Improving the story-telling skill of grade 1 students through the use of hand puppet media

Siti Zuraidah, Universitas Negeri Yogyakarta, Indonesia
Kastam Syamsi, Universitas Negeri Yogyakarta, Indonesia
Ashadi Ashadi, Universitas Negeri Yogyakarta, Indonesia

 10.21831/jpe.v8i2.33831

Abstract


The purpose of this study is to improve the storytelling skills in language learning  of grade I students of Muhammadiyah Elementary School Sapen Yogyakarta using hand puppet media.This research is collaborative classroom action research with the cycle model design. The subject of the study was grade I students of Al Ibadi Muhammadiyah Elementary School Sapen, totaling 30 students, consisting of 16 male and 14 female students. The data were collected through observatioThe purpose of this study is to improve the storytelling skills in language learning  of grade I students of Muhammadiyah Elementary School Sapen Yogyakarta using hand puppet media.This research is collaborative classroom action research with the cycle model design. The subject of the study was grade I students of Al Ibadi Muhammadiyah Elementary School Sapen, totaling 30 students, consisting of 16 male and 14 female students. The data were collected through observation and documentation as well as using a questionnaire and test, and analyzed using the descriptive qualitative and quantitative analysis.The results show that the use of hand puppet media in Indonesian language learning could improve the storytelling skill of grade 1 students. This is evidenced by the increase in the students’ average score and minimum mastery in their storytelling skills. The students’ mean score increased from 62 in Cycle 1 to 80 in Cycle 2. Likewise, the percentage of the students with minimum mastery increased from 40% (12 students) in Cycle 1 to 87% (26 students) in Cycle 2.n and documentation as well as using a questionnaire and test, and analyzed using the descriptive qualitative and quantitative analysis.The results show that the use of hand puppet media in Indonesian language learning could improve the storytelling skill of grade 1 students. This is evidenced by the increase in the students’ average score and minimum mastery in their storytelling skills. The students’ mean score increased from 62 in Cycle 1 to 80 in Cycle 2. Likewise, the percentage of the students with minimum mastery increased from 40% (12 students) in Cycle 1 to 87% (26 students) in Cycle 2.

Full Text:

Fulltext PDF

References


Agofure, J. (2016). Puppet-performed show into theatre-in-education and the child development: A theoretical overview. Franklin Business & Law Journal, 3, 128–145.

Al-Mansour, N. S., & Al-Shorman, R. A. (2011). The effect of teacher’s storytelling aloud on the reading comprehension of Saudi elementary stage students. Journal of King Saud University - Languages and Translation. https://doi.org/10.1016/j.jksult.2011.04.001

Arikunto, S. (2005). Manajemen penelitian. Rineka Cipta.

Caganaga, C. K., & Kalmis, A. (2015). The role of puppets in kindergarten education in Cyprus. OALib, 02(07), 1–9. https://doi.org/10.4236/oalib.1101647

Daniels, K. D. (2020). Moving hands in classroom assemblages: puppet play in a post-world. English Teaching: Practice & Critique, ahead-of-p(ahead-of-print). https://doi.org/10.1108/ETPC-11-2019-0143

Daryanto, D. (2013). Media pembelajaran: Peranannya sangat penting dalam mencapai tujuan pembelajaran. Gava Media.

Dunlap, L. L. (2009). An introduction to early childhood special education : Birth to age five. Merrill/Pearson.

Garzotto, F., Paolini, P., & Sabiescu, A. (2010). Interactive storytelling for children. Proceedings of the 9th International Conference on Interaction Design and Children - IDC ’10, 356. https://doi.org/10.1145/1810543.1810613

Halidjah, S., & Magiyati, M. (2018). Peningkatan keterampilan berbicara menggunakan metode bercerita pada siswa kelas III Sekolah Dasar Negeri 29 Sungai Ambawang. Jurnal Pendidikan Dan Pembelajaran Khatulistiwa, 7(4), 1–12. https://jurnal.untan.ac.id/index.php/jpdpb/article/view/25179

Harriott, W. A., & Martin, S. S. (2004). Using culturally responsive activities to promote social competence and classroom community. TEACHING Exceptional Children, 37(1), 48–54. https://doi.org/10.1177/004005990403700106

Hong, Y. (2012). Collaborative story telling through tangible technology.

Hyland, K. (2018). Metadiscourse: Exploring interaction in writing. Bloomsbury Publishing.

Kröger, T., & Nupponen, A.-M. (2019). Puppet as a pedagogical tool: A literature review. International Electronic Journal of Elementary Education, 11(4), 393–401. https://www.iejee.com/index.php/IEJEE/article/view/688

Miller, S., & Pennycuff, L. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36–43.

Mokhtar, N. H., Halim, M. F. A., & Kamarulzaman, S. Z. S. (2011). The effectiveness of storytelling in enhancing communicative skills. Procedia - Social and Behavioral Sciences, 18, 163–169. https://doi.org/10.1016/j.sbspro.2011.05.024

Musfiroh, T. (2008). Memilih, menyusun, dan menyajikan cerita untuk anak usia dini. Tiara Wacana.

Nurbianti, D. (2005). Metode pengembangan bahasa. Universitas Terbuka Press.

Nurgiyantoro, B. (1988). Penilaian dalam pengajaran bahasa dan sastra. BPFE.

Petersen, K. S. (2014). Interviews as intraviews: A hand puppet approach to studying processes of inclusion and exclusion among children in kindergarten. Reconceptualizing Educational Research Methodology, 5(1). https://doi.org/10.7577/rerm.995

Purwanto, N. (2011). Evaluasi hasil belajar. Pustaka Pelajar.

Remer, R., & Tzuriel, D. (2015). “I teach better with the puppet”-Use of puppet as a mediating tool in kindergarten education–an evaluation. American Journal of Educational Research, 3(3), 356–365. https://doi.org/10.12691/education-3-3-15

Romanski, N. M. (2016). Narrative discourse in teaching practice: Uncovering multiple layers of story in the art classroom and implications for narrative leadership. In Dissertation Abstracts International Section A: Humanities and Social Sciences.

Romanski, N. M. (2019). Reigniting the transformative power of puppets through narrative pedagogy, contemporary art, and transdisciplinary approaches in art education. Art Education, 72(4), 36–42. https://doi.org/10.1080/00043125.2019.1602496

Sadiku, L. M. (2015). The importance of four skills reading, speaking, writing, listening in a lesson hour. European Journal of Language and Literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31

Sanjaya, W. (2016). Strategi pembelajaran berorientasi standar proses pendidikan. Prenada Media. https://doi.org/2008

Santosa, P. (2008). Materi dan pembelajaran Bahasa Indonesia SD. Universitas Terbuka Press.

Sudijono, A. (2005). Pengantar statistik pendidikan. PT Raja Grafindo Persada.

Sumiati, A. (2009). Metode pembelajaran. Bandung: Wacana Prima.

Tompkins, G. E. (2002). Language arts: Content and teaching strategies. Merrill/Prentice Hall.

Warso, A. W. D. D. (2017). Publikasi ilmiah tinjauan ilmiah dan best practice. Penerbit Graha Cendekia.




DOI: https://doi.org/10.21831/jpe.v8i2.33831

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Jurnal Prima Edukasia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Prima Edukasia indexed by:

All rights reserved p-ISSN: 2338-4743 |e-ISSN: 2460-9927

Creative Commons LicenseJurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View Prima Edukasia Journal Stats