1.79
-17 515 .000 Post test 15 3.22
Discussion
Results showed that prior to the storytelling method most children 12 (80%) have the ability to express language in the category quite well and after the application of storytelling usingmedia bigbook it can be seen child's ability to express language risen to the very good category were 11 children (73%).
After testing normality normal distribution of data is known and continues to test the hypothesis using a paired t-test and the results obtainedt -17 515 and a P value of 0.000 means that there is significant influence storytelling method using bigbook to the ability to express language in children aged 5-6 years Mother of Pearl TK Bangkinang.
Storytelling usingmedia the Big Book'scan encourage children to develop the ability to express language, because the media has text and images are large and colorful images that match the child's thinking on pre-operational stage is symbolic thinking. Media is made according to the needs in developing language skills in children. Media storytelling in the form of concrete can help to develop language skills in children. Its activities were not spared from the element of fun and play and ultimately learn to read and express language is not scary and creepy, but it is a pleasant thing for the child.
The story presented for children aged 4-6 years course should suit their life- world. The story should be sourced from everyday experience that may be experienced or simple things that are easily digested by the stages of thinking. Interest storytelling for children aged 4-6 years is that children are able to listen carefully to
what the other person, the child will be asked if he did not understand it, will be able to answer questions, the child can relate and express what is heard and told another human , so that the lessons of the story can be understood and is slowly being listened to, cared for, implement, and told another human being, according Tampubolon (in Nurkhasanah Umi, 2016)
"Storytelling great influence on the development of language skills of children".
The results of this study are supported by theory reveals that the media Big Book can change the physical mental students in learning the language so that children reveal more vibrant and feel easier.
It is advisable for parents / educators should try to use the media Big Book as a variety of media activity that children do not feel tired and bored. Books are designed in large size helps the child to focus more on images and text. As you read the stories of parents / educators can demonstrate that he read in the picture and pointed to each word that is read. Ideally Big Book measuring at - least A3 or A2. By using the Big Book media'sof parents / educators can be an example to the children how to read the symbols of letters, words and sentences correctly. Kids learn how to pronounce words correctly and understand their particular intonation and ekspekstasi. Experience speaking activities
played by parents / educators in a conducive environment will encourage children to participate actively (Madyawati Francine, 2016).
This study is also consistent with the results of research studies Kurniawati Yanti (2014) which states that the use of big media book can improve the ability to speak in childhood. In this action research, an increase in the ability to speak to the children, it is shown in the first cycle and the second cycle. In the first cycle of meetings to 1skor average speaking skills achieved by 25% and in the second meeting of the average score reached 30%. While in the first meeting of the second cycle the average score achieved speaking ability by 50% and at the meeting of 2 to 80%. This proves that through the media talking big book improve early childhood.
Conclusion
Methods of story telling using bigbook influence on the ability to express language of children aged 5-6 years with the results oftthe -17 515 and a P value of 0.000.
Storytelling method that uses bigbook thisown text and images are large and colorful images that match the child's thinking on the preoperational phase that is thinking symbolically. Media is made according to the needs in developing language skills in children. Kindergarten
teachers are expected to apply the method to useStorytelling bigbook in improving the ability to express language of children.
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