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The Effect of Storytelling and Self Conf PDF
The Effect of Storytelling and Self Conf PDF
Research Paper
ABSTRACT
The purpose of this study is to determine the effect of storytelling and self-confidence in the ability to
speak the children's group B Kindergarten in Sawahlunto city in 2018. This research method using
experimental research type with factorial design 2X2. The population of this study is all children of
group B Kindergarten in Sawahlunto with multistage stratified sample random sampling technique.
Data analysis techniques use descriptive statistics and inferential statistics with the help of SPSS
version 20. Descriptive analysis includes descriptive data of research results followed by normality
test and homogeneity test. While inferential statistical analysis in the form of two-track ANOVA test
and Tukey test with significance level alfa = 0.05. The results of the research are: 1) The ability to
speak of children given storytelling activity has a higher influence than storytelling activity of
storybook, 2) There is influence of interaction between storytelling and confidence in ability to speak,
3) Ability of speaking children who have confidence high given the storytelling activity of the song
has a higher influence of children's score of the ability to speak given storytelling activities of
storybooks, 4) The ability to speak children who have low self-esteem given storytelling activities
storybook has a higher value than the ability to speak children which is given media storytelling
songs.
In addition Stauffer in Isbell (2011) and experiences are also the cause of low
explains that "the function of language is to child speaking skills. the reality at a glance
communicate, and communication is the shows how important the learning activities
main purpose of language. The function of should be made as simple as possible, so
language is to communicate, and that children have confidence in speaking,
communication is the main purpose of the so that children easily understand and
language. In a personal setting of story- master the skills taught to them.
telling environments, storytelling languages In developing children's speaking
and stories together build relationships that skills, learning activities used by teachers
encourage children to connect to stories should attract children's attention and foster
using their own language and experience. children's interest in language. One of the
"This explains that children's speaking skills learning activities that can support the
relate to language and communication skills learning process of teachers and children is
with others. In this study the child is used to storytelling. Ljubica Marjovic Umek et al
repeat the story he heard and accustomed to (2012) in her research explained that
reveal the contents of his mind so that the children who are often told by their parents
ability of language children also increased. various stories through storytelling, the
Based on the results of observations ability to speak is increasing rapidly. The
and interviews that researchers do with children are not only able to communicate
teachers in group B Kindergarten Nurul well but also able to retell the story they
Huda Sawahlunto with the subject of 60 hear with trace. Children who are
children obtained information that the accustomed to listening to stories, will
ability to speak children is still low. This is gradually increase their vocabulary and find
evidenced by the following facts: 1) most patterns from the story, which will make it
children's vocabulary is still minimal, 2) easier for them to understand the stories told
most children still cannot use sentences in to them.
the correct and orderly grammar, 3) there One of the storytelling activities that
are still many children who have difficulty can be used is storytelling with songs. Based
in pronunciation various letters, especially on research Amanda Dillan (2012)
some letters consonants, 4) there are still mentioned that the song for early childhood
many children who are not fluent and timid is a center of communication and
in speaking. interaction. Songs give fun and add
Based on the results of these vocabulary to early childhood. Based on the
interviews obtained information that the results of this study can be seen that the
main cause of problems in developing the song is also one way children develop
ability to speak children is still low communication skills and make it easier for
confidence of children to convey opinions children to understand many things. With
or experiences in front of his friends. tones, melody and harmony in the song will
Furthermore, based on the observation of stimulate and enhance the child's ability to
the researcher, the cause of the low listen to stories, remember and recite new
confidence of the children to dare to talk vocabulary so that the vocabulary of the
with friends and teachers is because the child increases and makes them confident to
learning activities are still monotonous, talk about the stories they have heard and
where children are given more children also confident to speak in various other
activity sheet (LKA) in the form of opportunities.
calistung rather than activities that support Based on the relevant research and
the development of children's speaking the facts of field problems that have been
ability . In addition, less attractive learning described, it is necessary to do research
media and lack of opportunities and support about the influence of storytelling and
given to children to express their opinions confidence in the ability to speak in Group
ability.
song is higher than the group of children attention can be focused on the child, then
given storytelling treatment of story books. the interaction of teachers to children with
The results of the analysis were reinforced various expressions of emotion, facial
by a further test or Tukey test to compare expression, and the intonation of a particular
the speaking ability of a group of children moment in the sung story can cause deep
with high self-confidence given the curiosity in the child. in this way the child
storytelling activity of the song and the will listen to the song with more serious
storytelling of the story book obtained by because curious about the story line that he
A1B1 = 83.6000 and the value for A2B1 = heard.
