CHAPTER
I
INTRODUCTION
1.1.Background
of the Study
Kindergarten education is done with a 'play while
learning and learn while playing with the intention of causing excitement in
children. Play as a form of learning that is done with respect to theories of
child development. The element of play that is done in the study, in trying
gradually be reduced so that the children are more focused on learning.
Program activities in the kindergarten program
carried out with the aim to help the foundation toward the development of
attitudes, knowledge, skills and creativity will be undertaken by children in
adjusting to their environment. Aspects of early childhood development is very
broad and it can be achieved by doing learning activities speak with
storytelling methods. Method of storytelling is one gift a learning experience
for children that are transmitted orally, so the children can also practice
speaking properly and smoothly.
The program is based on the learning of children and
27 years of Indonesian rule 1990 on pre-school learning activities (2003:21):
1) Program
teaching and learning activities in kindergarten in the context of the
formation of habituation behavior through day-to-day that includes the
development of religion, Pancasila morals, discipline, emotions and social
skills.
2) this
program in order to develop basic skills through activities prepared by the
teacher in religious education includes the development, fakir speaking power,
creativity, and physical skills.
Learning at Tk was developed based on the theory
that using strategies and procedures that learning methods. The learning method
is a method that can be adjusted to age prematurely. Thus, not all methods can
be done in learning in kindergarten.
The method is a method of storytelling,
conversation, asked questions, gave poetry, dramatization and much more. From a
variety of methods mentioned above, the method used is the method of
storytelling. Storytelling is a story told anything about the act or incident
and conveyed orally with the aim of sharing experiences and knowledge. Thus
learning with storytelling methods in the context of the communication can be
considered as an attempt to influence others, but to education in Tk, this
method can be said as an effort to develop the potential abilities of children
with hearing and reiterated the purpose of child skills training in speech to
convey ideas in oral form.
Aspects of child development in Tk, very wide and it
can be achieved with a variety of approaches, one of which is to carry out the
activities of storytelling as storytelling method implementations. Method of
storytelling is one of giving a learning experience for children through
stories conveyed orally (Moeslichatun, 1997: 157).
1.2.Scope
of the Study
The scope of this research include learning
strategies to talk to a particular method. Storytelling activities can be done
at the time of speaking, listening, reading and writing. Fourth aspect can
realize through storytelling, while the activities of storytelling, students
asked to recount an event in its own natural've done orally and at confront his
friends.
1.3.Statement
of the Problem
Based on the restrictions above problem, the problem
formulated in this study as follows:
1) how
increasing the ability to speak with the method of telling the students in
group B Kindergarten Nurul Huda Praya Lombok Tengah in the academic year
2005/2006?
1.4.Objectives
of the Study
The research objective was to determine the increase
in the ability to talk through the method of storytelling.
1.5.
Assumptions
In order for this research to have a strong
foundation for the problem to be investigated and the variables that reinforce
the center of attention and have a clear direction then in need of a number of
assumptions as follows:
1) The
ability to speak with the method of storytelling has taught extensively in
Kindergarten Nurul Huda especially in group B
2) To
improve the ability to speak with the method of storytelling in Kindergarten
Nurul Huda, especially in the B-class teacher-led group B
3) Improving
the ability to speak with story-telling method of kindergarten students Nurul
Huda've got a good way of talking, true and smooth.
1.6.Benefits
of the Study
1) The
benefits of the study increases the ability to speak with the method of
storytelling in Kindergarten Nurul Huda Praya especially in group B expect:
a. In
order to be a reference for the future better and managed with appropriate
methods.
b. Method
of storytelling is very beneficial for children kindergarten age especially in
learning to talk.
c. By
using learning strategies methods of storytelling talk to help students to
train memory, thought, and the courage to train and nurture the imagination of
students in kindergarten age.
2) The
benefits of learning to speak a practical research method Nurul Huda told in
kindergarten, especially in the B group and guided by the teacher in the
classroom expect:
a) Against
educational study program in kindergarten Nurul Huda speaking, this research is
expected to contribute scientific talk about the realities of teaching in
Central Lombok district.
b) for
researchers, this study can be used as a means to enhance the ability of the
profession as a teacher especially in facilitating the problems of teaching and
learning.
1.7.
Defination of the Key Terms
In this study need to explain the terms used, this
is intended to gain a common understanding and to avoid misunderstanding and
understand the terms in the mean as follows:
1) Speaking
is the ability to utter articulate sounds or words to express, express, and
convey thoughts, ideas and feelings.
2) Learning
material is conveyed to the student teacher in order to obtain the skills
(Department of Education; 1988: 2).
3) Methods
are ways that teachers do in teaching and learning activities in order to
achieve the goals that have been set (Department of Education; 1988: 7-18)
4) Method
of storytelling is an effort to influence others through speech and narrative
about something (an idea).