71.5500 with Alfa = 0.005 so A1B1> According Musfiroh (2008),
A1B2H0 rejected and alternative hypothesis storytelling is a fun activity, because it
H1 accepted. provides lessons and advice through the
The fourth; The ability to speak the story. Storytelling is a good and smart way
group of children who have low self- to educate. Educating and advising children
confidence given the storytelling of the song through stories provides a satisfying effect
is lower than the group of children given on the need for imagination and fantasy.
storytelling storybook. The results of the The learning process takes place more fun
analysis are reinforced by the advanced test and filled with the interaction of children's
or Tukey Test The calculation of the activity so that confidence is higher.
analysis of the advanced stage variance with The storytelling technique using
Tukey's test is to compare the speaking storybooks with little illustrations of images
ability of the low-confidence children group will require a greater concentration of
given the big learning media and given the attention (Moeslichatoe; 2004). So that
learning media of the story book obtained causes children to get bored quickly because
A1B2 = 71.5500 and the value for A2B2 = they just sit and listen to a story from a book
83.6000 with Alfa = 0.05, thus H0 is read by the teacher without being able to see
rejected and H1 alternative hypothesis is directly illustrated a story line. This kind of
accepted. learning technique reduces children's
activity because they only listen and see one
D. DISCUSSION or two pictures of the entire series of stories.
Based on the results of data Based on the results of the research,
processing and calculations that have been although both of these learning activities
done previously to prove that there is a have the same effect on the ability to speak
difference between children given children, but the storytelling activity of the
storytelling activities of the song with the song provides better results in learning
children given storytelling activities story activities conducted compared storytelling
books. The results showed that the overall storybook. This finding is consistent with
group of children given the storytelling the results of the study indicating that after
activity of the song is higher than the group the storytelling activity in the Kindergarten
of children given storytelling of the story group B children, the storytelling of the
book. Based on this it can be stated that to song showed significant results.
achieve the goal, storytelling is more Implementation of storytelling
effective to use than storytelling of activities prioritizes the interaction and
storybook in improving children's speaking activity of children because a song has a
ability. beautiful melody and rhythm. Sentences or
Based on these differences explained words heard by the child in a song are very
that the storytelling activity of the song easy for children to remember if words end
more attention to the child because of the in the same rhyme, if there is a strong
melody or tone of the song that is fun for the rhythm, and if the words used are easy to
child, in addition to the attention or teacher remember. When children sing songs it can
strengthen the phonology and relationship Furthermore Desmita (2010) explained that
of words in long-term memory and act as a self-confidence is one aspect of
reminder aid when the children then read psychosocial development of students that
the words (Walton; 2014). must be understood by a teacher. Because
Another thing is expressed by confidence is one of the variables that
Mustafa (2008), according to him because determine the educational process. Students
the presentation of storytelling involves the who experience difficulty in learning, more
listener, storytelling method has the due to the attitude of students who see
potential to stimulate and educate. Through themselves unable to perform tasks at
virtual reality involvement, children will be school. Therefore, the teacher as a facilitator
attracted into the series of events and fights needs to stimulate the child's confidence so
the fate of story characters (plot story). that children have positive judgment and
Armed with emotions, intelligence and confidence.
imagination, children will experience the Brown (2005) expressed his opinion
events in the story. With regard to that "self-confidence is the learner's belief
communication skills, storytelling methods that at least partially a factor in their
can foster a grammar story that enables eventual success attaining the task." Self-
children to develop language skills with all confidence is the belief that students have in
aspects, including verbal reasoning. common they will be able to complete a task
The child's ability to retell the story, gradually, which is a factor of success in the
convey his or her opinion about the story completion of the next task. So the use of
affects the literacy and development of the storytelling with songs in addition to
child's language (Dunst et al; 2017). attracting children also makes children
Then,Santrock (2010) states that language is understand easily the story so that the child
a form of communication, whether oral, self confidence express opinion about the
written, or sign based on the symbol system. story or repeat the story.
The child can develop the ability to speak According to research results Doriet
by conveying directly the story he has Berkowitz (2011) "telling children a
heard, be it about the plot or the opinion of familiar story or using a repetitive phrase
the child about the story or figure in the within a story helps them feel comfortable
story. Just like in this research where used and confident". Berkowitz explains that
storytelling activity of song and storytelling telling a story that is familiar to a child by
of story book to develop child's speech using simple sentences and repeated use of
ability. certain sentences in the story, will make
Furthermore, if it is linked to the children comfortable listening to stories and
self-confidence that can be avoided from the make it easier for children to memorize new
child's ability to believe that they can vocabulary and increase confidence in
perform the challenges that exist in their talking children.
presence, in this case including the ability to In this study the ability to speak
understand the story and memorize new children developed in the activities of
vocabulary. Perry (2006) believes in self- storytelling, became one of the containers to
confidence is the ability to trust his own express himself where in each story has
abilities. Having the ability to trust oneself different emotions. When the child tells the
can produce courage in the self not to worry story of the face, the gestures of the body
about the consequences of failure. Children and the expression that the child is showing
who have confidence will be more focused influence the delivery of the story. When the
on what can be done and can overcome child is able to convey the story eloquently
obstacles without having to feel the stress to others or peers, the listener will get the
because they believe they can overcome message content from the child's story or
them. story.
How to cite this article: Syafnita T, Yetti E, Hartati S. The effect of storytelling and self-confidence
about children's talking ability. International Journal of Research and Review. 2018; 5(7):125-130.
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