CHAPTER
III
RESEARCH
METHODOLOGY
3.1 Research Design
This research is a classroom action research (CAR).
CAR is action research or sedirng called with class room action reseach in
English, which is the research done by the teacher in the classroom or in the
school where teaching, with an emphasis on the learning process. In CAR,
teachers can do your own research on learning in the classroom or working
collaboratively with teachers and other researchers.
In practice (Susilo, 2009; 10) CAR is meaningful
action through the research procedure includes four steps:
1)
Formulate the problem and plan of action
(planning)
2)
Implement the action (acting)
3)
Observation (observing)
4)
Reflecting (the observations)
Action research is carried on two cycles, but if the
first cycle is successful then the second cycle does not need to do.
In the initial study phase, the researchers
conducted observations of the process of improving the ability to speak in
class, so it is found strengths and weaknesses. From the observation is then
found some things related to the upgrading of speaking through storytelling
methods are:
1) Part
of the child was so g is not involved in speech
2) Children
stand at one point, looking around the room with random movements that have no
purpose.
3) Children
speak but not the theme but his interest in the other.
4) With
the ability to be knew the beginning, researchers were able to observe the
development of student learning outcomes in the alternative actions that can be
done to address the issues that determined the form of utilizing problem
solving metdoe storytelling.
3.2. Population and Sample of the
Research
1) Activities
with the opening prayer
2) On
classroom management, 25 students divided into 5 groups.
3) One
teacher explained how to speak / talk and other teachers as observers and
assist the students in learning.
4) It
turns children given a chance to talk with her own experience
5) At
the end of the activity, the teacher gives the evaluation of the method of
administration tasks and questioning on children's activity sheets.
6) Any
child who does this activity is given in the form of an award of an interesting
paper drawings.
3.3.Research Instrument
According to Arikunto ( 2006:149 ),
instrument is the tool which is used by the researcher in using strategy.
Instrument can measure characteristic such as intelligence, personality,
motivation, attitudes, interest and soon. In the research, the researcher used
the test as the instrument. A test is a set of stimuli presented to an
individual in order to elicit response on the basis of which a numerical score
can be assigned. In this research used and achievement test. The students will
come forward in a group to practice the dialogue they have listened in the
audio visual before.
3.3.1 Observing
The observation will do during
teaching and learning process by using observation form. It observes students
activities in the classroom while they are following the teaching and learning
process. This technique is meant to find out the effectiveness of new technique
is being applied, researcher also take notes. The notes are elaborated as
comments to the student activity. In order to collect accurate data and get
reliable result, the researcher prepared the instrument for the data
collection.
3.3.2 Test
The aim of English language teaching
in Indonesia is to equip the student with working knowledge of English (
Nurgiantore, 2009:290 ). In accordance with the statement above, the purpose of
testing in this study is to measure the progress of students listening ability
and also to establish how successful individual students or group of students
have been in achieving the objective. The students performance covers some
components of ability such as listening, pronunciation, grammar, fluency and
content.
3.3.3 Field Notes
This instrument contained the record
of the fact related to the implementation of audio visual media during the
teaching and learning activities that was made by the researcher as the
practitioner teacher. The instrument was utilized as a means of recording
facts, which cannot be put in the observation form. Besides, the information
obtained from the instrument will used for both checking the accomplishment of
the selected criteria and identifying certain aspect or elements audio visual
media in listening that need to be revised in the next plan.
3.4. The Techniques of Data
Collection
1) direct
observations used to observe the child at the time of learning activities with
storytelling methods.
2) Documentation
through drawing activities children use to determine child's increased capacity
through the development of basic speaking skills. The results reflect the first
cycle material improvements made in the second cycle.
3.5. The
Technique of Date Analyzing
Activity data analysis using the guidelines that
increase the ability to speak is indicated as follows:
1) Conducting
teaching and learning activities using the media to talk through the method of
storytelling, the teacher showed interest through active and creative attitude.
2) Children
are able to find their own (implirit) simple concepts and indicators of
learning outcomes speak.
3) Children
are capable of learning to speak through listening actively to develop the
power of narrative ability / intelligence pre-school children.
3.6 Result Analysis
1) An
increase in the ability to speak, by the method according to the story told
teachers. Before learning to talk through the method of storytelling, children
speak less fluently, in the absence of anything that is told but after the
learning speaking through storytelling method, fluently speaking children
because they want to speak something after they saw pictures or things that
around him. All that we can know through Cycle 1: 32% complete and 68%
incomplete. Through the second cycle: 80% complete and 20% incomplete.
2) active
learning, creative, interesting and fun (joyful learnig) through the
implementation of creative, teachers who excel in order to stimulate the child
to develop the ability to speak in the development of basic skills to talk with
indicators and learning outcomes are diverse and integrated.
